适应性学习影响下的跨学科教学与设计思考。涉及生物学、计算机科学、数学和统计学的案例研究
Considerations on Interdisciplinary Instruction and Design Influenced by Adaptive Learning. A Case Study Involving Biology, Computer Science, Mathematics, and Statistics
摘要：
ALICE（Adaptive Learning for Interdisciplinary Collaborative Environments）是一个基于Web的跨学科自适应学习系统。ALICE有潜力通过授权跨学科知识获取来改变教育。这在接受具有不同学术背景的新人的领域尤其重要，例如系统生物学。在传统的跨学科教学中，教师必须涵盖来自多个学科的先决条件信息，以确保所有学生都从一个共同的基线开始，从而减缓学习过程。与ALICE，学生遵循个性化的教学大纲，根据他们以前的知识和工作对个人的目标。在跨学科课程中实施适应性学习系统需要仔细考虑教学设计。必须仔细考虑材料的结构，制定评估和其他教学设计方面。这些考虑因素是通过实施ALICE在研究生水平的系统生物学课程的案例研究的探索详细。
英文摘要：
ALICE (Adaptive Learning for Interdisciplinary Collaborative Environments) is an open-source web based adaptive learning system designed for interdisciplinary instruction. ALICE has the potential to transform education by empowering transdisciplinary knowledge acquisition. This is particularly important in fields that accept newcomers with diverse scholastic backgrounds, e.g. Systems Biology. With traditional interdisciplinary instruction, the instructor must cover pre-requisite information from multiple disciplines to ensure all students begin at a common baseline - slowing the learning process. With ALICE, students follow a personalized syllabus based on their previous knowledge and work towards individual goals. Implementing an adaptive learning system in an interdisciplinary course requires careful considerations of the instructional design. Structuring material, formulating assessments, and other instructional design aspects must be carefully considered. These considerations are detailed through the exploration of a case study implementing ALICE in a graduate level Systems Biology course.
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