社群化学习:“互联网+”时代成人学习新方式

Social Networked Learning: A New Way of Adults Learning in "Internet + " Age

互联网作为一种新的生产力,正在促进高速发展的信息社会中人类持续终身学习的个性化学习需求的释放。以群体互动、开放、连接、知识创新为特征的社群化学习成为"互联网+"时代的成人学习的新方式,它是"互联网+"背景下为学习者个性化学习需求的满足而催生出的一种将个人学习和群体学习相结合的非正式学习方式。社群化学习具有多点触发、移动化、碎片化、泛在性特征,是以连接的建立、群体智慧共享和知识生成为核心的开放学习。联通主义学习理论作为指导社群化学习发展的重要理论基础,指导我们对社群化学习的认识从连接观走向网络观,以个人和集体的协同发展为目标,关注知识的快速联通以及学习者学习需求的即时满足,并形成人人都是知识创造者、贡献者的认识。联通主义学习教学交互和认知参与模型深化了对社群化学习过程的认识,并为社群化学习的实施提供了路径指导:通过不断巩固社群关系来实现社群的共同目标;通过高质量的互动与分享来促进集体智慧的共享;通过持续的知识创生保持社群化学习的持续生命力。社群化学习实践可分为单中心弱连接型和多中心强连接型两类。当前,社群化学习大多为单中心弱连接类,多中心强连接类的实践则较少,因此需要更多的相关研究推动实践从单中心弱连接型向多中心强连接型转变。

As a new kind of productivity,the Internet is releasing the personalized learning needs of human beings for continuous lifelong learning in the fast-growing information society. Social networked learning characterized by group interaction, openness, connectivity, and knowledge innovation has become a new way of adult learning in the ＂ Internet ＋ ＂ age. It is an informal learning style that combines individual learning with group learning as a result of the satisfaction of learners＂ personalized learning needs. It features multi-point triggering, mobilization, fragmentation and ubiquitous. It is a kind of open learning with the core of connection establishment, group wisdom sharing and knowledge generation. As an explanation of human＇s learning theory in the Interact age, Connectivism is an important theory to guide the development of social networked learning. This theory guides our understanding of social networked learning from the concept of connection to the network ,with the goal of individual and collective collaborarive development, focusing on the rapid communication of knowledge and the immediate satisfaction of learners＇learning needs, and forming the awareness of everyone as a knowledge creator. The Connectivist Interaction and Engagement （CIE） framework deepens the understanding of social networked learning process and provides a path for its implementation ： （ 1 ） achieving the community＇s common goals by continuously consolidating community relationships; （2） promoting the sharing of collective intelligence through high-quality interaction and sharing; （3） maintaining the continued vitality of social networked learning through continuous knowledge creation. The practices of social networked learning can be divided into two types ： single-center weak connection and multi-eenter strong connection. At present, social networked learning practices are developing rapidly, but most of them belong to the single-center weak connection, such as the related practices represented by knowledge-paid mobile APPs. However, there are less practices of multi-center strong connection represented by cMOOCs. Therefore, more relevant research is needed to promote the transition from single-center weak connection to multi-center strong connection.