4. Typical OER-enabled distance learning strategies

Several distance learning strategies are now using OER to provide accessible learning or diversified learning contents for students. Examples of these strategies， reported during COVID-19 outbreak， are discussed in this section.

4.1 ?Massive open online learning courses

OER and their offspring， Massive Open Online Courses （MOOCs）， are becoming important factors in achieving the Sustainable Development Goal 4： Quality Education （SDG4）. MOOCs are online courses that support unlimited participation and open access via the web. Particularly， MOOCs provide learning materials in an interactive way， by using videos， quizzes， instant feedback and assignments. They also support social interaction via forums， real-time chat functionality and social media. During COVID-19 outbreak， several institutions provided MOOCs for their students to maintain undisrupted learning from home.

The national public service platform for educational resources is an initiative of the central government of China in providing basic public services for education. The platform creates a network of communication， sharing and application environment for resources providers and users， and serves all levels of education. Large amounts of resources have been provided for teachers and students of schools at all levels， including digital resources that are synchronized with classroom teaching in primary and secondary school （e.g.， teaching plans， coursewares， teaching videos， course materials）， problem sets and tests database for the high school entrance examination and the college entrance examination. Additionally， the platform also provides MOOCs for students， teachers and principals of schools at all levels， and resources for vocational education， safety education， moral education， education for physical， health and art. In order to support the "Disrupted Classes， Undisrupted Learning" during the coronavirus outbreak， the ministry of education of PRC quickly launched the National Network Cloud Platform for Primary and Secondary School based on National Public Service Platform for Educational Resources. To meet the students' learning demands in this special period， appropriate resources modules of 10 topics in time were added to the platform， including epidemic prevention education， moral education， curriculum learning， life and safety education， mental health education， family education， classic reading， trip learning education， film and television education， and electronic books.

After the outbreak of COVID-19 epidemic in 2020， the Open University of China （OUC） actively responded to the call of the Chinese Ministry of Education about postponing the spring semester， and providing online learning opportunities through Open Educational Resources （OER） that everyone can access to， especially those in rural areas. For instance， the OUC has provided a course entitled the Guide for Learning and Development of Children Aged 3-6 Years for kindergarten teachers to improve their professional skills during the COVID-19 pandemic.

4.2 Simulation and open game-based learning

Educational games are one of the methods that researchers have used in order to increase learners learning motivation and engagements. In this context， to provide an engaging and innovative learning experience during the COVID-19 outbreak， Porter-Gaud School used game-based learning approaches. Specifically， twenty-three children in Zoom， connected to the open game Minecraft Education Edition. They then started working in teams of six， and collaborating together to build their ideal home for quarantine within an open game environment. Additionally， to foster the motivation of learners and support open assessment， several National Minecraft EE experts were invited to join to further assess the work of the learners and give their feedback.

4.3 ?Telecourses

To ensure open accessible learning experiences， during COVID-19 outbreak， for those who do not have Internet connection especially in remote areas， courses and assignments were provided via televisions.

Four channels of China Education Television started open broadcasting of primary and middle school classes across the nation covering 75 lessons on air to provide open learning experiences for those in remote areas without Internet or without cable TV. Similarly， Tunisia created a new third national TV channel during COVID-19 to provide on it daily courses for all students in all grades.

譯文

4.基于OER的典型遠(yuǎn)程學(xué)習(xí)策略

現(xiàn)在有幾種遠(yuǎn)程學(xué)習(xí)策略正在使用OER，為學(xué)生提供無障礙學(xué)習(xí)或多樣化的學(xué)習(xí)內(nèi)容。本節(jié)將討論新冠肺炎疫情暴發(fā)期間，被報(bào)道的使用這些策略的案例。

4.1 大規(guī)模的在線開放學(xué)習(xí)課程

OER和其衍生物以及慕課，已成為實(shí)現(xiàn)可持續(xù)發(fā)展目標(biāo)4（即素質(zhì)教育）的重要因素。慕課是在線課程，支持無限參與，并通過網(wǎng)絡(luò)開放訪問。特殊的是，慕課通過運(yùn)用視頻、測(cè)驗(yàn)、即時(shí)反饋和作業(yè)等形式，以交互方式提供學(xué)習(xí)材料。學(xué)生還可以通過論壇、實(shí)時(shí)聊天功能和社交媒體來進(jìn)行社交互動(dòng)。在新冠肺炎疫情暴發(fā)期間，一些機(jī)構(gòu)為他們的學(xué)生提供了慕課，以保證學(xué)生在家持續(xù)學(xué)習(xí)，不受疫情干擾。

國(guó)家教育資源公共服務(wù)平臺(tái)是中國(guó)中央政府提供教育基本公共服務(wù)方面的一項(xiàng)舉措。該平臺(tái)為資源提供者和用戶創(chuàng)建了一個(gè)包含通信、共享和應(yīng)用環(huán)境的網(wǎng)絡(luò)，并為所有層次的教育提供服務(wù)。它已為各級(jí)學(xué)校的師生提供了大量資源，包括與中小學(xué)課堂教學(xué)同步的數(shù)字資源（例如教學(xué)計(jì)劃、課件、教學(xué)視頻、課程資料）、中考和高考的問題集和考試卷庫(kù)。此外，該平臺(tái)還為各級(jí)學(xué)校的學(xué)生、教師和校長(zhǎng)提供慕課，并為職業(yè)教育、安全教育、德育、體育、健康和藝術(shù)教育提供資源。為了支持新冠肺炎疫情暴發(fā)期間的“停課不停學(xué)”，中國(guó)教育部基于國(guó)家教育資源公共服務(wù)平臺(tái)，迅速啟動(dòng)了全國(guó)中小學(xué)網(wǎng)絡(luò)云平臺(tái)。為了滿足特殊時(shí)期學(xué)生的學(xué)習(xí)需求，該平臺(tái)及時(shí)添加了10個(gè)適當(dāng)主題的資源模塊，包括防疫教育、德育、課程學(xué)習(xí)、生活與安全教育、心理健康教育、家庭教育、經(jīng)典閱讀、旅行學(xué)習(xí)教育、影視教育和電子書。

在2020年新冠肺炎疫情暴發(fā)后，中國(guó)國(guó)家開放大學(xué)（OUC）也積極響應(yīng)教育部關(guān)于推遲春季學(xué)期的呼吁，并通過OER為每個(gè)人提供能進(jìn)行在線學(xué)習(xí)的機(jī)會(huì)，尤其是在農(nóng)村地區(qū)。例如，國(guó)家開放大學(xué)為幼兒園教師提供了名為《3-6歲兒童學(xué)習(xí)和發(fā)展指南》的課程，以提高他們?cè)谛鹿诜窝滓咔槠陂g的專業(yè)技能。

4.2 模擬和開放游戲化學(xué)習(xí)

教育游戲是研究人員用來提高學(xué)習(xí)者學(xué)習(xí)動(dòng)機(jī)和參與度的一種方法。在這種情況下，為了在新冠肺炎疫情暴發(fā)期間提供引人入勝的創(chuàng)新的學(xué)習(xí)體驗(yàn)，波特高德學(xué)校使用了基于游戲的學(xué)習(xí)方法。具體來說，Zoom（全球高清云視頻會(huì)議協(xié)作工具）網(wǎng)絡(luò)會(huì)議室中有23個(gè)孩子，并與開放式游戲《我的世界》教育版相連接。然后，學(xué)生開始進(jìn)行6人一組的團(tuán)隊(duì)工作，并共同合作，建設(shè)在開放游戲環(huán)境中被隔離的理想家園。此外，為培養(yǎng)學(xué)習(xí)者的動(dòng)機(jī)并支持公開評(píng)估，波特高德學(xué)校邀請(qǐng)了數(shù)名《我的世界》EE版國(guó)際服專家參加評(píng)估，以進(jìn)一步評(píng)估學(xué)習(xí)者的工作并提供反饋。

4.3 電視廣播課程

為了確保在新冠肺炎疫情暴發(fā)期間，那些無法連接到網(wǎng)絡(luò)的人（特別是在偏遠(yuǎn)地區(qū)）也能獲得開放的可訪問的學(xué)習(xí)體驗(yàn)，所以還通過電視廣播提供課程和作業(yè)。

中國(guó)教育電視臺(tái)的4個(gè)頻道開始在全國(guó)范圍內(nèi)公開廣播中小學(xué)各年級(jí)課程，空中課堂一共廣播了75堂課，為沒有互聯(lián)網(wǎng)或有線電視的偏遠(yuǎn)地區(qū)的人們提供了開放式的學(xué)習(xí)體驗(yàn)。同樣，突尼斯在新冠肺炎疫情期間創(chuàng)建了一個(gè)新的第三國(guó)家電視頻道，用來向所有年級(jí)的所有學(xué)生提供每日課程。