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弹性教学手册,疫情下中国“停课不停学”经验【优秀范文】

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弹性教学手册,疫情下中国“停课不停学”经验【优秀范文】

 

 Many people have helped us in finalizing this handbook. They have our great appreciation for the long hours and hard work they devoted to conducting research and developing the content. Without their continuous assistance, this handbook would not have been realized. We

 would

 especially

 like

 to

 thank

 Dr.

 Haijun

 Zeng

 from

 the

 Smart

 Learning

 Institute

 of

 Beijing

 Normal University and Dr. Changjie Chen from the NetDragon Websoft Inc., for their professional recommendations on the handbook framework. Special thanks also go to Rongxia Zhuang from the Smart Learning Institute of Beijing Normal University for organizing meetings to develop the content and managing the evolution of this handbook from a simple framework to a well-structured content. Our acknowledgement is also extended to the researchers who put a lot of efforts in finding and developing the content. The research team includes Ahmed Tlili, Junfeng Yang, Huanhuan Wang, Muhua Zhang, Bojun Gao, Hang Lu, Ting-Wen Chang, Qian Cheng, Xiayu Yin, Wei Cheng. We acknowledge with gratitude those experts from the Smart Learning Institute of Beijing Normal University (SLIBNU), UNESCO International Research and Training Centre for Rural Education (UNESCO INRULED), UNESCO Institute for Information Technologies in Education (UNESCO IITE), the International Association of Smart Learning Environment (IASLE), the Arab League"s Educational, Cultural and Scientific Organization (ALECSO), and Edmodo for their professional feedback and comments during the preparation of this handbook. Acknowledgement

 Contents

  Ex ecutiv e

 Summary

  1

 1. Understanding

 Flexible

 Learning

 during

 Educational

 Disruption

  2

 1.1 Flexible learning

 2 1.2 Characteristics of flexible learning

 3 1.3 Dimensions of flexibility

 3 2 Applying

 Online

 Learning

 to

 Pr o vide

 Flexible

 Education

  9

 2.1 Technology enhanced learning

 9 2.2 What is online learning

 10 2.3 How to provide online learning

 11 2.4 Core elements for supporting “Disrupted Classes, Undisrupted Learning”

 13 3 Ensuring

 Reliable

 Netw ork

 Infrastructur e

  15

 4 Utilizing

 Friendl y

 Learning

 T ools

  17

 5 Adopting

 Suitable

 Digital

 Learning

 Resour ces

  21

 5.1 Evaluate the suitability of digital learning resources

 21 5.2 The available digital learning resources for different levels of education

 22 6 Facilitating

 Eff ectiv e

 Online

 T eaching

 and

 Learning

  26

 6.1 Instructional organization of learning

 26 6.2 Social organization of learning activities

 27 7 Pr o viding

 Suppor ts

 and

 Ser vices

 f or

 T eachers

 and

 Students

  32

 7.1 Technical services for teachers

 32 7.2 Learning supports for students

 32 8 Empo w ering

 the

 Collaboration

 betw een

 Go v ernments,

 Enterprises,

 37 and

 Schools

 Conclusions

 and

 Recommendations

  39

 Ref er ence

  41

 Par ticipant

 List

  43

  During recent years, large scale outbreaks of pandemic disease, natural disaster, or serious air pollution took place in the global wide, affecting not only humans’ health, but also the education sector. For instance, at the end of 2002, SARS affected several countries around the world. To contain the virus, face-to-face teaching was banned in several regions in China. Similarly, in 2009, the outbreak of H1N1 Flu affected several people around the world, causing school closures in many countries and areas, such as Bulgaria, China, France, Italy, Japan, New Zealand, Serbia, South Africa, Thailand, United Kingdom, the United States, etc. (Cauchemez et al., 2014). At the end of 2019, while the Coronavirus (COVID-19) is rapidly spreading worldwide, causing the death of over 3000 persons, several countries have initiated several strategies to contain this virus, including school closures. UNESCO stated that, as of 12 March, forty-six countries in five different continents have announced school closures to contain the spread of COVID-19. Specifically, twenty-six countries have completely closed schools nationwide, affecting the learning process of almost 376.9 million children and youth who would normally attend schools. A further twenty countries have partially closed schools (localized school closures) to prevent or contain the spread of COVID-19. Particularly, 500 million children and youth are still threatened with not attending their schools if these twenty countries also order nationwide school closures. International organizations have paid particular attention to the issue of “Education Response in Crises and Emergencies”. UNESCO stated in the Education 2030 Incheon Declaration and Framework for Action that countries should “provide alternative modes of learning and education for children and adolescents who are not in school at both the primary and secondary levels, and put in place equivalency and bridging programmes, recognized and accredited by the state, to ensure flexible learning in both formal and non-formal settings, including in emergency situations”. Specifically

 in

 China,

 to

 contain

 the

 COVID-19,

 the

 Chinese

 government

 has

 banned

 most-face-to-face activities, including teaching. Chinese Ministry of Education, on the other hand, has launched an initiative entitled “Disrupted classes, undisrupted learning” to provide flexible online learning to over 270 million students from their homes. Therefore, this handbook aims to define the term “flexible learning” to readers. It then describes several implemented flexible online learning strategies during the COVID-19 outbreak. These stories are presented based on six dimensions, namely (a) infrastructure, (b) learning tools, (c) learning resources, (d) teaching and learning methods, (e) services for teachers and students, and (f) cooperation between enterprise, government, and schools. Specifically, this handbook can help other educators, researchers and practitioners implement

 similar

 case

 studies

 in

 their

 context.

 Finally,

 this

 handbook

 shows,

 based

 on

 this

 practical experience, the different cooperation between several sectors (governmental, telecommunication, enterprises, etc.) to provide effective and inclusive education in case of emergencies, such as the COVID-19. Executive Summary

 Term 1. Flexible pedagogy In

 this

 handbook,

 we

 re-conceptualize

 flexible pedagogy

 as

 a

 learner-centered

 educational strategy,

 which

 provides

 choices

 from

 the

 main dimensions

 of

 study,

 such

 as

 time

 and

 location of

 learning,

 resources

 for

 teaching

 and

 learning, instructional approaches, learning activities, support for teachers and learners. In this way, teaching and learning can be flexible rather than fixed. This can help promote easy, engaged and effective learning.

  Lee and McLoughlin (2010) de fi ned fl exible learning as a “set of educational approaches and systems concerned with providing learners with increased choice, convenience, and personalization to suit their needs. In particular, fle xible learning provides learners with choices about where, when, and how learning occurs, by using a range of technologies to support the teaching and learning process.”

  1.1

 Flexible

 Learning The study of flexible learning and teaching has a long history. First, “flexibility” is defined as offering choices in the educational environment, as well as customizing a given course to meet the needs of individual learners. Therefore, providing the possibility of making learning choices to learners is crucial. These learning choices can

 cover

 class

 times,

 course

 content,

 instructional approach, learning resources and location, technology use,

 the

 requirements

 for

 entry/completion

 dates, and

 communication

 medium

 (Collis,

 Vingerhoets, &

 Moonen,

 1997;

 Goode,

 Willis,

 Wolf,

 &

 Harris, 2007).

 With

 the

 development

 of

 information

 and communication technologies, new learning modes have appeared that can open more opportunities for flexible learning, such as open learning. Open learning aims to make learners more self-determined and independent, while teachers became more as learning facilitators (Wiki, 2019). Learner-centered philosophy serves as an underpinning theory for this flexibility dominated educational practices (Lewis & Spenser, 1986). In flexible learning environments, barriers that might prevent students from attending a given educational context (e.g., classrooms) are removed. With the further development of technologies, flexible delivery is considered a critical component (Lundin, 1999), which usually empowers learners and instructors to exchange information in a two-way manner. Later, the scope of flexible learning has been further extended beyond the dimension of delivery to cover flexible pedagogy (Gordon, 2014; Ryan & Tilbury, 2013). Gardon (2014) and Ryan and Tilbury (2013) believed that flexibility is not only an attribute of students, but also a feature of educational strategies at the institution level. 1 Understanding Flexible Learning during Educational Disruption

 1.2

 Characteristics

 of

 flexible

 learning

 Flexible learning has several characteristics, as follows: First, it offers learners rich learning choices from multiple dimensions of study (Goode et al., 2007).

 Second, it applies learner-centered constructivism approach which is indicated by a shift from the teacher taking learning responsibilities to the learner taking these responsibilities as well (Lewis & Spencer, 1986; Goode, 2007). Last, learners are granted a variety of choices and take more responsibilities for their own learning. Therefore, flexible learning requires learners to be more skilled at self-regulation in terms of goal setting, self-monitoring and make adjustments and instructors to promote active learning so that learning in such situations can be engaging and effective (Collis, 1998).

  1.3

 Dimensions

 of

 flexibility

 The

 strategy

 of

 flexible

 learning

 can

 be

 implemented

 at

 different

 levels,

 such

 as

 teaching

 and

 learner management, operational management, and institutional management (Casey & Wilson, 2005). Focusing on the flexibility at teaching and learner management level, we identified the following eight key flexibility dimensions.

 • When

 and

 wher e

 the

 learning ...

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