探索MOOCs与现实课堂结合的教学模式——系统科学与圣塔菲网络课程的个案研究

Blending MOOCs with Face-to-Face Instruction:A Case Study of Systems Science and Santa Fe Institute's MOOCs

从世界前沿的发展来看,MOOCs有三个值得关注的趋势:即把线上线下(O2O)的课程创新与体验有机结合起来;研究学科的特点和差异;注重方法的探索及方法论的创新。如何将三者有效整合,是当前推动MOOCs研究与实践深化发展所面临的一个重要课题。基于此,特意把圣塔菲研究所开设的两门MOOCs课程作为个案进行研究,基于跨学科的方法论视角、以师生对话的形式,展现了在网络课程新时空中教师和学生各自的体验、不同背景学习者之间的优势互补,揭示了信息时代建立教学相长、能者为师之新型师生关系和跨学科师生团队的重要性。特别是复杂性研究中所使用的建模工具NetLogo,此类"新工具"在网络课程新时空中开展跨学科研究和研究性学习的独特作用。Moocs是一个复杂的社会系统工程,复杂性研究、尤其是自组织理论等新思维及其方法论在MOOCs研究乃至教育理论与实践创新发展中的价值和意义日益凸显,若以此指导MOOCs与现实课堂的双向互动、协同创新,对实现教育信息化进程中的"深度融合"具有重要意义。

The development of MOOCs is characterized by three trends： combination of online and offline （020） course inno- vation with experience;study of disciplinary characteristics and differences ;exploration of pedagogy and methodology. Integrating the above three is significant for the research and practice of MOOCs. A case study of two MOOCs in Santa Fe Institute （Introduction to Complexity and Introduction to Dynamical Systems and Chaos） is carried out in the paper. Adopting an interdisciplinary perspective and a conversation form between two teachers and a student, this paper presents both the teachers＇ and the student＇s experience and illustrates that learners with different backgrounds have complementary strengths. In the cyber learning space, teaching and learning are mutually beneficial. That students may know more than teachers will change the teacher-student relationship, and it is important to build interdisciplinary teaching teams. This paper also recommends a modeling tool called NetLogo and its value in cyber class and in interdisciplinary research and study. MOOCs are a complex social project. The new thinking and methodology such as self-organiza- tion theory is of great significance to MOOCs and educational theory and practice. With the theory of complexity, blending MOOCs with face-to-face instruction is of paramount importance to facilitate an in-depth integration in the process of educational informatization.