SCORM and Internet education

SCORMAnd Internet education

Written by nius: 2011-10-22

Blog: http://nius.me

 

The last simple translation of the SCORM protocol (portal), from the complexity of the protocol, we can roughly understand why this standard is still, at least in China, obscure. We can use SCORM to discuss Internet-based education.

The instructor is a user

SCORM aims to develop a complete online teaching material, and then the teacher gets the Electronic Teaching Material. He just needs to give lectures according to the content above, read the slides above, and take the examination above. Everything is done. The problem is that the teacher did not participate in the course of making the teaching material, but was developed by other developers and teachers. The teacher hoped to modify the teaching material, except for computer teachers, almost impossible. Even in computer science, teachers may not have the time to study SCORM and develop it. They are busy collecting money for projects.

Of course, traditional paper books have similar problems. After being electronic, teachers are not given more freedom, but they feel bound. I think this should be a good thing for irresponsible teachers, because everything is done for you, but is it true? If you really don't need a teacher to do anything, you just need to take a look at the tutorial. I think the University will have a lot of money left.

A major necessity for a teacher to appear in class is the interaction between him and the students. However, this interaction cannot be achieved by writing dead teaching materials. Teachers can explain their knowledge from a better perspective based on their understanding of the students. Therefore, since all electronic materials are available, more electronic teaching materials should encourage interactions between teachers and students, encourage teachers to think about the content, and think about teaching methods, at the same time, students are encouraged to think about the content. If they are all done for the teacher, the teacher will not be encouraged to think on his own, and will not produce good interactions in the end, because the explanations may not have been carefully studied.

In this way, the teacher is really a user, to understand the needs of the teacher, how the teacher will use these teaching materials, put the teacher on the same position as the students, the product can be excellent.

Uniformity and separation of classroom Elements

There are many elements in the class. Let's list them:

Courseware-Explanation

Textbook-Thinking

Homework-Exercises

Exam-assessment

SCORM tries to standardize all of these, and in a tutorial, everything from courseware to exam will be done for you. On the one hand, the teacher has no good participation, and has cracked down the enthusiasm of the Teacher. On the other hand, is this unified approach good enough?

That is to say, in the course of making the tutorial, the producer should imagine all the scenes in the classroom and make overall planning, I do not deny that some excellent teaching experts can make it better than ordinary teachers, but how many educational experts are willing to spend time on making such complicated tutorials? For this, we can refer to the origins of Wikipedia. His predecessor was to let experts write to make an electronic encyclopedia, and finally found that the progress was too slow, as a result, it began to become the mode of nationwide editing, making full use of the wisdom of everyone.

The difference between classroom teaching and Wikipedia is that there are four elements listed above in the classroom. From the perspective that users are teachers, it is not too tired to allow teachers to participate in these four subjects at the same time, but it is still possible to participate in one of them. That is to say, we will not consider the whole process as a whole, but design four products with four elements, and design each product in a targeted manner, which can be used separately, it can also be integrated and used to encourage teachers to participate in the compilation of content, make full use of the wisdom of all teachers and even students, and make the course a crowdsourcing process, this allows instructors to have a deeper understanding of the content they have been taught during their participation in the formulation process, and also allows the tutorials to be customized by different instructors and the branches derived from the public version, it can better combine the characteristics of teachers and their students.

Different Products

Therefore, we can further develop some preliminary ideas for different products:

1. Courseware

Generally, teachers use powerpoint for courseware, but to tell the truth, even if they are trained, all the words are on one page. It is basically not readable in the classroom. It can be viewed as a teaching material. I think it is necessary to provide a Courseware creation tool that is easy to learn, so that a 50-year-old teacher can understand how to use it at a glance. At the same time, this kind of application can display the text well enough, and guide users not to use all the long texts. Collaboration can be considered, but if you cannot find a simple and easy-to-understand interaction method, it can only be used as an auxiliary function.

2. Textbooks

Textbooks are generally paper-based. In China, ipad is a brain pumping type. Electronic textbooks are often word or pdf, which cannot be displayed on the PC screen. After all, word and pdf are designed to print text. Then, the electronic textbooks can be replaced by other interactive methods to take full advantage of the advantages of electronic devices. However, I think E-textbooks cannot replace paper textbooks and can be used as an aid. When we use SSD tutorials in our school, we print out the online tutorials. I think this is the user's choice.

3. assignments and exams

They all belong to questions. Maybe I should use a word instead. I asked my students what educational aids do you most want. Many people first responded: exam sharing platform! As an assessment standard, questions are the objects pursued by students. Teachers usually have question libraries, but they are not public. They are afraid that the students cannot really understand the knowledge in the books because they have questions. This shows that teachers and students do not trust the questions. This is a good way to assess questions. On the other hand, it also tells us that there is no better alternative. So what we need to do is to speed up the flow of questions, so that students can quickly find out the question bank, so that teachers cannot rely on the question bank, and continuously innovate the questions, thus improving the quality of the questions.