原文地址： https://fivejars.com/blog/drupal-good-cms-education-organizations

教育本来是一个历史久远的行业，大家都喜欢传统的在教室上课，随着互联网的崛起，越来越多的在线教育兴起，带来了更多在线虚拟的授课方式。

教育的数字化一直比较慢，直到新冠疫情的出现，一切发生了改变。

This digital transformation had been slow, its merits and legitimacy much debated…until the onset of a global pandemic. The focus of this post is on evaluating if Drupal is a good Content Management System (CMS) choice under the new education normal.

 

 

根据UNESCO统计，大约有1.3亿或者82%的在校学生不得不暂停校内学习，原因就是2020年4月爆发的的新冠疫情。随着疫情的延续，在线授课已经不是什么罕见的事情了，已经变成了学生唯一的上课渠道了。

According to UNESCO, approximately 1.3 billion or 82% of the world's enrolled students were out of school due to school closures at the peak of COVID-19 around April of 2020. With the world grappling with COVID-19, on-line classes were no longer merely a social experiment; in some places, they became the only game in town.

新冠疫情也让给教育行业带来了更多的新亮点：

 

 1. 全球化 Global Adoption 

During the 3rd World Higher Education Conference in May of 2022, Professor Asha Kanwar remarked that "one silver lining during the pandemic has been the global acceptance of distance and on-line learning.” Moreover, UNICEF recommended that countries must rely on multiple learning channels to reach more children in the event of school closures due to a pandemic, wars and environmental emergencies, and that expanded access to digital solutions is a key long-term priority to reduce learning vulnerabilities.

在2022年第三世界高等教育论坛上，Asha教授说到，由于疫情的原因，人们习惯在线学习成为了一个新亮点。并且，联合国儿童基金会强调农村必须要发展多渠道教学，才能保障孩子们在各种情况下，包括疫情、战争、环境危机等等，接触数字化教学才能避免各种各样的学习问题。

 

2. 包容性 Inclusivity

School closures exacerbated the issues faced by disadvantaged learners. An inclusive education system provides extra support services needed by disadvantaged learners facing educational inequalities due to factors relating to gender, disability, learning difficulties, or other sources of socioeconomic disadvantages. COVID-induced school closures entailed that learners with special needs had to be educated at home without the support services normally offered in schools. This resulted in severe disadvantages to the special-need learners and their families during COVID.

学校的封闭性导致贫困学生的学习受阻，一个包容的教育体系应该是能让各种困难学生收到教育，不论性别、残疾、学习障碍、以及其他困难的学生，而新冠疫情导致大家必须在家学习，就没有办法向学校那样有一些对特殊学生的照顾，因此这些学生就变得更加困难了。

 

3. 学习动机  Learning motivation

Home-based learning during COVID accentuated the paramount importance of students' motivation, engagement, and interest in their own education.

Pedagogy tells us that students are best motivated by authentic learning situations, where they can transfer the knowledge and skills learned to their everyday situations. Without that, they view their education as being boring and outdated. The OECD called for significant changes in the classroom including 'what students learn about the world and other cultures, the opportunities they have to practice what they learn, and how teachers support this learning…'
 

在家学习将学生的主动型，投入度，以及自学的兴趣变得非常重要。

Pedagogy 告诉我们，学生们被联合国教科文组织的authentic learning situations触动，在那里，他们可以互相交流知识以及他们学习状态。不然，他们就会感到学习很厌烦，或者不想继续。OECD称与在教室学习最大的不同就是，学生学习的知识文化，他们应该有机会实践，以及老师如何支持这种实践。

 

4. 个性化的辅助手段 Personalized scaffolding

While self-directed learning is generally credited for increasing students' motivation on learning, it undeniably puts additional cognitive demands on them beyond those required to learn the subject matter at hand. To mitigate the risk of overloading self-directed students, educational research has been done on 'scaffolding' which involves providing assistance to students on an as-needed basis, fading the assistance as their competence grows. Personalized scaffolding is an active research area on automatically generating scaffolds, including learning goals, that are personalized for individual learners.

自主学习需要学生的主动性，因此不可避免的给学生有一些额外的要求，为了降低自主学习的风险，教育机构开发了一个叫“学习脚手架”的工具来帮助自主学习学生的自我学习，减少一些竞争压力。“个性化脚手架”是一个活跃的研究领域，主要是给学生提供辅助学习规划，包括学习目标，个性化定制等。

 

5. 户外授课 Outdoor learning

During COVID, schools that remained open mitigated the risk of virus transmission by reducing class sizes and spacing out student desks. Reports indicated that some schools, including those in higher education, adapted by offering classes in outdoor settings. Besides lowering the health risk, outdoor classes offer interesting possibilities in institutional space management. Yet, it opens up new challenges in that outdoor classes will hasten the support of new technologies. It remains to be seen whether outdoor classes will become permanent fixtures in the education landscape.

新冠期间，仍然开放的学校通过减少班级人数、增加课桌的距离等方式来降低传染的风险，报告显示一些学校，包括大学，已经开始提供户外上课了。除了能降低风险，户外上课还能带来更多新鲜点。的确，户外教学也加速的新的技术出现，不过是否能够继续还要看户外授课是否会演变成一项常规的教学方式。

 

6. 老师培训 Teacher training

Dr. Tony Mays, renowned education specialist, remarked, "Transitioning from an emergency mode of remote teaching to a more sustainable longer-term engagement with on-line, distance, and flexible learning, requires that we provide continuing practical professional development opportunities for teachers, rather than overwhelm the already overworked teachers with too many new theoretical constructs.”

Tony博士，一位知名教育专家说到，如果要从临时远程教学转变到长期远程在线教学，我们需要给老师们提供更多专业培训，而不是给已经超负荷工作的老师更多新的理论建议。

 

7. 父母和姐妹的角色转变 Expanded role of parents and siblings

COVID school closures mean that students learned at home without the usual learning support provided by schools. In many cases, the role of parents and siblings expanded under home-based remote education to include varied levels of active tutoring and supervision.

新冠疫情导致学生们不得不在家上课，所以，这种情况下，父母和兄弟姐妹在家的职责就变成了老师和辅导员的角色。

 

8. 数据隐私 Data privacy

The move to a decentralized learning environment during school closures resulted necessarily in more data, private and personal, residing in out-of-school locations. France’s Education Minister Jean-Michel Blanquer raised the need for appropriate regulation of on-line educational institutions to 'ensure adherence to rules on the collection, management and use of data, especially the personal data of children and youth'.

 

随着校外学习的增多，越来越多的个人信息，数据都会存储在校外的服务个人电脑以及服务上，因此法国教育部长 Jean Michel Blanquer 提出了应当建立合适的法规，以便确保在线教育机构能够遵守这些规则，以保证对收集、管理、使用这些数据以及个人信息（尤其是儿童和青少年信息）安全方式。

 

9. 获取回馈 Capturing feedback

Ready or not at the time, as a response to COVID lockdowns, remote learning was deployed around the world in an unprecedented scale with very little lead time. Now that COVID is morphing from being a pandemic to an endemic, the education industry needs to take a step back and examine what aspects of remote learning worked and what needed improvement, in order to better prepare in the event of a future pandemic and to optimize a blended learning environment in ordinary times. A key UNICEF recommendation is to conduct further applied education research for learning and sharing what works during the pandemic, and for developing practical ways to improve teacher training, content production, parental engagement, and to leverage the use of technologies at scale.

不论是否已经准备就绪，作为对新冠疫情的响应，在线教育已经成为了大势所趋。尽管现在病毒还在各种变异，但是教育产业需要紧随步伐，找到更合适的、更有效的方式，优化和提升在线学习的用户体验。

联合国教科文组织强调，要加强对教育方式的研究，对疫情期间的学习和分享方式，争取开发出更多有效的方式，去提升老师培训、内容输出、父母参与、技术应用等领域。

 

更多教育类相关的CMS解决方案，请参考之前的文章，

1. 如何通过开源方案自建视频课程平台

2. 在线视频教育学习平台介绍

3. 如何用开源的系统来构建知识库平台？

4. 开源的CMS如何实现问卷调研？