在资源不足的背景下,反思数字资源设计中的困境,以应对新冠肺炎

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
Pamela Vale, Mellony Graven
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引用次数: 1

摘要

2019冠状病毒病(新冠肺炎)大流行以及由此导致的南非学校关闭,需要在如何支持学习者持续数学学习方面进行重大转变。在10周的时间里,学习者被严格限制在家里,并受到限制,禁止与家人以外的任何人见面。在家里接触学习者和家长的唯一方法是重新构想我们的南非算术主席项目工作,并将其从主要的面对面干预转变为数字模式。因此,我们启动了一个数字资源开发和分配项目,特别关注东开普省的当地社区。通过脸书共享了22个现有资源和36个专门设计的资源。通过对我们的材料和工作方式的快速数字化进行深入的事后反思,我们解决了以下问题:(1)关于封锁期间学习者的新“学习生态”,什么样的数字访问模式和平台最适合共享数学学习资源?(2) 哪些原则为数字分发和使用的资源设计和调整提供了依据?(3) 在做出资源设计和分配的决策时面临哪些困境?。这些问题是通过文件审查和对所指出的困境的事后反思来回答的。我们分享了收到的一些反馈,并讨论了我们工作的影响,以及在疫情后的世界中,为支持历史上处于不利地位和资源不足的社区的数学学习而提供优质数字资源所面临的困境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reflecting on dilemmas in digital resource design as a response to COVID-19 for learners in under-resourced contexts
The coronavirus disease 2019 (COVID-19) pandemic and the resulting school closures in South Africa necessitated a major shift in how to support learners’ ongoing mathematics learning. For 10 weeks learners were strictly confined to their homes with restrictions that prohibited seeing any person outside of their household. The only means to access learners and parents in their homes was to reimagine our South African Numeracy Chair Project work and transform it from predominantly face-to-face interventions to digital modalities. As a result, we initiated a project of digital resource development and distribution, particularly focused on our local community in the Eastern Cape. Twenty-two existing resources and 36 purpose-designed resources were shared via Facebook. Through in-depth post hoc reflection of the rapid digitalisation of our materials and ways of working we address these questions: (1) In relation to learners’ new ‘ecology of learning’ during lockdown what digital access modality and platforms were most fit-for-purpose in sharing mathematics learning resources? (2) What principles informed resource design and adaptation for digital distribution and use? (3) What dilemmas were confronted in making decisions about resource design and distribution?. These questions are answered through a document review and post hoc reflections on the noted dilemmas. We share some feedback received and discuss implications of our work and the dilemmas confronted for the provision of quality digital resources for supporting mathematics learning in historically disadvantaged and under-resourced communities in a post pandemic world.
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来源期刊
Pythagoras
Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.50
自引率
16.70%
发文量
12
审稿时长
20 weeks
期刊介绍: Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.
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