摘要
泛在学习是泛在计算支持下的一种学习方式,具有永久性、可获取性、即时性、交互性及教学行为的场景性等特点。从生态学的角度审视与思考泛在学习,可以看到,泛在学习为学习者提供了一种整合的学习环境,打破了学习环境的花盆效应,体现了学习与真实情境的相互作用和影响,促成了学习从"人工"情境到"生态"的回归;为学习者的个性化发展提供了良好的条件,使得学习者的主体性和个性得到充分发挥,避免了个性发展的超耐失衡;关注学习过程,关注学习者专业发展的生态位分化,利于学习者在专业发展上的自主进步;使学习者能够透过资源与学习该资源的其它人建立联系,组建无限扩展的社会认知网络,实现了学习者知识流生态困限的主动超越;聚焦社会发展的整体效应,为学习者提供了更加广阔的学习环境和学习选择权,越来越贴近学习者的终身学习需求。
Ubiquitous learning is supported by ubiquitous computing. It has such features as permanency, accessibility, immediacy, interactivity, and situating of instructional activities. Ecologically speaking, ubiquitous learning provides learners with an integrated learning environment which is immune from the Flowerpot Effect in conventional learning environment and highlights the interplay between learning and real-life situations, facilitating the change of 'artificial' learning environment to 'ecological' learning environment. The integrated learning environment is conducive to learners' individualized development, bringing learners' individu-ality and subjectivity into full play and avoiding imbalance in the law of tolerance. This environment emphasizes the learning process and ecological niche differentiation in learners' professional development, thus enhancing autonomy in professional development. It enables learners to build links with other learners who are studying the same resources and to establish an ever-expanding social cognitive network which helps overcome the ecological restraint of knowledge flow. It also offers more learning opportunities and options, meeting learners' demands for lifelong learning.
出处
《中国远程教育》
CSSCI
北大核心
2009年第13期47-50,共4页
Chinese Journal of Distance Education
关键词
泛在学习
生态学
终身学习
Ubiquitous Learning
Ecology
Lifelong Learning
