翻译《理解在线学习2.0》

Understanding E-Learning 2.0

理解在线学习2.0

By Tony Karrer

A consistent pattern in our response to new technologies is we simultaneously overestimate the short-term impact and underestimate the long-term impact.

我们对新技术的一贯反应模式是，高估其短期影响，低谷期长期影响。

—Roy Amara of the Institute for the Future

——未来研究所罗西

There are some very interesting
changes going on in the world of e-learning that seem to have crept up
on practitioners. In a recent presentation of what is being referred to
as E-Learning 2.0, I received perhaps the best comment from
someone in the audience: "I’ve never heard of most of this before. This
stuff is freaking me out."

在电子学习的世界，似乎有一些有趣的改变正在慢慢接近实践者。在最近一场关于什么是电子学习2.0的演讲上，我从某位观众处得到一条可能是最好的评论：“之前我从未听过这个。这让我有些崩溃。”

The point of this article is not to
dive into great detail about these trends, but rather to inform
workplace learning professionals about the possibilities. And, it's
likely that as you become more mindful of E-Learning 2.0 concepts and
technologies, the experience will be similar to shopping for a
particular car—you’ll suddenly notice it everywhere.

本文的重点不是深入这些趋势的细节，而是要告知在工作中学习的从业者们各种可能性。并且，很有可能使你变得更加关心电子学习2.0概念和技术，这种体验类似于购买一台很特别的轿车——你会突然得到告知它已经无处不在了。

Base Trends

基本趋势

The
changes in e-learning are being driven by two primary forces. The first
force is a steady increase in the pace of business and information
creation, which has led to a shift in work, especially knowledge work,
and an evolution in information needs. In turn, this has led to the
following expectations for corporate learning:

有两种主要力量在驱动电子学习的改变。第一种力量是商业和技术创新的稳步增长的步伐，从而导致工作特别是知识类工作的改变，以及信息需求的转变。反过来，这导致了如下对企业学习的期望：

• Fast transfer of knowledge is a must.
  


• 知识的快速迁移是必需的。
  
  


• Learning should transpire in short burst within the context of the actual workflow.
  


• 学习应当在实际工作过程中快速进行。
  
  


• Learning professionals need to develop learning experiences quickly—and at a lower cost to the organization.


• 专业学习者应当快速制定学习体验，用较低的组织成本。

If you
consider your own environment, you can probably identify with several
of those trends, as they’ve become almost universal in corporate
learning environments.

如果你考虑过你自己的环境，你或许可以找到这些趋势中的一部分，因为它们已经在企业学习环境中变得非常普及。

The
second driver affecting workplace learning is the advent of Web 2.0.
The term Web 2.0 has many definitions, but it can be thought of as
consisting of two primary aspects:

影响工作中学习的第二种驱动力是Web2.0的出现。Web2.0这个词汇有很多定义，但是可以认为存在两个主要方面：

Read/write web.
In its most basic form, Web 2.0 means that anyone should be able to
easily create and contribute content on the Internet. This ranges from
writing a blog, to providing video on YouTube, to putting pictures on
Flickr, to contributing written content on wikis such as Wikipedia, as
well as developing a social network on something like MySpace.

读写网页。按其最基本的形式，Web2.0意味着任何人都应该能够在互联网上轻易创建和增添内容。其范围从写作网志、在YouTube上提供视频，上传相片到Flickr，在维基比如维基百科中发布文字内容，以及在MySpace等网站中建立社会关系网。

The key
components to Web 2.0 are the ease of using the tools and the
collaboration/social interaction that naturally results. One of the
interesting results from Web 2.0 is something called collective
intelligence. For example, consider how Amazon's user ratings and
comments influence buyer behavior. If you expand this notion to other
forms of content, the potential to leverage information from peers and
experts is exponential. More important, value is amplified by the fact
that an increasing number of people are actively connecting to each
other using the web, enabling users to find and gather information from
peers and experts. This has a significant implication for knowledge
workers.

Web2.0的关键因素是要容易使用工具以及协作/社会化互动自然结果。Web2.0一个有趣的结果是，成为集体智慧的东西。比如，考虑一下亚马逊的用户评分和评论是如何影响到买家的行为。如果将这一概念扩展到其他形式的内容，从同伴和专家处获得信息的可能性呈指数增加。更重要的是，越来越多的人们积极通过网页相互连接，使得用户从朋友和专家处发现并收集信息，这一事实日益重要。这对于知识型工人具有重大意义。

Technical improvements to the Internet.
Web 2.0 also has meant a shift in the way applications are built. The
web has become a ubiquitous computing platform that enables the
delivery of software as a service. Over the coming years, it will be
increasingly rare to buy software for installation on a local machine.
Instead almost all software will be delivered as a service through the
web, and these same applications will often provide components that can
be used seamlessly in other applications. The best example of this is
the many mash-ups of Google Maps, which allow users to view real estate
listings, sales prospects, and other data points on a map.

技术改进互联网。Web2.0也指以这种方式创建的应用程序。网络已经变成一个无处不在的计算平台，允许将软件作为服务提供。在未来几年内，将越来越少人购买需要安装在本地计算机的软件。想法几乎所有的软件都将通过网络，作为服务来提供，那些相同的应用程序，往往会提供组件，可以用来无缝集成与其他应用程序。最好的例子就是有许多Google Maps的混搭服务，允许用户在地图上查看实时的房地产清单，销售前景，以及其他数据点。

Enter E-Learning 2.0

走进在线学习2.0

The term E-Learning 2.0 was
coined by Stephen Downes, a Canadian researcher, and it derives from
the overall e-learning trends stated above in combination with Web 2.0.

在线学习2.0这个词由加拿大研究人员唐棣芬提出，源于在线学习在与上述Web2.0结合以后的整体趋势。

To begin to examine E-Learning 2.0, let’s consider an example:

要开始研究在线学习2.0，让我们先考虑一个例子：

A small team of five practitioners in
a corporate learning department has adopted e-learning 2.0 tools as
part of their daily work. They need to define their strategy around the
use of "rapid e-learning" and present it to management as part of the
annual budget process. Here are some of the ways the workgroup will
take advantage of E-Learning 2.0 tools:

某企业学习部门的一个五人小组已经将在线学习2.0工具变成日常工作的一部分。他们需要确定自己围绕“快速学习”使用上的策略，并将其作为年度预算进度的一部分呈现给管理层。下面是该小组利用在线学习2.0工具的一些方法：

• Search for useful webpages, then tag,
  add comments, and share them by using such social bookmarking tools as
  del.icio.us or Yahoo MyWeb. By using these tools, the team will keep a
  copy of each page; the page is full-text searchable; it can be accessed
  from any computer; and everyone on the team has access to the same
  links.


• 搜索有用的网页，标记之，添加注释，使用诸如美味书签或者Yahoo MyWeb等社会性书签工具分享之。通过使用这些工具，该小组能拥有每一张页面；该页面是能够全文检索的；可以从任何计算机访问到；小组每位成员都能访问到相同的链接。
  
  


• Create public blog posts (using a tool like Blogger) that
  will outline the team's current thinking about how rapid e-learning
  fits into its future strategic plans. The blog also will solicit
  feedback from everyone on the team, as well as the larger e-learning
  blog community.


• 创建群组网志（使用Blogger之类的工具），这样可以勾画出小组当前关于如何将快速在线学习融入未来战略计划当中的想法。该网志还可以用来征求小组以及更大的在线学习网志社区每位成员的反馈。
  
  


• Write or copy-and-paste notes into a wiki, which will become a shared resource that everyone on the team can edit.
  


• 撰写或者转贴笔记到一份维基当中，这将成为小组每位成员都可以编辑的共享资源。
  
  


• 
  

  Use an RSS reader (for example, Bloglines) to track updates to the
  wiki, social bookmarking tools, and the blog. This eliminates the need
  for email as the reader becomes the single place each team member
  visits to see what’s happened recently.

  
  


• 使用RSS阅读器（比如Bloglines）跟踪维基、社会性书签工具和网志的更新。这就不需要用电子邮箱来充当阅读器，让每位小组成员都可以访问只要访问一个地方，就能查看最近发生了什么。
  
  

Reader Note: If you are not familiar with wiki’s, blogs, social bookmarking, and RSS readers, you may want to go to the glossary to learn more about these tools. 读者须知：如果你不熟悉维基、网志、社会性书签，以及RSS阅读器，你可能需要去词汇表了解更多。

In
this example, the team will use E-Learning 2.0 tools as a natural
support for how workgroups currently go about collaborative learning,
research, and work tasks. These tools simplify many of the tasks and
increase their effectiveness. For example, without these tools, they
might send information via email, which makes it more difficult to
track and share information among the team. More important, though, is
that these same tools also offer interesting personal learning
opportunities. Writing in a public blog forces you to think through the
issues you are facing. Putting this out to the larger community will
often get input from peers, which will help refine your thinking. And
this interaction will help you to form a network of individuals who can
help you to learn and problem solve in the future. The reality is that
the impact of E-Learning 2.0 tools on day-to-day work and personal
learning is difficult to understand until they’ve been experience by an
individual.

在这个例子中，小组将在线学习2.0工具做为支持目前工作组如何进行协作学习、研究合工作任务的原生工具。这些工具简化了任务，提供了效率。比如，没有这些工具，他们可能通过电子邮件发送信息，这将更难于在小组内跟踪和分享信息。不过，更重要的是，同样这些工具，也提供了有趣的个人学习机会。在群组网志中写作强迫你通盘思考你所面临的问题。将网志至于更大的社区当中，能够得到更多同行的文章，这有助于完善你的想法。并且这种交互能帮助你形成个人网络，从而帮助你学习和解决将来的问题。现实情况是，在线学习2.0工具对日常工作和个人学习的冲击，除非亲身体验，否则是难以理解的。

Beyond this kind of support for
personal and group informal learning, E-Learning 2.0 is making an
impact in formal learning settings, and they are particularly useful
for collaborative formal learning. For example, wikis can be used as
part of group projects; blogs can be used to submit written work and
offer the opportunity for peers to provide feedback in a collaborative
learning setting; and social bookmarking tools can be used as part of
collaborative research. Again, the ease-of-use and collaborative nature
of these tools make them a natural fit for learning.

除了支持个任何小组的非正式学习，在线学习2.0也对正规学习环境造成冲击，他们对与协作的正规学习特别有用。举个例子，维基可以用作小组项目的一部分；网志可以用于提交文字作业，并且在一个协作学习环境中，为同伴提供反馈的机会；社会性书签工具可被用作协作研究的一部分。同样，这些工具生来具有的易用性和协作性让他们天然适合学习。

Three Generations of E-Learning

在线学习的三个世代

Taking a slightly broader view, one of
the interesting aspects of E-Learning 2.0 is that it appears to fit
into a larger evolutionary picture of the overall trends in e-learning
technology. At a very high level, this evolution is summarized in the
table below:

让我们看得更广阔一点，在线学习2.0的一个很有趣的方面是，它似乎融入了在线学习技术整体趋势的一个更大的进化景象。在很高的水平上，该进化被总结如下表：

	E-Learning 1.0	E-Learning 1.3	E-Learning 2.0
Main Components	Courseware LMSs Authoring tools	Reference hybrids LCMSs Rapid authoring tools	Wikis Social networking and bookmarking tools Blogs Add-ins Mash-ups
Ownership	Top-down, one-way	Top-down, collaborative	Bottom-up, learner-driven, peer learning
Development Time	Long	Rapid	None
Content Size	60 minutes	15 minutes	1 minute
Access Time	Prior to work	In between work	During work
Virtual Meetings	Class	Intro, Office hours	Peers, Experts
Delivery	At one time	In many pieces	When you need it
Content Access	LMS	Email, Intranet	Search, RSS feed
Driver	ID	Learner	Worker
Content creator	ID	SME	User

.

	在线学习1.0	在线学习1.3	在线学习2.0
主要元件	课件 课程管理系统 创作工具	参考引用 课程内容管理系统 快速创作工具	维基 社会化网络及书签工具 网志 插件 混搭
所有权	自上而下，单向	自上而下， 合作	自下而上， 学习者驱动， 结对学习
开发时间	长	快速	无
内容大小	六十分钟	十五分钟	一分钟
访问时间	工作之前	工作之间	工作之中
虚拟会议	班级	内部，办公时间	同伴，专家
传达	一次性	分成许多段	在你需要的时候
访问内容	学习管理系统	电子邮件，内部网	搜索，RSS订阅源
使用者	ID	学习者	活动者
内容创建者	ID	主题专家	用户

E-Learning 1.0 was the first
generation of learning (really training) delivered through the web. It
can be characterized by 60+ minute online course experiences. Most
often these were either synchronous courses delivered using virtual
classroom software or asynchronous courses (courseware) built using an
authoring tool, and course content design followed a traditional
training model that was development by an instructional designer.
Finally, courses were typically managed through an LMS.

在线学习1.0是通过网络进行的第一代学习（真实训练）。它的特点是具有60分钟以上的在线课程体验。通常，要么是通过虚拟教室软件进行的同步课程，要么是使用创作工具开发的异步课程（课件），课程内容依照传统训练模式而设计，由教学设计师设计。最后，课程一般通过学习管理系统进行管理。

E-Learning 1.3 is a label used to
represent the generation of e-learning that has emerged in recent
years, in which learning is developed more quickly and delivered in
smaller chunks. Learning is made available within the context of work
and, thus, needs to be in a form that is easily retrieved. For that
reason, learning is not always accessed via the LMS, but pushed to the
learner through email or accessed via links on an organization's
intranet. E-Learning 1.3 content is created typically by subject matter
experts using templates developed with rapid e-learning tools or
learning content management systems (LCMSs). In addition, virtual
meetings might be dispersed occasionally as part of the over all
learning experience.

在线学习1.3这类分类，是用来描述这样一代在线学习，最近几年才出现，特点是快速开发，少量多次交付。学习可以在工作环境中进行，因此，需要一种很容易再次获得的形式。基于此原因，学习并不总是通过课程管理系统而进行的，而是通过电子邮件或者企业内部网的链接送达学习者的。在线学习1.3的内容通常是由课题专家利用快速在线学习工具或者学习内容管理系统，根据模板创建。另外，虚拟会议偶尔会成为所有学习体验的一部分。

As the number suggest, E-Learning 2.0
is greater leap in learning than the move from E-Learning 1.0 to
E-Learning 1.3. E-Learning 2.0 is based on tools that combine ease of
content creation, web delivery, and integrated collaboration. Creation
of content can occur by anyone as part of thier day-to-day work. In
essence, the expectation of E-Learning 2.0 is that sharing and learning
becomes an organic action that is directed and driven by the worker.
Learning is a combination of access to content, which often derives
from the work of peers or SMEs, as well as access to peers through
social computing models. In fact, many people cite the social or
network effect as having the greatest opportunity for impact on
learning.

正如数字所暗示，在学习上，相比于从在线学习1.0到在线学习1.3的发展，在线学习2.0有着更大的飞跃。在线学习2.0在线学习2.0所依赖的工具，整合了创建内容的便利性，网页传输，以及综合协作。创建内容可以发生在任何人的日常工作中。从本质上讲，在线学习2.0的目标是将分享和学习变成由工作者驱动和引导的本能动作。学习，是一系列获取内容动作的组合，多从同事或课题专家处获得，以及通过社会化计算模型从同行处获得。事实上，许多人对于学习的影响，都引证在社会或网络影响上具有最大的机会。

It is important to note that
E-Learning 1.0, E-Learning 1.3, and E-Learning 2.0 represent an
evolution of approaches that use the web to support learning and
improve human performance. However, in the same way that AM/FM radio,
CD, and iPod adapters exist simultaneously, so will E-Learning 1.0,
E-Learning 1.3, and E-Learning 2.0. In other words, while the columns
in the table appear to be distinct, learning solutions that
practitioners create in the future will likely contain and combine
aspects of each generation.

重要的是，要注意到，在线学习1.0，1.3以及2.0体现了使用网络支持学习以及改善人类表现的演化趋势。然而，广播收音机、CD、MP3播放器同时存在，同样，在线学习1.0，1.3以及2.0也会同时存在。换而言之，虽然表中各列大不相同，实践者在将来创建的学习解决方案很有可能包含和融合每一代学习的方方面面。

With that understood, let’s review
when you might use each kind of approach. E-Learning 1.0 solutions are
going to continue to be used for content in which there is a relatively
large audience with common, identifiable needs who have relatively the
same level of knowledge around the subject matter. E-Learning 1.0 also
will be used when there are compliance issues and high cost-of-errors
or when significant up-front training makes sense. E-Learning 1.3 will
be used for quick-hit learning opportunities or basic information
transfer around new products, procedures, systems, and so forth.
E-Learning 2.0 makes sense when there are widely different learning
needs. E-Learning 2.0 also is a solid option when content cannot be
cost effectively identified up-front because there is too much
information or specific learning needs are unknown and will be
generated as part of work. Considering these descriptions, it should be
clear that for most workplace learning professionals, the vast majority
of their personal learning needs fall into the realm of what E-Learning
2.0 aims to address. It should also be clear that most employees today are in the same situation.

在此情况下，让我们看看，你什么时候可能会使用哪一类方法。在线学习1.0解决方案将会继续用于这样一些知识内容上：有一个相当大的共同受众，可以肯定他们对于课题有着相同水平的知识程度。在线学习1.0也用于有规律可循的问题，以及高错误成本或者重要的有意义的前期训练。在线学习1.3将被用于轻松的学习机会或者有关新产品、规程、系统等的基本信息传递。在线学习2.0面对广泛的不同学习需求时才有意义。在内容不能被做有效的前期估价的时候，由于有太多信息或者学习需求不明确，以及学习将成为工作的一部分的时候，在线学习2.0是一个可靠的选择。考虑到这些情况，应该很清楚了，对于绝大多数在工作场所学习的专业人员而言，他们绝大多数个人学习需求都落在了在线学习2.0旨在解决的范围之内。还应该清楚，今日大多数职员都处于相同的境遇。

Taking Action

采取行动

E-Learning 2.0 is relatively new and
it requires more time for it to begin to take shape in most
organizations. At the same time, there are some important questions
that we need to consider as a community of practitioners focused on the
use of technology in learning.

在线学习2.0相对较新，它需要更多时间才能在多数机构中得以成型。与此同时，作为一个关注在学习中使用技术的实践者团体，有一些很重要的问题需要我们考虑。

• What is the role of instructional designers in an E-Learning 2.0 world?
  
• 在在线学习2.0的世界里，教学设计者扮演了什么样的角色？
  


• Do instructional designers become aggregators?
  
• 教学设计者成为了聚合者？
  


• Will courseware development follow a similar trend as instructor-led training?
  
• 可见的开发也将遵循类似于教师引导式训练的趋势？
  


• Will learning development departments become less important as control shifts to the worker/learner in e-learning 2.0?
• 由于在在线学习2.0中，控制转移到了工作者/学习者手中，学习发展部门变得不那么重要了？
  

Several of these questions have some fairly scary implications, but let’s consider a very broad perspective:

其中几个问题蕴含了相当可怕的意义，但是让我们考虑一个非常广泛的观点：

"Being adaptable in a flat world, knowing how to ‘learn how to learn,’
will be one of the most important assets any worker can have, because
job churn will come faster, because innovation will happen faster.

为了适应扁平的世界，需要知道如何“学习如何学习”，将承认任何一个工人所能有的最重要的资产之一，因为工作变化得更快，因为变革也将发生的更快。

Thomas Friedman, The World is Flat

弗雷德慢，《扁平的世界》

According to Friedman, learning how to
learn is really the key. E-Learning 2.0 opens new doors to learning. As
a community, it's important for us to be at the forefront of this
trend. We must become proficient in these tools and make sure we
understand how they can be used as part of formal and informal
learning. We need to lead the charge in helping everyone "learn how to
learn." We need to learn these new work and learning skills ourselves and then be in position to help others.

根据弗雷德慢的观点，学习如何学习才是真正的关键。在线学习2.0为学习打开了新的大门。作为一个团体，活跃在潮流的前沿对我们很重要。我们必须变得精通这些工具，并且确保我们知道它们是如何用在正规或非正式学习当中的。我们需要带头帮助每一个人“学习如何学习”。我们自己需要学习这些新的工作和学习技能，然后才有能力帮助别人。

Getting Started 现在开始 The easiest tool to start with from a personal learning perspective is a blog; sign up with Blogger and try blogging. The easiest tool to start with from a group or organizational perspective is a wiki; sign-up for PBWiki and use it to create web pages that will be shared in your workgroup. In fact, any time you find yourself going to create a web page, likely a Wiki is an appropriate, better alternative approach. 开始个人学习，最简单的工具就是网志；注册Blogger，然后试着写日志。开始小组或者机构学习，最简单的工具是维基，注册PBWiki，用来创建整个小组共享的网页。事实上，只要你想创建一张网页，维基都可能是一个更好的替代办法。

Ultimately,
the creative use of the read/write web and learning the associated
learning skills will be the most important factor in our community
becoming leaders in E-Learning 2.0. As a starting point, workplace
learning professionals need to get smart on the tools and begin the
skill building process. In other words, you need to spend time to learn
how to learn. You need to continuously adopt tools and practices that
helps your personal and group learning. Then, you can think through how
you might use it as part of an overall e-learning solution in your
organization.

归根结底，创造性使用可读写的网页，以及学习综合学习技能，在我们团体当中，都将是成为在线学习2.0的领导者最重要的因素。作为出发点，工作场所中学习的专业人员，需要开始熟悉工具，构建技能。换句话说，你需要花时间学习如何学习。你需要不断选择工具，用于帮助你的个人和团体学习。然后，你可以通盘思考你如何才能在你单位将其融入整体学习解决方案。

---

Additional Resources

附加资源

E-Learning 2.0 definition on WikiPedia:  http://en.wikipedia.org/wiki/ELearning_2.0

维基百科上对在线学习2.0的定义：

"E-learning 2.0," By Stephen Downes, National Research Council of Canada, eLearn Magazine, October 2005, http://elearnmag.org/subpage.cfm?section=articles&article=29-1

“在线学习2.0”，唐棣芬，加拿大国家研究院，在线学习杂志，西元两千零五年十月

Posts from e-learningTech.BlogSpot.com that relate to this article:

在这个网站上与此文相关的帖子：

What is e-learning 2.0?


Personal Learning for Learning Professionals - Using Web 2.0 Tools for Personal Learning

Personal and Group Learning Using Web 2.0 Tools


Web 2.0 and e-learning 2.0 Start-Up Guides


Authoring in e-learning 2.0 / Add-ins & Mash-ups


Shift in e-learning from Pure Courseware towards Reference Hybrids


Collaborative Learning Using Web 2.0 Tools - A Summary

---

Tools Mentioned

提及的工具

Blogger


Blogging Tools on Wikipedia

Del.icio.us


Yahoo! MyWeb Social Bookmarking Tools on Wikipedia.


PBWiki
Wiki Tools on Wikipedia


Bloglines


RSS Reader List


YouTube


Flickr


MySpace

---

Glossary

词汇表

【译者按：词汇表中的中文版，如给出链接者，皆为中文维基百科所给定义，如无链接者，则为直接从英文翻译】

All of the following definitions came from and the links point to their definitions on Wikipedia.

以下定义及其链接均来自维基百科。

Blog A website in which entries are made in journal style and displayed in a reverse chronological order.

网络日志 ：是一种通常由个人管理、不定期张贴新的文章、或的网站。网志上的文章通常根据张贴时间，以倒序方式由新到旧排列。

E-Learning 2.0 E-Learning 2.0 refers to a second phase of e-learning based on Web 2.0 and emerging trends in e-learning technologies.

在线学习2.0：指的是第二阶段的在线学习，基于Web2.0和新出现的在线学习技术。

Social Bookmarking A web based service, where shared lists of user-created Internet bookmarks are displayed.

社会性书签 ：是一种超链接的收藏和分享的社交性软件/或网站。

Web 2.0
Web 2.0 refers to a second-generation of Internet-based services—such
as social networking sites, wikis, communication tools, and
folksonomies—that let people collaborate and share information online
in previously unavailable ways.

Web2.0 ：是一个新生的术语，它的应用可以让人了解目前万维网正在进行的一种改变——从一系列网站到一个成熟的为最终用户提供网络应用的服务平台。

Wiki Wiki is a type of website that allows the visitors themselves to easily add,
remove and otherwise edit and change some available content.
维基 ：维基就是一个互相连接的网页的集合，任何人都可以编辑已有内容并创建新页面。

 

http://www.learningcircuits.org/2007/0707karrer.html

翻译《当网志已经不够用……》

When Blogging Isn't Enough...
当网志已经不够用……
----------------------- Page 1-----------------------

This story was originally published in the Apple Digital Campus Exchange gallery on Sept. 13, 2005 by Jonathan Maybaum, University of Michigan (maybaum@umich.edu)
本文最初由密歇根大学美宝乔森于西元两千零五年九月十三日发表于苹果数码校园交流杂志。

When Blogging Isn't Enough...
当网志已经不够用……

What happens when your need for an interactive web application doesn't fit into the mold of a blog? At the University of Michigan, you can build it yourself, with UM.SiteMaker.
当网志已经不适应你所需要的交互式网络应用程序，会发生什么？在密歇根大学，你可以使用UM.SiteMaker自己构建一个。

What's in your toolbox?
你的工具箱里有些什么？

The emergence of weblogs has made people aware of the how powerful an interactive website can be. However, when I see countless discussions about how to do all sorts of things with blogs, I think about the old saying: "When all you have is a hammer, everything looks like a nail".
网志的出现，让人们意识到交互式网站有多么强大。然而，当我看到在各个网志上无数次讨论怎么做某件事情，我想起一句老话：“网志是个筐，什么都往里面放。”

Of course, the great thing about a blog is that allows you to maintain a highly functional, interactive web application without having to know anything technical. But the fundamental structure of a blog is dedicated towards one category of task, i.e., publishing a journal. While there are certainly lots of interesting and creative twists to apply to blogs, in the end, you are bound by many constraints put in place by the programmers who built your blogging software. So what do you do when you need a different tool?
当然，网志只有在允许你在不需要知道任何技术的情况下，维持一个很高机能的、交互式网络应用程序，才算是一样好东西。但是网志的基本结构是专注于某一类任务，比如，发表日记。虽然肯定有大量有趣的、富有创意的改造可用于网志，但最终，你还是会受制于构建网志软件的程序员设置的系统参数的制约。那么，当你需要一个不同的工具时，你该怎么办？

Helping those who want to help themselves
帮助那些想帮助自己的人

What are your options when you need a unique interactive website? You could hire a programmer to do the project for you, if you have the money and the time, and can find the right person. Needless to say, few people in the academic world have the resources to go this route. And even those who can fund such a project will soon face an unpleasant truth: it won't be right the first time. Or, probably, the second or third time, either, because the more creative the project, the more likely it is that it will evolve and be refined substantially over time.
当你需要一个独一无二的交互式网站的时候，你的选择是什么？你可以雇用一名程序员为你做这个项目，如果你有钱有时间，你还可以找到合适的人。不用说，学术界的少数人具有这样做的资本。并且这些人会发现这个项目很快就要面对这样不愉快的现实：第一版不能正常运行。甚至，有可能是第二版第三版，因为这个项目越有创造性，就越有可能需要随着时间的推移而不断发展和完善。

Many academic IT projects run into difficulty because the scholars who initiate them often start out with a fuzzy vision of what is needed. On top of that, there are usually things that get lost or distorted when conveying that vision to the programmer charged with implementing it. Inevitably, this kind of development is an iterative process, and the more directly that the scholar can translate ideas into action, the better it will go. So, the logical answer is to do it yourself, right?
许多学术界的信息技术项目运行困难，是因为学者们最初启动的是一个他们所需要的模糊的设想。最重要的是，在传达这一设想给程序员实施的时候，通常都会有丢失或者扭曲。不可避免的是，这种发展是一种逐级放大的过程。学者可以将思路直接转换成行动，这样会更好。那么，合乎逻辑的答案是，自己做，对不对？

Well, not if means that you have to become a hard-core programmer. Most of us are not able or willing to do that. On the other hand, many scholars can do a bit more than point and click. So, how much should a person need to know, to make a web database? We thought carefully about that question when designing UM.SiteMaker, and decided that if you feel comfortable with Excel spreadsheets, then you should be able to make a simple web database. This defined our target audience.
嗯，这并不意味着你需要成为一名核心程序员。我们大多数人没有这个能力也不打算这样做。另一方面，许多学者能做的远不止点击鼠标。那么，为了制作一份网页数据库，一个人应该知道多少东西呢？在设计UM.SiteMaker 的时候我们很谨慎的思考过这个问题，然后决定，如果你使用Excel电子表格的时候觉得很舒服，那么你应该能制作一份简单的网页数据库。这定义了我们的目标观受众。

----------------------- Page 2-----------------------

Key elements for a do-it-yourself web database system
自己动手制作网页数据库系统所需要的关键元素

Although it is impractical to give a detailed explanation of what we did, within this short article, here are few key elements and concepts that underpin UM.SiteMaker:
虽然要为我们所做的事情，在这样一篇短文中，给出一份详细说明，是不切实际的，但是这里有一些支撑UM.SiteMaker 的关键元素和概念：

Start with sound fundamentals
从最稳健的原理开始

It is important to remember that a web database needs to have all of the attributes of any good website, plain or fancy, including:
记住一个网页数据库需要有任何优秀网站——无论是朴素的还是花哨的——的全部属性，这很重要，包括：

• Professional and attractive appearance
• Effective organization and navigation
• Appropriate access controls, where needed
• 专业而吸引人的外观
• 有效的结构和导航
• 适当的访问控制出现在适当的地方
  

Before adding features for web databases, UM.SiteMaker was initially designed to facilitate basic website building by non-technical users. In fact, the majority of sites that are published with UM.SiteMaker today are relatively simple, although they diverge widely in terms of purpose and content. Even without considering user-defined web databases, this simple (but flexible) web publishing capability has been a significant asset, especially in contrast to what is done for individual web publishing at most other institutions (i.e., provide conventional web space, maybe some templates and classes on web design, and not much else). The web database features in UM.SiteMaker were built on this foundation.
在为网页数据库增加功能之前，UM.SiteMaker 最初是为帮助非技术用户建立基本网站而设计。事实上，现在利用UM.SiteMaker发布的大部分网站都相对比较简单，虽然他们在目的和内容上都有很大不同。即使不考虑用户定义的网页数据库，这种简单（但是灵活）的网页发布能力成为一项很重要的资产，尤其是在对比其他绝大部分机构（比如，提供传统网页空间的机构，可能会有一些网页设计的模板和类别，但也不会很多）在发布的人网页上的所作所为之后。UM.SiteMaker的网页数据库工具就是建立在这样一个基础之上。

Break the job down into manageable pieces.
将工作分解到可管理的片段中去

Making any web database, even a very simple one, can seem like a daunting project because of all of the things that need to be done, such as creating the database itself, making all of the forms for entering, editing and viewing the data, and sorting out who can see or edit which data, on which forms. The most significant aspect of our implementation is how we broke this problem down into pieces that non-technical users have been able to understand easily.
制作人和网页数据库，即使是最简单的，似乎也是一项艰巨任务，因为所有事情都需要做，比如创建一个数据库文件，制作所有的输入表单，编辑并查看这些数据，决定谁可以用哪一个表单，查看或者编辑这些数据。我们工作的最重要方面，就是分解这些问题，使得非技术用户也能很容易理解。

The first step is to create a structure to hold the data (a "Data Table"). Then, you connect the Data Table to one or more "Data Access sections", each of which is configured to serve as the interface to the data, for the particular audience that is given permission to enter it. For example, the general public might be one audience, a class or research group might be a second audience, and the faculty member in charge of the project might be a third audience. Each Data Access section has built-in forms for viewing, editing, adding and searching for data, and can be set to show or edit only selected records or fields. Finally, if you know some HTML you can completely customize how the forms look (although this part is optional).
第一步是创建一个可以容纳这些数据的结构（数据表）。接下来，你将数据表连接到一或多个“数据访问零件”，每一个都已经配置好可以充当数据的接口，给予特定用户以访问权限。举个例子，一般公共用户可能是一个用户，一个班级或者研究小组是第二个用户，负责该项目的教师可能是第三个用户。每个数据访问零件都内置有查看、编辑、添加和搜索数据的表单，并且可以被设置成只能显示或编辑指定的记录或者字段。最后，如果你了解一点HTML，你可以完全定制这些表单的外观（虽然这是可选的）。
----------------------- Page 3-----------------------

Play nicely with other systems.
与其他系统良好集成

Because we know that people use many different tools in their academic lives, we placed high value on making sure that anything created in UM.SiteMaker, whether a simple website or an interactive site with Data Tables, would be able to fit in smoothly with the other things around it.
由于我们知道，人们在其学术生涯中使用许多不同的工具，我们高度重视，确保UM.SiteMaker创建的所有软件，不管是一个简单网站，还是一个具有数据表的交互式网站，都能与其周围的其他软件平滑集成。

Ideally, interoperability should be a two-way street. In one direction, UM.SiteMaker is a client of institutional services, where it uses our campus-wide web authentication service (called Cosign) to log people in, and our university directory service as a place where site owners can maintain access lists to control who is able to view their materials.
最理想的是，互操作性应该是双向的。在一个方向上，UM.SiteMaker 是已知服务的客户端，它可以使用我们学校的网页授权服务（称之为协同认证）帮助用户登录，并且我们的大学目录服务作为一个网站服务器，可以操作访问列表，来控制某人可以查看他们的资源。

In the other direction, information that is created within UM.SiteMaker can be served to other applications transparently. This makes it quite easy to build a web database in UM.SiteMaker and then have it be used within our CTools/Sakai course management system, for example.
在另一个方向上，很明显，UM.SiteMaker 创建的信息可以为其他应用程序服务。这使得很容易在UM.SiteMaker 中建立一个网页数据库，然后将其用于我们的CTool/Sakai课程管理系统，诸如此类。

The payoff
回报

It is a startling concept to most people that non-technical faculty and students can create their own unique interactive websites, without raising bucket loads of money and waiting months for a programmer to do the work for them. However, once that idea settles in, amazing things can happen:
对于大多数非技术性的教师和学生，能够创建他们自己的独一无二的交互式网站，而不用承担金钱的压力，以及用数月的时间等待程序员为其工作，这是一个惊人的概念。然而，一旦产生这种念头，就会发生很多充满惊喜的事情：

• Professor Mark Clague, a musicologist, made a web database for his Living Music project, to capture and organize interviews of musical figures that were obtained by his students.
• 马克教授，一位音乐学者，为其生活音乐项目制作了一个网页数据库，捕捉和组织他学生获得的音乐灵感。
  
• Pamela Bogart, a faculty member in the English Language Institute, created a website to help teaching assistants who need to improve their language skills, enabling each student to create a customized workplan, turn in assignments, and receive personalized feedback.
• 帕米拉，英语语言学院的一位教师，创建了一个网站，帮助需要提高语言技能的助教，允许每个学生创建一个定制工作计划、上交作业，以及获得各自的反馈。
  
• Professor George Garcia used a simple Data Table application to organize the Medical Chemistry seminar series, in the College of Pharmacy
• 加西亚教授，用一个简单的数据表程序，在药学院组织医药化学系列研讨班。
  
• Kelsey Hanson, an undergraduate Engineering student, used Data Tables to fulfill a class assignment in problem-solving by building a working prototype of a roommate matching service in a few days, despite the fact the neither she nor the other members of her group had ever made a web database before
• 韩森，一名工科本科学生，在很短的几天内，用数据表建立一个室友配对服务的工作原型，完成解决问题型班级作业，尽管他或者其他小组成员之前都未曾建立过网页数据库。
  

Perhaps the most interesting and unexpected outcome of implementing UM.SiteMaker Data Tables is the way that it has empowered local staff members to support the academic missions of their units. These people are often knowledgeable in a broad range of computing topics, but are typically not programmers. Many have found that Data Tables can allow them to solve problems that were otherwise intractable.
也许，执行UM.SiteMaker 数据表最有趣最不可思议的结果，就是它允许本地工作人员支持他们自己单位的学术任务。这些人往往在相关课题上知识渊博，但通常情况下都不是程序员。许多人发现数据表可以允许他们解决以其它方式很难解决的问题。
----------------------- Page 4-----------------------

Summary
综述

UM.SiteMaker (also known as GVC.SiteMaker) is a WebObjects application that provides a highly flexible and locally autonomous web publishing environment to thousands of users at the University of Michigan (as well as the Ann Arbor Public Schools and Holland (Michigan) Christian Schools, with many features that are tailored to the academic setting. The Data Tables capability is a unique aspect of the system that permits non-technical users to create their own highly customized interactive websites.
UM.SiteMaker（也称为GVC.SiteMaker）是一个网页控件式应用程序，为密歇根大学，以及安阿伯公立学校和密歇根州荷兰基督教中学的数千用户，提供高度灵活性以及本地自主的网页发行环境，许多功能都是针对学术环境定制。数据表能力是该系统一个特有功能，允许非技术用户创建他们自己的高定制交互式网站。

In June, 2005, UM.SiteMaker/GVC.SiteMaker was released as an open source project under the Educational Community License. Support, hosting and customization services can be obtained from Global Village Consulting (Vancouver, BC). For more information, please write to sitemaker@umich.edu.
西元两千零五年六月，UM.SiteMaker/GVC.SiteMaker 作为开源项目依照教育共同体许可证发行。可以从全球村咨询公司（加拿大温哥华）获得支持、存放以及定制服务。欲了解更多信息，请致函这里。

Links
相关链接

• UM.SiteMaker home (http://sitemaker.umich.edu/)
• UM.SiteMaker support topics database(http://sitemaker.umich.edu/sitemaker.resources/support_and_training)
• Gallery of UM.SiteMaker sites (http://sitemaker.umich.edu/sm.gallery)
• Data Tables tutorial(http://sitemaker.umich.edu/sitemaker.resources/files/datatablesintro.pdf)
• UM.SiteMaker/GVC.SiteMaker project site at SourceForge(http://sourceforge.net/projects/gvcsitemaker/)
• GVC.SiteMaker home (Global Village Consulting)(http://www.gvcsitemaker.com/)
• UM.SiteMaker 首页 (http://sitemaker.umich.edu/ )
• UM.SiteMaker 支持课题数据库 (http://sitemaker.umich.edu/sitemaker.resources/support_and_training )
• UM.SiteMaker 网站集合 (http://sitemaker.umich.edu/sm.gallery )
• 数据表教程 (http://sitemaker.umich.edu/sitemaker.resources/files/datatablesintro.pdf )
• UM.SiteMaker/GVC.SiteMaker SourceForge 项目网站(http://sourceforge.net/projects/gvcsitemaker/ )
• GVC.SiteMaker 首页 (全球村咨询)(http://www.gvcsitemaker.com/ )

http://sitemaker.umich.edu/sitemaker.resources/files/when-blogging-is-not-enough.pdf

翻译《网志与教学》

Blogs and Pedagogy

网志与教学

by Doug Noon

作者：午道

James Farmer’s two blog posts about how to and how not to use blogs in education summarize this paper. His thesis is that

农展关于在教育中如何用和如何不用网志的帖子，总结了这篇论文。其论点是：

in order to effectively utilize blogs in an
educational context, their inherent communication dynamics must be
examined and pedagogical and environmental strategies and constructs
used which reflect and utilize them effectively.
为了在教育环境中有效使用网志，网志与生俱来的动态交流方式必须被用在验证、教学法、环境策略以及构建方面，这样可以有效的反思和运用他们。

I agree entirely. The right tool for the job is always better than
making-do. As an elementary school teacher who used blogs with fourth
graders last year for the final 6 weeks of the school year, I have some
observations to offer.

我完全同意。对于一项工作而言，正确的工具比决策更重要。作为一名小学教师，我上个学年最后六周在四年级使用网志，我看到一些东西。

• My students (most of them) had fun publishing to the web.
• 大部分学生在发帖子的时候体会到乐趣。
  


• Many students who didn’t see much point in writing for class assignments were highly motivated to write.
• 许多学生没有怎么明白为功课而写作也能提高写作。
  


• B2evolution provided excellent management options for group blogging, as well as an aggregator blog for each installation.
• B2evolution为群组网志提供了优秀的管理选项，以及为每个安装版本提供一个聚合网志。
  


• Kids need minimal help with the technology, and lots of oversight with the social conventions of blogging.
• 孩子们在技术上需要很少帮助，却需要大量的监管，以及写日志的社会规范。
  


• Much of what the kids wrote in their blogs would not be considered
  blogging according to conventional understandings about weblogs.
• 孩子们在他们网志上所写的大部分东西，都不能算作是基于传统理解的网志。
  


• In order for kids to understand what blogs are they need to read dozens of blogs, but most blogs are not geared toward kids.
• 为了让孩子们了解网志是什么，他们需要阅读十数个网志，但是多数网志并不是为孩子们而写。
  


• Students especially enjoyed receiving comments, which several students and a few interested adults provided.
• 学生们特别开心得到回复，都是由少数学生和个别感兴趣的成年人回复的。
  

Much of the online discussion about blogging in educational
settings is being conducted by secondary-level educators, and I wonder
if there is not a worthwhile distinction to be made about the ages
of the students who we are working with when we talk about pedagogy and
blogging. We recognize developmental needs in all curricular areas and
there is no reason to think that media literacy is an exception.
Mainly, younger kids have a very different notion about private vs.
public information. I know this is an issue
for all students, but younger kids have a harder time recognizing
personal boundaries. A kindergartener, for instance, would be far more
likely to tell her classmates that her mother is in jail than would a
5th grader, for instance. The amount of teacher oversight required of
the post content, writing mechanics, and comment content, not to
mention the fact that students had little choice in site layout/design
of their blogs, amounted to what was essentially a content management
scheme. James disapproves of group blogs. He says

许多有关网志在教育环境中应用的讨论，正在被中等水平的教育者所引导，当我们谈论教学和网志的时候，对于我们面对的学生的年龄，我不知道有没有明显的差异。我们认识到，在所有课程领域中的需求都在发展变化，没有理由认为媒体文化素养是个例外。主要是，对于私有信息和公共信息的认识，孩子们有着非常不同的概念。我知道这对所有学生都是一个问题，但是小孩子更难找到个人的边界在哪里。例如，一个幼儿园孩子，相对于一个五年级学生，更容易告诉班上同学，自己母亲在监狱里。很多老师要求监管帖子内容、写作技巧以及回复内容，而不提这样一个事实，学生对于他们网志的网站布局、设计几乎没有选择，意味着这些网志实质上是一个内容管理方案。农展反对群组网志。他说

You can try and fit blogs into other systems such as
Moodle, Drupal or Tiki but you’re not going to do well because the
entire centralised philosophy of these systems is utterly opposed to
that of successful blogging platforms.
你可以尝试将其他系统改造成网志，比如Moodle、Drupal或者Tiki，但是你不要指望能做有多好，因为这些系统的基本理念是完全不适于成为成功的网志平台的。

This resonates with me because I did recognize that my students
were not ready to take full advantage of their blogs as an
individualistic publication medium. However, I think that there is a
place for Drupal, wikis and other
group publishing systems if your needs are compatible with what those
applications are designed to do. For young, beginning writers, I’m
inclined to explore other options besides blogging platforms in the
coming school year. Elementary students enjoy writing for their peers,
but they need a lot of help with revision. Blog posts do not lend
themselves to revision. I think that a Drupal configuration
(without a blog module) or a simple wiki with a broad mission outline
might be better for elementary-aged kids than a weblog. Using a blog as
a CMS is awkward and in many ways not intellectually honest. If I do
decide to use a CMS or a wiki for my class, I will do so without
suffering any illusions that my students are blogging. I don’t see how
that can be a mistake. The tools should serve the goals. Too many
times, teachers get it backward and let their pedagogy be defined by
the tools that seem glamorous or come readily to hand.

这引起我的共鸣，因为我认识到我的学生并没有准备好充分利用其网志作为一个个人出版媒介。然而，我认为，如果你需要兼顾这些程序的设计意图的话，对于Drupal、维基和其他群组出版系统，这是个办法。对于刚开始写作的小孩子，在下一学年，我倾向于网志以外的其他选择。小学生喜欢为其伙伴而写，但是他们需要大量帮助和校订。网志无法让他们校订。我想，这样一个配置的Drupal（不含网志模块）或者一个简单的维基，加上一个自由灵活的任务大纲，远比网志更适合小学年龄段的孩子们。使用网志作为内容管理系统，很愚蠢，在很多方面并不理智可取。如果我决定在班上使用内容管理系统或者维基，我会让我的学生不会有任何使用网志的错觉。我不觉得这怎么会是一个错误。工具应该为目的服务。太多次，老师们本末倒置，让工具控制了他们的教学，还觉得欣欣然智珠在握。

Finally, I would like to suggest that it may prove fruitful for
teachers to begin compiling something like a developmental continuum
for the appropriate implementation of socially enabled software.
There’s a lot to think about here.

最后，我想表明，教师开始编撰类似于为支持社交软件的适当执行的不断发展的连续统，将被证明是是富有成效的。因为这里有很多地方值得思考。

"Blogs and Pedagogy" was published on July 31st, 2005 and is listed in borderland, education, teacher research.

《网志与教学》出版于西元两千零五年七月三十一日，并在列于《边界线》、《教育》、《教师研究》。

1. 
   
   

   Nate Herron wrote,

   
   
   

   Thank
   you very much for sharing your thoughts about blogging with 4th
   graders. I’ve begun a new position at my school as the computer lab
   teacher and I have lots of plans to use blogs with elementary age
   students. It’s interesting to me to read a critique of the value of
   blogging at the elementary level. It’s good to remember that just
   because a tool is new, fun, and exciting doesn’t necessarily mean that
   it’s the correct tool to use.

   
   

   On the other hand, as the computer lab teacher, my current
   responsibilities include exposing the students to technologies which
   may be useful to them in their education in the near future.

   
   

   Thanks for the food for thought.
   非常感谢你分享你关于在四年级学生中应用网志的思路。我刚开始在我校担任计算机机房教师，我有很多计划，让小学生使用网志。我读了对小学阶段使用网志的作用的批判，很有意思。很容易让人明白，仅仅是因为工具是新奇的、好玩的、激动人心的，并不一定意味着，它是一款适于使用的工具。
   另一方面，作为一名计算机机房教师，我当前的责任包括向学生展示那些，可能对他们在不久的将来学习中有用的技术。
   感谢你的精神食粮。
   

   
   
   

   Link | October 20th, 2005 at 11:28 am

   
   


2. 
   
   

   william quartz wrote,

   
   
   

   The
   misconception of our students is that education ends after high school.
   Education is a road that is always under construction. One must equip
   themselves with the tools required to assist with communicating with
   the world in the age of technology.
   我们学生的误解是，教学在高中之后就结束了。教育是一条永远在建的道路。每个人都必须使用能帮助他们以流行技术与世界沟通的工具，装备他们自身。
   

   
   
   

   Link | January 26th, 2007 at 9:46 pm

   
   

http://borderland.northernattitude.org/2005/07/31/blogs-and-pedagogy/

翻译《你应该用网志在教育中做些什么》

How you SHOULD use blogs in education

你应该用网志在教育中做些什么

Following on from how NOT to use blogs in education this post attempts to summarise this paper
and add a few extra angles onto how you can use blogs effectively in
education and invites your additional hints, tips, criticisms &
wotnot.

在《在教学中不应该用网志做些什么》这篇帖子试图总结这篇论文之后，我们继续增加一点见解，关于你应该用网址在教学中做些什么，并邀请你添加意见、技巧、批评，什么都行。



You must incorporate blogs as key, task driven, elements of your course
- This may sound obvious but simply providing blogs to learners and
saying ‘Hey, use them however you want’ is an absolute guarantee of
failure as all but 1 or 2 people will take you up on it. Significantly
here that I’m not saying assessment… you can provide non-assessable but
socially motivating tasks, as long as they form part of class
activities (i.e. competition for best designed blog with each
participant presenting for 3 minutes) but they don’t have to be parts
of assessment, and talking of assessment…

你必须把网志作为引导物，任务驱动，涉及课程内容——听起来很简单，但是为学习者简单的提供网志，说“不管你们想不想都得用它”，保证你绝对会失败，当然会有那么一两个人会用它。特别是，我还没有提到评估……你也可以提供无需评估但是有能促进社交的任务，只要他们组织一部分课堂活动（比如每个参与者展示三分钟，进行最佳网志设计竞赛），但是他们并不一定成为评估的一部分，接下来谈论评估……

You should use assessment tasks that incorporate subversion
- One of the worst things you can do is mandate posting on particular
topics with particularly rigid frequency… you’ll over-assess & kill
off exactly what blogs are good for: personal expression &
exploration. By all means say that you’re expecting a post a week… or
ever more, but let people approach this in ways that fit them and set
tasks that allow for deviation and subversion. Never, ever, mention number of words!

你应该使用允许颠覆的评估任务——你所能做的最糟糕的事情之一就是强制就特定主题严格按周期发表帖子……你将捧杀或者扼杀正适合于个人体验和探索的网志。要说的是，你希望一周一篇帖子……或者更多，但是要让人们以适合他们的方法完成这一点，并且设定任务的时候要允许偏差和颠覆。绝对，不要，规定字数！

You should use blogs for what they are good for
- Blogs are by no means the answer to everything, they are very strong
alternative communication tools but if you want to build quizzes, run
polls, have near-synchronous conversation, do listserv-y kind of
discussion or strictly manage just about anything then you’ll probably
want to look at another tool. Use blogs to assist people to publish
work, represent themselves online, interact with their peers as part of
an organic community and manage their own digital content and identity.

你应该将网志用在该用的地方——网志绝不是万能工具，它是一款非常强大的通讯替代工具，但是如果你想出卷子，做调查，实时谈话，展开邮件列表类讨论或者严格管理几乎一切事情，那么你可能要看看其他工具。使用网志帮助人们出版自己的劳动成果，在网络上展现他们自我，作为有机社区的一分子与其伙伴互动，并且管理他们自己的数码内容和身份。

Use proven and effective blogging tools - When
you decide to set off on your blogging journey don’t, please don’t, do
it with some ‘tacked on solution’ to a large and established Learning
Management System. Blogs are just as complex as any other form of
software and you want to get the tools off people who know what they’re
doing. You probably wouldn’t pick up an office suite from Macromedia,
would you… Look at all the options and chose a proven path, there are lots of them.

使用稳妥的高效的网志工具——当你决定建立你的网志，不要，请不要，使用一些很粗糙的解决方案去实现大型的、稳定的学习管理系统。网志系统和其他软件形式一样复杂，并且你想让这款工具摆脱那些知道自己在干什么的人们。你可能不会从Macromedia公司购进办公系统，你是否愿意……看清所有选择，选择一款稳妥的，很多人使用的。

• Posted on: July 29th, 2005
• 26 Comments
• Category: Education, Featured, Just Blogging
• 发表于西元两千零五年
• 二十六份评论
• 分类：教育、功能、网志
  

1. 
   
   
   
   
   
   
   
   

   
   kristal
   said on July 30th, 2005 at 12:32 am
   

   
   

   I
   have really enjoyed these recent posts about blogs in education.
   Although I am not a student or a teacher, I am a mother and have found
   blogs to be a useful tool with my children. We have two ‘educational’
   or ‘interactive’ blogs that we use on a weekly basis with them.
   我很喜欢最近这些关于教育网志的文章。虽然我不是一名学生或者教师，我是一名母亲，发现网志是一个对我孩子很有用的工具。我们有两个教育相关的或者互动的网志，我们每周都在用它们。
   

   
   

   One is thepostcardproject.com, which my eight year old started last
   year. He got a map for his birthday and wanted to learn more about the
   places on it. We asked for postcards and he gets a few new cards each
   month. We research the people and customs of the area and post the card
   online. This blog relies on the participation of others [sending in
   cards], so the posting is sporadic.
   一个是……，这是我八岁孩子去年开始使用的。他过生日得到一幅地图，想更多了解地图上的世界。我们想要明信片，他每个月都会得到几张新的明信片。我们研究这个地区的人们及其风俗，并将明信片上网。这个网志依赖于其他人（寄明信片），因此更新稀稀拉拉的。
   

   
   

   The second is ninesidesofsunday.blogspot.com. It functions as a
   photo meme for the kids. Each Sunday, I give the kids [we have 7 at
   home] an assignment and they have to take and edit the pictures
   themselves. I have found that this is an effective way to get them
   thinking about their surroundings.
   第二个是……，它的功能是作为孩子们的相片宣传窗。每个星期天，我给孩子们（家里有七个孩子）布置一个任务，他们自己拍照并写说明。我发现这是让他们思考周围环境的有效途径。
   

   
   

   I imagine that these types of blogs would work well in an educational setting.
   我想，这类网志在教育环境中会工作得很好。
   

   
   
   
   
2. 
   
   
   
   
   
   
   
   

   
   Graham Brown-Martin
   said on October 28th, 2005 at 6:39 am
   

   
   

   how
   about just leave it in the hands of the kids/students - just make them
   aware of proper guidelines for publishing on the internet, and what the
   consequences can be…
   如何让它们仅仅掌握在孩子或者学生手上——仅仅让他们意识到，为发表到互联网上而作的正确引导，及其后果，可以……
   

   
   
   
   
3. 
   
   
   
   
   
   
   
   

   
   James
   said on October 28th, 2005 at 10:15 am
   

   
   

   But then what would I do for a living
   但是接下来，为了生活我该怎么办？
   

   
   
   
   

http://blogsavvy.net/how-you-should-use-blogs-in-education/

翻译《如何在教学中不用网志》

How NOT to use blogs in education

如何在教学中不用网志

Update: You can now find part II, how you SHOULD use blogs in education, here.

I thought I’d summarise a paper (Blogs @ Anywhere: High fidelity online communication) that I’m hoping to have accepted for ASCILITE 2005
here in two posts offering quick summaries of how I think you should
& shouldn’t try to use blogs in education. If you’re into depth
then you might prefer the paper, otherwise read on:

更新：你现在可以阅读第二部分，《你如何在教学中运用网志》。

我觉得我应该概括论文《网志无处不在：高保真的在线通讯》，这是我为ASCILITE 2005投递的两篇论文之一，快速总结了我认为你在教学中运用网志时应该或不应该做的事情。如果你深入研究，你可能会更喜欢这篇论文，否则只要知道：

Never never approach blogs as discussion boards, listservs or learning management systems:
Almost invariably the first thing people do when encountering new
technologies is to try and get it to do what the technologies they are
used to do and this is no exception when it comes to blogs.

绝不把网志当作论坛、邮件列表或者学习管理系统：当人们遭遇新技术的时候，所做的第一件事几乎是用其实现已有技术所做事情，对于网志，也不例外。

Group blogs are a bad idea and don’t work: Sure
there’s a place for collaborative/ group blogs but that place is not in
education. Blogs work well for individuals… they are tools of centred communication and pretty far removed from community management systems like Drupal. Just don’t go there!

小组网志是个坏主意，没法可行：网志是可以用作协作/团队网志，但不是用在教学中。网志用于个人才能运作良好……它们是集中交流的工作，但是离团队管理系统比如Drupal却很远。不要那样做！

Don’t try and force blogging into something else: Blogging suits highly customisable, individual, owned and fiercely flexible tools like WordPress. You can try and fit blogs into other systems such as Moodle, Drupal or Tiki
but you’re not going to do well because the entire centralised
philosophy of these systems is utterly opposed to that of successful
blogging platforms

不要尝试或强迫网志做其他事情：写日志适合高度定制的、个人的、自有的以及高度灵活的工具，比如WordPress。你可以尝试将其他系统改造成网志，比如Moodle、Druple或者Tiki，但是你不会成功，因为这些系统的基本理念就不适合成为成功的网志平台。

Ignore RSS at your peril: Probably the biggest
mistake that adopters tend to make is to ignore RSS or just through it
a casting glance. The problem is that these people aren’t bloggers and
just don’t understand. Without RSS blogs would pretty much just be
extensions of geocities pages. Your learners are NEVER going to surf
each others sites everyday and the majority of them won’t even go to
that funky web-based aggregator you set-up.

危险的忽略RSS：使用者往往忽略RSS或者认为它无关紧要，这也许是最大的错误。问题在于这些人不是博客，也不懂。没有RSS的网志最多也就是个加强版的个人网站。你的学生绝不会每天意义查看大量网站，他们大半甚至都不会去你设定的时髦的基于网页的聚合器。

Any more really bad ideas you could add?

你还能举出更糟糕的做法么？

• Posted on: July 27th, 2005
• 53 Comments
• Category: Education, Featured
• 发表于西元两千零五年七月二十七日
• 五十三份评论
• 分类：教育、重要
  

1. 
   
   
   
   
   
   
   
   

   
   steve cooley
   said on July 28th, 2005 at 1:54 am
   

   
   

   If
   you’re setting up blogs for people, don’t be frustrated when they don’t
   use them. I’ve set up a dozen blogs for other folks, and the adoption
   rate is pretty low so far. The worst thing you can do is to mandate
   blog authorship. Show your prospective blogging participants some good
   example sites and open some discussion as to what is and what isn’t
   good blogging material. If you there’s no question in your mind that
   blogging is the future, and that we’ll all be bloggers some day,
   they’ll get it sooner or later.
   如果你为别人设置网志，而他们却不使用，请不要被困难吓倒。我为朋友设置了十多个网志，使用率低到吓人，你所能做最坏的事情就是强制网志写作。为你有前途的网志参与者展示一些好的范例网站，并就哪些是好网志哪些不是展开讨论。如果你对网志写作的未来充满信心，相信我们迟早都会成为博客，那么他们或早或晚都会成为的。
   

   
   
   
   
2. 
   
   
   

   
   Duane Gran
   said on July 28th, 2005 at 5:47 am
   

   
   

   I’m
   curious about the specific reasons against a group blog. I work with a
   group of Librarians and academics in the field of Humanities Computing
   on a joint venture. We are planning to set up an academic blog of sorts
   where we can all post announcements and information of relevance to one
   another and unforeseeable passers-by. To me it seems like an ideal
   technology for our needs. You write emphatically against using blogs in
   this way, but I don’t see the rationale behind the conclusion.

   
   

   By chance, by academic blog do you mean something in the classroom or something used by students?
   我很好奇你反对小组网志的具体原因。我和一群图书管理员以及学者一起在一家人文计算机技术领域的合资企业工作。我们打算设立一个分类的学术网志，在这里我们每个人都可以发表对彼此都能看到，而旁人看不到的公告和信息。对我而言，它似乎是我们需要的理想技术。你特别强调反对以这种方式使用网志，但是我没有看到结论背后的理由。
   你所说的学术网志是指用在教室里或者学生用的？
   

   
   
   
   
3. 
   
   
   
   
   
   
   
   

   
   James
   said on July 28th, 2005 at 10:13 am
   

   
   

   Thanks for the comments / links / additions people!

   
   

   Duane, unless your group is particularly RSS savvy, I think that
   what you need is a listserv / Yahoo groups. Announcements need to go to
   people and it doesn’t sound like they’d hold much value in a broader
   sense (I could of course be totally wrong there).

   
   

   Blogs are centred on individuals… http://incsub.org/blogtalk/?page_id=54

   
   

   I’m referring more here to blogs for teaching and learning, but I
   think that your perspective is a valuable and relevant one to the
   discussion.
   感谢所有回复/链接/加友的朋友们！
   杜安，除非你的小组对RSS有特别的理解，我想你需要的是一个邮件服务或者Yahoo小组。公告需要主动推送给人们，而且它们在广泛意义上也并没有想象中那么重要（也许我完全错了）。
   网志以个人为中心……见此文。
   我在这里提到很多用于教学和学习的网志，但是我想你的观点对这次讨论弥足珍贵。
   

   
   
   
   
4. 
   
   
   
   
   
   
   
   

   
   Steven Mansour
   said on July 28th, 2005 at 11:08 am
   

   
   

   Great post and I agree with most of what you say. But…
   好文章！我同意你大部分观点。但是……
   

   
   

   Group blogs are a bad idea and don’t work: Sure there’s
   a place for collaborative/ group blogs but that place is not in
   education. Blogs work well for individuals… they are tools of centred
   communication and pretty far removed from community management systems
   like Drupal. Just don’t go there!
   小组网志是个坏主意，没法可行：网志是可以用作协作/团队网志，但不是用在教学中。网志用于个人才能运作良好……它们是集中交流的工作，但是离团队管理系统比如Drupal却很远。不要那样做！
   

   
   

   If you’ve got a good teacher and motivator behind the project, then
   group blogs are just about the best thing since sliced bread. I’ve set
   up group blogs at the collegiate and university levels for a wide range
   of subjects, and both students and teachers love the diversity and flow
   of information that occurs when a discussion is opened on a topic. Then
   there’s the added bonus of students answering each other’s questions
   (monitored by the teacher for accuracy), and sub-groups working on
   collaborative documents. And Drupal? Yes, it’s a CMS… but it’s also easily configured as an incredible group blogging system.
   如果你有一位好的教师以及动力来支持这个项目，那么群组网志就是有史以来最好的工具了。我在学院和大学一级的很多项目中设立了群组网志。当就某个主题展开讨论的时候，学生老师都很喜欢这种多样性及其信息流。然后对于学生回答其他人提出的问题还有额外奖励（由老师监查其正确性），并对共同的文档进行分组工作。Drupal？是的，那是一个CMS……但是也很容易配置成一套优秀的群组网志系统！
   

   
   

   You can try and fit blogs into other systems such as
   Moodle, Drupal or Tiki but you’re not going to do well because the
   entire centralised philosophy of these systems is utterly opposed to
   that of successful blogging platforms.
   你可以尝试在其他系统中运用网志，比如Moodle、Druple或者Tiki，但是你不会成功，因为这些系统的基本理念就不适合成为成功的网志平台。
   

   
   
   

   I’ll agree on this for Moodle and Tiki, but for Drupal, again… this
   couldn’t be farther from the truth. The granular access permissions and
   total configurability - while confusing for the novice - permits a
   thoroughly decentralised, democratic setup - or a centralised
   dictatorship. Drupal has been and will continue to be used as a
   successful group blogging platform.
   就Moodle和Tiki，我同意，但是对于Drupal，再一次……不要错得太离谱哦。个人访问权限和总体配置——虽然对于新手有些困难——允许彻底分散的、民主的配置，或者中央集权式的。Drupal 一直也并将继续被用作一个成功的群组网志平台。
   

   
   
   
   
5. 
   
   
   
   
   
   
   
   

   
   James
   said on July 28th, 2005 at 11:46 am
   

   
   

   Hmmmm…
   yes you can get people communicating using group blogs, they will
   probably even enjoy it, but you’d be better off using Drupal as a
   community management system wouldn’t you?
   嗯，是的，你可以用群组网志让人们交流，他们或许还会喜欢上它，但是你最好用Drupal作为社区管理系统，对不对？
   

   
   

   For me, to steal a phrase from Greg Ritter, group blogging is like
   hammering nails with a saw… novelty value high, but practically, you’re
   probably better off with community tools.
   对于我，借用一句李贵的话，群组网志就像使用锯子钉钉子……非常新颖，但实际上，最好使用一个专门的交流工具。
   
   

   
   

   As for Drupal… come on, allowing people to select from pre-installed
   themes is hardly decentralised, when they are totally individually
   editable, configurable (plugins etc.), exportable / importable and as
   good a systems as half of the blogging tools out there then I’ll come
   to the party.
   至于Drupal……算了吧，让人们从预安装主题当中做出选择是一种极不负责的表现，当系统是完全可以单独编辑、配置（插件等），有导入/导出功能，并且如果系统有网志工具的一般好的话，那么我就加入。
   

   
   

   A Drupal install for each user = very good… everyone in one Drupal environment = not so hot.
   为每个用户安装一套Drupal，很好……所有用户都在一个Drupal环境中，就没那么好。
   

   
   

   More on that here: http://incsub.org/blog/2005/multi-user-weblogging

   
   

   Are there any really good examples of learners using blogs in Drupal
   environments over the course of more than one semester… or for that
   fact anyone really developing a successful / extended over time blog as
   part of a Drupal environment?

   
   

   I haven’t seen it work myself.
   更多相关资料请参考……
   有无真正的好例子，关于学习者在Drupal环境下使用网志完成一个学期以上的课程的……或者在真实环境中某人真的在Drupal环境下开发过一款成功的/长时间使用的网志？
   我自己没见到过。
   

   
   
   
   
6. 
   
   
   
   
   
   
   
   

   
   Martin Pluss
   said on July 28th, 2005 at 1:27 pm
   

   
   

   Hi all,

   
   

   I was interested in the comment about the group blogging.

   
   

   In Cool Running blogs the individual ones fair the best.

   
   

   I have developed one for Geography teachers

   
   

   http://www.incsub.org/wpmu/gtansw/

   
   

   and find it hard to generate any interest to get comments let alone
   postings. In fact it has I suspect started a bit of competition with
   those who use a related Yahoo Group and do not see the value (yet) of
   jumping across to blogging.

   
   

   Cheers Plu
   大家好，
   我对有关群组网志的回复很感兴趣。
   网志对个人而言运作得非常好。
   我为地理教师开发了一款……
   发现它很难激起回复的兴趣，更不用说发帖了。事实上我怀疑，开始在和新加入写网志的人当中，以前那些使用Yahoo群组的、没有看到其价值所在的人，做对抗。
   顺祝安康，兄弟们！
   

   
   
   
   
7. 
   
   
   
   
   
   
   
   

   
   Paul Ebert
   said on July 28th, 2005 at 2:12 pm
   

   
   

   I
   use a group blog with a postgraduate course that I teach. Aspects of
   the course are fairly self-directed. I find the blog to be a brilliant
   way to encourage the students to share with each other what they are
   learning in their individual projects. It makes the course more
   interesting for them and for me as well. The blog has a central theme
   and the students are requirted to make one post, but that is enough to
   get the more enthusiastic students posting on their own. It is exciting
   to see enthusiasm building on enthusiasm.

   
   

   This may not fit your idea of what a blog should be, but I have found it to be a very good use of a group blog.
   我在使用群组网志记录我所教的一门研究生课程。课程方面在很大程度上是自我引导的。我发现网志是一条鼓励学生彼此分享各自在各自项目中的所学的金光大道。无论是对他们还是对我，都让课程更有趣。网志有一个中心议题，要求学生至少发一贴，但也有足够的空间让热心的学生在其自己的网志上发表更多。看到热火朝天的工作，我很开心。
   这也许跟你对什么是网志的看法不一样，但是我发现群组网志非常好用。
   

   
   
   
   
8. 
   
   
   
   
   
   
   
   

   
   Steven Mansour
   said on July 28th, 2005 at 2:57 pm
   

   
   

   As
   for Drupal… come on, allowing people to select from pre-installed
   themes is hardly decentralised, when they are totally individually
   editable, configurable (plugins etc.), exportable / importable and as
   good a systems as half of the blogging tools out there then I’ll come
   to the party.
   至于Drupal……算了吧，让人们从预安装主题当中做出选择是一种极不负责的表现，当系统是完全可以单独编辑、配置（插件等），有导入/导出功能，并且如果系统有网志工具的一般好的话，那么我就加入。
   

   
   

   Themes? I don’t understand… what does any of this have to do with
   themes? We’re talking e-learning, group collaboration and virtual
   classroom - all of which have corresponding setups in Drupal, which is
   also replete with plugin (’modules’ they call ‘em). Import / Export? No
   problem. As a stand-alone, single-user blogging system, I’ll agree with
   you that it’s not that great… but as an academic group blog or
   collaborative community system, I’ve seen it work wonders.

   
   

   So whether or not you’ll ‘come to the party’, the party’s already begun.
   主题？我不明白……这跟主题有什么关系？我们在谈论电子化学习，小组合作和虚拟教师，这些在Drupal中都有相应的设置，也都充满了插件（他们称之为模块）。导入导出？没问题。作为独立的、单用户的网志系统，我赞同你所说的他不是够好……但是作为一个学术群组网志，或者合作交流系统，我看它就工作得很好嘛！
   

   
   

   A Drupal install for each user = very good… everyone in one Drupal environment = not so hot.
   为每个用户安装一套Drupal，很好……所有用户都在一个Drupal环境中，就没那么好。
   

   
   

   The contrary is true. The whole point of multi-user is to get everyone involved together.
   Whether this is Drupal, Moodle, Clay Tablets, etc. That’s the advantage
   that community / group blogging has over a simple, single-user,
   ‘lecture’ blog (although those have their place too).
   事实是恰恰相反。多用户的重点在于大家参与。无论是Drupal、Moodle，还是泥板什么的。这是社区/群组网志对于简单的单用户的讲义式网志（虽然他们也有自己的用处）的优点。
   

   
   

   Are there any really good examples of learners using
   blogs in Drupal environments over the course of more than one semester…
   or for that fact anyone really developing a successful / extended over
   time blog as part of a Drupal environment?
   有无真正的好例子，关于学习者在Drupal环境下使用网志完成一个学期以上的课程的……或者在真实环境中某人真的在Drupal环境下开发过一款成功的/长时间使用的网志？
   

   
   

   Yes, you’ll find some here. The work I’ve done for McGill, while not public, will also be published soon.
   你在这里就能找到。我为麦克吉尔所做的工作，虽然还没有公开，但很快了。
   

   
   

   I haven’t seen it work myself.
   我自己没见到过。
   

   
   

   I have.
   
   Just because you’ve never seen it doesn’t mean it doesn’t exist…

   
   

   Cheers,

   
   

   Steve
   我见过。
   不能仅仅因为你没见到过，就说它就没有……
   祝安
   

   
   
   
   
9. 
   
   
   
   
   
   
   
   

   
   James
   said on July 28th, 2005 at 3:44 pm
   

   
   

   “e-learning, group collaboration and virtual classroom” are three of my least favourite words.
   “电子化学习，小组合作以及虚拟教室”是我最不喜欢的三个单词。
   

   
   

   I think we’re coming at this from different worlds… I’m of the world
   that says in order to be part of a community you need to be able to
   establish and project an identity… personal presence if you will.
   Drupal allows you to, to a degree, develop an identity in a particular
   space, if you will it’s a bit like being part of a church and your
   identity being so bound up in that environment that you don’t have much
   of one outside of it.
   我想我们是从另一个世界来到这里的……属于这个世界，是说为了能够参与到社区，你需要能够建立和规划一个身份……必躬必亲，如果你想的话。Drupal可以让你在一定程度上，在一个特定空间建立一个身份，但是如果你指望他成为教堂的一部分，你的身份完全融入这个环境，那么你得不到像外面世界那么多东西的。
   

   
   

   Yes, of course you can have a discussion there, you can get people
   collaborating and it can be a great hub for all sorts of activities
   (especially OSS ones, groups with particular focus etc.) but I strongly
   believe that in order for us to effectively participate in multiple
   communities, communication and identity needs to be centred on the
   individual and not the group.
   是的，你当然可以在那儿展开讨论，你可以与人合作，它也可以成为绝佳的活动中心（尤其是开源软件活动等针对特定目标的活动），但是我仍然相信，为了让我们有效参与到多个社区，通讯和身份应当集中在个人而非小组身上。
   

   
   

   I’m not saying that Drupal has no use, it has lots and I’ve used it
   in a number of different contexts pretty and very successfully.
   我并不是说Drupal没有用，它很有用，我也在很多不同的场合中愉快的使用它，也很成功。
   

   
   

   What I am saying is that blogs are more than just spaces for
   writing, they are the development of digital identities (and I think
   you got the wrong end of what I was saying about Drupal… I *do* think
   it’s a very powerful tool for an individual) of digital representations
   of ourselves from which we are able to engage ion other communities…
   quite possibly / definitely incorporating elements of tools like
   Drupal… but most certainly not stemming out of it.
   我所说的是，网志不仅仅是写作的空间，它也是发展我们自己的数码身份（我想，在最后我谈及Drupal的时候，你误会了……我的确认为它是一个非常强大的个人工具），在这里我们能够一个人的身份参与到其他社团……很有可能，甚至一定，像Drupal一样混合工具的组件……但是基本上不会动其根本。
   

   
   

   I have spent an awful lot of time exploring, examining, researching
   and looking into online education (I’m a lecturer in education design
   in my other life) and while you can do some ‘OK’ work using Drupal /
   other CMSs over a semester - certainly better than BB or WebCT - and
   you can use it even more effectively for non-time limited interest
   groups and projects, I just don’t reckon that, as a multi-user blogging
   platform it will work out.
   我花了很多时间探索、考察、研究、调查线上教育（我的另一个身份是教学设计讲师），虽然你可以利用Drupal或者其他内容管理系统良好运作超过一个学期——肯定要好过BB或者WebCT——你也可以将其用于无时间限制的兴趣小组及项目，使之更有效果，我不考虑这个是因为它能胜任多用户网志平台。
   

   
   

   Sure I could be wrong, I frequently am, and it’s just an opinion but do I think I’m onto something here.
   

   
   

   To quote Robert Paterson: “How can we have a relationship with
   another when we have lost the core relationship with our own selves?”

   
   

   (oh, and themes do matter… believe me!)
   我肯定有错误，我常犯错误，并且那仅仅是我的个人观点，但是我想我还是有所发现的。
   引用裴若倍的话：“当我们失去与我们自己的核心关系时，我们怎么能和别人建立关系呢？”
   （噢，关于主题的问题……请相信我！）
   

   
   
   
   
10. 
    
    
    
    
    
    
    
    

    
    Steven Mansour
    said on July 29th, 2005 at 2:15 am
    

    
    

    “e-learning, group collaboration and virtual classroom” are three of my least favourite words.
    “电子化学习，小组合作以及虚拟教室”是我最不喜欢的三个单词。
    

    
    

    They’re three of my favorite.
    这是我最喜欢的三个单词。
    

    
    

    I think we’re coming at this from different worlds… I’m
    of the world that says in order to be part of a community you need to
    be able to establish and project an identity… personal presence if you
    will. Drupal allows you to, to a degree, develop an identity in a
    particular space, if you will it’s a bit like being part of a church
    and your identity being so bound up in that environment that you don’t
    have much of one outside of it.
    我想我们是从另一个世界来到这里的……属于这个世界，是说为了能够参与到社区，你需要能够建立和规划一个身份……必躬必亲，如果你想的话。Drupal可
    以让你在一定程度上，在一个特定空间建立一个身份，但是如果你指望他成为教堂的一部分，你的身份完全融入这个环境，那么你得不到像外面世界那么多东西的。
    

    
    

    I also think we’re coming at this from different angles. As
    important as identity and the concept of the ‘personal space’ are,
    education is - and will continue to be - a collaborative, group effort.
    Since one-to-one relationships between educators and each student in
    the classroom, the living conversation that we’ve been creating using
    different systems (including Drupal, among others) in classrooms and
    academic departments have permitted us to take knowledge building from
    the ‘bird-feeding-birdie’ approach to something more akin to a hive of
    bees.

    
    

    Specifically, how can you create identities in other systems that you can’t do in Drupal?
    我也认为我们是从不同的角度出发。身份和所谓的个人空间同样重要，教育是——并将一直是——集体合作努力的结果。从教育者和教室内的每一个学生之间的一对一关系开始，我们在教室和学术部门里使用不同系统（包括Drupal以及其他）所创造的实际对话，使得我们构建知识的方法从小鸟喂食式发展到某种蜂群形式。
    具体说说，你是如何在其他系统中创建在Drupal中不愿创建的身份的？
    

    
    

    What I am saying is that blogs are more than just spaces
    for writing, they are the development of digital identities (and I
    think you got the wrong end of what I was saying about Drupal… I *do*
    think it’s a very powerful tool for an individual) of digital
    representations of ourselves from which we are able to engage ion other
    communities… quite possibly / definitely incorporating elements of
    tools like Drupal… but most certainly not stemming out of it.
    我所说的是，网志不仅仅是写作的空间，它也是发展我们自己的数码身份（我想，在最后我谈及Drupal的时候，你误会了……我的确认为它是一个非常强大的个人工具），在这里我们能够一个人的身份参与到其他社团……很有可能，甚至一定，像Drupal一样混合工具的组件……但是基本上不会动其根本。
    

    
    

    Don’t get me wrong - Drupal is not a panacea for anything. I use a
    suite of tools for different uses, and in many cases Drupal is either
    overkill or inappropriate. The reason I keep coming back to it (and
    writing these boring, lengthy comments ) is that I
    have precisely seen these digital representations evolve and
    collaborate in an educational / academic setting evolve from systems
    I’ve created based on Drupal. - and Wordpress, and Moodle, and MovableType, and Mambo, and…
    不要误解我的意思——Drupal不是灵丹妙药。我对不同用途使用不同工具，在许多情况下Drupal可能会过火或者不合适。我之所以回过头来继续用它（并写下这些无聊的冗长的评论），是因为我非常清楚地看到，在我基于Drupal创造的系统当中，这些数字化表达方式在教育及学术机构中的发展与协作。当然还有Wordpress，Moodle以及MovableType，和Mambo等……
    

    
    

    I have spent an awful lot of time exploring, examining,
    researching and looking into online education (I’m a lecturer in
    education design in my other life) and while you can do some ‘OK’ work
    using Drupal / other CMSs over a semester - certainly better than BB or
    WebCT - and you can use it even more effectively for non-time limited
    interest groups and projects, I just don’t reckon that, as a multi-user
    blogging platform it will work out.
    我花了很多时间探索、考察、研究、调查线上教育（我的另一个身份是教学设计讲师），虽然你可以利用Drupal或者其他内容管理系统良好运作超过一个学期——肯定要好过BB或者WebCT——你也可以将其用于无时间限制的兴趣小组及项目，使之更有效果，我不考虑这个是因为它能胜任多用户网志平台。
    

    
    

    I think we do very similar work, albeit with very different approaches. Any CMS, blogging system, etc. can be configured / hacked / maimed to be anything you want it to be.
    The issue I had with your original post is this: contrary to what
    you’ve stated in your post, of the many tools I use (pretty much all
    open-source), I’ve found that Drupal can a) be used as group blog which is not a bad idea and which does work,and b) Drupal
    has as many blog-specific features as any ‘blogging-only’ package, and
    its philosophy is anything but centralised - it’s easily geared to be a
    top-notch blogging platform - group or not.
    

    
    

    我想我们从事着非常类似的工作，虽然用的是非常不同的方法。任何内容管理系统、网志系统等，都可以被配置、修改、剪裁成任何你想要的样子。对于你的帖子，我的态度是：反对你在帖子中声明的。我用过很多工具（差不多都是开源产品），我发现Drupal能够【甲】用作群组网志不是一个坏主意，它能够运作下去，并且【乙】Drupal 具有许多其他专门网志软件包具有的网志特有功能，它的核心理念不管是什么也不是中央控制——它很容易被调整成拔尖的网址平台——无论群组与否。
    I don’t think it’s a question of right or wrong, or good or bad.
    Your experience with Drupal and with education in general has led you
    to these conclusions, and I’m not trying to dispute the way you do
    things. I’m just trying to point out that two of your blanket
    statements in your post are factually inaccurate, because I’ve seen
    them disproven, group blogs can work, and Drupal is nowhere near as centralised as you might have found.
    我不觉得这是一个对错或者好坏的问题。一般来说，是你在教育中使用Drupal的经验，让你得出这些结论，我并不想争论你的行事之道。我仅仅想指出你文中两个结论事实上是不正确的，因为我见证过它们的错误，群组网志可以工作，Drupal 远远谈不上你所发现的集中控制。
    

    
    

    Other than that, I agree with your point about RSS.
    
    Cheers,

    
    

    Steve
    除此之外，我赞成你关于RSS的观点。
    祝安
    

    
    
    
    
11. 
    
    
    
    
    
    
    
    

    
    Steven Mansour
    said on July 29th, 2005 at 2:27 am
    

    
    

    *typo:
    所写：
    

    
    

    Since one-to-one relationships between educators and each student in the classroom
    从教育者和教室内的每一个学生之间的一对一关系开始
    

    
    

    should read:

    
    

    “Since one-to-one relationships between educators and each student in the classroom are impossible”.
    应该理解为：
    “从教育者和教室内的每一个学生之间的一对一关系成为不可能开始”
    

    
    
    
    
12. 
    
    
    
    
    
    
    
    

    
    Chris Curtis
    said on July 29th, 2005 at 7:07 am
    

    
    

    Interesting
    comments, but they seem to depend on a rather specific and exclusive
    definition of “blog”. I prefer to stick to the idea that a “blog” (i.e.
    weblog) is a collection of individual articles or “posts” organised
    primarily by time. You can do this with many different tools, you can
    do this in groups or as individuals, and you can do it for almost any
    purpose you want. If it is wrong to define new technologies in terms of
    what went before, it is also wrong to define a new technology too
    tightly too quickly - it becomes what people choose to use it for, not
    what someone thinks it should be.
    
    Like any activity, blogging is educational when it helps people learn.
    I think there are many more kinds of blogging that help people learn
    than you would suggest.
    有趣的评论，但是大家似乎都依赖于一个相当具体且排他的“网志”定义。我宁愿坚持这样一个观点，“网志”（网络日志）是一组按时间排序的个人文章或者帖子。你可以利用很多工具做到这一点，你可以通过群组或者个人做到这一点，你也可以为任何目的做到这一点。如果赶在新技术前面给出定义是错误的，那么给新技术下定义太严太快也是错误的——它将根据人们的用途而非某人的想法而变化。
    如同任何活动，当写网志有助于人们学习的时候是一种教育活动。我想，有比你建议的更多类型的网志，都能帮助人们学习。
    

    
    
    
    
13. 
    
    
    
    
    
    
    
    

    
    James
    said on July 29th, 2005 at 10:03 am
    

    
    

    Heh,
    it’s interesting that my considered, balanced and referenced posting of
    the paper didn’t get much discussion at all… whereas blanket statements
    get me the best conversations.

    
    

    Bugger, am I becoming a a shock-blog
    嘿，我觉得很有趣，实际上，对论文的引用和对比并没有引起很多讨论……然而总结的结论让我得到最好的交谈。
    小子，我将成为一名争议博客。
    

    
    
    
    
14. 
    
    
    
    
    
    
    
    

    
    James
    said on July 29th, 2005 at 10:10 am
    

    
    

    Thanks Chris… [places shock hat on]… successful blogs are individual blogs… successful group blogs are more like zines.
    谢谢克里斯……【作吃惊状】……成功的网志是个人网志……成功的群组网志更像爱好者自办杂志。
    

    
    
    
    
15. 
    
    
    
    
    
    
    
    

    
    Bernie Goldbach
    said on July 29th, 2005 at 8:33 pm
    

    
    

    I
    think your broadside at group blogs having little value in education
    needs to be substantiated because I have found meritorious use with
    directed activities that culminate in contributions to a group weblog.
    我想，你对群组网志的批判，在需要求证的教育工作中没有什么价值，因为我在导向活动中找到有价值的用途，向群组网志发表文章，取得极大的成功。
    

    
    
    
    
16. 
    
    
    
    
    
    
    
    

    
    James
    said on July 30th, 2005 at 1:10 am
    

    
    

    Hi Bernie, have a look here for some substantiation / theory: http://incsub.org/blog/2005/blogs-anywhere-high-fidelity-online-communication

    
    

    Especially Krause (2004):

    
    

    “or Krause (2004) the experience of using blogs in a graduate
    seminar called “Rhetoric and Culture of Cyberspace” made him wonder if:

    
    

    “it is advisable or even possible to see blogs as a collaborative
    or especially “interactive” writing environments… I’ve come to believe
    we shouldn’t substitute blogs for other electronic writing tools that
    foster discussion and interactive writing, particularly email lists,
    commonly known as ‘listservs” (Krause 2004)”
    嗨，贝尼，关于某些实证或理论，可以看看这篇文章。
    特别是克劳斯（2004）：
    “或者，克劳斯（2004）在一个叫做‘网络空间的修辞学与文化’的研究生研讨班上使用网志的经验，让他想知道是否：
    “这是明智的，甚至可能看到网志作为写作或者特别“互动”写作环境……我逐渐相信我们不应该用网志代替其他培养讨论和交互式写作的网络协作工具，尤其是邮件列表，一般称之为“列表服务”（克劳斯2004）”
    

    
    
    
    
17. 
    
    
    
    
    
    
    
    

    
    Chris Lott
    said on July 30th, 2005 at 3:50 am
    

    
    

    I
    should add that there are many definitions of group blog. If you’re
    talking about the very narrow space of “collaborative writing” as
    traditionally perceived, then I agree that it’s a misfit.
    我需要补充一点，群组网志有很多定义。如果你谈论传统认识中的狭义“协作写作”，那么我同意，不合适。
    

    
    

    You also seem to be conflating two points, or at least assuming that
    “group blog” has similarities to “discussion board” when that seems far
    from the case if you are using them effectively (plus you already made
    that point in the first rule
    你似乎混淆了两种观点，或者至少在你不能有效使用它们的时候假设“群组网志”类似于“论坛”（再加上你将这种观点放在第一的位置上）。
    

    
    
    
    
18. 
    
    
    
    
    
    
    
    

    
    Lois Horn
    said on August 16th, 2005 at 12:44 am
    

    
    

    Ok….just
    when I thought I was on a roll with group blogs, I’m feeling like I’m
    headed in the wrong direction. I was going to use blogs in Canadian
    History as a way to collaborate….any suggestions???
    好吧……只是当我想到我也是使用群组网志的一分子的时候，我觉得我做错了。我曾打算在加拿大历史课程中使用网志，以此来协作……有什么建议么？
    

    
    
    
    
19. 
    
    
    
    
    
    
    
    

    
    Jonathan Maybaum
    said on October 14th, 2005 at 11:39 am
    

    
    

    Your
    comment: “Don’t try and force blogging into something else” resonates
    fiercely with me. It drives me crazy when I hear someone ask “How can I
    do X with a blog?” (or a wiki, for that matter). The concept that ideas
    should drive your tools, rather than having your tools dictate you
    ideas, is the primary reason behind development that we have done at
    the Univiersity of Michigan, to provide an environment in which
    ordinary people (i.e., non-programmers) can make their own interactive
    web applications, designed around their unique scholarly objectives.
    你的总结“不要尝试或者强迫网志做其他什么事情”引起我强烈共鸣。每当我听到有人问我“我能在网志（说到这个，还有维基）上做某某事情么？”这几乎让我发疯。物为人用，而非人为物役，这是我们在密歇根大学所作开发的主要理由，我们为普通人（非程序员）提供一个环境，让他们制作自己的交互式网页程序，设计实现其独有的学术目标。
    

    
    

    I wrote about this system (called UM.SiteMaker) in a short article
    that was published at the Apple Digital Campus Exchange. Here is a link
    to a copy that you can get without needing to sign up for a login there:
    我在发表在《苹果数码校园交流》的一篇短文中谈及这个系统（称为UM.SiteMaker）。这里有一份链接，你可以直接获取而无需登录：
    

    
    

    http://sitemaker.umich.edu/sitemaker.resources/files/when-blogging-is-not-enough.pdf

    
    
    
    
20. 
    
    
    

    
    Grant
    said on October 21st, 2005 at 3:22 pm
    

    
    

    Now see what you done James! I have my students saying that group blogs arent good for education…..

    
    

    I’ve been using a group blog for my students this semester and I think its been a good experience, so far…

    
    

    I’ll publish my findings on my own blog down the track
    詹姆斯你现在看看你干了什么！现在我有学生说群组网志在教学中用的不是很好……
    这个学期曾让学生使用群组网志，迄今为止我认为这是个好体验……
    我将我的发现发表于我的网志，下面有引用。
    

    
    
    
    
21. 
    
    
    
    
    
    
    
    

    
    Scott Lankford
    said on December 11th, 2005 at 6:59 am
    

    
    

    Like
    many others, I’m confused and a bit dismayed by your blanket dismissal
    of group blogs — and I strongly suggest you rethink it (or at least do
    some honest research) before presenting your paper. Witness the many,
    many previous posts questioning your judgment on precisely this point.
    But since I’m a big fan of your advice in general, and always open to
    finding something better, I did do a very carefully read-through of the
    DRUPAL user’s manual, just as you suggested. Obviously it’s a wonderful
    opensource tool! However, I also have to say it’s still far, far too
    complex for me to consider setting one up for my students (or even for
    myself for that matter). Remember, this is a proud low-tech type
    English professor speaking here: someone who believes that the very
    best thing about blogs — and the whole secret to their explosive
    growth– is that almost anyone can learn to build a basic one in under
    five mintues. The proof is in the cyber-pudding: millions and millions
    of new bloggers already. Including many of my own students, most of
    whom have set up their own blogs long before I ever assigned one as
    part of my course. And that’s where your blanket prohibition against
    group blogs just falls flat — at least for me. I just think experts
    (like yourself) get so accustomed to your hyper-high-tech cyberspeak
    that you lose focus on the needs of ordinary dumb-dumb lowend users,
    such as myself. But if you’re gonna call yourself a consultant, you
    should (re)consider our needs before issuing blanket prohibitions from
    On High!
    跟其他人一样，对于你对群组网志的概括性拒绝，我有些困惑，还有一点失望——我强烈建议你再发表论文之前重新考虑（或者至少做一些真正的研究）。看到前面这么多帖子都在质疑你在这一点上的判断力。但是由于我基本上算是你的崇拜者，并且始终不停追求美好事物，我曾经按你建议的那样，非常仔细的通读过Drupal用户手册。很显然这是一款非常优秀的开源工具！然而，我也要说，对我而言，它也太太太复杂了，我曾考虑为我的学生设置一份（甚至就是为我自己）。记住，这是一个骄傲的、不懂技术的英语系教授的发言：有人相信，对于网志最好的事情——网志爆发式增长的秘密所在——莫过于几乎每个人都能学会在五分钟内建立起一套基本的网志。证据就在电子布丁里：数以百万计的新博客已经诞生。包括我很多学生，大多数都在我还未曾为课程指定网志的时候，就已经建立了他们自己的网志。这也是你反对群组网志的概括性陈述完全失败的地方——至少对我是的。我只是想，专家（比如你）是如此习惯于你们的高超技术发言，而丢失了对平常沉默一组低端用户——比如我——的需要的关注。但是如果你打算把自己当作一名顾问，你应该在高高在上的发表你的概括性陈述之前重新考虑我们的需求！

    
    

    As for examples of successful group blogs in education, check out
    Lewis Elementary School’s “Classroom Notes” as a useful example. it’s
    low-tech, user-friendly, and working just fine, thank you. http://lewiselementary.org/notes/
    至于应用在教育中的群组网志的成功例子，可以看刘易斯小学的“课堂笔记”。这是一个低技术的、用户友好的、并且工作良好的有用例子。谢谢。
    

    
    
    
    
22. 
    
    
    
    
    
    
    
    

    
    James
    said on December 12th, 2005 at 12:21 pm
    

    
    

    If you read the paper it’s not blanket, just hammering nails with a saw.

    
    

    Too late re: presentation though
    
    I don’t understand what you’re getting at to be honest, yes blogs have
    grown in use but that doesn’t prove whether group blogs work or not and
    the site you referenced is cute but a. isn’t for educational purposes
    (it’s for communicating with parents) & b. isn’t much of a blog
    (it’s really a website published by multiple users using a blogging
    tool).

    
    

    Tim’s a great thinker & writer and may or may not agree with
    what I’m saying here, but I doubt he’d claim that that site refutes my
    claims.

    
    

    Didn’t realise I was on-high either… but I guess it’s just a matter of perspective.
    如果你看了这份论文，就知道它并不是概括性的，只是用锯子钉钉子。
    回复得太迟了，已经发表了
    我不明白你挖苦的骄傲是指什么，是的，网志在增长，但这并不证明群组网志是否工作，并且，你引用的网站是很好，但是【甲】它不是用于教学目的（它是用于和家长之间的交流）；【乙】它也没有多少网志的影子（它实际上是多名用户利用网志工具发布的网站）。
    丁是一个位好的思想家及作家，并且可能或者可能不同意我在这里所说的，但是我怀疑他会宣称该网站驳斥了我的申明。
    我没有意识到我是高高在上的……但是我猜这仅仅是一个视角的问题。
    

    
    
    
    
23. 
    
    
    
    
    
    
    
    

    
    Peter J. Vitale
    said on March 19th, 2006 at 2:46 am
    

    
    

    I
    am currently in a graduate adolescent education class centered around
    incorporating technology into instruction. We are researching different
    ways of communicating using the internet. I don’t ever use blogs but I
    found the views expressed by educators to be hypocritical. Either they
    are beneficial for education or they are not. No gray area here. I am
    not yet an educator but I feel that anything that can appeal to
    students, especially at the high school level, in terms of a
    communication bridge is a positive tool.
    我现在在一个青春期教育研究生班，研究将技术融入教学。我们研究互联网上不同的交流方式。我不曾使用网志，但是我发现教育工作者所表达的观点都是虚伪的，不管他们的观点对教育有益与否。这里黑白分明。我还不是一个教师，但是我觉得能吸引学生的任何东西，尤其在高校层次，就交流手段而言，是一种积极工具。
    

    
    
    
    

http://blogsavvy.net/how-not-to-use-blogs-in-education/