專(zhuān)業(yè)英語(yǔ)計(jì)算機(jī)全部文件5版

CHAPTER

5

NEW

INTERNETAPPLICATIONS5.5 MOOC

AND

FLIPPED

CLASSROOMKEYWORDSMOOC(Massive

Open

Online

Course)

慕課，大型開(kāi)participationlectureforuminteractivelicensingvideographerenrollee放式網(wǎng)絡(luò)課程，大規(guī)模開(kāi)放在線課程參與，共享，分擔(dān)講演，講課，教訓(xùn)論壇，討論會(huì)互動(dòng)的，交互作用的，互相影響的許可，認(rèn)可，發(fā)給執(zhí)照視頻圖形程序會(huì)員，入會(huì)者could

computingauthoring

systemspecialized

packageasynchronous

access云計(jì)算寫(xiě)作系統(tǒng)，創(chuàng)作系統(tǒng)專(zhuān)業(yè)化程序包，專(zhuān)業(yè)化插件異步訪問(wèn)6time

zonetime

framecontextualizedpeer-to-peerdisciplinemicro-blogginganonymousflipped

classroomassimilatedebateconstructivistpedagogyconsolidationfacilitation時(shí)區(qū)時(shí)間范圍，時(shí)幀依照上下文的，依照前后關(guān)系的一對(duì)一，對(duì)等訓(xùn)練，修養(yǎng)，紀(jì)律，學(xué)科微博匿名的

翻轉(zhuǎn)課堂吸收，消化，理解，同化辯論，討論解釋者教育學(xué)，教授法，教育，教學(xué)鞏固，合并，聯(lián)合方便，促進(jìn)，助長(zhǎng)，簡(jiǎn)化6moderationexplorationmultimodal適度，節(jié)制探測(cè)，探討多樣式，多形態(tài)61.

MOOCA

massive

open

online

course

is

an

online

courseaimed

at

unlimited

participation

and

open

access

via

theweb.

In

addition

to

traditional

course

materials

such

asfilmed

lectures,

readings,

and

problem

sets,

many

MOOCsprovide

interactive

user

forums

to

support

communityinteractions

between

students,

professors,

and

teachingassistants

(TAs).

MOOCs

are

a

recent

development

indistance

education

which

was

first

introduced

in

2008

andemerged

as

a

popular

mode

of

learning

in

2012.66Early

MOOCs

often

emphasized

open-access

features,such

as

open

licensing

of

content,

structure

and

learninggoals,

to

promote

the

reuse

and

remixing

of

resources.Some

later

MOOCs

use

closed

licenses

for

their

coursematerials

while

maintaining

free

access

for

students.Figure

5-6

gives

the

meaning

of

the

words

“MassiveOpen

Online

Course”.(1)

TechnologyUnlike

traditional

courses,

MOOCs

require

additionalskills,

provided

by

videographers,

instructional

designers,IT

specialists

and

platform

specialists.

Georgia

TechMOOCs

and

that

more

are

needed

.

The

platforms

haveprofessor

Karen

Head

reports

that

19

people

work

on

their賓語(yǔ)從[句1]賓語(yǔ)從句佐治亞理工學(xué)院6availability

requirements

similar

to

media/content

sharingwebsites,

due

to

the

large

number

of

enrollees.

MOOCstypically

use

cloud

computing

and

are

often

created

withauthoring

systems.

Authoring

tools

for

the

creation

ofMOOCs

are

specialized

packages

of

educational

softwarelike

Elicitus,

IMC

Content

Studio

and

Lectora

that

are

easy-to-use

and

support

e-learning

standards

like

SCORM

andAICC

[2].Course

delivery

involves

asynchronous

access

tovideos

and

other

learning

material,

exams

and

other內(nèi)容工作室授課方式assessment,

as

well

as

online

forums

[3].

Before

2013

eachMOOC

tended

to

develop

its

own

delivery

platform.

EdX

inApril

2013

joined

with

Stanford

University,

which引導(dǎo)的是非限定性定語(yǔ)從句6previously

had

its

own

platform

called

Class2Go,

to

workon

XBlock

SDK,

a

joint open-source

platform[4].It

isavailable

to

the

public

under

the

Affero

GPL

open

sourcelicense,

which

requires

that

all

improvements

to

theplatform

be

publicly

posted

and

made

available

under

thesame

license

[5].

Stanford

Vice

Provost

John

Mitchell

saidthat

the

goal

was

to

provide

the

"Linux

of

online

learning."This

is

unlike

companies

such

as

Coursera

that

havedeveloped

their

own

platform

[6].(2)

Potential

benefitsThe

MOOC

Guide

lists

12

benefits:1)Appropriate

for

any

setting

that

has

connectivity

(Webor

Wi-Fi)引導(dǎo)的是非限定性定語(yǔ)從句代表EdX6Any

language

or

multiple

languagesAny

online

toolsEscape

time

zones

and

physical

boundariesProduce

and

deliver

in

short

timeframe6)Contextualized

content

can

be

shared

by

allInformal

settingPeer-to-peer

contact

can

trigger

serendipitous

learningEasier

to

cross

disciplines

and

institutional

barriersLower

barriers

to

student

entryEnhance

personal

learning

environment

and/ornetwork

by

participatingImprove

lifelong

learning

skills62．FLIPPED

CLASS

ROOMThe

flipped

classroom

describes

a

reversal

oftraditional

teaching

where

students

gain

first

exposure

tonew

material

outside

of

class,

usually

via

reading

or

lecturevideos,

and

then

class

time

is

used

to

do

the

harder

workof

assimilating

that

knowledge

through

strategies

such

asproblem-solving,

discussion

or

debates[7].In

the

flipped

classroom,

the

roles

and

expectations

ofstudents

and

teachers

change

where:1)students

take

more

responsibility

for

their

own

learningand

study

core

content

either

individually

or

in

groupsbefore

class

and

then

apply

knowledge

and

skills

to

a

rangeof

activities

using

higher

order

thinking,引導(dǎo)的是定語(yǔ)從句而后,接著62)significant

learning

opportunities

can

be

gained

throughfacilitating

active

learning,

engaging

students,

guidinglearning,

correcting

misunderstandings

and

providingtimely

feedback

using

a

variety

of

pedagogical

strategies[8].3)there

is

a

greater

focus

on

concept

exploration,meaning

making

and

demonstration

or

application

ofknowledge

in

the

face-to-face

setting

as

shown

below(Figure

5-7).Educational

technologies

(see

Figure

5-8)

are

animportant

feature

of

the

flipped

classroom

as

they

can

beused

to:1)capture

key

content

for

students

to

access

at

their

ownconvenience

and

to

suit

their

pace

of

learning

(e.g.

lecture引導(dǎo)的是方式狀語(yǔ)6material,

readings,

interactive

multimedia),present

learning

materials

in

a

variety

of

formats

to

suitdifferent

learner

styles

and

multimodal

learning

(e.g.

text,videos,

audio,

multimedia),provide

opportunities

for

discourse

and

int