上海开放教育研究(英文版采编系统) /oa Disruptive Innovators in Higher Education /oa/darticle.aspx?type=view&id=201602001 Abstract:At The Open University we are disruptors, occasional trouble makers, game-changers. When we started out in 1969 they said it couldn't be done. A university with no campus, no lectures - and most radical of all - a university which welcomed students with no qualifications whatsoever.But the sceptics and the doubters were proved wrong: by the enormous popularity of our courses, by the world-class quality of teaching and research and most importantly, by the success of our students.Now we are once again opening up the future of learning. A degree is no longer enough. Our students need to stand out from the crowd in the job market. They need a portfolio of qualifications and experience. We are the first university in Europe to offer credit bearing MOOCs – short online courses highly sought after by employers. And we have just launched an innovative new partnership with KPMG offering degree apprenticeships in healthcare, management, and digital technology, with more on the way.As we look to our 50th anniversary we are proud to say we are still leaders in digital innovation. But our cause goes beyond an innovative way of learning. We help anyone become someone, achieve their goals and make the impossible, possible. 2016年02月25 00:00 2016年02期 1 5 230490 Keith Zimmerman Cultivating “Maker”: New Education Ecosystem in the View of New Industrial Revolution /oa/darticle.aspx?type=view&id=201602002 Abstract: The New Industrial Revolution gave birth to the era of individual manufacturing; Makers appeared in a historical stage. The development of digital technology has reduced the access threshold for the mass innovation, and has promoted the democratization of innovation in the era of innovation, which provided an opportunity for makers development. As a harbinger, Maker Movement stimulated the individual makers' creativity, and Makers spirit was a core to maker with four major genes of the DIY, innovation, self organization, and the Internet as. Makerspace is a carrier which supports open sharing, Co-creation and cross-border innovation, and develops the makers' behavior characteristics of pursuit of creating change, willing to share, make good use of tools and integration of play with learn. Maker culture is the affordance, through which continuous acculturation and enculturation goes on, make itself a mainstream crowning innovation culture which leads the innovation and entrepreneurship. Establishing a new ecosystem of makers education with whole person development, it can clearly describe a basic framework which integrate makers elements to education system, embed from resource opening, curriculum reconstruction and knowledge innovation, through three progressive levels of makers-enhanced instruction, makers-infused courses, makers-centered learning to enhance learners' DIY(T), crossliteracy and makers' knowledge and ability, cultivate a group of makers with innovative entrepreneurial consciousness and ability, develop new culture of makers education in the era of crowning innovation, so as to provide the source and stream of entrepreneurship and innovation for mass entrepreneurship and crowning innovation. 2016年02月25 00:00 2016年02期 6 18 640937 WANG Youmei Accreditation Mechanism of MOOCs in Higher Education Market /oa/darticle.aspx?type=view&id=201602003 Abstract: Through applying information technology, MOOCs are breaking down the barrier of space and time in personal instruction and makes it possible to provide high quality higher education for billions of people. But because of the information asymmetry in education and labor market, the quality of MOOC courses and MOOC learners' achievement cannot be acknowledged by the public without accreditation. Conventionally, universities function both as educators and an accreditors They are supposed to assure learners of the quality of its services and convince employers of the abilities of their graduates. Learners and employers' trust in a university is built on the higher education accreditation. The present accreditation of higher education evaluates the colleges and programs on their tangible resources and academic publications while the accreditation of MOOC needs to evaluate both the courses and the learning outcome. According to learners' needs, MOOCs in higher education can be divided into two categories, MOOCs for universities and MOOCs for career development. The effective accreditation of MOOCs for universities need to form a credit consortium which enacts the standard for MOOC accreditation and coordinate collective recognition of MOOC credits. Professionals wish MOOC learning can help them master the knowledge and skills quickly, and secure opportunities of interview and employment. The effective accreditation of MOOCs for career development in the United States depends on the prestige of MOOC developers and the informative digitally verified certificates that can be considered as signals of high quality. The outstanding reputation of top universities in the United States facilitates the acceptance of MOOC by employers but the conflicts among colleges are hindering the MOOC's entering campuses. Because the higher education in China lags behind that of US, Chinese universities are more willing to accept and introduce MOOCs. Therefore the accreditation of MOOCs for universities in China should emphasize on the selection of courses with high quality. The accreditation of Chinese MOOCs for career development should rely on a consortium of colleges and enterprises as well as authoritative approval from the government that can promote the growth of MOOC market. 2016年02月25 00:00 2016年02期 19 26 176918 Qiu Weihua A Survey of the Flipped Classroom Practice in Chinese Universities and Colleges /oa/darticle.aspx?type=view&id=201602004 Abstract: With the trend to create a learning society, teachers are confronted with the challenge to develop students' ability to learn independently. The flipped classroom(FC)model has attracted more and more attention for its potential to improve students' learning abilities. Since 2013, there has been an increasing demand to develop open educational resources in universities and colleges. These resources provide opportunities for teachers to develop their own flipped classroom. An online survey was conducted in January 2015 to get a better understanding of the practice of the flipped classroom in Chinese universities and colleges. Nine hundred and ninety-five teachers responded to the survey. One hundred and sixty-five of them were teachers who had applied the FC model to their classroom for more than six months. Their motivations and actions to carry out the FC model were investigated as well as the effectiveness of their practices. Challenges and barriers were also identified. The results indicate that teachers are motivated to use the FC model by their intentions to develop students' ability to learning independently and satisfy the diversified and personalized needs of their students. Meanwhile, most teachers in this survey confirm that the FC model can be used as an effective way to improve student motivation to learn and enhance their learning experiences. The results also show that the spread of the FC model is promoted by the development of new technologies and platforms. Instead of receiving what has been given to them, more and more teachers start making their own resources with the support of these new technologies and platforms. However, there are also challenges for them to overcome. Compared to the traditional teaching model, teachers have to put in much more time and effort in the practice of the FC model. They need support from their universities and colleges. 2016年02月25 00:00 2016年02期 27 37 904805 Miao Jingmin<sup>1,2</sup> &amp; WANG Qiong<sup>1,2</sup> Experience of the Confucius Institute Online and the Possibility of its Benefits in Teaching Arabic Language Online for Non-Arabic Speakers /oa/darticle.aspx?type=view&id=201602005 Abstract:China's presence is notable nowadays on an international scale. China has built this international presence in many ways known by the “soft power” of China. Chinese Confucius institutes – teaching Chinese language and culture centers- contribute largely to the efforts that aim to construct the educational “soft power” of China.The purpose of this research is to review the experience of the Confucius Institute Online. It was established in 2008 aimed at distributing the Chinese language and culture on the internet and deepening cooperation in fields of education and culture between China and various countries of the world. Within few years, it attracted more than 503,000 users from all over the world, and is present in more than 275,000 live classes. Also, it aims to benefit and add to this experience and highlights the potential assumption that this system could also benefit teaching and spreading the Arabic language for foreign speakers. The importance of this research is to study an ongoing experience that proved its success in attracting many students and teachers from all over the world. As well as providing a potential assumption that it could be beneficial for teaching and spreading the Arabic language for foreign learners in a period where Open Online Education has become one of the main features for education nowadays.The current research applies the descriptive-analytic method to obtain data and information and show the website along with describing its components, sections and activities and teaching method used. The research includes an introduction and three themes; the first theme deals with the current situation of online teaching the Arabic language for foreign learners. The second theme reviews the experience of the Confucius Institute Online teaching of the Chinese language. The third theme is a suggested framework for teaching the Arabic language online for foreign language learners. At the end of the research, the researcher recommends that stakeholders and foundations in the field of teaching Arabic should adopt technology and use it for spreading Arabic, by enriching the content of teaching Arabic to foreigners online and studying other nation's experiences in spreading their language and benefiting from them. 2016年02月25 00:00 2016年02期 38 52 1226026 Sallam, Marwan Hasan Naji<sup>1,2</sup> The Learning Sciences in the Past Decade: Development, Reflections and Innovations———An Interview with Professor Keith Sawyer /oa/darticle.aspx?type=view&id=201602006 Abstract: Nearly a decade has passed since the first edition of The Cambridge Handbook of the Learning Sciences(CHLS), the milestone work in the field of the learning sciences, was published in 2006<sup>①</sup>.Since then, the learning sciences research activities have flourished and new ideas and studies are continuously emerging, revolutionarily impacting human learning and educational innovation.At the end of 2014, the 2nd edition of CHLS<sup>②</sup> was published.In this book, 72 leading learning scientists around the world expressed their views and presented their studies on learning inside and beyond schools, teaching of specific disciplines in formal learning like literacy, math and history, informal learning in museums and libraries, as well as issues concerning technology-related learning forms, like the embodied learning, mobile learning, data mining and collaborative learning, etc. Under this context, we conducted an interview with Dr. R. Keith Sawyer, the editor of both editions of CHLS. This interview focuses on three aspects: the latest development in the learning sciences; the view of Keith Sawyer, as a leading learning scientist, on the methodology of the learning sciences and its impact on educational innovation; informal learning environments from the perspective of the learning sciences.In addition, Dr. Sawyer also shares his insights on the “hot” issues in education such as MOOCs, flipped classrooms, maker movement, and big data. Dr. Keith Sawyer is the Morgan Distinguished Professor in Educational Innovations at School of Education, University of North Carolina at Chapel Hill(UNC-Chapel Hill), and an internationally-renowned scholar in learning sciences and creativity research. He obtained his B.S. in computer science from MIT in 1982, M.A. and Ph.D. in psychology from University of Chicago respectively in 1992 and 1994. So far he has published more than 80 articles and 13 books. In his current research, he is studying how teaching and learning are organized in professional schools of art and design, with the goal of identifying a core set of features that can be used to design more effective learning environments. 2016年02月25 00:00 2016年02期 53 64 248977 CHEN Jiagang<sup>1</sup> &amp; YANG Nanchang<sup>2</sup>