超越大规模,追求大智慧:MOOC学习同伴评价的实施路径选择

发布时间：2018-04-30 23:38

本文选题：MOOC + 同伴评价　；参考：《电化教育研究》2015年09期

【摘要】：如何对来自不同地域与文化背景、具有不同学习起点的大规模学习者的学习过程与成效进行科学有效的评价,以便为学习者提供及时的学习反馈与支持,为MOOC教师的教学优化提供依据与建议,是MOOC深远发展面对的重要挑战。同伴评价利用大规模学习者服务于大规模学习者,突破MOOC学习评价的瓶颈问题,在推进协同学习的同时追求MOOC学习者个体与集体智慧的应用与发展,是一种值得提倡的重要的MOOC学习评价方式。基于理论分析及对国外MOOC学习同伴评价实施的一些具体举措与经验的借鉴,提出了有效MOOC学习同伴评价的实施路径:一是在意识层面要高度重视MOOC学习同伴评价的功用;二是在规划层面要系统设计MOOC学习同伴评价的过程,尤其要注重评价方案与量规的设计;三是在实践层面要通过全面分析可能影响MOOC学习同伴评价质量的因素,充分发挥MOOC教师的监督与指导作用,注重对评价结果的深度应用,从而多方位优化MOOC学习同伴评价质量。
[Abstract]:How to scientifically and effectively evaluate the learning process and effectiveness of large-scale learners from different regions and cultural backgrounds and with different learning starting points in order to provide timely learning feedback and support for learners? It is an important challenge for MOOC to provide the basis and advice for the teaching optimization of MOOC teachers. Peer evaluation uses large-scale learners to serve large-scale learners, breaks through the bottleneck of MOOC learning evaluation, and pursues the application and development of individual and collective wisdom of MOOC learners while promoting collaborative learning. It is an important way to evaluate MOOC learning. Based on the theoretical analysis and some specific measures and experiences of the implementation of MOOC peer evaluation in foreign countries, this paper puts forward the implementation path of effective MOOC peer evaluation: first, we should attach great importance to the function of MOOC peer evaluation at the level of consciousness; The second is to systematically design the process of peer evaluation of MOOC learning at the planning level, especially the design of evaluation scheme and gauge, and the third is to analyze the factors that may affect the quality of peer evaluation of MOOC learning through comprehensive analysis in practice. To give full play to the role of MOOC teachers' supervision and guidance, and pay attention to the in-depth application of evaluation results, so as to optimize the quality of peer evaluation of MOOC learning in many ways.
【作者单位】：东北师范大学计算机科学与信息技术学院;东北师范大学教育学部;
【基金】：教育部科学技术战略研究课题“大数据支持下的学习分析与教学评价研究”(课题编号:2014XX07)
【分类号】：G434

【共引文献】