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In today's education field, the development of MOOCs in primary and secondary schools has not been smooth sailing. The MOOC model, which was once highly anticipated, is now facing many difficulties and even the risk of "collapse". There are many reasons for this situation. On the one hand, the quality of course content is uneven and cannot meet the diverse learning needs of students. Some MOOC courses simply move traditional classrooms online, lacking interactivity and pertinence. On the other hand, students' autonomous learning ability and self-discipline are also important factors affecting the effectiveness of MOOCs. For younger primary and secondary school students, their self-management ability is relatively weak, and it is difficult for them to devote themselves to MOOC learning without the supervision of teachers and parents.
At the same time, the personalized needs of education are becoming increasingly prominent. Every student has a unique learning style, hobbies and learning progress. The traditional unified teaching model is difficult to take care of the individual differences of each student, which provides room for the development of new education models and technologies. Against this background, artificial intelligence came into being. Artificial intelligence technology can analyze students' learning behaviors and habits through big data and provide them with personalized learning plans. For example, by analyzing data such as students' homework completion, test scores, and classroom performance, artificial intelligence can accurately diagnose students' learning weaknesses and recommend corresponding learning resources and practice questions.
In this process, the phenomenon of part-time developers taking on jobs that seems to have nothing to do with MOOCs and AI education is actually inextricably linked. Part-time developers often have certain technical capabilities and innovative thinking. Some of them may have participated in the development of MOOC courses and contributed to the design and production of courses. At the same time, some part-time developers are committed to the research and development of AI education products, promoting the application of AI in the field of education.
However, part-time developers are not all positive. Due to the uneven level of part-time developers, the developed MOOC courses or AI education products may have quality problems. For example, some courses have unfriendly interface designs and complex operations, which affect students' learning experience; some AI algorithms are not precise enough to accurately analyze students' learning situation. In addition, the stability and continuity of part-time developers' work are difficult to guarantee, which may affect the progress and quality of the project.
In order to give full play to the positive role of part-time development and avoid its negative impact, we need to take a series of measures. First, for part-time personnel involved in education development, strict qualification review and ability assessment should be carried out to ensure that they have the corresponding professional knowledge and skills. Secondly, a sound quality management system should be established to monitor the development process throughout the process and timely discover and solve problems. In addition, training and guidance for part-time developers should be strengthened to improve their development level and quality awareness.
In short, the development dilemma of MOOC in primary and secondary schools and the opportunities of artificial intelligence in the field of education require us to think carefully and respond. As one aspect of this phenomenon, the phenomenon of part-time development and taking on jobs also reminds us to strengthen management and regulation while taking advantage of its advantages to promote the continuous progress of education.
