智 慧 教 育 是 经 济 全 球 化 、技 术 变 革 和 知 识 爆 炸 的 产 物 ，也 是 教 育 信 息 化 发 展 的 必 然 阶 段

至关重要的能力是主动性参与、社会性参与和生产性参 与

根 茎 式 学 习 （Rhizomatic Learning）理 论

教育信息化

国内外对智慧教育的系统研究较为鲜见，相关的认识亦尚无定论。

整 合 技 术

钱学森先生早在 1997 年开始倡导的“大成智慧学”

智能传统观侧重于脑内认知和信息加工的能力

总的说来，智慧学习环境要突显以下基本特征：①具有全面感知学习情境、学习者所处方位及其社会关系的性能；②基于移动、物联、泛在、无缝接入等技术，学习者随时、随地、随需地拥有学习机会；③设计多种智慧型学习活动，降低知识

记忆成分，提高智慧生成与应用的含量；④提供丰富的、优质的数字化学习资源供学习者选择；⑤基于学习者的个体差异（如能力、风格、偏好、需求）提供个性化的学习诊断、学习建议和学习服务；⑥记录学习历史数据，便于数据挖掘和深入分析，提供具有说服力的过程性评价和总结性评价；⑦提供支持协作会话、远程会议、知识建构、内容操作等多种学习工具，促进学习的社会协作、深度参与和知识建构；⑧提供自然简便的交互界面/接口，减轻认知负荷

当前问题主要表现为

智 慧 学 习 环 境

杨宗凯教授认为目前教育信息化面临的主要问题是：意识问题、机制问题、经费问题、队伍问题。

。IBM 认为智慧教育的五大路标为：学生的技术沉浸；个性化、多元化的学习路径；服务型经济的知识 技 能 ；系 统 、文 化 和 资 源 的 全 球 整 合 以 及 教 育 在 21世纪经济中的关键作用

）智慧学习环境的基本特征

根据不同的尺度范围，可以划分出不同的学习空间，如智慧终端、智慧教室、智慧校园、智慧教育云等。根据学习的情境和方式的不同，可以将智慧学习分为个性学习、群智学习、泛在学习、入境学习（情境化投入性学习）等

只有通过人类思维与数字技术的不断交互才能达到数字智慧的水平

“智慧地球”

Twenty-five students were enrolled in the class: 23 females and 2 males. Twenty-four students had WeChat already installed and were using it on a daily basis for social interactions. Twenty students were from mainland China, 4 were from Hong Kong, and 1 was from the Philippines who had been working in a local university for more than 3 years. No one encountered difficulties in joining the group or using WeChat. All students agreed to participate in the study.

. Bower (2008) then proposed a design methodology of five stages: (1) identifying educational goals, (2) postulating suitable tasks, (3) determining the affordance requirements of the task, (4) determining the affordances available and (5) designing the e-learning task, which serves as a guideline of how technology adoption can best meet the requirements of learning tasks.

usefulness, utility and usabilit

Kim, Lee, and Kim (2014), for example, reported students feeling unhappy about having to search for resources on cell phones or type a lengthy opinion due to the small keyboard and screen size. Some students also thought that using MIM was time-consuming (Hazaea & Alzubi, 2016), while others disliked getting class-related messages outside school hours because this interfered with their private lives (So, 2016).

Andujar (2016) examined the writing development of Spanish learners of English as a Second Language by using WhatsApp in a quasi-experimental study. Each student in the treatment group formulated a question each day on any topic they liked; each student had to provide at least one answer per question. Students in the control group received no such intervention. Results suggested a positive significant effect in favour of MIM use in enhancing students’ grammatical, lexical and mechanical accuracy.

Butgereit (2007) studied high school students using Mxit, a proprietary MIM software developed in South Africa, in an after-school tutor program. Mxit helped students get help with their mathematics homework from volunteer tutors and was found to be beneficial as an addition to in-school instruction

Introduction

e results show that, overall, MIM can be utilised in a variety of ways to support teaching and learning.

WeChat in

Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective