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利用质疑改进教育信息技术标准化活动:更多关注其范围和原理

T.HOEL J.MASON

T.HOEL, J.MASON. 利用质疑改进教育信息技术标准化活动:更多关注其范围和原理[J]. 华东师范大学学报(自然科学版), 2012, (2): 25-34,41.
引用本文: T.HOEL, J.MASON. 利用质疑改进教育信息技术标准化活动:更多关注其范围和原理[J]. 华东师范大学学报(自然科学版), 2012, (2): 25-34,41.
T. HOEL, J. MASON. Problematizing the way we do standards: focussing more on scope and rationale[J]. Journal of East China Normal University (Natural Sciences), 2012, (2): 25-34,41.
Citation: T. HOEL, J. MASON. Problematizing the way we do standards: focussing more on scope and rationale[J]. Journal of East China Normal University (Natural Sciences), 2012, (2): 25-34,41.

利用质疑改进教育信息技术标准化活动:更多关注其范围和原理

详细信息
  • 中图分类号: TP311

Problematizing the way we do standards: focussing more on scope and rationale

  • 摘要: 标准化对于开发学习、教育和培训(LET)中使用的信息通信技术(ICT)有重要意义,但ICT的利益相关者(stakeholders)却往往质疑标准化活动.本文提出,利用这种质疑形式来分析和改进当前的ICT标准化活动.讨论了由各方参与产生ICT标准过程的模型框架,其中一系列为什么的问题(Why questions)起着重要作用.讨论主要围绕两个方面:一是标准及相关事物在发展过程中的管理与核准;二是如何识别LET中的相关问题与可用来解决这些问题的创新技术.给出了两个事例: 一个是对内容共享对象参考模型(Sharable Content Object Reference Model, SCORM)的质疑,这能帮助理解该模型;特别是对其适用范围(scope)的质疑而使该模型更完善.另一个是对制定新工作条款(New Work Items)必要性的质疑,使人们认识到澄清标准中有关技术原理(rationale)的重要性.
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出版历程
  • 收稿日期:  2011-09-01
  • 修回日期:  2011-12-01
  • 刊出日期:  2012-03-25

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