Construction Of Learning Resources Research Articles

Research on the Characteristics and Evaluation of Distance Teachers’ Education and Teaching

Radio and Television University is different from ordinary universities in its multi-educational characteristics. It has a distance and open teaching mode, a wide range of complex teaching objects and a teaching management team with profession. The teaching, teaching management and scientific research of TV university teachers are closely centered on the construction of learning resources with learners as the main body, and pay attention to learning support service, evaluation and management research. The teachers of TV university must have a broad subject background, solid education and teaching ability, a certain academic level, strong management and coordination ability and great information literacy, which requires the establishment of appropriate teacher evaluation methods.

A Study on The Construction of Blended-learning System under the Perspective of Multiple Subjects

It has become a hot topic in teaching reform to combine classroom teaching with information technology. Blended-learning has made the new definition of teaching, and build a new "teachers leader-students body" teaching relations, and put forward new requirements for the education relation of subjects including students, teachers, managers. Paper discusses the multiple-body perspective of blended-learning system construction, containing the class distribution of internal and external learning, pre-class teaching materials, design of autonomous learning task, design of problem feedback mechanism, design of class learning activity, after-class homework and auxiliary learning resources construction, and the way of evaluating multiple links. Paper claims that the blended-learning reform of colleges and universities is an inevitable trend. The multiple subject perspective of blended-learning can promote students' autonomous learning, improve teaching effect, enrich and develop the existing single type of online and offline teaching mode.

Design on Structure and Integrity for Foreign Language Network Learning Resource Library

Network learning resources is accompanied by computer technology, communication technology and network technology developed new educational resources, for foreign language teaching providing a variety of teaching materials. For difficult problems in foreign language network learning resources construction, the paper based on SQL Server database management system to study resource library structure and integrity design. It based on requirements analysis and systems involved in language classes, resource types, resources, resource files, resource evaluation five entities, the part of structural design consisted includes conceptual design and logical design, the part of integrity design includes entity integrity design and referential integrity designs. This article provides practical solutions for foreign language learning resource library construction, for improving the quality of teaching foreign language has great significance.

A Study on the Design of the Key Technology in Corporate E-Learning

In recent years, the government of Anhui province has carried out the construction of E- Corporation and promoted the development of corporate e-learning. Our literature researches show there are many problems unsolved in current studies and practices of corporate e-learning which calls for the systematic design of the key technologies, including: maturity model—a research on maturity model of corporate e-learning based on Strategic Planning, construction of the center of corporate e- learning, the design and key technology of organizational e-learning platform, the design of learning resources (course) based on the structure of Competency Model, a research and practice of corporate organizational learning based on e-learning, and the assessment and optimization of learning: performance assessment of e-learning. The key technologies involved are discussed in this thesis. In order to further the integration of informationizaton and industrialization and promote the informationization of small and middle-sized corporations efficiently, Committees of Economy and Informationization of Provinces like Anhui, Zhejiang, Jiangsu etc. cooperate with China Telecom Company on the construction of Millions of E-Corporations. Their ways of construction differ but A Set of Online-Training System is included almost all their construction. This thesis probes into corporate e-learning, an important part in E-Corporations and studies how to perfect the online-training system, how to use that well, how to improve the effect of it and enterprise development with the application of such a system. Actually, it researches corporate Organizational E-Learning at a higher level, which is significant to stimulate the knowledge sharing and innovation in a corporation, to construct a creative and learning organization, and finally, an E-Corporation. According to the analysis and literature review (1,2,3,4,5,6), the present corporate e-learning researches focus on technical platform, construction of learning resources and traditional training and course design. However, corporate e-learning now is shifting its focus from pure technology and content in market trade to the learning process and is shifting its stress from individual learning to organizational learning. It turns to probe into its strategic function and value from the perspective of the realization of strategic goals of corporations. Therefore, e- learning needs further researches in construction of e-learning platform and resource development, in designing a learning process based on the work flow, in integrating learning process with knowledge management, in building an e-learning model based on the technology of web2.0, in the assessment and a maturity model of e-learning, etc. Every researcher of corporate e-learning should work out how to enhance and improve the training function of corporate e-learning and meanwhile, expand the application value of it and promote its application practice at organizational learning and other higher levels. 2. Proposed scheme about the key technology in the corporate e-learning

A Research on E - learning Resources Construction Based on Semantic Web

Abstract Traditional e-learning platforms have the flaws that it's usually difficult to query or positioning, and realize the cross platform sharing and interoperability. In the paper, the semantic web and metadata standard is discussed, and a kind of e - learning system framework based on semantic web is put forward to try to solve the flaws of traditional elearning platforms.

Building Computer Games as Effective Learning Tools for Digital Natives – and Similars

Introduction Several authors discuss the use of digital games as effective learning tools. Aguilera and Mendiz (2003) and Gee (2003) bring extensive discussions--and seminal works--on the topic, as Bransford et al. (2000) and Prensky (2001) have done before. The role of digital games in these processes is being explored in the scientific literature for some time already, as evidenced by the work of Squire (2002). All these authors discuss computer games, as possessors of an attractive addition with strong appeal to motivate children and adults, could amplify the power of exploration and imagination of students, providing moments of research, reflection and learning. Nowadays, more recent discussions bring to light the need for narrative games and applications directed to specific areas such as education in Health Sciences (Tashiro, 2009), Engineering (Mayo, 2007) and Computer Sciences (Mustaro, Silva, & Silveira, 2008), for instance. Studies on contemporary culture, such as Johnson (2005), lead to the need to address further and specifically on the impact of the games in the education of a young of digital natives appropriating the term coined by Prensky (2001). Tapscott (1998) uses the nomenclature net generation to describe this generation, characterized by a high degree of autonomy, intellectual openness, inclusion, technology, freedom of expression, curiosity, short-termism and especially confidence. Shaffer (2007) highlights the use of computer games as effective for children's learning, while Prensky (2007) presents a broader approach, examining the impact of digital games in educational processes in general. Mustaro et al. (2008) argue that this scenario fully justifies even andragogical proposals focused on games, since it is possible to take advantage of nowadays' technological culture to subsidize the construction of learning resources for both formal education and for situations of non-formal learning, for both digital natives and older students that are immersed into (or are strongly influenced by) a culture with a pervasive presence of technology. The main point behind all these works could be resumed as: the content carried both in formal and non-formal education present some structural problems. Some of them are listed below: * Content (usually in formal education) have a degree of abstraction that often prevents efficient learning when teaching strategies are used that put students under the condition of passive learners. * Some learning situations require students to spend huge mental efforts to memorize large amount of information and procedures. This situation occurs equally in formal and non-formal education, being more common in certain knowledge fields than others. * Presentation of the content in face-to-face education sometime lacks from real-world examples of application of such content. This is more usual in theoretical subjects than hands-on ones. * Even in practical learning situations, the subject being taught could carry a very high complexity, given the amount of variables involved in real-world experiences. Physics labs and field experiences are good examples of it. These are situations where real conditions do not help the learning process--the world could be not so real in these cases. In all these contexts, the application of Information and Communication Technologies (ICTs) in learning and teaching situations could allow new perspectives on various aspects ranging from content organization to a wide range of new opportunities promoted by the effective incorporation of technology into the entire teaching-learning process. At this point, the concept of Learning Objects (Wiley, 2000) is fundamental for the development of digital educational resources for use both in experimental and large-scale projects involving a massive number of students and disciplines in formal education. …