Search

从行为主义学习模式到认知学习模式,再到建构主义以及协作学习 模式,教学的有效性是个永恒的话题。然而,随着越来越多的学习技术、学习模式和 学习理论的创新和相互影响,教学设计中需要考虑的因素更多,我们所期望的学习目 标也变得模糊起来。本期高端访谈,我们有幸邀请到世界知名教育心理学教授保 尔·科士纳(Paul Kirschner)博士来分享他关于有效教学方法和教学设计的洞见。科士纳博士是国际教育心理学领域的知名专家,荷兰开放大学教育心理学教授 和学习与认知项目负责人,芬兰奥卢大学教师教育研究访问教授。他曾任计算机支持的协作学习(CSCL) 委员 会(属于学习科学国际社区下属组织) 及学习科学国际社区执行委员会主席(2011-2012 年)、《计算机辅助学 习》期刊主编和《计算机在人类行为研究中的应用》期刊副主编,出版畅销书教学设计专著《复杂学习的十个步 骤》(目前该书已是第二版)。他还与人合著《论证的可视化》、《我们所了解的计算机支持的协作学习》。研究领 域包括终身学习、计算机支持的协作学习、电子学习环境和其它创新学习环境设计、开放教育资源、教育媒体应 用、教师教学资源开发、认知技能和能力发展等。From behaviorist learning to cognitive learning and to constructivist and collaborative learning, the effectiveness of instruction is a permanent theme. Whereas, the more innovative learning technologies, learning modes and learning theories are intertwined, the more complex issues learning design should deal with and the vaguer the way it seems in pursuit of an expected learning outcome. In this interview, we are very pleased to have Prof. Paul A. Kirschner,a well-known Educational Psychologist, to share with us his viewpoint on teaching, learning and instructional design. Paul A. Kirschner is a professor of Educational Psychology and Program Director of the Learning and Cognition program at the Centre for Learning Sciences and Technologies at the Open University of the Netherlands as well as Visiting Professor of Education with a special emphasis on Learning and Interaction in Teacher Education at the University of Oulu,Finland. He is an internationally recognized expert in his field. A few notable examples of this are his election to both the CSCL Board (within the International Society for the Learning Sciences) and the Executive Committee of the Society of which he is a past President (2010-2011). He is a member of the Scientific Technical Council of theFoundation for University Computing Facilities (SURF WTR) and was a member of the Dutch Educational Council and, as such, was advisor to the Minister of Education (2000-2004). He is chief editor of the Journal of Computer Assisted Learning, associate editor of Computers in Human Behavior, and has published a very successful book Ten Steps to Complex Learning (now in its second edition). He also co-edited two other books (Visualizing Argumentation and What We Know about CSCL). His areas of expertise include lifelong learning, computer supported collaborative learning, electronic designing and other innovative learning environments, open educational resources, media-use in education, development of teacher extensive learning materials, use of practical for the acquisition of cognitive skills and competences, design and development of electronic learning and working environments, and innovation and the use of information technology educational systems

Chinese edition of The Ten Steps