Knowledge graph-based textbooks as a cornerstone of the digitalization strategy for education

Wenge Guo， Ronghuai Huang， Hongyu Wang and Yichen Jia

The large-scale online education experiment during the COVID-19 pandemic has greatly accelerated the digital transformation process of China's education. With the implementation of the 14th Five-year Development Plan， the Chinese Ministry of Education （MoE） vowed to promote the construction of digital edu- cation infrastructure. In response to this strategy， the Textbooks for Emerging Fields： Research and Practice project was launched by MoE. Knowledge Graph （KG）-based next-generation textbook is included in the project. In order to interpret the meaning of KG-based next-generation textbook and identify its position and role in China’s digitalization strategy for education， this article set out to analyze the relationship of education infrastructure and human civilization development， compares the evolution in education infrastructure and in the form of teaching materials， and conducts case studies of new teaching materials in the digitally-mediated environment. It concludes with the argument that KG-based next-generation textbooks will be the foundation for cultivating talents with interdisciplinary vision and problem-solving skills， promoting interdisciplinary integration and supporting high-quality development of education.

Keywords：strategic action for digitalization of education; digital education infrastructure; artificial intelligence; knowledge graph; knowledge representation; next-generation textbook; Metaverse; digital pedagogy

Assessment for， as and of learning： a study of primary and secondary students’ reflective assessment

Sheng Zhang， Zhuoyan Qie and Yuan Qi

The ability to reflect on assessment is a core skill required for educational reform in the new era， playing an important role in ensuring the effective implementation of the Double Reduction policy （i.e.， reduction both of school course work and off-campus tutoring） as well as in reform of course assignment evaluation. As a higher-order thinking skill， its latent structure and influencing factors remain under-researched. Students’ ability to reflect on assessment is essential to practicing assessment for， as and of learning. This study proposed the concept of assessment as reflection and explored its connotation by identifying the core elements of assessment for， as and of learning. The evaluation instrument for the ability to reflect on assessment developed in this study was used in a sample survey of 18，420 primary and secondary students in the east， west and central China. Findings from the survey indicate that assessment as reflection has a stable latent structure and can be understood in three dimensions： reflection on assessment criteria， deliberation on content， and value recognition. It is also found that Chinese students’ assessment as reflection falls below the average range and that their performance in the three dimensions of this concept is negatively correlated to their grade level. Furthermore， assessment frequency and anonymity have a positive impact on assessment as reflection. Based on the survey findings， it is argued that assessment process includes student learning behaviours such as peer assessment， self-assessment and data analysis which represent the development of student ability to reflect on assessment.

Keywords： assessment for， as and of learning; assessment as reflection; peer assessment; assessment reform; course assignment assessment; higher-order thinking skill; autonomous learning

“Engagement” discourses and the student voice： connectedness， questioning and inclusion in post-Covid digital practices

Lesley Gourlay， Kristyna Campbell， Lauren Clark， Cosette Crisan， Evi Katsapi， Katherine Riding and? Ian Warwick

The Covid-19 crisis has led to a rapid pivot to online teaching and student engagement across higher education internationally， due to public health ‘lockdown’ measures. In March 2020 in the UK this move was sudden， and universities were forced to move their provision to digital formats with little preparatory time， and in many cases， inadequate training and experience. In the subsequent period， higher edu- cation institutions have prioritised the enhancement of digital education， with a range of strategic initiatives and training programmes for teaching staff. This paper， written by a staff-student partnership of authors， reports on two institutionally-supported studies conducted at a large， research-focused university in England， in which student views were sought on their experiences and priorities surrounding online engagement during the Covid-19 crisis. In our discussion of the findings， we argue that the student accounts challenge some of the mainstream assumptions about constructs such as student “inclusivity”， academic “community” online， and teaching which encourages “questioning”， requiring us to think more deeply about what constitutes a meaningful and rich online educative experience. In the spirit of “l(fā)essons learned” from the Covid-19 pandemic， the paper proposes alternative conceptions of these values， emphasising relationality， communities， difference， and the importance of an ethos of care. We conclude with a discussion of findings， implications for theory， research， policy and practice in a post-pandemic context， proposing that an ethos of care be recognised as central to the development of digital education and the practices and ethics of student engagement.

Keywords： Covid-19; digital higher education; student engagement; relationality; ethos of care

Cultivating teachers’ design thinking in the intelligent age： logical perspectives and dilemma solutions

Rongfei Zhang， Liangchen Tian and Zhiqiang Ma

In the intelligent age， technology-enabled education keeps evolving in terms of method and content， resulting in innovative development of intelligent education which requires effective cultivation of teachers’ design thinking. This article interprets what design thinking means and proposes looking at contemporary teachers’ design thinking cultivation from a logical perspective. It also identifies dilemmas to be resolved. Several solutions are proposed in response to these dilemmas. First， reflection-encouraging environments should be created to develop teachers’ creative knowledge and ability so as to construct a design thinking model related to direct experience. Second， teachers should improve their understanding and be more critical， of intelligent education， becoming designers equipped both with “soft” and “hard” skills. Third， an approach of rational criticality and value integration should be taken to educational resources， establishing an Intelligent Plus resource design service system. Finally， emotional interaction and humanistic care should be strengthened， forming an intelligent education space for sharing creativity.

Keywords： artificial intelligence; teachers’ design thinking; logical dimension; teacher education; intelligent education; resource design; teaching space design; collaborative design; shared space

（英文目次、摘要譯者：肖俊洪）