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 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 |
|
|
|
Ownership | Top-down, | Top-down, collaborative | Bottom-up, |
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 |
|
|
|
所有权 | 自上而下，单向 | 自上而下， 合作 | 自下而上， |
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 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
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