Vzdálené kolaborativní učení

Charakteristiky dálkového kolaborativního učení

1.Heterogeneousgroupingtoestablisha"multipleworld"oflearning.Teammembersmustbedifferentandheterogeneousingender,academicability,pace,andotherqualities.Onlyinthiswaycanwedeveloptogether,acceptothers,andenablethosewithacademicdifficultiestoachievebetterdevelopmentgoals.

2.Divisionoflaborandcollaboration.Establishrequirementsforgroupmembers’behavioralrules,emphasizingpersonalresponsibility,theirrespectiveobligations,andencouragementandsupporttoothermembers.

3.Sdílení zdrojů. Učení založené na široké komunikaci, pozornost k aktivní vzájemné pomoci.

4.Systém odměn. Čest kolektivu je ctí každého.

5.Itisa"leapfrogging"course.Itslearningactivitiesgobeyondasinglesubject,withcomprehensivepracticalactivities,thatis,interdisciplinarylearningasthemaincoursetype.Transcendregions,usedifferentregions,environments,andexperiencesasthebasisandbackground,transcendregionalcultures,andcarryoutlearningactivitiesbasedondifferentfolkcustoms.

ForeignInternet-basedcommunicationandlearning,ordistancecooperativelearningactivities,beganintheearly1990s.InMay1990,the"KidlinkSociety"wasinitiatedbyanon-profitcivilorganization"KidlinkSociety"inNorway.(LittleGhostNetwork)"canberegardedastheearliestmultinationalcooperativelearningproject.Sincetheprojectstarted,morethan175,000studentsfrom137countriesaroundtheworldhaveparticipatedintheexchangein20differentlanguages.

Teachersarethemainfactoraffectingthedevelopmentofnetwork-basedinter-schoolcollaborativelearningactivities.First,theenthusiasmofteachersishigh,buttheirconceptsneedtobechanged.Teachersmustchangetheirconceptsanduseneweducationalconcepts,evaluationtheoriesandevaluationmethodstoguidestudentstoparticipateinexploratorylearning;second,thedevelopmentofnetwork-basedinter-schoollearningactivitiesrequiresteacherstohavecertaininformationtechnologycapabilities;third,thegoaloftheactivityOneistocultivatestudents'collaborativelearningability.Toachievethisgoal,teachersneedtohavethisabilityfirst.Theseareahugechallengeforteacherswhohaveadaptedtotraditionalcurriculumteachingandpractice,andchangerequireslearningandtime

Theprocessofdevelopingdistancecollaborativelearningactivities

First,Determinethetheme:Accordingtotheactualsituationofthestudentsandtheschool,weneedtothinkaboutwhatkindofjointlearningandinter-schoolexchangelearningtocarryout,whetheritisfeasible,etc.;

Second,determinethetargetschoolofcollaborativelearning:AccordingtotheteachingThegeneralideaistolookforpartnersthathavedifferentexperiencestocooperatewitheachother,thatis,thetargetschool;

Thirdly,establishaspecificteachingplan:Afterdecidingonthecollaborativeschool,usetheonlinemeetingtoformulateaspecificteachingplaninmutualnegotiation;

Fourth,makeawebpageshowingtheresultsoflearningactivities:Makeawebpageforuploadingandcommunicatinglearningresultstofacilitateinformationsharing.Ifyouareusingavideoconferencesystemtocarryoutlivebroadcastlearning,youmustformulateadetailedlearningplanandtimetablefortheday;

Fifth,conductofflinepracticalactivities:eachparticipatingschoolorganizeslearninggroupsaccordingtothetheme,andCarryoutactivitiesaccordingtotherequirementsandstepsoftheproposedteachingplan.Thisactivityismainlycarriedoutoffline,thatis,inreallife;

Sixth,carryoutmutuallearningactivitiesonline:regularlyuseyourownlearningresults,Uploadtothedesignatedlocationofthesupportplatform,oftenrefertotheresearchprogressofothers,andevaluateeachother.Sometimes,participateinonlineactivitiesorganizedbythethemegroup,suchasreal-timeornon-real-timeseminars.

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