（加）乔恩•德龙 （加）特里•安德森
（1.阿萨巴斯卡大学 计算机与信息系统学院，加拿大 阿萨巴斯卡 T9S 3A3；2.阿萨巴斯卡大学
远程教育中心，加拿大 阿萨巴斯卡 T9S 3A3）
肖俊洪 译
【摘 要】早期的研究从历史角度归纳远程开放教育的范式转移。本文在这个基础上分析体现过去半个世纪本领域
教与学特点的三大教学法范式：客观主义、主观主义和复杂主义。文章还讨论正在开始形成的新范式，尤其是人工智能
和分析技术发展所赋能的“无理论”模式、认同文化多样性的全人方法和反映本领域日臻成熟和深度的“拼装式”、不
囿于具体理论的范式。
【关键词】范式；代际；教学法；主观主义；客观主义；复杂主义；全人论；拼装论
Pedagogical Paradigms in Open and Distance Education
Jon Dron1
and Terry Anderson2
(1. School of Computing & Information Systems , Athabasca University, Athabasca, T9S 3A3, Canada; 2. Centre for Distance Education ,
Athabasca University, Athabasca, T9S 3A3, Canada)
Abstract: Building on earlier work that identified historical paradigm shifts in open and distance education, this article is concerned
with analyzing the three broad pedagogical paradigms – objectivist, subjectivist, and complexivist – that have characterized learning and
teaching in the field over the past half century. It goes on to discuss new paradigms that are starting to emerge, most notably in “theory-free” models enabled by developments in artificial intelligence and analytics, hologogic methods that recognize the many cultures to
which we belong, and a “bricolagogic,” theory-agnostic paradigm that reflects the field’s growing maturity and depth.
Keywords: paradigms; generations; pedagogy; subjectivist; objectivist; complexivist; hologogy; bricolagogy
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远程开放教育的教学法范式.pdf
