联通主义学习的联通支架设计与促进者角色转换

王志军¹  李 爽²  赵 宏²  谢 浩³  冯晓英⁴ 

 （1.江南大学 江苏“互联网+教育”研究基地，江苏 无锡 214122；2.北京师范大学 远程教育研究 中心，北京 100875；3.北京师范大学 首都学习型社会研究院，北京 100875；4.北京师范大学 学习设计与学习分析重点实验室，北京 100875） 

【摘  要】2018年10月起国内首门cMOOC从第一期课程“‘互联网+教育’：理论与实践的对话”到第七期课程 “‘互联网+教育’与教育数字化转型”，已经连续运行了七期。因为课程定位的不同，每一期都需要围绕网络建 构、知识创生和“互联网+教育”理论与实践问题的解决，开展系统性设计。课程尤其注重每一个分主题与内容、 学习活动设计、学习支持服务三方面的设计，以搭建联通的支架。同时，每一期课程中的分主题都会选择最合适的 教师来担任促进者，以帮助学习者围绕着课程与分主题的学习目标，快速进入主题学习，开展深度互动，积极参与 网络建构和知识创生。同时，在联通主义学习情境中，每一个促进者，在整个课程和对应分主题的学习中都经历了 多样化的角色转换。本文在介绍课程创设的联通主义学习情境的基础上，基于五位课程设计者与促进者的认识、体 验与经历，探讨联通主义学习的联通支架设计与促进者的角色转换，从而充分地展示联通主义学习的相关原理如何 落地于实践，以及这一类学习中“教师”这一角色的特殊性和“多主体性”。 

【关键词】联通主义；课程设计；角色转换；理念转变；联通支架

Connectivity Scaffolding Design and Facilitator Role Transformation in Connectivist Learning Context 

WANG Zhijun¹, LI Shuang², ZHAO Hong², XIE Hao³ and FENG Xiaoying⁴ 

（1. Jiangsu “Internet + Education” Center, Jiangnan University, Wuxi 214122, China; 2. Research Center of Distance Education, Beijing Normal University, Beijing 100875, China; 3. Beijing Institute for Learning Society, Beijing Normal University, Beijing 100875, China; 4. Key Laboratory of Learning Design and Learning Analytics, Beijing Normal University, Beijing 100875, China） 

Abstract: From the first version of the course “Internet + Education”: Dialogue between Theory and Practice started in October 2018 to the seventh version entitled “Internet + Education”and Education Digital Transformation, the first cMOOC in China has been running seven rounds. Due to different orientations, each round was systematically designed around network creation, knowledge generation and the solution of the theoretical and practical issues of “Internet + Education”. Sub-topic and its content, learning activity, and learning support services to build the scaffold of connection are focused. Sub-topic in each round selected the most suitable educator, acted as facilitators to quickly draw in thematic learning around the course aims and the theme goals, to carry out in-depth interaction, and to actively involve learners in network creation and knowledge generation. Meanwhile, in this connectivist learning context, each educator has experienced a diversified role change throughout the course and corresponding thematic learning. After introducing the connectivist learning context, based on the understanding and experience of five curriculum designers and educators in this course, this article discusses the connectivist scaffolding design in connectivist learning context and the role transformation of educators. It fully demonstrates how the relevant principles of connectivist learning are put into practice, as well as the particularity and multi-subjectivity of the role of “educator”in this learning mode. 

Keywords: Connectivism; course design; role transformation; concept change; connectivist scaffolding

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