教师远程研修课件.ppt

1、华东师范大学网络教育学院 闫寒冰n远程培训的优势与劣势n远程教育的本质特点n理念：远程培训质量管理的基本理念n体系：OU的培训案例解读n课程：设计与创新n实施：助学案例剖析n远程培训是指依赖于网络课程的，有明确的培训目的、培训时限的培训，以此区别与非正式学习。n理想：n教学交互性强n超越教学时空n共享教学资源n实现教育理想n开放、灵活学习、以学为主n现实：n学习效果受到质疑n质量管理正趋规范n时空不限，可以运用零碎时间学习n隐性知识外化，便于智慧共享n网络数据库，可以快速地查找资源n教学民主氛围的形成n远程培训优势无限前提：内容设计好，助学得当的情况下n内容：有些教学内容不适于网上进行n情境：

2、文字描述往往带来的是真实情境的缺失n交流：缺乏现场互动与即时反馈n技术：对技术的绝对依赖n学员：学习自觉性，学习时间的保障（工学矛盾）显性知识交流、合作、探究交流、合作、探究授导授导获取获取表达表达社会化社会化隐性知识隐性知识显性知识组合化组合化隐性知识外化外化显性知识显性知识内化内化隐性知识n“200名骨干班主任的面授培训”与“10000名班主任的远程培训”同时于2007年11月9日开始。n讲座者名家云集，讲座非常精彩n在“200骨干”班中，讲座是面对面进行的，同时生成录像，上传网站，供10000名班主任来在线学习。n讲座后有相关的在线研讨，这时骨干班主任可以成为后续研讨的助学者。n混合培训

3、(面对面+博文反思）n博文反思n就个人而言就个人而言：学习过程与成果的记录促进知识外化与学习反思n就群体而言就群体而言：培训主题的“主题圈”“学习共同体”n就管理而言就管理而言：有利于培训跟踪与综合评价n就社会而言就社会而言：开放教育资源更广泛的培训管理者共享。n精心设计的、群体开发的网络课程n课程本身就是参与式、体验式课程n混合培训（3天面授+7周远程）n终身学习理念被广泛接受并初步落实n支持自主学习的理论与方法更趋成熟n开源软件促进了网络课程设计主体的大众化(Moodle,Sakai)n新技术环境的出现(手机，MP5)n免费共享课程资源的愿景正在实现(MIT,OU)-今天你不生活在未来，明

4、天你将生活在过去。n不乏引领性的项目，但是普遍意义上来讲，以下两个问题没有得到很好的回答n什么是质量（学习是否真正发生了？）n踊跃的讨论？点击率？（深度贴）n例1：某省教育技术远程培训n例2：专家评价某全国性的教师培训网站n质量：是否到达了教学目标？n质量的要求：n粗放型：让想学习的人达到了教学目标n精品型：让尽可能多的人达到了教学目标n如何保证质量？n个体的经验与付出？n保证质量：n方法与策略n考虑成本效益n寻求可复制方法不是中国特有的问题，也不是远程特有的问题，但远程培训将质量问题外化了n教学的两阶段n课程的系统设计n过程中的学习支持教学教学q教的行为和学的行为在时空上是分离的q学习是在教

5、与学相互作用中发生的q远程教育必须重新构建教与学相互作用的关系（教与学的再度整合）q教与学行为再度整合的关键q 特殊形式和内容的学习资源 q 以人际交互为主要特征的学习支持n内容设计嵌入教法n教学材料便于人际交互n学习内容的更新与活性时间提醒学术性的支持 非学术性支持问题解决问卷调查技术支持常见问答讲解内容评价跟踪发展学习技能激发动机交流研讨n理念体系课程开发学习支持n理念价值：nOpen University:The Open University is open to people,places,methods and ideas.It promotes educational oppor

6、tunity and social justice by providing high-quality university education to all who wish to realize their ambitions and fulfill their potential.Through academic research,pedagogic innovation and collaborative partnership it seeks to be a world leader in the design,content and delivery of supported o

7、pen and distance learning.From:http:/www.open.ac.uk/about/ou/p2.shtmln华东师范大学网络教育学院：让培训成为真正的福利n远程培训中的文化印记n课程主题的选择、框架的确定、制品符号的表现n培训过程的管理、服务的宗旨、培训课程的再生成理念价值行为方式制品符号祝智庭，2006nOU的理念价值带来的：n质量管理：不是单纯的ISO9000，而是针对一些学科开展质量研究n对残疾人的政策n质量管理-不是规范流程，而是突破重点nCentre for Excellence in Teaching and Learningnreflect its

8、 commitment to be open to methods.nThe Open CETL intends to provide insights into delivery of effective life-long learning at scale and free from constraints of time and place.nThe Centre is helping excellent teachers to develop effective and engaging open learning in mathematics science,computing a

9、nd technologynThe challenges are many.The home based student must be provided with rich and motivating experiences in subjects that are about the wonders of the natural world and technology.They must be helped to work together in spite of geographical separation.They must be supported in learning ho

10、w to use complex tools and techniques.nThe Centre will harness academic creativity and new learning technologies in generating new responses to these long-standing challenges.nIt is about developing expertise and knowledge around practice-based professional learning and offering this to all Open Uni

11、versity colleagues and other bodies with an interest in practice-based learning.nThe Centre is focused on curriculum innovation,the use of modern technology,the development of personal and professional skills,positioning physics in a broader scientific context and widening access.nThe three partners

12、 are supporting a range of teaching and learning projects that will both benefit students and accelerate the growth of pedagogic knowledge in physics and astronomy education.ndeveloping and tailoring learner support within the curriculum n服务观n以学习者*为中心的视角n生态观n考虑课程的更新与成长n系统观n将远程培训中课程的设计、开发、实施、评价作为一个系统

13、来考虑n远程培训的质量管理是考虑以上种种观点视角后，所形成的规范操作。n美国凤凰城大学的课程体系n教育硕士的课程体系（华东师大网络学院研发）nOU的教师培训课程体系能力板块课程集内容示例示例相应课程集的课程目标层次新手阶段高级新手阶段胜任阶段精熟阶段专家阶段专业基础教育哲学教师职业道德中小学教科研计划与准备基于项目的学习个性化教学远程教学设计教学方法与策略课堂提问技巧有效助学技巧信息技术整合教学管理管理学习环境技术支持的教学管理评估与评价绩效评估评价工具设计科研评价与反思注注：纵向依据IBSTPI教师能力标准）；横向依据本纳的教师职业发展理论。School placementNeeds Ana

14、lysisAuditITPLevel 1FamiliarizationAssessmentSubject knowledgeModulesRevised ITPSchoolexperienceLevel 2ConsolidationAssessmentSubject knowledgeModulesRevised ITPSchoolexperienceLevel 3AutonomySubject knowledgeModulesSchoolexperienceAssessmentPGCE/QTSCEDPAssessmentonlySchoolexperienceAssessmentPGCE/Q

15、TSCEDPAssessmentLevel 1FamiliarizationModule 1AModule 1BModule 1CModule 1DModule 1EModule 1FLevel 2ConsolidationModule 2AModule 2BModule 2CModule 2DModule 2EModule 2FLevel 3AutonomyModule 3AModule 3BModule 3CModule 3DModule 3EModule 3FStrand A:Your subjectStrand B:PupilsStrand C:PlanningStrand D:Tea

16、chingStrand E:AssessmentStrand F:Professional roleLevel 1Familiarization20 days school experienceBy the end of this level,student teachers will be able to plan,teach and evaluate sections of lessons and single lessons with the support of a mentor.Level 2Consolidation40 days school experience(5 days

17、primary)By the end of this level,student teachers will be able to plan,teach and evaluate short sequences of lessons with the support of a mentor.Level 3Autonomy50 days school experienceBy the end of this level,student teachers will be able to take responsibility for planning,teaching and evaluating

18、 extended sequences of lessons.n终于到了课程开发了n内容的展示形式n即时更新型的n优点：可以即时更新；管理相对容易n缺点：教师的时间成本；忽略远程教学设计（设计粒度、教法设计、内容呈现方式的设计）n制作成形的，偶尔更新的n分类1n视频为主的（如：三分屏的讲座）n音频为主的n文字为主的n分类2n静态呈现讲稿的n动态呈现讲座过程的n教学模式n资源库形式n如，只提供学习资源，设定学生学习的时间。n远程教学形式n如，资源制作好后，将在远程通过讨论、作业能形式组织学习，只在必要的时候面对面学习（如开班）。n远程与面授结合形式n如，资源制作好后，在多个时间安排面授，进行答疑

19、。n教学评估n点击率评估n记录平台登录次数，浏览课程的时间，点击次数n绩效评估n对讨论参与的质量与次数进行记录，对作业的点评等n点击率评估绩效评估n教法定位：n教学目的是为了积累知识，还是培养能力？这直接影响到课程中教法的设计（如：现代生物学知识专题；语文教学设计）n当前的趋向：知识型学习-体验型学习n成人教育的特点：以理释例-以例释理n平台支持的程度n无论是哪一种评估，平台必须要尽可能地减少教师的事务性操作n团队的分工与接口定义n管理者n主讲教师n远程教学设计者n网页制作者n其他：n成本方案n基本成本计算n特殊需求的成本nn支持资料n如建设指南n如课程范例n如过程性支架n管理方案n如基本的时

20、间节点n每个节点要求的质量n评价标准n自评、互评方案、向导等n精品课程与一般课程的管理方法n精品课程的激励问题n版权问题n后续更新问题nn评价方案n准备阶段：制定计划，确定开发小组n分析阶段：学习者分析，课程资源分析n设计阶段：制定课程计划、发展教学策略，选掼教学媒体，计划学习支持n开发阶段：课程材料的开发，建构积极交互，编写学习指导书n实施阶段：试用，收集活性资源，更新n基本信息n教师自我介绍n课程简介n教学评估n学习建议n教学内容n整体教学策略（如中小学科研成功阶梯）n需要讲授的内容（不得不讲的内容）n需要提供的案例（恰需的案例）n需要特别制作的内容知识线索活动线索任务线索案例线索n关键：

21、以学生为中心，过程性支持n例：教师职业生涯规划的中的学生支持n职业生涯规划的模板n设计作业的评价标准nn设计积极的师生交互n吸引人眼球的，有意义，开放的的问题n紧扣学生生活体验的问题n例（初级阶段）：n教师可以自救吗？n师生互动中的教师定位？n课堂：师生的“生活家园”还是“利益战场”？n教师，你为什么就幸福不起来？n例（发展阶段）：n请观摩比较案例1与案例2，马老师在前后两年实施评价有哪些相同点与不同点？n目的：让学生对于学习目的、学习过程与学习评估有充分的知情权。n内容结构n课程的目的与作用n课程的内容介绍与学习目标说明n学习时间安排建议n参考书n对于学习策略和技巧的建议；n学生自我评价的自

22、测题和讨论问题n如何联系主讲教师等信息n在主讲教师、设计者与开发者之间设计可行的、便于互评与约束的管理方案n定义不同工作人员之间的关键接口（如文件名命名规则、文件夹存放规则）n开发后资源（网络课程）的评价注意：作为系列课程建设标识等问题n网络课程建设n网络课程立项建设管理向导n网络课程制作者管理向导n网络课程发布向导n网络课程建设指南范例n网络课程建设计划书范例n网络课程制作流程向导（Mediaplayer版）n网络课程制作流程向导（Rebodemo版）n网络课程建设申请书n网络课程评价标准n专家课程评审表n教师网络课程建设技术培训向导n管理者是十分重要的角色n能够从宏观上把握资源开发的质量与

23、进度n对于共性的问题要通过管理解决n如：远程教学设计书n如：网络课程建设指南n如：网络课程范例n如：学习支持材料范例n如：与各类人员的合同等n安排合适的人组成有效率的团队n课程实施阶段呢 课程开发阶段 培训实施阶段 课程材料课程材料学习支持学习支持传统上讲，学习支持是在课程材料开发完成后发生的(Tait,2000)课程开发阶段 培训实施阶段课程材料课程材料学习支持学习支持在网络课程中尽可能固化优秀的学习支持（多数是学术性支持）可固化的学习支持可固化的学习支持动态学习支持动态学习支持n学习建议：助学导师的话n学习范例：超过60个优秀的作品范例n自评量规：讨论板量规，框架问题量规，单元计划量规 n

24、讨论主题：每个模块中均有精心设计的、与课程内容紧密相关的讨论问题n学习平台：基于Moodle平台n助学支持：助学管理n分析课程材料课程材料助学导师助学导师互动固化更多的学习支持影响因子 面对面中的互动效果 课程改进 学习内容感受节奏，理解重难点不同的颜色与标签标注节奏与重要性;预知重难点，插入视频片段去解释它；创造FAQ从学员中挖掘到更多的难点。学习活动获得对某一主题讨论的关键性理解为每个讨论创建点评，帮助助学导师掌握重点。学习评价 知道为什么需要提高，以及如何提供自己的作品展示范例的修改过程，包括原始案例以及过程性点评。q现象：讨论目的不清晰，学员不需要对课程的学习就可参与q不足分析：q讨论

25、是输出，就课程学习而言，学习者“输出”的前提是“输入”q讨论不是目的，学习是目的q重点：面授阶段强调“讨论版评价量规”，过程中逐渐纠偏q现象：很多交流，没有总结与提升q不足分析：q敞现：让学习者们在具体问题的讨论中畅所欲言，学习者从自己角度来对问题进行剖析，敞现自己的观点和认识，形成头脑风暴的局面。q辨析：辨析包括三个层面内容，第一个层面是参与者要把自己参与讨论回答问题所基于的角度分析清楚，第二个层面是审视理解别人观点时，需要辨析他人回答问题所基于的角度与概念基础，第三个层面是把原有问题辨析清晰。q提升：交流讨论只有对学习者乃至群体有真正的启发或促进，进而产生实践改进时，学习者才能真正投入。q

26、重点：明确讨论的意义，逐渐形成有意义的小结nhttp:/ this habitual flexible and learner-controlled time management fit for a course needs more involvement?nThe cases took place at the end of 2007 to March,2008 in Shanghai.nFacilitator AnHave good experience on facilitating F2F trainingnNo experience on facilitating online

27、training.nWorried very much about the quality.nFacilitator BnHave good experience on facilitating F2F trainingnHave some experience on facilitating online training.nBelieve online training has many advantages over F2F training.nClass An28 selected teachersnVery busy nHave no idea of Intel TeachnClas

28、s Bn20 selected teachersnVery busynFamiliar with the previous version of Intel Teach,but this version is quite different from beforenBlended learningnAfter the F2F training,the learners satisfaction almost same.Requirementfacilitator Afacilitator BRequired Learning timeAt least learn one hour per da

29、yLearn any time but guarantee 6 hours per weekSynchronized communication Compulsory,twice per week,one hour per time;Topics are decided by the course;Optional,twice per week.One hour per time.Topics are decided by the participants,the facilitator will help them to solve problem.Synchronized tool Onl

30、ine Discussion Forum Chatting roomAsynchronized communication-Discuss at Online Discussion Forum on required topics;Other requirementsPost reflective blog after each module;Finish the task in the process of learning Post reflective blog after each module;Finish the task in the process of learningPar

31、ticipants attitude to the requirementPressure,complain,and queryHappy,relaxed,and understandFacilitator A:nPost bulletin everyday to encourage those participants who study online that day at the first two weeks.Also give some remind of learning process.See the Example.nBe sure to be online at the re

32、quired discussion time,and also encourages those participants who takes part in the discussion.nAt the end of each week,facilitator A will report the participants involving situation one by one.See the Example.nWhen he found participants are really motivated to learn,he change to post bulletin twice

33、-third times per week.Keep on reporting participants involving situation at the end of each week.Facilitator B:nPost bulletin to emphasis the key point of learning twice per week at the first two weeks.nBe sure to be online at the office time.Have some deep discussion with 3-4 participants.nTo check

34、 Online Discussion Forum and Blog frequently,be sure to give feedback.nPay a lot of efforts and time to call participants one by one(twice),email to participants to discuss about their works one by one.Class A:nBecome more and more involved.nOnline discussion is very successfulnShow satisfaction abo

35、ut the trainingClass B:nOnly 4-5 participants are very involved,but they also feel worried about online learningnAlmost all the participants feel appreciated for facilitators effort and timenMost participants didnt show deep understanding about the course according to the finished unit portfolioComp

36、aring Items Class AClass BRetentionNumber 26/2814/20Ratio92.9%70%Satisfaction to the training Very satisfied38%7%Somewhat satisfied50%29%Somewhat unsatisfied12%50%Very unsatisfied014%Participants for the survey 26 14Quality of the final products Very well23%21%Good 42%29%Passed35%50%nParticipants in

37、 Class B familiar with a part of the content.Does it make them feel proud or impatient?nClass A online discussion:synchronized and compulsory nLearners post can get feedback soon npeer review was guaranteed nonly if the discussion finished,no matter facilitator or learners need to revisit it from ti

38、me to time learning melody nClass B online discussion:asynchronized and compulsorynwhen a learner post a discussion,he had to check the discussion from time to time.nsynchronized office time,but optional.If learners didnt learn enough,it would be quite difficult for them to have questions.“the stric

39、t-time-scheduled discussion give me an enlightenment to organize my own discussion,which based on online discussion board of my middle-school,and very time-consuming for her without strict-time-schedule”.-a learner from Class AnLearners in Class A developed a good habit.“I have gradually developed a

40、 habit during these two months-the first thing when I get to school is to turn on my computer,login in the online course,to prepare for new learning.To be frank,I have not cared so much about any other training like this.”-From blog of a learner of Class A“Inertia is natural for human being.If we le

41、arn in the same classroom,with teacher and classmates are in presence,that would certainly easy to be involved without wandering.However,online learning is quite different-higher self-discipline is deadly needed.I almost quit from it at the beginning.However,I was touched by teachers encouragement a

42、nd classmates diligence.I decide to go along with others.Now,two weeks pasted,I get used to the learning model.No matter how busy I am everyday,I still care about this online learning,try my best to learn online even got sick sometimes.Now and then,I will ask if today is Wednesday,because Wednesday

43、is a discussion day;from time to time,unit plan,student example and rubric,those terms used to be strange,will come to my mind.I know now,with developing a good habit,a difficult thing can be easy.”-From blog of a learner of Class AnLearners in Class B didnt show that they really fully use the poten

44、tial time,such as weekends.“To be frank,I didnt reduce my attention to online course.Every time when I was invited by friends to play,I always decide to make it up tomorrow.However,tomorrow I maybe go out to play again or do some housework.I found it is easier to insist on learning at weekdays,the s

45、chool is a place to remind me to learn.However,at weekends I seemed have much free time,but with the thought that I have much time anyway,I always delayed and delayed,at last give it up at all.”-From a learner of Class BFacilitator AFacilitator BTime consuming onPost bulletinOnline discussion forumR

46、eport process(Email)Post bulletinOnline office timeOnline discussion forumEmailTelephoneStatesinitiative,ordered,and concentratedpassive,disorder and dispersivenIn topic discussion,ODF can be a better synchronized tool than chatting room mainly because it npermits multi topics to be discussed at the

47、 same time.nprovides participants comparatively enough time to think and feedbacknPermits participants post their feedback at any possible level nLeadership training for school headteachersnAdopted facilitator As strategy,but enhanced with a clear rubric,in which compulsory online discussion at sett

48、led time is required.nRetention:100%nSatisfaction:very highblog community:http:/ nOther two TEO trainingnRetention of the better one:93%nRetention of the normal one:82%blog community:http:/ At present,facilitator As dynamic support(mainly different on time management from habitual one)has been concl

49、uded and became the criterion for dynamic support of TEO.A new round training will be launched in 2010.nIn addition to“static support”mentioned in this article.This course integrate and solidify two roles:a matured teacher and new teacher.nlearners interact not only with materials but with an“interaction”-more interesting and effective learning is expected to happen.We have sufficient reasons to believe online learning will be more effective in the future with human beings wisdom.