Instructional Development of Knowledge Creation Type for Large Scale Classes and its Application in Distance Education

将信息和通信技术引入学校并不一定会给学生带来好处，最终只是安装了设备，很少使用这些技术。造成这一结果的原因之一是教师职业的个人主义和孤立性，以及工作场所同事之间缺乏专业沟通。探讨了远程教育在教师教育中的两个方面的创新：一是发展远程教育所需的普遍交流的符号和图形表现方法；二是应用这些手段将教学从传统的教学模式转变为适用于远程教育的新的教学模式，并检验其有效性。要使远程教育取得成功，就必须发展一种共同的交流手段，以表达专业的想法和经验，并在工作场所和互联网上分享教学经验。每个人都必须有权学习和提高他/她为社会服务的能力以及他/她自己的利益。无处不在的设备，如移动电话和PDA，在校园和远程教学中都是有效和经济的工具，可以鼓励自主学习和协作工作的创造性成果，以及克服技术鸿沟。研究方法必须改变其特征，从一个成熟的积累知识的学科转变为一个灵活的框架，利用这些无处不在的信息和通信技术来创新创造知识和设计普遍学习的教学发展。我称之为u-Learning。自主u-Learning可以从称为MACETO的概念模型的角度进行设计。该模型在高校校园教学中得到了应用，并在远程教育中得到了应用。

The introduction of ICT into schools does not necessarily result in the students' benefits and ends up in the mere installation of equipment and very seldom use of these technologies. One of reasons in such results roots in the individualistic and isolated nature of teaching profession and poor professional communication among colleagues at workplace. Two aspects of innovation in distance learning for teacher education are discussed ; the one is to develop symbols and pictorial presentation methods for universal communication required for distance learning, and the other is to apply these means to convert instruction from the traditional teaching style to new one applicable in distance learning, and to examine its validity. For the success of distance learning, it is indispensable to develop a common communication means to express professional ideas and experiences to share teaching experiences at workplaces as well as in the Internet. Everyone must have the right to learn and to enhance his/her competence to serve society as well as his/her own interests. Ubiquitous devices, such as mobile phones and PDA, are effective and economical tools, both on campus and for distance instruction, to encourage creative outcomes from autonomous learning and collaborative working as well as to overcome the technology divide. Research methods have to change their feature from being a well-established discipline for accumulating knowledge into becoming a flexible framework to innovate instructional development for creating knowledge and designing universal learning by using these ubiquitous ICTs. I call this u-Learning. Autonomous u-Learning can be designed from the standpoint of a conceptual model called MACETO. This model is applied in the instances of university instruction on campus and is being implemented for distance learning.