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4. Typical OER-enabled distance learning strategies
Several distance learning strategies are now using OER to provide accessible learning or diversified learning contents for students. Examples of these strategies， reported during COVID-19 outbreak， are discussed in this section.
4.1 Massive open online learning courses
OER and their offspring， Massive Open Online Courses （MOOCs）， are becoming important factors in achieving the Sustainable Development Goal 4： Quality Education （SDG4）. MOOCs are online courses that support unlimited participation and open access via the web. Particularly， MOOCs provide learning materials in an interactive way， by using videos， quizzes， instant feedback and assignments. They also support social interaction via forums， real-time chat functionality and social media. During COVID-19 outbreak， several institutions provided MOOCs for their students to maintain undisrupted learning from home.
The national public service platform for educational resources is an initiative of the central government of China in providing basic public services for education. The platform creates a network of communication， sharing and application environment for resources providers and users， and serves all levels of education. Large amounts of resources have been provided for teachers and students of schools at all levels， including digital resources that are synchronized with classroom teaching in primary and secondary school （e.g.， teaching plans， coursewares， teaching videos， course materials）， problem sets and tests database for the high school entrance examination and the college entrance examination. Additionally， the platform also provides MOOCs for students， teachers and principals of schools at all levels， and resources for vocational education， safety education， moral education， education for physical， health and art. In order to support the "Disrupted Classes， Undisrupted Learning" during the coronavirus outbreak， the ministry of education of PRC quickly launched the National Network Cloud Platform for Primary and Secondary School based on National Public Service Platform for Educational Resources. To meet the students' learning demands in this special period， appropriate resources modules of 10 topics in time were added to the platform， including epidemic prevention education， moral education， curriculum learning， life and safety education， mental health education， family education， classic reading， trip learning education， film and television education， and electronic books. After the outbreak of COVID-19 epidemic in 2020， the Open University of China （OUC） actively responded to the call of the Chinese Ministry of Education about postponing the spring semester， and providing online learning opportunities through Open Educational Resources （OER） that everyone can access to， especially those in rural areas. For instance， the OUC has provided a course entitled the Guide for Learning and Development of Children Aged 3-6 Years for kindergarten teachers to improve their professional skills during the COVID-19 pandemic.
4.2 Simulation and open game-based learning
Educational games are one of the methods that researchers have used in order to increase learners’ learning motivation and engagements. In this context， to provide an engaging and innovative learning experience during the COVID-19 outbreak， Porter-Gaud School used game-based learning approaches. Specifically， twenty-three children in Zoom， connected to the open game Minecraft Education Edition. They then started working in teams of six， and collaborating together to build their ideal home for quarantine within an open game environment. Additionally， to foster the motivation of learners and support open assessment， several National Minecraft EE experts were invited to join to further assess the work of the learners and give their feedback.
4.3 Telecourses
To ensure open accessible learning experiences， during COVID-19 outbreak， for those who do not have Internet connection especially in remote areas， courses and assignments were provided via televisions.
Four channels of China Education Television started open broadcasting of primary and middle school classes across the nation covering 75 lessons on air to provide open learning experiences for those in remote areas without Internet or without cable TV. Similarly， Tunisia created a new third national TV channel during COVID-19 to provide on it daily courses for all students in all grades.
譯文
4.基于OER的典型远程学习策略
现在有几种远程学习策略正在使用OER，为学生提供无障碍学习或多样化的学习内容。本节将讨论新冠肺炎疫情暴发期间，被报道的使用这些策略的案例。
4.1 大规模的在线开放学习课程
OER和其衍生物以及慕课，已成为实现可持续发展目标4（即素质教育）的重要因素。慕课是在线课程，支持无限参与，并通过网络开放访问。特殊的是，慕课通过运用视频、测验、即时反馈和作业等形式，以交互方式提供学习材料。学生还可以通过论坛、实时聊天功能和社交媒体来进行社交互动。在新冠肺炎疫情暴发期间，一些机构为他们的学生提供了慕课，以保证学生在家持续学习，不受疫情干扰。
国家教育资源公共服务平台是中国中央政府提供教育基本公共服务方面的一项举措。该平台为资源提供者和用户创建了一个包含通信、共享和应用环境的网络，并为所有层次的教育提供服务。它已为各级学校的师生提供了大量资源，包括与中小学课堂教学同步的数字资源（例如教学计划、课件、教学视频、课程资料）、中考和高考的问题集和考试卷库。此外，该平台还为各级学校的学生、教师和校长提供慕课，并为职业教育、安全教育、德育、体育、健康和艺术教育提供资源。为了支持新冠肺炎疫情暴发期间的“停课不停学”，中国教育部基于国家教育资源公共服务平台，迅速启动了全国中小学网络云平台。为了满足特殊时期学生的学习需求，该平台及时添加了10个适当主题的资源模块，包括防疫教育、德育、课程学习、生活与安全教育、心理健康教育、家庭教育、经典阅读、旅行学习教育、影视教育和电子书。
在2020年新冠肺炎疫情暴发后，中国国家开放大学（OUC）也积极响应教育部关于推迟春季学期的呼吁，并通过OER为每个人提供能进行在线学习的机会，尤其是在农村地区。例如，国家开放大学为幼儿园教师提供了名为《3-6岁儿童学习和发展指南》的课程，以提高他们在新冠肺炎疫情期间的专业技能。
4.2 模拟和开放游戏化学习
教育游戏是研究人员用来提高学习者学习动机和参与度的一种方法。在这种情况下，为了在新冠肺炎疫情暴发期间提供引人入胜的创新的学习体验，波特高德学校使用了基于游戏的学习方法。具体来说，Zoom（全球高清云视频会议协作工具）网络会议室中有23个孩子，并与开放式游戏《我的世界》教育版相连接。然后，学生开始进行6人一组的团队工作，并共同合作，建设在开放游戏环境中被隔离的理想家园。此外，为培养学习者的动机并支持公开评估，波特高德学校邀请了数名《我的世界》EE版国际服专家参加评估，以进一步评估学习者的工作并提供反馈。
4.3 电视广播课程
为了确保在新冠肺炎疫情暴发期间，那些无法连接到网络的人（特别是在偏远地区）也能获得开放的可访问的学习体验，所以还通过电视广播提供课程和作业。
中国教育电视台的4个频道开始在全国范围内公开广播中小学各年级课程，空中课堂一共广播了75堂课，为没有互联网或有线电视的偏远地区的人们提供了开放式的学习体验。同样，突尼斯在新冠肺炎疫情期间创建了一个新的第三国家电视频道，用来向所有年级的所有学生提供每日课程。
Several distance learning strategies are now using OER to provide accessible learning or diversified learning contents for students. Examples of these strategies， reported during COVID-19 outbreak， are discussed in this section.
4.1 Massive open online learning courses
OER and their offspring， Massive Open Online Courses （MOOCs）， are becoming important factors in achieving the Sustainable Development Goal 4： Quality Education （SDG4）. MOOCs are online courses that support unlimited participation and open access via the web. Particularly， MOOCs provide learning materials in an interactive way， by using videos， quizzes， instant feedback and assignments. They also support social interaction via forums， real-time chat functionality and social media. During COVID-19 outbreak， several institutions provided MOOCs for their students to maintain undisrupted learning from home.
The national public service platform for educational resources is an initiative of the central government of China in providing basic public services for education. The platform creates a network of communication， sharing and application environment for resources providers and users， and serves all levels of education. Large amounts of resources have been provided for teachers and students of schools at all levels， including digital resources that are synchronized with classroom teaching in primary and secondary school （e.g.， teaching plans， coursewares， teaching videos， course materials）， problem sets and tests database for the high school entrance examination and the college entrance examination. Additionally， the platform also provides MOOCs for students， teachers and principals of schools at all levels， and resources for vocational education， safety education， moral education， education for physical， health and art. In order to support the "Disrupted Classes， Undisrupted Learning" during the coronavirus outbreak， the ministry of education of PRC quickly launched the National Network Cloud Platform for Primary and Secondary School based on National Public Service Platform for Educational Resources. To meet the students' learning demands in this special period， appropriate resources modules of 10 topics in time were added to the platform， including epidemic prevention education， moral education， curriculum learning， life and safety education， mental health education， family education， classic reading， trip learning education， film and television education， and electronic books. After the outbreak of COVID-19 epidemic in 2020， the Open University of China （OUC） actively responded to the call of the Chinese Ministry of Education about postponing the spring semester， and providing online learning opportunities through Open Educational Resources （OER） that everyone can access to， especially those in rural areas. For instance， the OUC has provided a course entitled the Guide for Learning and Development of Children Aged 3-6 Years for kindergarten teachers to improve their professional skills during the COVID-19 pandemic.
4.2 Simulation and open game-based learning
Educational games are one of the methods that researchers have used in order to increase learners’ learning motivation and engagements. In this context， to provide an engaging and innovative learning experience during the COVID-19 outbreak， Porter-Gaud School used game-based learning approaches. Specifically， twenty-three children in Zoom， connected to the open game Minecraft Education Edition. They then started working in teams of six， and collaborating together to build their ideal home for quarantine within an open game environment. Additionally， to foster the motivation of learners and support open assessment， several National Minecraft EE experts were invited to join to further assess the work of the learners and give their feedback.
4.3 Telecourses
To ensure open accessible learning experiences， during COVID-19 outbreak， for those who do not have Internet connection especially in remote areas， courses and assignments were provided via televisions.
Four channels of China Education Television started open broadcasting of primary and middle school classes across the nation covering 75 lessons on air to provide open learning experiences for those in remote areas without Internet or without cable TV. Similarly， Tunisia created a new third national TV channel during COVID-19 to provide on it daily courses for all students in all grades.
譯文
4.基于OER的典型远程学习策略
现在有几种远程学习策略正在使用OER，为学生提供无障碍学习或多样化的学习内容。本节将讨论新冠肺炎疫情暴发期间，被报道的使用这些策略的案例。
4.1 大规模的在线开放学习课程
OER和其衍生物以及慕课，已成为实现可持续发展目标4（即素质教育）的重要因素。慕课是在线课程，支持无限参与，并通过网络开放访问。特殊的是，慕课通过运用视频、测验、即时反馈和作业等形式，以交互方式提供学习材料。学生还可以通过论坛、实时聊天功能和社交媒体来进行社交互动。在新冠肺炎疫情暴发期间，一些机构为他们的学生提供了慕课，以保证学生在家持续学习，不受疫情干扰。
国家教育资源公共服务平台是中国中央政府提供教育基本公共服务方面的一项举措。该平台为资源提供者和用户创建了一个包含通信、共享和应用环境的网络，并为所有层次的教育提供服务。它已为各级学校的师生提供了大量资源，包括与中小学课堂教学同步的数字资源（例如教学计划、课件、教学视频、课程资料）、中考和高考的问题集和考试卷库。此外，该平台还为各级学校的学生、教师和校长提供慕课，并为职业教育、安全教育、德育、体育、健康和艺术教育提供资源。为了支持新冠肺炎疫情暴发期间的“停课不停学”，中国教育部基于国家教育资源公共服务平台，迅速启动了全国中小学网络云平台。为了满足特殊时期学生的学习需求，该平台及时添加了10个适当主题的资源模块，包括防疫教育、德育、课程学习、生活与安全教育、心理健康教育、家庭教育、经典阅读、旅行学习教育、影视教育和电子书。
在2020年新冠肺炎疫情暴发后，中国国家开放大学（OUC）也积极响应教育部关于推迟春季学期的呼吁，并通过OER为每个人提供能进行在线学习的机会，尤其是在农村地区。例如，国家开放大学为幼儿园教师提供了名为《3-6岁儿童学习和发展指南》的课程，以提高他们在新冠肺炎疫情期间的专业技能。
4.2 模拟和开放游戏化学习
教育游戏是研究人员用来提高学习者学习动机和参与度的一种方法。在这种情况下，为了在新冠肺炎疫情暴发期间提供引人入胜的创新的学习体验，波特高德学校使用了基于游戏的学习方法。具体来说，Zoom（全球高清云视频会议协作工具）网络会议室中有23个孩子，并与开放式游戏《我的世界》教育版相连接。然后，学生开始进行6人一组的团队工作，并共同合作，建设在开放游戏环境中被隔离的理想家园。此外，为培养学习者的动机并支持公开评估，波特高德学校邀请了数名《我的世界》EE版国际服专家参加评估，以进一步评估学习者的工作并提供反馈。
4.3 电视广播课程
为了确保在新冠肺炎疫情暴发期间，那些无法连接到网络的人（特别是在偏远地区）也能获得开放的可访问的学习体验，所以还通过电视广播提供课程和作业。
中国教育电视台的4个频道开始在全国范围内公开广播中小学各年级课程，空中课堂一共广播了75堂课，为没有互联网或有线电视的偏远地区的人们提供了开放式的学习体验。同样，突尼斯在新冠肺炎疫情期间创建了一个新的第三国家电视频道，用来向所有年级的所有学生提供每日课程。