转变 | 澳洲大学在线教育转向以学员为中心发布日期：2021-02-26
——本文于2021年2月24日在《澳大利亚人报》教育版头版发表
Keith Houghton，Higher Education and Research Group
Kevin Ma，秦训教育科技（上海）有限公司
Edmund Lai，秦训教育科技（上海）有限公司
George Aveling，Elementrix
The world of Australian higher education was forced to ask new questions in 2020. Those questions gave rise to new answers, insights, and opportunities and, for some, it has become questions about survival looks like. The traditionally labour intensive higher education sector was forced to ask a previously unthinkable question: how can it conduct business-as-usual in a virtual environment? In this changed environment, the physical campus was moved to the cloud.
澳大利亚的高等教育界在2020年被迫面临新的问题。这些问题促进了全新的答案、见解和机遇，同时对某些人来说，也关乎到了生存。传统的劳动密集型运作的高等教育领域被迫面临一个从未想到过的问题：自己该如何在虚拟环境中正常运作？在这种变化中，实体校园被转移到了线上。
There are similarities and differences between physical and virtual campuses.
实体校园和虚拟校园有相似之处，也有不同之处。
The traditional campus has administrative and library buildings, lecture theatres, tutorial rooms and spaces where students meet and make informal contact. Lecturers have offices to meet students.
传统校园有行政大楼、图书馆大楼、演讲厅、辅导室，以及与学生非正式接触的空间，讲师也有办公室用来接待学生。
There are support and administration departments.Students become familiar and comfortable with their campus layout.
校园里还有支持和管理部门，让学生们对自己的校园布局感到熟悉和舒适。
Let’s convert that physical experience to the on-line world.The campus ‘real estate’ is now located in a cloud-based platform – and, like now, includes a learning management system (LMS) or, in the future, a Learning Experience Platform (LXP). Inside a well-developed LMS or LXP, there can be many ‘virtual’ spaces for student learning. There are spaces where live teaching occurs, “audio-visual spaces” where videos of lectures and other resources are showing, spaces for resources in many formats are housed, spaces for students to get together, collaborate and share, spaces where students can contact their lecturers or administration. Over time, students will find the layout of his cloud campus comfortable.
让我们把实体经验转化为线上世界。实体的“校园地皮/地产”现在变为一个基于云的平台，同样都包括一个学习管理系统(LMS)，或者在未来，会有一个学习体验平台(LXP)。在发达的LMS或LXP中，有许多的“虚拟”空间供学生学习：有现场教学的空间；有讲座视频和提供其他资源的“视听空间”；有多种格式的资源空间；有学生聚集、合作和分享的空间；也有方便学生联系他们的讲师或管理人员的空间。随着时间的推移，学生们会发现云上校园的布局也很舒适。
The ability to have seamless consistency of on-cloud the learning experience is a game-changer. The integrity of the academic content developed remains unchanged and the need for a physical experience also remains for some subjects but only where physical proximity to learning materials (think surgery or music) or to fellow students is crucial. The key opportunities lie in the student learning experience. A major shift is around flexibility and individualization of the student experience. Class attendance at fixed times in fixed places is replaced by anytime and anywhere learning on the ‘cloud-campus’. Learning moves from the lecturer centric to student centric.
我们要有能力改变规则，同时让在线教学与实体教学的成果达成一致。所开发的学术内容的完整性要保持不变，有些科目（比如临床和音乐），对于学生来说，实践体验仍然至关重要。关键的机会在于学生的学习体验，其中主要的转变围绕于学生体验的灵活性和个性化上，在固定时间固定地点上课被“线上校园”的随时随地学习所取代。学习从以讲师为中心转变为以学生为中心。
Some may be tempted to recreate traditional pedagogic teaching methodologies in a digital format. This often occurred in 2020 with the emergency development of online teaching. Students tolerated this; there was little choice. Moving beyond this, the virtual world provides opportunities to reinvent the student learning experience. This is made possible by the increasingly sophisticated array of learning technologies available at ever lower cost.
有些人可能想用数字化的方式对传统教学方法进行再创。随着在线教学的迅速发展，在2020年这种再创已经随处可见。学生们也要对此习惯，并且别无选择。此外，虚拟世界还提供了重塑学生学习体验的机会，由于成本更低，因此为越来越复杂的学习方式创造了更多的可能性。
Artificial intelligence (AI) will play an increasingly important role. AI enables the analysis of learning data. The vast bulk of student enquiries to lecturers and administrative support will be dealt with by virtual assistants, powered by AI. Answers from AI based virtual assistants will be consistent. This drives significant savings.
人工智能(AI)也将发挥越来越重要的作用。人工智能能够对学习数据进行分析解剖，学生对讲师的大量提问和行政支持工作将由人工智能驱动的虚拟助理处理。AI虚拟助理提供的答案将会是一致的，这将大大节省开支。
Second, and crucially, student learning performance will be enhanced by AI-powered adaptive learning technologies. Adaptive learning helps personalize a student’s learning experience and provides lecturers with real time data on student progress. This technology has already been successful in the corporate sector, and there are some university applications, including at least one in Australia.
其次，也是至关重要的，人工智能驱动的自适应学习技术将提高学生的学习成果。自适应学习有助于让学生的学习体验个性化，并为讲师提供关于学生学习进度的实时数据。这项技术在企业内已经取得了成功，并且有一些大学正在运用，包括至少一所在澳大利亚的大学。
On a traditional campus, there is reliance on live lectures, now known as synchronous learning. On the cloud campus, there will be a growing use of asynchronous learning; prerecorded learning materials. When executed well, they provide a consistency in the learning experience. And, they save academic time. Unknown to some, the new wave of asynchronous learning is interactive with innovations that enable the asking and answering of questions in real-time.
传统校园里有现场讲座的学习方式，现在被称为实时学习。而在线上教学中，会有越来越多的非实时学习，预先录制好学习材料。如果执行得当，这种方式能够保证学习的统一性，而且，也能节省学习时间。也许有人不知道，这种教学开创了新的学习交互形式，还能实时询问和答疑。
In a virtual world, lecturers will move away from being the centre of the learning experience to being a part of a learning community. In this world, learning is social. Students can deepen each other’s learning. The technology here is based on the technology of social media. Within this social world, learner motivation can be increased through gamification which applies the principles of game design to learning.
在虚拟世界中，讲师将从学习体验的核心位置转向成为学习社区中的一部分。现如今，学习是社交性的，通过学习，学生可以加深彼此的学习体验。这里的技术基于社交媒体，在社交世界中，通过将游戏设计的原则应用于学习之中，来强化学习者的动机。
There are challenges. An example of this is in large scale assessment. There are some answers to these challenges and more are coming.
这是很具有挑战性的，比如，如何对成果进行大规模的评估。对于这些挑战，有些已经有了应对方案，有些还有待解决。
A pipe-dream? This learning approach is not new. The corporate world, particularly in Asia, is regularly using these methodologies now and are doing so in a commercially viable way. A study by US-based consultancy, Brandon Hall Group, indicated that 77% of US companies in their population of interest used on-line learning back in 2017.
这是在做白日梦？其实这种学习方法并不新鲜，在商业界，尤其是亚洲的商业界，现在经常使用这些方法，在商业运行中很可行。总部位于美国的咨询公司Brandon Hall Group的一项研究表明有77%的美国公司在2017年使用了在线学习。
As concerns about the pandemic ebb and flow, we will see campus life return to ‘normal’ – at least for some. However, universities now know that they can operate in a boundaryless world. Students can be drawn from across state, national and international boundaries. Inthis world, the concept of university education will move from a dichotomy of “on-campus” and “on-cloud” to the student learning experience. In short, and with varying levels of extent, the cloud-based campus will be here to stay.
随着疫情得到控制，我们将看到校园生活回归“正常”，至少对一部分人来说是这样的。然而，各大学现在也了解到他们可以在一个无边界的世界中运作，学生们可以跨越州、国家和国际的边界。在这个世界上，大学教育将从“校园内”和“线上”这两种形式让学生进行学习体验。总之，“线上教学”将不同程度地存在于我们的学习生活中。
There is a burning platform. Will international students want an Australian onshore experience in the same numbers? How fast will Australian universities strengthen their cloud campuses to support students resident in Australia as well as those overseas? How will universities manage cash flow challenges of revenue uncertainty and transition costs. And, of equal importance; how quickly will regulation change to facilitate off-shore learning opportunities? Minister Tudge will be attuned to these issues given work done some years ago when in opposition, but he has no time to waste helping the sector to adapt to the new reality.
这是一个前景广阔的平台。是否也有同样的国际学生想体验澳大利亚的学习？澳大利亚大学将以多快的速度加强他们的线上校园，以支持居住在澳大利亚以及海外的学生？大学将如何管理收入的不确定性和过渡成本的现金流挑战？而且，同样重要的是，监管层将如何迅速改变，以促进离岸的学习机会？Tudge部长将根据几年前在反对派中所做的工作调整这些问题，但他已经没有时间能浪费在帮助行业适应新的现实上。
