2019 digital learning index report From Tencent Research Institute & Beijing Normal University
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The following is the 2019 digital learning index report From Tencent Research Institute & Beijing Normal University recommended by recordtrend.com. And this article belongs to the classification: Internet Education, research report.
According to IDC research, there are 33zb of global data information generation and replication in 2018. If the human brain is used to store these data, according to some research estimates, the functional memory capacity of the human brain is about 1.25 TB, then more than 28 billion human brains are needed, equivalent to nearly four times the global population today. It is difficult for us to process such a huge amount of data by human brain alone.
These huge amounts of data are increasingly becoming the main carrier of information and knowledge, shaping a knowledge society with accelerated growth and renovation.
In terms of growth, the cycle of doubling knowledge is constantly shortening, that is, accelerating. Fuller, a future scholar, proposed the knowledge multiplication curve, and IBM further deduced it in combination with the development speed of modern science and technology: the speed of knowledge doubling has been greatly shortened from the unit of 100 years at the beginning of the last century to the unit of today’s year, and the future is moving towards the unit of day or even hour. In terms of renewal, the half-life of knowledge, that is, the time when half of knowledge is out of date, is also shrinking. According to the statistics of some researchers such as Bailey, a scientific writer, the new knowledge can be used for 30-50 years half a century ago, but today it is likely to be out of date in 3-5 years or even shorter time.
Therefore, people today and in the future need not only the ability to read textbooks and remember knowledge, but also the ability to apply digital tools, continuously and efficiently learn and renew knowledge, which is a big proposition for traditional large-scale standardized education.
Major countries in the world are aware of this trend and are accelerating the innovation and reform of education. For example, stem education strategy of the United States, talent training strategy of society 5.0 of Japan, and the potential strategy of technology in education of Britain. China has long been aware of and continued to strengthen the deployment. Recently, important policy documents such as “education informatization 2.0”, “China’s education modernization 2035”, “guidance on promoting the healthy development of online education” have been issued.
It is not difficult to find that the important commonalities of the above-mentioned innovation and reform are: first, learners are the center; second, they attach importance to science and technology +, that is, digital learning. On the whole, educational informatization is evolving from 1.0 emphasizing the “building of b-end schools” to 2.0 focusing on “learning well” of C-end learners.
Therefore, it is necessary to construct a more effective digital learning system from the perspective of learners.
“Learning China well” is the vision and “digital learning” is the means
According to Si Xiao, the current digital learning system jointly released by Tencent and Beijing Normal University mainly includes three levels of concepts: one is “learning China well” at the national level, “digital learning” at the industry level, and “welearning” at the Tencent capability level. Among them:
“Learning from China” is the vision. There are two meanings: first, science and technology is good. Education is a public cause of teaching and educating people. We should actively apply the achievements of scientific and technological innovation to education, so that everyone, especially the younger generation, can master new knowledge and skills more effectively, help the country and society to cultivate more and better talents, and fully reflect the value of science and technology for the good. Second, be good at learning. In the face of the knowledge society with rapid expansion and renovation, rapid and effective learning has become a very critical ability, which not only determines personal development, but also determines the position of a nation and country in the future world territory. Especially in the face of global competition in science and technology, we need to become a country good at learning and innovation in order to lead the development.
“Digital learning” is a means. Relevant units and institutions in the education industry actively transform and upgrade teaching through digital technology, and support the country to accelerate the construction of “learning China well”. Ubiquitous, pluralistic and inclusive are the three main ways to bring digital learning into play. One is ubiquitous learning, from “Limited space-time” to “unlimited space-time”. Let “learning be embedded in everyone’s daily life, which can be obtained at any time, anywhere and with any device”. For example, MOOCS make learning resources available to the whole society, and Knowledge Q & A can effectively stimulate social forces to participate in knowledge contribution; second, diversified learning, from “single standard” to “multiple choices”. By providing a variety of learning content and forms, and can be customized according to the needs of learners, improve the efficiency and effectiveness of learners. For example, game learning can stimulate learners’ interest, artificial intelligence adaptive learning can design the best learning path according to learners’ situation, and project-based learning can promote learning for application. Third, inclusive learning has expanded from “partial inequality” to “everyone can enjoy it”. With the help of digital learning to reduce people’s learning barriers, so that everyone can enjoy high-quality learning resources. For example, distance public welfare teaching, scientific literacy education, information accessibility innovation in the field of education, etc.
“Welearning” is the convergence and innovation of Tencent’s capabilities in the education industry. Based on years of accumulation, Tencent has sorted out three C capabilities to serve education: the first “C” is to expand ubiquitous learning through connection. Connection is a strong gene of Tencent. From QQ to wechat, Tencent has built a billion level user connection. This provides the best basic network and expansion ability for the “user-centered” ubiquitous learning extension, so that learners can fully connect with parents, teachers, schools and education departments. The second “C” is to enrich and diversify learning with content. Content is the main ability of Tencent. Tencent has accumulated rich digital content capabilities such as games, videos and audio, which can be effectively used in teaching and realize the rapid aggregation and innovation of diversified chemistry teaching content. For example, the encoding and decoding ability of HD live video can be effectively used in online education, double teacher class and other scenarios. The application of game ability in the development of functional games and programming teaching is conducive to the popularization of scientific literacy. The third “C” is to promote inclusive learning with social responsibility. Social responsibility is the basic element of Tencent. Tencent is willing to go beyond a single commercial interest, take the initiative to take social responsibility, and play the power of “science and technology for good” to bridge the digital gap in education. For example, Tencent public welfare and Yidan foundation have done a lot of educational public welfare projects.
“Ubiquitous, diversified and inclusive” evaluation digital learning promotes balanced development
Based on the data analysis and insight of the industry. At present, Tencent Research Institute and smart learning Research Institute of Beijing Normal University have initially constructed the evaluation system of digital learning index, hoping to help the country and industry grasp the regional development of digital learning, promote the development of regional digital learning more effectively, and contribute to Tencent’s strength.
The main dimensions of the evaluation are ubiquitous, diversified and inclusive. The data sources include the education related data of wechat, QQ, Tencent big data, Tencent classroom and Tencent public welfare. The evaluation method refers to the experience of Digital China Index for many years, and the evaluation results cover the development of digital learning in 351 cities in China.
From the overall point of view: the development of digital learning is uneven in different regions, and the “head effect” of the city is obvious. The overall digital learning index is “high in the East and south, low in the West and North”, which is roughly consistent with the economic and population distribution. The top 20% of the cities, accounting for 70% of the scale of digital learning, is very similar to the “long tail effect”.
From the regional perspective, East China is the largest, North China is the most unbalanced, and South China is the most active per capita. In terms of regional digital learning index, East China is far ahead, twice as much as South China, the second place. However, after eliminating the influence of population size, South China is the leader per capita, which shows that South China people are more active in digital learning. The city dispersion coefficient of North China is the highest, which indicates that the distribution of digital learning scale in this region is the most unbalanced, and the difference between cities is the largest.
From the perspective of provincial differences, Guangdong leads by a large margin, Sichuan is the most unbalanced, and the western region is generally backward. In terms of the total number of provinces, Guangdong is significantly ahead, twice as much as Shandong, the second place. Sichuan has the highest urban dispersion coefficient, which is similar to that of Sichuan in the digital China Index. It shows that the distribution of digital learning scale in this region is the most unbalanced, and the difference between cities is the largest. The western region is generally backward, and the total index of the last five western provinces is less than 1 / 6 of that of Guangdong.
From the perspective of specific cities, big cities have outstanding performance, big gap between cities, and a long way to go for balanced development. Beijing ranks No.1 in China, and its position as the capital cultural center is also reflected in digital learning. The top four cities are Beijing, Shanghai, Shenzhen and Guangzhou, accounting for 20% of the total national index, far higher than the proportion of these four cities in the national GDP (16%), indicating that the city head effect of digital learning is more obvious. There is a big gap between cities. Among the 351 cities in China, the sum of the top 10 city index is more than 1000 times that of last 10. It can be seen that in the future, more efforts should be made to promote the balanced development of digital learning, especially for the lower ranked cities.
At the same time, Si Xiao said. In view of how to build a better environment for the development of digital learning, the report also makes relevant analysis from four dimensions: macro environment, education investment, individual conditions and teaching achievements. The results showed that: 1
Macro environment: it is positively correlated with economic development, cultural activities, Internet basic resources and other related indicators. The areas with good economic situation represented by GDP, large amount of cultural activities represented by library circulation, and rich Internet basic resources represented by the proportion of IPv4 are more conducive to the development of digital learning.
In terms of education investment, it has a significant positive correlation with public education expenditure, teaching equipment and informatization investment. Large government investment in digital education is more conducive to regional education. Local investment in education informatization can drive the whole industry, and help to popularize students’ information technology ability, thus promoting the development of digital learning.
In terms of individual conditions, it has a certain correlation with income and education level, and strong correlation with Internet penetration. It has a certain correlation with the disposable income of residents (positive correlation but weak explanatory power), and has a certain correlation with the proportion of high school students, but has nothing to do with the illiteracy rate, and has a significant positive correlation with Internet penetration. This shows that digital learning can reduce the threshold of income and education level to a certain extent, such as free online courses, audio-visual teaching content, etc., which can be used by a wider range of people; but at the same time, it also requires users to have basic digital ability such as Internet access.
In terms of teaching achievements, it has a significant positive correlation with the graduation scale of students. The higher the number of high school and college graduates, the higher the digital learning index and the larger the scale. This may indicate that the student group, and the group who can graduate successfully with academic achievement, may be an important group in digital learning.
In a word, the development of digital learning needs a good environment. On the macro level, we need a good foundation of economy, culture and Internet. Education investment, especially information construction, can play an obvious role in promoting digital learning. On the micro level, digital learning can reduce the personal income and education threshold to a certain extent, but it needs to give basic digital ability. The student group is an important group of digital learning, which should be focused on.
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