Editor's notes: "OUC's Reading and Essay Campaign" is the essay collection campaign held annually by the OUC. It was designed to encourage the teaching faculty of the OUC to form a habit of reading books, to inspire them to focus on profound thinking and bold innovation. Through the activity, it is expected to enhance the teaching staffs’ ideological quality as well as the working level of the OUC. We will compile a selection of excellent articles from the 2016 Reading and Essay Campaign, and readers can access these articles from this website.
Behind the scene: In the autumn semester of 2015, the integration of degree and non-degree education was realised for the first time in the core network course of Computer Assisted English Language Learning (CAELL).
In recent years, the deep integration of information technology and education, in particular the massive rise of online education, has led to the widespread application of big data in the education field. Big data has caused the target of education research to shift from the macro group to individuals, capable of providing targeted and personalised education. This reflects data driven "individualised teaching".
Traditional industry is undergoing a new round of fierce attack from the growing influence of the Internet at an astonishing rate. In the face of challenges and opportunities brought about by the Internet, how to address vocational education that is closely related to economic development has become a key issue.
With the rapid popularisation of the micro-class, MOOCs, and flipped learning, digital learning is accelerating learning methods and school education operation modes and promoting rapid changes in human education. Digital learning resources, digital learning environments, and learning support services are three key factors in digital learning. How to build visual learning resources and promote global knowledge sharing and mutual learning are the main issues facing the future development and construction of digital learning resources.
In 2013, the Open University of China (OUC) launched a series of special tasks, including the construction of an online core curriculum, the construction of an OUC learning network and application, and the construction of an online teaching team. Solid progress was also made in the reform of the “Six-Network Integration” learner development model. Why did the OUC introduce this reform? What progress has been made and how can the OUC promote its future development? Cheng Gang, deputy director of the OUC’s Learner Support and Student Affairs Centre, elaborated.
The online teaching or learning process does not just take place in pre-arranged sessions. In the traditional classroom model, the teacher and students spend most of their time in the physical classroom engaging in language input, activities, communication, and assessment.