成人移動(dòng)微型學(xué)習(xí)資源的設(shè)計(jì)與開發(fā)——以零售服裝企業(yè)培訓(xùn)課程為例

1、 I 摘要 摘要 隨著經(jīng)濟(jì)社會(huì)的發(fā)展、人們生活節(jié)奏的加快，利用碎片時(shí)間學(xué)習(xí)成為一種常見的學(xué)習(xí)方式。而科學(xué)技術(shù)的發(fā)展和 Web2.0、無(wú)線網(wǎng)絡(luò)技術(shù)的興起，使得人們使用手機(jī)、平板電腦等移動(dòng)智能設(shè)備隨時(shí)隨地學(xué)習(xí)成為一種可能。另一方面，“微時(shí)代”的到來(lái)，使得人們更加青睞于知識(shí)短小精悍、內(nèi)容簡(jiǎn)潔微小的學(xué)習(xí)資源。伴隨著移動(dòng)微型設(shè)備的發(fā)展和人們對(duì)微型資源的喜愛，移動(dòng)微型學(xué)習(xí)應(yīng)運(yùn)而生。 移動(dòng)微型學(xué)習(xí)就是移動(dòng)學(xué)習(xí)、微型學(xué)習(xí)的完美融合。這種學(xué)習(xí)方式強(qiáng)調(diào)移動(dòng)

2、設(shè)備的移動(dòng)性、微小性、智能性，以便隨時(shí)隨地可訪問(wèn)學(xué)習(xí)資源；同時(shí)要求學(xué)習(xí)資源的精簡(jiǎn)扼要、短小精干，以便在最短的時(shí)間內(nèi)能掌握內(nèi)容。這樣的學(xué)習(xí)也頗受成人和企業(yè)的歡迎，一方面成人可以充分利用碎片化時(shí)間隨時(shí)隨地進(jìn)行學(xué)習(xí)，在短時(shí)間內(nèi)學(xué)習(xí)一些生活知識(shí)、工作技能等。另一方面企業(yè)培訓(xùn)業(yè)非常青睞于這種基于手機(jī)、平板電腦等微型設(shè)備的微博、微信、App等的移動(dòng)微型學(xué)習(xí)培訓(xùn)方式?？梢?，作為移動(dòng)微型學(xué)習(xí)的重要組成部分，學(xué)習(xí)資源的設(shè)計(jì)的研究在教育領(lǐng)域有著非常重要的作

3、用。 本論文就是基于以上背景，在分析目前移動(dòng)微型學(xué)習(xí)資源基礎(chǔ)上，立足于成人學(xué)習(xí)，以移動(dòng)微型學(xué)習(xí)資源的設(shè)計(jì)為核心主題，構(gòu)建成人移動(dòng)微型學(xué)習(xí)資源設(shè)計(jì)模式，并且以某企業(yè)培訓(xùn)課程為例，按照設(shè)計(jì)模式對(duì)移動(dòng)微型學(xué)習(xí)資源進(jìn)行設(shè)計(jì)和開發(fā)。本論文主要分為五部分，研究工作如下： （1）分析國(guó)內(nèi)外關(guān)于移動(dòng)學(xué)習(xí)、微型學(xué)習(xí)、移動(dòng)微型學(xué)習(xí)、學(xué)習(xí)資源設(shè)計(jì)等文獻(xiàn)，了解本論文的研究現(xiàn)狀。 （2）根據(jù)文獻(xiàn)分析提煉移動(dòng)微型學(xué)習(xí)的概念和特征、移動(dòng)微型學(xué)習(xí)資源的特點(diǎn)以及支持本論

4、文的的理論基礎(chǔ)。 （3）結(jié)合前文所述的移動(dòng)微型學(xué)習(xí)概念、特征和理論基礎(chǔ)，深入總結(jié)移動(dòng)微型學(xué)習(xí)資源的設(shè)計(jì)原則、設(shè)計(jì)策略、教學(xué)設(shè)計(jì)、媒體設(shè)計(jì)等，構(gòu)建成人移動(dòng)微型學(xué)習(xí)資源的設(shè)計(jì)模式。 III Abstract With the acceleration of social developments and the pace of life, it is a common way for people use fragmen

5、ts time learning. While the development of science and technology and the rise of Web 2.0 and wireless network technologies, it is possible for people to use cell phones, tablet PC and other intelligent mobile devices to

6、 learn at anytime ,anywhere. On the other hand, the “micro-time” arrival, made people prefer to learn resources which are short, pithy and concise. With the development of mobile micro-device and people’s f

7、avorite to micro resource, mobile micro-learning came into being. Mobile micro learning（mm-learning） is the perfect combination of mobile-learning and micro-learning. This mode of study emphasizes mobility, minute,

8、 intelligence of equipment, so that we can access learning resources at anytime anywhere. And it is also required learning resources are concise and to the point, so that learners can master the content in the shortest t

9、ime .Such learning style are also popular with adults and businesses, adults can make full use of fragmented time to learn some life skills, job skills, and so on at anywhere anytime. While the corporate training leaders

10、 are so cherished in this mm-learning training style witch based on mobile phone, tablet PC and tiny devices such as micro-blogging, micro-letter, App.Therefore, as an important part of mobile micro -learning, t

11、he design of learning resource plays a very important role in the field of education. This paper is based on the top background, on the basis of analyzing mobile micro-learning resources, based on adult

12、 learning, on the theme of the design of mm-learning resources, make the design patterns of adult mobile micro learning resources. And following this design patterns, taking a business training course for example, des

13、ign and develop the mm-learning resources. This paper is divided into five parts, as follows: （1）Analysis the documents of micro-learning, mobile learning, mm-learning and the design of learning resources at home and ab