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It proposes a practical optimization approach derived from the CDIO initiative, mapping Conceive, Design, Implement, and Operate stages to build an e-learning English environment. Blended learning is used to strengthen computer English listening, speaking, reading, and writing, while also guiding study completion, testing, and computer skills.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does diversified Open English Educational Resources affect learners in Open Distance Learning?","Question",{"text":62,"@type":63},"It directly influences learners’ interest, motivation, and learning validity, and its practical optimization design aims to increase distance learners’ learning efficiency.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What CDIO stages are used in the proposed computer English teaching approach?",{"text":67,"@type":63},"The approach follows CDIO: Conceive (analyze and research the teaching architecture), Design (create learning content), Implement (use diversified resources and the IC3 learning platform), and Operate (improve abilities and guide study, testing, and computer skills).",{"name":69,"@type":60,"acceptedAnswer":70},"What four optimization aspects are discussed for the learning resources and environment?",{"text":71,"@type":63},"The paper organizes optimization into four aspects: shifting roles and resource selection/arrangement (one), learners’ methods and strategies through resource utilization (two), aligning goals/content/progress and evaluation while emphasizing diversified resources (three), and treating the learning process as resource use with CDIO integration as an important part (four).","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},593011,1792076394,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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\n[http://www](http://www.AsianJDE.org)[.](http://www.AsianJDE.org)[AsianJDE](http://www.AsianJDE.org)[.](http://www.AsianJDE.org)[org](http://www.AsianJDE.org)  \n© 2018 The Asian Society of Open and Distance Education ISSN 1347-9008 Asian J D E 2018 vol 13, no 1, pp 109-114  \nThe teaching design and application of diversified open English educational resources in Open Distance Learning in  \nChina  \nXia Li  \nWuhan Radio & TV University/Wuhan Vocational College of Software and  \nEngineering, China  \n[476840950@qq.com](476840950@qq.com)  \nABSTRACT :  \nAs the main content, the design quality of diversified Open English Educational Resources in Open Distance Learning will directly affect the learners' learning interest, learning motivation and learning validity. Its practical optimization design is the important way to arouse the distance learners' learning efficiency.  \nThis article brought directly out of the CDIO Initiative. Based on the characteristics of the engineering, we analyzed and researched the computer English teaching architecture (Conceive); Designed the computer English learning content (Design), Used the diversified Open English Educational Resources in Open Distance Learning and the excellent global IC3 learning platform to teach (Implement), in support of E - learning English environment, we used the Blended - learning to improve computer English listening, speaking, reading, writing ability , in the same time, we can also guide the students to complete the study, testing, and computer skills (Operate) .  \nKeywords: The diversified Open English Educational Resources, IC3 platform, The CDIO integrated computer English teaching mode, Blended-learning.  \n1. INTRODUCTION :  \nUnder the background of globalization, single learning resources and mode cannot satisfy the needs of the students' active learning. Active learning requires learners to make full use of all kinds of ways to choose and decide the content according to learning aims. In a certain sense active learning ability reflects on the learner's ability to choose and make use of learning resources. As the main content, the design quality of diversified Open English Educational Resources in Open Distance Learning will directly affect the learners'learning interest, learning motivation and learning validity.  \nIts practical optimization design is the important way to arouse the distance learners' learning efficiency.  \nThe 2011 Bernard M. Gordon Prize Recipient is awarded to Edward F. Crawley\"for leadership, creativity, and energy in defining and guiding the CDIO (ConceiveDesign-Implement-Operate) Initiative, which has been widely adopted internationally for engineering education.\"This article brought directly out of the CDIO Initiative. Based on the characteristics of the engineering, The CDIO integration computer English teaching mode adopted Blending Learning, and this method is fit for the Open Distance  \nASIAN JOURNAL of DISTANCE EDUCATION  \nLearning, to some extent, this kind of personalized, active learning method in computer English teaching and Learning are not limited by time and place, which develops the students’ active learning. Blending Learning embodies the practicality, knowledge and interest of English teaching. The CDIO integration computer English teaching mode optimizes the learning resources, which can be divided into classroom English teaching resources, the second classroom English teaching resources; Use English on-line, off.-line English resources, etc.  \nWe start out the practical optimization design of the CDIO integration computer English teaching and learning resources in Open Distance Learning. The English IC3 international standard operating system trains students’ abilities to think and solve problems in English. The CDIO integration computer English teaching takes the computer application ability as the guidance is based on the actual needs and the frequency of computer application. We can le","cbCaidwjDTnJ50u2","https://ap.wps.com/l/cbCaidwjDTnJ50u2","pdf",137754,"English","# Abstract\n# Introduction\n# Optimization Designs in Four Aspects\n## Optimization design one\n## Optimization design two\n## Optimization design three\n## Optimization design four\n# The CDIO integration computer English teaching and learning resources optimize design experiment in Open Distance Education","[{\"question\":\"How does diversified Open English Educational Resources affect learners in Open Distance Learning?\",\"answer\":\"It directly influences learners’ interest, motivation, and learning validity, and its practical optimization design aims to increase distance learners’ learning efficiency.\"},{\"question\":\"What CDIO stages are used in the proposed computer English teaching approach?\",\"answer\":\"The approach follows CDIO: Conceive (analyze and research the teaching architecture), Design (create learning content), Implement (use diversified resources and the IC3 learning platform), and Operate (improve abilities and guide study, testing, and computer skills).\"},{\"question\":\"What four optimization aspects are discussed for the learning resources and environment?\",\"answer\":\"The paper organizes optimization into four aspects: shifting roles and resource selection/arrangement (one), learners’ methods and strategies through resource utilization (two), aligning goals/content/progress and evaluation while emphasizing diversified resources (three), and treating the learning process as resource use with CDIO integration as an important part (four).\"}]","Asian Journal of Distance Education - The teaching design and application of diversified open English educational resources in Open Distance Learning in China | PDF",15]