Joyouswriting - 用户贡献 [zh-cn]

Joyouswriting - 用户贡献 [zh-cn] https://mail.joyouswriting.com/index.php/%E7%89%B9%E6%AE%8A:%E7%94%A8%E6%88%B7%E8%B4%A1%E7%8C%AE/Xuanxi 出自Joyouswriting zh-cn MediaWiki 1.15.1 Mon, 07 Sep 2026 07:44:07 GMT About Researcher https://mail.joyouswriting.com/index.php/About_Researcher <p>Xuanxi: </p> <hr /> <div>[[文件:1.JPG|frameless]]<br /> <br /> <font color="purple"><font size="+2"> '''Miss LI, XUANXI/李绚兮'''<br /> <br> <font color="black"><font size="+1">''' B.Sc.; M.A.; Ph.D.'''<br /> <br> Email: petrel6688@126.com; dragontong6@gmail.com<br /> <br /> ----<br /> <font color="black"><font size="+0.5"><br /> <br /> ==== '''EDUCATION''' ====<br /> '''Ph.D.''', 2009 - 2014<br /> <br> In the field of Web 2.0 in Education<br /> <br> Supervised by Associate Professor Dr. Chu, Samuel K.W. <br /> <br> Co-supervised by Associate Professor Dr. Ki, Wing Wah<br /> <br> Faculty of Education<br /> <br> The University of Hong Kong, Hong Kong, China <br /> <br /> '''M.A. (Education),''' 2006 - 2008<br /> <br> In the field of Virtual Learning and Internet<br /> <br> Supervised by Professor Dr. Fong Soon Fook<br /> <br> School of Educational Studies<br /> <br> Universiti Sains Malaysia, Penang, Malaysia<br /> <br /> '''B.Sc.,''' 2002 - 2006<br /> <br> Educational Technology<br /> <br> College of Informational Technology<br /> <br> Hebei Normal University, Shijiazhuang, China<br /> <br /> ==== '''RESEARCH INTERESTS''' ====<br /> <br> '''Information Communication Technology (ICT) in Education'''<br /> <br> '''Social Media and Social Culture'''<br /> <br> '''21st Century Skills'''<br /> <br> '''Language in Education'''<br /> <br> '''Children's literature and Animation Production'''<br /> <br /> ==== '''HONORS AND AWARDS''' ====<br /> <br> 2004, '''Instructional Design''': '''No.2 Prize''' in College of Information Technology at Hebei Normal University <br /> <br> 2004, '''Instructional Software Design''': '''Excellent Prize''' in College of Information Technology at Hebei Normal University <br /> <br> 2006, Champion Group, Chinese Language Debating Competition, Universiti Sains Malaysia <br /> <br> 2009, '''Persada Kencana Best Thesis Award''' in Applied Arts, my Master’s thesis, Master of Arts (M.A.), Universiti Sains Malaysia <br /> <br> 2009, '''Best Student Paper Award''', the 6th International Conference on Knowledge Management, co-authored with award receiver, Matsuko Woo. <br /> <br> 2010, International Academic Conference Grant, University of Hong Kong <br /> <br> 2009-2011, Postgraduate Studentship, University of Hong Kong <br /> <br> 2010-2011, Faculty Research Fund, Faculty of Education, the University of Hong Kong <br /> <br> 2013, Inclusion in the Who's Who in the World 2013 -30th Edition, ISBN: 978-0-8379-1150-2, Dec. 2012, Marquis Who's Who, USA<br /> <br /> ==== '''INTERNATIONAL JOURNAL PAPERS''' ====<br /> <br>'''Li, X.''', Wang, F. & Gu, X. (2019). Understanding the Roles of ICT Enterprises in Promoting the ICT Industry Ecosystem in Education: Case Studies from China, British Journal of Educational Technology (SSCI), 50(3), 1151-1173.<br /> <br>'''Li, X.''' & Chu，S. K. W. (2018). "Using design-based research methodology to develop a pedagogy for teaching and learning of Chinese writing with wiki among Chinese upper primary school students." Computers & Education （126）'''(SSCI & SCI)''': 359-375. https://doi.org/10.1016/j.compedu.2018.06.009<br /> <br>''' Xuanxi Li'''（2017）. Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action - An Advanced Wiki-based Collaborative Process Writing Pedagogy (AWCPWP). International Journal of Culture and History 3 (4): 243-249.<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki (2014). The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China (pp. 151-169). Computers and Education (77). '''(SSCI & SCI)''' http://dx.doi.org/10.1016/j.compedu.2014.04.019<br /> <br> Matsuko Woo, Samuel K. W. Chu, '''Xuanxi Li''' (2013). Peer-feedback and revision process in a wiki mediated collaborative writing (pp. 279-309). Educational Technology Research and Development 61 (2). '''(SSCI).'''<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2012). Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students. Australasian Journal of Educational Technology 28 (1). '''(SSCI).''' http://www.ascilite.org.au/ajet/ajet28/li.html<br /> <br> Matsuko Woo, Samuel Chu, Andrew Ho & '''Xuanxi Li'''. (2011). Using a Wiki to Scaffold Primary School Students’ Collaborative Writing (pp. 43-54). Journal of Educational Technology & Society 14 (1). '''(SSCI).'''<br /> <br> '''Xuanxi Li''', Fong Soon Fook, Balakrishnan Muniandy, *Hanafi Atan & *Rozhan M. Idrus (2010). Computer-based Human Agent Image and Modality Effects – Does it Facilitate Deeper Information Processing? (pp.11-18). Malaysian Journal of Educational Technology 10 (2).<br /> <br> '''Xuanxi Li''', Fong Soon Fook, Rozhan M. Idrus (2007). Delivery Modalities of Animated Pedagogical Agents in e-Learning: a Review of Empirical Researches (pp. 65-75). Malaysian Journal of Educational Technology 7(2).<br /> <br /> ==== '''BOOK CHAPTERS''' ====<br /> <br> 李绚兮，冯伟 (2020). 第九章，教育大数据与在线教学应用(pp. 258-309). 肖君，王腊梅 (主编)《教育大数据》, 上海科学技术出版社，上海.<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2014). How to make good use of the wiki technology to support collaborative writing in Chinese at primary school level.(forthcoming). In Notari et al.(Eds). 《The Wiki Way of Learning》.<br /> <br> '''李絢兮'''、朱啟華、祁永华、吴麻津子 (2013). 如何善用维基技术支援中国大陆小学生的协同式写作. In Notari et al. (Eds).《维基之道协同与创造性学习 Der Wiki-Weg des Lernens》, 国立台湾师范大学, 台北。ISBN: 978-957-752-950-3.<br /> <br> Matsuko Woo, 朱启华, '''李绚兮''', David Wilck Ka Wai Leung (2013). 如何善用维基技术支援小学阶段的协同式写作? In Notari et al. (Eds).《维基之道协同与创造性学习 Der Wiki-Weg des Lernens》, 国立台湾师范大学, 台北。ISBN: 978-957-752-950-3.<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2010). Students and Teacher’s Attitudes and Perceptions toward Collaborative Writing with Wiki in a Primary Four Chinese Classroom. In Pixel (Eds). Conference Proceedings: ICT for Language Learning (pp.327-332). Florence, Italy. ISBN: 978-88-7647-569-6.<br /> <br> Woo, M., Chu, S., Ho, A., & '''Li, X. X'''. (2009). Collaborative Writing with a Wiki in a Primary Five English Classroom. In Chu S., Ritter W. and Hawamdeh S. (Ed.), Series on Innovation and Knowledge Management - Vol. 8 Managing Knowledge for Global and Collaborative Innovations (pp.193-206), Singapore: World Scientific. <br /> <br>'''Xuanxi Li''', Fong Soon Fook, Mohd. Ali (2008). Effects of a Human Agent and the Application of the Modality Principle on the Learning of Chinese Idioms and the Attitudes among Primary Three Students. (pp.563-570). In Rozhan et al. (Eds). Smart Education: Converging Technology, Pedagogy and Content. A. SANI KW SDN.BHD. Penang, Malaysia. ISBN: 978-983-42733-3-0.<br /> <br /> ==== '''CONFERENCE PAPERS''' ====<br /> <br>李绚兮，顾小清，肖君，李春琳 (2019). 基于学习者画像的整合技术和教学法的大学英语语法个性化教学内容设计, 2019 年智能技术和语言学习国际研讨会暨研究生学术论坛, 上海:上海外国语大学。<br /> <br>Li, X., Wang, X., Gu, X. (2019). A Design Framework for Adaptive E-learning Environment. Proc. of SPIE 4th International Workshop on Pattern Recognition, Nanjing, China, 2019, 11198, 42.<br /> <br> Xuanxi Li (2018). Participants of Ministerial Forum “Sustainable Development Goal 4: Global Dialogue on ICT and Education Innovation”. Moscow, Russia.<br /> <br> Xuanxi Li（2017). Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action An Advanced Wiki-based Collaborative Process Writing Pedagogy (AWCPWP). Paper presented at 2017 6th International Conference on Knowledge, Culture and Society (ICKCS 2017), Hong Kong. <br /> <br>'''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2011). Students and Teacher’s Attitudes and Perceptions toward a Wiki-based Collaborative Process Writing Pedagogy in a Primary Five Chinese Classroom. Paper presented at CITE Research Symposium 2011. Hong Kong, China. <br /> <br>'''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2010). Students and Teacher’s Attitudes and Perceptions toward Collaborative Writing with Wiki in a Primary Four Chinese Classroom. Paper presented at the 3rd International Conference “ICT for Language Learning”. Florence, Italy. <br /> <br>Matsuko Woo, Samuel K. W. Chu, '''Xuanxi Li''' (2010). Tracing Peer Feedback to Revision Process in a Wiki Supported Collaborative Writing. Paper presented at the Asian Conference on Education 2010. Osaka, Japan.<br /> <br>Matsuko Woo, Samuel K. W. Chu, Andrew Ho, '''Xuanxi Li''' (2009). Collaborative writing with a wiki in a primary five English classroom. Be awarded the Best Student Paper, which was presented at the 6th International Conference on Knowledge Management. Hong Kong, China. <br /> <br>Fong Soon Fook, '''Xuanxi Li''', Mohd. Ali Samsudin (2008). Effects of a Human Agent and the Application of Modality Principle on the Learning of Chinese Idioms and the Attitudes among Primary Three Students. Paper presented at the 2nd International Malaysian Educational Technology Convention. Kuantan, Pahang, Malaysia.<br /> <br /> ==== '''QUALIFICATION CERTIFICATES''' ====<br /> <br> 2006, Teaching Certification in Senior Middle School Education, People's republic of China <br /> <br> 2009, '''Certificate for Teaching and Learning in higher Education (Stage I),''' the University of Hong Kong <br /> <br> 2011, '''Certificate for Teaching and Learning in higher Education (Stage II),''' the University of Hong Kong <br /> (There are two stages all together, which were fulfilled) <br /> <br> 2015, '''Teaching Certification in Higher Education,''' People's Republic of China.<br /> <br> 2019, 指导本科学生过婧霖毕业论文获得2018届优秀本科生毕业论文, 上海师范大学<br /> <br> 2016, 青年教师文献检索比赛优胜奖, 上海师范大学<br /> <br> 2016-2017，教育技术学1班班主任工作荣誉证书，上海师范大学<br /> <br /> ==== ''' UNIVERSITY/PROFESSIONAL/COMMUNITY SERVICE''' ====<br /> <br> 2007, '''Research Assistant'''(Part-time) of National Project “Information and Computer Technology Competencies among Malaysian Science and Mathematics Teachers”, Universiti Sains Malaysia <br /> <br> 2008, '''Teaching Assistant''' (Part-time) of Course “ICT in Education”, Unversiti Sains Malaysia <br /> <br> 2009, '''Coordinator''' for Postgraduate Student, Faculty of Education, University of Hong Kong <br /> <br> 2009, '''Event Assistant''' for Conference “ICKM 2009”, Hong Kong <br /> <br> 2011, '''Member of Program Committee''' of CITE Research Symposium “Building Communities for Technology Enhanced Learning”,University of Hong Kong <br /> <br> 2011, '''Member of Social Media Team''' for Conference “CSCL 2011”, Hong Kong<br /> <br> 2012, '''Putonghua Teacher'''(Part-time)for babies, Le Beaumont Language Centre, Hong Kong<br /> <br> 2013, '''Webpage Designer'''(http://xz.zhzyk.cn/about.jsp) for Achievements and Resources Sharing Column (http://xz.zhzyk.cn/) in National Project of "Vertical and horizontal digital informational learning, researching, and teaching", Hong Kong. <br /> <br> 2013, '''Research Assistant'''(Part-time) of research project in Faculty of Education, University of Hong Kong<br /> <br> 2013.11 to 2014.11, '''Research Assistant'''(Full-time, E-book Designer and Developer) of QEF Chinese E-book research project in Delia Memorial School, and University of Hong Kong, Hong Kong<br /> <br> April, 2015 – July, 2018, '''Lecturer of Educational Technology''', Shanghai Normal University <br /> <br> July,2018 - Present '''Postdoctoral Fellow''', Faculty of Education, East China Normal University<br /> <br> 2019 - present, Assistant Editor of International Journal of Smart Technology and Learning<br /> <br> 2018年9月 “上海开放远程教育工程技术研究中心”（课题编号：13DZ2252200）上海市科学技术委员会科研计划项目 15万博士后研究员<br /> <br> 2016年 7月 22日国家社会科学基金教育学重点课题“我国与发达国家的教育信息化比较和推进战略研究”(项目编号：ACA160012) 国家社会科学基金教育学重点课题 35万元子课题成员<br /> <br> 2016年3月1日维基辅助中学生合作式学习英语阅读理解上海市教育委员会青年教师科研启动项目 5万元负责人<br /> <br> 2013年8月8日为非华语初中学生建构校本中文第二语言电子课程以提升中文学与教效能(2012/0258) http://www.deliabw.edu.hk/subjects/csl/WebContent/HTML/Frontpage-unit.html<br /> 优质教育基金 (Quality Education Fund)教与学-帮助香港非华语中学生学习中文第二语言 HK412,640 全职研究助理<br /> <br /> <br /> <br /> ==== '''COMPUTER SKILLS''' ====<br /> <br> Computer language: '''C''','''Javascript''',''' HTML''','''Wiki Markup'''<br /> <br> Software: Authorware, Adobe Fireworks, Adobe Dreamweaver, Adobe Flash, Camtasia Studio, Wikis, etc<br /> <br /> ==== '''THESIS''' ====<br /> <br> '''Ph.D.’s Thesis''': “Experimenting with a Wiki-based Collaborative Process Writing Pedagogy for Teaching and Learning of Chinese Writing among Upper Primary School Students in China”, HKU. Project Website: www.joyouswriting.com<br /> <br /> <br> '''Master’s Thesis''': “Effects of a Human Agent and the Application of the Modality Principle on the Learning of Chinese Idioms and the Attitudes among Students with Different Levels of Intelligence”. Be awarded '''Persada Kencana Best Thesis Award''', USM.http://eprints.usm.my/9699/1/EFFECTS_OF_A_HUMAN_AGENT_AND_THE_APPLICATION_OF_THE_MODALITY_PRINCIPLE_ON_THE_LEARNING_OF_CHINESE_IDIOMS_AND_THE_ATTITUDES_AMONG_STUDENTS_WITH_DIFFERENT_LEVELS_OF_INTELLIGENCE.pdf<br /> <br /> <br /> ===='''UNIVERSITY/PROFESSIONAL/COMMUNITY SERVICES'''====<br /> <br /> <br> '''''Reviewer of journals/conferences/book & book chapters/research, project & book proposals''''':<br /> <br> CITE Research Symposium “Building Communities for Technology Enhanced Learning”,University of Hong Kong: 2011<br /> <br> Computers & Education: 2014 to present<br /> <br> Journal of Online Learning and Teaching (JOLT): 2014 to present<br /> <br /> ==== '''CHILDREN'S FICTION''' ====<br /> <br /> <br> 笔名: 童煦龙. 2014，系列小说《毛毛虫萤吉成长记》第一部《寻找毛毛虫王国》于《山东青年报.教育周刊》第86期C6版开始连载。http://www.todayedu.cn/sdjyzk/index.php?CurrPeid=100&CurrSid=1132</div> Thu, 25 Jun 2020 18:18:37 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:About_Researcher About Researcher https://mail.joyouswriting.com/index.php/About_Researcher <p>Xuanxi: </p> <hr /> <div>[[文件:1.JPG|frameless]]<br /> <br /> <font color="purple"><font size="+2"> '''Miss LI, XUANXI/李绚兮'''<br /> <br> <font color="black"><font size="+1">''' B.Sc.; M.A.; Ph.D.'''<br /> <br> Email: petrel6688@126.com; dragontong6@gmail.com<br /> <br /> ----<br /> <font color="black"><font size="+0.5"><br /> <br /> ==== '''EDUCATION''' ====<br /> '''Ph.D.''', 2009 - 2014<br /> <br> In the field of Web 2.0 in Education<br /> <br> Supervised by Associate Professor Dr. Chu, Samuel K.W. <br /> <br> Co-supervised by Associate Professor Dr. Ki, Wing Wah<br /> <br> Faculty of Education<br /> <br> The University of Hong Kong, Hong Kong, China <br /> <br /> '''M.A. (Education),''' 2006 - 2008<br /> <br> In the field of Virtual Learning and Internet<br /> <br> Supervised by Professor Dr. Fong Soon Fook<br /> <br> School of Educational Studies<br /> <br> Universiti Sains Malaysia, Penang, Malaysia<br /> <br /> '''B.Sc.,''' 2002 - 2006<br /> <br> Educational Technology<br /> <br> College of Informational Technology<br /> <br> Hebei Normal University, Shijiazhuang, China<br /> <br /> ==== '''RESEARCH INTERESTS''' ====<br /> <br> '''Information Communication Technology (ICT) in Education'''<br /> <br> '''Social Media and Social Culture'''<br /> <br> '''21st Century Skills'''<br /> <br> '''Language in Education'''<br /> <br> '''Children's literature and Animation Production'''<br /> <br /> ==== '''HONORS AND AWARDS''' ====<br /> <br> 2004, '''Instructional Design''': '''No.2 Prize''' in College of Information Technology at Hebei Normal University <br /> <br> 2004, '''Instructional Software Design''': '''Excellent Prize''' in College of Information Technology at Hebei Normal University <br /> <br> 2006, Champion Group, Chinese Language Debating Competition, Universiti Sains Malaysia <br /> <br> 2009, '''Persada Kencana Best Thesis Award''' in Applied Arts, my Master’s thesis, Master of Arts (M.A.), Universiti Sains Malaysia <br /> <br> 2009, '''Best Student Paper Award''', the 6th International Conference on Knowledge Management, co-authored with award receiver, Matsuko Woo. <br /> <br> 2010, International Academic Conference Grant, University of Hong Kong <br /> <br> 2009-2011, Postgraduate Studentship, University of Hong Kong <br /> <br> 2010-2011, Faculty Research Fund, Faculty of Education, the University of Hong Kong <br /> <br> 2013, Inclusion in the Who's Who in the World 2013 -30th Edition, ISBN: 978-0-8379-1150-2, Dec. 2012, Marquis Who's Who, USA<br /> <br /> ==== '''INTERNATIONAL JOURNAL PAPERS''' ====<br /> <br>'''Li, X.''', Wang, F. & Gu, X. (2019). Understanding the Roles of ICT Enterprises in Promoting the ICT Industry Ecosystem in Education: Case Studies from China, British Journal of Educational Technology (SSCI), 50(3), 1151-1173.<br /> <br>'''Li, X.''' & Chu，S. K. W. (2018). "Using design-based research methodology to develop a pedagogy for teaching and learning of Chinese writing with wiki among Chinese upper primary school students." Computers & Education （126）'''(SSCI & SCI)''': 359-375. https://doi.org/10.1016/j.compedu.2018.06.009<br /> <br>''' Xuanxi Li'''（2017）. Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action - An Advanced Wiki-based Collaborative Process Writing Pedagogy (AWCPWP). International Journal of Culture and History 3 (4): 243-249.<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki (2014). The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China (pp. 151-169). Computers and Education (77). '''(SSCI & SCI)''' http://dx.doi.org/10.1016/j.compedu.2014.04.019<br /> <br> Matsuko Woo, Samuel K. W. Chu, '''Xuanxi Li''' (2013). Peer-feedback and revision process in a wiki mediated collaborative writing (pp. 279-309). Educational Technology Research and Development 61 (2). '''(SSCI).'''<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2012). Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students. Australasian Journal of Educational Technology 28 (1). '''(SSCI).''' http://www.ascilite.org.au/ajet/ajet28/li.html<br /> <br> Matsuko Woo, Samuel Chu, Andrew Ho & '''Xuanxi Li'''. (2011). Using a Wiki to Scaffold Primary School Students’ Collaborative Writing (pp. 43-54). Journal of Educational Technology & Society 14 (1). '''(SSCI).'''<br /> <br> '''Xuanxi Li''', Fong Soon Fook, Balakrishnan Muniandy, *Hanafi Atan & *Rozhan M. Idrus (2010). Computer-based Human Agent Image and Modality Effects – Does it Facilitate Deeper Information Processing? (pp.11-18). Malaysian Journal of Educational Technology 10 (2).<br /> <br> '''Xuanxi Li''', Fong Soon Fook, Rozhan M. Idrus (2007). Delivery Modalities of Animated Pedagogical Agents in e-Learning: a Review of Empirical Researches (pp. 65-75). Malaysian Journal of Educational Technology 7(2).<br /> <br /> ==== '''BOOK CHAPTERS''' ====<br /> <br> 李绚兮，冯伟 (2020). 第九章，教育大数据与在线教学应用(pp. 258-309). 肖君，王腊梅 (主编)《教育大数据》, 上海科学技术出版社，上海.<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2014). How to make good use of the wiki technology to support collaborative writing in Chinese at primary school level.(forthcoming). In Notari et al.(Eds). 《The Wiki Way of Learning》.<br /> <br> '''李絢兮'''、朱啟華、祁永华、吴麻津子 (2013). 如何善用维基技术支援中国大陆小学生的协同式写作. In Notari et al. (Eds).《维基之道协同与创造性学习 Der Wiki-Weg des Lernens》, 国立台湾师范大学, 台北。ISBN: 978-957-752-950-3.<br /> <br> Matsuko Woo, 朱启华, '''李绚兮''', David Wilck Ka Wai Leung (2013). 如何善用维基技术支援小学阶段的协同式写作? In Notari et al. (Eds).《维基之道协同与创造性学习 Der Wiki-Weg des Lernens》, 国立台湾师范大学, 台北。ISBN: 978-957-752-950-3.<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2010). Students and Teacher’s Attitudes and Perceptions toward Collaborative Writing with Wiki in a Primary Four Chinese Classroom. In Pixel (Eds). Conference Proceedings: ICT for Language Learning (pp.327-332). Florence, Italy. ISBN: 978-88-7647-569-6.<br /> <br> Woo, M., Chu, S., Ho, A., & '''Li, X. X'''. (2009). Collaborative Writing with a Wiki in a Primary Five English Classroom. In Chu S., Ritter W. and Hawamdeh S. (Ed.), Series on Innovation and Knowledge Management - Vol. 8 Managing Knowledge for Global and Collaborative Innovations (pp.193-206), Singapore: World Scientific. <br /> <br>'''Xuanxi Li''', Fong Soon Fook, Mohd. Ali (2008). Effects of a Human Agent and the Application of the Modality Principle on the Learning of Chinese Idioms and the Attitudes among Primary Three Students. (pp.563-570). In Rozhan et al. (Eds). Smart Education: Converging Technology, Pedagogy and Content. A. SANI KW SDN.BHD. Penang, Malaysia. ISBN: 978-983-42733-3-0.<br /> <br /> ==== '''CONFERENCE PAPERS''' ====<br /> <br>李绚兮，顾小清，肖君，李春琳 (2019). 基于学习者画像的整合技术和教学法的大学英语语法个性化教学内容设计, 2019 年智能技术和语言学习国际研讨会暨研究生学术论坛, 上海:上海外国语大学。<br /> <br>Li, X., Wang, X., Gu, X. (2019). A Design Framework for Adaptive E-learning Environment. Proc. of SPIE 4th International Workshop on Pattern Recognition, Nanjing, China, 2019, 11198, 42.<br /> <br> Xuanxi Li (2018). Participants of Ministerial Forum “Sustainable Development Goal 4: Global Dialogue on ICT and Education Innovation”. Moscow, Russia.<br /> <br> Xuanxi Li（2017). Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action An Advanced Wiki-based Collaborative Process Writing Pedagogy (AWCPWP). Paper presented at 2017 6th International Conference on Knowledge, Culture and Society (ICKCS 2017), Hong Kong. <br /> <br>'''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2011). Students and Teacher’s Attitudes and Perceptions toward a Wiki-based Collaborative Process Writing Pedagogy in a Primary Five Chinese Classroom. Paper presented at CITE Research Symposium 2011. Hong Kong, China. <br /> <br>'''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2010). Students and Teacher’s Attitudes and Perceptions toward Collaborative Writing with Wiki in a Primary Four Chinese Classroom. Paper presented at the 3rd International Conference “ICT for Language Learning”. Florence, Italy. <br /> <br>Matsuko Woo, Samuel K. W. Chu, '''Xuanxi Li''' (2010). Tracing Peer Feedback to Revision Process in a Wiki Supported Collaborative Writing. Paper presented at the Asian Conference on Education 2010. Osaka, Japan.<br /> <br>Matsuko Woo, Samuel K. W. Chu, Andrew Ho, '''Xuanxi Li''' (2009). Collaborative writing with a wiki in a primary five English classroom. Be awarded the Best Student Paper, which was presented at the 6th International Conference on Knowledge Management. Hong Kong, China. <br /> <br>Fong Soon Fook, '''Xuanxi Li''', Mohd. Ali Samsudin (2008). Effects of a Human Agent and the Application of Modality Principle on the Learning of Chinese Idioms and the Attitudes among Primary Three Students. Paper presented at the 2nd International Malaysian Educational Technology Convention. Kuantan, Pahang, Malaysia.<br /> <br /> ==== '''QUALIFICATION CERTIFICATES''' ====<br /> <br> 2006, Teaching Certification in Senior Middle School Education, People's republic of China <br /> <br> 2009, '''Certificate for Teaching and Learning in higher Education (Stage I),''' the University of Hong Kong <br /> <br> 2011, '''Certificate for Teaching and Learning in higher Education (Stage II),''' the University of Hong Kong <br /> (There are two stages all together, which were fulfilled) <br /> <br> 2015, '''Teaching Certification in Higher Education,''' People's Republic of China.<br /> <br> 2019, 指导本科学生过婧霖毕业论文获得2018届优秀本科生毕业论文, 上海师范大学<br /> <br> 2016, 青年教师文献检索比赛优胜奖, 上海师范大学<br /> <br> 2016-2017，教育技术学1班班主任工作荣誉证书，上海师范大学<br /> <br /> ==== ''' UNIVERSITY/PROFESSIONAL/COMMUNITY SERVICE''' ====<br /> <br> 2007, '''Research Assistant'''(Part-time) of National Project “Information and Computer Technology Competencies among Malaysian Science and Mathematics Teachers”, Universiti Sains Malaysia <br /> <br> 2008, '''Teaching Assistant''' (Part-time) of Course “ICT in Education”, Unversiti Sains Malaysia <br /> <br> 2009, '''Coordinator''' for Postgraduate Student, Faculty of Education, University of Hong Kong <br /> <br> 2009, '''Event Assistant''' for Conference “ICKM 2009”, Hong Kong <br /> <br> 2011, '''Member of Program Committee''' of CITE Research Symposium “Building Communities for Technology Enhanced Learning”,University of Hong Kong <br /> <br> 2011, '''Member of Social Media Team''' for Conference “CSCL 2011”, Hong Kong<br /> <br> 2012, '''Putonghua Teacher'''(Part-time)for babies, Le Beaumont Language Centre, Hong Kong<br /> <br> 2013, '''Webpage Designer'''(http://xz.zhzyk.cn/about.jsp) for Achievements and Resources Sharing Column (http://xz.zhzyk.cn/) in National Project of "Vertical and horizontal digital informational learning, researching, and teaching", Hong Kong. <br /> <br> 2013, '''Research Assistant'''(Part-time) of research project in Faculty of Education, University of Hong Kong<br /> <br> 2013.11 to 2014.11, '''Research Assistant'''(Full-time, E-book Designer and Developer) of QEF Chinese E-book research project in Delia Memorial School, and University of Hong Kong, Hong Kong<br /> <br> April, 2015 – July, 2018, '''Lecturer of Educational Technology''', Shanghai Normal University <br /> <br> July,2018 - Present '''Postdoctoral Fellow''', Faculty of Education, East China Normal University<br /> <br> 2019 - present, Assistant Editor of International Journal of Smart Technology and Learning<br /> <br /> <br /> ==== '''COMPUTER SKILLS''' ====<br /> <br> Computer language: '''C''','''Javascript''',''' HTML''','''Wiki Markup'''<br /> <br> Software: Authorware, Adobe Fireworks, Adobe Dreamweaver, Adobe Flash, Camtasia Studio, Wikis, etc<br /> <br /> ==== '''THESIS''' ====<br /> <br> '''Ph.D.’s Thesis''': “Experimenting with a Wiki-based Collaborative Process Writing Pedagogy for Teaching and Learning of Chinese Writing among Upper Primary School Students in China”, HKU. Project Website: www.joyouswriting.com<br /> <br /> <br> '''Master’s Thesis''': “Effects of a Human Agent and the Application of the Modality Principle on the Learning of Chinese Idioms and the Attitudes among Students with Different Levels of Intelligence”. Be awarded '''Persada Kencana Best Thesis Award''', USM.http://eprints.usm.my/9699/1/EFFECTS_OF_A_HUMAN_AGENT_AND_THE_APPLICATION_OF_THE_MODALITY_PRINCIPLE_ON_THE_LEARNING_OF_CHINESE_IDIOMS_AND_THE_ATTITUDES_AMONG_STUDENTS_WITH_DIFFERENT_LEVELS_OF_INTELLIGENCE.pdf<br /> <br /> <br /> ===='''UNIVERSITY/PROFESSIONAL/COMMUNITY SERVICES'''====<br /> <br /> <br> '''''Reviewer of journals/conferences/book & book chapters/research, project & book proposals''''':<br /> <br> CITE Research Symposium “Building Communities for Technology Enhanced Learning”,University of Hong Kong: 2011<br /> <br> Computers & Education: 2014 to present<br /> <br> Journal of Online Learning and Teaching (JOLT): 2014 to present<br /> <br /> ==== '''CHILDREN'S FICTION''' ====<br /> <br /> <br> 笔名: 童煦龙. 2014，系列小说《毛毛虫萤吉成长记》第一部《寻找毛毛虫王国》于《山东青年报.教育周刊》第86期C6版开始连载。http://www.todayedu.cn/sdjyzk/index.php?CurrPeid=100&CurrSid=1132</div> Thu, 25 Jun 2020 18:09:03 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:About_Researcher About Researcher https://mail.joyouswriting.com/index.php/About_Researcher <p>Xuanxi: /* BOOK CHAPTERS */</p> <hr /> <div>[[文件:1.JPG|frameless]]<br /> <br /> <font color="purple"><font size="+2"> '''Miss LI, XUANXI/李绚兮'''<br /> <br> <font color="black"><font size="+1">''' B.Sc.; M.A.; Ph.D.'''<br /> <br> Email: petrel6688@126.com; dragontong6@gmail.com<br /> <br /> ----<br /> <font color="black"><font size="+0.5"><br /> <br /> ==== '''EDUCATION''' ====<br /> '''Ph.D.''', 2009 - 2014<br /> <br> In the field of Web 2.0 in Education<br /> <br> Supervised by Associate Professor Dr. Chu, Samuel K.W. <br /> <br> Co-supervised by Associate Professor Dr. Ki, Wing Wah<br /> <br> Faculty of Education<br /> <br> The University of Hong Kong, Hong Kong, China <br /> <br /> '''M.A. (Education),''' 2006 - 2008<br /> <br> In the field of Virtual Learning and Internet<br /> <br> Supervised by Professor Dr. Fong Soon Fook<br /> <br> School of Educational Studies<br /> <br> Universiti Sains Malaysia, Penang, Malaysia<br /> <br /> '''B.Sc.,''' 2002 - 2006<br /> <br> Educational Technology<br /> <br> College of Informational Technology<br /> <br> Hebei Normal University, Shijiazhuang, China<br /> <br /> ==== '''RESEARCH INTERESTS''' ====<br /> <br> '''Information Communication Technology (ICT) in Education'''<br /> <br> '''Social Media and Social Culture'''<br /> <br> '''21st Century Skills'''<br /> <br> '''Language in Education'''<br /> <br> '''Children's literature and Animation Production'''<br /> <br /> ==== '''HONORS AND AWARDS''' ====<br /> <br> 2004, '''Instructional Design''': '''No.2 Prize''' in College of Information Technology at Hebei Normal University <br /> <br> 2004, '''Instructional Software Design''': '''Excellent Prize''' in College of Information Technology at Hebei Normal University <br /> <br> 2006, Champion Group, Chinese Language Debating Competition, Universiti Sains Malaysia <br /> <br> 2009, '''Persada Kencana Best Thesis Award''' in Applied Arts, my Master’s thesis, Master of Arts (M.A.), Universiti Sains Malaysia <br /> <br> 2009, '''Best Student Paper Award''', the 6th International Conference on Knowledge Management, co-authored with award receiver, Matsuko Woo. <br /> <br> 2010, International Academic Conference Grant, University of Hong Kong <br /> <br> 2009-2011, Postgraduate Studentship, University of Hong Kong <br /> <br> 2010-2011, Faculty Research Fund, Faculty of Education, the University of Hong Kong <br /> <br> 2013, Inclusion in the Who's Who in the World 2013 -30th Edition, ISBN: 978-0-8379-1150-2, Dec. 2012, Marquis Who's Who, USA<br /> <br /> ==== '''INTERNATIONAL JOURNAL PAPERS''' ====<br /> <br>'''Li, X.''', Wang, F. & Gu, X. (2019). Understanding the Roles of ICT Enterprises in Promoting the ICT Industry Ecosystem in Education: Case Studies from China, British Journal of Educational Technology (SSCI), 50(3), 1151-1173.<br /> <br>'''Li, X.''' & Chu，S. K. W. (2018). "Using design-based research methodology to develop a pedagogy for teaching and learning of Chinese writing with wiki among Chinese upper primary school students." Computers & Education （126）'''(SSCI & SCI)''': 359-375. https://doi.org/10.1016/j.compedu.2018.06.009<br /> <br>''' Xuanxi Li'''（2017）. Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action - An Advanced Wiki-based Collaborative Process Writing Pedagogy (AWCPWP). International Journal of Culture and History 3 (4): 243-249.<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki (2014). The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China (pp. 151-169). Computers and Education (77). '''(SSCI & SCI)''' http://dx.doi.org/10.1016/j.compedu.2014.04.019<br /> <br> Matsuko Woo, Samuel K. W. Chu, '''Xuanxi Li''' (2013). Peer-feedback and revision process in a wiki mediated collaborative writing (pp. 279-309). Educational Technology Research and Development 61 (2). '''(SSCI).'''<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2012). Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students. Australasian Journal of Educational Technology 28 (1). '''(SSCI).''' http://www.ascilite.org.au/ajet/ajet28/li.html<br /> <br> Matsuko Woo, Samuel Chu, Andrew Ho & '''Xuanxi Li'''. (2011). Using a Wiki to Scaffold Primary School Students’ Collaborative Writing (pp. 43-54). Journal of Educational Technology & Society 14 (1). '''(SSCI).'''<br /> <br> '''Xuanxi Li''', Fong Soon Fook, Balakrishnan Muniandy, *Hanafi Atan & *Rozhan M. Idrus (2010). Computer-based Human Agent Image and Modality Effects – Does it Facilitate Deeper Information Processing? (pp.11-18). Malaysian Journal of Educational Technology 10 (2).<br /> <br> '''Xuanxi Li''', Fong Soon Fook, Rozhan M. Idrus (2007). Delivery Modalities of Animated Pedagogical Agents in e-Learning: a Review of Empirical Researches (pp. 65-75). Malaysian Journal of Educational Technology 7(2).<br /> <br /> ==== '''BOOK CHAPTERS''' ====<br /> <br> 李绚兮，冯伟 (2020). 第九章，教育大数据与在线教学应用(pp. 258-309). 肖君，王腊梅 (主编)《教育大数据》, 上海科学技术出版社，上海.<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2014). How to make good use of the wiki technology to support collaborative writing in Chinese at primary school level.(forthcoming). In Notari et al.(Eds). 《The Wiki Way of Learning》.<br /> <br> '''李絢兮'''、朱啟華、祁永华、吴麻津子 (2013). 如何善用维基技术支援中国大陆小学生的协同式写作. In Notari et al. (Eds).《维基之道协同与创造性学习 Der Wiki-Weg des Lernens》, 国立台湾师范大学, 台北。ISBN: 978-957-752-950-3.<br /> <br> Matsuko Woo, 朱启华, '''李绚兮''', David Wilck Ka Wai Leung (2013). 如何善用维基技术支援小学阶段的协同式写作? In Notari et al. (Eds).《维基之道协同与创造性学习 Der Wiki-Weg des Lernens》, 国立台湾师范大学, 台北。ISBN: 978-957-752-950-3.<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2010). Students and Teacher’s Attitudes and Perceptions toward Collaborative Writing with Wiki in a Primary Four Chinese Classroom. In Pixel (Eds). Conference Proceedings: ICT for Language Learning (pp.327-332). Florence, Italy. ISBN: 978-88-7647-569-6.<br /> <br> Woo, M., Chu, S., Ho, A., & '''Li, X. X'''. (2009). Collaborative Writing with a Wiki in a Primary Five English Classroom. In Chu S., Ritter W. and Hawamdeh S. (Ed.), Series on Innovation and Knowledge Management - Vol. 8 Managing Knowledge for Global and Collaborative Innovations (pp.193-206), Singapore: World Scientific. <br /> <br>'''Xuanxi Li''', Fong Soon Fook, Mohd. Ali (2008). Effects of a Human Agent and the Application of the Modality Principle on the Learning of Chinese Idioms and the Attitudes among Primary Three Students. (pp.563-570). In Rozhan et al. (Eds). Smart Education: Converging Technology, Pedagogy and Content. A. SANI KW SDN.BHD. Penang, Malaysia. ISBN: 978-983-42733-3-0.<br /> <br /> ==== '''CONFERENCE PAPERS''' ====<br /> <br> Xuanxi Li (2018). Participants of Ministerial Forum “Sustainable Development Goal 4: Global Dialogue on ICT and Education Innovation”. Moscow, Russia.<br /> <br> Xuanxi Li（2017). Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action An Advanced Wiki-based Collaborative Process Writing Pedagogy (AWCPWP). Paper presented at 2017 6th International Conference on Knowledge, Culture and Society (ICKCS 2017), Hong Kong. <br /> <br>'''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2011). Students and Teacher’s Attitudes and Perceptions toward a Wiki-based Collaborative Process Writing Pedagogy in a Primary Five Chinese Classroom. Paper presented at CITE Research Symposium 2011. Hong Kong, China. <br /> <br>'''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2010). Students and Teacher’s Attitudes and Perceptions toward Collaborative Writing with Wiki in a Primary Four Chinese Classroom. Paper presented at the 3rd International Conference “ICT for Language Learning”. Florence, Italy. <br /> <br>Matsuko Woo, Samuel K. W. Chu, '''Xuanxi Li''' (2010). Tracing Peer Feedback to Revision Process in a Wiki Supported Collaborative Writing. Paper presented at the Asian Conference on Education 2010. Osaka, Japan.<br /> <br>Matsuko Woo, Samuel K. W. Chu, Andrew Ho, '''Xuanxi Li''' (2009). Collaborative writing with a wiki in a primary five English classroom. Be awarded the Best Student Paper, which was presented at the 6th International Conference on Knowledge Management. Hong Kong, China. <br /> <br>Fong Soon Fook, '''Xuanxi Li''', Mohd. Ali Samsudin (2008). Effects of a Human Agent and the Application of Modality Principle on the Learning of Chinese Idioms and the Attitudes among Primary Three Students. Paper presented at the 2nd International Malaysian Educational Technology Convention. Kuantan, Pahang, Malaysia.<br /> <br /> ==== '''QUALIFICATION CERTIFICATES''' ====<br /> <br> 2006, Teaching Certification in Senior Middle School Education, People's republic of China <br /> <br> 2009, '''Certificate for Teaching and Learning in higher Education (Stage I),''' the University of Hong Kong <br /> <br> 2011, '''Certificate for Teaching and Learning in higher Education (Stage II),''' the University of Hong Kong <br /> (There are two stages all together, which were fulfilled) <br /> <br> 2015, '''Teaching Certification in Higher Education,''' People's Republic of China.<br /> <br /> ==== ''' UNIVERSITY/PROFESSIONAL/COMMUNITY SERVICE''' ====<br /> <br> 2007, '''Research Assistant'''(Part-time) of National Project “Information and Computer Technology Competencies among Malaysian Science and Mathematics Teachers”, Universiti Sains Malaysia <br /> <br> 2008, '''Teaching Assistant''' (Part-time) of Course “ICT in Education”, Unversiti Sains Malaysia <br /> <br> 2009, '''Coordinator''' for Postgraduate Student, Faculty of Education, University of Hong Kong <br /> <br> 2009, '''Event Assistant''' for Conference “ICKM 2009”, Hong Kong <br /> <br> 2011, '''Member of Program Committee''' of CITE Research Symposium “Building Communities for Technology Enhanced Learning”,University of Hong Kong <br /> <br> 2011, '''Member of Social Media Team''' for Conference “CSCL 2011”, Hong Kong<br /> <br> 2012, '''Putonghua Teacher'''(Part-time)for babies, Le Beaumont Language Centre, Hong Kong<br /> <br> 2013, '''Webpage Designer'''(http://xz.zhzyk.cn/about.jsp) for Achievements and Resources Sharing Column (http://xz.zhzyk.cn/) in National Project of "Vertical and horizontal digital informational learning, researching, and teaching", Hong Kong. <br /> <br> 2013, '''Research Assistant'''(Part-time) of research project in Faculty of Education, University of Hong Kong<br /> <br> 2013.11 to 2014.11, '''Research Assistant'''(Full-time, E-book Designer and Developer) of QEF Chinese E-book research project in Delia Memorial School, and University of Hong Kong, Hong Kong<br /> <br> April, 2015 – July, 2018, '''Lecturer of Educational Technology''', Shanghai Normal University <br /> <br> July,2018 - Present '''Postdoctoral Fellow''', Faculty of Education, East China Normal University<br /> <br /> ==== '''COMPUTER SKILLS''' ====<br /> <br> Computer language: '''C''','''Javascript''',''' HTML''','''Wiki Markup'''<br /> <br> Software: Authorware, Adobe Fireworks, Adobe Dreamweaver, Adobe Flash, Camtasia Studio, Wikis, etc<br /> <br /> ==== '''THESIS''' ====<br /> <br> '''Ph.D.’s Thesis''': “Experimenting with a Wiki-based Collaborative Process Writing Pedagogy for Teaching and Learning of Chinese Writing among Upper Primary School Students in China”, HKU. Project Website: www.joyouswriting.com<br /> <br /> <br> '''Master’s Thesis''': “Effects of a Human Agent and the Application of the Modality Principle on the Learning of Chinese Idioms and the Attitudes among Students with Different Levels of Intelligence”. Be awarded '''Persada Kencana Best Thesis Award''', USM.http://eprints.usm.my/9699/1/EFFECTS_OF_A_HUMAN_AGENT_AND_THE_APPLICATION_OF_THE_MODALITY_PRINCIPLE_ON_THE_LEARNING_OF_CHINESE_IDIOMS_AND_THE_ATTITUDES_AMONG_STUDENTS_WITH_DIFFERENT_LEVELS_OF_INTELLIGENCE.pdf<br /> <br /> <br /> ===='''UNIVERSITY/PROFESSIONAL/COMMUNITY SERVICES'''====<br /> <br /> <br> '''''Reviewer of journals/conferences/book & book chapters/research, project & book proposals''''':<br /> <br> CITE Research Symposium “Building Communities for Technology Enhanced Learning”,University of Hong Kong: 2011<br /> <br> Computers & Education: 2014 to present<br /> <br> Journal of Online Learning and Teaching (JOLT): 2014 to present<br /> <br /> ==== '''CHILDREN'S FICTION''' ====<br /> <br /> <br> 笔名: 童煦龙. 2014，系列小说《毛毛虫萤吉成长记》第一部《寻找毛毛虫王国》于《山东青年报.教育周刊》第86期C6版开始连载。http://www.todayedu.cn/sdjyzk/index.php?CurrPeid=100&CurrSid=1132</div> Thu, 25 Jun 2020 17:58:40 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:About_Researcher About Researcher https://mail.joyouswriting.com/index.php/About_Researcher <p>Xuanxi: /* INTERNATIONAL JOURNAL PAPERS */</p> <hr /> <div>[[文件:1.JPG|frameless]]<br /> <br /> <font color="purple"><font size="+2"> '''Miss LI, XUANXI/李绚兮'''<br /> <br> <font color="black"><font size="+1">''' B.Sc.; M.A.; Ph.D.'''<br /> <br> Email: petrel6688@126.com; dragontong6@gmail.com<br /> <br /> ----<br /> <font color="black"><font size="+0.5"><br /> <br /> ==== '''EDUCATION''' ====<br /> '''Ph.D.''', 2009 - 2014<br /> <br> In the field of Web 2.0 in Education<br /> <br> Supervised by Associate Professor Dr. Chu, Samuel K.W. <br /> <br> Co-supervised by Associate Professor Dr. Ki, Wing Wah<br /> <br> Faculty of Education<br /> <br> The University of Hong Kong, Hong Kong, China <br /> <br /> '''M.A. (Education),''' 2006 - 2008<br /> <br> In the field of Virtual Learning and Internet<br /> <br> Supervised by Professor Dr. Fong Soon Fook<br /> <br> School of Educational Studies<br /> <br> Universiti Sains Malaysia, Penang, Malaysia<br /> <br /> '''B.Sc.,''' 2002 - 2006<br /> <br> Educational Technology<br /> <br> College of Informational Technology<br /> <br> Hebei Normal University, Shijiazhuang, China<br /> <br /> ==== '''RESEARCH INTERESTS''' ====<br /> <br> '''Information Communication Technology (ICT) in Education'''<br /> <br> '''Social Media and Social Culture'''<br /> <br> '''21st Century Skills'''<br /> <br> '''Language in Education'''<br /> <br> '''Children's literature and Animation Production'''<br /> <br /> ==== '''HONORS AND AWARDS''' ====<br /> <br> 2004, '''Instructional Design''': '''No.2 Prize''' in College of Information Technology at Hebei Normal University <br /> <br> 2004, '''Instructional Software Design''': '''Excellent Prize''' in College of Information Technology at Hebei Normal University <br /> <br> 2006, Champion Group, Chinese Language Debating Competition, Universiti Sains Malaysia <br /> <br> 2009, '''Persada Kencana Best Thesis Award''' in Applied Arts, my Master’s thesis, Master of Arts (M.A.), Universiti Sains Malaysia <br /> <br> 2009, '''Best Student Paper Award''', the 6th International Conference on Knowledge Management, co-authored with award receiver, Matsuko Woo. <br /> <br> 2010, International Academic Conference Grant, University of Hong Kong <br /> <br> 2009-2011, Postgraduate Studentship, University of Hong Kong <br /> <br> 2010-2011, Faculty Research Fund, Faculty of Education, the University of Hong Kong <br /> <br> 2013, Inclusion in the Who's Who in the World 2013 -30th Edition, ISBN: 978-0-8379-1150-2, Dec. 2012, Marquis Who's Who, USA<br /> <br /> ==== '''INTERNATIONAL JOURNAL PAPERS''' ====<br /> <br>'''Li, X.''', Wang, F. & Gu, X. (2019). Understanding the Roles of ICT Enterprises in Promoting the ICT Industry Ecosystem in Education: Case Studies from China, British Journal of Educational Technology (SSCI), 50(3), 1151-1173.<br /> <br>'''Li, X.''' & Chu，S. K. W. (2018). "Using design-based research methodology to develop a pedagogy for teaching and learning of Chinese writing with wiki among Chinese upper primary school students." Computers & Education （126）'''(SSCI & SCI)''': 359-375. https://doi.org/10.1016/j.compedu.2018.06.009<br /> <br>''' Xuanxi Li'''（2017）. Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action - An Advanced Wiki-based Collaborative Process Writing Pedagogy (AWCPWP). International Journal of Culture and History 3 (4): 243-249.<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki (2014). The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China (pp. 151-169). Computers and Education (77). '''(SSCI & SCI)''' http://dx.doi.org/10.1016/j.compedu.2014.04.019<br /> <br> Matsuko Woo, Samuel K. W. Chu, '''Xuanxi Li''' (2013). Peer-feedback and revision process in a wiki mediated collaborative writing (pp. 279-309). Educational Technology Research and Development 61 (2). '''(SSCI).'''<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2012). Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students. Australasian Journal of Educational Technology 28 (1). '''(SSCI).''' http://www.ascilite.org.au/ajet/ajet28/li.html<br /> <br> Matsuko Woo, Samuel Chu, Andrew Ho & '''Xuanxi Li'''. (2011). Using a Wiki to Scaffold Primary School Students’ Collaborative Writing (pp. 43-54). Journal of Educational Technology & Society 14 (1). '''(SSCI).'''<br /> <br> '''Xuanxi Li''', Fong Soon Fook, Balakrishnan Muniandy, *Hanafi Atan & *Rozhan M. Idrus (2010). Computer-based Human Agent Image and Modality Effects – Does it Facilitate Deeper Information Processing? (pp.11-18). Malaysian Journal of Educational Technology 10 (2).<br /> <br> '''Xuanxi Li''', Fong Soon Fook, Rozhan M. Idrus (2007). Delivery Modalities of Animated Pedagogical Agents in e-Learning: a Review of Empirical Researches (pp. 65-75). Malaysian Journal of Educational Technology 7(2).<br /> <br /> ==== '''BOOK CHAPTERS''' ====<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2014). How to make good use of the wiki technology to support collaborative writing in Chinese at primary school level.(forthcoming). In Notari et al.(Eds). 《The Wiki Way of Learning》.<br /> <br> '''李絢兮'''、朱啟華、祁永华、吴麻津子 (2013). 如何善用维基技术支援中国大陆小学生的协同式写作. In Notari et al. (Eds).《维基之道协同与创造性学习 Der Wiki-Weg des Lernens》, 国立台湾师范大学, 台北。ISBN: 978-957-752-950-3.<br /> <br> Matsuko Woo, 朱启华, '''李绚兮''', David Wilck Ka Wai Leung (2013). 如何善用维基技术支援小学阶段的协同式写作? In Notari et al. (Eds).《维基之道协同与创造性学习 Der Wiki-Weg des Lernens》, 国立台湾师范大学, 台北。ISBN: 978-957-752-950-3.<br /> <br> '''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2010). Students and Teacher’s Attitudes and Perceptions toward Collaborative Writing with Wiki in a Primary Four Chinese Classroom. In Pixel (Eds). Conference Proceedings: ICT for Language Learning (pp.327-332). Florence, Italy. ISBN: 978-88-7647-569-6.<br /> <br> Woo, M., Chu, S., Ho, A., & '''Li, X. X'''. (2009). Collaborative Writing with a Wiki in a Primary Five English Classroom. In Chu S., Ritter W. and Hawamdeh S. (Ed.), Series on Innovation and Knowledge Management - Vol. 8 Managing Knowledge for Global and Collaborative Innovations (pp.193-206), Singapore: World Scientific. <br /> <br>'''Xuanxi Li''', Fong Soon Fook, Mohd. Ali (2008). Effects of a Human Agent and the Application of the Modality Principle on the Learning of Chinese Idioms and the Attitudes among Primary Three Students. (pp.563-570). In Rozhan et al. (Eds). Smart Education: Converging Technology, Pedagogy and Content. A. SANI KW SDN.BHD. Penang, Malaysia. ISBN: 978-983-42733-3-0.<br /> <br /> ==== '''CONFERENCE PAPERS''' ====<br /> <br> Xuanxi Li (2018). Participants of Ministerial Forum “Sustainable Development Goal 4: Global Dialogue on ICT and Education Innovation”. Moscow, Russia.<br /> <br> Xuanxi Li（2017). Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action An Advanced Wiki-based Collaborative Process Writing Pedagogy (AWCPWP). Paper presented at 2017 6th International Conference on Knowledge, Culture and Society (ICKCS 2017), Hong Kong. <br /> <br>'''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2011). Students and Teacher’s Attitudes and Perceptions toward a Wiki-based Collaborative Process Writing Pedagogy in a Primary Five Chinese Classroom. Paper presented at CITE Research Symposium 2011. Hong Kong, China. <br /> <br>'''Xuanxi Li''', Samuel K. W. Chu, Wing Wah Ki, Matsuko Woo (2010). Students and Teacher’s Attitudes and Perceptions toward Collaborative Writing with Wiki in a Primary Four Chinese Classroom. Paper presented at the 3rd International Conference “ICT for Language Learning”. Florence, Italy. <br /> <br>Matsuko Woo, Samuel K. W. Chu, '''Xuanxi Li''' (2010). Tracing Peer Feedback to Revision Process in a Wiki Supported Collaborative Writing. Paper presented at the Asian Conference on Education 2010. Osaka, Japan.<br /> <br>Matsuko Woo, Samuel K. W. Chu, Andrew Ho, '''Xuanxi Li''' (2009). Collaborative writing with a wiki in a primary five English classroom. Be awarded the Best Student Paper, which was presented at the 6th International Conference on Knowledge Management. Hong Kong, China. <br /> <br>Fong Soon Fook, '''Xuanxi Li''', Mohd. Ali Samsudin (2008). Effects of a Human Agent and the Application of Modality Principle on the Learning of Chinese Idioms and the Attitudes among Primary Three Students. Paper presented at the 2nd International Malaysian Educational Technology Convention. Kuantan, Pahang, Malaysia.<br /> <br /> ==== '''QUALIFICATION CERTIFICATES''' ====<br /> <br> 2006, Teaching Certification in Senior Middle School Education, People's republic of China <br /> <br> 2009, '''Certificate for Teaching and Learning in higher Education (Stage I),''' the University of Hong Kong <br /> <br> 2011, '''Certificate for Teaching and Learning in higher Education (Stage II),''' the University of Hong Kong <br /> (There are two stages all together, which were fulfilled) <br /> <br> 2015, '''Teaching Certification in Higher Education,''' People's Republic of China.<br /> <br /> ==== ''' UNIVERSITY/PROFESSIONAL/COMMUNITY SERVICE''' ====<br /> <br> 2007, '''Research Assistant'''(Part-time) of National Project “Information and Computer Technology Competencies among Malaysian Science and Mathematics Teachers”, Universiti Sains Malaysia <br /> <br> 2008, '''Teaching Assistant''' (Part-time) of Course “ICT in Education”, Unversiti Sains Malaysia <br /> <br> 2009, '''Coordinator''' for Postgraduate Student, Faculty of Education, University of Hong Kong <br /> <br> 2009, '''Event Assistant''' for Conference “ICKM 2009”, Hong Kong <br /> <br> 2011, '''Member of Program Committee''' of CITE Research Symposium “Building Communities for Technology Enhanced Learning”,University of Hong Kong <br /> <br> 2011, '''Member of Social Media Team''' for Conference “CSCL 2011”, Hong Kong<br /> <br> 2012, '''Putonghua Teacher'''(Part-time)for babies, Le Beaumont Language Centre, Hong Kong<br /> <br> 2013, '''Webpage Designer'''(http://xz.zhzyk.cn/about.jsp) for Achievements and Resources Sharing Column (http://xz.zhzyk.cn/) in National Project of "Vertical and horizontal digital informational learning, researching, and teaching", Hong Kong. <br /> <br> 2013, '''Research Assistant'''(Part-time) of research project in Faculty of Education, University of Hong Kong<br /> <br> 2013.11 to 2014.11, '''Research Assistant'''(Full-time, E-book Designer and Developer) of QEF Chinese E-book research project in Delia Memorial School, and University of Hong Kong, Hong Kong<br /> <br> April, 2015 – July, 2018, '''Lecturer of Educational Technology''', Shanghai Normal University <br /> <br> July,2018 - Present '''Postdoctoral Fellow''', Faculty of Education, East China Normal University<br /> <br /> ==== '''COMPUTER SKILLS''' ====<br /> <br> Computer language: '''C''','''Javascript''',''' HTML''','''Wiki Markup'''<br /> <br> Software: Authorware, Adobe Fireworks, Adobe Dreamweaver, Adobe Flash, Camtasia Studio, Wikis, etc<br /> <br /> ==== '''THESIS''' ====<br /> <br> '''Ph.D.’s Thesis''': “Experimenting with a Wiki-based Collaborative Process Writing Pedagogy for Teaching and Learning of Chinese Writing among Upper Primary School Students in China”, HKU. Project Website: www.joyouswriting.com<br /> <br /> <br> '''Master’s Thesis''': “Effects of a Human Agent and the Application of the Modality Principle on the Learning of Chinese Idioms and the Attitudes among Students with Different Levels of Intelligence”. Be awarded '''Persada Kencana Best Thesis Award''', USM.http://eprints.usm.my/9699/1/EFFECTS_OF_A_HUMAN_AGENT_AND_THE_APPLICATION_OF_THE_MODALITY_PRINCIPLE_ON_THE_LEARNING_OF_CHINESE_IDIOMS_AND_THE_ATTITUDES_AMONG_STUDENTS_WITH_DIFFERENT_LEVELS_OF_INTELLIGENCE.pdf<br /> <br /> <br /> ===='''UNIVERSITY/PROFESSIONAL/COMMUNITY SERVICES'''====<br /> <br /> <br> '''''Reviewer of journals/conferences/book & book chapters/research, project & book proposals''''':<br /> <br> CITE Research Symposium “Building Communities for Technology Enhanced Learning”,University of Hong Kong: 2011<br /> <br> Computers & Education: 2014 to present<br /> <br> Journal of Online Learning and Teaching (JOLT): 2014 to present<br /> <br /> ==== '''CHILDREN'S FICTION''' ====<br /> <br /> <br> 笔名: 童煦龙. 2014，系列小说《毛毛虫萤吉成长记》第一部《寻找毛毛虫王国》于《山东青年报.教育周刊》第86期C6版开始连载。http://www.todayedu.cn/sdjyzk/index.php?CurrPeid=100&CurrSid=1132</div> Thu, 25 Jun 2020 17:54:21 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:About_Researcher Activities https://mail.joyouswriting.com/index.php/Activities <p>Xuanxi: </p> <hr /> <div>'''Design and Empirical Validation of Effectiveness of an Online Story-based Gamification Platform for Sex Education''' <br /> <br /> <br><br /> Ng, Joshua<br /> University of California, Irvine<br /> ngyf@uci.edu<br /> <br /> <br /> Li, Xuanxi<br /> East China Normal University<br /> lixx@dedu.ecnu.edu.cn <br /> <br /> <br /> <br /> <br /> <br /> Wendy<br /> <br /> <br /> Chu, S. K.W. <br /> University of Hong Kong<br /> samchu@hku.hk<br /> <br /> <br /> '''Abstract'''<br /> <br /> This study aims to design and develop a game-based learning environment to help students learn Sex Education (SE) knowledge. A game-based platform named "Rescue Mission" (https://smartchoicesv2.proj.hkedcity.net/rm/)has been developed based on (please find the theory - what what theory). This study described the design of this platform. Besides, a pilot study has been done to investigate the Effectiveness of online story-based Gamification Platform. Participants are (how many) Hong Kong secondary school students. Results found that students have high engagement, % students have a score higher than 80. This study may shed some lights on how information technology used to foster Sex Education (SE) among secondary school students. <br /> <br /> <br /> '''Introduction''' <br /> <br /> Didactic approaches to Sex Education (SE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions (Arnab et al., 2013). <br /> <br /> With the context of formal classroom based secondary education in mind, Arnab et al. (2013)’s study discusses the development approach of a digital game PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships) aiming to assist the delivery of Relationship and Sex Education (RSE). Although most schools in the UK do include RSE in their curriculum delivery, the nature and content of what is taught can vary widely and is often dependent on the skills and dedication of PSHE leads and their colleagues. Using digital resources presents an opportunity for supporting a certain level of consistency of delivery, under the proviso that its design ensures students and teachers find it engaging and rewarding to use and the solution is pedagogically sound. In this case, a game-based learning approach was explored capitalizing on its engaging nature with early research indicating efficacy for learning.<br /> <br /> When delivering lessons on topics such as personal relationships and sexual health, this benefit of assistance from a relevant professional can be substantial and the benefits of encouraging discussion amongst peers have been demonstrated (Mellanby, Phelps, Crichton, & Tripp, 1995).<br /> <br /> '''Reference:''' <br /> <br /> Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., . . . Freitas, S. d. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education(69), 15-30. <br /> <br><br /> Mellanby, A. R., Phelps, F. A., Crichton, N. J., & Tripp, J. H. (1995). School sex education: an experimental programme with educational and medical benefit. [Research Support, Non-U.S. Gov’t]. British Medical Journal, 311(7002), 414–417.</div> Mon, 08 Oct 2018 07:50:34 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:Activities Activities https://mail.joyouswriting.com/index.php/Activities <p>Xuanxi: </p> <hr /> <div>'''Design and Empirical Validation of Effectiveness of an Online Story-based Gamification Platform for Sex Education''' <br /> <br /> <br><br /> Ng, Joshua<br /> University of California, Irvine<br /> ngyf@uci.edu<br /> <br /> <br /> Li, Xuanxi<br /> East China Normal University<br /> lixx@dedu.ecnu.edu.cn <br /> <br /> <br /> <br /> <br /> <br /> Wendy<br /> <br /> <br /> Chu, S. K.W. <br /> University of Hong Kong<br /> samchu@hku.hk<br /> <br /> <br /> '''Abstract'''<br /> <br /> This study aims to design and develop a game-based learning environment to help students learn Sex Education (SE) knowledge. A game-based platform named "Rescue Mission" (https://smartchoicesv2.proj.hkedcity.net/rm/)has been developed based on (please find the theory - what what theory). This study described the design of this platform. Besides, a pilot study has been done to investigate the Effectiveness of online story-based Gamification Platform. Participants are (how many) Hong Kong secondary school students. Results found that students have high engagement, % students have a score higher than 80. This study may shed some lights on how information technology used to foster Sex Education (SE) among secondary school students. <br /> <br /> <br /> '''Introduction''' <br /> <br /> Didactic approaches to Sex Education (SE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions (Arnab et al., 2013). <br /> <br /> With the context of formal classroom based secondary education in mind, Arnab et al. (2013)’s study discusses the development approach of a digital game PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships) aiming to assist the delivery of Relationship and Sex Education (RSE). Although most schools in the UK do include RSE in their curriculum delivery, the nature and content of what is taught can vary widely and is often dependent on the skills and dedication of PSHE leads and their colleagues. Using digital resources presents an opportunity for supporting a certain level of consistency of delivery, under the proviso that its design ensures students and teachers find it engaging and rewarding to use and the solution is pedagogically sound. In this case, a game-based learning approach was explored capitalizing on its engaging nature with early research indicating efficacy for learning.<br /> <br /> When delivering lessons on topics such as personal relationships and sexual health, this benefit of assistance from a relevant professional can be substantial and the benefits of encouraging discussion amongst peers have been demonstrated (Mellanby, Phelps, Crichton, & Tripp, 1995).<br /> <br /> '''Reference:''' <br /> <br /> Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., . . . Freitas, S. d. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education(69), 15-30. <br /> Mellanby, A. R., Phelps, F. A., Crichton, N. J., & Tripp, J. H. (1995). School sex education: an experimental programme with educational and medical benefit. [Research Support, Non-U.S. Gov’t]. British Medical Journal, 311(7002), 414–417.</div> Mon, 08 Oct 2018 07:49:38 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:Activities Activities https://mail.joyouswriting.com/index.php/Activities <p>Xuanxi: </p> <hr /> <div>'''Design and Empirical Validation of Effectiveness of an Online Story-based Gamification Platform for Sex Education''' <br /> <br /> <br><br /> Ng, Joshua<br /> University of California, Irvine<br /> ngyf@uci.edu<br /> <br /> <br /> Li, Xuanxi<br /> East China Normal University<br /> lixx@dedu.ecnu.edu.cn <br /> <br /> <br /> <br /> <br /> <br /> Wendy<br /> <br /> <br /> Chu, S. K.W. <br /> University of Hong Kong<br /> samchu@hku.hk<br /> <br /> <br /> '''Abstract'''<br /> <br /> This study aims to design and develop a game-based learning environment to help students learn Sex Education (SE) knowledge. A game-based platform named "Rescue Mission" (https://smartchoicesv2.proj.hkedcity.net/rm/)has been developed based on (please find the theory - what what theory). A pilot study has been done to investigate the Effectiveness of online story-based Gamification Platform. Participants are (how many) Hong Kong secondary school students. Results found that students have high engagement, % students have a score higher than 80. This study may shed some lights on how information technology used to foster Sex Education (SE) among secondary school students. <br /> <br /> <br /> '''Introduction''' <br /> <br /> Didactic approaches to Sex Education (SE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions (Arnab et al., 2013). <br /> <br /> With the context of formal classroom based secondary education in mind, Arnab et al. (2013)’s study discusses the development approach of a digital game PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships) aiming to assist the delivery of Relationship and Sex Education (RSE). Although most schools in the UK do include RSE in their curriculum delivery, the nature and content of what is taught can vary widely and is often dependent on the skills and dedication of PSHE leads and their colleagues. Using digital resources presents an opportunity for supporting a certain level of consistency of delivery, under the proviso that its design ensures students and teachers find it engaging and rewarding to use and the solution is pedagogically sound. In this case, a game-based learning approach was explored capitalizing on its engaging nature with early research indicating efficacy for learning.<br /> <br /> When delivering lessons on topics such as personal relationships and sexual health, this benefit of assistance from a relevant professional can be substantial and the benefits of encouraging discussion amongst peers have been demonstrated (Mellanby, Phelps, Crichton, & Tripp, 1995).<br /> <br /> '''Reference:''' <br /> <br /> Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., . . . Freitas, S. d. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education(69), 15-30. <br /> Mellanby, A. R., Phelps, F. A., Crichton, N. J., & Tripp, J. H. (1995). School sex education: an experimental programme with educational and medical benefit. [Research Support, Non-U.S. Gov’t]. British Medical Journal, 311(7002), 414–417.</div> Mon, 08 Oct 2018 07:48:42 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:Activities Activities https://mail.joyouswriting.com/index.php/Activities <p>Xuanxi: </p> <hr /> <div>'''Design and Empirical Validation of Effectiveness of an Online Story-based Gamification Platform for Sex Education''' <br /> <br /> <br><br /> Ng, Joshua<br /> University of California, Irvine<br /> ngyf@uci.edu<br /> <br /> <br /> Li, Xuanxi<br /> East China Normal University<br /> lixx@dedu.ecnu.edu.cn <br /> <br /> <br /> <br /> <br /> <br /> Wendy<br /> <br /> <br /> Chu, S. K.W. <br /> University of Hong Kong<br /> samchu@hku.hk<br /> <br /> <br /> '''Abstract'''<br /> <br /> This study aims to design and develop a game-based learning environment to help students learn Sex Education (SE) knowledge. A game-based platform named "Rescue Mission" (https://smartchoicesv2.proj.hkedcity.net/rm/)has been developed based on (what what theory). A pilot study has been done to investigate the Effectiveness of online story-based Gamification Platform. Participants are (how many) Hong Kong secondary school students. Results found that students have high engagement, % students have a score higher than 80. This study may shed some lights on how information technology used to foster Sex Education (SE) among secondary school students. <br /> <br /> <br /> '''Introduction''' <br /> <br /> Didactic approaches to Sex Education (SE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions (Arnab et al., 2013). <br /> <br /> With the context of formal classroom based secondary education in mind, Arnab et al. (2013)’s study discusses the development approach of a digital game PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships) aiming to assist the delivery of Relationship and Sex Education (RSE). Although most schools in the UK do include RSE in their curriculum delivery, the nature and content of what is taught can vary widely and is often dependent on the skills and dedication of PSHE leads and their colleagues. Using digital resources presents an opportunity for supporting a certain level of consistency of delivery, under the proviso that its design ensures students and teachers find it engaging and rewarding to use and the solution is pedagogically sound. In this case, a game-based learning approach was explored capitalizing on its engaging nature with early research indicating efficacy for learning.<br /> <br /> When delivering lessons on topics such as personal relationships and sexual health, this benefit of assistance from a relevant professional can be substantial and the benefits of encouraging discussion amongst peers have been demonstrated (Mellanby, Phelps, Crichton, & Tripp, 1995).<br /> <br /> '''Reference:''' <br /> <br /> Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., . . . Freitas, S. d. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education(69), 15-30. <br /> Mellanby, A. R., Phelps, F. A., Crichton, N. J., & Tripp, J. H. (1995). School sex education: an experimental programme with educational and medical benefit. [Research Support, Non-U.S. Gov’t]. British Medical Journal, 311(7002), 414–417.</div> Mon, 08 Oct 2018 07:48:13 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:Activities Activities https://mail.joyouswriting.com/index.php/Activities <p>Xuanxi: </p> <hr /> <div>'''Design and Empirical Validation of Effectiveness of an Online Story-based Gamification Platform for Sex Education''' <br /> <br /> <br><br /> Joshua HKU<br /> <br /> <br /> Li, Xuanxi<br /> East China Normal University<br /> lixx@dedu.ecnu.edu.cn <br /> <br /> <br /> <br /> <br /> <br /> Wendy<br /> <br /> <br /> Chu, S. K.W. <br /> University of Hong Kong<br /> samchu@hku.hk<br /> <br /> <br /> '''Abstract'''<br /> <br /> This study aims to design and develop a game-based learning environment to help students learn Sex Education (SE) knowledge. A game-based platform named "Rescue Mission" (https://smartchoicesv2.proj.hkedcity.net/rm/)has been developed based on what what theory. A pilot study has been done to investigate the Effectiveness of online story-based Gamification Platform. Participants are (how many) Hong Kong secondary school students. Results found that students have high engagement, % students have a score higher than 80. This study may shed some lights on how information technology used to foster Sex Education (SE) among secondary school students. <br /> <br /> <br /> '''Introduction''' <br /> <br /> Didactic approaches to Sex Education (SE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions (Arnab et al., 2013). <br /> <br /> With the context of formal classroom based secondary education in mind, Arnab et al. (2013)’s study discusses the development approach of a digital game PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships) aiming to assist the delivery of Relationship and Sex Education (RSE). Although most schools in the UK do include RSE in their curriculum delivery, the nature and content of what is taught can vary widely and is often dependent on the skills and dedication of PSHE leads and their colleagues. Using digital resources presents an opportunity for supporting a certain level of consistency of delivery, under the proviso that its design ensures students and teachers find it engaging and rewarding to use and the solution is pedagogically sound. In this case, a game-based learning approach was explored capitalizing on its engaging nature with early research indicating efficacy for learning.<br /> <br /> When delivering lessons on topics such as personal relationships and sexual health, this benefit of assistance from a relevant professional can be substantial and the benefits of encouraging discussion amongst peers have been demonstrated (Mellanby, Phelps, Crichton, & Tripp, 1995).<br /> <br /> '''Reference:''' <br /> <br /> Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., . . . Freitas, S. d. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education(69), 15-30. <br /> Mellanby, A. R., Phelps, F. A., Crichton, N. J., & Tripp, J. H. (1995). School sex education: an experimental programme with educational and medical benefit. [Research Support, Non-U.S. Gov’t]. British Medical Journal, 311(7002), 414–417.</div> Sun, 07 Oct 2018 16:23:02 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:Activities 外部链接 https://mail.joyouswriting.com/index.php/%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 <p>Xuanxi: </p> <hr /> <div><br><font color="blue"><font size="+1">'''<br /> '''作业''' <br /> <br /> {| border=1<br /> |colspan=100 align="center"| [[Ⅰ查看作业要求]]<br /> |-<br /> |-<br /> |[[1白雪]]<br /> |[[2陈泓舟]]<br /> |[[3陈婧]]<br /> |[[4龚丽娟]]<br /> |[[ 5何恺维]]<br /> |[[ 6励挺]]<br /> |[[ 7林海倩]]<br /> |[[ 8卢鹏翔]]<br /> |[[ 9路晓旭]]<br /> |[[ 10马佳叶]]<br /> |[[ 11潘志敏]]<br /> |[[ 12童方圆]]<br /> |[[ 13王长龙]]<br /> |[[ 14王佳雯]]<br /> |[[ 15吴娜]]<br /> |[[ 16吴越]]<br /> |[[ 17杨晗鸽]]<br /> |[[ 18曾嘉敏]]<br /> |[[ 19张亚林]]<br /> |[[ 20张彦娇]]<br /> |[[ 21程歌星]]<br /> |[[ 22褚钰]]<br /> |[[ 23单靖雯]]<br /> |[[ 24丁雪菲]]<br /> |[[ 25高佳平]]<br /> |[[ 26郭赛]]<br /> |[[ 27胡优立]]<br /> |[[ 28乐理娇]]<br /> |[[ 29梁静]]<br /> |[[ 30鲁梁秀]]<br /> |[[ 31彭晓玲]]<br /> |-<br /> |-<br /> |[[ 32阮佳慧]]<br /> |[[ 33石睿]]<br /> |[[ 34时慧]]<br /> |[[ 35王倩]]<br /> |[[ 36王巍]]<br /> |[[ 37吾部力喀斯木·吾布力艾散]]<br /> |[[ 38徐浩鑫]]<br /> |[[ 39徐盈]]<br /> |[[ 40杨德全]]<br /> |[[ 41易玉何]]<br /> |[[ 42曾琦]]<br /> |[[ 43曾志通]]<br /> |[[ 44战晓瑜]]<br /> |[[ 45张江翔]]<br /> |[[ 46玲珑]]<br /> |[[ 47钱祎]]]<br /> |[[48徐宏进]]<br /> |[[49汪维富]]<br /> |[[50单俊豪]]<br /> |[[51万昆]]<br /> |[[52郭守超]]<br /> |[[53陈佳雯]]<br /> |[[54王超]]<br /> |[[55白雪梅]]<br /> |[[56刘敏]]<br /> |[[57蒋秀江]]<br /> |[[58王鹤琴]]<br /> |[[59杨红云]]<br /> |[[60魏会廷]]<br /> |[[61刘艳]]<br /> |-<br /> |-<br /> |[[62马久圆]]<br /> |[[63吴曲岸]] <br /> |[[64莫文琳]] <br /> |[[65徐榕霞]]<br /> |[[66张建新]] <br /> |[[67杨丽花]]<br /> |[[68杨金朋]]<br /> |[[69文艺]]<br /> <br /> |colspan=100 align="center"|[[教师评论]]<br /> 助理邮箱：xxli@dedu.ecnu.edu.cn<br /> |}</div> Fri, 28 Sep 2018 07:51:24 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> '''Please note that under the classification of "genre", there is a "x", unfortunately it was not included in the PPT presentation. It refers to papers that are not about education at all. That might be for two reasons:They are not research papers – they might be book reviews or introductions to journal issues.<br /> They are carried out in another discipline – like medicine. This may happen if an academic has moved disciplines but their papers are acknowledged on the website of their new department affiliation (Education).''' <br /> <br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> 链接:https://pan.baidu.com/s/1IfdCZmCa5MfFcDKFCP34Wg 输入密码 o4df 提取PPT session1 <br /> <br /> 链接:https://pan.baidu.com/s/1YUDq2hxVs9OKdEuTAxIE6A 密码:njbc 提取PPT session2<br /> <br /> 非常重要链接：https://pan.baidu.com/s/1YhZ9XHql2iRcm2Ye6hOqVQ 密码: 8i3t 提取编码说明（codebook）<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分. <br /> <br /> <font color="blue"> '''希望通过完成这份作业，拓宽大家的研究视野，深化大家对于不同研究领域的理解。'''<br /> <br /> <font color="red"> 请注意，在“体裁”的分类中，有一个“x”，遗憾的是它没有包含在PPT演示文稿中。它指的是与教育无关的论文。这可能有两个原因：它们不是研究论文——它们可能是书评或期刊问题的介绍。它们是在另一门学科中进行的，比如医学。如果某个学者已经转移了学科，但是他们的论文在新的部门附属机构（Educaiton）的网站上得到了认可，那么这种情况就会发生。<br /> <br /> <font color="blue"> <br /> <br /> 具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Thu, 27 Sep 2018 14:21:49 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> '''Please note that under the classification of "genre", there is a "x", unfortunately it was not included in the PPT presentation. It refers to papers that are not about education at all. That might be for two reasons:They are not research papers – they might be book reviews or introductions to journal issues.<br /> They are carried out in another discipline – like medicine. This may happen if an academic has moved disciplines but their papers are acknowledged on the website of their new department affiliation (Education).''' <br /> <br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> 链接:https://pan.baidu.com/s/1IfdCZmCa5MfFcDKFCP34Wg 输入密码 o4df 提取PPT session1 <br /> 链接:https://pan.baidu.com/s/1YUDq2hxVs9OKdEuTAxIE6A 密码:njbc 提取PPT session2<br /> <br /> 非常重要链接：https://pan.baidu.com/s/1YhZ9XHql2iRcm2Ye6hOqVQ 密码: 8i3t 提取编码说明（codebook）<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分. <br /> <br /> <font color="blue"> '''希望通过完成这份作业，拓宽大家的研究视野，深化大家对于不同研究领域的理解。'''<br /> <br /> <font color="red"> 请注意，在“体裁”的分类中，有一个“x”，遗憾的是它没有包含在PPT演示文稿中。它指的是与教育无关的论文。这可能有两个原因：它们不是研究论文——它们可能是书评或期刊问题的介绍。它们是在另一门学科中进行的，比如医学。如果某个学者已经转移了学科，但是他们的论文在新的部门附属机构（Educaiton）的网站上得到了认可，那么这种情况就会发生。<br /> <br /> <font color="blue"> <br /> <br /> 具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Thu, 27 Sep 2018 14:21:25 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 外部链接 https://mail.joyouswriting.com/index.php/%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 <p>Xuanxi: </p> <hr /> <div><br><font color="blue"><font size="+1">'''<br /> '''作业''' <br /> <br /> {| border=1<br /> |colspan=100 align="center"| [[Ⅰ查看作业要求]]<br /> |-<br /> |-<br /> |[[1白雪]]<br /> |[[2陈泓舟]]<br /> |[[3陈婧]]<br /> |[[4龚丽娟]]<br /> |[[ 5何恺维]]<br /> |[[ 6励挺]]<br /> |[[ 7林海倩]]<br /> |[[ 8卢鹏翔]]<br /> |[[ 9路晓旭]]<br /> |[[ 10马佳叶]]<br /> |[[ 11潘志敏]]<br /> |[[ 12童方圆]]<br /> |[[ 13王长龙]]<br /> |[[ 14王佳雯]]<br /> |[[ 15吴娜]]<br /> |[[ 16吴越]]<br /> |[[ 17杨晗鸽]]<br /> |[[ 18曾嘉敏]]<br /> |[[ 19张亚林]]<br /> |[[ 20张彦娇]]<br /> |[[ 21程歌星]]<br /> |[[ 22褚钰]]<br /> |[[ 23单靖雯]]<br /> |[[ 24丁雪菲]]<br /> |[[ 25高佳平]]<br /> |[[ 26郭赛]]<br /> |[[ 27胡优立]]<br /> |[[ 28乐理娇]]<br /> |[[ 29梁静]]<br /> |[[ 30鲁梁秀]]<br /> |[[ 31彭晓玲]]<br /> |-<br /> |-<br /> |[[ 32阮佳慧]]<br /> |[[ 33石睿]]<br /> |[[ 34时慧]]<br /> |[[ 35王倩]]<br /> |[[ 36王巍]]<br /> |[[ 37吾部力喀斯木·吾布力艾散]]<br /> |[[ 38徐浩鑫]]<br /> |[[ 39徐盈]]<br /> |[[ 40杨德全]]<br /> |[[ 41易玉何]]<br /> |[[ 42曾琦]]<br /> |[[ 43曾志通]]<br /> |[[ 44战晓瑜]]<br /> |[[ 45张江翔]]<br /> |[[ 46玲珑]]<br /> |[[ 47钱祎]]]<br /> |[[48徐宏进]]<br /> |[[49汪维富]]<br /> |[[50单俊豪]]<br /> |[[51万昆]]<br /> |[[52郭守超]]<br /> |[[53陈佳雯]]<br /> |[[54王超]]<br /> |[[55白雪梅]]<br /> |[[56刘敏]]<br /> |[[57蒋秀江]]<br /> |[[58王鹤琴]]<br /> |[[59杨红云]]<br /> |[[60魏会廷]]<br /> |[[61刘艳]]<br /> |-<br /> |-<br /> |[[62马久圆]]<br /> |[[63吴曲岸]] <br /> |[[64莫文琳]] <br /> |[[65徐榕霞]]<br /> |[[66张建新]] <br /> |[[67杨丽花]]<br /> |[[68杨金朋]]<br /> <br /> |colspan=100 align="center"|[[教师评论]]<br /> 助理邮箱：xxli@dedu.ecnu.edu.cn<br /> |}</div> Sun, 23 Sep 2018 15:49:17 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 外部链接 https://mail.joyouswriting.com/index.php/%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 <p>Xuanxi: </p> <hr /> <div><br><font color="blue"><font size="+1">'''<br /> '''作业''' <br /> <br /> {| border=1<br /> |colspan=100 align="center"| [[Ⅰ查看作业要求]]<br /> |-<br /> |-<br /> |[[1白雪]]<br /> |[[2陈泓舟]]<br /> |[[3陈婧]]<br /> |[[4龚丽娟]]<br /> |[[ 5何恺维]]<br /> |[[ 6励挺]]<br /> |[[ 7林海倩]]<br /> |[[ 8卢鹏翔]]<br /> |[[ 9路晓旭]]<br /> |[[ 10马佳叶]]<br /> |[[ 11潘志敏]]<br /> |[[ 12童方圆]]<br /> |[[ 13王长龙]]<br /> |[[ 14王佳雯]]<br /> |[[ 15吴娜]]<br /> |[[ 16吴越]]<br /> |[[ 17杨晗鸽]]<br /> |[[ 18曾嘉敏]]<br /> |[[ 19张亚林]]<br /> |[[ 20张彦娇]]<br /> |[[ 21程歌星]]<br /> |[[ 22褚钰]]<br /> |[[ 23单靖雯]]<br /> |[[ 24丁雪菲]]<br /> |[[ 25高佳平]]<br /> |[[ 26郭赛]]<br /> |[[ 27胡优立]]<br /> |[[ 28乐理娇]]<br /> |[[ 29梁静]]<br /> |[[ 30鲁梁秀]]<br /> |[[ 31彭晓玲]]<br /> |-<br /> |-<br /> |[[ 32阮佳慧]]<br /> |[[ 33石睿]]<br /> |[[ 34时慧]]<br /> |[[ 35王倩]]<br /> |[[ 36王巍]]<br /> |[[ 37吾部力喀斯木·吾布力艾散]]<br /> |[[ 38徐浩鑫]]<br /> |[[ 39徐盈]]<br /> |[[ 40杨德全]]<br /> |[[ 41易玉何]]<br /> |[[ 42曾琦]]<br /> |[[ 43曾志通]]<br /> |[[ 44战晓瑜]]<br /> |[[ 45张江翔]]<br /> |[[ 46玲珑]]<br /> |[[ 47RUBAN]]<br /> |[[48徐宏进]]<br /> |[[49汪维富]]<br /> |[[50单俊豪]]<br /> |[[51万昆]]<br /> |[[52郭守超]]<br /> |[[53陈佳雯]]<br /> |[[54王超]]<br /> |[[55白雪梅]]<br /> |[[56刘敏]]<br /> |[[57蒋秀江]]<br /> |[[58王鹤琴]]<br /> |[[59杨红云]]<br /> |[[60魏会廷]]<br /> |[[61刘艳]]<br /> |-<br /> |-<br /> |[[62马久圆]]<br /> |[[63吴曲岸]] <br /> |[[64莫文琳]] <br /> |[[65徐榕霞]]<br /> |[[66张建新]] <br /> |[[67杨丽花]]<br /> |colspan=100 align="center"|[[教师评论]]<br /> 助理邮箱：xxli@dedu.ecnu.edu.cn<br /> |}</div> Sun, 23 Sep 2018 14:41:27 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 外部链接 https://mail.joyouswriting.com/index.php/%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 <p>Xuanxi: </p> <hr /> <div><br><font color="blue"><font size="+1">'''<br /> '''作业''' <br /> <br /> {| border=1<br /> |colspan=100 align="center"| [[Ⅰ查看作业要求]]<br /> |-<br /> |-<br /> |[[1白雪]]<br /> |[[2陈泓舟]]<br /> |[[3陈婧]]<br /> |[[4龚丽娟]]<br /> |[[ 5何恺维]]<br /> |[[ 6励挺]]<br /> |[[ 7林海倩]]<br /> |[[ 8卢鹏翔]]<br /> |[[ 9路晓旭]]<br /> |[[ 10马佳叶]]<br /> |[[ 11潘志敏]]<br /> |[[ 12童方圆]]<br /> |[[ 13王长龙]]<br /> |[[ 14王佳雯]]<br /> |[[ 15吴娜]]<br /> |[[ 16吴越]]<br /> |[[ 17杨晗鸽]]<br /> |[[ 18曾嘉敏]]<br /> |[[ 19张亚林]]<br /> |[[ 20张彦娇]]<br /> |[[ 21程歌星]]<br /> |[[ 22褚钰]]<br /> |[[ 23单靖雯]]<br /> |[[ 24丁雪菲]]<br /> |[[ 25高佳平]]<br /> |[[ 26郭赛]]<br /> |[[ 27胡优立]]<br /> |[[ 28乐理娇]]<br /> |[[ 29梁静]]<br /> |[[ 30鲁梁秀]]<br /> |[[ 31彭晓玲]]<br /> |-<br /> |-<br /> |[[ 32阮佳慧]]<br /> |[[ 33石睿]]<br /> |[[ 34时慧]]<br /> |[[ 35王倩]]<br /> |[[ 36王巍]]<br /> |[[ 37吾部力喀斯木·吾布力艾散]]<br /> |[[ 38徐浩鑫]]<br /> |[[ 39徐盈]]<br /> |[[ 40杨德全]]<br /> |[[ 41易玉何]]<br /> |[[ 42曾琦]]<br /> |[[ 43曾志通]]<br /> |[[ 44战晓瑜]]<br /> |[[ 45张江翔]]<br /> |[[ 46玲珑]]<br /> |[[ 47RUBAN]]<br /> |[[48徐宏进]]<br /> |[[49汪维富]]<br /> |[[50单俊豪]]<br /> |[[51万昆]]<br /> |[[52郭守超]]<br /> |[[53陈佳雯]]<br /> |[[54王超]]<br /> |[[55白雪梅]]<br /> |[[56刘敏]]<br /> |[[57蒋秀江]]<br /> |[[58王鹤琴]]<br /> |[[59杨红云]]<br /> |[[60魏会廷]]<br /> |[[61刘艳]]<br /> |-<br /> |-<br /> |[[马久圆]]<br /> |[[吴曲岸]] <br /> |[[莫文琳]] <br /> |[[徐榕霞]]<br /> |[[张建新]] <br /> |[[杨丽花]]<br /> |colspan=100 align="center"|[[教师评论]]<br /> 助理邮箱：xxli@dedu.ecnu.edu.cn<br /> |}</div> Sun, 23 Sep 2018 14:40:59 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> '''Please note that under the classification of "genre", there is a "x", unfortunately it was not included in the PPT presentation. It refers to papers that are not about education at all. That might be for two reasons:They are not research papers – they might be book reviews or introductions to journal issues.<br /> They are carried out in another discipline – like medicine. This may happen if an academic has moved disciplines but their papers are acknowledged on the website of their new department affiliation (Education).''' <br /> <br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> 链接:https://pan.baidu.com/s/1IfdCZmCa5MfFcDKFCP34Wg 输入密码 o4df 提取PPT<br /> <br /> 非常重要链接：https://pan.baidu.com/s/1YhZ9XHql2iRcm2Ye6hOqVQ 密码: 8i3t 提取编码说明（codebook）<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分. <br /> <br /> <font color="blue"> '''希望通过完成这份作业，拓宽大家的研究视野，深化大家对于不同研究领域的理解。'''<br /> <br /> <font color="red"> 请注意，在“体裁”的分类中，有一个“x”，遗憾的是它没有包含在PPT演示文稿中。它指的是与教育无关的论文。这可能有两个原因：它们不是研究论文——它们可能是书评或期刊问题的介绍。它们是在另一门学科中进行的，比如医学。如果某个学者已经转移了学科，但是他们的论文在新的部门附属机构（Educaiton）的网站上得到了认可，那么这种情况就会发生。<br /> <br /> <font color="blue"> <br /> <br /> 具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Sat, 22 Sep 2018 12:18:14 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> '''Please note that under the classification of "genre", there is a "x", unfortunately it was not included in the PPT presentation. It refers to papers that are not about education at all. That might be for two reasons:They are not research papers – they might be book reviews or introductions to journal issues.<br /> They are carried out in another discipline – like medicine. This may happen if an academic has moved disciplines but their papers are acknowledged on the website of their new department affiliation (Education).''' <br /> <br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> 链接:https://pan.baidu.com/s/1IfdCZmCa5MfFcDKFCP34Wg 输入密码 o4df 提取PPT<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分. <br /> <br /> <font color="blue"> '''希望通过完成这份作业，拓宽大家的研究视野，深化大家对于不同研究领域的理解。'''<br /> <br /> <font color="red"> 请注意，在“体裁”的分类中，有一个“x”，遗憾的是它没有包含在PPT演示文稿中。它指的是与教育无关的论文。这可能有两个原因：它们不是研究论文——它们可能是书评或期刊问题的介绍。它们是在另一门学科中进行的，比如医学。如果某个学者已经转移了学科，但是他们的论文在新的部门附属机构（Educaiton）的网站上得到了认可，那么这种情况就会发生。<br /> <br /> <font color="blue"> <br /> <br /> 具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Sat, 22 Sep 2018 09:20:37 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> '''Please note that under the classification of "genre", there is a "x", unfortunately it was not included in the PPT presentation. It refers to papers that are not about education at all. That might be for two reasons:They are not research papers – they might be book reviews or introductions to journal issues.<br /> They are carried out in another discipline – like medicine. This may happen if an academic has moved disciplines but their papers are acknowledged on the website of their new department affiliation (Education).''' <br /> <br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> 链接:https://pan.baidu.com/s/1IfdCZmCa5MfFcDKFCP34Wg 输入密码 o4df 提取PPT<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分. <br /> <br /> <font color="blue"> '''希望通过完成这份作业，拓宽大家的研究视野，深化大家对于不同研究领域的理解。'''<br /> <br /> <font color="red"> 请注意，在“体裁”的分类中，有一个“x”，遗憾的是它没有包含在PPT演示文稿中。它指的是与教育无关的论文。这可能有两个原因：它们不是研究论文——它们可能是书评或期刊问题的介绍。它们是在另一门学科中进行的，比如医学。如果某个学者已经转移了学科，但是他们的论文在新的部门附属机构（Educaiton）的网站上得到了认可，那么这种情况就会发生。<br /> <br /> 具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Sat, 22 Sep 2018 09:19:59 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> '''Please note that under the classification of "genre", there is a "x", unfortunately it was not included in the PPT presentation. It refers to papers that are not about education at all. That might be for two reasons:They are not research papers – they might be book reviews or introductions to journal issues.<br /> They are carried out in another discipline – like medicine. This may happen if an academic has moved disciplines but their papers are acknowledged on the website of their new department affiliation (Education).''' <br /> <br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> 链接:https://pan.baidu.com/s/1IfdCZmCa5MfFcDKFCP34Wg 输入密码 o4df 提取PPT<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分. <br /> <br /> <font color="blue"> '''希望通过完成这份作业，拓宽大家的研究视野，深化大家对于不同研究领域的理解。'''<br /> <br /> <font color="green"> 请注意，在“体裁”的分类中，有一个“x”，遗憾的是它没有包含在PPT演示文稿中。它指的是与教育无关的论文。这可能有两个原因：它们不是研究论文——它们可能是书评或期刊问题的介绍。它们是在另一门学科中进行的，比如医学。如果某个学者已经转移了学科，但是他们的论文在新的部门附属机构（Educaiton）的网站上得到了认可，那么这种情况就会发生。<br /> <br /> 具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Sat, 22 Sep 2018 09:19:34 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> '''Please note that under the classification of "genre", there is a "x", unfortunately it was not included in the PPT presentation. It refers to papers that are not about education at all. That might be for two reasons:They are not research papers – they might be book reviews or introductions to journal issues.<br /> They are carried out in another discipline – like medicine. This may happen if an academic has moved disciplines but their papers are acknowledged on the website of their new department affiliation (Educaiton).''' <br /> <br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> 链接:https://pan.baidu.com/s/1IfdCZmCa5MfFcDKFCP34Wg 输入密码 o4df 提取PPT<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分. <br /> <br /> <font color="blue"> '''希望通过完成这份作业，拓宽大家的研究视野，深化大家对于不同研究领域的理解。'''<br /> <br /> <font color="green"> 请注意，在“体裁”的分类中，有一个“x”，遗憾的是它没有包含在PPT演示文稿中。它指的是与教育无关的论文。这可能有两个原因：它们不是研究论文——它们可能是书评或期刊问题的介绍。它们是在另一门学科中进行的，比如医学。如果某个学者已经转移了学科，但是他们的论文在新的部门附属机构（Educaiton）的网站上得到了认可，那么这种情况就会发生。<br /> <br /> 具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Sat, 22 Sep 2018 09:18:24 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> 链接:https://pan.baidu.com/s/1IfdCZmCa5MfFcDKFCP34Wg 输入密码 o4df 提取PPT<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分. <br /> <br /> <font color="blue"> '''希望通过完成这份作业，拓宽大家的研究视野，深化大家对于不同研究领域的理解。'''<br /> <br /> 具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Thu, 20 Sep 2018 06:40:38 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 外部链接 https://mail.joyouswriting.com/index.php/%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 <p>Xuanxi: </p> <hr /> <div><br><font color="blue"><font size="+1">'''<br /> '''作业''' <br /> <br /> {| border=1<br /> |colspan=100 align="center"| [[Ⅰ查看作业要求]]<br /> |-<br /> |-<br /> |[[1白雪]]<br /> |[[2陈泓舟]]<br /> |[[3陈婧]]<br /> |[[4龚丽娟]]<br /> |[[ 5何恺维]]<br /> |[[ 6励挺]]<br /> |[[ 7林海倩]]<br /> |[[ 8卢鹏翔]]<br /> |[[ 9路晓旭]]<br /> |[[ 10马佳叶]]<br /> |[[ 11潘志敏]]<br /> |[[ 12童方圆]]<br /> |[[ 13王长龙]]<br /> |[[ 14王佳雯]]<br /> |[[ 15吴娜]]<br /> |[[ 16吴越]]<br /> |[[ 17杨晗鸽]]<br /> |[[ 18曾嘉敏]]<br /> |[[ 19张亚林]]<br /> |[[ 20张彦娇]]<br /> |[[ 21程歌星]]<br /> |[[ 22褚钰]]<br /> |[[ 23单靖雯]]<br /> |[[ 24丁雪菲]]<br /> |[[ 25高佳平]]<br /> |[[ 26郭赛]]<br /> |[[ 27胡优立]]<br /> |[[ 28乐理娇]]<br /> |[[ 29梁静]]<br /> |[[ 30鲁梁秀]]<br /> |[[ 31彭晓玲]]<br /> |-<br /> |-<br /> |[[ 32阮佳慧]]<br /> |[[ 33石睿]]<br /> |[[ 34时慧]]<br /> |[[ 35王倩]]<br /> |[[ 36王巍]]<br /> |[[ 37吾部力喀斯木·吾布力艾散]]<br /> |[[ 38徐浩鑫]]<br /> |[[ 39徐盈]]<br /> |[[ 40杨德全]]<br /> |[[ 41易玉何]]<br /> |[[ 42曾琦]]<br /> |[[ 43曾志通]]<br /> |[[ 44战晓瑜]]<br /> |[[ 45张江翔]]<br /> |[[ 46玲珑]]<br /> |[[ 47RUBAN]]<br /> |[[48徐宏进]]<br /> |[[49汪维富]]<br /> |[[50单俊豪]]<br /> |[[51万昆]]<br /> |[[52郭守超]]<br /> |[[53陈佳雯]]<br /> |[[54王超]]<br /> |[[55白雪梅]]<br /> |[[56刘敏]]<br /> |[[57蒋秀江]]<br /> |[[58王鹤琴]]<br /> |[[59杨红云]]<br /> |[[60魏会廷]]<br /> |[[61刘艳]]<br /> |-<br /> |-<br /> |colspan=100 align="center"|[[教师评论]]<br /> 助理邮箱：xxli@dedu.ecnu.edu.cn<br /> |}</div> Thu, 20 Sep 2018 04:47:12 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 外部链接 https://mail.joyouswriting.com/index.php/%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 <p>Xuanxi: </p> <hr /> <div><br><font color="blue"><font size="+1">'''<br /> '''作业''' <br /> <br /> {| border=1<br /> |colspan=100 align="center"| [[Ⅰ查看作业要求]]<br /> |-<br /> |-<br /> |[[1白雪]]<br /> |[[2陈泓舟]]<br /> |[[3陈婧]]<br /> |[[4龚丽娟]]<br /> |[[ 5何恺维]]<br /> |[[ 6励挺]]<br /> |[[ 7林海倩]]<br /> |[[ 8卢鹏翔]]<br /> |[[ 9路晓旭]]<br /> |[[ 10马佳叶]]<br /> |[[ 11潘志敏]]<br /> |[[ 12童方圆]]<br /> |[[ 13王长龙]]<br /> |[[ 14王佳雯]]<br /> |[[ 15吴娜]]<br /> |[[ 16吴越]]<br /> |[[ 17杨晗鸽]]<br /> |[[ 18曾嘉敏]]<br /> |[[ 19张亚林]]<br /> |[[ 20张彦娇]]<br /> |[[ 21程歌星]]<br /> |[[ 22褚钰]]<br /> |[[ 23单靖雯]]<br /> |[[ 24丁雪菲]]<br /> |[[ 25高佳平]]<br /> |[[ 26郭赛]]<br /> |[[ 27胡优立]]<br /> |[[ 28乐理娇]]<br /> |[[ 29梁静]]<br /> |[[ 30鲁梁秀]]<br /> |[[ 31彭晓玲]]<br /> |-<br /> |-<br /> |[[ 32阮佳慧]]<br /> |[[ 33石睿]]<br /> |[[ 34时慧]]<br /> |[[ 35王倩]]<br /> |[[ 36王巍]]<br /> |[[ 37吾部力喀斯木·吾布力艾散]]<br /> |[[ 38徐浩鑫]]<br /> |[[ 39徐盈]]<br /> |[[ 40杨德全]]<br /> |[[ 41易玉何]]<br /> |[[ 42曾琦]]<br /> |[[ 43曾志通]]<br /> |[[ 44战晓瑜]]<br /> |[[ 45张江翔]]<br /> |[[ 46玲珑]]<br /> |[[ 47RUBAN]]<br /> |[[48徐宏进]]<br /> |[[49汪维富]]<br /> |[[50单俊豪]]<br /> |[[51万昆]]<br /> |[[52郭守超]]<br /> |[[53陈佳雯]]<br /> |[[54王超]]<br /> |[[55白雪梅]]<br /> |[[56刘敏]]<br /> |[[57蒋秀江]]<br /> |[[58王鹤琴]]<br /> |[[59杨红云]]<br /> |[[60魏会廷]]<br /> |[[61刘艳]]<br /> |-<br /> |-<br /> |colspan=100 align="center"|[[教师评论]] 如果你需要任何帮助：xxli@dedu.ecnu.edu.cn<br /> |}</div> Thu, 20 Sep 2018 04:46:36 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 Activities https://mail.joyouswriting.com/index.php/Activities <p>Xuanxi: </p> <hr /> <div>'''Design and Empirical Validation of Effectiveness of an Online Story-based Gamification Platform for Sex Education''' <br /> <br /> <br><br /> Li, Xuanxi<br /> East China Normal University<br /> lixx@dedu.ecnu.edu.cn <br /> <br /> Joshua <br /> <br /> <br /> <br /> Wendy<br /> <br /> <br /> Chu, S. K.W. <br /> University of Hong Kong<br /> samchu@hku.hk<br /> <br /> <br /> '''Abstract'''<br /> <br /> This study aims to design and develop a game-based learning environment to help students learn Sex Education (SE) knowledge. A game-based platform named "Rescue Mission" (https://smartchoicesv2.proj.hkedcity.net/rm/)has been developed based on what what theory. A pilot study has been done to investigate the Effectiveness of online story-based Gamification Platform. Participants are (how many) Hong Kong secondary school students. Results found that students have high engagement, % students have a score higher than 80. This study may shed some lights on how information technology used to foster Sex Education (SE) among secondary school students. <br /> <br /> <br /> '''Introduction''' <br /> <br /> Didactic approaches to Sex Education (SE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions (Arnab et al., 2013). <br /> <br /> With the context of formal classroom based secondary education in mind, Arnab et al. (2013)’s study discusses the development approach of a digital game PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships) aiming to assist the delivery of Relationship and Sex Education (RSE). Although most schools in the UK do include RSE in their curriculum delivery, the nature and content of what is taught can vary widely and is often dependent on the skills and dedication of PSHE leads and their colleagues. Using digital resources presents an opportunity for supporting a certain level of consistency of delivery, under the proviso that its design ensures students and teachers find it engaging and rewarding to use and the solution is pedagogically sound. In this case, a game-based learning approach was explored capitalizing on its engaging nature with early research indicating efficacy for learning.<br /> <br /> When delivering lessons on topics such as personal relationships and sexual health, this benefit of assistance from a relevant professional can be substantial and the benefits of encouraging discussion amongst peers have been demonstrated (Mellanby, Phelps, Crichton, & Tripp, 1995).<br /> <br /> '''Reference:''' <br /> <br /> Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., . . . Freitas, S. d. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education(69), 15-30. <br /> Mellanby, A. R., Phelps, F. A., Crichton, N. J., & Tripp, J. H. (1995). School sex education: an experimental programme with educational and medical benefit. [Research Support, Non-U.S. Gov’t]. British Medical Journal, 311(7002), 414–417.</div> Wed, 19 Sep 2018 12:11:56 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:Activities Activities https://mail.joyouswriting.com/index.php/Activities <p>Xuanxi: </p> <hr /> <div>'''Design and Empirical Validation of Effectiveness of an Online Story-based Gamification Platform for Sex Education''' <br /> <br /> <br><br /> Li, Xuanxi<br /> East China Normal University<br /> lixx@dedu.ecnu.edu.cn <br /> <br /> Joshua <br /> <br /> <br /> <br /> Wendy<br /> <br /> <br /> Chu, S. K.W. <br /> University of Hong Kong<br /> samchu@hku.hk<br /> <br /> <br /> '''Abstract'''<br /> <br /> This study aims to design and develop a game-based learning environment to help students learn Sex Education (SE) knowledge. A game-based platform named "Rescue Mission" (https://smartchoicesv2.proj.hkedcity.net/rm/)has been developed based on what what theory. A pilot study has been done to investigate the Effectiveness of online story-based Gamification Platform. Participants are (how many) Hong Kong secondary school students. Results found that students have high engagement, % students have a score higher than 80. This study may shed some lights on how information technology used to foster Sex Education (SE) among secondary school students. <br /> <br /> <br /> '''Introduction''' <br /> <br /> Didactic approaches to Sex Education (SE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions (Arnab et al., 2013). <br /> <br /> With the context of formal classroom based secondary education in mind, Arnab et al. (2013)’s study discusses the development approach of a digital game PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships) aiming to assist the delivery of Relationship and Sex Education (RSE). Although most schools in the UK do include RSE in their curriculum delivery, the nature and content of what is taught can vary widely and is often dependent on the skills and dedication of PSHE leads and their colleagues. Using digital resources presents an opportunity for supporting a certain level of consistency of delivery, under the proviso that its design ensures students and teachers find it engaging and rewarding to use and the solution is pedagogically sound. In this case, a game-based learning approach was explored capitalizing on its engaging nature with early research indicating efficacy for learning.<br /> <br /> When delivering lessons on topics such as personal relationships and sexual health, this benefit of assistance from a relevant professional can be substantial and the benefits of encouraging discussion amongst peers have been demonstrated (Mellanby, Phelps, Crichton, & Tripp, 1995).<br /> <br /> Reference: <br /> <br /> Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., . . . Freitas, S. d. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education(69), 15-30. <br /> Mellanby, A. R., Phelps, F. A., Crichton, N. J., & Tripp, J. H. (1995). School sex education: an experimental programme with educational and medical benefit. [Research Support, Non-U.S. Gov’t]. British Medical Journal, 311(7002), 414–417.</div> Wed, 19 Sep 2018 12:11:41 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:Activities Activities https://mail.joyouswriting.com/index.php/Activities <p>Xuanxi: </p> <hr /> <div>'''Design and Empirical Validation of Effectiveness of an Online Story-based Gamification Platform for Sex Education''' <br /> <br /> <br><br /> Li, Xuanxi<br /> East China Normal University<br /> lixx@dedu.ecnu.edu.cn <br /> <br /> Joshua <br /> <br /> <br /> <br /> Wendy<br /> <br /> <br /> Chu, S. K.W. <br /> University of Hong Kong<br /> samchu@hku.hk<br /> <br /> <br /> '''Abstract'''<br /> <br /> Didactic approaches to Sex Education (SE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions (Arnab et al., 2013). <br /> <br /> With the context of formal classroom based secondary education in mind, Arnab et al. (2013)’s study discusses the development approach of a digital game PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships) aiming to assist the delivery of Relationship and Sex Education (RSE). Although most schools in the UK do include RSE in their curriculum delivery, the nature and content of what is taught can vary widely and is often dependent on the skills and dedication of PSHE leads and their colleagues. Using digital resources presents an opportunity for supporting a certain level of consistency of delivery, under the proviso that its design ensures students and teachers find it engaging and rewarding to use and the solution is pedagogically sound. In this case, a game-based learning approach was explored capitalizing on its engaging nature with early research indicating efficacy for learning.<br /> <br /> When delivering lessons on topics such as personal relationships and sexual health, this benefit of assistance from a relevant professional can be substantial and the benefits of encouraging discussion amongst peers have been demonstrated (Mellanby, Phelps, Crichton, & Tripp, 1995).<br /> <br /> Reference: <br /> <br /> Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., . . . Freitas, S. d. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education(69), 15-30. <br /> Mellanby, A. R., Phelps, F. A., Crichton, N. J., & Tripp, J. H. (1995). School sex education: an experimental programme with educational and medical benefit. [Research Support, Non-U.S. Gov’t]. British Medical Journal, 311(7002), 414–417.</div> Wed, 19 Sep 2018 11:28:01 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:Activities Activities https://mail.joyouswriting.com/index.php/Activities <p>Xuanxi: 创建新页面为 'Design and Empirical Validation of Effectiveness of an Online Story-based Gamification Platform for Sex Education Li, Xuanxi East China Normal University lixx@dedu.ecnu.edu.cn …'</p> <hr /> <div>Design and Empirical Validation of Effectiveness of an Online Story-based Gamification Platform for Sex Education <br /> Li, Xuanxi<br /> East China Normal University<br /> lixx@dedu.ecnu.edu.cn <br /> <br /> Joshua <br /> <br /> <br /> <br /> Wendy<br /> <br /> <br /> Chu, S. K.W. <br /> University of Hong Kong<br /> samchu@hku.hk<br /> <br /> <br /> Abstract<br /> Didactic approaches to Sex Education (SE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions (Arnab et al., 2013). <br /> <br /> With the context of formal classroom based secondary education in mind, Arnab et al. (2013)’s study discusses the development approach of a digital game PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships) aiming to assist the delivery of Relationship and Sex Education (RSE). Although most schools in the UK do include RSE in their curriculum delivery, the nature and content of what is taught can vary widely and is often dependent on the skills and dedication of PSHE leads and their colleagues. Using digital resources presents an opportunity for supporting a certain level of consistency of delivery, under the proviso that its design ensures students and teachers find it engaging and rewarding to use and the solution is pedagogically sound. In this case, a game-based learning approach was explored capitalizing on its engaging nature with early research indicating efficacy for learning.<br /> <br /> When delivering lessons on topics such as personal relationships and sexual health, this benefit of assistance from a relevant professional can be substantial and the benefits of encouraging discussion amongst peers have been demonstrated (Mellanby, Phelps, Crichton, & Tripp, 1995).<br /> <br /> Reference: <br /> <br /> Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., . . . Freitas, S. d. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education(69), 15-30. <br /> Mellanby, A. R., Phelps, F. A., Crichton, N. J., & Tripp, J. H. (1995). School sex education: an experimental programme with educational and medical benefit. [Research Support, Non-U.S. Gov’t]. British Medical Journal, 311(7002), 414–417.</div> Wed, 19 Sep 2018 11:27:21 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:Activities Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分. <br /> <br /> <font color="blue"> '''希望通过完成这份作业，拓宽大家的研究视野，深化大家对于不同研究领域的理解。'''<br /> <br /> 具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Wed, 19 Sep 2018 10:58:00 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分. '''希望通过完成这份作业，拓宽大家的研究视野，深化大家对于不同研究领域的理解。'''<br /> <br /> 具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Wed, 19 Sep 2018 10:57:10 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。希望通过完成这份作业，拓宽大家的研究视野，深化大家对于不同研究领域的理解。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Wed, 19 Sep 2018 10:56:19 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.It is hoped that this assignment will broaden your research horizons and deepen your understanding of different research areas.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Wed, 19 Sep 2018 10:40:18 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 第三社区 https://mail.joyouswriting.com/index.php/%E7%AC%AC%E4%B8%89%E7%A4%BE%E5%8C%BA <p>Xuanxi: </p> <hr /> <div><font color="purple"><font size="+2">'''教师园地 / Teacher's Bulletin Corner :'''<br /> ----<br /> {|style="background:white light; color:blue" <br /> |-<br /> |<font color="blue"><font size="+1.5">[[*写作方法指导 / *Guidance for Writing]]<br /> |rowspan=3| [[Image:cycle3.gif|right]] <font color="green"><font size="+1">[[Activities]]<br /> |-<br /> |<font color="green"><font size="+1.5">[[*写作评分标准 / *Rating Criteria for Writing]]<br /> |-<br /> |}<br /> <br /> ----<br /> <font color="purple"><font size="+2">'''学生园地 / Students' Activity Corner :'''<br /> <br /> ----<br /> <br /> <br><font color="light blue"><font size="+1">'''第Ⅰ次习作''' <br /> <br /> {| border=1<br /> |colspan=14 align="center"|[[Ⅰ查看题目及要求]]<br /> |-<br /> |-<br /> |[[ Ⅰ 小组1]]<br /> |[[ Ⅰ 小组2]]<br /> |[[ Ⅰ 小组3]]<br /> |[[ Ⅰ 小组4]]<br /> |[[ Ⅰ 小组5]]<br /> |[[ Ⅰ 小组6]]<br /> |[[ Ⅰ 小组7]]<br /> |[[ Ⅰ 小组8]]<br /> |[[ Ⅰ 小组9]]<br /> |[[ Ⅰ 小组10]]<br /> |[[ Ⅰ 小组11]]<br /> |[[ Ⅰ 小组12]]<br /> |[[ Ⅰ 小组13]]<br /> |-<br /> |-<br /> |colspan=14 align="center"|[[Ⅰ教师综合评论]]<br /> |}<br /> <br /> <br /> <br><font color="dark green"><font size="+1">'''第Ⅱ次习作'''<br /> <br /> {| border=1<br /> |colspan=14 align="center"|[[Ⅱ查看题目及要求]]<br /> |-<br /> |-<br /> |[[ Ⅱ 小组1 ]]<br /> |[[ Ⅱ 小组2 ]]<br /> |[[ Ⅱ 小组3 ]]<br /> |[[ Ⅱ 小组4 ]]<br /> |[[ Ⅱ 小组5 ]]<br /> |[[ Ⅱ 小组6 ]]<br /> |[[ Ⅱ 小组7 ]]<br /> |[[ Ⅱ 小组8 ]]<br /> |[[ Ⅱ 小组9 ]]<br /> |[[ Ⅱ 小组10 ]]<br /> |[[ Ⅱ 小组11 ]]<br /> |[[ Ⅱ 小组12 ]]<br /> |[[ Ⅱ 小组13 ]]<br /> |-<br /> |-<br /> |colspan=14 align="center"|[[Ⅱ教师综合评论]]<br /> |}<br /> <br /> <br /> <br><font color="red"><font size="+1">'''第Ⅲ次习作'''<br /> <br /> {| border=1<br /> |colspan=14 align="center"|[[Ⅲ查看题目及要求]]<br /> |-<br /> |-<br /> |[[ Ⅲ 小组1 ]]<br /> |[[ Ⅲ 小组2 ]]<br /> |[[ Ⅲ 小组3 ]]<br /> |[[ Ⅲ 小组4 ]]<br /> |[[ Ⅲ 小组5 ]]<br /> |[[ Ⅲ 小组6 ]]<br /> |[[ Ⅲ 小组7 ]]<br /> |[[ Ⅲ 小组8 ]]<br /> |[[ Ⅲ 小组9 ]]<br /> |[[ Ⅲ 小组10 ]]<br /> |[[ Ⅲ 小组11 ]]<br /> |[[ Ⅲ 小组12 ]]<br /> |[[ Ⅲ 小组13 ]]<br /> |-<br /> |-<br /> |colspan=14 align="center"|[[Ⅲ教师综合评论]]<br /> |}<br /> <br /> <br><font color="green"><font size="+1">'''第Ⅳ次习作'''<br /> <br /> {| border=1<br /> |colspan=14 align="center"|[[Ⅳ查看题目及要求]]<br /> |-<br /> |-<br /> |[[ Ⅳ 小组1 ]]<br /> |[[ Ⅳ 小组2 ]]<br /> |[[ Ⅳ 小组3 ]]<br /> |[[ Ⅳ 小组4 ]]<br /> |[[ Ⅳ 小组5 ]]<br /> |[[ Ⅳ 小组6 ]]<br /> |[[ Ⅳ 小组7 ]]<br /> |[[ Ⅳ 小组8 ]]<br /> |[[ Ⅳ 小组9 ]]<br /> |[[ Ⅳ 小组10 ]]<br /> |[[ Ⅳ 小组11 ]]<br /> |[[ Ⅳ 小组12 ]]<br /> |[[ Ⅳ 小组13 ]]<br /> |-<br /> |-<br /> |colspan=14 align="center"|[[Ⅳ教师综合评论]]<br /> |}<br /> <br /> <br><br /> <br></div> Wed, 19 Sep 2018 10:05:06 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E7%AC%AC%E4%B8%89%E7%A4%BE%E5%8C%BA Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason in Chinese, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；因为...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因用中文写作即可，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; 因为.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; 因为....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; 因为....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; 因为...（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Tue, 18 Sep 2018 19:02:12 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；Because...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; Because.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; Because....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; Because....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; Because....（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Tue, 18 Sep 2018 18:59:03 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><br /> <font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuu RONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree", and accounted for 1; Please be sure to specify the reason, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；Because...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; Because.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; Because....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; Because....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; Because....（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Tue, 18 Sep 2018 18:12:48 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div><br /> <br /> <font color="black"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuu RONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article based on excel file. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree" for 1; Please be sure to specify the reason, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> <br><br /> The second topic is:...<br /> <br /> ---------------------------------------------------------------------------------------------<br /> <br /> <br /> -------------------------------------------------------------------------------------------------------<br /> <br /> '''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；Because...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; Because.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; Because....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; Because....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; Because....（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------</div> Tue, 18 Sep 2018 18:11:41 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；Because...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; Because.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; Because....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; Because....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; Because....（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> --------------------------------------------------------------------------------------------<br /> <font color="bleak"> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuu RONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> <br /> For example:<br /> <br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article in excel. (10 points for each question)<br /> <br><br /> Classification results:<br /> <br><br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree" for 1; Please be sure to specify the reason, the reason accounted for 1. (a total of 2 points).<br /> <br><br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> <br><br /> 3. research method: disagree; Because... (a total of 2 points)<br /> <br><br /> 4. subs: agree; Because... (a total of 2 points)<br /> <br><br /> 5. genre: agree; Because... (a total of 2 points)<br /> The second topic is:...</div> Tue, 18 Sep 2018 18:09:19 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请每一位同学按照本页面的姓名排序依次领取excel文件里面的10篇文章，例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。点击excel文件中的文章号码，可以打开相关文章。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；Because...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; Because.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; Because....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; Because....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; Because....（此条共2分）<br /> <br /> 第2篇题目为：........,<br /> <br /> <br /> '''Hello everyone!<br /> <br /> Please visit the website: link: https://pan.baidu.com/s/1dy0U4rnpXWpuu RONIENvpA input password extraction package:'''<br /> '''<br /> Each student need get 10 articles in Excel file according to the name order on the wiki page. For example, classmate 1, get No. 1-10 articles, 2 students receive No.11-20, and so on.Click on the article number in Excel file to open the related articles. '''<br /> <br /> <font color="green"> '<br /> <br /> '''Please analyze at least five articles in your hand to verify the correctness of the classification. After that, please write your learning results in the web pages under your name. In session 2, we'll delve into what each category in the Classification Framework represents, after session 2, please check your former answers on the Wikipedia page and record the results of the other five remaining articles on your Wikipedia page as assignments for this course.'''<br /> <br /> '''At the end of the second course, assignments will be graded at full scale, with each article categorized into 10 points. The specific writing format and grading criteria are as follows:'''<br /> <br /> <font color="red"> <br /> For example:<br /> The title of Article 1 is:.... Note: Please write down the title of the article or the number of the article in excel. (10 points for each question)<br /> Classification results:<br /> 1. System level / edu practice / actors: agree; Because.... Note: The result of the classification only answers "agree" or "disagree" for 1; Please be sure to specify the reason, the reason accounted for 1. (a total of 2 points).<br /> 2. educ sector: agree; Because... (a total of 2 points)<br /> 3. research method: disagree; Because... (a total of 2 points)<br /> 4. subs: agree; Because... (a total of 2 points)<br /> 5. genre: agree; Because... (a total of 2 points)<br /> The second topic is:...</div> Tue, 18 Sep 2018 18:07:52 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请大家按照本页面的姓名排序依次领取excel文件里面的文章，点击excel文件中的文章号码，可以打开相关文章。每一位同学领取10篇文章。例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。<br /> <br /> <font color="green"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；Because...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; Because.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; Because....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; Because....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; Because....（此条共2分）<br /> <br /> 第2篇题目为：........,</div> Tue, 18 Sep 2018 17:57:34 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请大家按照本页面的姓名排序依次领取excel文件里面的文章，点击excel文件中的文章号码，可以打开相关文章。每一位同学领取10篇文章。例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。<br /> <br /> <font color="yellow"> '''请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。'''<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；Because...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; Because.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; Because....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; Because....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; Because....（此条共2分）<br /> <br /> 第2篇题目为：........,</div> Tue, 18 Sep 2018 17:57:19 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请大家按照本页面的姓名排序依次领取excel文件里面的文章，点击excel文件中的文章号码，可以打开相关文章。每一位同学领取10篇文章。例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。<br /> <br /> 请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。<br /> <br /> '''在二次课程结束后，大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：'''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；Because...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; Because.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; Because....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; Because....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; Because....（此条共2分）<br /> <br /> 第2篇题目为：........,</div> Tue, 18 Sep 2018 17:56:30 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请大家按照本页面的姓名排序依次领取excel文件里面的文章，点击excel文件中的文章号码，可以打开相关文章。每一位同学领取10篇文章。例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。<br /> <br /> 请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。（每题共10分）<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；Because...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因占1分。（此条共2分）<br /> <br><br /> 2. educ sector:''' agree'''; Because.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; Because....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; Because....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; Because....（此条共2分）<br /> <br /> 第2篇题目为：........,</div> Tue, 18 Sep 2018 17:55:46 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请大家按照本页面的姓名排序依次领取excel文件里面的文章，点击excel文件中的文章号码，可以打开相关文章。每一位同学领取10篇文章。例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。<br /> <br /> 请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。<br /> <br /> 分类结果:<br /> <br><br /> 1. system level/edu practice/actors: '''agree'''；Because...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因占1分。<br /> <br><br /> 2. educ sector:''' agree'''; Because.... （此条共2分）<br /> <br><br /> 3. research method: '''disagree'''; Because....（此条共2分）<br /> <br><br /> 4. subs: '''agree'''; Because....（此条共2分）<br /> <br><br /> 5. genre:''' agree'''; Because....（此条共2分）<br /> <br /> 第2篇题目为：........,</div> Tue, 18 Sep 2018 17:55:06 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1dy0U4rnpXWpuuRONIENvpA 输入密码提取文件包：<br /> <br /> '''请大家按照本页面的姓名排序依次领取excel文件里面的文章，点击excel文件中的文章号码，可以打开相关文章。每一位同学领取10篇文章。例如1号同学，领取1-10号文章；2号同学领取11-20，依此类推。<br /> <br /> 请大家结合今天所学习的内容 Classification framework，结合自己的理解，分析手中的至少5篇文章，核查分类是否正确。之后，请大家在各自名下的网页中写明你们的学习结果。我们将在session 2中，深入学习Classification framework中的每个分类所代表的内涵，并在课程结束后，请大家检查自己维基网页中的回答的正确性，并把剩下的5篇文章的核对结果也记录在我们的维基网页上，作为此次课程的作业。大家的作业将被评分，满分为💯，每个文章的分类占10分，具体写作格式与评分标准如下：''<br /> <br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 注明：请大家一定要写明文章的题目或者文章在excel中的号码。<br /> <br /> 分类结果:<br /> 1. system level/edu practice/actors: '''agree'''；Because...., 注明：分类结果只回答“agree”或者“disagree", 占1分；请大家一定要写明原因，原因占1分。<br /> 2. educ sector:''' agree'''; Because.... （此条共2分）<br /> 3. research method: '''disagree'''; Because....（此条共2分）<br /> 4. subs: '''agree'''; Because....（此条共2分）<br /> 5. genre:''' agree'''; Because....（此条共2分）<br /> <br /> 篇2题目为：.........,<br /> <br /> 分类结果：</div> Tue, 18 Sep 2018 17:52:51 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 外部链接 https://mail.joyouswriting.com/index.php/%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 <p>Xuanxi: </p> <hr /> <div><br><font color="blue"><font size="+1">'''<br /> '''作业'''<br /> <br /> {| border=1<br /> |colspan=100 align="center"| [[Ⅰ查看作业要求]]<br /> |-<br /> |-<br /> |[[1白雪]]<br /> |[[2陈泓舟]]<br /> |[[3陈婧]]<br /> |[[4龚丽娟]]<br /> |[[ 5何恺维]]<br /> |[[ 6励挺]]<br /> |[[ 7林海倩]]<br /> |[[ 8卢鹏翔]]<br /> |[[ 9路晓旭]]<br /> |[[ 10马佳叶]]<br /> |[[ 11潘志敏]]<br /> |[[ 12童方圆]]<br /> |[[ 13王长龙]]<br /> |[[ 14王佳雯]]<br /> |[[ 15吴娜]]<br /> |[[ 16吴越]]<br /> |[[ 17杨晗鸽]]<br /> |[[ 18曾嘉敏]]<br /> |[[ 19张亚林]]<br /> |[[ 20张彦娇]]<br /> |[[ 21程歌星]]<br /> |[[ 22褚钰]]<br /> |[[ 23单靖雯]]<br /> |[[ 24丁雪菲]]<br /> |[[ 25高佳平]]<br /> |[[ 26郭赛]]<br /> |[[ 27胡优立]]<br /> |[[ 28乐理娇]]<br /> |[[ 29梁静]]<br /> |[[ 30鲁梁秀]]<br /> |[[ 31彭晓玲]]<br /> |-<br /> |-<br /> |[[ 32阮佳慧]]<br /> |[[ 33石睿]]<br /> |[[ 34时慧]]<br /> |[[ 35王倩]]<br /> |[[ 36王巍]]<br /> |[[ 37吾部力喀斯木·吾布力艾散]]<br /> |[[ 38徐浩鑫]]<br /> |[[ 39徐盈]]<br /> |[[ 40杨德全]]<br /> |[[ 41易玉何]]<br /> |[[ 42曾琦]]<br /> |[[ 43曾志通]]<br /> |[[ 44战晓瑜]]<br /> |[[ 45张江翔]]<br /> |[[ 46玲珑]]<br /> |[[ 47RUBAN]]<br /> |[[48徐宏进]]<br /> |[[49汪维富]]<br /> |[[50单俊豪]]<br /> |[[51万昆]]<br /> |[[52郭守超]]<br /> |[[53陈佳雯]]<br /> |[[54王超]]<br /> |[[55白雪梅]]<br /> |[[56刘敏]]<br /> |[[57蒋秀江]]<br /> |[[58王鹤琴]]<br /> |[[59杨红云]]<br /> |[[60魏会廷]]<br /> |[[61刘艳]]<br /> |-<br /> |-<br /> |colspan=100 align="center"|[[教师评论]]<br /> |}</div> Tue, 18 Sep 2018 17:19:24 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 外部链接 https://mail.joyouswriting.com/index.php/%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 <p>Xuanxi: </p> <hr /> <div><br><font color="blue"><font size="+1">'''<br /> '''作业'''<br /> <br /> {| border=1<br /> |colspan=100 align="center"| [[Ⅰ查看作业要求]]<br /> |-<br /> |-<br /> |[[1白雪]]<br /> |[[2陈泓舟]]<br /> |[[3陈婧]]<br /> |[[4龚丽娟]]<br /> |[[ 5何恺维]]<br /> |[[ 6励挺]]<br /> |[[ 7林海倩]]<br /> |[[ 8卢鹏翔]]<br /> |[[ 9路晓旭]]<br /> |[[ 10马佳叶]]<br /> |[[ 11潘志敏]]<br /> |[[ 12童方圆]]<br /> |[[ 13王长龙]]<br /> |[[ 14王佳雯]]<br /> |[[ 15吴娜]]<br /> |[[ 16吴越]]<br /> |[[ 17杨晗鸽]]<br /> |[[ 18曾嘉敏]]<br /> |[[ 19张亚林]]<br /> |[[ 20张彦娇]]<br /> |[[ 21程歌星]]<br /> |[[ 22褚钰]]<br /> |[[ 23单靖雯]]<br /> |[[ 24丁雪菲]]<br /> |[[ 25高佳平]]<br /> |[[ 26郭赛]]<br /> |[[ 27胡优立]]<br /> |[[ 28乐理娇]]<br /> |[[ 29梁静]]<br /> |[[ 30鲁梁秀]]<br /> |[[ 31彭晓玲]]<br /> |[[ 32阮佳慧]]<br /> |[[ 33石睿]]<br /> |[[ 34时慧]]<br /> |[[ 35王倩]]<br /> |[[ 36王巍]]<br /> |-<br /> |-<br /> |[[ 37吾部力喀斯木·吾布力艾散]]<br /> |[[ 38徐浩鑫]]<br /> |[[ 39徐盈]]<br /> |[[ 40杨德全]]<br /> |[[ 41易玉何]]<br /> |[[ 42曾琦]]<br /> |[[ 43曾志通]]<br /> |[[ 44战晓瑜]]<br /> |[[ 45张江翔]]<br /> |[[ 46玲珑]]<br /> |[[ 47RUBAN]]<br /> |[[48徐宏进]]<br /> |[[49汪维富]]<br /> |[[50单俊豪]]<br /> |[[51万昆]]<br /> |[[52郭守超]]<br /> |[[53陈佳雯]]<br /> |[[54王超]]<br /> |[[55白雪梅]]<br /> |[[56刘敏]]<br /> |[[57蒋秀江]]<br /> |[[58王鹤琴]]<br /> |[[59杨红云]]<br /> |[[60魏会廷]]<br /> |[[61刘艳]]<br /> |-<br /> |-<br /> |colspan=100 align="center"|[[教师评论]]<br /> |}</div> Tue, 18 Sep 2018 17:18:46 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E5%A4%96%E9%83%A8%E9%93%BE%E6%8E%A5 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1XUq-6m77U7TS3Zn6GU0iKg 输入密码提取文件：<br /> <br /> '''请大家按照本页面的姓名排序依次领取文件里面的文章，每一位同学领取10篇文章。<br /> <br /> 请大家结合今天所学习的内容 Classification framework，分析手中的10篇文章的分类是否正确，之后，请大家在各自名下的网页中写明你们的学习结果。'''<br /> <br /> <font color="red"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 分类全部正确。因为：<br /> <br /> 篇2题目为：........., Participants 的分类不正确。因为：<br /> <br /> ....<br /> <br /> 篇10题目为:.......<br /> ''''''</div> Sun, 16 Sep 2018 16:32:44 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1XUq-6m77U7TS3Zn6GU0iKg 输入密码提取文件：<br /> <br /> 请大家按照本页面的姓名排序依次领取文件里面的文章，每一位同学领取10篇文章。<br /> <br /> 请大家结合今天所学习的内容 Classification framework，分析手中的10篇文章的分类是否正确，之后，请大家在各自名下的网页中写明你们的学习结果。<br /> <br /> <font color="green"> <br /> <br /> 例如：<br /> <br /> 篇1题目为：........, 分类全部正确。因为：<br /> <br /> 篇2题目为：........., Participants 的分类不正确。因为：<br /> <br /> ....<br /> <br /> 篇10题目为:.......<br /> ''''''</div> Sun, 16 Sep 2018 16:32:19 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1XUq-6m77U7TS3Zn6GU0iKg 输入密码提取文件：<br /> <br /> 请大家按照本页面的姓名排序依次领取文件里面的文章，每一位同学领取10篇文章。<br /> <br /> 请大家结合今天所学习的内容 Classification framework，分析手中的10篇文章的分类是否正确，之后，请大家在各自名下的网页中写明你们的学习结果。<br /> <br /> <font color="green"> <br /> <br /> {例如：<br /> <br /> 篇1题目为：........, 分类全部正确。因为：<br /> <br /> 篇2题目为：........., Participants 的分类不正确。因为：<br /> <br /> ....<br /> <br /> 篇10题目为:.......<br /> ''''''<br /> }</div> Sun, 16 Sep 2018 16:32:05 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1XUq-6m77U7TS3Zn6GU0iKg 输入密码提取文件：<br /> <br /> 请大家按照本页面的姓名排序依次领取文件里面的文章，每一位同学领取10篇文章。<br /> <br /> 请大家结合今天所学习的内容 Classification framework，分析手中的10篇文章的分类是否正确，之后，请大家在各自名下的网页中写明你们的学习结果。例如：<br /> <br /> 篇1题目为：........, 分类全部正确。因为：<br /> <br /> 篇2题目为：........., Participants 的分类不正确。因为：<br /> <br /> ....<br /> <br /> 篇10题目为:.......<br /> ''''''</div> Sun, 16 Sep 2018 16:30:57 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 Ⅰ查看作业要求 https://mail.joyouswriting.com/index.php/%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82 <p>Xuanxi: </p> <hr /> <div>'''大家好！<br /> <br /> '''请大家登陆网址：链接:https://pan.baidu.com/s/1XUq-6m77U7TS3Zn6GU0iKg 输入密码提取文件：<br /> <br /> 请大家按照本页面的姓名排序依次领取文件里面的文章，每一位同学领取10篇文章。<br /> <br /> 请大家结合今天所学习的内容 Classification framework，分析手中的10篇文章的分类是否正确，之后，请大家在各自名下的网页中写明你们的学习结果。例如：<br /> <br /> 篇1: 分类全部正确。因为：<br /> <br /> 篇2: Participants 的分类不正确。因为：<br /> <br /> ....<br /> <br /> 篇10:...<br /> ''''''</div> Sun, 16 Sep 2018 16:29:25 GMT Xuanxi https://mail.joyouswriting.com/index.php/%E8%AE%A8%E8%AE%BA:%E2%85%A0%E6%9F%A5%E7%9C%8B%E4%BD%9C%E4%B8%9A%E8%A6%81%E6%B1%82