数字化转型推进基础教育高质量发展
作者：
杨宗凯;饶景阳
期刊：
人民教育 ,2022年(24):49-50 ISSN：0448-9365
作者机构：
武汉理工大学;教育部教育信息化专家组;[饶景阳] 华中师范大学教育部教育信息化战略研究基地（华中）;[杨宗凯] 武汉理工大学<&wdkj&>教育部教育信息化专家组
摘要：
实施基础教育数字化战略行动,既是对数字时代人才需求的战略应答,也是我国加快基础教育高质量发展、建设教育强国、办好人民满意教育的重要举措.一、数字化时代基础教育发展面临新机遇我国大力实施教育数字化战略行动,推动高质量基础教育公共服务平台和高水平基础教育教师队伍建设.党的二十大报告明确提出"推进教育数字化",教育部将实施教育数字化战略行动作为2022年的重要工作内容,围绕数字化战略行动部署一系列工作.2022年3月,国家智慧教育公共服务平台正式上线,"基本形成了世界第一大教育资源数字化中心和服务平台".
语种：
中文
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Investigating the combined effects of group size and group composition in online discussion
作者：
Yang, Tingting;Luo, Heng;Sun, Di*
期刊：
Active Learning in Higher Education ,2022年23(2):115-128 ISSN：1469-7874
通讯作者：
Sun, Di
作者机构：
[Luo, Heng; Yang, Tingting] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Sun, Di] Beijing Normal Univ, Beijing 100875, Peoples R China.
通讯机构：
[Sun, Di] B;Beijing Normal Univ, Beijing 100875, Peoples R China.
关键词：
group composition;group size;learning experience;learning performance;online discussion;participation behaviors
摘要：
Discussion has been widely used in courses, both online and otherwise, as it provides opportunities for students to construct knowledge through interaction with peers and instructors. Grouping students is a prominent strategy in the use of discussion. However, simply dividing students cannot guarantee active participation and high learning performance. There is therefore a need to pay attention to the structure and/or features of grouping, especially group size and group composition. The study described in this article focuses on the combined effects of group size and group composition in online discussion. It investigates whether students in small groups have different participation behaviors and learning performance compared to students in whole-class discussion. In addition, the influence of group composition is examined by comparing students’ participation and learning performance from high, medium, and low social-connected groups. Furthermore, this study also investigates how students’ perceived learning experience differs among these three differently-connected group compositions. The results indicate significantly different participation behaviors and learning performance between small-group and whole-class discussion. The effects of group composition are also shown in students’ learning behaviors, performance, and perceived experience. The results also reveal both advantages and disadvantages of different group types. The findings are expected to inform the design and implementation of grouping methods and extend our understanding of online discussion. © The Author(s) 2020.
语种：
英文
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Applying blended synchronous teaching and learning for flexible learning in higher education: an action research study at a university in Hong Kong
作者：
Li, Xiuhan* ;Yang, Yuqin* ;Chu, Samuel Kai Wah;Zainuddin, Zamzami;Zhang, Yin
期刊：
Asia Pacific Journal of Education ,2022年42(2):211-227 ISSN：0218-8791
通讯作者：
Li, Xiuhan;Yang, Yuqin
作者机构：
[Zainuddin, Zamzami; Li, Xiuhan; Chu, Samuel Kai Wah] Univ Hong Kong, Fac Educ, Pokfulam Rd, Hong Kong 999077, Peoples R China.;[Yang, Yuqin] Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Peoples R China.;[Zhang, Yin] Ocean Univ China, Dept Educ, Qingdao, Peoples R China.
通讯机构：
[Li, Xiuhan] U;[Yang, Yuqin] C;Univ Hong Kong, Fac Educ, Pokfulam Rd, Hong Kong 999077, Peoples R China.;Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Peoples R China.
关键词：
Blended synchronous learning;flexible learning;higher education;online learning;active research
摘要：
Due to the challenges of all-round development, higher-education students are increasingly demanding more flexible learning that goes beyond the on-campus/online dichotomy. However, university students miss learning opportunities because of the conflict of time and space. Blended learning is an effective way to create more learning opportunities and support university students’ flexible learning, but its implementation varies across contexts. This study proposed an alternative blended teaching and learning approach to solve practical problems defined in the context of a traditional classroom in a university in Hong Kong when students pursue flexible learning and global learning. A three-round action research approach was used to improve the effects of blended synchronous teaching and learning. Data collection and analysis in each round showed that the students positively rated the implementation of blended learning according to their needs, the quality of the technologies adopted, and the benefits gained. This blended synchronous teaching and learning mode was structured based on the implementation of different actions in three rounds, bridging the gap between research and practice in blended synchronous learning. © 2020 National Institute of Education, Singapore.
语种：
英文
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Research on Co-author in Synchronous Classroom Based on Social Network Analysis
作者：
Cui, Xiaoxiao;Tong, Mingwen
作者机构：
[Cui, Xiaoxiao; Tong, Mingwen] School of Educational Information Technology, Central China Normal University, Wuhan, China
会议名称：
7th International Conference on Information and Education Innovations, ICIEI 2022
会议时间：
April 14, 2022 - April 16, 2022
会议地点：
Belgrade, Serbia
摘要：
Analyzing the co authorship in the field of synchronous classroom in China is of great significance to correctly grasp the scientific research cooperation in this field. This paper takes the Chinese journal papers collected by CNKI from 2011 to 2020 as the data source, generates the co-occurrence matrix with the help of sati software, constructs the co authorship network in the synchronous classroom field with the social network analysis software UCINET, and carries out the network density analysis, network average distance analysis, core edge structure analysis and middle centrality analysis, Explore the structural characteristics and specific conditions of CO authorship in the field of synchronous classroom in China. The research shows that in the field of synchronous classroom in China, the author's coauthor network structure is sparse, the connectivity is not strong, and the author lacks extensive cooperation and communication. © 2022 ACM.
语种：
英文
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Seeing others’ messages on the screen during video lectures hinders transfer of learning
作者：
Pi, Zhongling;Tang, Manrong;Yang, Jiumin
* （ 期刊：
Interactive Learning Environments ,2022年30(10):1809-1822 ISSN：1049-4820
作者机构：
[Pi, Zhongling] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, Ctr Teacher Profess Abil Dev, Xian, Peoples R China.;[Yang, Jiumin; Tang, Manrong] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.
通讯机构：
[Yang, Jiumin] C;Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.
关键词：
Video lecture;online messaging;split-attention;attention;learning performance
摘要：
This study tested whether seeing others’ typed messages while viewing video lectures affected learners’ attention and learning performance. Participants viewed one of three versions of a video lecture: (a) conventional video lecture as control; (b) video lecture with others’ programmed messages appearing onscreen when the instructor was giving demonstrations on course content; (c) video lecture with others’ programmed messages appearing onscreen when the instructor was posing questions. In Experiment 1, participants viewed video lectures without pause and could not post messages themselves. Eye tracking data revealed that although seeing others’ messages did not decrease learners’ attention to the learning content in the video, greater attention to others’ messages was associated with lower retention. Furthermore, learners who viewed the conventional video lecture showed higher transfer than those who viewed either of the video lectures that included others’ messages. In Experiment 2, participants viewed self-paced lectures and could post messages themselves. Experiment 2 duplicated the results of Experiment 1 in a realistic educational setting. Overall, these findings suggest that seeing others’ messages during a video lecture has negative effects on learners’ attention and learning. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
语种：
英文
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The impact of thinking tools on the argumentation skills of pre-service science teachers in flipped learning
作者：
Guo Su;Taotao Long;Zhiyan Wang;Qingcui Zeng;Xueping Wang
期刊：
International Journal of Innovation and Learning ,2022年31(3):348-368 ISSN：1471-8197
通讯作者：
Long, T.
作者机构：
[Guo Su; Taotao Long; Zhiyan Wang; Qingcui Zeng; Xueping Wang] School of Educational Information Technology, Central China Normal University, 152 Luoyu Rd., Wuhan, Hubei, China
通讯机构：
School of Educational Information Technology, Central China Normal University, 152 Luoyu Rd., Hubei, Wuhan, China
关键词：
argumentation;thinking tools;flipped classroom;pre-service science teachers
摘要：
This research is aimed at exploring the effect of the application of thinking tools on the pre-service science teachers' argumentation skills in flipped learning. A single-group repeated experiment was conducted, involving 34 pre-service science teachers from a large research university in central China. Data about students' argumentation abilities and attitudes towards the thinking tools was collected. The finding was that compared with the use of a diagram-based thinking tool, the pre-service science teachers ranked higher in argumentation skills when using a text-based online collaborative visual thinking tool. Although they agreed that the online collaborative visual diagram-based thinking tool could better reflect their thinking processes, they also tended to use the online text-based visual thinking tool. © 2022 Inderscience Enterprises Ltd.
语种：
英文
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教学视频中的教师手势起作用了吗?——基于2000-2021年40篇实验和准实验研究的元分析
作者：
杨九民;杨文蝶;陈辉;吴长城;皮忠玲
期刊：
现代远程教育研究 ,2022年34(1):92-103 ISSN：1009-5195
作者机构：
[杨九民; 陈辉; 杨文蝶] 华中师范大学人工智能教育学部;[吴长城] 华中师范大学教育信息技术协同创新中心;[皮忠玲] 陕西师范大学现代教学技术教育部重点实验室
关键词：
教学视频;教师手势;学习效果;注意引导;认知负荷;元分析
摘要：
教师手势作为教学视频中教师社会交互的重要方式,其在提高学习效果、有效引导注意和降低认知负荷上是否具有稳健性,目前大量实证研究的结论并不一致。为此运用元分析方法,分别探讨了教师手势的不同类型、视频知识类型、先验知识水平、视频时长等对学习者学习效果、注意引导和认知负荷的影响机制及其边界条件,结果表明:（1）教学视频中加入教师手势能显著提高学习者的保持测验成绩（g=0.511）和对兴趣区的注视时间（g=0.373）;然而,教师手势对学习者的迁移测验成绩（g=0.168）和认知负荷（g=-0.075）的影响不显著。（2）在保持测验成绩上,教学视频中教师手势的效果受到手势类型、学习者年龄和视频时长的调节作用,具体而言,混合手势、指示性手势、描述性手势的促进作用显著大于节拍性手势;随着视频时长的增加,教师手势对保持测验成绩的促进效果呈上升趋势;随着学习者年龄的增加,教师手势对保持测验成绩的促进效果呈下降趋势。而视频的知识类型、学习者的先验知识水平在教师手势对保持测验成绩上的调节作用不显著;在迁移测验成绩、注视时间和认知负荷上,也未发现存在显著的调节作用。因此,教师在进行教学视频设计时,应综合考虑学习者年龄和视频时长等因素,主动使用不同类型的教师手势,以提升视频教学的质量。
语种：
中文
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课程统整的四个关键问题——日本食育课程体系的启示
作者：
王世娟;李秀菊;高慧琛
期刊：
全球教育展望 ,2021年50(06):12-26 ISSN：1009-9670
作者机构：
[王世娟] 华中师范大学人工智能教育学部教育信息技术学院;[李秀菊] 中国科普研究所;中南财经政法大学经济学院
关键词：
课程统整;食育;课程体系建构
摘要：
STEAM教育的浪潮让课程统整重受瞩目。实际上,自2001年基础教育课程改革起,教育部就开始推广课程统整理念,但当初的改革构想至今仍未能实现。主要原因有两方面,一是基础教育教师对课程统整的理解不够清晰,二是课程实施以一线教师在课堂的微观层面探索为主,未能形成有利于大规模推广的多层级协作体系。"食育"是日本课程统整成功落地的典型案例。本研究将从为何统整、谁来统整、统整什么、如何统整四个关键问题出发来解读日本食育课程统整体系,阐明其对我们当今构建自己的课程统整体系及对推动STEAM式课程统整落地的重要启示。
语种：
中文
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Examining the Effects of a Pedagogical Agent With Dual-Channel Emotional Cues on Learner Emotions, Cognitive Load, and Knowledge Transfer Performance
作者：
Ba, Shen;Stein, David;Liu, Qingtang* ;Long, Taotao;Xie, Kui;...
期刊：
Journal of Educational Computing Research ,2021年59(6):1114 - 1134 ISSN：0735-6331
通讯作者：
Liu, Qingtang
作者机构：
[Ba, Shen; Liu, Qingtang; Long, Taotao; Wu, Linjing] Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Ba, Shen; Liu, Qingtang; Wu, Linjing] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan, Peoples R China.;[Stein, David; Xie, Kui] Ohio State Univ, Coll Educ & Human Ecol, Columbus, OH 43210 USA.
通讯机构：
[Liu, Qingtang] C;Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词：
pedagogical agent;emotion;dual-channel assumption;multimedia learning
摘要：
Despite the continuous emphasis on emotion in multimedia learning, it was still unclear how pedagogical agent emotional cues might affect learning. In the present study, a between-subjects experiment was performed to examine the effects of a pedagogical agent with dual-channel emotional cues on learners' emotions, cognitive load, and knowledge transfer performance. Participants from a central Chinese university (age mean = 21.26, N = 66) were randomly divided into three groups. These groups received instructions from an affective pedagogical agent, a neutral pedagogical agent, or a neutral voice narration without pedagogical agent embodiment. Results showed that learners assigned the affective pedagogical agent reported a significantly higher emotional level than learners assigned the neutral pedagogical agent. Learners' perceived task difficulty was not significantly different among groups while instructional efficiency was significantly higher for learners with the affective pedagogical agent. Moreover, learners assigned to the affective pedagogical agent performed significantly better on the knowledge transfer test than those assigned the neutral pedagogical agent or the neutral voice.
语种：
英文
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协同课例研修对学生满意度和学习成绩的影响
作者：
张妮;刘清堂;刘军;徐苏晓;杨琳;...
期刊：
电化教育研究 ,2021年42(02):85-92 ISSN：1003-1553
作者机构：
[张妮; 杨琳; 刘军; 李玲玲] 贵州师范大学教育学院;[徐苏晓; 刘清堂] 华中师范大学教育信息技术学院
关键词：
教师协同课例研修;学生满意度;学习成绩;增强现实
摘要：
课例研修是一种以提升教师教学设计能力和打磨优秀课例为主要目标的常见的教师研修形式。为探究课例研修活动效果,文章基于建构主义学习理论和协作学习理论,设计了一种由三轮备课、两轮研讨和两轮授课组成的教师协同课例研修活动,并以"基于AR的初中化学教学设计"为例,采用准实验研究法探究了教师协同课例研修对学生满意度和学习成绩的影响。研究发现:（1）课例研修前,不同教师执教班级的学生满意度存在显著差异,学习成绩不存在显著差异;（2）课例研修后,不同教师执教班级的学生满意度不存在显著差异,学习成绩不存在显著差异;（3）教师协同课例研修有利于提高主讲教师课堂的学生满意度和学习成绩,且课例研修前和课例研修后的学生满意度和学习成绩均存在显著差异。
语种：
中文
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数据驱动下的开放教育在线教学行为分析研究
作者：
疏凤芳;赵呈领;吴丹丹;李敏
作者机构：
华中师范大学教育信息技术学院 湖北武汉430079;武汉软件工程职业学院武汉市广播电视大学开放教育学院 湖北武汉430205
会议名称：
中国人工智能学会智能教育技术专业委员会2018年学术年会
会议时间：
2018102
会议地点：
河南新乡
会议论文集名称：
中国人工智能学会智能教育技术专业委员会2018年学术年会论文集
关键词：
数据驱动;开放教育;在线教学行为分析
摘要：
本文以2017年秋季武汉市广播电视大学选修国家开放大学学习指南的学生行为数据为研究对象，通过对平台日志、管理空间报表数据，对师生教与学行为数据进行采集、挖掘，分析开放教育学习者的在线学习行为特点、学习效果。得出学习者每日参与学习活动在午间12点和晚间8点达到高峰，在整个学习中，学习者学期中间的学习活动频率较高，教师在交互中起辅助学习地位等特点。并据此提出在线课程应提供适切性的学习资源、注重学习过程的考核，及时预警、采取有效的在线学习干预策略，优化师生互动、提高互动效率等建议。
语种：
中文
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Analyzing College Students' Social Cognitive Construction and Emotion in Different Types of Online Synchronous Collaborations of a Creative Task
作者：
Chen, Dongmin;Li, Wenhao*
作者机构：
[Li, Wenhao; Chen, Dongmin] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
会议名称：
9th International Conference on Information and Education Technology (ICIET)
会议时间：
MAR 27-29, 2021
会议地点：
ELECTR NETWORK
会议主办单位：
[Chen, Dongmin;Li, Wenhao] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
关键词：
Online synchronous collaboration;Creative tasks;Social knowledge construction;Emotional experience
摘要：
Cognition and emotion in online collaboration play an important role in achieving high-quality collaboration performance. Especially in the online synchronous collaborative environment, the limited time and place require higher language instantaneity and flexibility of thinking, which brings great challenges to students' high cognitive behavior and emotional experience. However, few empirical studies have focused on the cognition and emotion of students in online synchronous collaboration. Therefore, a quasi-experimental study was conducted based on a creative synchronous collaboration task to explore the effects, social knowledge construction and emotional experience of Multi-Input and One-Output(MIOO) collaboration and Multi-Input and Multi-Output(MIMO) collaboration. The findings indicated that the MIMO collaboration groups performed better than the MIOO collaboration groups in creative achievements, but were more affected by technology. Besides, the MIOO collaboration groups had a higher degree of social knowledge construction and more positive emotional experiences.
语种：
英文
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数字校园建设对大规模在线教学的支撑能力研究——以湖北省为例
作者：
宗敏;韦怡彤;潘静;贾洋洋
期刊：
中国电化教育 ,2021年(03):97-103 ISSN：1006-9860
作者机构：
[宗敏; 潘静] 湖北省教育信息化发展中心;[韦怡彤] 华中师范大学信息化与基础教育均衡发展协同创新中心;[贾洋洋] 华中师范大学教育信息技术学院
关键词：
数字校园;在线教学;基础设施;教育信息化
摘要：
数字校园作为借助信息技术手段改造和提升传统校园的必然产物,是加快我国教育信息化进程的重要抓手。随着疫后在线教学成为正规学校教育的组成部分,数字校园建设将面临冲击与新的发展方向。该研究以湖北省数字校园为例,从数字校园基础设施支撑、在线教学活动支撑、在线教学资源平台支撑、教师在线教研支撑以及学生在线学习支撑情况五个方面,通过问卷调查法和访谈法调查了数字校园对在线教学的支撑体现、效果及存在的问题。研究发现,师生对学校在线教学效果较为认可,数字校园建设对学生在线学习的支撑稍优于对教师在线教学的支撑。同时,研究发现数字校园在教学资源平台、师生数字化操作技能、在线教学设计、在线教学管理与评价方面支撑不足。最后,研究从泛在教学空间、网络教研学习共同体、智能化教学管、引领示范作用方面提出建议,以期为数字校园后续发展提供推进的思路和策略建议。
语种：
中文
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智能教室中环境感知及自我效能感对个体认知投入的影响研究
作者：
卢国庆;刘清堂;郑清;谢魁
期刊：
远程教育杂志 ,2021年39(03):84-93 ISSN：1672-0008
作者机构：
[刘清堂; 郑清; 卢国庆] 华中师范大学人工智能教育学部教育信息技术学院;[谢魁] 俄亥俄州立大学数字化学习研究实验室
关键词：
智能教室;认知投入;学习投入;经验取样法;分层线性模型
摘要：
认知投入是智能教室环境下学生学习的关键特征。在智能教室环境中,学生对教学环境的感知会随着教师教学的进度、教学媒介的使用、社会性互动等环境感知因素而发生波动,并与个体因素交织在一起,进而影响学生认知投入的状态。然而,当前却缺少有效的方法来观测和验证环境感知因素、个体因素如何影响认知状态。为此,以社会认知理论为研究框架,以"情境中的个体"为研究导向,采用纵向即时经验采样法,获取智能教室环境下102名学生在真实课堂情境中的教学环境感知、自我效能感和认知投入等数据,运用分层线性模型分析法,刻画学习者认知投入的动态特征,探索认知投入的关键影响因素。结果表明:第一,学生的自我效能感影响后续教学活动中的深层认知投入;第二,环境感知因素对深层、浅层认知投入有不同的影响。具体而言,一是社会交互对深层/浅层认知投入均有显著影响,二是教师支持感知显著影响深层的认知投入,三是媒体感知显著影响浅层的认知投入。
语种：
中文
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An Empirical Study of the Influence of Empathy on Cooperative Learning from the Perspective of Social Network Analysis
作者：
Xiang, Wei;Jing, Xiuji;Li, Wenhao*
作者机构：
[Xiang, Wei; Li, Wenhao] Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.;[Jing, Xiuji] Cent China Normal Univ, Sch Foreign Language, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.
会议名称：
9th International Conference on Information and Education Technology (ICIET)
会议时间：
MAR 27-29, 2021
会议地点：
ELECTR NETWORK
会议主办单位：
[Xiang, Wei;Li, Wenhao] Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.^[Jing, Xiuji] Cent China Normal Univ, Sch Foreign Language, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.
关键词：
Empathy;cooperative learning;social network analysis;learning effect
摘要：
In order to further improve the effect of cooperative learning and promote the discussion and interaction among group members, this paper designs and verifies a grouping strategy. This strategy elicits empathy ability on the basis of homogeneity among groups and heterogeneity within groups. The influence of empathy on cooperative learning is studied. Forty-six fourth grade students who participated in science courses are selected as the research objects. The learner with high empathy ability is chosen as the group leader in the experimental group, while the learner with low empathy ability is chosen as the group leader in the control group. At the same time, statistical analysis and social network analysis method are used to explore the influence of empathy on learning effects and group interaction. It is found that the group of high empathy ability is significantly higher than the group of low empathy ability in group discussion interaction density and learning effect. This also provides a reference to the later development of learners and the future development of cooperative learning.
语种：
英文
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“同步课堂设备维修管理系统”助力农村教学点教育信息化建设
作者：
王志向;廖莎;高文静
期刊：
中国信息技术教育 ,2021年(06):63-65 ISSN：1674-2117
作者机构：
[王志向] 华中师范大学信息化与基础教育均衡发展协同创新中心;[廖莎] 华中师范大学教育信息技术学院;[高文静] 华中师范大学国家数字化学习工程技术研究中心
关键词：
同步课堂;设备维修;农村教学点;教育信息化
摘要：
同步课堂作为一种通过信息化手段对农村教学点学生进行远程教学的手段,很大程度上解决了农村教学点"开不齐课、开不好课"的现象,但在开展过程中也出现了一系列问题。本研究聚焦于农村教学点设备维修机制中存在的问题,思考并尝试开发一种同步课堂设备维修系统,并在此基础上提出了应用策略,以期助力农村教学点教育信息化建设。
语种：
中文
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FinPrivacy: A Privacy-preserving Mechanism for Fingerprint Identification
作者：
Wang, Tao;Zheng, Zhigao* ;Bashir, Ali Kashif;Jolfaei, Alireza;Xu, Yanyan
期刊：
ACM Transactions on Internet Technology ,2021年21(3):56:1-56:15 ISSN：1533-5399
通讯作者：
Zheng, Zhigao
作者机构：
[Wang, Tao] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Zheng, Zhigao] Huazhong Univ Sci & Technol, Sch Comp Sci & Technol, Wuhan, Peoples R China.;[Bashir, Ali Kashif] Manchester Metropolitan Univ, Dept Comp & Math, Manchester, Lancs, England.;[Bashir, Ali Kashif] Natl Univ Sci & Technol, Sch Elect Engn & Comp Sci, Islamabad, Pakistan.;[Jolfaei, Alireza] Macquarie Univ, Dept Comp, Sydney, NSW, Australia.
通讯机构：
[Zheng, Zhigao] H;Huazhong Univ Sci & Technol, Sch Comp Sci & Technol, Wuhan, Peoples R China.
关键词：
differential privacy;fingerprint;low-rank matrix approximation;sensitivity
摘要：
Fingerprint provides an extremely convenient way of identification for a wide range of real-life applications owing to its universality, uniqueness, collectability, and invariance. However, digitized fingerprints may reveal the privacy of individuals. Differential privacy is a promising privacy-preserving solution that is enforced by injecting random noise into preserved objects, such that an adversary with arbitrary background knowledge cannot infer private input from the noisy results. This study proposes FinPrivacy, a privacy-preserving mechanism for fingerprint identification. This mechanism utilizes the low-rank matrix approximation to reduce the dimensionality of fingerprint and the exponential mechanism to carefully determine the value of the optimal rank. Thereafter, FinPrivacy injects Laplace noise to the singular values of the approximated singular matrix, thereby trading off between privacy and utility. Analytic proofs and results of the comparative experiments demonstrate that FinPrivacy can simultaneously enforce δ-differential privacy and maintain an efficient fingerprint recognition. © 2021 Association for Computing Machinery.
语种：
英文
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混合同步学习环境对学生认知投入的影响机制研究
作者：
师亚飞;童名文;孙佳;戴红斌;龙陶陶;...
期刊：
中国远程教育 ,2021年(09):29-38+68+77 ISSN：1009-458X
作者机构：
[龙陶陶; 孙佳; 师亚飞; 童名文] 华中师范大学教育信息技术学院;[戴红斌] 华中师范大学信息化与基础教育均衡发展协同创新中心;[王建虎] 新疆师范大学教育科学学院
关键词：
混合同步学习;学习环境;认知投入;学习动机;内部动机;外部动机;中介效应;教育均衡化
摘要：
混合同步课堂是信息技术赋能城乡教育均衡发展的核心实践场。然而,当前有关混合同步学习环境是如何影响学生有效学习的问题研究依然有限。学习动机是学生开展学习活动的内在心理因素,是解释其学习行为的重要动因。本文以学习动机为中间变量,旨在研究混合同步课堂中混合同步学习环境对学生认知投入的影响机制,采用结构方程模型分析方法来验证所构建的模型和假设。研究结果表明,外部动机是混合同步学习环境影响浅层认知投入的中介变量;内部动机在混合同步学习环境影响深层认知投入和浅层认知投入过程中均有中介效应;外部动机对内部动机具有显著的正向影响,并且外部动机和内部动机在混合同步学习环境影响认知投入过程中具有链式中介效应。建议在混合同步课堂中教师可以从教学法、社会交互以及ICT教学能力方面来提高远程学生的学习动机。此外,教师还应该采用适性教学策略让学生感受到学习的胜任感、课堂的亲密感,给予其充分的自主性,促进学习动机的内化。
语种：
中文
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情境感知的移动经验取样方法及工具研究
作者：
刘清堂;卢国庆;邓伟;吴林静;梅镭;...
期刊：
中国远程教育 ,2021年(06):35-45 ISSN：1009-458X
作者机构：
华中师范大学教育信息技术学院 430079;[邓伟; 王娇娇; 梅镭; 卢国庆; 刘清堂; 吴林静] 华中师范大学
关键词：
经验取样法;移动经验取样法;移动技术;情境感知技术;取样方法;取样工具;教育数据采集
摘要：
移动互联网+教育促进了教育数据采集方法的革新。移动经验取样法是一种移动技术与经验取样方法相结合的纵向即时数据采集方法。本研究在系统梳理移动经验取样法的理论基础、取样方法和相关工具的基础上,重点对情境感知移动经验取样工具的功能流程和关键技术进行重点分析,设计并实现了一款指向真实学习情境的教育即时数据采集工具。该工具以智能终端为信息采集载体,实现随机取样、间隔取样、基于事件的取样和设备取样四种取样方式。接着,从感知有用性与感知易用性两个方面,通过焦点小组讨论对工具进行了评价与完善,并对工具的功能进行了横向比较。最后,对工具的应用进行了展望,以期为移动经验取样工具的本土化研究及应用提供借鉴与参考。
语种：
中文
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MOOC Analytics on Teachers' Students Centered Teaching Strategies Training: A Study Based on TPD Core Features
作者：
Swai, Carina Titus;Liu, Qingtang;Wu, Linjing
作者机构：
[Liu, Qingtang; Wu, Linjing] School of Educational Information Technology, Central China Normal University, China;Information Systems and Technology, The University of Dodoma, Tanzania, United Republic of;[Swai, Carina Titus] School of Educational Information Technology, Central China Normal University, China<&wdkj&>Information Systems and Technology, The University of Dodoma, Tanzania, United Republic of
会议名称：
13th International Conference on Education Technology and Computers, ICETC 2021
会议时间：
October 22, 2021 - October 25, 2021
会议地点：
Virtual, Online, China
摘要：
This study investigated the impact of using the Desimone framework features as TPD core features to analyse Peer Instruction (PI) and Think Pair Share (TPS) Students Centered teaching strategies training on the MOOC platform for teachers. Data were collected quantitatively and qualitatively from 163 teachers enrolled on training in MOOC for TPD. The features used for analytics were extracted from pre-survey data, discussion forum responses, MOOC report analytics, and face to face class work snapshots. The study results revealed that based on TPD core features from Desimone, the MOOC platform for TPD training encouraged teachers to collaborate and communicate with one another on different strategies and challenges encountered in their face to face classroom. There were also advances in teachers' face-to-face interaction with students on using Students Centered teaching strategies in their classroom from the analysis of classwork snapshots on the MOOC platform. Despite the challenges of using MOOCs for TPD for some of the teachers, it is observed that implementing TPD based on core features from Desimone increases teachers' knowledge and skills and improves their students' learning. © 2021 ACM.
语种：
英文
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