No.019: 育展维新 —— 内容集展对开放教育的影响

过去的五六年间，互联网内容增加了十倍之多。随着上网用户总数的增加，以及上网方式和设备的增多，从现在到未来十年，网络内容必将会以指数级增加，如此数量级的增长将会改变整个网络知识的结构，进而影响到整个社会群体思维的形态。世界在信息爆炸与群体智慧互联的状态中际遇，并迎来全新的世界图景，随之而来的是：我们将如何应对未来十年发展的挑战？和以往不同，中国正走在全球开放的环境中，社会个体连接所产生的群体力量与群体智慧，正在使整个社会以更加睿智的方式，迎接未来的挑战和机遇。"2018中国教育广州宣言"就是这种背景下开展行动的例证。

現代教師不必認為自己講課的價值被教學影片取代了 ，許多試行此法的老師發現自己可以更有彈性地幫助學生個別化的學習，也可借用別人精彩的創意，利用現代科技，教師可以成為學習過程的設計者，不僅止於播送內容。

我自己到美國後,才體驗到非英語世界的許多觀念與資訊都是落後的,例如現在這麼豐富的開放教育資源都是英文,數位學習的潮流來臨,開放教育肯定為全世界的教育帶來影響,如何利用社會化媒體為中文世界帶來更多免費的開放教育資源?

There are four key trends in online learning. The first is creating more engaging and interactive ways of learning than the traditional textbook. Another is using the Internet to post and find great teacher lectures and effective course materials. The use of social networks is also a growing influence, with the potential to increase collaboration among and between teachers and students and extend class discussions beyond the classroom. We’re also seeing new kinds of personalizing learning—using gameplay and other tools –that give students and teachers important real-time feedback.

But finding the right resources and figuring out how to use them is more difficult today than it should be. The foundation will be developing an online service that will help educators more easily discover and learn how to use these new tools.

There really is no limit to what teachers can do if they have the right resources. A decade from now, finding and using the best content and technology will be as natural as opening a book. Tablets and high-speed Internet access will be ubiquitous. Each student will have a learning map that helps chart their interests and learning path inside and outside the classroom. And the concept of the textbook will fade—replaced by easy online access to the best lectures and course materials available.

但关于网络教育，真正最重要也是最为矛盾的一点是，人类的大脑不是电脑不是机器，我们并非空白的等待填充数据的硬盘。人类习惯从自己尊敬和喜欢的人那里学东西，学那些能够激起兴趣的事物。学习的过程，分为吸收信息、重读和思考信息、通过讨论和鉴定吸收和整合有用信息，到最后的质疑或者写成论文，终于形成知识这几个缺一不可的阶段。任何一个过程你分了心，就没法最终学到东西。

网络教育只对知识积累的第一个步骤，也就是吸收信息最为有用，正如佐治亚理工学院教授理查德·A·德米罗（Richard A. DeMillo）所言，网络教育只是将知识的传输变成了廉价的可供应全球市场的商品，但这样是远远不够的，大学必须同样重视知识学习的其余几个过程，因为这才是教育的真正价值所在。在网络世界里，大学不得不思索如何跨越网络来交流，并将这种交流变成学习的过程，毕竟学习说到底是一个复杂的社会化以及情绪化的过程。

那么，究竟怎样才能将网络信息与面对面的讨论、辅导、辩论、联系、写作和放映相结合呢？怎样才能将社会网络资源导向富有活力的学习者人群？网络教育是有潜力做到将大学带向价值链的上端的，从简单的信息传输越来越靠近辅助人类获取知识的后几个阶段。

EdX is a not-for-profit joint venture between Harvard University and the Massachusetts Institute of Technology to offer online versions of their classes and those of other universities. At the same time, edX will support Harvard and MIT faculty in conducting research on teaching and learning on campus through tools that enrich classroom and laboratory experiences. The goal of this initiative is to create a global community of online learners while improving education for everyone.

We offer high quality courses from the top universities, for free to everyone. We currently host courses from Princeton University, Stanford University, University of California, Berkeley, University of Michigan-Ann Arbor, and University of Pennsylvania. We are changing the face of education globally, and we invite you to join us.

Discover how giving students more responsibility in shaping their own curriculum can lead to more active participation.

How to Participate

- RSVP to join the Google+ Hangout with Antero (max. of 7 open spots)
- Watch on our Livestream Channel
- Watch on this site's home page from 9:00am - 10:00am PST
- Use the text-based Chat on the Livestream Channel
- Tweet using the hashtag #ConnectedLearning

Today we are proud to announce a new research network, community site, and a set of learning and design principles that seeks to promote dialog and experimentation around a model we are calling “connected learning.” In a nutshell, connected learning is learning that is socially connected, interest-driven, and oriented towards educational and economic opportunity. Connected learning is when you’re pursuing knowledge and expertise around something you care deeply about, and you’re supported by friends and institutions who share and recognize this common passion or purpose.

We don't need to think of education as pushing scarce and static knowledge from center to periphery and of educational opportunity as being able to do better on standardized tests. We have the opportunity to tap into a much more dynamic, distributed, participatory, networked knowledge universe to capture the attention of diverse learners.

We believe we can harness the power of social media, online knowledge, and digital production tools to make this kind of learning accessible and ubiquitous. The power of digital networks is in the ability to connect learners and teachers across space and institutional boundaries, to build linkages between school, home and community, and to make information and learning resources highly accessible and personalized.

Our challenge is in guiding more young people to take advantage of these opportunities. We need an expansive and diverse network of people and institutions to develop, improve, refine, and take up a vision of 21st Century learning, and our hope is to support this process of network building through our connected learning approach and principles.

Specifically, we now have the capability to reimagine where, when, and how learning takes place; to empower and motivate youth to pursue knowledge and develop expertise at a pace, to a degree, and on a path that takes advantage of their unique interests and potential; and to build on innovations across a growing spectrum of learning institutions able to support a range of learning experiences for youth that were unimaginable even 15 years ago.

We propose a new approach to learning -- connected learning -- that is anchored in research, robust theories of learning, and the best of traditional standards, but also designed to mine the learning potential of the new social- and digital media domain.

Connected learning is a model of learning that holds out the possibility of reimagining the experience of education in the information age. It draws on the power of today's technology to fuse young people's interests, friendships, and academic achievement through experiences laced with hands-on production, shared purpose, and open networks.

The TED-Ed team provides an in depth look at the powerful features of the newly-launched TED-ED Beta website. You'll learn how TED-Ed videos are created, how they are arranged, about the learning materials that surround each video, and how you can create customized or "flipped" lessons based on any TED-Ed video or any video on YouTube.

刚在推特上看到一位美国教师说，他过去7年当老师的生涯中，向1000位学生叙说关于性的故事，而TED ED新平台正式发布之后，观看他的这个解说视频的人数在3天之内就达到了一万……这是他的视频链接
by Tony Yet

在Khan Academy的社区体验中我们提到，它采用Blended Learning的教学模式，将人际交流的需求搬到传统课堂上实现，极大的降低了成本，提高了交流的准确性。使用Udacity的Stanford学习者可能仍旧受益于这种模式，然而对于Sebastian Thrun和David Evans创建网络高质量低成本高等教育的理想来说，这种模式显然有太多的限制。所以师生之间、生生之间的人际交互，以及更进一步的学术性、非学术性、情感的、管理的学习支持，都必须被学习社区考虑并引入。这里稍微专业化一下，远程教育过程被分为课程材料的设计与开发和学习支持服务两个阶段，前者在招生前主要由教学人员完成，可以预先猜测学习者的问题并在课程中解答一些；后者发生在招生启动后，贯穿学习者的整个学习过程，用于解决学习者在学习中遇到的各种困难和问题。有人提出过把第二阶段嵌入到一个完备的课程材料中，但是这样的课程材料的体积和开发费用势必都将过分庞大。最重要的是，随着学习者群体规模的扩大，各种各样的问题都可能产生出来，很难在设计课程材料时预想到所有的问题，尤其是一些非学术性、情感性的问题。这就需要在课程进行中提供人际的、甚至可能是面对面的支持。

Udacity的网上论坛基本实现了学术性和非学术性的支持，还承载着很小一部分管理支持的功能。学习者可以在这里提出自己的问题并得到同伴或教师的回复，可以很方便的解决学习的困难，使其有继续下去的动力。然而每个课程论坛的独立潜在的限制了讨论的范围，不利于修读不同课程的学生共同讨论；透明的讨论环境，也不利于情感类支持的产生（比如因为孤独或者最近工作不顺利影响学习情绪等）。

刚刚尝试通过TED-Ed Flipping a video 做了一个个性化的课程~ http://t.cn/zOYu3DP 非常简单的说~虽然功能有限，但是简单工具已经可以做很多事了~~可以Flip ANY video from youtube哦~~ by 蓝枫

TED-Ed提供了大量教学视频，并按照主题等方式对其分类，但这并不足以指导学习者形成自己的学习序列，每当学习者完成了一个视频的学习后，都需要查找自己下一步应当学习什么。TED-Ed工具实际上帮助生成了类TED-Ed视频，同样没有提供让学习者在不同视频中选择的支持。所以使用TED-Ed进行教学时，必须使用一条或几条明确的逻辑将不同的课程视频串联起来，让学习者清楚的感受到，学习完当前视频，接下来他有哪些路径可以选择。

提供学习路径的方式多种多样，提供课堂教学的教师可以通过课上学习活动、课下作业等形式告知学生观看视频的序列；提供网络教学的教师可以在自己的教学平台上将教学计划和流程告知学生；提供学习支持服务的教师可以通过Email等通信手段告知学生；如果只是使用TED-Ed，也可以充分利用“Dig Deeper”模块，在拓展资源里告知学生他可行的路径。

This morning, the TED conference expanded their TED-Ed initiative with a new set of interactive features, created with $1.25 million of corporate support, designed to make it easier for teachers to build video lessons. What’s cool is that anyone can use this simple platform to pair any video on YouTube--not just TED Talks--with custom content. TED calls this "flipping the video," a clear reference to the idea of "flipping the classroom" popularized by Sal Khan's Khan Academy and others. Basically it means making students responsible for lecture-like content outside of class via video, freeing up classroom time for discussion and individualized work.

Here’s a lesson I created using the video of Gen. Stanley McChrystal’s speech at Fast Company's Innovation Uncensored conference earlier this month.

- by Anya Kamenetz

Anya Kamenetz is a senior writer at Fast Company, where she writes the column Life In Beta about change.

This paper describes a number of critical challenges faced by digital curation educators and suggests how the choices we make in building educational programs may impact the development of curation as a professional discipline. We focus on curriculum and program building as key steps in defining the educational needs of curators, and we argue for greater collaboration among educators, researchers and practitioners in the field, as a way to speed the emergence of curation as a discipline and to foster the integration of curation programs within libraries and archives.

We’re excited to introduce PopTech Editions, a feature that explores an emerging theme at the edge of change from the perspective of some of the remarkable innovators shaping it. From tracking behaviors within social networks to exploring the service-oriented nature of social innovation to getting a handle on the unanticipated outcomes of climate change, Editions serve as a guide to timely topics with original essays and articles from contributors, interviews from the field, videos on and off the PopTech stage, and more.

We’ll dive deep into a specific topic or trend on our radar and call upon PopTech’s rich network for their diverse viewpoints – and we’ll reach out to experts and thought leaders whose topical insights will help shape each issue.

PopTech is a global community of innovators, working together to expand the edge of change.

Each PopTech Edition explores an emerging theme at the edge of change from the perspective of some of the remarkable innovators shaping it. Here, we explore if and how we can harness social contagion for social good.

TED-Ed's mission is to capture and amplify the voices of great educators around the world. We do this by pairing extraordinary educators with talented animators to produce a new library of curiosity-igniting videos. You can nominate a teacher, nominate an animator or suggest a lesson here:

One of the most thrilling developments at TED in the past few years has been seeing some of the world's best educators (in the broadest sense) reaching the size of audience that they deserve. The talk of education reformer Sir Ken Robinson has been seen on all platforms more than 11 million times... and is still being viewed by more than 10,000 people every day. Indeed every talk we post now on the ted.com home page gets viewed by tens of thousands of people in its first few hours online. But most of these talks are aimed at adults. And even though many of them are being used in classrooms, at a typical 18 minutes length, they simply displace too much class time.

And so the question we've been asking with increasing urgency the past couple years is: could we do something similar to TED Talks that would work better in schools? Something that would give teachers a useful new tool. And more than that, could we create a platform that would allow teachers to share their best lesson to a much wider audience?

15 months ago we hired Logan Smalley, a TED Fellow with a proven passion for teaching and technology, and together we've spent a lot of time this past year listening to educators, and members of the TED community, and figuring out what TED could best offer. Here is some of what we heard.

- Video does indeed have a powerful role to play in education.
- It allows great lessons to be shared online with vastly bigger audiences.
- It allows teachers to show things that would be hard to show live in every class.
- It also can allow kids to learn at their own pace (hello, replay button).
- The best length for a video to be used in class is under 10 minutes.
- The best videos often use animation or other visualization techniques to deliver better explanations and more compelling narratives.

We also heard that the deepest desire of many teachers is not to prepare their students for an annual standardized test, but to inspire them to become life-long learners.

And so, our vision gained clarity. TED should invite great teachers to help us create a new video collection, made up of short, memorable lessons. We should not try to recreate what Salman Khan of the Khan Academy and others are doing so brilliantly, namely to meticulously build up entire curricula on video. No. TED is known for its ability to evoke curiosity, wonder, and mind-shifting insight. That should be our prime goal here. Short lessons that spark curiosity. That deliver memorable "aha" moments. That make learning thrilling. If we contribute just one iota to doing that, it would be a worthwhile project.

We pictured grouping videos into series with intriguing titles that would allow them to be relevant to multiple subject areas. "Inventions that Shaped History." "Questions No One Knows the Answer to." "Playing with Words."

But how to populate them? Our strategy at TED on all projects we take on has become one of "radical openness". Any internal skills we have are vastly outweighed by people externally, and so we should simply seek to empower them. (See TED Open Translation, TEDx, etc.)

The availability of free Internet courses itself wasn’t all that innovative—MIT’s Open Courseware initiative is a decade old and elite schools like Yale and Carnegie Mellon have followed suit. The news was that the Stanford professors were letting students in their global classroom sit for the midterm, at proctored sites around the world. Those who did well on the A.I. test and a later final exam got a letter saying so, signed by the professors, a pair of well-known roboticists from Silicon Valley.

The 23,000 students who completed the A.I. course received a PDF file showing their percentile score. That’s what separated Stanford from similar but less notorious experiences: Recognition in the form of a non-official yet symbolically important credential. A non-technological change but one that tapped directly into recipients’ motivation.

As this short movie explains, a MOOC “is not just an on-line course. It’s a way to connect and collaborate […] It is, maybe most importantly, an event. An event around which people who care about a topic can get together, work and talk about it in a structured way.”

The success of MOOCs depends first and foremost on attracting “people who care about a topic.” So, at a more basic level, 160,000 students signed up for the course fundamentally because they cared about Artificial Intelligence. If we want to equip young people with what it takes to make good use of technology-enabled learning opportunities, we need to teach them to care...

Of the original 160,000 who signed up for the Stanford AI course, 23,000 completed it (15 percent); 137,000 did not. What separates these two groups? Answering this and related questions might illuminate the more general issue at stake, namely the specific conditions under which people become autonomous, life-long (or 21st century) learners. Only when we know more – and technology may be instrumental to this goal – will we be able to foster the right learning conditions for broader segments of society. Only then will innovations like open online education be truly open for all.