What are the differences and similarities between MOOC, micro-teaching and open classroom?

MOOC, micro-courses, the difference between flipped classroom

Flip classroom, micro-courses and MOOC, these new concepts are changing education, especially in the traditional sense of the role of the teacher and the student, and often hear that some people will confuse the flipped classroom and micro-courses, or flipped classroom and MOOC, today we recommend this article to popularize the concepts of all three and the characteristics of each.

One, MOOC: the revolution of online education

Massive open online courses, or MOOC (massive open online

courses). 2012, the top universities in the United States one after another to set up online learning platforms to provide free courses online, Coursera, Udacity, edX the rise of three major course providers, giving more students the possibility of systematic learning. in February 2013, the National University of Singapore (NUS) partnered with the American company Coursera to join the large-scale open online course platform. NUS was the first Singaporean university to enter into a partnership agreement with Coursera, and it was the first to launch courses in quantum physics and classical music composition through the company's platform in 2014.

(I) Course Characteristics

1. Diversification of Tools and Resources: MOOC courses integrate a variety of social networking tools and multiple forms of digital resources to form diversified learning tools and rich course resources.

2. Easy to use courses: breaking through the time and space constraints of traditional courses, learners from all over the world can learn domestic and foreign famous university courses at home by relying on the Internet.

3, the course audience: break through the traditional course number of limitations, to meet the large-scale course learners to learn.

4, course participation autonomy: MOOC courses have a high enrollment rate, but also has a high dropout rate, which requires learners to have a strong independent learning ability in order to complete the course learning content on time.

(II) Instructional Design

Because of the large number of learners in a MOOC and the potentially high student-teacher ratios, MOOCs require instructional design that facilitates a high level of responsiveness and interaction. Here are two basic design approaches:

1. Utilize a large open web course network to handle mass interaction and response, such as peerreview, group work, etc.

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2. Use objective, automated online assessment systems, such as in-class quizzes, exams, and so on.

Connectionist Instructional Design Principles

1. Integration: Connectionist MOOCs allow a large amount of information to be disseminated online through a variety of websites, and then integrate the information into newsletters or webpages that can be easily accessed by participants. This is the opposite of a traditional course, where the content is prepared in advance.

2. Hybridization: linking materials or other content within a course.

3. Re-formulation of objectives: Re-organizing the content to match the objectives of different learners.

4. Giving back: sharing content and ideas organized to meet different learning goals with other learners or the world.

II. Microcourses: a new type of educational resource

"Microcourse" refers to the whole process of exciting teaching and learning activities carried out by teachers in and outside the classroom in the process of teaching and learning around a certain knowledge point (key points and difficulties) or a teaching link, in accordance with the requirements of the new curriculum standards and teaching practice, using video as the main carrier.

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1. Composition of micro-teaching

The core content of micro-teaching is the classroom teaching video (example clips), which also contains teaching design, material courseware, teaching reflections, practice tests, and student feedback, teacher comments, and other supporting information. Students' feedback, teachers' comments and other auxiliary teaching resources, they are organized in a certain relationship and presentation *** with the "creation" of a semi-structured, thematic resource unit application "small environment". Therefore, "micro-teaching" is different from the traditional single resource type of teaching examples, teaching courseware, teaching design, teaching reflection and other teaching resources, but also on the basis of its inheritance and development of a new type of teaching resources.

2. The main features of microcourses

(1) Shorter teaching time: Teaching video is the core component of microcourses. According to the cognitive characteristics of primary and secondary school students and the law of learning, the length of the "micro-lesson" is generally about 5-8 minutes, the longest should not exceed 10 minutes. Therefore, compared with the traditional 40 or 45-minute teaching examples, "micro-lessons" can be called "lesson fragments" or "micro-lesson examples".

(2) Less teaching content: Compared with the broader traditional classroom, "micro-lessons" are more suitable for teachers' needs because of their aggregation of problems and outstanding themes: "micro-lessons" are mainly designed to highlight the knowledge of a certain subject in classroom teaching (such as the key, difficult and doubtful points of teaching). Micro-teaching" is mainly to highlight the teaching of a subject knowledge point (such as the teaching of key points, difficult points, doubtful points) in classroom teaching, or to reflect the teaching and learning activities of a certain teaching link, teaching theme, compared with the complexity of a traditional lesson to be completed in a large number of teaching content, "micro-teaching" is more streamlined, and therefore can be called a "micro-classroom". "

These are the most important of all.

(3) Smaller resource capacity: in terms of size, the total capacity of "micro-lesson" video and supporting auxiliary resources is generally in the tens of megabytes, and the video format must be a streaming media format (e.g., rm, wmv, flv, etc.) supporting online playback, so that teachers and students can smoothly observe the lesson online, and view the lesson plans, courseware, and other auxiliary resources; it can also be flexible and easy to use. The user can also download and save the files to terminal devices (e.g., laptops, cell phones, MP4s, etc.) to realize mobile learning and "ubiquitous learning", which is very suitable for teachers' observation, evaluation, reflection and research.

(4) Resource composition/structure/composition is "contextualized": the resources are easy to use. "Micro-teaching" selected teaching content is generally required to highlight the theme, point to a clear, relatively complete. It takes teaching video clips as the main line to "integrate" teaching design (including lesson plans or study plans), multimedia materials and courseware used in classroom teaching, teachers' post-course teaching reflections, students' feedback, and textual comments from subject experts and other related teaching resources, constituting a thematic, diversified, compact structure. "Theme unit resource package", creating a real "micro-teaching resource environment". This makes the "micro-teaching" resources have the characteristics of video teaching cases. Teachers and students can easily realize the learning of higher-order thinking skills such as "tacit knowledge" and "tacit knowledge" and the imitation, transfer and enhancement of teaching concepts, skills and styles in this real, concrete and typical case-based teaching and learning scenario, thus rapidly improving teachers' classroom teaching. Thus, it can rapidly improve teachers' classroom teaching level, promote teachers' professional growth, and improve students' academic level. As far as school education is concerned, microteaching has not only become an important educational resource for teachers and students, but has also formed the basis for the reform of school education and teaching mode.

(5) Outstanding theme and specific content. A course on a theme, or a course a thing; research issues from the specific practice of education and teaching of specific issues: or life thinking, or teaching reflection, or breakthroughs in difficult points, or emphasis, or learning strategies, teaching methods, education and teaching point of view, and so on, specific, real, their own or with their peers can be solved.

(6) Grassroots research and fun creation. Just because the course content is tiny, so everyone can become a course developer; just because the use of the curriculum is the object of teachers and students, the purpose of the course development is the content of the teaching, teaching objectives, teaching methods closely linked, is "for teaching, in teaching, through teaching", rather than to verify the theory, deduce the theory, therefore, determines the content of the research and development. Therefore, it is decided that the content of R&D must be the problems that teachers are familiar with, interested in and capable of solving.

(7) Simplified and diversified dissemination of results. Because the content is specific and the theme is prominent, the research content is easy to express and the research results are easy to transform; because the capacity of the course is tiny and the time spent is brief, the dissemination is in various forms (online video, cell phone dissemination, microblogging discussion).

(8) Timely and targeted feedback. As a result of a short period of time to focus on the "no student class" activities, participants can hear the evaluation of others on their own teaching behavior in a timely manner, to obtain feedback information. Compared with the normal listening to and evaluating activities, it is instantaneous and "ready to sell". As a result of the pre-class group "preview", everyone involved, learn from each other, help each other, *** with the improvement, to a certain extent, reduce the psychological pressure on teachers, will not worry about the teaching of the "failure", will not worry about the evaluation of the "offended". "Offended", compared to the normal evaluation of the class will be more objective.

3, micro-courses "ten characteristics

Micro-courses only teach one or two knowledge points, there is no complex curriculum system, there are no numerous teaching objectives and teaching objects, seemingly no systematic and comprehensive, many people call it "fragmentation". However, microclasses are aimed at a specific target group, the delivery of specific knowledge content, a microclass itself still needs to be systematic, a group of microclasses to express the knowledge still needs to be comprehensive. Microclasses are characterized by:

1. The host can be out of the camera, can talk out of turn.

2. Streaming media playability. Can video, animation and other network-based streaming media playback.

3. Teaching time is short. 5-10 minutes is appropriate, the least 1-2 minutes, the longest should not exceed 20 minutes.

4. Less teaching content. Highlight a particular subject knowledge or skill point.

5. Smaller resource capacity. Suitable for mobile learning based on mobile devices.

6. Exquisite instructional design. Complete and elaborate informational instructional design.

7. Classic model cases. Real, concrete, typical case-based teaching and learning scenarios.

8. Independent learning-oriented. Courses for learners to learn independently, one-on-one learning.

9. Simple and practical production. A variety of ways and equipment production, to practical for the purpose.

10. Supporting related materials. Micro-teaching needs to be accompanied by related exercises, resources and evaluation methods.

Three, flipped classroom: the role of teachers and students

Flipped classroom is from the "Flipped Classroom" or "Inverted

Classroom", refers to The reorganization of time in and out of the classroom, shifting the decision of learning from the teacher to the students. With this model of teaching and learning, valuable time inside the classroom, students are able to focus more on active project-based learning,**** working together on solutions to localized or globalized challenges and other real-world problems to gain a deeper level of understanding. Teachers no longer take time away from the classroom to teach information that needs to be accomplished by students as independent learners after class, where they can watch video lectures, listen to podcasts, read enhanced e-books, and discuss with other students on the Internet, and go to the materials they need at any time. Teachers are also able to spend more time with each individual. At the end of the class, students plan their own content, pace of learning, style, and way of presenting their knowledge, while the teacher employs both didactic and collaborative methods to meet the needs of the students and enable their personalized learning, with the goal of achieving more authentic learning through practice. The flipped classroom model is part of a larger education movement that overlaps in meaning with blended learning, inquiry-based learning, and other teaching methods and tools, all of which are designed to make learning more flexible, active, and engaging for students.

This is a term translated from the English term "Flipped Class

Model", which is commonly referred to as the "reversed classroom teaching model". The traditional teaching model is that the teacher lectures in the classroom and assigns homework for students to practice at home. Unlike the traditional classroom teaching mode, in the "flipped classroom teaching mode", students complete the knowledge learning at home, and the classroom becomes a place for interaction between teachers and students, including answering questions and solving puzzles, and applying knowledge, so as to achieve a better educational effect. The popularization of the Internet and the application of computer technology in the field of education have made the "flipped classroom" teaching mode feasible and realistic. Students can use high-quality educational resources through the Internet, and no longer rely solely on the lecturer to teach knowledge. The roles of the classroom and the teacher have changed. Teachers are more responsible for understanding students' problems and guiding them to apply their knowledge.

The use of video in teaching and learning has been explored for many years. In the 1950s, this was evidenced by radio and television education in many countries around the world. Why did the exploration of that year did not have much impact on the traditional teaching mode, but the "flipped classroom" but doubled the attention? This is because the "flipped classroom" has the following distinctive features:

First, the teaching video is short and concise.

Whether it's Salman Khan's math tutorial videos or Jonathan Berman's and Aaron Sams' chemistry videos, one of the characteristics of the videos is that they are short and concise. Most of the videos are only a few minutes long, and the longer ones are only ten minutes long. Each video is aimed at a specific problem, has a strong focus, find it is also relatively convenient; video length control in the students' attention can be more focused time range, in line with the characteristics of the physical and mental development of students; through the network release of the video, with a pause, replay and other functions, can be self-control, conducive to the students' independent learning.

Second, the teaching information is clear and precise.

Salman Khan's teaching video has a significant feature, that is, the only thing that can be seen in the video is his hand, constantly writing some mathematical symbols, and slowly fill the entire screen. Apart from that, there is the voice-over that accompanies the writing for the explanation. In Salman Khan's own words, "This way. It doesn't seem like I'm standing at a podium lecturing you, it feels intimate, like we're sitting in front of the same table, learning together and writing the content down on a piece of paper." This is the difference between a "flipped classroom" video and a traditional instructional video. The teacher's avatar and the various objects in the classroom can be distracting to students, especially if they are studying independently.

Third, reconstructing the learning process.

Usually, students' learning process consists of two stages: the first stage is "information transfer", which is realized through the interaction between teachers and students, and students and students; the second stage is "absorption and internalization", which is completed by the students themselves after the class. The second stage is "absorption and internalization", which is done by the students themselves after the lesson. Due to the lack of teacher support and peer help, the "absorption and internalization" stage often makes students feel frustrated and lose their motivation and sense of achievement. The "Flipped Classroom" reconstructs the learning process of students. The "information transfer" is carried out by students before class, and the teacher not only provides videos, but also online tutoring; the "absorption and internalization" is accomplished through interaction in the classroom, and the teacher is able to understand the students' learning difficulties in advance, and give them effective tutoring and mutual communication among students in the classroom. Teachers can understand students' learning difficulties in advance and give them effective tutoring in class, and the mutual communication among students can help promote the process of internalization of students' knowledge.

Fourth, the review test is convenient and quick.

After students watch the teaching video, whether they understand the content of the study, the four to five small questions immediately after the video can help students to test in time and make a judgment on their own learning situation. If they find that a few of the questions are not answered well, students can go back and watch them again to think carefully about what went wrong. Students' answers to questions can be summarized and processed through the cloud platform in a timely manner, helping teachers understand the students' learning status. Another advantage of teaching video is that it is convenient for students to review and consolidate after a period of learning. The follow-up of evaluation technology makes it possible to get empirical information about the relevant aspects of students' learning, which is conducive to teachers' real understanding of students.

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