The present and future of Personal Learning Environments (PLE)

个人学习环境（PLE）的现在与未来

This post is recast from an assignment I completed about four months ago in a Masters Degree course entitled Innovative Practice and Emerging ICT, in which I investigated what PLEs are meant to be and where they might be going. It was originally part of a class wiki.

这篇文章是我从四个月前完成的一份硕士研究生课程作业重写而来，原来题目是《信息与通信技术的创新实践与发展》在文章中我调查PLE的意义和趋势。它是课程维基的原始部分。

Contents

目录

1. Introduction
2. 导言
   
3. Towards a Definition
4. 定义
   
5. Driving Forces
6. 动力
   
7. Developments to Date
8. 发展
   
9. Barriers
10. 障碍
    
11. Future Potential
12. 潜力
    
13. References
14. 参考
    
15. Web Links
16. 链接
    

Introduction

导言

A definition for the term Personal Learning Environment (PLE), remains elusive. Conception about what should constitute a PLE depends on the perspective of the commentator. For example, the priorities for a PLE are different for a tertiary student, a university administrator, an instructor, a working professional, or an adult who persues an eclectic path of lifelong learning. Metaphorically, an individual may engage in a learning process that is either more acquisitional or participatory (Sfard, 1998). There are inconsistencies across these positions about what a PLE should do. But whether constructively and defensively, interest in PLE appears to be growing.

关于个人学习环境（PLE）的定义，至今仍未明确。关于由什么构成PLE的概念，完全取决于定义者的视角。比如，PLE的优先级就和大专生、大学行政人员、教师、专家或者一个追求终生学习的折衷道路的成年人，就完全不同。隐喻，个体在参与到学习过程当中，不是有所收获就是得到参与（Sfard，1998）。关于PLE应该发挥什么作用，各家看法不一致。但对于PLE的建设性和防守性的兴趣都在增长。

At the time of writing this introduction (August 2006), no particular product or service exists that can definitively be categorised as a PLE, although some prototypical work is in progress. An inclusive, authoritative account about PLEs does not yet exist. Only a handful of articles have appeared in the academic and public press about PLEs since the term gained currency in 2004. This article has been compiled after tracking recent conversations in the blogosphere and following social bookmarks.

在写这份导言的时候（2006年8月），还没有可以明确称为PLE的产品存在，虽然有些原型工作正在进展当中。一个关于PLE的具有包容性、权威性的报告尚不存在。自从2004年开始出现PLE这个词汇以来，只有学术界和新闻出版界有极少数文章提及。本文是在参考blogosphere中的对话及相关社会书签后完成的。

Towards a Definition

定义

The following definition is intended to introduce the general nature of PLEs:

以下定义试图介绍PLE的一般性质：

a Personal Learning Environment is a facility for an individual to access, aggregate, configure and manipulate digital artefacts of their ongoing learning experiences.
个人学习环境是一个工具集，可以令个体在其进行学习体验过程中访问、聚集、配置和操控数字化产品。

This definition captures the following salient aspects, which seem to be common across all current viewpoints:

该定义抓住了以下几个突出方面，他们在当前所有观点中均有涉及：

1. PLEs are effectively controlled by the individual, thus decoupled from institutional portals like university Virtual Learning Environments (VLE) or workplace Learning Management Systems (LMS) for which the design goals are in response to institutional requirements.
2. PLE通过个体进行有效控制，因此从依照体制要求而设计的大学虚拟学习环境（VLE）或者工作场所的学习管理系统（LMS）等传统门户中脱离出来。
   
3. The artefacts operated upon through PLEs include the digital resources and references with which individuals wish to engage presently and perhaps recall in the future. Resources include not only static text and media but also dynamic services and their artefacts, such as instant messaging, online forum and weblog conversations. Whereas an ePortfolio contains actual assets for the purpose of reflection, assessment or self-promotion, the PLE includes a broader repository that also includes links and commentary for all three purposes.
4. 这些通过PLE处理的数字化产品，包括个体希望当前使用的、打算将来在使用的数字化资源和引文。资源不仅仅包括静态文本和媒体，也包括动态服务及其相关产品，比如，实时聊天、在线论坛以及博客留言讨论。电子档案袋具有便于反思、评估或自我促进的具体优点，但PLE具有更广泛的环境，可以包含前面三个目的的连接和评论。
   
5. The primary goal of a PLE for an individual is to bring all the disparate artefacts of interest for learning under a single operating roof. The presumption is that there are many artefacts, organising them is time-consuming and it's easy to forget about or lose them. PLEs are meant to simplify managing these artefacts, creating meaning through aggregation, linking and metadata tagging (eg comments, keywords).
6. 对于个人，PLE的首要目的是就是将因为学习而感兴趣的所有不相干的东西聚拢到同一个操作平台中去。可以肯定，有很多种东西，要将其组织起来很费时间，也很容易遗忘或丢失。PLE意味着简化对这些东西的管理，通过聚合、链接和元数据标签（比如注释、关键词）为其创建意义。
   
7. A PLE integrates with the digital services to which the individual currently subscribes. These could be the university VLE, the workplace LMS or a collection of so-called Web 2.0 services like social bookmarking or photo sharing.
8. PLE使这种数字化服务与个人当前订阅的其他服务成为一体。可能是大学VLE，工作场所的LMS，或者一些所谓的web2.0服务，比如社会化书签或者照片共享服务。
   
9. A PLE spans the various learning experiences to which an individual subscribes throughout life. High school students may begin to operate their own PLE, hooking it into their school's VLE. Upon university entrance, it could be connected to the university VLE. If entering professional practice, the individual could then link the PLE to workplace learning and professional development facilities. All the while, the individual may wish to link selectively to an evolving parade of Web 2.0 services which are found to be useful for enabling personal growth and learning.
10. PLE覆盖个人赞同的多种学习体验，伴随终身。高中生可以开始经营他们自己的PLE，挂接到他们学校的VLE上。进入大学以后，也可以连接到大学的VLE。进入专业实践以后，个体可以将其PLE与工作场所的学习与专业发展平台相挂钩。在进行这些的同时，个体可能希望有选择性的链接到一个不断演化的web2.0服务序列当中去，而这些服务被认为是对个人的成长和学习是有益的。
    

This diagram shows how PLEs are situated at the intersection of VLEs, Web 2.0 and an expanded view of ePortfolios.

该图像显示了PLE是如何位于VLE、web2.0和扩展的电子档案袋的交集的。

Driving Forces

动力

How a PLE might ultimately be deployed is bracketed by the forces driving its evolution and the barriers to acceptance.

PLE最终将如何部署，取决于它自身演化的动力以及认可的障碍。

The structure, features and policies of most VLE implementations tend to perpetuate the traditional instructivist models of education. The primary purpose of the systems is to organise course content for transmission to enrolled students. Only some VLEs provide shared file areas and collaborative facilities like chat and discussion forums. In universities, VLEs often act as secure gateways to digital indexes and research journals. Unless students manually copy materials out of the VLE walled garden, all traces of their learning experience through the VLE are lost once they complete their studies.

绝大多数VLE实施过程中的结构、特征以及政策倾向于延续传统的教育教学模式。系统的主要目的是为选课的学生传输课程内容而组织课程内容。只有某些VLE提供文件共享区域和协作措施，比如聊天室和论坛。在大学里，VLE常常被当作通向数字化索引和研究期刊的安全接口。学生只能手工复制VLE围墙花园以外的资料，一旦他们完成学习，通过VLE对他们学习体验的所有记录都将丢失。

The notion of a PLE arose in response to the technical and policy constraints imposed by institutionalised VLEs and LMSs in both educational and workplace settings, which are perceived to impede personal learning choices. University administrators view access to external web services as a risk to the institution rather than an affordance for learners and faculty. Hence, they prefer the more limited view of PLEs as a configurable extension to a VLE, especially when they continue to see themselves as the monopoly technology service providers for their learning community (eg online enrolment, email addresses).

PLE的观念出现在教育场所和工作环境里的制度化VLE和LMS的技术和政策方面的强制约束的响应，这种约束被认为是对个人学习选择的阻碍。大学行政人员将访问外部网络服务视作对制度的危害，而非学生和教员的？？？。因此，他们宁愿将PLE看作VLE的一个有诸多限制的可配置扩展，特别是在他们继续把自己看作他们的学习社区（比如在线入学、邮件地址）的垄断性技术服务提供商的时候。

In North America the commercial vendors of VLEs dominate. There are unconfirmed media reports that the VLEs supplied by Blackboard Inc. serve over two thirds of all universities in Australia and New Zealand. On the other hand, in Europe more sites use inhouse and open source implementations (Vuorikari, 2003).

在北美，商业VLE公司占主导。有未经证实的媒体报道，blackboard公司提供的VLE占到了澳大利亚和新西兰大学的三分之二。另一方面，欧洲更多网站使用内部的和开源的解决方案（Vuorikari，2003）

In January 2006, Blackboard Inc., the leading commercial vendor of academic VLEs, was granted US patent 6,988,138 on "Internet-based education support system and methods", even though there is evidently a long history of virtual learning environments. It does not appear that the patent, if enforced, has any direct bearing on the emergence of PLEs, although the patent action may foster a backlash against VLEs.

在2006年元月，Blackboard公司，学术VLE的领导性商业提供者，共获得“基于互联网的教育支持系统和方法”方面的美国专利698,8138件，即使这很明显涉及到虚拟学习环境的历史。这并不看得出，这些专利，如果强制的话，能够对PLE的出现起到任何直接影响，虽然这些专利行动可能会引起反VLE势力的高涨。

Interestingly, some faculties have implemented and manage their own VLEs which are more dynamic, more concerned with learning experiences and are publicly-licensed products (eg .LRN, Moodle, Plone, Drupal, Sakai). These allow custom extensions, which may pave the way for the development of open APIs for connection by PLEs.

有意思的是，某些院系已经实施和部署了他们自己的更加灵活、更加关注学习体验的VLE，并且都是公开授权产品（比如 .LRN, Moodle, Plone, Drupal, Sakai ）。这些产品允许定制扩展，这为开发连接到PLE的开放API铺平了道路。

Enlightened educational practice has increasingly embraced student-centred learning. This includes the assignment of tasks with an open, constructivist foundation, where students push learning forward through active collaboration, problem-solving, investigation and discovery, creating meaning on their own terms. Where the Web serves as an avenue of inquiry, it seems natural that part of the student-centredness should be in the choice and configuration of tools for action. This is the space for a PLE.

开明的教育实践逐渐拥抱以学生为中心的学习。这包括以建构主义为理论基础的开放式任务的功课，让学生通过积极协作、解决问题、调查与发现、用他们自己的话语创建知识，从而在学习中进步。在这里，网页服务成为调查的渠道，是以学生为中心的必不可少的一部分，应该存在于为行动而选择和配置的工具之中。这就是一个PLE的空间。

So far, discussion about PLEs has emanated primarily from academic circles, who recognise that there are learning opportunities with some Web 2.0 services.

到目前为止，有关PLE的讨论主要来自学术界，他们认识到，某些web2.0服务能够为他们的学习带来机会。

The use of ePortfolio (electronic portfolio) software and services is well established in many higher education jurisdictions, with administrators having set policies for their use (primarily for assessment). If PLEs are viewed simply as an extension of ePortfolios, then acceptance of them may be more assured.

电子档案袋软件和服务，已经很好的使用在许多高等教育管理机构当中，行政人员为他们的使用（主要是用于评估）制定政策。如果PLE仅仅被看作是电子档案袋的一个扩展，那么他们接受起来会更放心。

Adults who engage in relatively unstructured inquiry or informal learning, for reasons of professional or skills development or general interest, could benefit from tools and techniques to organise their endeavours. At this stage, there is little anecdotal evidence of interest in this area. However, the possibilities may simply not be widely known yet.

处于专业或技能开发或者一般兴趣，成年人从事相对松散的查询或非正式学习，可以通过努力从工具和技术中获得利益。在这个阶段这个领域的兴趣，有一个小小的八卦证据。然而，这种可能性很简单的还未广为人知。

For each online service, an individual's identity must be provided for each session. On one's regular personal computer, identity retention alleviates the problem by availing cookies and field prefills, including passwords. But this advantage is lost when using multiple computers. So organising one's personal learning through a variety of web-based services involves managing multiple login names and passwords. A PLE could alleviate the daily problem of login identification by storing and safeguarding the data for automatic application. This problem could also be eased by developments in Identity 2.0, an evolving standards-based scheme in which an individual's single, unique, verifiable web identity claim could be applied to securely grant access to multiple web services.

对于每一个在线服务的每一次任务，个人都必须提供身份。如果某人经常使用某台计算机，利用cookies和外部预先填充功能保存身份和密码缓解了这个问题。但是，当使用多台计算机的时候这种优势便丧失了。所以，通过多个基于网页的服务组织某人的个人学习，会导致管理多个登录名和密码的问题。PLE可以通过存储和维护自动应用程序的数据，从而缓解登录确认的问题。这个问题也可以通过正在发展中的Identity2.0进行缓解，一个不断发展的，基于标准的方案——个人的单人的、唯一的、可验证的网上身份声明，可以用于安全的访问多个网页服务。

Software development companies are keen to make their product or service a nexus of attention. Whilst some learners may persist with the DIY approach to organising the scattered pieces of their learning environment, companies would rather see a PLE promoted as a particular product or service which solve the problem of that messiness. This applies not just to software for personal computers, but also for mobile PDAs.

软件开发公司乐于他们自己的产品或者服务受到关注。当某些学习者坚持采用自己动手的方式组织管理他们学习环境的各个零散部分的时候，商业公司更愿意看到PLE作为一个特定产品或服务，来解决这种混乱局面。不仅仅是用于个人计算机的软件，也可以用于移动PDA。

Developments to Date

发展

A WebTop is a new class of web-served applications enabling single-screen one-click preconfigured access to other web services which can be nominated by the user, for example photo sharing (eg FlickR), online calendar, weblogs, integrated feed aggregator, online word processor (eg Google Writely), shared spreadsheet (eg Google Spreadsheet), shared whiteboard (eg GE Imagination Cubed), social bookmarking (eg del.icio.us, Furl) and consolidated productivity services (eg Zoho). So far they are primarily aimed at business users, but many of their features match what is prescribed for a PLE. Examples include YouOS, 30Boxes and NetVibes.

网络桌面是一类新型的网页服务应用，在同一屏幕内，点击一次预先设置好的配置，就可以进入用户指定的其他网页服务，如照片共享（如Flickr）、在线日历、网络日志、整合型订阅源阅读软件、在线文字处理软件（如Google Docs）、共享电子表格（如Google Spreadsheet）、共享白板（如GE Imagination Cubed）、社会化书签（比如del.icio.us、Furl）以及综合办公服务（如Zoho）。到目前为止这些都主要是针对企业用户，但是其中许多特征与PLE要求相符。网络桌面的实例包括YouOs、30Boxes和NetVibes。

A Mashup is like a WebTop, but the web services are combined much more tightly so that data from one is used to access information in another. A simple example is the integration of weblog with an embedded online calendar. In a more advanced, customised example, data from a particular Google Spreadsheet could be fed into Google Earth. A PLE could be implemented as a mashup.

混搭，类似于网络桌面，但是这种网络服务结合得更紧密，使得一个服务的数据可以是另一个服务访问的信息。将网络日志和嵌入式在线日历聚合在一起就是一个简单例子。在另一个更高级、用户定制程度更高的例子当中，一个特定Google电子表格的数据可以注入到Google Earth。PLE可以以混搭的形式实现。

The open source Mozilla FireFox browser has been extended by Flock to create a WebTop which integrates your browser with your weblog and other web services.

Flock将开源的Mozilla FireFox 浏览器扩展成一个网络桌面，将你的网络日志和其它网络服务整合进你的浏览器当中。

Some edubloggers have expressed the view that PLEs exist already in an ad hoc manner. Through their weblogs, they reflect on their own work and experiences and link to others. Through mashing into their weblog templates, they can directly open their own social bookmarks, images and other web services to which they subscribe. They use publicly-accessible server space to store and share files.

一些教育博客表达了这样一个看法，即PLE已经以一种特定的方式存在着。他们通过网络日志，反思自己的工作和体验，并链接到其他人。通过嵌入到他们日志模板的应用，他们可以直接打开他们自己的社会书签、图像和他们订阅的其他网页服务。他们使用可以公开访问的网络空间存储并分享这些文件。

If an individual has enough server space available, with the right software facilities in place, plone or Drupal could be installed and employed as a PLE. These are content management systems (CMS) which handle many types of content including a wiki. Third-party modules may be added (eg KNotes weblog). This wiki entry about Personal Learning Environments is presented by a customised implementation of plone.

如果个人有足够可用的服务器空间，在适当的地方使用正确的软件工具的话，那么plone或者Drupal可以作为PLE而安装部署。这些都是内容管理系统（CMS），可以处理许多类型的内容，包括维基。可以增加第三方模块（比如KNotes 网络日志）。有关个人学习环境的维基条目由plone用户提供。

From late 2005 at Bolton University in the UK, A JISC-funded and CETIS-sponsored team are designing a reference model for a PLE. Through the project they will define the scope, review the theory, come up with scenarios (use cases), look for and document patterns, and define some specifications. All the while, the programming part of the team build some prototype software to see if it all makes sense. This prototype is called PLEX. Their project wiki offers the most comprehensive consideration about PLEs currently available. (Milligan, 2005)

自2005年底起，在英国博尔顿大学，一个由英国联系信息系统委员会（JISC）资助、教育技术互用性标准中心（CETIS）赞助的团队正在设计一个PLE的参考模型。通过这个项目，他们定义了范围、审查了理论，提出了方案（使用情况），建立了文档模型，并确定了一些规格。自始至终，该团队的程序组建立了一些原型软件，检查这些是否合理。该原型被称作PLEX。其项目维基对于当前可用的PLE提供了最全面的思考。（Milligan，2005）

The concept of an ePortfolio emerged from the paper-based folio used by design students for over half a century. By the mid-1990s, students began uploading examples of their work and linking them statically to their home pages, creating webfolios. Database-driven server-side applications (and the tools to build them) matured by the end of the millennium. By 2002, there was feverish activity to create ePortfolios as personalised learning content management systems. (Batson, 2002) Whether developed in-house or by software vendors, many higher education institutions began to implement them. Most ePortfolios are intended for document management, retrieval and presentation. (EduTools, 2006). Products offer various features for organisation, annotation, document linking, reflection, collaboration, formatting, goal setting, reporting, import/export and communication. Some are components of VLEs (eg Blackboard ePortfolio). Importantly, almost all ePortfolio products are licensed by institutions rather than individuals. Therefore, they are neither portable nor interoperable.

电子档案袋概念的出现，来自于使用了超过半个世纪的、为学生设计的、基于纸张的对开文件夹。1990年代中期开始，学生们开始上传他们功课范例并静态链接到他们的主页上，由此创造了网上文件夹。到了千禧年底，数据库驱动的服务器端应用程序（以及创建它们的响应工具）成熟。2002年开始，有尝鲜者创建电子档案袋作为个人学习内容管理系统（Batson，2002）。不管是由企业内部还是有软件开发商开发，许多高等教育机构开始部署电子档案袋。多数电子档案袋都是起到文档管理检索与展示的功能（EduTools，2006）。产品为组织、注解、文档的链接、反思、组合、格式化、全局设置、报告、导入/导出以及交流提供了各种功能。其中某些是VLE（如Blackboard 电子档案袋）的组件。重要的是，几乎所有电子档案袋产品都是由专业机构开发，而非个人。因此，他们既不是便携式，也不可彼此协作。

Barriers

障碍

In the absence of a new product or service, only those who are tech-savvey with a willingness to tinker will consider integrating their learning world through a wiki or a weblog. Whilst this is much easier than it used to be, thanks to templated software, it is unlikely that a large percentage of people will take this up.

在缺乏新产品或服务的时候，只有那些勇于尝试的、具有技术头脑的人，才会考虑利用维基或者网络日志将其学习世界整合起来。由于有模板化软件，现在这比以前要容易，但仍然不大可能有很高比例的人这样做。

For PLE software and services to be useful for students who must deal with a VLE, VLEs must provide the capability to interoperate. This requires that VLEs make secure software gateways (eg. APIs) available. It is unlikely that commercial VLEs are willing to distribute their control of the learning environment and provide flexibility, preferring instead to keep users within their proprietary range. In March 2006, Blackboard Inc. announced plans (Blackboard Beyond Initiative) to create network to connect users and alumni of their worldwide implementations, including proprietary social networking, personalisation, file sharing and ePortfolio presentation. It is in their commercial interest to cast their proprietary net as far and wide as possible.

要想PLE软件或者服务对学生有用，他就必须使用能够提供互操作功能的VLE。这就要求VLE提供安全的软件接口（如API）。商业VLE不大可能放开对学习环境的控制，变得更加灵活，他们更愿意将用户限制在他们的专利权范围内。在2006年3月，Blackboard公司宣布（Blackboard超越倡议书）计划在世界范围内创建连接用户和校友的网络，包括专有的社会网络、个性化、文件共享和电子档案袋介绍。到目前为止他们的商业兴趣在于尽可能广泛的投入到他们的专有网络当中。

On the other hand, such gateways for open source VLEs could appear and be implemented subject to institutional approval. But standardisation (aside from RSS feeds from within the VLE environment) is improbable, with each VLE having its own processing and storage idiosyncrasies. So the market will rely on developers providing separate plug-ins for each VLE, to mash into the learner's PLE. The prospect of a lot of moving parts seems unassailable.

另一方面，这些用于开源VLE的接口的出现和实施容易得到机构批准。但是很难做到标准化（不仅仅是来自VLE环境内部的RSS订阅源），因为每一套VLE都由他自己特色的处理过程和存储方式。因此市场需要依赖于开发者为每一套VLE提供专门的插件，从而混搭进学习者的PLE。想要有大量通用组件的愿望基本上是不可能实现的。

The issue of intellectual property and the management of digital rights looms large. Copies of research papers from subscribed journals may be located in a walled VLE for access by a particular cohort. But does subsequently peeling them into or referencing them from a PLE stretch the licence too far? These issues need to be addressed.

知识产权和数码版权管理问题很严重。在有访问限制的VLE内部，期刊中研究论文的副本只有特定人群才可以访问。但是接下来PLE对资料进行的剥离或参考使得这种授权能延伸多远？这些问题需要加以解决。

People fear putting all their eggs in one basket. Users must be able to export their PLE repository in some generic format for safekeeping, especially if the PLE is a web service.

人们害怕风险集中。出于安全起见，用户必须可以以某种常规格式导出他们的PLE数据，特别是如果该PLE是一个网页服务。

PLEs may be seen as an extension of ePortfolios, but the latter are rarely used beyond school. The perception of ePortfolios as merely a presentation layer for stored digital assets must be stretched if PLEs are to be seen as their natural successor.

PLE可以被看作是电子档案袋的扩展，但是后者很少在学校以外的场合使用。电子档案袋仅仅是可存储的数字化资产的一个表象，如果PLE被看作他们的自然继承者，那么这种观念必须被扩展。

Future Potential

潜力

Because developments about PLEs are at such an embryonic stage, it would not be prudent to predict with too much conviction what will happen. Many published forecasts of technology adoption draw a line from current work as if the technology is determined to succeed (eg EDUCAUSE & New Media Consortium, 2006). But the barriers are significant, not least due to the lack of a clear vision of what a PLE should do.

因为PLE的开发还处于萌芽阶段，还不能准确的预测将会发生什么。许多已发表的技术性预测采用与当前工作划清界限的办法，好像这样一来技术就一定会成功一样（比如EDUCAUSE与新媒体联盟，2006）。虽然道路是艰辛的，但至少不会缺少PLE应该做什么的清晰目标。

The success of PLEs (those which are independent of commercial VLEs) will depend on:

PLE的成功（都是独立的商业VLE）取决于：

1. the ease with which they can be implemented and used by learners
2. 易于部署、易于学习者的使用
   
3. interoperability
4. 互操作性好
   
5. the confidence that learners and institutional administrators have with them.
6. 学习者和行政人员对他们的信心。

While some prescribe a vision for learning which promotes pedagogies consistent with social constructivism (Dalsgaard 2006), getting there is quite another matter. As with any paradigm shift, the biggest barrier to technological revolution lies in the political and commercial inertia of the status quo. Many commentators believe it can only occur through grass-roots effort which will bootstrap a new market. (This is what occurred with ePortfolios.)

虽然有一些PLE为学习指明了方向，促使教学法与社会建构主义相一致（Dalsgaard 2006），但要真正做到又是另外一回事。与任何变化一样，技术革命的最大障碍来自于当下的政策和商业习惯。许多评论者相信，要形成一个全新的市场，只能通过草根阶层的努力（这也是电子档案袋身上发生的事情）。

In the next year we should see a consolidation of views about what constitutes a PLE. There are benefits to both web-served (ie. like webtops) and desktop solutions, so surely hybrids will appear.

在未来的一年里，我们应该看到，关于有哪些部分构成的PLE的看法将得到统一。网络服务（比如网络桌面等）和桌面解决方案都能获益，因此两者的混合体也一定会出现。

It is probable that within the next year pilot PLE projects will appear which will mash configurable access to Web 2.0 services into online ePortfolio-type environments. The next hurdle will be for higher education teachers to recommend that students obtain individual licences for these first-generation PLEs in conjuction with or as replacements to institutional ePortfolios. This shift will not be tivial, as there will be resistance to institutional policy change regarding the use of ePortfolios. Publicly-funded PLE projects will be more readily accepted.

很有可能在接下来的一年里，导航型PLE项目即将出现，它可以将可配置访问的web2.0服务混搭进在线电子档案袋类型的环境中。下一个障碍将是给高校教师推荐，学生从第一代PLE获得个人授权，从而结合或替换传统的电子档案袋。这种转变很关键，因为这将对电子档案袋的使用相关传统政策形成阻力。政府资助的PLE项目将更容易被接受。

This should kick-start efforts to create gateway APIs and plug-ins into open source VLEs, which can then be mashed in too. This development will be difficult and take considerable time. The success of this integration will be a determining factor in the viability of PLEs as a widely-used product. It will probably take at least three years for a PLE platform to become stable and a critical mass to have the confidence to take advantage of the technology.

应该努力为开源VLE创建接口API和插件，这些都可以混搭进PLE中。这些开发可能会很困难，很耗时间。整合成功与否将成为该PLE是否广泛使用的一个很重要因素。这将花费这些PLE平台至少三年时间，使其更稳定，让人开始有信心去利用这些技术。

---

References

参考

Batson, T. (2002). The Electronic Portfolio Boom: What's it All About?," Campus Technology. Accessed 31 Aug 2006 from http://www.campustechnology.com/article.asp?id=6984

Dalsgaard, C. (2006). Social software: E-learning beyond learning management systems, European Journal of Open, Distance and E-Learning, 12 July 2006. Accessed 31 Aug 2006 from http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm.

EDUCAUSE & New Media Consortium (2006). 2006 Horizon Report. Accessed 25 July 2006 from http://www.educause.edu/LibraryDetailPage/666?ID=CSD4387

EduTools. (2006). ePortfolio: EduTools ePortfolio Review. Accessed 31 Aug 2006 from http://www.edutools.info/static.jsp?pj=16&page=HOME

Milligan, C. (2005) Colin Milligan Weblog, elgg.net. Accessed 31 Aug 2006 from http://elgg.net/cdmilligan/weblog/3720.html

Sfard, A. (1998). On two metaphors of learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.

van Harmelen, M. (2006). Personal Learning Environments. Proceedings of the 6th International Conference on Advanced Learning Technologies (ICALT'06), IEEE.

Vuorikari, R. (2003). Virtual Learning Environments for European Schools, a Survey and Commentary", European SchoolNet, EUN Consortium, Brussels.

Vuorikari, R. (2005). Can personal digital knowledge artefacts' management and social networks enhance learning? European SchoolNet, EUN Consortium, Brussels. Accessed 31 Aug 2006 from http://elgg.net/riina/files/-1/1444/social_networks_learning_vuorikari_22_9_2005.pdf.

Web Links

链接

All web links are current at 31 Aug 2006 (see document source to view all URIs)

所有链接均为2006年8月31日链接（阅读文档源代码可查看所有链接）

To follow current conversations about PLEs, start with the following del.icio.us tags:

本文中有关PLE的资料，在美味书签中的标签：

PLE (user rlubensky): http://del.icio.us/rlubensky/PLE

PLE_Workshop_2006: http://del.icio.us/tag/PLE_Workshop_2006

Also these tags about PLEs from Technorati:

以及Technorati中与PLE有关的标签

http://www.technorati.com/tag/Personal%20Learning%20Environments

http://www.technorati.com/tag/PLE?language=en

Posted by rlubensky on 18 December 2006 at 8:28 AM
发表于2006年十二月18日早上8:28

http://members.optusnet.com.au/rlubensky/2006/12/present-and-future-of-personal-learning.html

My Personal Learning Environment

我的个人学习环境

Lately I've been fascinated by the concept of personal learning environments. As an instructional designer and trainer, I've spent a lot of time trying to develop learning experiences for other people. But through my own personal experiences with Web 2.0 tools, as well as my ongoing belief in constructivist theories of learning, I've come to believe that the future of staff development lies in our ability to go beyond structured training to facilitating informal processes and learning experiences that occur on a daily basis. While there may always be a place for very structured "event-based" learning, I think that we can get more "bang for our buck" if we think about how to help staff use a variety of tools to construct their own learning experiences.

最近我对个人学习环境这个概念非常着迷。作为一名教学设计者和培训师，我花费大量时间尝试为其他人发展学习经验。但是通过我使用Web2.0工具的亲身经历，以及我对建构主义学习理论的一贯信任，我相信，员工培训的将来在于我们具有超越结构化训练，达到促进每天都能发生的非正式学习过程和学习体验的能力。虽然永远都是结构化的“基于事件的”学习，但我想，如果我们考虑如何帮助员工使用各种工具构建他们自己的学习体验，我们可以事半功倍。

To get an idea of what I mean by a personal learning environment (or PLE) , here's a working definition from Ron Lubensky who has written a nice summary on the concept:

要了解我所说的个人学习环境（PLE）的具体含义，可以看Ron Lubensky给出的通用定义，他就这个概念写过一份很好的总结：

a Personal Learning Environment is a facility for an individual to access, aggregate, configure and manipulate digital artifacts of their ongoing learning experiences.

个人学习环境是让个人为其不断的学习体验获取、聚合、配置和控制数码制品的工具。

In other words, a PLE is a combination of the formal and informal tools and processes we use to gather information, reflect on it and do something with it, which is essentially what we mean when we talk about learning.

换而言之，PLE就是我们用以收集信息的正式和非正式工具集合，利用它反思，利用它做事，当我们谈及学习的时候我们指的就是它。

Note that I mention that informal learning is a big part of the PLE. By some estimates, 75-80% of on-the-job learning is done informally--that is, outside of a classroom-based (physical or virtual), highly structured learning situation. With the growth of the Internet and a variety of second generation web tools, the ability to construct a personal learning environment that emphasizes and leverages informal learning has really exploded.

注意，我提到非正式学习占到PLE的很大部分。根据某些统计，75%-80%的在职学习都是非正式的——即，在教室（物理的或者虚拟的）高度结构化学习解决方案之外进行的。随着互联网的发展，大量第二代网页工具的出现，构建强调充分利用非正式学习的个人学习环境的能力也得到爆发式增长。

So all of this stuff has been going around in my head and I thought that it made sense for me to look at my own Personal Learning Environment. Inspired by Ray Sims' mindmap of his PLE, I first constructed my own

因此，所有这些内容在我头脑里激荡，我想，我拥有自己的个人学习环境是有意义的。受这篇文章启发，我开始构建我自己的。

(NOTE--Several months after publishing this post, I've redone my Mindmap using Mindomo as I had many requests for a better view of the map than what I was previously able to share. To see the full map, go here)

（注意——这份帖子发表数月之后，我利用Mindomo重画了我的心智图，因为对于这幅图，与之前相比，在很多方面都有更好的看法可供分享。在这里查看完整图形。）

中文版：
http://www.mindomo.com/view?m=dd5a0944c736cb81c4686690e6800c0a

I divided it into three areas:

我将其分成三个区域：

• Gathering Information
• 收集信息
  
• Processing Information
• 处理信息
  
• Acting on the Learning
• 对学习的作用
  

I want to talk about each in more detail below.

下面我将逐一详谈。

You'll see that I use a variety of tools and processes for each phase of learning, most of them web-based. For me, it's been the growth of these kinds of tools that has given me the ability to create a personal learning environment and in the past year, I've seen a real explosion in my own growth as a result.

你将看到我在学习的各个阶段使用各种工具和过程，绝大多数都是基于网页的。对我而言，这些工具给予我的创建个人学习环境的能力不断增强，并且在过去的一年里，我明显感觉到这种增强发生了质的飞跃。

Gathering Information

收集信息

With Feedraider, I monitor a ton of blogs in different areas (technology, nonprofit, business, education/learning). Often, those blogs will take me to other blogs where I either sign up for a feed or bookmark a post into my de.licio.us account (another key information-gathering tool). I also use Feedraider to keep on top of online versions of print materials (like Wired, Business Week, etc.), online journals, and to monitor RSS feeds for del.icio.us and technorati tags that I've set up in my account and for my Ning groups (although I forgot to include a few of these in my mindmap, I realize). These are the materials that I sort of "graze" through. I have no particular objective in mind and will tend to just click through to things that interest me.

利用Feedraider，我关注大量不同领域（技术、慈善、商业、教育/学习）的网络日志。很多时候，这些日志会把我引到其他日志，对于这些新的日志，我要么添加订阅源，要么在我的美味书签账户（另一个很关键的信息收集工具）中添加一个书签。同时，我也利用Feedraider实时跟踪传统媒体（比如《连线》、《商业周刊》等）的在线版本、在线期刊，以及关注我的美味书签的RSS订阅源和technorati 账户的标签以及我的Ning小组（我知道，我忘了把这个加入到我的心智图中）。对于这些素材，我就像吃草一样，没有特定的目标。反正只需点击鼠标，为什么不感兴趣呢？

When I have a specific learning objective in mind, then I use things like Google or a search of del.icio.us or technorati tags. I will often activate my network of contacts at that point, too. Again, I find that technology has enhanced this networking ability in a couple of ways. First, my network is much broader than it used to be. Through tools like LinkedIn, blogging and listservs, the number of people I "know" and from whom I can get information has really grown. The technology has facilitated the ways I can get information, too. In addition to using blogs and lists to communicate, I also use Skype and GoogleChat for making contact. And of course I still have phone (landline and cell) and personal contact as additional ways to connect.

当我有明确的学习目标的时候，我会利用Google或者美味书签或者technorati标签这类工具。同时我也常常会启用我的人际关系网。再一次，我发现技术以多种方式增强了关系网的能力。首先，我的关系网比以往更加广泛。通过LinkedIn、网络日志、邮件列表之类的工具，我“认识”的人和我能从他那儿获取知识的人的数量都大大增多。技术也为我获取信息提供了便利。除了使用网络日志和邮件列表进行沟通，我还使用Skype和Google Chat与他人保持接触。当然，我仍然使用电话（固话和手机）以及私下交往作为额外的联系方式。

One thing I noticed is that I tend to read a lot when I'm doing research--not just because the web obviously has more reading material than anything, but also because I'm a reader. This is why I put Amazon in my PLE. A loyal customer since 1995, I've actually had to force myself to stay away as my bookshelves are already groaning with purchases from them.

我注意到一件事情，我在做研究的时候往往会阅读大量资料——不仅仅是因为网页比其他媒体拥有更多资料，也是因为我喜欢阅读。这就是为什么我将Amazon放进我的PLE的原因。从1995年开始，我就是Amazon的忠实客户，现在我已经要强迫自己不再从Amazon买书，因为我的书架已经不堪重负。

I do use video and podcasts if I find something really good, but for the most part, this is definitely a reading process for me. Which is kind of interesting given that I have a broadband connection and there's a ton of multimedia available.

如果我找到什么真的好东西的话，我也是用视频和语音日志，但绝大多数情况下，我肯定是在阅读文字。我有宽带连接，网上有无数多媒体材料，这很有趣。

Processing Information

处理信息

As I'm gathering information, I also need to process it. When I'm reading online materials, I've started using Diigo to highlight and take notes. This is a switch from my previous practice of using Google Notebooks, but it's working a lot better for me. I need to interact with material as I'm absorbing it in order to make it my own.

与收集信息一样，我也需要处理信息。我在阅读在线素材的时候，我用Diigo做标注、做笔记。我以前用Google记事本，现在转到Diigo了，它更加适合我。我在吸收素材的时候需要与素材进行互动，以便能将其转化成我自己的。

I've also been using my Tumblr "microblog" to keep track of things that I find. There's a handy bookmarklet in my Firefox Toolbar that allows me to quickly add and annotate info into it and it's been very useful for me to start using microblogging to pull things together for later processing. I also like it for collecting quotes that catch my interest.

我也使用我的Tumblr微型日志关注我发现的东西。在我的Firefox工具条上有一个很趁手的书签按钮，可以让我快速添加书签和注解信息到Tumblr，它对于我利用微型日志聚合信息为随后的处理做准备也非常有用。我也喜欢用它来收集令我感兴趣的引文。

Another tool that I've come to rely on is my bubbl.us account (my PLE mindmap was created there). I'm definitely a mindmapping kind of gal and I'm finding that I like using this tool as opposed to my old standby, paper and pen. Sometimes I have issues with being able to print or export, but since I'm usually at my computer, I live with working onscreen to review.

我信赖的另一个工具是我的bubble.us账户（我的PLE心智图就是在这里创建的）。我绝对是一个动则心智图的女子，我发现我很喜欢用这个工具，而非备用的笔和纸。有时候不能打印或输出，但自从我常常利用我自己的计算机工作，我就一直都在屏幕上做检查。

Writing is a key way that I make sense of my world, so I have several "hard copy" journals that I keep. I like to use Moleskins and blank art journals for that kind of work and I have them in several sizes, including a tiny one that I keep in my purse for when random ideas or connections occur. I HATE lines in a journal, so I try always to get the kind that have blank pages.

写作是我理解周围世界的重要途径，因此我准备了好几个硬壳笔记本。我喜欢用Moleskine牌的和空白艺术笔记本，我有好几种尺寸的，包括一个掌中型的——可以放在我的钱包里，记下突发而来的灵感和关联。我讨厌笔记本里的行间线，因此我总是用空白笔记本。

This blog is another way I process. Sometimes I put up some fairly raw thoughts (this being one of them), but I find that the feeling of having an "audience" makes me less likely to do that all the time, so I might write first in my journal to start making sense and then post here when it gets closer to being semi-articulate.

昂落日只是我处理信息的另一个途径。有时候我会放一些相当原始的思路（这就是其中之一），但我发现出于对读者负责的感觉让我不大可能一直这样做，因此我会先在我的笔记本里理顺，等差不多说清楚了再贴到这里来。

Finally, I have Wikispaces. I've been using it in two ways. First, as a re-organizing strategy that allows me to take information that I've gathered and re-purpose it into some other ways that make sense to me. For example, I've been working on a "Best of Bamboo" project where I'm re-organizing some of my blog posts here into different different chunks. Some are linear, when I find that I've basically written a series without intending to. In other cases I have chunks around different topic areas.

最后，我还有Wikispaces。我将其用在两个方面。第一，用来重新组织信息，让我处理各种信息——收集来的以及需要重新归类的，将其重新组织到其他我觉得更加有意义的地方。比如，我一直参与一项“竹子的优点”项目，在这里，我将我日志中的某些帖子以不同的方式重新组织起来。如果我发现我已经在没有打算的情况下写了一个大概的系列，便以线性的方式组织起来。在某些情况下，我会为然不同的课题领域分类。

I've also been looking at Wikispaces as an eportfolio option (which is a whole other topic area that I intend to write on soon). I've started to upload some things there, but I'm not entirely sure that it's the route I want to go, as there are some other tools (even Typepad) that might make more sense for me.

我一直在挖掘Wikispaces的电子档案袋功能（这是另一个课题领域，我打算很快就写）。我已经上传了一些东西上去，但我并不完全肯定这是条正确的道路，因为在这方面还有一些其他的工具（比如Typepad）可能更有意义。

Doing Something with the Learning

为学习做点什么

Ultimately, all of this learning needs to go somewhere. If it doesn't change what I do or how I think, I'm not sure I can say I've learned much. I'm a big experimenter, so I find that what I first tend to do in a lot of cases is find a way to do a personal learning experiment. When I was learning about blogging, for example, then I started a blog (it was an art blog, so it was less professionally risky for me, too). When I was learning about wikis, I started my Web 2.0 in Nonprofits wiki.

最终，所有这些学习都要落到实处。如果我不改变我的做法和想法，我不敢说我学到多少东西。我非常强调学习体验，因此我发现在很多情况下我做的第一件事情就是进行个人学习体验。比如，在我学习写日志的时候，我会开始一份日志，一份艺术日志，这样做给我带来的专业风险比较小。在我学习维基的时候，我启动的是我慈善维基。

Depending on the learning and who I'm working with, I will also expand my experiments to my clients. Generally I will have tested things on my own before I go there. I will also tell the client that I'm trying something new so that they don't feel like an uninformed guinea pig to my learning.

依靠这种学医，以及和我一起工作的人们，我的已将经验传递到我的客户。一般而言，在我传递之前我会在自己身上做实验。我也会告诉客户，我将给他们一些新东西，这样他们就不至于在我的课上像呆头鹅一样不知所措。

These experiments then become fodder for more learning. I try when I can to reflect on what I've done to see what worked well and what didn't. For example, recently I used a wiki to write a grant and right now I'm in the process of analyzing how that worked for us. I will then incorporate my reflections into the next iteration if I intend to use the learning again.

这些体验会成为更多学习的原材料。我会在我反思自己的所作所为，弄清楚哪些做得好哪些做得不好的时候尝试运用他们。举个例子，最近我利用维基撰写补助，很快，我就开始分析他是如何对我们起作用的。我会把我的反思加入到下一次学习当中——如果我打算再次使用这种学习方法的话。

So What's Your PLE?

那么，你的个人学习环境呢？

OK--so that's my personal learning environment. I'd be curious to hear from others about how they've constructed their own PLEs, thoughts they have on the concept, etc. It's a topic that I think has real potential for use in nonprofits as a way to keep learning happening every day at a very low cost. But to do this, I think we have to be intentional in exploring what tools and processes are needed to put something together, which is a big reason I wanted to go through this reflection of my own practice as a way to get some ideas for how it could look. I need more than just my thoughts, though, so all feedback on this welcome.

好了，这就是我的个人学习环境。我很想听到别人是如何构建他们自己的PLE的，以及他们对这个概念的想法等等。我认为用于非营利用途的真正潜力在于，可以以非常低的代价保证每天都可以发生学习活动。这是个好话题。要做到这一点，我想我们必须专门弄清楚，哪些工具和过程是需要聚合在一起的，我想通过对自己行为的反思，对如何看待这些学习，得到某些思路。除了我自己的想法，我还需要更多，因此，欢迎一切评论。

UPDATE: Graham Atwell has an excellent introductory paper (PDF) on PLEs, pointing out that what we're talking about here is largely a methodology, as opposed to a particular tool. Also check out his Q&As on PLEs.

更新：Graham Atwell有一份关于PLE极好的介绍性论文（PDF格式），指出我们所谈论的主要是一种方法，而非某一特定工具。同时请查阅他关于PLE的常见问题。

Also--see the follow-up on how I re-organized some aspects of my ple after writing this post and my list of Top 10 Personal Learning Tools.

同时，参见我写此帖之后的文章《我是如何重新组织我PLE的某些方面的》，以及我的《十样个人学习工具》列表。

http://michelemartin.typepad.com/thebambooprojectblog/2007/04/my_personal_lea.html

The Ultimate Student Resource List

学生资源终极列表

It’s back to school time, yet again. In the spirit of the season, I decided to gather together the best tools, websites, and advice I know of to help make you a more effective and relaxed student this semester. Since I know you’re broke, it’s all free!

又到了返校时间。在这个季节的精神里，我决定收集最好的工具、网站，以及我所知道的建议——只要有助于让你在这个学期成为一名更有效更灵活的学生。我知道你很穷，所以这些都是免费的。

10 Free Applications Every Student Needs

每个学生都需要的十个软件

Unless you have money coming out of your ears, you probably won’t want to shell out the cash you’ll need to get Office, Photoshop, Dreamweaver, EndNote, and so on — even with your student discount. These free apps do the job well enough, and sometimes even better than their paid or otherwise limited alternatives.

除非你能凭空变出钱来，否则你是不大可能为你需要的Office、Photoshop、Dreamweaver、EndNote等软件付钱的——即使你可以拿到学生折扣。这些自由软件足够胜任工作，某些时候甚至比收费软件或其他限制软件做得更好。

• OpenOffice.org: A top-quality, full-featured office productivity suite — word processor, spreadsheet, presentation software, graphics editor, database, the works! Can save and open most Microsoft Office formats. If you have MS Works on your PC, ditch it and get OpenOffice.org instead. Available for most operating systems.
• OpenOffice.Org：一套高质量的、全功能的办公室生产力套件——字处理器、电子表格、演示软件、图形编辑器、数据库，一整套啊！可以保存和打开绝大多数Microsoft Office 文档。如果你的计算机上装得有微软Works软件，扔掉它，用OpenOffice.Org代替。OOo可以用于绝大多数操作系统当中。
  
• GIMP: A powerful, full-featured photo editing program, comparable to Photoshop. Available for Linux, Mac, and Windows.
• GIMP：一套强大的，全功能的图象编辑软件，类似于Photoshop。可用于Linux、Mac以及Windows。
  
• KeyNote: Even after 2 1/2 years of being abandoned by its developer, KeyNote (not the Mac presentation software) remains the best free outlining software, with support for rich text formatting, plugins and macros, hotkeys, and a lot more. Can be run from a flash drive, too.
• KeyNote：尽管已经被开发者抛弃两年半了，但是KeyNote（不是Mac下面那个演示文稿软件）仍然是最好的免费大纲软件，支持富文本格式、插件和宏、热键以及更多。也可以在优盘中运行。
  
• FreeMind: Great mindmapping program, useful for brainstorming, outlining projects, and keeping notes.
• FreeMind：优秀的心智图软件，于头脑风暴、概括项目和记笔记很有用，
  
• Mozy Backup: An Internet-based backup system, Mozy’s free plan allows you to store up to 2GB of files. The software runs in your system tray and automatically backs up the folders and files you’ve selected. I have it set to backup my documents folder and my email, which comes in just under 2GB. To backup photos, music, and other big files, you’ll need to upgrade to a paid version.
• Mozy Backup：一套基于互联网的备份系统，Mozy的免费计划允许你最多存储2G文件。该软件运行于你的系统托盘内，自动备份你选择的文件夹和文件。我用它备份我的文档和我的电子邮件，这些加起来不到2G。要备份照片、音乐一起吉他大文件，你需要升级到付费版本。
  
• Zotero: A bibliography manager that integrates with Firefox, allowing you to automatically add webpages and, more usefully, resources from academic databases like J-Stor and AnthroSource to your bibliography. You can attach PDFs and images to your entries, as well as add your own notes. And all without leaving Firefox.
• Zotero：与Firefox整合的参考文献管理软件，允许你从J-Star和AnthroSource等学术数据库中自动添加网页和更有用的资源到你自己的参考文献当中。你可以为参考条目附上PDF文件和图片，还可以加上你自己的注释。不能离开Firefox独立运行。
  
• NVU: Mozilla’s web editor, NVU allows you to write webpages either in raw code or using the WYSIWYG interface, making webpage creation simple. UPDATE: NVU is no longer in development; the current version is called Kompozer.
• NVU：Mozilla的网页编辑器，NVU允许你以源码形式或者所见即所得形式编写网页，另制作网页变得很简单。更新：NVU已停止开发；当前版本叫做Kompozer。
  
• VLC: The VideoLan Client isn’t pretty, but it will play just about any audio or video file you throw at it.
• VLC：VideoLan Client并不是很漂亮，但它可以播放任何你想要播放的音频视频。
  
• Pidgin: A single IM client that connects to just about every IM network: AOL, MSN, Yahoo!, MySpace, IRC, and so on. Available for Windows and Linux; Mac users can give Adium a try (I can’t vouch for it, since I haven’t used a Mac for 7 years…).
• Pidgin：一个单一的聊天客户端，可以连接到所有的聊天网络：QQ、MSN、Yahoo、MySpace、Gtalk、IRC等等。可用于Windows和Linux；Mac用户可以试试Adium（我不敢担保，因为我不用Mac已经很多年……）。
  

11 Online Tools Students Should Check Out

学生需要注意的十一款在线工具

Or 20, depending on how you count.

或者二十款，取决于你如何计数。

• Email: Gmail
  Register for a solid, plain-jane email address from Gmail, something like FirstnameLastname@gmail.com. If your school sends important information only to your school email account, have it forwarded to your Gmail account. When you graduate, you’ll lose that school address — don’t invest too much of your social identity in an address you’ll lose someday. And while that .oOAwesomeChickOo.@goober.com email address seems like fun now, it won’t be much use he you start applying for internships, scholarships, and jobs.
• 电子邮件：Gmail
  在Gmail注册一个可靠的、朴实的邮箱地址，看上去类似于username@gmail.com。如果学校发送的重要信息只寄给你的学校邮箱账户，让它转发到你的Gmail账户上去。你毕业以后，你会失去你的学校账户——所以不必在一个你迟早会失去的社会角色上花太多精力。而且.oOAwesomeChickOo.@goober.com这类邮箱地址现在看上去似乎很好玩，如果你开始申请实习、奖学金和工作的时候，它就不好用了。
• Word Processor: Google Docs/Zoho Writer/Buzzword
  Online word processing offers solid features (minus a few bells and whistles you aren’t likely to need) with the ability to access your work from any web-connected computer. Google and Zoho lead the pack at the moment, though Buzzword’s gorgeous interface makes it a definite contender.
• 文字处理：Google Docs/Zoho Writer/Buzzword
  在线文字处理工具提供了扎实的特性（减去了一小部分你不大可能需要的花哨功能），让你可以用它来从任何联网计算机上访问你的工作。Google和Zoho现在走在最前列，但Buzzword华丽的界面使它成为一个明确的竞争对手。
  
• Spreadsheet: Google Docs/Zoho Sheet/EditGrid
  Again, Google and Zoho both offer strong online spreadsheets; if you’re using them for word processing, you might as well stick with them for spreadsheets. EditGrid’s emphasis on collaboration (they even have a FaceBook app) and strong feature-set make it well worth checking out.
• 电子表格：Google Docs/Zoho Sheet/EditGrid
  同样，Google和Zoho都提供了强大的在线电子表格。如果你使用他们的字处理软件，不如继续使用它们的电子表格。EditGrid强调协作（他们甚至有一个FaceBook程序）和强大的功能集，这都值得你注意。
  
• Student Organizer: Notely/MyNoteIt/GradeMate
  Online organizers designed with students in mind, these services offer the ability to create, organize, and share notes, create reminders for important assignments, track grades and schedules, and generally keep on top of your student life. Each offers a slightly different feature-set and approach to student organization; pick the one that fits you best.
• 学生管理：Notely/MyNoteIt/GradeMate
  在线组织以学生的角度进行设计，这些服务提供了创建、管理和分享笔记，创建对重要功课的提醒，跟踪成绩和日程表的功能，尽量让你在学生生涯中保持优势。每一个都提供了略微不同的功能集和管理学生的方法。选择一个最适合你的。
  
• Todo List: Toodledo/Remember the Milk
  Good, solid general-purpose task lists that allow you to sort tasks by date, priority, project, and just about any other way that strikes your fancy. Send yourself reminders by SMS, email, IM, or RSS. Access on your computer or any web-enabled mobile device, even by voice using Jott. Integrate with GMail (Remember the Milk only), iGoogle, Google Calendar, and various other apps and services.
• 待办事项列表：Toodledo/Remember the Milk
  良好、扎实的一般用途的任务列表允许你排序任务，排序的方式包括按日期、优先级别、项目，以及其他任何你满意的方式。通过短信、电子邮件、聊天工具或者RSS给你发出提醒。可以通过计算机访问，或者任何能够上网的移动设备，甚至利用Jott进行语音访问。整合Gmail（仅Remember the Milk）、iGoogle、Google Calendar和其他各种应用与服务。
  
• Mindmapping: Bubbl.us/Mindomo/Mind42/MindMeister
  Release your creativity and organize your thoughts using an online mindmapping tool. Collaborate with others and publish your mindmaps. Use to generate ideas for your papers and export in outline format.
• 绘制心智图：Bubbl.us/Mindomo/Mind42/MindMeister
  使用在线心智图工具释放你的创意，整理你的思路。与他人合作，并发布你的心智图。用来为你的论文产生思路并输出大纲格式。
  
• Textbook Search: BookFinder
  Search over a hundred online bookstores for used or cheap copies of your required texts.
• 书籍搜索：BookFinder
  在超过一百件网上书店搜索二手或便宜的书籍。
  
• Bookmark Manager: del.icio.us
  Still the best place for storing, organizing, sharing, and discovering online resources. Tag bookmarks with the name of each project you’re working on to create an online research reference. Tag by subject to recall possible topics for later papers.
• 书签管理：del.icio.us
  至今仍是存储、整理、分享以及发掘在线资源的最佳场所。用你当前正在工作的项目名称来标记书签，从而创建一份在线研究参考索引。按课题标记可以为随后的论文回忆起可用的主题。
  
• Notebook: Google Notebook
  Use Google Notebook to keep track of pages, pictures, excerpts, and other material for papers and projects. Create a new notebook for each class or essay. Share resources by publishing your notebooks to the web.
• 笔记本：Google Notebook
  用Google Notebook来跟踪网页、图片、摘要以及用于论文和项目的其他素材。为每一堂课或者作业创建一本新的笔记本。将你的笔记本发布到网上来与他人分享资源。
  
• WIki: PBWiki/WikiDot
  Another way to build and share resources like notes, collaborative papers, etc. Wikis offer incredible ease of use and are ideal for working with others.
• 维基：PBWiki/WikiDot
  建立共享资源的另一条途径。可以建立的资源包括笔记、协作论文等。维基为与他人合作提供了难以令人置信的易用性和适用性。
  
• Bibliography Creator: OttoBib
  Enter the ISBNs of all the books you used in a paper; OttoBib returns a perfectly formatted bibliography ready to cut and paste into your paper’s “Works Cited” page.
• 参考文献制作工具：OttoBib
  输入你在论文中提到的全部书籍的ISBN编号，OttoBib返回一条已经完全格式化好的参考文献，供你复制粘贴到你论文的参考文献一节。
  

15 Websites for Students (Aside from Lifehack)

十五个对学生有用的网站（不含Lifehack）

These sites are in the same vein as lifehack.org, but focus exclusively on student life and the needs of academics.

这些网站与lifehack.org风格类似，但仅仅关注学习生活和学术需要。

1. Study Hacks: The first stop in academic productivity, written by author Cal Newport (How to be a Straight-A Student).
2. Study Hacks：学术生产力的第一站，由作家牛博佳（如何成为一名优等生）撰写。
3. Academic Productivity: Three cognitive scientists share their insights into how productive researchers work.
4. Academic Productivity：三个认知学家分享他们关于如何进行研究工作的见解。
5. HackCollege: Cynical (in a fun way) and unabashedly anti-authoritarian, this site promises to teach students how to hack “the old” — professors and administrators.
6. HackCollege：愤世嫉俗（以一种有趣的方式）、厚颜无耻地反专制，该网站承诺教授学生如何对付“老家伙”——教授和行政人员。
7. Mindful Ink: Review of tools and techniques for better studying.
8. Mindful Ink：为了更好的学习，评价工具和技术。
9. The University Blog: Study tips and higher education news and commentary from a avid student turned university administrator.
10. The University Blog：来自一个热心学生工作的大学行政人员的学习提示和高等教育新闻及评论。
11. That College Kid: Great tips and blogs from a on-the-ball college student.
12. That College Kid：来自一个勤奋的大学生的重大提示和日志。
13. Gearfire: Billing itself as “Tips for Academic Success”, Gearfire offers a daily dose of practical advice, software reviews, and pointers to the latest online services for students.
14. Gearfire：以列表的形式展示“学术成功提示”，Gearfire提供每日切实可行的建议、软件评论，以及列出最新在线学生服务。
15. Instructify: Written by educators at the University of North Carolina, the intended audience is actually K-12 teachers — but most of the advice and tools they share apply to college students as well.
16. Instructify：由北卡罗莱纳州大学的教育工作者撰写，目标读者是中小学教师——但是他们分享的绝大多数建议和工具也适用于大学生。
17. Protoscholar: With the longest front-page I’ve ever seen, Protoscholar offers tips and advice in the GTD vein.
18. Protoscholar：拥有我所见过的最长的首页，Protoscholar提供任务安排方面的提示和建议。
19. The Student’s Blog: Backed by a student loan company, of all things, the Students’ Blog is packed full of great tips and advice for students.
20. The Student’s Blog：背靠一间学生贷款公司。特别是，网站充满了给学生的优秀提示和建议。
21. Scott H Young: Scott writes for lifehack.org, so you know what he’s about already. A college student himself, Scott’s advice comes from deep experience and reflection.
22. Scott H Young：斯科特也为lifehack.org投稿，因此你知道他大概有些什么内容。斯科特本人是一名大学生，他的建议都来自深度体验和思考。
23. Academic Lifehacker: Advice for students with an emphasis on time management and academic efficiency.
24. Academic Lifehacker：给学生的建议，强调时间管理和学术效率。
25. Academhack: Focuses on the use of technology by students and academics, with news, reviews, and howtos.
26. Academhack：关注学者、学生对技术的使用，有新闻、评论和一些基本知识。
27. Efficient Academic: More tips, advice, and pointers to new technology from a working academic, with an emphasis on the sciences.
28. Efficient Academic：更多来自一线学术工作的提示、建议和点子，重点放在科学方面。
29. Getting Things Done in Academia: Dr. Mike Kaspari offers the kind of advice about working habits, creativity, and ideas that most grad students are expected to know but are never taught.
30. Getting Things Done in Academia：卡斯帕瑞博士为大家提供这一类建议：工作习惯、创造力思路，都是绝大多数大学毕业生都应该明确知道却从来没有人教的东西。

30 Pieces of Advice for Students from Lifehack.org

来自Lifehack.org的给学生的三十条建议

Lifehack.org authors have published dozens of pieces with advice for students. Here’s a good sampling:

Lifehack.org的作者为学生提供了数十条建议。这里是一些不错的：

1. 11+ Ways to Make this Your Best Semester Yet
2. Taking Notes that Work
3. 10 Steps Toward Better Research
4. Use a Wiki for Better Note-Taking
5. : How to Read Like a Scholar
6. How NOT to Plagiarize
7. Beware of thesaurus
8. Twenty uses for a Post-it Note
9. Writing by hand
10. Slow down and read
11. How to Talk to Professors
12. How to unstuff a sentence
13. N’allez pas trop vite
14. 10 Steps Toward Better Writing
15. If you’d like help, ask
16. Getting details right
17. Homework-eating dogs, and how to avoid them
18. 117 Creative Ways for Students to Pay for College
19. 88 Tips for Succeeding in College
20. From a freshman: Five tips for success in college
21. 5 Things to Bring to College
22. How to Write Research Papers that Rock
23. How to Improve Your Spelling Skills
24. How to Read a Painting
25. 10 Steps Toward Better Writing
26. Improve Your Writing with these Editing Tips
27. Study Tip: Why Aiming for A is Better Than A+
28. Learn Tough Stuff Faster
29. How do I take notes on big books
30. The New World of Today’s Student

1. 至少十一种让你每个学期都最优秀的方法
2. 如何在工作中做笔记
3. 用十个步骤让你的研究更出色
4. 利用维基做出更好的笔记
5. 如何像一个学者一样阅读
6. 怎样做才不用抄袭
7. 当心词库
8. 便条的二十种用法
9. 在纸上写作
10. 慢慢阅读
11. 如何与教授谈话
12. 如何让语句更紧凑
13. 一步一个脚印
14. 用十个步骤让你的写作更优秀
15. 如果你想得到帮助，请说出来
16. 于细节处见对错
17. 如何避免欠交作业
18. 学生在大学花钱的117种创造性方式
19. 让你在大学成功的88项提示
20. 来自大一新生的大学成功五项提示
21. 大学入学需要带的五样东西
22. 如何写出好的研究论文
23. 如何提高你的拼写技能
24. 如何读图
25. 用十个步骤让你的写作更出色
26. 利用这些书写技巧改善你的写作能力
27. 学习提示：为什么不争第一名
28. 更快的学习难学的内容
29. 我如何在一本大书上做笔记
30. 当今学生的新世界

7 Online Research Resources

七项在线研究资源

To help you get started with all your research projects:

可以帮助你开始你的研究项目：

• WikiPedia/Citizendium: While neither online nor offline encyclopedias are suitable as references in college-level papers, they are great for looking up unfamiliar topics in a flash and for getting a good overview of your topic when starting a new research project. WikiPedia is well-established as the “go to” resource on the web; Citizendium is an upstart using hand-picked expert authors.
• WikiPedia/Citizendium：无论线上线下，对于大学水平的论文，百科全书是最适合的参考资料。当开始一项新的研究项目时，百科全书非常适合快速查找陌生课题，并能得到一份有关课题的不错的概述。WikiPedia是得到认可的“定位”型网上资源；Citizendium是由专家作者手工挑选的、快速窜红的资源网站。
• Library of Congress: Literally Congress’s library, the LOC’s website offers a wealth of primary sources, including historical documents and photos, artworks, letters, manuscripts, and more. Expecially good are their online exhibitions of art and artifacts around specific themes, people, and events, like the Civil War or Colonial America.
• Library of Congress：国会图书馆的网站提供大量一手材料，包括历史文献和照片、艺术作品、书信、手稿等等。特别赞的是他们根据特定主题、人群和事件——比如关于南北战争或者美洲殖民地——举办的网上艺术和文物展览。
• Google Books: A great way to locate books for research papers and other projects. Use “Advanced Book Search” and select “Full View” to limit your search to titles whose entire contents are available online. You can even download PDF facsimiles of some titles!
• Google Books：为研究论文或其他项目定位书籍的绝佳途径。使用“高级图书搜索”并选择“完整视图”，将你的搜索限制在那些整本内容都已经上线的书籍当中。你甚至可以下载某些书籍的PDF复印件。
• LitSum: Online study guides and book summaries
• LitSum：在线学习向导以及书籍概述。
• Artcyclopedia: One-stop shopping for information on virtually any artist, movement, national tradition, or anything else art-related.
• Artcyclopedia：与艺术相关的一站式信息网站，包括几乎所有艺术家、运动、民族传统等等。
• Intute/InfoMine: Curated guides to scholarly resources available on the Internet.
• Intute/InfoMine：互联网上可用学术资源指南。
• Bartleby: A full reference library at your fingertips, with dictionaries, encyclopedias, poetry collections, and full versions of classic novels, philosophy, religious texts, science writings, and more.
• Bartleby: A一个可以完全索引的掌中图书馆，有字典、百科全书、诗歌收藏，以及全本的古典小说、哲学、宗教经文、科学著作等等。

About Author: Dustin M. Wax is a contributing editor and project manager at lifehack.org. He is also an anthropology and women's studies professor in Las Vegas, NV where he lives with his partner and three children. His personal site can be found at dwax.org.
关于作者：达斯汀是lifehack.org的撰稿编辑和项目经理。他也是拉斯维加斯的一名人类学和妇女研究的教授。他与合伙人及三个孩子生活在内华达州。他的个人网站可以在这里dwax.org找到。

Comments

1. Tiara says on:
   January 23rd, 2008 at 10:47 am

   Google Scholar came in REALLY handy for academic research as well - it tended to be more useful than my uni’s online academic journal search as I could look through a whole bunch of databases at once. If Google had a citation but not an actual article, I could look it up on the uni library site.
   Google Scholar 的到来真的方便了学术研究——它使得能更方便的搜索大学在线学术期刊，相当于一次搜索了若干数据库。如果Google只给出引文而没有给出整篇文章，我也可以在学校图书馆找到它。
   

   
   Almost all your college blogs are for US students. Any suggestions for those from other countries?
   你的大学日志基本上面向美国大学生。有无给其他国家大学生的建议？
   
   

   For those looking for experiential and non-traditional educational resources, allow me to plug my blog EducateDeviate:
   要找更多经验和非传统教育资源，可以到我的日志：
   
   http://educatedeviate.wordpress.com

2. Dustin Wax says on:
   January 23rd, 2008 at 11:29 am

   Tiara: Good point on Google Scholar. I rarely use it, but when you need it, it’s nice to know it’s there!
   关于Google Scholar说得很到点子上。我很少用它，但是当你需要他的时候，你会很高兴他还在那儿。

   There are a couple of UK bloggers in the list, but you’re right — most of them are US-based. The information is probably applicable anywhere, but a different perspective might be nice, and different systems *do* present different challenges. I’m sure there are non-US-based student productivity blogs out there, but a) some are in languages other than English, which I wouldn’t understand, and b) I guess I haven’t come across them yet. Know any good ones?
   列表中有两个英国博客，你是对的——大部分都是美国的。这些信息可能适用于所有地方，但是从不同的角度去看可能不错，不同的系统会导致不同的挑战。我知道别的地方也有非美国的学生生产力日志，但是（一）有些用的不是英语，我看不懂；（二）我才我还没有看到他们。你知道哪些不错的？
   

3. akoesa says on:
   January 23rd, 2008 at 12:48 pm

   Nice list!
   不好的列表！
   

   Just a few a wanted to share:
   我也拿出一些来分享：
   

   GIMP alternative: Paint.net
   GIMP的替代物：Paint.net
   http://www.getpaint.net/

   TO-DO list alternative: todoist
   待做事项列表替代物：todolist
   http://todoist.com/

4. John says on:
   January 23rd, 2008 at 3:13 pm

   Paint.NET is a good free alternative to PhotoShop and GIMP that’s much easier to use. Windows only.
   Paint.net是一个很好的Photoshop和GIMP免费替代物，也更容易使用。仅用于Windows平台。
   

5. James says on:
   January 23rd, 2008 at 3:45 pm

   OpenOffice, GIMP and Mozy I definitely agree with, use them even now. May I also suggest my student guides
   我完全赞同对OpenOffice、GIMP和Mozy的评价，我现在就在使用。允许我推荐我的 student guides 。

6. omar says on:
   January 23rd, 2008 at 4:50 pm

   here is another collborative web-based mind mapping tool worth looking at http://www.comapping.com .
   这里还有一个基于网页的协作式心智图工具，值得一看。 http://www.comapping.com 。【译者注：要收费】
   

7. Dubber says on:
   January 23rd, 2008 at 5:53 pm

   There’s a new online resource for students that you may be interested in.
   这让有一份新的在线学生资源，你可能会感兴趣。
   

   It’s called UniSurvival and is aimed at giving advice, study tips, and general coping strategies to university students. Based in the UK, but written by a collection of lecturers and student advisors from around the world, the site is aimed at tertiary students of all kinds, wherever they are.
   它叫做 UniSurvival ，目标是给大学生提供建议、学习提示以及一般的复制策略。总部设在英国，但写作的讲师和学生顾问来自世界各地。网站的目标是所有的大专学生，无论他们身处何处。
   

   Although it’s in its formative stages, has just received a major injection of resources and is at the beginning of a major growth period. Look for a site redesign and a large upswing in post regularity from the new contributors over the next week or two.
   虽然还处在初始阶段，刚刚得到主要的资源注入，处在关键的成长时期的初期。接下来一两周，寻求网站重新设计，以及来自新贡献者的帖子稳步快速增长。
   

8. Nicole Willson says on:
   January 23rd, 2008 at 6:09 pm

   You may also want to add wikiHow. I’m a volunteer editor there, but they have a bunch of really great college-related how-to articles about topics such as cramming for exams, how to use certain types of software, drinking and how to balance school and life as an adult.
   你可能还要加上wikiHow。我是那里的一名志愿编辑，那里有大量非常优秀的大学相关入门文章，相关主题包括考前强记，如何使用某种类型的软件，饮酒以及成年人如何平衡学校和生活之间的关系。
   

9. JamesFromPittsburgh says on:
   January 23rd, 2008 at 6:30 pm

   Really solid advice all around. I’d like to add a few.
   全篇的建议都很中肯。我补充两点。
   (1) del.icio.us -> Great for bookmarking interesting articles and useful links on your university’s webpage. Tag lots to make finding things easier later.
   （1）del.icio.us -> 非常适合收藏感兴趣的文章，对链接到你大学首页也很有用。多多设置标签可以让以后找的更容易一些。
   (2) Invest in a flash drive and load up on portable apps. I carried OpenOffice.org, Firefox, and Pidgin on mine.
   （2）买一个优盘，运行便携式软件。我自己的装得有OpenOffice.org、Firefox、Pidgin。
   (3) Calendar. Having a good calendar (as well as a to do list) is a big booster in staying organized and keeping on top of assignments. I recommend Google Calendar and Mozilla Sunbird.
   （3）日历。拥有一份好的日历（以及待办事项列表）对组织工作是一大助力，并能在功课中保持领先。我推荐Google Calendar 和Mozilla Sunbird。

10. mojaam says on:
    January 26th, 2008 at 7:22 am

    Bookmarked! Already use many of these but I’m eager to implement the new ones on this list. Additions not already mentioned:
    收藏！里面有许多已经在使用了，我迫切的想尝试列表中的新东西。增补一些没有提到的：
    

    http://definr.com
    http://www.schoolr.com

http://www.lifehack.org/articles/productivity/the-ultimate-student-resource-list.html