Seminars of LDES

The seminars of LDES have much benefited my understanding of education and culture. The generative subjects, various patterns of discourses and diverse ways of interactions, all represent and incarnate theoretical thoughts of LEDS on the core ideas of “learner-focused” in present educational pursuits.

those practical and effective ways for  “learner’s active development” have not only  greatly broaden my conception of teaching profession, but also erected referencable  models for enriching dimensions of theoretical innovation and  developing strategies of practice exploration in further evolution of education.

Seminars/courses hosted by LDES concern important subjects of various fields such as: learning in different settings, science education and mediation, professional training. I have participated in seminars regarding “didactic and epistemology of sciences”, “education for environment and sustainable development”, and “biology, ethic and education”, etc. 

The experts from different fields (scientific history, anthropology, theatre, ethnobotanist, realist, mediation, etc. ) present their insights and guide interdisciplinary exploration..

This interdisciplinary organization of seminars has set a broad and integrated  context for study and research of participants. Formal learning, informal learning and implicit learning have been integrated in  cognitive and social activities; across-aged and across-background grouping has led to knowledge exchange and intelligence sharing to a larger extent,  so that learning has become effective.

For a trainer or an experienced professional, how does he/she further progress?

What qualities should  a senior professional have?

I argue that the seminar organization has provided a valuable approach of life-long learning; it has made an effective exploration for senior professional development. I still remember that theater seminar….

For participants, especially for foreign  scholars,   taking these seminars is a direct  and effective way of knowing principles of people’s development in different social choices and multiple cultures; it is also an advisable style to enjoy the lives and ideals of educationalists, include our  professor, you, me and those influential persons of the world.

Furthermore, these seminars have confirmed that education is a heuristic practice; the  function of which is to lead learners to realize the proper ways of self-growing in social culture; meanwhile, the new theories of learning have brought increasingly rich illuminations to choices of educational strategies. The sustainable development of scientific research on learning is indispensable to the survival and evolution of education.

For me, those seminars have another special signification. That is to say, by experiencing each episode in seminars, I found my own interpretations to those questions which had puzzled me for many months. I realized the fundmental meanings of the allosetery of learning; I began to know why the Allosteric Learning Model (ALM) is reasonable and of interpretable significance. Prof. André Giordan has applied his thoughts in his designs for each scenario of  seminars and performed strategies of ALM within living activities.

回国一月多，似乎还是没有从日内瓦情节中回过神来……是的，当时刚到LDES时，不适应他们的工作方式，后来终于感悟到西方教育研究文化的优越与合理；而今置身于我本来的工作环境，觉得陌生了，觉得怪了。的确，东西方的差异不是说说可了得的。记得去年4、5月份，行走于瑞士和法国之间的时候，我有过一段“失语”期；今天，这种状态似乎又出现了。真的，不知说什么好，所以还是不说了。无语的时候，心很明，很想写，而且心里老有那么一段旋律……

上个周忙于给LDES制作”powerpoint on me”。起因是，LDES的seminars上所有的学生想知道我的“news”，我的房东Pilar也思念有加，电话给一位秘书说了我们之间的故事。教授提议我制作一份ppt让大家看看我，并将在Seminar上展示。 出于感谢各位过去的伙伴，也出于对一年来学习与工作的反思，将他们优秀的东西拿过来，用在自己的工作中，所以，开始利用春节假日的时间，整理我的异乡生活。分“seminar”, “people” 和 “activity”等几个部分。已经完成了第一个部分，我用中国民歌“一剪梅”作为底音融合在这份ppt的播放中，别说，效果还真是不错，我自己竟然被感动了。将其寄给了教授，他看后非常高兴，认为这interesting but mainly beautiful 的作品是给LDES的一份“good gift”。这份ppt还有我写的一些其他的报告都将挂在lDES的网站上（www.ldes.unige.ch）。

当我完成这份ppt的时候，我突然觉得，一个中国学者其实可以生活得很开心，可以从那些重重的压力和阻力中给自己留出快乐的空间。重要的是尽可能地享受生活，享受学术，享受自己…….

下面是 “seminar篇”的部分文字，呈现在这里。特此说明，本次ppt可能迎合了西方人的审美观，比较“个人化”，也许少了那么点“斗志昂扬”的中国学者色彩。但是，我相信，知道ppt中故事的人一定能默会到那浅淡中所渗透出来的渐渐逾浓的中华精神。没有办法，一出生就被打上了深深的中国人的印记。

标题：A glimpse: yesterday I was at seminars of LDES, today….

Preface:  ME

Who am I? It is not a simple question.

PEI Xinning, my name, who is an ordinary person with multiple identities in our common social life, who had been educated in radical Chinese tradition while lives in a radical Chinese modern culture…

Regarding my profession, I work for East China Normal University, but it seems that my speciality is hardly classified into existing cycles of education according to existing rules, esp. in today’s China... I had been a middle school teacher, a university teacher, a chemist, an   educational researcher and now I intend to be a learning scientist..….

I like to try many things, esp. something related to beauty. Most friends of mine evaluate me as:

You are on the road all the time!

However, I also am apt to be absorbed in one thing….

I am easily affected; a scene, a story or a character, many things can touch me.

All those characteristics mentioned above emerged when I was at LDES, because beauty exists there.

国际视野中的CSCL及其研究与发展的十个主题 

__访CSCL研究国际著名专家Pierre Dillenbourg教授

国际学习科学协会（ISLS）前主席，Pierre Dillenbourg教授是瑞士洛桑联邦理工大学（EPFL）培训及其技术研究与支持中心（CRAFT）的主任，也是《计算机支持的协作学习丛书》（CSCL Book Series）的主编。本次访谈为中国读者提供了一个关于计算机支持的协作学习（CSCL）的研究与发展概要。 Dillenbourg教授认为，CSCL的贡献不仅在于为专业培训领域提供了增进知识生产的学习技术，更在于其所包含的一系列的概念、思想和取向等对整个教育系统的渗透。协作学习，无论有没有计算机，都不是一个可以自动导致预期学习结果的处方。CSCL研究者已经研究了导致小组（或团队）生产积极学习结果的必要互动类型，并将技术运用于设计、研究和增进必要的互动。应当从一个“整合的学习”的视角认识CSCL，可以借助对情节的设计和不同工具的支持，将CSCL活动嵌入到正式或非正式学习场景更为综合的活动系列中。与此相应，CSCL研究者提出了十个方面的研究主题：即社会互动与个人化、媒体有效性、共享知识的建构、模仿倾向、中介作用、脚本、互动分析、表征、计算装置和虚拟共同体。

     本次访谈得到华东师范大学“学习科学与技术设计”博士点建设项目基金支持和《开放教育研究》编辑部授权，并经在瑞士日内瓦大学科学认识论与教学实验室（LDES）从事合作研究的华东师范大学学习科学研究中心副教授裴新宁博士同Dillenbourg教授的多次访谈和交流集合而成。本刊特约记者裴新宁博士在CRAFT访谈和学习期间，得到Dillenbourg教授的大量指导和帮助；在撰写该中文报告的过程中，华东师范大学学习科学研究中心主任高文教授，赵健、吴涛等博士以及国际情绪科学研究中心（NCCR-CISR）的胡平教授提供了跨学科的专业性帮助。