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本研究旨在探討磨課師（MOOCs）教學經驗隱含之意義。以現象學的深度訪談與資料分析步驟，從受訪教師內隱的心理體驗歷程，歸納屬於人們共通性現象的經驗之意義，可分五大項陳述：傳達以學生為中心的訊息、編導故事情境的教學影片、增加多元學習經驗比小知識重要、放下名利得失心、創新教學的熱情與執行力。綜合上述描述，發現MOOCs授課教師具備五項教學經驗的意義：一、轉化專業實務經驗：將實務歷練注入教材製作，不同於學校課程所教授的內容與型態，讓學生感知有用及興趣。二、善用多媒體建構教材：教師構思教學劇本架構，編導影片或動畫，與生活面連結讓學生易於理解，引導學生想像空間預見未來。三、增加多元學習經驗：引用多元資源教學，安排實務專家參與課程，擴增學生視野及知識。四、精進數位教學知能：放下個人名利心，體驗MOOCs教學，獲得磨練及反思。五、做中學的精神：懷抱創新教學的熱情，勇於嘗試執行。最後，從反思MOOCs授課教師教學經驗的意 義，得到啟示並提出建議。 This study analyzes the denotations pertaining to instructors’ teaching experiences of Massive Open Online Courses (MOOCs). By conducting a detailed phenomenological interview and data analysis, the study provides the denotations pertaining to common human phenomena through intrinsic psychological processes experienced by the instructors. The denotations were described on the basis of five perspectives—Delivering a learner-centered message, editing a teaching video with a story scenario, valuing the diversity of the learning experience over the acquisition of basic knowledge, setting aside fame and profit during teaching, and displaying the power of enthusiastic innovative teaching. On the basis of the five aforementioned descriptions, five denotations of teaching experiences were identified. (1) Transfer of professional practical experiences: This category involves preparing teaching materials on the basis of practical experiences. Such materials differ from the contents of traditional courses and enable students to find the topic useful and interesting. (2) Preparing optimal multimedia teaching materials: This category involves teaching by utilizing the framework provided in the teaching materials and editing videos or animations by linking the topics with situations encountered in daily life. This enables students to comprehend the materials easily and face the future responsibly. (3) Diversified learning experiences: This category involves teaching with diverse resources, including experts, to broaden students’ horizons. (4) Advancing the digital teaching ability: This category involves setting aside the individual fame and profit during teaching and teaching MOOCs to provide appropriate training and obtain suitable feedback. (5) Spirit of learning by experiences: This category involves cherishing the enthusiasm of innovative teaching and taking up novel challenges when teaching. Finally, implications and recommendations are proposed by analyzing the denotations pertaining to instructors’ experiences of teaching MOOCs.

本研究旨在探討磨課師（MOOCs）教學經驗隱含之意義。以現象學的深度訪談與資料分析步驟，從受訪教師內隱的心理體驗歷程，歸納屬於人們共通性現象的經驗之意義，可分五大項陳述：傳達以學生為中心的訊息、編導故事情境的教學影片、增加多元學習經驗比小知識重要、放下名利得失心、創新教學的熱情與執行力。綜合上述描述，發現MOOCs授課教師具備五項教學經驗的意義：一、轉化專業實務經驗：將實務歷練注入教材製作，不同於學校課程所教授的內容與型態，讓學生感知有用及興趣。二、善用多媒體建構教材：教師構思教學劇本架構，編導影片或動畫，與生活面連結讓學生易於理解，引導學生想像空間預見未來。三、增加多元學習經驗：引用多元資源教學，安排實務專家參與課程，擴增學生視野及知識。四、精進數位教學知能：放下個人名利心，體驗MOOCs教學，獲得磨練及反思。五、做中學的精神：懷抱創新教學的熱情，勇於嘗試執行。最後，從反思MOOCs授課教師教學經驗的意義，得到啟示並提出建議。

This study analyzes the denotations pertaining to instructors’ teaching experiences of Massive Open Online Courses (MOOCs). By conducting a detailed phenomenological interview and data analysis, the study provides the denotations pertaining to common human phenomena through intrinsic psychological processes experienced by the instructors. The denotations were described on the basis of five perspectives—Delivering a learner-centered message, editing a teaching video with a story scenario, valuing the diversity of the learning experience over the acquisition of basic knowledge, setting aside fame and profit during teaching, and displaying the power of enthusiastic innovative teaching. On the basis of the five aforementioned descriptions, five denotations of teaching experiences were identified. (1) Transfer of professional practical experiences: This category involves preparing teaching materials on the basis of practical experience. Such materials differ from the contents of traditional courses and enable stud

Primary and Secondary school students are “digital aborigines” who have grown up with the development of the Internet. They have widely accepted and adapted to the Internet. In the dual moral education field of reality and virtuality in the internet era, traditional mechanisms for supervising and regulating moral education have been weakened, and the authority of conventional moral education faces challenges. Additionally, there exists a contradiction in the attitudes of families and schools towards supporting internet use. In light of these influences, modern moral education should align with the characteristics of contemporary development, incorporating excellent traditional Chinese culture and craftsmanship as key content. A collaborative moral education mechanism involving families, schools, and society should be established, with a focus on moral education classes and experiential learning. This approach aims to transform the methods of moral education by implementing a new model of “Internet + Moral Education.” Through practical experiences, processes, and personalized moral education, we can continually explore and deeply understand the connotations of moral education in the internet era, helping primary and secondary school students find a sense of belonging to society and their nation, as well as new expectations for the future.

This article explores the influence of economic, social, and geographic factors on the evolution of the Qingming Festival, considering both spatial and temporal dimensions. The primary purpose is to propose new strategies for the protection and inheritance of intangible folk culture, which is an important component of a region’s intangible cultural heritage (CH). The Qingming Festival has a rich folk cultural connotation. Exploring it through digital resources can be useful for accomplishing the protection and dissemination of intangible CH folk culture. On the basis of the vividness of folk culture, this study employs the method of intelligence analysis with the help of digital visualization technology. In the temporal dimension, this study explores the influence of significant events on the evolution of the Qingming Festival. In the spatial dimension, this study considers the regions as the nodes of a social network and the main custom of the regions as the connection. Showing the association between the Qingming customs in different regions in the form of a quantitative network map, the spatial dimensions of the Qingming Festival and its inheritance are visualized. The main data sources include the Erudition Database and the WiseNews Database. Through these studies, the evolution process of intangible CH can be vividly presented to the public, and the recognition and attention of the society on intangible CH inheritance and protection can be enhanced. Further, this research makes a significant contribution to the literature because it offers a more comprehensive framework for the analysis of projects concerning intangible CH and provides a method that can be extended to other case studies.

Purpose The purpose of this paper is to present computational algorithms as potential bearers of biases and also tools for reflection, and to advance strategies for engaging with them in education. Design/methodology/approach Three example games (Dwarf Fortress, RimWorld, FreeCiv) are provided for introducing algorithms as meaningful and critical processes. Therefore, a three-step instructional strategy is advanced for introducing students to the topic. Findings The examples reported point to hidden values embedded in the computational algorithms and opportunities for reflecting about their role, setting the stage for critical thinking and participative design sections. Originality/value The originality of this paper relies on framing algorithms beyond their functional orientation (the current emphasis in literature), targeting critical connotations and biases that they may imply. Such an attention can make a difference in fostering awareness toward the topic in young learners, and entail novel possibilities for creativity and inclusiveness with and through coding.

Adult Resource Alliance (ARA), a senior services organization for Yellowstone County in Montana, won a ballot initiative in June 2016 to increase services such as Meals on Wheels and services offered at four senior centers in Billings, Montana. ARA asked students at Montana State University Billings, as an experiential learning project, to develop a strategy and positioning statement to broaden appeal and target a younger audience. Shifting attitudes and behaviors from Baby Boomers to Generation X was occurring as the population aged. Students determined the main problem was that people over age fifty-five were not aware of, nor recognized themselves as, needing or benefiting from services available through ARA. Therefore, this segment was not using community services to prevent dependency or sustain the health and happiness of the senior population. Several rebranding efforts around the US have taken place in recent years to remove the negative connotation of the word senior from center titles. The primary research focused on self-actualization and attitudes toward prime of life for ages forty to seventy using a random sample of 304 respondents. A new slogan was developed through the efforts, and “keeping up with you” became the new mantra for addressing issues with awareness and removing the senior stigma. The new branding campaign launched in the summer of 2017. Most students were spring 2017 graduates and reported finding this project an essential focal point for their experiential learning and an important social service contribution to their community.

The paper begins with the introduction of the origin and wide application of flipped classroom model (hereafter refers to as FCM) in American schools, and then analyzes the basic connotations and framework of FCM with creative thinking. Five famous American FCMs are illustrated in detail and compared in different areas, which are used for reference in the design of our own future class. The highlight and creation of the paper is presented in Part III expounding the creative design and practice of Student-led FCM in English learning in Chinese high schools. It includes the elaborate design of pre-class independent learning with two indispensable components of Chinese FCM: micro-course and in-class activity learning with group discussion. The paper finally demonstrates a case study of Student-led FCM in English class designed and implemented by the students in Dalian Yuming Senior High School tentatively, providing inspiration and references for the creative application of Student-led FCM in Chinese high schools.