Creating Learning Experiences

创造学习体验

I’ve spent the last couple of days thinking about the tools I will use next term with my classes (21classes? Edublogs? Ning? Wikispaces? PBWiki? MindMeister?) only to discover that what I’m really interested in is preparing the ground for learning. I don’t want to structure and pre-define. I do not want to create a community or a social network for my students. Instead, I want to create the conditions necessary for the right kind of environment to emerge. Building an environment for the students is likely to result in failure: environments and communities need to be build with the students, with their full participation, through their work and their interactions with and about texts. It’s not just about choosing a blogging platform and letting the kinds in. We need to move beyond the traditional approach of “pick the tools, add students and stir.” Unfortunately, my curriculum is still to a large extent dominated by units, lessons, assignments. Those are the realities of teaching and learning in North America in the 21st century - it’s not about the process, it’s about the product.

我过去这些天一直在考虑，下个学期在班上该用什么工具（21classes? Edublogs? Ning? Wikispaces? PBWiki? MindMeister?）教学，我真的对为学习做准备很有兴趣。我并不想预先设定并建立起来。我并不想为我的学生创建一个社区或者社会网络。相反，我想为某种正确的环境的形成创建必要的条件。为学生创建一个环境很容易导致失败：创建环境和社区需要学生的共同参与，而且是全身心的参与，通过他们的工作和他们的互动，利用文字，关于文字。这不仅仅是选择一个日志平台然后让他们加入。我们需要超越传统的“找一个工具，把学生放进去，使劲揉”的做法。很不幸，我的课程仍然受到单元、课堂、作业的主要支配。这就是二十一世纪北美教育学的真实写照——这无关乎过程，关乎产品。

So, as a teacher in the 21st century, I am taking a stand: I want to have a classroom where my students can enjoy learning experiences. Instead of dividing the curriculum into neat chunks, I will try to set the stage for the right kind of environment to emerge - the kind of environment where learning experiences can take shape. The kind of environment that is similar to what Ben Wilkoff has termed, “the ripe environment,” one characterized by “a culture of connection.”

因此，作为一名二十一世纪的教师，我的态度是：我想要有一间教室，可以让我的学生能享受到学习的快乐。不是将课程分门别类，我会尽量为形成正确环境——能够形成学习体验的环境——而搭建舞台。这种环境有些像BenWilkoff所说的，“成熟的环境”，其特点是“文化上的连接”。

Before I explain what I have in mind, let me take you back to last term. I’d like to tell you about Vanessa. Last term, she chose to research child soldiers. She spent months reading articles, interviews, watching online videos, and documenting her research on her blog. Gradually, she immersed herself in her topic and learned much more than I ever could have taught her. Then, towards the end of the term, after documenting her research, reflecting on it, and sharing it with her classmates, she started writing poetry in response to this gruesome and difficult topic. Take a look:

在我解释自己的打算之前，让我带你回到上个学期。我要告诉你有关樊妮莎的事情。上个学期，他选择研究儿童兵。他花费数月时间阅读文章、访谈、观看在线视频，并在日志上记录了他的研究。慢慢的，他沉浸进了他的课题当中，从中学到的东西远比我所能教的多得多。最后，快到期末的时候，经过对其研究的整理、回顾，与同学的分享，他写下诗篇，以回应这个可拍而艰难的课题。请看：

I am part of the Revolutionary United Forces and I will stop at nothing for victory…
我是革命统一军的一分子，为了胜利我不顾一切……

To overthrow the enemy one must not abide by the rules,
Governing ourselves, altering the thoughts of many
Vulnerability in a child is our advantage
Even in the children’s eyes, death is to be taught as the answer
The children have sorrow in their eyes longing for love
They cry,
Scream,
Weep for love,

要推翻敌人，决不能遵守规则，

我们自我管理，改变大多数人的想法，

儿童的弱点是我们的优势，

甚至在这些孩童的眼中，死亡被灌输成唯一的答案，

孩子们渴望爱心的眼中充满悲伤，

他们哭泣，

他们尖叫，

他们为爱心而流泪，

Defeating the enemy, is of the utmost importance
No sympathy, no traitors, no survivors
The child’s innocence will not affect us,
Risking their lives will lead us closer to victory.
The children have sorrow in their eyes longing for hope,
They cry,
Scream,
Weep for hope

打败敌人，是最重要的事情，

不需要同情心，不需要叛徒，不需要幸存者，

儿童的天真不会影响我们，

他们冒着生命危险带领我们走向胜利。

孩子们渴望希望的眼中充满悲伤，

他们哭泣，

他们尖叫，

他们为希望而流泪，

Respect given to the children will conquer any love once given to them
Our training methods constant and cruel
On the front lines of battle, they shed blood for us
We are the R.U.F’s, envisioning only supremacy
The children have sorrow in their eyes longing to defeat the enemy
They cry,
Scream,
Weep for victory.

给孩子们以尊重，胜过给孩子们以爱心，

我们的训练方法，持续而严酷，

在战斗的最前沿，他们为我们抛洒热血，

我们是革命统一阵线，理想至上。

孩子们渴望战胜敌人的眼中充满悲伤，

他们哭泣，

他们尖叫，

他们为胜利而流泪。

I realized that this was a genuine personal response, indicative of a lot of personal investment in the topic. It was a kind of personal way of coming to terms with what she had learned. Vanessa wasn’t the only one. Trudy, who’d spent months researching Anne Frank, also posted some poetry:

我意识到这是一份真正的个人反应，看得出在这个课题上注入了大量个人精力。这是一类完成本期所学的私人方法。樊妮莎并不是唯一的一个。葛楚娣，花了数个月的时间来研究安妮弗兰克，也发表了一些诗篇：

The book opens
A new piece of information is just being handed to you
But you know at the end something dark awaits
And lets just say its not a happy ending

书本打开了

一份新的信息传递给你

但是你知道，在结尾处有一些东西在悄悄等待着

并且知道这并不是一个快乐的结局。

You read the beginning and then the end
Throughout each day personalities change
Feelings change
It is a new type of life unfolding right in front of your eyes

你阅读开始和结尾

个性每天都在不断变化

感受也在变化

展现在你眼前的是一种崭新的生活

You witness life in the eyes of a young girl
The way she writes the way she explains,
Its like its happening
To you
Right this very moment
Everyday sounds and voices scare you
But shes just a 13 year old girl what can she do?
Nothing

你见证少女眼中的生活

他的生活方式，他书写，他解释

一如正在发生

在你身上

在这一刻

各种声响，每一天都在惊吓着你

但是他只是一个十三岁的姑娘，他能怎么办？

什么也不能

New laws, new relationships are all so different
Its kind of like beginning a new life
Like a caterpillar growing into a butterfly
A new life unfolds

新的规则，新的关系，都是如此的不同

就像开始一次新的生活
就像蛹化为蝶

新的生命徐徐展开

No fun, no friends
Just your family
With petite spaces and little boundaries
Closed windows make you want to witness nature
But you can’t

没有欢乐，没有朋友

只有你的家人

和狭窄的生活空间和细细的边界线

紧闭的窗户让你渴望亲近大自然

但是你不能

A new love,
Someone to share your feelings with
But is it true?
Or have you just gotten to the point you can’t think and you do things that you would never do in you old life

一次新的爱情

有人愿意与你分享这种感觉

但这是真的么？

或者，你在旧的生活中永远不能想不能做的事情，现在做到了

So many rules to follow:
Be Quiet!
Walk Slowly!
Sit Down during the day!
Read, write just be quiet….during the day!

需要遵守如此多的规则：

肃静！

慢行！

坐下！
一整天！

阅读、写作，都要安静……一整天！

When the sun has gone down and the moon has gone up
There are different rules:
Walk Around
Be Free
But Don’t open the windows
Or go outside!

当日落月生夜幕降临

又有不同的规则：

游荡

自由

但是不准开窗户

或者出门！

With every pleasant thing you do,
There will always be a consequence
During this time of your life

你做的每一件愉快的事情

他们都会有一样结果

发生在你生活的某一刻

All the personalities change so quickly
Funny
Talkative
Sometimes even ignorant
Personal

所有的个性改变得如此之快

滑稽

健谈

有时候连自己

都不知道

There is so much time but soon…. Sooner than you think
There will be no more time left.

现在有这么多的时间，但是很快……快的超过你的想象

就不剩下多少时间了。

At first, while certainly very impressed by the creative work of these thirteen-year-olds, I did not think that there was anything out of the ordinary about it. Then, I realized that there was. Having become researchers (one might even say content experts) in their respective fields, Vanessa and Trudy started contributing. Yes, contributing! We don’t often think of students as contributors. Even in the context of Web 2.0, I often talk about collaboration and connections, but rarely about genuine contributions. These poems, it occurred to me one day, are learning objects - they are unique artifacts that I can use next year with another class when discussing child soldiers or Anne Frank. Much like edubloggers around the world who, through my aggregator, contribute to my knowledge of learning in the 21st century, these girls were contributing specific artifacts to the topics they chose to study.

一开始，虽然肯定对这些十三岁孩子的创造性工作留下深刻的印象，但我不认为这里面会有什么超乎寻常的东西。接下来，我意识到里面真的有。在成为各自研究领域的研究者（其中一个甚至可以成为内容专家）之后，樊妮莎和葛楚娣开始创造内容。是的，创造内容！我们常常认为学生们不会是一个内容的创造者。即使是在web2.0的环境下，我经常谈及合作与联系，但是很少真正创造内容。有一天我突然想到，这些诗篇都是学习的对象——我在下一年度为另一个班讨论儿童兵或安妮弗兰克时，他们是独一无二的作品。很像世界各地的教育博客们，通过我的聚合器，为我的二十一世纪学习的知识做出贡献，这些女孩子为他们选择研究的课题贡献了非常特别的作品。

I started thinking about their progress as researchers and it occurred to me that the whole class seemed to follow the same pattern. Once I gave them the freedom to find a topic they were interested in, they began to seek out and immerse themselves in learning experiences. No one really seemed to care about grades or tests. Instead, they were immersed in learning about topics they cared about. Looking back, I realize that the process that the whole class engaged in consisted of four stages. Vanessa and Trudy, however, moved beyond into the fifth stage. The girls, along with their classmates, inspired me to start thinking about the process of creating learning experiences. The five stages described below illustrate my emerging approach based on my classroom practice and the work of my students (be kind - it’s still a work in progress):

我开始思考他们作为研究者的过程，他让我想起似乎整个班级都在遵循同一个模式。一旦我给了他们寻找自己感兴趣的课题的自由，他们就开始寻找并沉浸在学习体验之中。看上去没有一个人关心评分和考试。相反，他们沉浸在他们关心的课题学习当中。回过头来看，我才意识到全班从事的过程包括四个阶段。然而，樊妮莎和葛楚娣，进入了第五阶段。女孩子们，同他们的同学一道，促使我开始思考创造学习体验的过程。这五个阶段描述如下图，我所描述的这些方法都基于我的班级实践和我学生的工作（这仍然是一项进行中的工作）：

1. DISCOVER:

1、发现：

First, the students were given the freedom to pick a topic of interest within a specific context that we had entered through our discussions of literature - the context of social justice. I gave all my students sufficient time to think about what they were passionate about, visit some sites, read some articles and uncover that one specific topic that they wanted to learn more about.

首先，给予学生在一个社会公平的环境中，通过对文献的讨论，挑选自己感兴趣的课题的自由。我给予所有的学生足够的时间思考他们对什么感到热心，访问一些网站，阅读文章，揭示一个特定的、他们想要深入学习的课题。

At this point, the students were really just surfing and lurking. They were visiting various sites and communities to explore topics that were of interest to them as potential ideas for future research. There were no conversations here, just fleeting interactions.

在这一点上，学生真的只是在冲浪和潜水。他们为了探索课题而访问各种对他们将来研究的思路有益处的网站和社区。这时候没有讲小话的，只有短暂的交流。

2. DEFINE:

2、定义：

During this stage, I gave the students time to post some preliminary entries on their blogs, to think out loud about their topics in general terms before they started their research. The point here was to allow them the freedom to start defining their research topics and possible ways of tackling them.

在这个阶段期间，我安排时间让学生在他们的网络日志上发表一些初步的东西，在他们开始研究之前用自己的话概括课题。这样做是为了让他们自由地开始定义他们的研究课题以及解决问题的方法。

3. IMMERSE:

3、沉浸：

The next step was the longest and most complex. Having narrowed it down to a specific topic, the students then were given time in class to immerse themselves in the topic, to learn more about it, to start looking for, identifying, and interacting with valuable resources. This was an opportunity to bookmark relevant content and use RSS to start creating a network of valuable and reliable resources (I want to extend it this year to a network of peers and adult experts). I wanted my students to become researchers who locate valuable content, read, interact, and document their learning on the blog by writing entries about the topic and their journey as researchers.

接下来这一步是最长最复杂的。开始集中到一个特定的课题之后，安排时间让学生们沉浸到自己的课题当中，去学习更多有关知识，开始寻找、识别并影响有价值的资源。这是一个机会，让学生可以收集相关内容，开始使用RSS创建有价值可靠资源的网络（我希望今年之内这个网络能够拓展到其他伙伴和成年专家）。我希望我的学生成为能够找到有价值内容的研究者，阅读、影响他们的学习，并在日志里以写作课题相关文章的形式记录他们的学习和他们作为研究者的过程。

4. BUILD:

4、构建：

The students’ efforts to document their discoveries and their learning contributed to the process of building their own knowledge in this specific area. The entries showed me and their peers - our whole community - how much they were learning. These were thoughts made visible. The students used their blogs to document their research and to build their own knowledge in their respective fields of expertise. There were many connections that emerged among students researching related ideas. The students interacted with each other by posting comments and by sharing and commenting on resources. They were engaged in their own research projects as individual researchers but, at the same time, there emerged many small networks within our class blogosphere of students interested in similar topics. They were all engaged and connected.

学生们为记录他们的发现和学习而付出的努力，为构建他们自己在特定领域的知识做出了贡献。这篇文章显示了我和他们的同伴——我们整个社区——学到了多少东西。这可以让想法变得清晰可见。学生们使用网络日志来记录他们的研究，建构他们在各自专业领域内的知识体系。在研究相关领域的学生之间出现了许多联系。学生通过张贴评论、共享资源、评论资源，从而彼此互动。他们作为一个独立的研究者从事自己的研究项目，同时在班上博客群中，对类似课题有相同兴趣的学生的日志之间出现了许多小型的网络。他们参与其中，他们相互联系。

And that was where the process ended, or so I thought until I noticed Vanessa’s poem and then Trudy’s. Both girls were contributing unique, personal content to the fields they chose to research. That’s when I realized that in order for the learning experience to be complete, the students needed to go beyond researching, connecting, and network-building to become creators and contributors. Of course, one could argue that their research entries contributed valuable material to our class community, but this - their poetry - was unique and personal. These were artifacts which, despite their personal, literary, and creative nature, could enrich anyone’s understanding of child soldiers or Anne Frank. They emerged because the girls went beyond the process of documenting their research.

直到我注意到樊妮莎和葛楚娣的诗篇，我想，或许我们已经进入到一个新的阶段了。在这两个女孩选择研究的领域，他们的贡献的内容都是唯一的、个性的。这就是当我认识到这个阶段为了完成学习体验，学生需要超越研究、交流和构建网络而成为创造者和贡献者。当然，有人可能会争论说，他们的研究内容为我们班级社区贡献了有价值的素材，但是这个——诗篇——是唯一而个性的。这些艺术品，不论是他们的个人性、艺术性还是创造性，都能增强所有人对儿童兵或安妮弗兰克的理解。他们的出现是因为女孩们超越了记录研究这个阶段。

So, I realized that there was one more, final stage in this process.

因此，我认为，在这个阶段后面还有一个最终阶段。

5. CONTRIBUTE:

5、贡献：

This final stage happens when, as learners, the students begin to contribute through their own creativity. It happens when, having acquainted themselves with the topic, they begin to rewrite or remix it in their own unique way and thus contribute to and enrich the field they’re researching. This is the stage when the students begin to create unique artifacts that contribute to the existing body of knowledge on a given topic. This final stage is not just about contributing links or resources to a group project or to a community. It is primarily an exercise in creativity. It begins when the students interact with ideas, resources, and people to create or enter a network. Once they can tap into the collective intelligence of their networks, they can begin to learn, and once they begin to learn, they can also begin to create their own resources - podcasts, films, creative writing, or any other artifacts that can then be used by others and can enrich their grasp of the topic.

当最后一个阶段开始的时候，作为学习者，学生开始通过自己的创造而做出贡献。当这种贡献开始发生时，这让他们通过课题认识了自己，他们开始重新以自己独有的方式书写或组织课题，从而为自己所研究的领域做出贡献并丰富之。这个阶段就是学生开始创造其独有作品，为给定课题已有知识体系做出贡献的阶段。这最终阶段不仅仅是为小组项目或者去贡献链接或资源，更是对创造力的实践。当学生开始与创意、资源以及他人互动，从而创建或进入一个社会网络的时候，这个阶段就开始了。一旦他们可以领略到到社会网络的集体智慧，他们也就能开始学习了；一旦他们开始学习，他们也就开始创造他们自己的资源——音频日志、视频、创意文字，或者任何能被其他人使用的作品，丰富他们对课题的理解。

Why can’t this fifth stage replace my traditional evaluation strategies? Why can’t I replace tests or assignments given to the whole class with the kind of engaging and personally relevant approach to learning that is encapsulated in the five-stage process above?

为什么这第五个阶段不能替换我的传统评价策略呢？为什么我不能用包含在以上这五个阶段的过程中的，这一类招人喜欢的、与个人相关的学习方法替换我给全班的考试或者功课？

I think it can certainly be accomplished but, first, I need to foster in my classroom the kind of environment where this five-stage process can take place. This means that I need to think about how to create the kind of environment that fosters and supports learning experiences, not the kind of environment that imposes them on students. Perhaps, what I’m really interested in is what Dave Cormier calls “habitat.” He states that a proper habitat can “make it more likely for community to form and more likely that that community will do the kinds of things that were intended … that prompted the creation of that habitat.” In other words, as Dave argues, “a careful attention to the construction of habitat can increase the chances of a community forming.” I spent the last three years creating communities with my students and I learned that if the right (ripe?) environment is there, the community will emerge. It seems to me that the approach I described above can help create the kind of habitat that will lead to the emergence of networks, correspondences, and - most importantly - contributions.

我想，这当然能实现，但是，首先，我需要在我的教室里形成这样一种环境——这五个阶段的学习过程可以发生。这意味着我需要思考如何创建能培养和支持学习体验的这类环境，而不是将学习体验强加到学生身上的环境。或许，我真正感兴趣的东西是柯德吾所说的“兴趣角”。他指出，一个适当的兴趣角能够“令它更有可能形成社区，更有可能令社区做想做的事情……这揭示了兴趣角的创造力。”换而言之，如柯德吾所称，“对建设兴趣角的分外关注，可以增进形成社区的机会。”我花费了最近三年的时间与我的学生创建社区，并且了解到这是否一个适当（成熟？）的环境，社区即将出现。似乎对我而言，我前面描述的这种方法可以帮助创建这类兴趣角，将会导致网络和交流，以及——更重要的——贡献的出现。

In order to make all of this happen in a grade seven or eight Language Arts classroom, I need to think about facilitating connections and supporting my students in the process of creating their own networks where their contributions - poems, interviews, chatcasts, blog entries, podcasts, films - will be seen as enriching artifacts.

为了让这些都能在七年级或八年级语言文学班级上发生，在我的学生在创建他们自己网络的过程中，我需要考虑促进联系并给予支持，而他们在其中所做的贡献——诗篇、访谈、聚会、日志文章、音频日志、影片——都将被视作丰富内容的作品。

This entry was posted on Thursday, August 16th, 2007 at 7:59 am and is filed under Assessment and Evaluation, Blogs and Writing, Communities, Learning, Network Learning, Networks, Teacher Professional Development, Teachers and Blogging, creativity, poetry. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.

1. Clarence Fisher Says:
   August 16th, 2007 at 8:11 am

   As always Konrad, thanks for sharing your learning with us. As a junior high teacher myself, what you do in your classroom directly affects how I think about my own. I had the same experience last year during the International Teen Life project when a student from Kuala Lumpur wrote a poem from the point of view of a terrorist. This poem was deeply thought-ful and considerate and opened our 4 participating classes around the world to new perspectives we had not considered before. It was a powerful teaching and learning experience to watch students move into new roles. One thing I have learned about trying to move my classroom into these new learning spaces is the concept of time and priority. As you mentioned, our North American curricula are vastly based in product and not process. And yet to get to this type of learning requires time for students to reflect, to consider, to engage in conversation. It is not business as usual and it is worth our time to consider how we work to design learning spaces that break away from a traditional model.
   康磊，感谢你一直以来与我们分享学习。我作为一名初中教师，你在教师的所作所为直接影响我对自己的认识。去年在国际青少年生活项目中，当读到一名吉隆坡的学生以一名恐怖分子的视角写的一首诗，我也有同样的体验。这首诗深刻、体谅，并引发我们四个参与班级对世界产生新的以前没有过的看法。看到学生进入新的角色，是非常大的教学体验。我学到的一件事就是，试图将我的班级搬到这些新的学习空间，涉及到时间和轻重缓急。正如你所提到的，我们北美的课程在很大程度上基于产品而非过程。可是要得到这一类学习，学生需要时间反思、考虑、相互交谈。这不是一般的事情，它值得我们花时间去考虑我们如何打破传统模式，设计学习空间。
   

2. Sherry Crofut Says:
   August 16th, 2007 at 12:09 pm

   Wow, Konrad! This is my first year teaching 8th grade Language Arts and this is the kind of classroom I aspire to. What are you looking at for a time frame for these five steps? I assume they can work on several projects at once? I am out of my comfort zone (which I consider a good thing) and looking for guidance.
   哇！康磊，这是我教八年级语言艺术的第一年，这也是我所向往的教室。你如何确定在这五个步骤的期限？我猜他们可以同时处理好几个项目？我离开舒适的环境（我认为这是一件好事）开始寻找指导。
   

   I have been playing with the tools. My kids are not getting integrated technology in many of their classrooms. I guess I need to worry a little less about that. I have been unsure how to use the RSS feed in class, but this makes it clear.
   我一直在使用工具。我的孩子们在很多课堂中对技术不感兴趣。我猜我不需要担心这个。我曾经不清楚在班级中如何使用RSS订阅资源，但是现在清楚了。
   

   Thanks! You can count of the fact that I will stay tuned for your updates!
   谢谢！无以为报，继续顶贴！
   

3. David McQuillan Says:
   August 16th, 2007 at 2:28 pm

   I’m not quite sure that this approach would work in many of my classes. I coordinate the massage therapy programme at Otago Polytechnic. Much of our teaching is based around helping the students to develop specific skills which are required by their professional association. In this respect our teaching is largely defined by the product.
   我不是很确定这种方法是否适合我的很多班级。我在奥塔格理工学院整合按摩治疗方法。我的多数教学都是基于帮助学生开发其日后工作必需的特定技能。在这方面我们的教学在很大程度上由产品决定。
   

   Also, there is often not much quality information available online which they can use to build their knowledge.
   同时，网上常常没有足够的高质量信息，让学生用来构建他们的知识体系。
   

   I’m definately interested in developing their passion for self-directed learning, and helping them to build international social and learning networks, so thanks for the food for thought that you’ve offered here. I’m sure that I can find some application for it.
   我肯定有兴趣开发他们的以自我为导向的学习的热情，并帮助他们构建社会交际和学习网络。因此感谢你在这里提供的精神食粮。我相信我能找到适合的办法！
   

4. Carolyn Foote Says:
   August 16th, 2007 at 3:57 pm

   This is a very powerful commentary.
   这是一篇非常出色的论述。
   

   I like your terminology–the idea of “immersion” and “building” and “contributing” in your model, and your students are a perfect example of that.
   我喜欢你的概念——在你模型中的沉浸、构建和贡献等思路，你的学生是这些概念的完美例证。
   

   It reminds me of the idea of flow, and how once a student gets that involved in their research, how it becomes so integral to what they do, that it develops a life of its own.
   它让我想到了这个流程的思路，以及学生如何在他们的研究中使用这个过程，这个过程如何变成他们行为当中不可分割的一部分，它产生了它自己的生命。
   

   Have you seen Carol Kuhlthau’s work on the Information Search Process? The reason I ask is that it is circular….She based it on observations of students, and her model also reflects the emotional connections that build as a student moves through a research project.
   你看见过卡罗尔在信息搜索过程的工作么？我问这个是因为这个过程是环形的……他的研究基于对学生的观察，他的模型也反映了学生在一个研究项目中的活动构建的情感联系。
   

   Part of her model is that is circular–a student may immerse, build, and then go back to being immersed…when they contribute, they may make more connections and then move back into building–so that it is an ongoing and constant process that becomes more of a life-long interest.
   他模型的一部分是一个环形——学生可能沉浸、构建，然后再回到他们沉浸的内容当中去……当他们贡献新内容的时候，他们可能建立了更多的连接，接下来回到构建活动中——因此这是一个持续不断的过程，使得成为一个更像是终生的兴趣。
   

   So I wonder if your model can be more circular than linear? What do you think?
   因此我想你的模式是否可以成为环状而非线性？你说呢？
   

5. Tom Hoffman Says:
   August 16th, 2007 at 4:19 pm

   I think the Understanding By Design Facets of Understanding go deeper with this. I was sold on UbD as soon as I saw “Empathy” as one of the six facets.
   我想，“通过设计来理解”层面带来的理解会更深入一些。当我看到六个方面之一的“移情”时就迷上了“通过设计来理解”。
   

   What’s striking about the poems is not simply that they’re creative contributions but specifically that they display empathy, a deep form of understanding.
   这些诗篇所要表达的并不简单，他们创造性的贡献，但是很明确他们展示出移情，一种深层次的理解。
   

   Please note that UbD is widely known and respected by mainstream educators and (particularly) administrators, if not actually implemented well, so it offers an useful leverage point for discourse about teaching and learning.
   请注意“通过设计来理解”广为人知，并得到主流教育者和（尤其是）行政人员的关注，即使实际上执行得不好，它也为谈及教学提供一个有用的撬点。
   

6. Konrad Glogowski Says:
   August 16th, 2007 at 4:51 pm

   Clarence,
   
   

   Thanks for your comment. You are right about the necessity of giving students time for this kind of learning to occur and also about the fact that, as teachers, we often don’t have that time. There are many other pressures, not the least of which is the pressure to grade, to have a list of marks available for inspection by parents and administrators. Nothing wrong with that, of course, but I prefer to focus on the really rich and personally-relevant stuff when I grade, not on writing that gets done because it’s been assigned. The process I came up with (or, I should say, that emerged from my practice and the work the students were doing) allows for that. I can assign grades based on the initial stages of the process (discover, define) and then get into rich instructional conversations with my students once they get to the “immerse” stage.
   谢谢你的评论。关于在这类学习的实施过程中给予学生足够时间的必要性方面，你是对的。同时，事实是，作为教师，我们常常没有这方面的时间。还有很多其他的压力，最麻烦的不是评分的压力，而是为家长和行政人员提供查阅的分数表。当然这没有错误，但是当我评分的时候，我宁愿把重点放在那些真正丰富的、与个人相关的内容，而不是仅仅在纸上完成我布置的功课。我提出的（或者，我应该说，从我的实践和学生的实际工作中产生的）过程鼓励学生这样做。我可以基于这个过程一开始的阶段（发现、定义）给予评分，一旦学生进入沉浸阶段，就进入与学生之间的丰富多彩的教学谈话。
   

   You are right when you say that “it is worth our time to consider how we work to design learning spaces that break away from a traditional model.” The model I described has some potential, but my work does not stop here. I will continue to explore and experiment with learning spaces, much as we all do. It seems to me that having a model in place that allows for creativity and independence is a good start. It helps ensure that students are seen as individual contributors and when that happens, there are many opportunities for them to engage in the kind of work that the student from Kuala Lumpur engaged in - work that is personally relevant, emotionally charged, and indicative of true personal investment.
   你说“这值得我们花时间去考虑我们如何打破传统教学模式，设计学习空间。”这是对的。我所描述的模型有一些潜能，但是我的工作并不到此为止。我将继续探索及体验学习空间，正如我们以前所做的那样。在我看来，一个允许创造力和独立的模型是一个好的开端。这有助于确保将学生看作是一个个单独的内容贡献者，并且当出现这种情形时，在这些来自吉隆坡的学生们所从事的工作中，依然有许多机会——工作与个人相关的、充满激情的，并能真实反映出个人投入的工作。
   

7. Konrad Glogowski Says:
   August 16th, 2007 at 5:06 pm

   Sherry,

   I am glad that you can benefit from my experiences. Having said that, I don’t think they apply universally, and it is important to keep in mind that every group of students and every teacher will bring something new and different to a blogging classroom. I would love to hear about your experiences with blogging (whether or not you choose to try to use the model I described) and learn with you as we both try to “figure things out.”
   我很高兴你能从我的经验中有所获益。话虽如此，我却不认为他们是普适的，记住这一点很重要，每个小组的学生和所有教师都将为班级日志带来新意和不同。我很喜欢听到你有关写日志（无论你是否决定尝试我所描述的模型）和学习的经验，因为我们都在试图“解决它”。
   

   You asked about the time frame for this. Ideally, at least three months. What I described in my entry was done in the context of a big literature study unit on social justice (The Chrysalids, Animal Farm, Diary of Anne Frank as key texts with a lot of supplementary material). I wouldn’t do it in a shorter period of time as that might lead to stress as kids try to “finish” and “get things done.” If we are to treat them as independent researchers and contributors, we need to give them the freedom to read and to think. Unfortunately, that takes time so, in my classroom, this model guides our year-long inquiry which means that assessment and evaluation, grammar, reading comprehension, writing, spelling - all take place in the context of the model. Of course, as you pointed out, the students can work on more than one topic. In my classroom, they would be related somehow or would slightly overlap, but they don’t have to. A student could work on environmental issues and child abuse at the same time, for example. One thing I deem important, though, is that there needs to be some whole-class support for them. In other words, I think it’s helpful with this age group to make sure that what they do independently is based on/related to what we do as a class. That way, there is a common theme/themes that unite everything that happens in the class blogosphere.
   你问到这个模型的时间安排。理想情况下，至少要三个月。在我文章中所描述的是处在一个基于社会正义的大的文学研究团体环境（《蛹》、《动物农庄》、《安妮日记》为主的大量补充材料）当中。我不想在一个比较短的时间段里实施这个模型，因为这将导致孩子们增加完成任务的紧张感。如果我们把他们视作独立的研究者和贡献者，我们需要给予他们阅读和思考的自由。不幸的是，这需要时间，因此在我的班上，该模型指导我们长达一年的调查，这意味着功课与评估、语法、阅读理解，写作、拼写——都发生在该模型的相关环境中。当然，正如你所指出的，学生们可以针对多个课题展开工作。我在的班上，他们的课题我认为应该多少有些关联或者些许重叠，但他们并没有。举个例子，一个学生可能同一时间就环境问题和虐待儿童展开工作。但是，我认为很重要的一件事情就是，学生在这里需要一些面向全班的支持。换而言之，我认为弄清楚他们的哪些独立性为是基于我们整个班级的行为，这对这个年龄组都所帮助。这样一来，有了一个将发生在班级日志群团结起来的共同主题。
   

   Thank you for your interest in this model.
   感谢你对这个模型的兴趣。
   

   Since we’re both grade eight Language Arts teachers, we should definitely brainstorm together and exchange ideas. Email? Skype? Twitter? Let me know what you think.
   既然我们都是八年级语言艺术教师，我们应该集思广益，交换思路。电子邮件？Skype？Twitter？让我知道你的想法。
   

8. Konrad Glogowski Says:
   August 16th, 2007 at 7:18 pm

   David,

   I think we all struggle with the fact that teaching is defined by the product, the end result, whether it’s a piece of paper or a single grade. Perhaps, you are right, this approach might not be as effective in your context. But supporting learners in exploring ideas and practices that are important to them, and especially supporting them as they contribute to existing networks is an important goal of education and I think we can all find opportunities to work towards it as educators.
   我想我们都在与教育由产品所决定这个事实作斗争，而最终的结果，无论是一张试卷还是一个分数。也许，你是对的，这个方法可能在你的环境中并没有效果。但是支持学习者探索思路和做法对他们很重要，尤其支持他们对已有网络的贡献，是教育的一个非常重要的目标，我想我们作为教育者，都可以找到实现它的机会。
   

   Glad that you found my entry to be “food for thought.”
   很高兴你觉得我的文章还有些用处。
   

   Thank you for your comment.
   感谢你的评论。
   

9. Konrad Glogowski Says:
   August 16th, 2007 at 11:05 pm

   Carolyn,

   Thank you for your comment. Yes, this is exactly like Mihály Csikszentmihalyi’s concept of flow.
   谢谢你的评论。是的，这的确很像某人的概念流。
   

   Thank you so much for bringing Carol Kuhlthau’s work to my attention. The name is not unknown to me, but I was under the impression that her work was not characterized by cyclical engagement. This summary of the information process ( Kuhlthau’s Model of the Stages of the Information Process ) includes a stage called, “Search Closure” which is the final stage. Am I missing something/misinterpreting?
   感谢你提出卡罗尔的工作提醒我注意。这个名字我并不陌生，但是我原以为他的工作没有循环的特征。这份信息处理的摘要（某人的信息处理的几个阶段）包含了一个叫做“停止搜索”的阶段，是最后一个阶段。我遗漏或误会了什么东西么？
   

   The model I describe here is definitely cyclical in the sense that student engagement does not end when they begin to contribute. The cycle continues through in the following fashion: Immerse - Build - Contribute. Continued immersion in the topic leads to more knowledge and to richer and more frequent contributions. Every contribution, in turn, makes the student increasingly more engaged in the topic.
   在学生开始贡献新内容的时候学生活动并未结束，从这个意义上讲，我在这里描述的模型当然具有周期性。循环通过以下方式持续：沉浸-构建-贡献。持续的沉浸在课题中导致更多的知识，以及更丰富更频繁的贡献。每一次贡献，都能让学生更多的参与到课题当中。
   

   If you have any electronic resources on Carol Kuhlthau, please let me know - I would love to learn more. Next time I’m at the library, I will try to find out more. I’m definitely interested in pursuing this because her ideas are very close to my model, especially in terms of what you referred to as “emotional connections that build as a student moves through a research project.” Thank you for stopping by to leave a comment. You have certainly enriched my inquiry.
   如果你有任何某人相关电子资料，也请告诉我——我想了解更多。我下一次去图书馆，我打算多找一些。我绝对有兴趣继续研究这个，因为他的思路非常接近我的模型，尤其在按你的话说，“学生通过一个研究项目建立情绪化连接”方面。感谢你停下来留下评论。无疑，你丰富了我的研究。
   

10. Eric MacKnight Says:
    August 17th, 2007 at 9:39 am

    OK Konrad, now you’re really impressing the hell out of me and putting the pressure on those of us out here who think we’re doing a pretty good job.

    Damn you, is what I say, and excuse me—I have to go pull up my socks.

    Eric

11. Carolyn Foote Says:
    August 17th, 2007 at 10:51 pm

    When I quit chuckling over Eric’s comment, I started looking for some references for you.
    在看完Eric的评论之后我便开始为你寻找一些参考资料。
    

    I had meant in my original post to mention that one thing that drew me to your blog in the first place(other than the great writing!) was the title, because Kuhlthau writes about the zone of proximal development in terms of supporting students in the research process. I believe that is covered in her book Seeking Meaning.
    我的意思是，在我最开始的帖子当中提到的一件事情，就是吸引我到你的日志来的最主要的一个地方（当然还有很出色的内容！）就是这个标题，因为某人书写最近发展区在信息处理方面给予学生的支持。我相信这在他的书《搜索意义》中涉及到。
    

    Quoting her here:
    引用：
    

    “The zone of intervention is a concept modeled on Vygotsky’s notion of a zone of proximal development . . . .The zone of intervention in information seeking may be thought of in a similar way. The zone of intervention is that area in which an information user can do with advice and assistance what he or she cannot do alone or can do only with difficulty. Intervention within this zone enables individuals to progress in the accomplishment of their task. Intervention outside this zone is inefficient and unnecessary, experienced by users as intrusive on the one hand and overwhelming on the other.”
    “干涉区这个概念是仿照维果茨基最近发展区模型中的概念……在信息搜索中的干涉区也可被认为是类似的方法。干涉区是这样一个区域，在这里信息使用者如果不能独自完成工作，或者困难很大，可以在建议和帮助下工作。在这个区域内的干预，有助于个人完成他们的任务。在这个区域之外的干预是低效而不必要的，一方面用户感觉被强迫，另一方面感觉到压迫。”
    from : http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm

    I haven’t found the exact answer to your question about her comments about the cyclical nature of her model, though she talks about it in her books, but I wanted to share the following, where she talks about information searching as a constructivist process…one that students experience nervousness about, and how we need to understand the emotional stages they go through so that we can support them through the parts of the process when they want to “give up” or change topics.
    对于你关于他模型的周期性质的问题，我没有找到确切的答案，虽然他在书中提到过，但是我想分享下面这些，在这里他把信息搜索当作一种建构过程……一个学生感觉很紧张的过程，以及我们需要如何了解他们所经历的情感阶段，因此，当他们打算放弃或者变更课题的时候，我们可以扶他们一程。
    http://is.gseis.ucla.edu/research/dl/kuhlthau.html

    Glad it was helpful. I did find a site from University of Calgary as well, where they attempted to visualize her process chart in a more recursive manner, here:
    很高兴着能有用。我还从卡尔加里大学找到一个网站，他们试图以一种更加递归的形式形象化他的过程图。
    http://webapps2.ucalgary.ca/~commons/servlet/wispr/app?service=page/GENERIC-Home

    
    http://webapps3.tlc.ucalgary.ca:9080/wispr/app?service=page/GENERIC-Home
    
    Hope that gets you started. . . .
    希望这能令你开始研究……
    

12. Leigh Says:
    August 18th, 2007 at 6:56 am

    Another fine post Konrad. I continue to take inspiration from your ideas.
    康磊的又一篇好文。我不断从你的想法中获得灵感。
    

    You started off with a very interesting challenge - to not define the framework for learning. While I continue to practice the art of losing my teacherly voice, this new challenge is something closely related and something I also think about over here.
    你从一个非常有意思的挑战开始——你没有为学习设定框架。在我继续实践脱掉教师腔调的艺术时，新的挑战与之密切相关，我也在思考它。
    

    But I don’t think you have taken this idea far enough … you seemed to be meaning the technology as framework when you listed off all those possible platforms, although later it appears that you mean the more general curriculum… I am interested in the idea of not defining the technological framework
    但是我觉得你考虑的还不够充分……在你列出所有可能性平台的时候，你似乎以技术为框架，虽然后来看上去你说是针对更普通的课程……我对不设定技术框架的思路很感兴趣。
    

    In the end it appears that blogging is the technological framework you will continue to use, so I have a practical question for you about that.
    文章末尾显示出日志就是你将继续使用的技术框架，因此我有一个关于这个的实践上的问题请教你。
    

    When your students come to you, are they already skilled in blogging and subscribing to blogs? Or do you have to spend time with them, setting up blogs, understanding a blogging ethic appropriate for inquiry learning, using RSS and having the confidence to comment on each others blogs… is this not defining the technological framework? Not that I think there is anything wrong with doing that, but I’m interested to hear your thoughts more about this..
    当你的学生到你这里来的时候，他们时候已经掌握了写日志和订阅日志的技巧？或者你要花时间教他们，设置日志，理解适合探究性学习的日志行为规范，使用RSS以及由信心去相互评论日志……这不是设定技术框架？我觉得这样做没有任何错误，但是我更想听到你的看法而不是这些……
    

    I teach teachers, and I spend a long long time trying to build up these skills and ethics… but am I overly defining a technological framework, and as a result the learning environment and curriculum?
    我培训教师，我花费非常非常多的时间尝试建构这些技能和规范……但是作为学习环境和课程的结果，我过度明确了技术框架？
    

13. siobhan curious Says:
    August 19th, 2007 at 9:47 am

    I love the vision you set out here. For me, no matter what I’m doing in the classroom, my question is whether it is leading to real learning. The steps you’ve defined make the path seem so much more concrete (and yet nebulous and unpredictable, in an exciting way…how interesting…) I’ll be checking back with this paradigm occasionally to see if I can implement it more consciously. Thanks for the inspiration.
    我非常喜欢你在这里列出的真知灼见。对我而言，我的问题是，不管我在教室里干什么，它是否会导致真正的学习。你所定义的步骤所开辟的道路非常的具体（同时也以一种令人兴奋的方式非常含糊不清、不可预料……）偶尔，我会和对这些范式，看看我是否能更自觉地执行。谢谢你的灵感。
    

    http://siobhancurious.wordpress.com/

14. Konrad Glogowski Says:
    August 19th, 2007 at 1:29 pm

    Hi Leigh,

    Good to see your thoughts on this … yes, blogging is the framework I will continue to use. In the introduction to my post, I meant that I need to separate the tool from the sense of community I want to foster. In other words, I know that choosing Ning, for example, will not necessarily help me build a community. However, a specific set of practices that I can engage in as a teacher will, I believe, help me put the right conditions in place for the community to emerge. So, I guess you could say that the platform is not as important as what you do with it as an educator.
    很高兴在这里看到你的想法……是啊，写日志这套框架我是要继续使用。在我文章中的介绍中，我的意思是，我需要将工具从要培养的社区感觉当中分离出来。换而言之，打个比方，我知道使用Ning社区，并不一定帮助我建立起一个社区。然而，我能以教师身份使用的一套具体的做法，我相信，能帮助我在形成社区的时候做出正确举止。因此，我猜你可以说平台并没有教育者行动的内容重要。
    

    This reminds me of the very first photography class that I took years ago while in middle school. The instructor said to us that the most important thing to remember about photography is that the camera does not take photos, people do. As young teenagers we all wanted the best (and most expensive) SLRs possible - we equated good gear with good photos. He made it clear that photography is about what you do with the camera and that you can take an award-winning shot with the most basic camera, as long as you know the technical stuff to make it happen. He taught us about the rule of thirds, depth of field, shutter speed, etc. and thus empowered us to produce technically solid photos with, let’s be honest, fairly modest equipment. He cured us of our gear fetish pretty quickly!
    这让我想起了很多年以前中学时期，我参加的第一个摄影班级。老师告诉我们，关于摄影我们需要记住的最重要的事情是，不是相机拍摄照片，而是人在拍摄照片。作为年轻人，大家都想要最好的（最昂贵的）单反相机——我们把好的设备和好的相片等同起来。他明确指出，所谓摄影，是你拿着照相机所做的事情，你可以拿一台最普通的相机拍出一流的相片——只要你掌握做到这一点的技术。他教会我们三分法、景深、快门速度等等，从而让我们可以用相当普通的设备拍摄出技术过关的相片。他很快的纠正了我们对设备的迷信。
    

    So, when I select a web 2.0 tool, there are certain attributes that I look for but, on the whole, I am convinced that I need to engage in specific practices in order to create the kind of environment that will help the community emerge. Teachers have been creating supportive and engaging communities for years with only four walls, some desks, and a blackboard at their disposal. It’s what you do with it that counts.
    所以，当我选择一个web2.0工具的时候，它必须有我需要的几个特征，但是就整体而言，我确信，为了创建有助于形成社区的环境，我需要参与具体的实践。过去这些年教师们创建支持、参与社区时，在他们的安排中只有一间教室几张桌子和一块黑板。这就是他们所能做的。
    

    Let’s get to your questions:
    让我们回到你的问题：
    

    “When your students come to you, are they already skilled in blogging and subscribing to blogs? Or do you have to spend time with them, setting up blogs, understanding a blogging ethic appropriate for inquiry learning, using RSS and having the confidence to comment on each others blogs”
    “当你的学生到你这里来的时候，他们是否已经具有写日志和订阅日志的技能？或者你要花时间教他们设置日志、理解适合探究性学习的日志行为规范，使用RSS和有信心相互评论对方的日志？”
    

    Generally speaking, they know what blogs are but do not know anything about RSS and how to subscribe to blogs. I do spend time with them setting everything up, explaining and showing how the environment works, how to add feeds to a reader, etc. We also spend a lot of time discussing interactions in our online environment and what it means to blog and document one’s thoughts. We discuss quoting, linking, and giving credit. In short, a lot of time is spent on this even before we get to using blogs for learning. The first step is to make them comfortable and to give them time to blog as individuals, about things that matter to them, BEFORE we start blogging about school-related ideas.
    一般而言，他们知道什么是网络日志，但是不知道关于RSS的任何信息，以及如何订阅日志。我的确花时间教会他们设置所有东西，解释并展示这个环境是如何工作的，如何添加信息源到阅读器，等等。我们也花大量时间讨论在我们的在线环境中的互动，以及这对于日志和记录我们的思想的意义。我们讨论引用、链接，并给予学分。总之，在我们开始使用日志进行学习之前，花费了大量的时间在这上面。第一步是在我们开始日志学校相关的想法之前，让他们感到舒适，并给予他们每个人充分的时间写日志，写对他们很重要的事情。
    

    “… is this not defining the technological framework?”
    “……难道这不是设定了技术框架？”
    

    I guess it is. Except that it really doesn’t matter whether it’s blogger or Ning, or edublogs, or 21classes. Yes, depending on what you choose, you will gain or lose some features but, generally speaking, you can use any one of these environments to attempt to build a community.
    我想是的。除了这个，不管是在blogger还是Ning、edublogs还是21classes都没有关系。是的，根据你的选择，你将得到或丢失一些特性，但是，一般而言，你可以使用这些环境中的任何一个来尝试建立社区。
    

    Thanks for pushing me to articulate this in more detail, Leigh!
    感谢你促使我更详细地阐明于此。
    

15. Konrad Glogowski Says:
    August 19th, 2007 at 1:36 pm

    Siobhan,

    Thank you for your words of support. I was very impressed by your statement that “no matter what I’m doing in the classroom, my question is whether it is leading to real learning.” Web 2.0 tools have a strong appeal but we need to remember that using technology for the sake of using technology is a trap. I always try to remember to ask myself: “What is it that this tool allows me to do/teach that I couldn’t do/teach without it, or couldn’t do as well without it?” The answer will dictate how I will use it, if at all. The one thing that technology makes easier - that blogging makes easier - is the Immerse - Build - Contribute aspect of the model I described. I will definitely post reflections on how this model works this coming term.
    感谢你的支持。我对你这句话印象非常深刻，“我的问题是，不管我在教室里做什么，是否能导致真实的学习。”web2.0工具有着强大的吸引力，但是我们必须记住，为了使用技术而使用技术是错误的。我始终提醒自己：“这个工具能让我做什么平时不能做/教的事情？”答案将决定我如何使用它，如果有的话。技术让教学更容易——写日志让教学更容易——在我所描述的模型中就是沉浸——构建——贡献方面。以后我肯定会把下个学期对该模型如何工作的反思张贴出来。
    

16. Konrad Glogowski Says:
    August 19th, 2007 at 1:42 pm

    Tom,

    I am so glad that you commented on this aspect of what happened in my classroom. I am actually now reading some stuff by Jay McTighe and am really interested in the two aspects of UbD, “have perspective and empathize.”
    我很高兴你对我班上所发生的事情进行的评论。其实现在我读了一些某人的东西，我真的对“通过设计来理解”很感兴趣，“有一些观点和共鸣”。
    

    I agree that the poems “display empathy, a deep form of understanding.” In fact, I find that in the model I described in this entry, students continue to immerse themselves in their topics because they have made an emotional connection. The two poems certainly attest to that, but even entries that are not as personal and emotional tend to show that the students are committed to the topic, that they see it as an issue that, when resolved, would make our world a better place.
    我赞同诗句“显示移情，一种很深的理解形式”。事实上，我发现在我这篇文章中描述的这个模型中，学生持续沉浸在他们自己的课题中，是因为他们产生了情感上的联系。显然，这两首诗证明了这一点，但是即使诗篇并没有像个性和情感一样容易显示学生正在致力于课题，他们把课题当成一件事情来看待，当事情解决了，将会使我们的世界变得更美好。
    

    Thanks for stopping by to add your thoughts to this.
    感谢你停下来在这里写下你的想法。
    

17. Konrad Glogowski Says:
    August 19th, 2007 at 1:49 pm

    Carolyn,

    Thank you so much for supporting my inquiry into this model! I really appreciate your help.
    谢谢你大力支持我对这个模型的研究！我真的很感激你的帮助。
    

    That last chart does indeed show that this can be/is a recursive process. I guess “search closure” happens when the project is done and handed in . That’s why it makes sense not to fragment and compartmentalize learning into specific courses, so that students do not have to stop learning when the exams are over.
    最后一幅图的确显示出这个模型可以/也是一个循环过程。我觉得“结束搜索”发生在项目结束并交付的时候。这就是在具体课程中不能分散或打碎的意义之所在，以便学生在考试结束以后不必停止学习。
    

    I will definitely visit my library this week to get a copy of “Seeking Meaning.” I see that Kuhlthau’s work can further enrich my approach to classroom blogging. I will be blogging about this soon.
    这个星期我肯定会去图书馆借一本《有意义的搜索》。了解某人的工作可以进一步丰富我的教室日志方式。我会很快记录这件事。
    

    Thanks again!
    再次感谢。
    

18. Graham Wegner Says:
    August 20th, 2007 at 7:36 am

    Konrad, this post connected with my own recent experiences on a few levels as I’ve been detailing my own process with slightly younger students and wrestling with whether I’m on the right track. Probably, the big difference is that I am still pushing a product based end point while I am really interested in the Contribute stage and wonder how younger middle school students might make that happen. Interestingly, Tom Hoffmann points to the UbD model which is the way we are planning our middle school inquiry units - whether we are implementing that well remains to be seen!
    康磊，这篇文章与我最近在几个方面的体验有关联，我详细记录了我和一些稍微年轻的学生的过程，并尽力保证自己是否走在正确的轨道上。也许，最大的不同就是我仍然推动基于终点的产品，我真正感兴趣的是贡献阶段，以及惊奇于年轻的初中生们如何做到的。有趣的是，汤姆·霍夫曼指出“通过设计进行理解”模型是我们规划我们的中学调查单元的途径——无论我们是否实施都有待观察。
    Of interest to you may be the comments left at my own post from Artichoke where she puts forward a lot of inquiry learning food for thought. If you can see past my self-referencing, your reactions, if you were so inclined, would be much appreciated.
    你可能对某人在我的文章后面发表的评论感兴趣，他提出很多值得思考的研究性学习素材。如果你可以看到我过去的自我参考，你的反思，如果你这么感兴趣，你会大为赞赏的。
    

19. Jim Lerman Says:
    August 20th, 2007 at 10:51 pm

    Konrad,

    Please permit me to commend you on another wonderful piece of thought-provoking writing. When I saw your 5-stage diagram, I was immediately reminded of Eisenberg and Berkowitz’s Big 6 model and then thought of iSearch and then read the posts and was reminded of Kuhlthau. This led to more thinking and searching my memory and I recalled this site called Virtual Information Inquiry from the library school at Indiana University, compiled by Danny Callison, Ed.D, and Annette Lamb, Ph.D.
    请允许我向你推荐另一个精彩的、值得深思的作品。我看到你的五阶段图的时候，立即想起了艾申博和薄可威的大六模型，以及接下来的iSearch想法，然后读了这篇文章，并告诉了某人。这会引起更多的思考和回忆，我想起来，这个网站叫做虚拟信息研究，来自印第安纳大学图书学院，由这些人编撰。
    

    Dr. Lamb is, herself, one of the world’s leading thinkers in this area and has developed her own systems and strategies.
    兰博士是在这个领域领先世界的思想者，发展出他自己的系统和策略。
    

    In any event, the site’s url is http://virtualinquiry.com/inquiry/index.htm
    无论如何，这个网站的地址如下：
    It contains syntheses of 17 information literacy models of differing degrees of sophistication, complexity, and practicality.
    它一共由十七个混合度、复杂度和实用性不同的信息素养模型组成。
    

    It seems to me that you, like many thoughtful and very intelligent people, have, more or less independently, led yourself to an inquiry that has occupied numerous others for a considerable length of time. I think this website will open up many new avenues to you and your students, and through your blog, to many other teacher/learners.
    在我看来，你和许多善于思考和非常聪明的人一样，自觉或不自觉地引导自己进入一项调查，因为花费相当多的时间而占据了许多其他的事情的时间。我觉得这个网站将会为你和你的学生开辟许多新的渠道，并且通过你的日志，影响到其他教师/学习者。
    

    I think further exploration of the larger host site of which the page to which I referred you is a part will yield a tremendous amount of food for thought as you examine how to get more of your students into a state of flow more often.
    我想进一步探索这个更大的主网站，我指给你看的这个网页只是其中一部分，当你检测如何让更多的学生进入到动起来的状态中，这个网站能够激起无数深思。

    Keep up the marvelous work. You can’t imagine how many of us there are out here gaining inspiration from what you do!
    请继续这项了不起的工作。你无法想象我们有多少人从你的研究中得到灵感！
    

20. David Lester Says:
    August 21st, 2007 at 2:24 am

    First, kudos on a deeply insightful post, Konrad. You nailed two key points that have been nagging me for some time. I enjoy exploring and applying the rich diversity of online technologies at our disposal, but I fear letting the technology define the learning context. Your observation about wanting to “create the conditions necessary for the right kind of environment to emerge” speaks volumes about drawing distinctions between the tools and the task, something those of us who get giddy about the tools can easily forget.
    首先，康磊，这篇极富洞察力的文章是值得大家赞扬的。你提出的两个观点已经纠缠我很多时候了。我喜欢在我的教学当中探索并运用丰富多样的网上技术，但是我还拍让技术限制了学习内容。你对想要“创造形成正确的环境的必要条件”的观察，说话音量，关于描绘出工具和人物之间的区别，一些我们看着就眼晕的工具可以轻易忘掉。
    

    Your model for Creating Learning Experiences is elegant and profound. Your observation of the fifth stage, “Contribute,” reflects the emergence of genuine creative expression in your students as an outcome of their learning process. Few learning models go beyond acquisition or transference to genuine original creative expression. Creativity is woefully undervalued in education (and the workplace). The joy of our current age is the array of opportunities for creative expression and contribution, which brings us back again to our tools. But I have witnessed many bursts of creativity emerge from students who also become giddy about the tools.
    你的创造学习体验模型优雅而深刻。你对第五阶段“贡献”的观察，反映出在你学生当中，真正富有创造力的表达方式，以他们学习过程的一项成果的形式出现。少数学习模型超越收获或者转移到真正原创的表达。可悲的是，创造力在教育（以及工作）中被低估了。我们当前时代的乐事，是给创造性表达和贡献的大量机会，这让我们重新回到工具上去。但是我目睹了许多来自学生的创造力的突然爆发，他们也能变得眼晕这些工具。
    

    A final word to commenter David McQuillan. I have been involved in vocational postsecondary education for most of a decade, and I know the challenges involved in ensuring that students graduate with the requisite skills for their field. Technical education focuses heavily on the cognitive and psychomotor domains (as it should), almost to the neglect of the affective dimensions of learning. Including reflective and creative learning activities builds student enthusiasm for learning, and rounds out their academic experience. I focus much of this type of activity toward career development and professionalism, areas students are often sorely lacking as graduates attempt to enter their field. If blogging technology is not available in your massage therapy program, a simple written journal can serve as well. But giving students opportunities to write (or sing, or dance, or draw, or act) their feelings about their education and their career will open many insights for them, and for you.
    最后送给评论者大卫一句话。我近十年来一直参与职业大专教育，我知道这是一项挑战，涉及到确保学生毕业时具有在其领域所必需的技能的挑战。技术教育重点关注认知和精神活动领域（正如它所应该的那样），几乎忽视了学习的情感维度。包括反思型和创造型学习活动建立学生学习积极性，并完成他们的学术体验。我更多关注有助于职业发展和职业道德的这一类活动，区域学生往往远没有做好毕业准备就进入其职业领域。如果日志技术并不适合于你的按摩疗法，书写简单的日记也能做得很好。但是，让学生有机会写出（或者唱出、跳出、画出等等）他们关于其教育的感受和他们的职业生涯，能够培养学生的洞察力，以及你的。
    

    Thanks again, Konrad, for bridging my ZPD.
    再次感谢，康磊，感谢你…………
    

    David

21. Konrad Glogowski Says:
    August 23rd, 2007 at 3:52 pm

    Graham,

    Thank you for linking to your very engaging post and the ensuing discussion.
    感谢你链接到你非常精彩的帖子，以及你随后的讨论。
    

    There is a lot to digest there and I do intend to address your thoughts and those of Artichoke in a separate blog entry. However, there is one thing that intrigued me and I would like to comment on now.
    这里有许多东西需要消化，我打算在另一篇单独的帖子讨论你和阿娣的想法。然而，有一件事情激起了我的兴趣，现在就想谈谈。
    

    The culminating presentation, in my opinion, is a great idea. You wrote that “adding the final presentation in front of their peers added another layer of purpose to their work.” Does that mean that the children do not have access to the work of their peers as it unfolds? You see, the reason I ask is because I have used an approach that is similar to yours (and described in this entry) but without a final, culminating presentation. Your entry made me realize that I should definitely incorporate it into the process. The reason why I have never had it before as the final part of the research process is because the community that the students built with their individual blogs already added what you referred to as “another layer of purpose.” In other words, there was already so much interaction and feedback happening online during the research process (in the form of comments and even blog entries about the work of their peers) that the final presentation did not seem necessary - the students were encouraging, supporting, and learning from and with each other during their individual research journeys. It seemed to me that the final presentation would be repetitive because most students were very well aware of what their friends were engaged in. It also seemed quite final and definitive, reminiscent of what Carol Kuhlthau refers to as “Search Closure” (Kuhlthau’s Model of the Stages of the Information Process).
    在我看来，终极演示，是个很好的点子。你写的“在同事面前加上最后演示，为其工作添加了另一层目的。”这是否就意味着儿童在作品发布之前不能访问作品？你看，我问这个的原因是因为，我曾经用过类似于你的方法（若你文章所述），只是没有最后的终极演示。你的文章让我相信，我一定要将其纳入我的过程之中。我没有把它作为研究过程的最后部分，是因为学生通过他们个人日志形成的社区已经实现了你所说的“另一层目的”。换句话说，在研究过程中已经有那么多互动和反馈（以评论的形式，甚至关于他们团队工作的日志），最后演示似乎没有必要——学生们相互从彼此的研究过程当中得到鼓励、支持，以及学习。在我看来，最后演示是多余的，因为大多数学生都很清楚他们的朋友所从事的事情。这似乎也是最终而确定的，让人想到卡某所说的“结束搜索”（卡某的信息处理阶段模型）。
    

    Your entry, however, convinced me that the final presentation is a very valuable component of the inquiry process. You have inspired me to incorporate it into this approach. However, since I see the last three stages of the process I described above - Immerse, Build, Contribute - as a cycle, I am now thinking of asking students to present their work at the end of each IBC cycle, as opposed to at the end of the term/year. That way, they will present more frequently but their presentations will not be as long or definitive - they will present as researchers still very much engaged in the process of researching and learning, not as students who finished their project. (I see it as a kind of conference poster session, where the point is to share what one’s been working on, not necessarily reveal the findings of the research).
    但是，我深信，你文章当中的最后演示是调查过程中一个非常有价值的组成部分。你启发了我，让我将其具体应用到我的教学方法当中。不过，自从我看到我上述过程的最后三个阶段——沉浸、构建、贡献——是一个循环，我现在考虑让学生们在每一次沉浸构建贡献循环的末尾回报他们的工作，而不是在期末或者结业的时候。这样一来，他们将频繁展示，但他们每一次的汇报时间都不会很长，也不必很正式——他们将以完全参与到研究和学习过程中的研究者的身份来展示，而不是完成功课的学生。（我觉得这有点像会议海报活动，关键是分享自己的工作，不一定要透露研究成果。）
    

    As you can see, I am really interested in the IBC cycle. I see it as a kind of spiral that keeps the students engaged. So, what if I increased the frequency of these presentations, so that the students could present every time they contributed something to their chosen fields? What are your thoughts? Could that work? Should the final presentation still be the final component of this approach? Personally, I think it could be an opportunity to summarize the previous presentations and explore possible future research possibilities.
    如你所见，我对沉浸构建贡献循环真的非常感兴趣。我想这样可以保持学生积极参与的螺旋式上升方法。因此，如果我增加了展示的频率，那么学生们就可以每次展示都能展示出他们在所选领域的贡献？你怎么认为？这样可行么？最后演示是否应该作为该方法的最后部分？个人认为，它可能是一个机会，总结以前的介绍、探讨未来研究的可能性。
    

    Your thoughts?
    你说呢？
    

    Thanks again for sharing your ideas with me!
    再次感谢你与我分享思路！
    

22. Konrad Glogowski Says:
    August 23rd, 2007 at 4:13 pm

    David,

    Thank you so much for stopping by to leave a comment.
    谢谢你停下来发表评论。
    

    It was gratifying to see that you commented on my ideas on learning to differentiate between the tools and the task because it’s something that I’ve been working on ever since I started this blog. It is tempting to use the tools just because they seem collaborative or conducive to knowledge-building. However, learning how to use them to lay the foundation for the right kind of environment is not an easy process. This entry is part of my efforts to create just such an environment. I’m glad that you also found it relevant.
    看到你对我关于学会区分工具和任务的想法的评论，很开心，因为从我开这个日志起就在从事这项工作。受到使用工具的诱惑，仅仅是因为他们似乎协作或有助于知识建构。然而，学习如何利用工具来为正确的环境打基础并不是个容易的过程。这篇文章是我创建这样一个环境的努力见证。我很高兴你也能发现它。
    

    It was also gratifying to see your comments on the importance of creativity. Only six years ago, when confronted with a creative response from my students, I would have insisted on a more formal “product” to be completed in addition to the poem. Now, I recognize the value of creative expression and its paucity in our classrooms. I believe that this model can help me provide the kind of environment that encourages my students as they move beyond mere acquisition of facts and supports them as they engage as human beings, not mere students.
    很高兴看到你对创造力的重要性的评论。仅仅在六年前，如果我遇到一个来自我学生的创造性的回应，我会坚持完成一个更为正规的“产品”，而不是这样一首诗歌。现在，我认识到创造性表达的价值，以及它在我们教室中的贫乏。我相信，这个模型可以帮助我提供这样的环境，鼓励我的学生超越单纯的获取事实，支持他们以人的身份而不是学生的身份参与进来。
    

    Thank you for your comment!
    谢谢你的评论！
    

23. Konrad Glogowski Says:
    August 23rd, 2007 at 4:28 pm

    Jim,

    Thank you so much for your kind words of support. Thank you also for contributing additional resources to my inquiry. I am now exploring and re-acquainting myself with some of the models listed on the virtual inquiry page, namely, the 8Ws and I-Search.
    非常感谢你支持的话语。也谢谢你为我的调查贡献了很多资源。我现在正在使用虚拟调查列表中的一些模型——即8W和iSearch——探索和重新认识我自己。
    

    The one thing that really fascinates me is how many of these models can be enriched by the presence of a supportive community of student-researchers. However, implementing it well or laying the foundation for the kind of environment where these models can be most effective for my students is not always easy - that’s the challenge of bridging theory and practice!
    真正令我入迷的一件事情就是，这些模型有多少能够在学生研究者的支持性社区中得到丰富。然而，良好实现这类环境，或者为其打基础，这些模型可能是最有效的，但是对于我的学生来说并不容易——要让这些理论与实践相结合是一项挑战。
    

    I’m glad you found my journey interesting. Thanks for sharing your thoughts and resources.
    我很高兴你觉得我的研究有意思。谢谢你分享你的想法和资源。
    

24. Dave Ferguson Says:
    August 28th, 2007 at 5:46 am

    Konrad,

    Your chart exemplifies “build” and “contribute,” and clearly has others discovering and defining.
    你的图示证明了“构建”和“贡献”，并清晰的展示了发现与定义。
    

    In the Aug/Sept 07 issue of Scientific American Mind, Mark A. W. Andrews offers thoughts on “a distinction between pleasure and satisfaction” that seems relevant here:
    在零七年八月九月卷的《科学美国人》中，安德鲁就《愉快与满足的区别》提出的看法似乎与此有关：
    

    …MRI brain scans have provided evidence that there is indeed a significant difference between these feelings. Pleasure and happiness are passive emotions that happen to us as the result of outside stimuli. Satisfaction, on the other hand, kinvolves an active pursuit — it is the emotional reward we get after adapting to a new situation or solving a novel problem.
    ……MRI脑部扫描提供了证据，在这两种感觉之间确实存在着显著差异。愉快和快乐是一种被动情绪，作为外界刺激的结果而发生。另一方面，满足，涉及到积极追求——这是适应新的形势或解决新的问题之后情感的奖励。
    

    In the training / performance-improvement field, I sometimes think there’s too much emphasis on “making learning fun” rather than on making its results satisfying. Your efforts with your students don’t seem to have that problem.
    在培训/提升能力领域，我有时候觉得，太过强调“让学习有趣”，而非让结果满意。你与你学生的努力似乎并没有这个问题。
    

25. Sara Nitschke Says:
    August 29th, 2007 at 3:51 pm

    This really exemplifies the purpose of our new “creative technologies”. With infinite research tools available these students have become experts in their field and are now teaching the teacher. The poems exemplify real academic contributions brought on by a passion for their subject. The openendedness of this assignment is what makes their creativity possible, not the specific technology platforms. I hope I can foster such a high level of intrigue and creativity in my future students.
    这真的体现了我们的新“创新技术”的目的。由于有无数的研究工具可用，这些学生已经成为所在领域的专家，现在反过来教授老师了。这首诗真正体现了由对其课题的热情所带来的学术贡献。令他们的创造力得以实现的是这项任务的开放性，而非具体的技术平台。我希望我能在今后培养出这样高水平的智慧和创造力的学生。
    

26. Melo Reed Says:
    September 3rd, 2007 at 10:27 pm

    I think that the process you’ve outlined here is very enlightened. It is great that you give your students so much latitude when picking their research topics. Allowing students to research something that genuinely interests them really allows them to engage in the topic, thus prompting contributions. My one concern is that attaching a grade to the students’ contributions might inhibite their spontaneity and make their contributions seem less personal.
    我觉得你在此概述的这个过程很有启发性。在你学生获准研究课题的时候，你给予他们这么广阔的活动空间，这很了不起。允许学生研究一些他们真正感兴趣的东西，让他们真正投入到课题当中，从而促使学生做出贡献。我担心的是，给学生的贡献进行评分可能会抑制他们的自发性，有可能让他们的贡献缺少个性。
    

27. Molly Gleason Says:
    September 17th, 2007 at 5:47 pm

    I really enjoyed reading this post, the poems were great and I think that it is wonderful that the students were able to get so involved in their topics that they were willing to share such personal poetry. I agree that, as you mentioned, allowing the students to choose their own topics gave them the freedom to find something that really interested them, something they felt was worthwhile in which to invest their time and effort. I wonder if, when assigning research projects, besides having students turn in the typical research paper, would it be beneficial to also require some other type of non-traditional project that demonstrates what they have learned? Such as the poetry your students submitted. Or should those types of contributions be allowed to just develop on their own? Would making a requirement like that just be one more thing that the student feels they Have to do, and would it stifle learning? Or would it get the student to start thinking out of the box and actually encourage learning? Either way, I hope that when I become a teacher, I can create the same atmosphere that you have been able to accomplish in your classroom, because it is obvious from the contributions of your students, that they are actually enjoying learning.
    我真的很喜欢读这篇文章，这首诗非常了不起，我觉得学生们能够参与课题到愿意与他人分享自己的诗歌的程度，这真是一件美事。我很赞同你所提及的，让学生自己选择课题，给予他们充分的自由去发现自己兴趣所在、他们认为值得自己投入时间和精力的东西。我想知道的是，在指定研究成果的时候，除了让学生上交传统的研究论文，是否也需要一些其他类型的非传统成果，以证明他们所学？比如你学生提交的诗歌。或者应该让他们自己决定上交的类型？还是应该做出要求，让他们做他们觉得是必须做的东西，这是否会抑制学习？或者让学生跳出常规进行思考，并鼓励学习？不管哪种方式，我希望当我成为一名教师的时候，我可以创造与你在课堂中所能创造出来的同样氛围，因为从你学生的贡献中很容易看出来，他们真的在享受学习。
    

http://www.teachandlearn.ca/blog/2007/08/16/creating-learning-experiences/