Li Fengxia
Zhao Sanyuan
Some suggestions on how to do well online teaching
Li Fengxia and Zhao Sanyuan
Beijing University of Technology
(National top-quality courses, top-quality online open course lecturer, Beijing famous teacher)
Introduction
A sudden epidemic makes education go through an unprecedented test! After receiving an invitation from the Ministry of academic affairs for "a good online course standard", I thought for a long time, what is the standard? Looking at the teaching administrators and teachers who are suffering day and night in the front line, our urgent task is: how to ensure the equivalence of online teaching and offline teaching quality? This is a problem that teaching management departments and teachers must face. Moreover, personal point of view: after the epidemic, online teaching will become an important way for teachers to consciously combine offline teaching, and quality assurance will be our goal. So I want to give some suggestions about how to do online teaching well.
Why "what you ask is not what you answer"? Because what is the standard of "a good online course"? The purpose is to provide a quick reference for the comprehensive online teaching urgently needed under the epidemic situation. The reason for "not answering" is that the sudden outbreak of the epidemic has exposed various problems in the online education, which has always seemed to be prosperous, and it is difficult to have a complete "standard" to adapt to this situation for a while. At the same time, it also forces a group of teachers who are watching online teaching in the fog to be led by the steel demand to walk on the Internet Network teaching front position. From traditional classroom to full online teaching, teachers are facing unprecedented challenges: how to design online courses? Where do curriculum resources come from? How to choose the right online platform? How to control the quality of online teaching? In addition, there are various difficulties such as network congestion, live broadcast rollover and so on. In this case, it is difficult to implement unified standards. Therefore, facing the problems that must be solved to carry out the comprehensive network teaching, this paper gives some personal experiences and suggestions for colleagues to consult and discuss.
I. constructing digital resources of curriculum with "rapid configuration"
The online teaching across the sky means that all your teaching resources, teaching process management, teaching evaluation and teaching process should be carried out through the network. So the four words "resources, platform, mode and method" can not do without selection and design, and the most important one is the teaching resources to express the course content! Because no matter in what circumstances, the first concern of student-centered teaching is whether knowledge can be effectively mastered by students. Under online education, the basic condition to ensure this is: can knowledge be completely and smoothly transferred! The first problem is the design and construction of digital teaching resources. Only by the type of resources can we decide which platform to use and which teaching mode and method to use. Table 1 shows the course resources or events of offline teaching process and online teaching process.
The first three items in the table are course resources, which are related to content and production. Teaching content is the core of teaching, while platform, mode, method and tool are all for the content. It can be seen from the above table that the transformation from traditional curriculum resources to online curriculum resources requires digital creation of teaching content, such as teaching video, virtual experiment and so on. If there is no accumulation at ordinary times, it is impossible to make up for it in one day and one night by one's own efforts! Therefore, we suggest that you use the following three ways to "quickly allocate" curriculum resources.
1) Share course resources of mature websites. The mainstream platforms at home and abroad provide huge digital course resource pools, such as EDX and coursera websites, which provide free courses for hundreds of top universities in the world; 22 online course platforms organized by the Ministry of education at home open more than 24000 online courses for free, covering 12 undergraduate disciplines, which has become the first in the world. Especially in recent years, the national top-quality online open courses, as well as the past top-quality resource sharing courses, video open courses and so on, all have optional course resources. The concept of "online and offline mixed teaching" in the first-class curriculum construction promoted by the Ministry of education is: sharing high-quality resources, building courses according to local conditions, selecting the best to fill the gaps, learning from the strong to fill the weak. As for the digitization of experimental resources, it varies from class to class, and if necessary, its methods need to share public high-quality resources. Because experimental digital production is not only the efforts of teaching team, but also the support of virtual imitation technology and professional team. The resource reserve in this aspect includes the virtual imitation gold course library led by the state and the course experiment package provided by some professional websites. During the epidemic period, there are open resources available for trial. The "virtual experiment course teaching platform of Beijing University of science and technology" led by the Academic Affairs Department of our university has been online in 2019 (http://vredu.bit.edu.cn). Seven colleges have adopted the method of building and using to build relevant online experiments, which is also the leading team in domestic colleges and universities, and deserves our attention.
2) Improve the original digital curriculum resources. To make the best use of everything, the PPT and teaching materials for offline teaching used to be necessary, but the PPT for on-site teaching is relatively simple, while the teaching materials are paper-based. At the moment, teachers are familiar with the way of improving and refining PPT to make it suitable for students' self-study, At the same time, it is equipped with electronic textbooks. These two kinds of resources have their own advantages and perform their respective duties. In the complete network teaching, they will still be a very familiar form and useful learning reference for students.
3) Record a 3-minute course summary video for each lesson. This video can help students master the requirements and key points of this course, facilitate the repeated watching during self-study, and facilitate the summary guidance during the course review, so as to play a leading role in the course and get twice the result with half the effort. It is a small recording for the teacher, which can be done in any way familiar to him.
The combination of the above three ways seems irregular, but it is based on our original intention: to ensure the complete and smooth transmission of teaching content and the achievement of teaching objectives.
Second, supporting the implementation of teaching with diversified models
First of all, we elaborate several concepts:
MOOC: large scale online open courses with fixed forms;
Online and offline mixed teaching: Teaching Based on offline classroom combined with online courses;
Network course: the whole course teaching in the form of network.
At present, we are talking about online courses, not MOOC, and not all the online and offline mixed gold course standards (online learning time in the range of 20% - 50%) in the first-class course construction of the Ministry of education, but the implementation of a complete teaching process in the form of network, which is very important. The goal of the network course is to be equivalent to the original offline teaching goal, and to adopt the form of complete network teaching implementation. Based on the above concepts, the following two teaching modes are recommended for teachers' common problems:
1) MOOC + SPOC mode. If you choose to combine a MOOC course, MOOC + SPOC mode is the most suitable teaching mode at present and in the future. Because this mode determines that the main body of teaching activities depends on the same MOOC platform, at present, such platforms will fully support the full coverage of teaching process in terms of function. For personalized content and management (such as virtual experiment, flipped classroom, etc.) that the platform can not support, teachers can easily make some supplement;
2) Platform + self made resources + appropriate live broadcast. If your class happens to have no appropriate MOOC resources, it is suggested to adopt the diversified teaching mode of "platform + self-made resources + appropriate live broadcast". The problems to be solved in each part are as follows:
Platform: to communicate with students, release resources and manage the teaching process, it is necessary to choose the right one;
Self made resources: necessary but not terrible. It refers to all digital resources prepared for the course, including improved PPT, transferable electronic textbooks, teaching reference materials, self-made videos, etc. Teachers often find it difficult to produce video resources quickly. It should be noted that video in online teaching and video in MOOC can be very different. My personal experience: for a class in MOOC, a familiar teacher also needs more than 10 hours of work, because it needs to split, design, record, edit, render, match subtitles, questions, exercises, etc. for the content, it is a production that needs to be prepared in advance according to the requirements of the platform, and it is a big project! However, the videos of online courses are different, which can be the recurrence of an instant question answer in the process of normal teaching, or the recording of an extemporaneous extended learning story, or for a difficult problem of students in the process of online teaching, you only need to use PPT to generate an mp4 video, or even a PPT with sound, using the most familiar "recording slide show method" The result is a good solution to the students' confusion. This kind of video resource can be unsystematic, discontinuous, nonstandard, without the beginning and the end of the film, but it is the bosom friend of the students, even without knowing the face! Therefore, the generation of online course teaching resources needs more diversified teaching mode, which can be based on the mobile phone transcription, or a suitable tailoring from a similar course. It doesn't matter whether the form is video or sound, picture or text. Even if the granularity of resources is a small video of 5 minutes or 10 minutes, or a small class of 30 minutes, it doesn't matter, or that sentence: as long as our initial intention is to ensure the complete and smooth transmission of teaching content and the achievement of teaching objectives. Diversified model is more important in online courses.
Live broadcast: it refers to the missing or insufficient part of teaching resources. For example, if the whole course is lack of teaching video support, it needs to have enough live broadcast. Although there are different opinions on the issue of live broadcasting, live broadcasting is essential in emergency situations. For example, in the three minutes before each class, the teacher usually makes a connecting explanation, which is a guide to the learning of this class. This guide is a live broadcast based on the progress of the last class and the dynamic learning situation of students. It is more targeted than recording and broadcasting. It's very important to make up for the lack, guide and lead the live broadcast of small segments. Only by making practical design, can we drive students to change their learning content from passive cognition to comprehensive qualitative change. Our training of students' learning ability and innovation ability will also be triggered in this accidental live broadcast!
3. Select platform with critical eyes
The title looks strange! Why to choose a platform with a critical eye? The above table lists 3 kinds of teaching resources and 4 kinds of events involved in the teaching process, which need platform support in the online teaching process. Imagine: you have used the platform of "happy learning" to start school and exchange assignments with students; the selected MOOC is the course of Tsinghua University (online part must use the platform of "school online"; our school has adopted the SPOC right of "love course" platform. In this way, you and your students need to register three platforms for one class learning, and the teaching process data of these three platforms can not be shared seamlessly. You need to follow up the three platforms at any time to monitor the learning dynamics of students. Isn't it hard! Of course, we hope to use one platform to solve the problem. Then we will exchange the next two problems with you. 1) Can a platform solve the problem?
Say for sure: Yes! But not all, teachers need to make clear thinking choices. For example: why do I choose "Le Xue" because of me