从“想法”到“理念”——虚拟学习型组织的知识生产初探

From “Idea” to “Idea”——Knowledge Production of Virtual Learning Organization

虚拟学习型组织具有诸多社会个体的零散化知识经验资源,可为知识生产提供诸多便捷条件。借助现代网络技术,MOOC(慕课)在大学教学中得到广泛应用,虚拟型学习共同体越来越多地发展到高等教育的诸多环节。但是知识经验与社会经验存在本质差异,学习共同体的成员往往存在时空、多产业角度、多专业维度、多元化的思想观念认知区别。只有这种多元化的认知能力,在同一平台充分融合与博弈,才能令知识生产过程更为快速。然而当"想法"存在诸多碎片化特征时,也并不利于知识体系的贯穿。为此,需要将"想法"转化为逻辑思维,形成系统化的"理念",加速知识生产的迭代演化过程。为此,本研究探讨了虚拟型学习共同体的基本结构和知识生产特征,并提出了从"想法"到"理念"的知识生产虚拟学习型组织结构要求,以及相应的发展建议。希望对知识生产有所助益,以期借助网络学习加强大学生知识生产流程,达到优化知识生产条件的效果。

The virtual learning organization has the scattered knowledge and experience resources of many social individuals,which can provide many convenient conditions for knowledge production. With the help of modern network technology, moocs(moocs) have been widely used in university teaching, and virtual learning community has been increasingly developed into many links of higher education. However, there are essential differences between knowledge experience and social experience. Members of the learning community often have different ideas and concepts from time and space, multi-industry perspective, multi-professional dimension and diversity. Only such diversified cognitive ability can fully integrate and game on the same platform to make the knowledge production process faster. However, when the"idea"has many characteristics of fragmentation, it is not conducive to the penetration of the knowledge system. Therefore, it is necessary to transform"ideas"into logical thinking, form systematic"ideas",and accelerate the iterative evolution process of knowledge production. For this reason, this study discusses the basic structure and knowledge production characteristics of virtual learning community, and puts forward the requirements of virtual learning organization structure of knowledge production from"idea"to"idea", as well as corresponding development Suggestions. It is hoped that it can help knowledge production, so as to strengthen the process of knowledge production and optimize the conditions of knowledge production.