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2. Main purpose: (one sentence)

3. Topic: (concise and clear)

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5. Conclusion or inspiration or summary or summary (short)

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Interview outline

Distance Education Engineering

Dr. Yu Shengquan: < /p>

Hello!

Future education and learning will be conducted in a network environment or realized through the network, and how to do online education today will be related to future development. At present, domestic online education pilots have been carried out for more than a year, and how online education should be implemented is still being explored and studied.

To this end, we would like to ask experts from the Modern Distance Education Expert Group of the Ministry of Education to share your personal, specific and practical opinions and insights on some key issues in online education for reference by people in the industry. Learn from it to promote the orderly, rapid and healthy development of modern distance education in our country.

Please support!

1. Technical support for online education

1. As far as you know, the current network technology situation in my country, especially the position of the Education Network in the world after the transformation, and what other problems exist insufficient?

For the Science and Education Network, if we only focus on the backbone transmission speed of 2.5G, it has reached the same level as that of developed countries, but its branch line connection speed, connection penetration rate, degree of openness, service awareness and The level is far from enough. The rate of interconnection with other major networks is still relatively low.

2. One of the main application functions of the Education Network is to develop modern distance education. So, can the transformed Education Network meet the technical needs of my country’s modern distance education, and what kind of support will it provide? Guarantee and support?

It is far from satisfactory. At present, CERNET only has good connectivity between some key universities. It cannot provide cheap and fast access to ordinary people in society. The main target of modern distance education is ordinary people in society, not full-time students on campus. . The transformed Science and Education Network still needs a lot of work in the following aspects: (1) Expand branch nodes on a large scale. Extend to primary and secondary schools, social education institutions, vocational and technical education, adult education, etc., so that they have a broad connectivity foundation. (2) Vigorously strengthen the interconnection and interoperability with other networks, so that users of other networks can conveniently and quickly access the resources of the Science and Education Network, and make full use of the popularity of other network access. For the backbone nodes of CERNET, special attention should be paid to interconnection with the comprehensive bandwidth network of local cities to improve the accessibility of the Education Science Network as much as possible. (3) Transform each campus network compliance management agency into a public service agency so that it can truly serve ordinary users and improve network accessibility and usage. Among them, technical support and training services are one of the important responsibilities of the network center. (4) Obtain more policy support from the government, strive for more free connections for educational networks, and reduce the high fees required for online learning.

3. At present, most ordinary colleges and universities have established technologically advanced campus networks. Do online learning within the campus network and online learning from outside the campus network have the same requirements for a school's network? , why? What aspects should be paid attention to in the construction of network hardware platform?

The requirements are different. The network speed requirements for on-campus learning are easy to meet. Because it is a local area and the network speed is very high, general campus networks can meet the requirements. If adjustments are needed, it is only on a small scale. As long as there is a strong need, it will be satisfied quickly. But for off-campus learning, the speed bottleneck does not lie in the campus network, but in the interconnection between the campus network and the external network. It requires the school network to have a high external connectivity rate, and it is best to not only have one connection path, but also have Multiple connected exits. At present, most schools' campus network external connections cannot meet the needs of large-scale distance learning. When building a campus network, in order to meet the requirements of distance teaching, the school must pay attention to the connectivity issue with the external network and set up several more connectivity outlets. It is best to have the main fiber directly connected to the backbone network.

4. To realize real-time interaction in distance teaching and multiple people calling online courseware at the same time, how well do the technical conditions of the transformed Education Science Network and pilot schools support it?

Real-time video interaction on the science and education network is possible on the main network, but not on the branch network. If multiple people access online courseware concurrently, there should be no problem if the courseware is in the form of a web page. However, if it is a video stream with a large amount of data and more than 60 people access it concurrently, problems will generally occur. There may be two problems: first, server processing bottleneck, which can be solved by server cluster; first, network bandwidth problem, which can generally be solved by setting up more exits or increasing the exit rate. I think that the current network equipment and network interconnection speed of most pilot schools do not have the strength to implement large-scale online education (more than 10,000 people). But currently no school has such a large enrollment scale.

If it really reaches such a large scale, there will be strong market demand, there will be financial support, and network technology support will not be a problem. If there are sufficient funds, it can be solved by increasing the speed of the backbone network, improving the performance and grade of network equipment, and server clustering, etc.

5. In your personal opinion, what kind of technical model and development path should my country’s modern distance education take in the future?

I think distance education in our country will not be able to adopt a single technological form in the past twenty years. At present, commonly used distance education technologies include: television broadcasting, video conferencing, Internet, television inverse transmission (VBI), cable TV, satellite digital channels, etc. They each have advantages and disadvantages. These technologies can be examined from four aspects: asynchronous/synchronous, interactive/non-interactive, cheap/expensive, simple/complex. We can see that the Internet has excellent performance in these four aspects. Other technologies have certain limitations. Therefore, in general, the main body of technology application should develop towards the Internet. In other words, in future distance education, the Internet will be the main body of teaching dissemination, and other technical means will only play a supplementary and auxiliary role. With the development of Internet technology, features of other mainstream technologies will be included in the Internet, such as video conferencing systems. As far as the specific situation of our country is concerned, new distance teaching institutions and distance teaching points should mainly choose the Internet. I am certain that the development of my country’s Internet scale and speed, as well as the development of Internet technology, will definitely be ahead of (or at least synchronized with) the growth of technology needs of emerging distance education institutions. We must look at it from a development perspective, and Things cannot be dealt with with static thinking. We can also decide on the application of technology forms from a cost/benefit ratio perspective. For emerging distance education institutions, choosing the Internet will undoubtedly have the best cost-benefit ratio. But does choosing the Internet mean that we have to exclude other technologies? No, the development of distance education technology is not a substitution relationship, but a subject replacement relationship. At this stage, a variety of application technologies can be used, especially for institutions that have already adopted traditional technologies to carry out distance education. That's right. For example, Central Radio and Television University has excellent educational television channel resources. Combining television with the Internet will be the best solution at this stage. Use television to solve teaching problems, and use the Internet to solve feedback and control problems in the teaching process. . At this stage, measures such as television, Internet, VBI, and mirror teaching points will be a more realistic combination. Other technologies are too expensive and difficult to use on a large scale.

2. About the online teaching model

1. According to your personal understanding, there are currently several forms of online teaching models. What do you think of the various forms, which are more suitable for the development of modern teaching in our country? What form does distance education need?

For a detailed introduction to the online teaching model, please refer to Attachment 1.

The online teaching model that is more suitable for my country’s modern distance education is the asynchronous teaching model. Asynchronous lectures impart knowledge, and problem solving trains thinking and problem-solving abilities. What needs to be emphasized here is that the asynchronous teaching model does not only mean that teachers only prepare lecture materials. Teachers must often host learning activities on the Internet, guide students to participate in discussions and express their opinions, and implement basic teaching links online, such as : Assignments, exams, Q&A, etc.

2. The Ministry of Education has approved several ordinary universities such as Tsinghua University and Hunan University to establish online education colleges and carry out modern distance education pilot work. What do you think of the online teaching model of the pilot schools?

The four pilot universities all use video conferencing systems (Tsinghua University uses satellite transmission), and its teaching format is an extension of traditional classroom teaching without substantial interaction (class time is limited, and it is impossible to have many people through video conferencing Interactive), there is no substantial difference from the existing TV teaching in TV universities. Modern distance education should redefine teachers' teaching activities, focusing on tutoring students' learning activities, and evaluate teachers' work performance accordingly. Redefine student learning activities, emphasize student participation in learning, and make it an important dimension of student evaluation. On the redefinition of student learning activities and teacher teaching activities. Please refer to Attachment 2.

3. As far as you know, what academic system, teaching plan, curriculum system and examination format are currently adopted by pilot universities in online education? What do you think of this? And should the teaching plan and curriculum system be modified on the original basis, or reconsidered and arranged again? Why?

As far as I know, the pilot colleges and universities basically continue to use the academic system, teaching plan, curriculum and examination format for training students in schools. I think it is not suitable. This aspect needs major revision, which should be suitable for the characteristics of learners participating in distance learning and increase the flexibility of learners. The most critical thing is the evaluation of students. I think it is more appropriate for online education to take the form of self-examination, which controls key points and key modules. The final score should be composed of several parts: participation in learning, usual exams and homework, and passing exams. There should be a certain degree of correlation between each achievement. Assignments and exams should be based on open questions.

4. In your personal opinion, how can online teaching operate to implement the modern education principle of "student-centered"? What are the differences between online teaching and face-to-face teaching in the teaching implementation process? What does online teaching pay more attention to?

Online education breaks the classroom teaching model of traditional school education. It also breaks through the limitations of traditional distance education that cannot implement effective communication. It requires the establishment of a new teaching and learning model. This teaching model requires teachers to change their traditional teaching concepts, from knowledge imparters to learning helpers and facilitators, change traditional classroom teaching activities, and transform from classroom teaching to online teaching courseware production, online Q&A, online assignment/marking of homework, online Organize students' independent learning activities, provide learning resources, etc.; at the same time, this teaching model also requires students to change their traditional learning perspectives and learning methods, from mainly accepting teacher lectures to mainly independent learning, from mainly listening to lectures in the classroom Learning activities have transformed into a series of independent learning activities such as online lectures, after-class Q&A, discussions, test exercises, browsing relevant extracurricular resources, and note-taking.

To realize this major change in teaching models and teaching (learning) activities, two factors are crucial. The first is the change in educational concepts, from emphasizing "teaching" to emphasizing "learning". ”, from the teaching theories that guide “teaching” such as “behaviorism” and “cognitivism” to the learning theories that guide “learning” such as “constructivism”, it is necessary to reposition the teacher’s role in the teaching process with theories and Practical research; secondly, there must be a set of support tools that can well support online teaching (learning), so that teachers can easily implement teaching activities under the new model, and students can easily learn on the Internet.

Whether it is classroom teaching or online teaching, the fundamental and key to implementing "student-centered" lies in the transformation of the teaching model. If online teaching is just an online relocation of traditional classroom teacher lectures, it is impossible to truly be "student-centered". The key to learning-centered teaching is to implement problem-driven learning. Do not directly explain the solution to the problem, but raise questions and provide relevant case resources to help solve the problem. Teachers need to change their roles and activities in the teaching process. In this regard, constructivist learning theory has given us a lot of inspiration. Many domestic scholars have discussed this theoretical discussion, but there is a lack of practical support. We need to apply constructivist learning theory to teaching practice. Do a lot of practical work. It also needs to be emphasized that online teaching (learning) models can be diversified. It is not just a teaching model. For example, pure knowledge content can be taught in a lecture style, while for complex knowledge and skills For training and thinking training, a problem-driven learning model can be adopted.

The most fundamental difference between online learning and classroom teaching is the geographical separation of teachers and students, which leads to a change in teaching activities and learning activities. Teachers’ teaching activities change from simple teaching to online courseware. Development, online Q&A, organizing online discussions, online assignments, marking assignments, etc. Students' learning activities have changed from simple classroom lectures to active, proactive and discovery-based learning online. The active participation of students is a key factor in the success of online learning, and the level of student participation in learning is closely related to the activities of the lecturer. The lead teacher should really lead the learning online and not let the students feel a sense of loneliness. He should feel the presence of the teacher, get guidance and help from the teacher, and have interpersonal communication with the teacher through the Internet. For teachers, online teaching does not mean simply putting the teaching content online, but more about hosting and participating in the teaching after starting teaching. The key to the success or failure of online teaching lies in the participation of teachers in teaching and the participation of students in learning.

5. At present, some people have proposed to establish a "virtual campus", such as arranging dormitories, seats, etc. for participating learners. It is understood that learners are not very interested in some social and networking activities on campus. , what do you think of this? In what ways would a “virtual” environment help learners?

Stimulating learners' interest in online learning is indeed a big issue and one worthy of in-depth study. We should go deep into the teaching practice to investigate, summarize and study, discover patterns, and formulate countermeasures. We hope that more front-line teaching teachers will do some research work in this area. But there are two incentive mechanisms that are very obvious and very effective. One is the evaluation of learning, and the other is the closeness of the relationship between teachers and students. For learning evaluation, we must not simply use the last test score as the only evaluation. Instead, we must record some basic information about learners’ participation in learning, and use this information as the basic basis for evaluation, such as the number of assignments submitted during the time students studied online and the discussion process. The number of articles published, the quantity and quality of learning resources provided, etc. Regarding the relationship between teachers and students, teachers are required to have a strong sense of responsibility, change their teaching concepts, and truly implement teaching guidance online. The quality of teachers' teaching work can also be determined through some basic data recorded online. For evaluation, you can also obtain relevant teaching data by sending questionnaires to students online.

Creating a learning environment that gives learners a sense of accomplishment and belonging is definitely what learners need.

6. In the online teaching model, how do you think the practical teaching problems should be solved? In addition, some people think that distance teaching, including online teaching, is mainly knowledge-based content, and quality education and training are always not implemented in place. What do you think of this problem? How to implement quality education and training in online education?

The practical aspect of online teaching is its biggest limitation. There are two ways to solve it. One is a combination of face-to-face teaching and online teaching. For some teaching content that really requires the support of practical teaching adjustments and requires the support of sophisticated and expensive instruments, face-to-face teaching on campus must be used. But for some common practical content, such as writing programs, doing social research, etc., they can be organized and implemented on the Internet. Another solution is to implement virtual experiments through software simulation. At present, it will take some time for virtual experiments to become practical research topics in the field of educational technology.

Online teaching is definitely not just intellectual content. Online teaching provides more means and space to implement quality education than classroom teaching. The problem-driven teaching model can effectively train students' problem-solving abilities, independent thinking, and independent thinking skills. Group collaborative learning can achieve interpersonal collaboration and communication, and cultivate people's emotional intelligence and interpersonal skills. Whether quality education can be implemented online depends on the teacher's teaching model and teaching methods. If classroom teaching is simply moved online, there will be no quality education. But if innovative teaching models can be implemented online, innovative teaching capabilities can be cultivated.

Attachment 3 introduces three online learning models and their supporting tools.

3. Regarding the management mechanism of online education

1. In the macro-management of online education, what aspects should the government focus on?

2. Online education involves a wide range of areas and requires coordination among many departments. How do you think school-running units should carry out overall coordination and management?

3. In your personal opinion, what is the teaching and academic management mechanism of online education? What aspects should school-running units strengthen in their management work?

As for the management mechanism of online education, I think we should emphasize the flexibility of the academic system and credits, and emphasize that evaluation should be based on information about the teacher's teaching process and the student's learning process, and cannot be based on simple results. evaluation of.

4. In the process of online teaching, how to build a management system and quality monitoring system that combines the state and the school-running unit?

IV. Regarding the construction of online resources

1. Could you please briefly introduce the current progress of online resource construction. What problems still exist in the construction of online resources?

2. What aspects should the online resource construction work focus on?

3. What design ideas and principles should be followed in the development of online teaching platforms and teaching courseware?

The basic starting point for the design of the online teaching support system is: We believe that online teaching is not just about publishing teaching materials online, but more about full communication between students and teachers, and between students. Due to the spatial separation between distance teaching teachers and students, this kind of communication and communication is particularly important. In addition, some key links in the traditional teaching process to ensure teaching quality, such as homework, exams, libraries, notes Records, etc., should all be well supported online. All communication and communication, as well as support for key teaching links, require some special tools to support them. However, existing Internet technology does not provide these tools, so tool development is required. In addition, online interactive programming is difficult for non-computer major teachers to achieve. Therefore, it is necessary to develop an online teaching support platform to provide comprehensive tool support for teachers to implement teaching online and shield the programming problems. Complexity allows teachers to concentrate on teaching, and also makes online teaching change from a simple release of teaching information into a virtual learning community full of interaction and communication. System design should follow the following basic concepts:

1. Integrated management

The online teaching support system should be closely integrated with the teaching content, and integrated management should be implemented instead of separate systems. At present, some ready-made tools on the Internet, such as email, WEB, news groups, etc., have certain teaching functions. Some universities have also developed some teaching support tools, such as user registration systems, discussion groups, chat rooms, etc. However, these tools are separated from the teaching content and are relatively independent systems with insufficient support for the tightness of teaching. For example, in some systems, to learn several courses, you need to log in several times, which is very inconvenient to use. . Integrated management is to make the teaching support system truly meet the requirements of teaching. Various activities in the teaching (learning) process can be completed in a unified system without the need to switch back and forth between several systems, reducing the complexity of operations. degree and difficulty of learning.

2. Completely open

Distance teaching involves a large range of industries, a large number of learners, and complex requirements for the form of teaching content. This requires the system to be completely open and able to accommodate various forms of online teaching content. , It cannot be limited to supporting teaching content developed by certain special tools, and it cannot only support certain file formats.

This system will adopt an open file storage format and support all course content and file formats that can be run online (including files that require plug-ins). There will be no restrictions on course development tools. It only requires that the course content developed by the tool can be run online. Just run it.

3． Simplifying the complexity of interactive teaching design

We believe that online teaching is not just about publishing teaching content online, but more importantly, the full communication between teachers and students, students and students, and teachers and teachers. Communication and interaction, thereby breaking the traditional classroom teaching model. Due to the separation of teachers and students in physical space, the interaction between teachers and students becomes more important. It can be said that the breadth and depth of this interaction are the key factors that determine the quality of online teaching. Online teaching includes some basic teaching links: publishing of teaching content, homework, Q&A, examinations, discussions (synchronous/asynchronous), note-taking, etc. However, existing Internet tools cannot support these activities well and require teachers to perform complex tasks. Interactive programming is beyond the reach of most teachers. The teaching support platform is to solve these interactive tool support problems, so that teachers can easily obtain good interactive support without spending a lot of energy on developing programs, so that they can focus on teaching content and teaching activities. The primary function of the teaching support platform is to reduce the technical difficulty of implementing online teaching, provide convenient and practical teaching tools, and simplify the complexity of interactive teaching design.

4. Supports a variety of teaching strategies

Online teaching completely breaks the traditional classroom teaching model and changes the relationship between teachers and students in traditional teaching. Teachers transform from imparters of knowledge and organizers of teaching to learners As helpers and guides, learners have become the main body of the learning process. Coupled with the geographical separation of teachers and students, a new teacher-student relationship has been formed. In this new relationship, the traditional teaching process has changed. Quite a few of the teaching strategies used are no longer applicable. Online teaching is a new teaching method. In the new teaching environment, it cannot completely follow the traditional teaching methods, but must introduce new ideas and new teaching methods. The teaching support platform must be able to fully reflect these new ideas and methods, and must be able to support exploratory learning, collaborative learning, role-playing learning, debate learning and other new teaching strategies suitable for online learning environments. It should provide tools for implementing these teaching strategies. Utilities.

4. What do you personally think should be the operating mechanism for online resource construction? In the development of specific projects, how do you think we can achieve both overall planning and full mobilization of enthusiasm?

5. In order to truly realize the maximum sharing of online resources, what work do you think should be focused on?

In addition, among the above four aspects, which one do you personally prefer? If you are interested in this aspect or in other aspects and have ideas, please use this as a basis to talk about your views and insights in depth. If you think there are some important issues that need to be included in this scope, and some questions are inappropriately formulated, please act accordingly.

Editorial Department of China Distance Education Magazine