翻译《14 新型学院》

The New Academy

新型学院

Carole Barone

卡罗尔·巴荣
EDUCAUSE

© Carole Barone

版权所用(C)卡罗尔·巴荣

Introduction

前言

Something is happening to the academy—outside the consciousness of the majority of its members. A new academy is forming that

学校正在发生某些变化——大多数成员并没有意识到。一个新的学校正在形成：

• acknowledges the changes manifested in the Net Generation,
• 它承认网络世代表现出来的变化，
  
• uses the power of technology to enable deeper learning,
• 它运用技术的力量促进更深层次的学习，
  
• demonstrates the interplay of culture and technology, and
• 它展示了文化与技术的相互作用，以及
  
• changes the nature of interaction among the members.
• 它改变了成员之间互动的性质。
  

Some within the academy are aware of these trends, but view them with trepidation because they represent a fundamental change in well-established assumptions regarding how faculty teach and how students learn, not to mention how the academy governs itself. Not engaging in thoughtful self-examination, however, may pose the greater threat.

学校里的一些人察觉到这些趋势，但是他们感到恐慌，因为他们认为教师如何教授以及学生如何学习这一根深蒂固的观念发生了根本变化，更不用说学校如何管理自身。然而，不从事全面自省，可能会构成更大的威胁。

Technology and pedagogy are converging in the learning landscape. Often this collides with the process, structure, governance, power relationships, and cultural values of the traditional campus. Efforts to transform higher education face deeply entrenched cultural, behavioral, and philosophical resistance. The decade-long effort to convince the traditional higher education community of the transformational power of technology (for example, through the work of the National Learning Infrastructure Initiative, http://www.educause.edu/nlii) has yet to yield the breakthroughs many anticipated.

技术与教育学正在学习领域发生融合。往往在传统校园的过程、结构、管理、权力关系和文化价值观发生碰撞。努力转变高等教育面临的文化、行为和哲学方面根深蒂固的抵触。长达十年的努力（比如，通过国家学习基础设施倡议工作），让传统高等教育社会相信，技术的变革力量还没有产生预期中的突破。

The arrival of the Net Generation on campus is causing unrest in the classroom.¹ A wave of young people empowered to create knowledge, not merely absorb it, now flows in and out of the classroom, calling into question the convictions and processes that have served as the foundation of traditional higher education. It remains to be seen whether traditional higher education will adjust sufficiently to truly engage the Net Generation.

网络世代进入校园引起了课堂的动荡。允许年轻人创造知识而不仅仅吸收知识的浪潮，正席卷课堂，服务于传统高等教育基础的信仰和过程受到质疑。传统高等教育是否会调整到足以吸引网络世代，还有待分晓。

Alternative ventures targeting today's learners have begun to succeed in the traditional higher education market:

一些风险投资看准今日的学习者，开始进入传统高等教育市场：

• Kaplan Higher Education offers undergraduate and graduate programs, both online and on campuses (http://www.kaplan.com/).
• 卡普兰高等教育公司提供本科和研究生课程，包括在线的和校内的。
  
• Capella University is fully online (http://www.capella.edu/).
• 卡佩利亚大学完全在线。
  
• Pepperdine University offers an online master's degree program in educational technology (http://gsep.pepperdine.edu/academics/education/ma-edtech/).
• 沛普丹大学提供在线教育技术硕士学位课程。
  
• American InterContinental University offers degree programs both online and at campuses in multiple states (http://www.aiuniv.edu/).
• 美国洲际大学在多个州提供学位课程，包括在线和校内的。
  
• The University of Massachusetts Online is adding five new degree programs for 2005 (http://www.umassonline.net/news/shownews.cfm?news_ID=62).
• 马萨诸塞大学在线，二〇〇五年新增了五个新的学位课程。
  
• The Apollo Group, the parent company of the University of Phoenix, projects an increase of 12 to 13 percent in its on campus enrollments and a 40 percent growth in its online enrollments over the previous year by the end of the first quarter of fiscal 2005 (http://www.bizjournals.com/phoenix/stories/2004/08/23/daily37.html).
• 阿波罗集团，凤凰城大学的母公司，截至二〇〇五财年第一季度结束，上一年度，在校内注册的项目增加了十二到十三个百分点，在线注册的增加了四十个百分点。
  

These examples are indicators of enhanced confidence in the quality of the educational product offered online. In addition, the results of a study recently issued by the Sloan Consortium revealed that enrollments in online courses grew by nearly 20 percent from 2003 to 2004. The report concluded that this rate of growth far exceeds that of traditional higher education enrollments and "there is no evidence that online enrollments have reached a plateau."²

这些例子表明增强了在线提供的教育产品的质量的信心。另外，斯隆联盟最近发表的研究结果显示，从二〇〇三至二〇〇四年，在线注册课程增长将近20%. 该报告的结论是，这一增长速度远远超过传统高等教育入学率，并且“没有证据表明在线注册已经进入停滞期”。

Confronting the Reality of Change

直面改变

The growing impact of technology is evident in higher education. Technological change, and changes driven by the Net Generation, challenge—some would say threaten—higher education to assimilate the resulting roles, rules, and relationships in a new academy. That new academy must grow out of a traditional campus context that has successfully resisted such intrusions in the past.

很明显，技术对高等教育的影响越来越重。技术变革，以及有网络世代驱动的变革，挑战——也有人说威胁——高等教育吸收变化产生的新的学校角色、规则、和关系。传统学校环境以前成功抵御过这些入侵，但是现在新的学校必须走出来了。

When something happens that causes upheaval in our lives, our initial reaction is often denial. To some the emergence of a new academy constitutes just such an upheaval. Denial—and resistance to change—is believed to be a way of preserving the "academic values" that many see as central to their professional way of life. Habits and traditions are not academic values, however. Milton Greenberg discussed the "fantasies" or artifacts of higher education, such as the credit hour, in "A University Is Not a Business (and other Fantasies): "…the major higher education institutions are caught in a time warp. Teaching and learning tend to be served up in the same old containers, in the same old spaces, using the same old concept of fact-to-face interpersonal relationships."³ Ironically, the only way to preserve true academic values, such as pursuing knowledge for the sake of knowledge, the process of discovery itself, or critical inquiry, may be to evolve from the familiar to the unfamiliar—in other words, to embrace the emerging new academy.

有事情发生，导致我们的生活动荡，我们的第一反应往往是加以否定。对某些人而言，新型学校的出现，就是这样一种动荡。认为否认——并且抗拒变化——可以保存被他们视作学术生活方式和新的“学术价值”。然而，习惯和传统并不是学术价值。米尔顿·格林伯格认为，“幻想”，或者说高等教育产物，比如学分制，在“大学里不是商业（或者其他幻想）：……主要的高等教育机构都陷于时空错乱当中。往往通过旧的方式、在旧的场所、使用旧的面对面人际关系概念提供教育和学习。”讽刺的是，保存真正学术价值，比如为了知识而追求知识、探索的过程本身、批判性探究，其唯一途径可能是从熟悉到陌生的演变——换而言之，拥抱新出现的学院。

Higher education decisions are still governed by traditional expectations and mores. Perhaps we should take note of Langenberg reminding us, "… I am unaware of any cases in which successful buggy-whip makers made the transition to successful manufacturers of automobile-engine starters."⁴ The presence of the Net Generation on campus and the growing acceptance of their "ways" in the external economic and social communities have yet to stimulate widespread transformation; traditional processes continue leading to traditional outcomes. Like the buggy whip, the traditional classroom lecture, the cultural values, and even the edifices associated with higher education seem to belong to another place and time.

高等教育的决定仍然受到传统期望与习俗的左右。也许我们应该注意到兰根伯格对我们的提醒：“我从来没有看到过，有成功的汽车无线电天线生产商，能转变成成功的汽车发动机起动器厂商。”网络世代出现在校园，以及校外经济环境和社会环境对他们行为方式的不断认同，尚未能造成广泛的变革。传统过程继续产生传统结果。就像无线电天线一样，传统的课堂讲授、文化价值，甚至与高等教育相关的建筑，似乎都属于另一时空。

Some traditional academics feel that the habits of the Net Generation result in a superficial grasp of their discipline and do not embody the gravitas of an "educated" person. Others claim that the Net Gen lacks "taste" in the choices it makes among online sources and resources. A growing number within the new academy, however, ask what traditional higher education is doing to engage the Net Gen in developing intellectual depth, sophistication, and good judgment in evaluating and using online sources of information. The Net Gen will not be intimidated into abandoning their preferences for interactive, easily accessible, Web-based information sources. They will simply work around the attempts to force them to revert to the traditional activities. If technology is enabling the development of their "information-age mindset,"⁵ then technology is also a means of engaging these learners in a deeper learning experience.

一些传统学者认为，网络世代的行为习惯导致他们只掌握其学科的表面知识，也不能体现出受过教育的气质。另外有一些人声称，网络世代在选择在线资料和资源的时候缺乏“品味”。然而，新型学院的越来越多的人，要求传统高等教育吸引网络世代发展更深入更复杂的智力，对评估和使用在线信息资料做出更好的判断。网络世代不会被吓倒，去放弃对交互式的、获取便利的、基于网页的信息资料的喜爱。他们会避开强迫他们回到传统活动的企图。如果是技术让他们发展出信息时代心态，那么技术也是吸引这些学习者深入学习体验的手段。

There are options. Some traditional higher education institutions are trying to find the wherewithal to change from within. The longer traditional higher education remains in denial of the reality of the new academy, the less feasible transformation becomes. Higher education must avoid the mistakes of the business community. Resilience is preferable to resistance. As Hamel and Valikangas noted,⁶ a transformation is a turnaround tragically delayed. Denial produces a sort of paralysis that makes it difficult to take the actions necessary to move from the past into a new reality.
现在还有机会。一些传统高等教育机构正在尝试寻找资金从内部改变。历史更久一些的传统高等教育机构仍然拒绝新型学院这一现实，变革就越发难以实现。高等教育必须避免商业社会的错误。通权达变胜过抱残守缺。正如哈默和瓦里康加斯所强调的，变革，是不幸迟到的转机。拒绝会导致丧失工作能力，难以采取必要行动从过去前进到新的现实。

Expectations

期望

Historical perspective has a great impact on the convictions that both faculty and students bring to higher education. Many faculty members expect students who are like they were when they were students themselves, 25 to 30 years ago; they plan their courses and teaching methods accordingly. Meanwhile, because of the images of the "college experience" society continues to provide them, many incoming students still expect a classroom experience dominated by lecture halls and blackboards; traditional institutions reinforce these expectations regarding where and how students will be "taught." Most students still believe that this is how they should learn.

历史观点对教师学生为高等教育带来的信念，具有很大的影响。许多教师希望学生像二三十年前他们当学生时候那样做学生。他们也据此安排课程和教学方法。与此同时，社会不断为新生提供“大学体验”的形象，许多新生仍然以为课堂体验就是演讲厅和黑板。传统机构也在强化有关学生将在何处及如何学习的这些看法。大多数学生仍然相信，这就是他们应该使用的学习方法。

Students have daily encounters with technology and innovation in many areas of their lives; in fact, their social interactions may be organized around instant messaging, blogs, and other technology-based modes of communication. Students may use PDAs and wireless networks to stay in touch with each other, to get information, to vet their ideas and thought processes, Yet, they are not surprised by the mandate that they sit in classrooms and listen to lectures when they get to college—they just get bored and restless. Thus, it should be no surprise when they eventually—perhaps inevitably—begin to question the ways we ask them to learn, because those ways do not match with the interactive access to information and modes of communication by which they learn in other aspects of their lives.

学生每天都在生活的方方面面接触到技术和革新，事实上，他们的社会互动可能围绕着实时通讯、网志和其他基于技术的通讯模式。学生会使用PDA 和无线网络与他人保持接触、获取信息、检查他们的想法和思维过程，然而，他们进了大圩以后，也习惯于被要求坐在教室里听讲座——他们只是感到无聊和不安而已。因此，当他们最终——也许是不可避免的——开始质疑我们要求他们学习的方式的时候，我们不要感到惊讶。因为这些方式和他们生活中其他方面学到的通讯模式、交互式获取信息的方式，并不匹配。

Using data from studies conducted at Washington State University (WSU), Gary Brown argued that higher education is disassociated from reality "and nowhere is it more deeply rooted than in the perceptions of students."⁷ This disconnect seems to be driving an increasing sense of disenchantment with the traditional approaches to teaching and learning. Data indicate that students enter higher education expecting the traditional learning environment, but also expecting to be intellectually engaged in, and challenged by, the learning process. Similar to the WSU study results, George Kuh reported that three years of data from the National Survey of Students Engagement⁸ revealed that over the course of their undergraduate years, students become increasingly disengaged from, and disillusioned with, the higher education experience. Cynically, perhaps, they may do what they have to do to earn the grade, and then learn what they need to learn elsewhere … and for the digital generation, "elsewhere" is the Internet.

运用华盛顿州立大学（WSU）的研究数据，加里·布朗认为，高等教育已经脱离现实了，“这远比学生的看法更加无处不在、更加严重。”这种脱节，是建立在对传统教育学习方法的日益失望基础上的。数据表明，进入高等教育的学生期盼传统学习环境，但也期望理智的运用学习过程并迎难而上。与华盛顿州立大学的研究结果类似，乔治·库报告说，全国学生参与度调查（NSSE）的三年数据显示，在学生所有本科课程当中，他们越来越多逃课，越发厌倦高等教育体验。也许，讽刺的是，他们会去做为了得到学位而必须做的事情，然后去其他地方学他们需要学的东西……对于网络世代，“其他地方”就是互联网。

Even those faculty deeply entrenched in established ways of doing things may be starting to feel that something is not working—that they and their learners simply are not on the same page—and therefore learning outcomes are suboptimal. Even though something may feel wrong in the formal classroom setting, most faculty have not yet made the transition to the alternatives presented by the new academy.

即使那些顽固不化的教师，也开始觉得事情不对劲——他们及其学习者根本不在同一个世界——并且学习成果开始变差。即使大多数教师觉得正规课堂设施中有些东西不对，但他们还没有把不对劲的东西转变到新型学院替代物去。

Faculty may use the Web to stay current with the latest thinking in their disciplines, but they expect to teach in a traditional classroom setting because that is the only way to ensure that students are learning the "right" things the "right" way. It is clear that some of our sacred cows, such as the lecture as a mesmerizing solo performance, "seat time" in the classroom, the academic calendar (which Milton Greenberg referred to as "a meaningless fiction"),⁹ may not be able to make the journey to the new context of teaching and learning successfully. Perhaps they should not, given the new realities presented by our students, their use of technology, and their expectations for extending that use to support their learning.

教师会使用网络来跟上学科最新思想，但他们希望在传统教室里教学，因为这是确保学生用“正确”方式学到“正确”东西的惟一途径。很显然，我们当中一些伟光正，比如讲座就是迷人的单人表演，教室里的“听课时间”，学术日程（米尔顿·格林伯格称其为“无意义的胡编乱造”），未必能成功通往新的教育学习环境。也许他们不应该看到，我们学生所展示出来的新的现实、对技术的运用、对扩展应用支持学习的期待。

Many faculty who attempt to adapt to the learning styles of the Net Gen expect to receive individual attention from the campus instructional support staff to make the transition. One-on-one consultation works fine when there are just a few brave pioneers experimenting with new modalities. The resource base breaks down, however, when the majority of faculty need ongoing instructional design and consulting services. Most campuses have fragmented support structures and few, if any, academically trained instructional design professionals. Few institutions have the budget resources to scale these support units to meet faculty expectations for individual attention.

许多教师试图适应网络世代学生的学习风格，希望得到学校教学支持员工的个别照顾，完成这一转变。当只有少数勇敢先行者尝试新形式的时候，一对一咨询工作良好。然而，一旦大多数教师需要不断的教学设计和咨询服务，这一安排的基础就遭到破坏。大多数校园的支持结构分散，经过学术训练的教学设计专业人员稀少——如果有的话。少数机构有预算去规划这些支持单位满足教师对个别照顾的需求。

It takes vision, courage, and communication to change expectations and to move toward behaviors manifest in the new academy, an example of which is the University of Central Florida (UCF). UCF's strategy is to offer groups of faculty within specific academic departments a blended course (part online, part traditional classroom setting) on how to teach a blended course. It is a worthwhile, scalable, and sustainable support strategy.¹⁰ Faculty experience learning in the new modality as they learn how to transform their pedagogy to engage the Net Generation. At the same time, the necessary support services can scale in subtle ways. Faculty learn how to use standard, supported products, as well as how to adjust to a one-to-many model of support staffing. Thus, the UCF model serves as an example of how expectations, processes, and relationships need to change—and can change—in the context of the new academy. Such changes prepare a faculty that can reach the Net Generation on its terms—faculty who are ready to serve in the new academy.

改变期望、转向明显的新型学院行为，这需要远见、勇气和沟通，佛罗里达中央大学（UCF）就是一个例子。佛罗里达中央大学的策略是为具体学术部门的教师团体提供混合课程（部分在线，部分在传统教室），教授如何教授混合课程。这是一个值得的、可度量的、养得起的支持策略。教师体验新的学习形式，他们学习如何改变教学方法，吸引网络世代。同时，必要的支持服务可以得到精巧的衡量。教师学习如何使用标准、支持物，以及如何适应充当一对多支持员工。如此，佛罗里达中央大学的服务模式，成为一种在新型学院环境中需要改变——且能改变——如何期望、处理和关系的范例。这些改变让教师做好准备，达到网络世代的要求——教师做好准备工作在新型学院之中。

New Context, New Academy

新环境、新学院

Thus far, the new academy has been described by inference. What does the term really mean? What are its key characteristics? Five characteristics separate the new academy from the traditional paradigm of higher education:

当目前为止，对新型学院的描述都是通过推论得出。那么这个词的具体含义是什么？它有哪些主要特征？新型学院与传统高等教育模式相比，有五个不同的特征：

• The interplay of culture and technology (the socio-technological context)
• 文化与技术相互作用（社会技术环境）
  
• A multidimensional framework for action
• 多层面的行动框架
  
• New cultural values
• 新的文化价值
  
• A new style of leadership
• 新的领导风格
  
• The relationship of learning to space
• 学习与场所的关系
  

Socio-Technological Context

社会技术环境

The interplay of culture and technology in the social environment is the dominant attribute of the new academy. All other aspects of the new academy stem from this dynamic. Understanding that technology's major impact has been social indicates that, in the new academy, the campus community must come to terms with a new identity expressed in new processes and behavioral conventions.

文化与技术在社会环境下的互动，式新型学院的主要特征。新型学院的各个方面都来自于这种相互作用。理解技术的主要影响都是社交方面的，意味着，在新型学院，校园社区必须适应在新的过程和行为习俗中表达出来的新身份。

At the fall 2004 NLII Focus Session concerning learning space design, Carole Wedge, president of the architectural design firm Bulfinch Richardson and Abbott, spoke about the social aspects of learning and of "the compelling need for professionals and researchers to work collaboratively." From her perspective, social structures are increasingly enabled by and intermingled with technical ones in higher education. Indeed, the way many of us live our lives assumes "an integrated social, technical, and cultural environment."¹¹

在二〇〇四年秋天，全国学习基础设施倡议行动（NLII）就有关学习空间设计召开的焦点会议上，布尔芬奇·理查森和艾博特基础设计公司经理卡罗尔·维基，谈到学习的社交方面，以及“迫切需要专业人员和研究者协同工作”。从他的角度看，社会结构日益认可并运用高等教育中使用的技术。事实上，我们生活的许多方面都被认定为“集成了社会的、技术的和文化的环境”。

How institutions acknowledge the role of technology in their missions, actions, interactions, curricula, and instructional modalities sends an important message regarding the philosophy and form of the new academy. The following examples are instructive.

教育机构如何承认技术在其使命、行动、互动、课程和教学方式中的作用，传达出了一个重要信息，即新型学院的形式与哲学的关系。以下例子可供借鉴。

• The University of Central Florida's Web-enhanced course has become the instructional norm, according to Joel Hartman, UCF vice provost for Information Technologies and Resources. UCF studies show that students enrolled in "blended" courses "produce higher student learning outcomes … and [such courses] make more efficient use of classroom space.¹² Blended courses engage students in active learning experiences. UCF's extensive assessment program (http://pegasus.cc.ucf.edu/~rite), headed by Chuck Dziuban, has shown improvement in learning and retention among students in these courses.
• 佛罗里达中央大学（UCF），基于信息技术与资源副主任乔尔·哈特曼的网络增强课程已经成为教学规范。佛罗里达中央大学研究显示，参与“混合”课程的学生“得到更高的学习成果……并且（这些课程）能够更高效的利用教室空间”。混合课程吸引学生参与积极学习体验。佛罗里达中央大学的大规模评估项目，由查克·久班领导，显示出能改善课程中学生的学习和记忆力。
• Because the desire for convenience is one of the hallmarks of the Net Generation, Carnegie Mellon Online offers courses specifically for its residential students (http://online.web.cmu.edu/public/about/courses/). Being able to fit a desired course into a class schedule depends on schedule conflicts, work schedules, learning style, or even when a student chooses to learn. Online asynchronous courses are convenient.
• 因为渴望便利是网络世代的标识之一，卡内基·梅隆大学在线，专门为居家学生提供课程。能够把想上的课程安排进课程表，而不用担心课程冲突、工作日程表、学习风格，甚至跟选课的学生数量无关。在线异步课程很方便学习。

These examples illustrate that change is possible—not just through new organizations such as Kaplan and the University of Phoenix, but also in well-established institutions such as Carnegie Mellon University and the University of California. The sooner institutions begin to examine the implications of the interplay of culture and technology, the better they will be able to address the tensions created by this dramatic change—and take advantage of new opportunities it presents. Those campus communities that choose to remain in denial will be distracted by the tensions generated by the disconnect between the new realities of the Net Generation and the traditional institutional context.

这些示例说明了变革是可行的——不仅仅在卡普兰大学和凤凰城大学这类全新机构中可行，而且在卡内基·梅隆大学和加利福尼亚大学这类非常稳定的教育机构中也可行。越早开始研究文化与技术互动带来的影响的教育机构，越能更好解决这一戏剧性变革带来的紧张局势，越能抓住这一变革带来的新机会。由于网络世代新的现实与传统教学环境之间的脱节，那些决定拒绝的校园社区，会被这种紧张局势弄得心烦意乱。

New Decision-Making Framework

新的决策框架

The pervasiveness of technology in higher education has affected all other components of the higher education environment, as well as the dynamic created by their interaction. Until the advent of the Information Age and the arrival of the Net Generation, the higher education community expected its environment to be characterized by static variables, linearity, logical progression, consistency, and incremental adaptation.

技术在高等教育中的普及，影响了高等教育环境中的其他所有方面，以及各个方面之间的相互作用。由于信息时代的来临，网络世代的诞生，高等教育社区希望其环境具有静态变量、线性、逻辑过程、一致性和增量适应的特征。

New computing and telecommunications technologies, however, have ushered in a new environment characterized by unpredictability and disruptive change. Unfortunately, the current governance processes of higher education, which evolved in an earlier context, are not well adapted to the more fluid, dynamic environment in which most institutions now find themselves. Decision making within higher education suffers from conventions and timetables that assume institutions have not months, but years, to adapt to changes in their environments.

然而，新出现的计算机技术和电信技术，宣告了一个全新的、以不可预测性和破坏性变化为特征的环境的来临。不幸的是，当前高等教育的管理方法，形成于早期教学环境，不能很好适应更加灵活、动态的环境，现如今大多数教育机构发现自己都是这种环境。高等教育要作出决定，会受到习俗和时间安排表的折磨，这些时间安排表认为教育机构为了适应环境变化，需要花数年时间而不是数月时间来做调整。

In the just-in-time, technologically intensive world in which our institutions now must function, we know that these old assumptions simply do not hold. The academy's sense of time, and thus the ways in which it determines its actions and strategic directions, increasingly fails to connect with the world beyond the ivy walls.

很及时的，在技术密集的世界，我们教育机构现在必须具备的功能，我们知道，这些旧的假设根本不成立。学院的时间感，以及因而决定其行动和战略方向的这些方法，越来越没办法连接到象牙塔外面的世界。

The new academy is characterized by the complex interplay of agents, technologies, roles, communities, and rules. Paraphrasing from an earlier publication,

新型学院的特征是代理人、技术、角色、社区、规则之间的复杂互动。下文改写自一篇早期出版物，

Faculty, students, administrators, and campus leaders are the agents of change. Technologies, tools, and techniques are the instruments the agents have available to enable change in their realm of influence. Roles, relationships, and perspectives change as the technologies empower the agents in new ways. For example, students use e-portfolios to manage and own their learning, and they use wireless to discover new knowledge even while engaged in a traditional classroom experience. New technologies, tools, and techniques fundamentally change the nature of the academic program. Technology is enabling the formation and enhancing the effectiveness of many different types of communities that now coexist on campus. New communities form because members are using the tools. The interaction of agents using technologies, guided by rules in their roles within communities, has the potential to produce unanticipated, and often transformational, outcomes.¹³

教师、学生、行政管理人员和学校领导人，都是变革的实施者。技术、工具、技能则是这些实施者在其影响范围内实现变革的助力。角色、关系以及观点随着实施者利用技术掌握新的方法而改变。比如，学生使用电子学习档案管理掌控自己的学习，使用无线网络寻找新的知识，甚至在传统课堂教学当中也是如此。新的技术、工具和技巧从根本上改变了学术流程的性质。技术促使形成与现今校园共存的、各种不同类型的社区，并增强其效力。新的社区形态决定与其成员使用的工具。实施者使用技术、受其社区角色规则指导下产生的互动，有可能出现不可预料的后果，结果常常发生改变。

For example, the introduction of wireless communication capability on a campus changes the dynamic in the classroom because students have instantaneous access to sources and resources. It changes the concept of community because wireless enables individuals to sustain relationships beyond (or even without) in person meetings. It changes power relationships and shifts the locus of control in the learning process from the faculty member to the student.

比如说，在校园引入无线通讯功能，会改变课堂动态，因为学生能够实时获取资料和资源。它也改变了社区的概念，因为无线网络使得个体维持社会关系而不需要亲自会面。它也改变了权力关系，并将管理的重心从教师对学生的控制转移到对学习过程的控制。

Instead of serving as safeguards of quality, traditional policies and guidelines such as class contact time stipulations become barriers when most learning takes place outside the traditional classroom setting. Governance practices that fail to take the dynamic in this new decision-making framework into consideration will stall progress toward a new academy. The campus community will eventually develop workarounds as a type of "shadow governance system" to enable the institution to continue to operate.

当大多数学习发生在传统课堂环境之外的时候，上课交流时间规定等传统的政策和方针，不再是学习质量的安全保障，而是障碍。未能在管理手法中考虑新决定中的这种动态关系，都将在通往新型学院的道路上停滞不前。校园社区最终将发展成为一类“影子管理体制”，使得教育机构能够继续运转。

Cultural Values

文化价值观

The integration of technology into the fabric of life on virtually every campus will inevitably have a significant impact on campus culture, values, and governance—an impact on the institution's very understanding of its identity and mission. As a result of these impacts, a new set of roles, rules, relationships, and behaviors—not to mention a transformed sense of time—will emerge, recasting the institution in the mold of the new academy. The difference in cultural values between the traditional academy and the new academy may offer us the clearest picture of the shape this recasting will take. These cultural differences are shown in Table 1.

技术事实上融入了所有校园的日常生活当中，这将不可避免地对校园文化、价值观和管理产生重大影响，影响到教育机构对其定位和使命的充分理解。由于这些影响，将会浮现出一套新的角色、规则、关系和行为——更不用说变形了的时间感，并按照新型学院的模子改造教育机构。传统学院和新型学院之间文化价值观的差别，可以为我们这种即将发生的改造的形式，提供最清晰的图像。这些文化差异显示如表一。

Table 1. Cultural Values

表一、文化价值观

Traditional	Socio-Technological
Linearity	Multidimensionality
Stability	Continuous change
Fixed structures	Flexible structures
Individualism	Collaboration
Consistency	Dynamic reconfiguration

.

传统	社会化技术
线性	多维
稳定	持续变化
固定结构	弹性结构
个人主义	合作
一致性	动态重新配置

The critical examination of issues and proposed actions need not be constrained by the forms and expectations of governance models based on a stable, relatively unchanging institutional environment that, in many cases, no longer exists. By embracing the cultural values of the new academy, institutions can establish forms of shared governance that rely on dynamic, interrelated frameworks to enable the critical examination of campus issues in the compressed timeframes under which most must operate.

对问题和建议行动需求的批判性审查，不必受制于形式和对管理模型的期望——稳定、相对不变的教育机构环境，在许多情况下，这种环境已不再存在。通过拥抱新型学院的文化价值观，教育机构可以依赖于动态的相关的框架，确立起共同管理的形式，确保对压缩的时间框架下最必须执行的校园问题的批判性审查。

A variety of products support the work of online communities—tools that can enable the aggressive engagement of constituencies in a shared governance model appropriate to the new academy. For example, instead of monthly committee meetings, institutions could use Web-based forums to support widespread engagement of major stakeholders, leading to more rapid and well-informed decision making that still can command institution-wide support.

各种产品支持在线社区的运作，在适合新型学院的共同管理模式中，这些工具可以让选民积极参与。比如，不再是委员会每月例会，而是教育机构使用基于网页的论坛支持主要利益相关者的广泛参与，从而更迅速、信息更灵通的作出决策，得到整个教育机构的支持。

New Style of Leadership

新的领导形式

Most campus communities expect relatively passive leadership. The "hands-off" leadership style resulting from traditional shared governance models does not lend itself to situations requiring dynamic change; it is better suited to preservation than to transformation. Since preservation of the status quo tends to be equated with protecting academic values, leaders have learned that maintaining their positions depends on ensuring that transformation takes place slowly—if at all—on their watch.

大多数校园社区期望相对无为的领导。这种“不干预”领导作风产生于传统的共同管理模式，并不适合于需要动态变化的局面，它更适合于保存而非转变。由于保存现状往往等同于保护学术价值观，领导者意识到，坚持其立场依赖于确保转变——如果有的话——是在他们眼皮下缓慢发生的。

Most institutions, however, now face a constantly changing environment that demands active, enlightened, and sensitive leadership. In an interview John Hitt, president of the University of Central Florida, talks candidly about the journey he has taken to transform UCF.¹⁴ He has found that institutional leaders can help their campus communities construct missions and identities that truly reflect the new realities in which they find themselves, and thus enable them to identify and act on viable opportunities.

然而，大多数教育机构，现在面临的是不断变化的环境，需要积极、开明和敏感的领导。在采访佛罗里达中央大学校长约翰·希特的时候，他坦言其转变中央大学的历程。他发现教育机构领导者可以帮助校园社区确定使命和定位，真实反映他们所处的新的现实，从而使他们能够识别可行的机会并采取行动。

Communication is a critical element of this new leadership style. It only occurs when leaders take the time to frame the issues in terms that are directly relevant to their campus communities. It is reinforced through the alignment of budgets and goals at all levels with a set of easily articulated, understood, and assimilated institutional goals.¹⁵ Leadership makes alignment happen; alignment directs energy and resources toward agreed-upon goals. Transformation requires alignment.

沟通是新型领导风格的关键因素。只有当领导者花时间表达与校园社区直接有关的问题时，才会产生沟通。通过一系列简单的关联、理解和同化机构目标，在各层次安排预算和目标来强化沟通。领导层作出安排，把能源和资源调整给允许的目标。转变需要调整。

Relationship with Space

学习与场所的关系

If an institution is genuinely committed to embracing the new academy, then the way it designs and uses space must further the values of the new academy—values such as community, collaboration, and exploration. Space in the new academy is designed to support learning and research goals, not to comply with artificial space utilization criteria, such as number of tablet armchairs per square foot, percentage of seat occupancy per hour of the day and day of the week, and so on. Most classroom utilization criteria, space assignment protocols, and systems, however, are designed to achieve such nonacademic efficiencies rather than to assign space according to the pedagogic requirements of the course.

如果学术机构真正致力于拥抱新型院校，那么它设计及使用教学场所的方法，必定促进新型院校价值观——诸如社团、协作、探究的价值观。新型院校的学习场所，设计用于支持学习和研究的目的，而不是为了遵守人为规定的空间利用率标准，比如每平方米要有多少把扶手椅子、每日的时入座率和每周的日入座率等等。然后，大多数教室利用率标准、场所分配条款、各种制度，都是旨在实现这种非学术性的效率，而非根据课程的教学要求分配场所。

Learning spaces should support learning activity.¹⁶ Learning activity is differentiated from teaching activity in that it is stems from the principles of deeper learning¹⁷ and involves the active and social creation of knowledge, including engagement in problem solving and critical analysis, as well as the physical activity of forming and reforming groups. They should also reflect the institution's identity.

学习场所应该支持学习活动。学习活动与教学活动有所不同，因为它来源于更底层的学习原则，涉及到积极的社会化知识创造，包括参与到问题解决和批判性分析，以及身体力行组建团队改造团队。学习场所也反映出学术机构对自身的认同。

Flexibility, design for the future, ubiquitous wireless network access, small group spaces, social spaces, and "thought" spaces were among the ideas shared at the NLII focus session on learning space design.¹⁸ Architect Carol Wedge advocated thinking of the campus as a system of spaces, resulting in a new approach to design, renovation, and building on campus.

设计灵活、考虑到未来，无处不在的无线网络接入，小型团队学习场所，社会化学习场所，以及“思考”的场所，都已存在于全国学习基础设施倡议行动（NLII）有关学习场所设计的重点会议所分享的思路当中。建筑师魏伽罗主张把校园想象成一个学习场所体系，可以产生出设计、改造、建设校园的新方法。

MIT's Stata Center (http://web.mit.edu/buildings/statacenter/) provides a vivid example of aligning space design to learning goals. The Department of Aeronautics and Astronautics concluded that it needed to redesign its curriculum to prepare students for engineering practice in the 21st century. It became evident that a new learning space environment would be required to support the new curriculum. Technology, coupled with a new concept of learning space, serves as the enabler of learning experiences in the new curriculum.¹⁹

麻省理工斯塔塔夫妇中心提供了生动的例子，说明如何将场所设计的目标对准学习的。航空航天署的结论是，它需要重新设计课程，为学生在二十一世纪的工程实践做好准备。很显然，需要一种新的学习场所环境来支持新的课程。技术，加上新的学习场所概念，让新课程下的学习体验成为可能。

Evidence shows that new pedagogical approaches supported by appropriate space design have resulted in improvements in learning.

有证据表明，新的教学方法，再得到适当的场所设计的支持，可以改善学习。

• North Carolina State University's SCALE-UP Program in Physics (http://www.ncsu.edu/per/scaleup.html) is illustrative. Introductory physics students work in small teams, seated at round tables using computers in a space redesigned to support pedagogy that engages the Net Generation. The new design has produced a much higher student completion rate for the introductory physics course.
• 北卡罗来纳州立大学物理学SCALE-UP（Student-Centered Active Learning Environment for Undergraduate Programs 以学生为中心的主动学习环境本科课程）项目就是个例子。在一处经过重新设计的学习场所里，因为支持吸引网络世代的教学方法，所以学习基础物理的学生分小组工作，围圆桌而坐，使用计算机。新的设计能够使基础物理课程获得更高的学生毕业率。
• The Virginia Tech Math Emporium²⁰ has demonstrated similar improvements in completion rates, using online modules and intense online testing accompanied by just-in-time help for students who encounter difficulties mastering the material. Virginia Tech also renovated space to accommodate the pedagogical design of the Math Emporium.
• 弗吉尼亚理工大学数学商场在毕业率方面表现出类似的改进，数学商场使用在线模块和紧张的在线测试，同时为处理素材时遇到困难的学生提供及时的帮助。弗吉尼亚理工大学也改造学习场所，以适应于为数学商场设计的教学方法。

In the new academy, informal learning spaces take on new importance. Informal learning spaces with wireless capability suit the Net Generation's habits of being constantly connected, social, and interactive with peers. Establishing vibrant learning communities cannot be confined to class times or formal classrooms. A significant percentage of learning takes place outside the formal classroom, wherever people gather to interact—whether that is in a hallway or in a virtual community of practice.

在新型院校，非正式学习场所就显得更为重要。能够无线上网的非正式学习场所符合网络世代的习惯：一直在线、社会化、与同龄人互动。建立充满活力的学习社群，而不能受限于上课时间或正规教室。相当比例的学习都发生在正规课堂之外，只要人们聚集在一起交流，就有学习——无论是在走廊还是在虚拟的实践社区。

Buildings designed for learning, such as MIT's Stata Center, the University of Arizona's Integrated Learning Center, or Stanford University's Wallenberg Hall, all include important features of space in the new academy:

为学习而设计的建筑，如麻省理工斯塔塔夫妇中心、亚利桑那大学综合学习中心、斯坦福大学瓦伦堡大厅，都包含有新型院校学习场所的重要特征：

• Flexibility within the formal classroom spaces (furniture on wheels, movable walls)
• 与正规课堂学习场所同时存在的灵活性（带有轮子的家具、可移动的墙）
• Expansive areas in which people can interact informally
• 适合人们非正式交流的广阔场地
• Design elements that consciously promote interaction among the occupants
• 其设计元素有以促进其中的学习者互动

A focus on learning activity may necessitate changes in space planning projects, calling into question the traditional design approach that focuses on the shape of the room, the efficiency of the fixed seating arrangement, the instructor location, and so on. To align space projects with the institution's learning goals at all levels, building and renovation project managers need to understand the pedagogical principles the space should embody.²¹ The stakes of getting space right (or wrong) are high; space requires huge resource investments (time and money). It is easy to design unsuitable or inflexible space if those charged with making decisions do not realize that a new academy is on the horizon. If a learning space is "wrong," the institution, its faculty, and its students may live with it for 50 years.

关注学习活动有可能会使改造学习场所的规划项目成为必需，并对传统的设计方法产生了质疑，传统的设计方法关注教室形状、固定座位的安排效率、教师的位置等等。为了让学习场所工程与学校的学习目标在各层次上保持一致，建设与改造工程的项目经理需要理解学习场所体现的教学原则。学习场所修建正确或错误带来的影响很重大；学习场所需要大量资源投入（时间和金钱）。如果相关决策者没有意识到，新型院校已经日益临近，就很容易设计成不适合或不灵活的学习场所。如果学习场所“不正确”，该学术机构及其师资、学生都将在其中生活五十余年。

Institutional Resolve

体制上的解决方案

Institutional resolve is expressed in alignment and trust: the alignment of action with stated goals and trust between leadership and the academic community. Adopting a culture of evidence bolsters trust, which enables institutional resolve. Gary Brown described the current state of resolve on most campuses:

体制上的解决方案，表示为保持一致和信任：行动上与既定目标保持一致，领导和学术委员会相互信任。采用证据文化支持这种信任，这样做可以增强体制的决心。庞家瑞描述了当前大多数校园的决心状态：

The student-centered banner, more bellow than bite, is, in most practice, pale language for the real need to transform ourselves and our culture into one that is centered in learning, oriented to the processes of learning rather than just the ends. In the coming days of wireless, blogs, swickis, wikis, gaming, and virtual realities, students will not be mere consumers of education; they will be critical allies in pioneering new ways of knowing and understanding.²²

以学生为中心这一理念，给人的远不止刺痛，在大多数实践中，毋庸置疑的是，需要真正将我们自身以及我们的文化转变成以学习为中心、以学习过程为导向，而不是仅仅完成这些实践。在接下来的日子里，由于有无线网络、日志、Swicki 搜索引擎、维基、游戏、虚拟现实，学生不仅仅是教育的消费者，他们将成为开拓认知与理解的新途径的重要盟友。

In building the culture of evidence necessary to understand and take advantage of significant trends, institutions cannot afford to "study the problem to death." Overindulging in evidence-gathering in the belief that everything must be precise runs the risk of preventing timely responses. The accumulation of evidence is frequently used—consciously or unconsciously—as a mechanism to slow or delay change. Institutions must seek a balance in their culture of evidence to avoid stranding institutional resolve on the rocks of absolute certainty.

在建立证据文化的过程中，必须理解并利用各种重大趋势，学术机构不能支持“过分研究问题”。因为相信每件事情都精确冒着防范实时反应的风险，而沉溺于收集证据。证据的积累需要把——有意或无意的——经常使用，作为减缓或延迟改变的机制。学术机构必须寻求平衡，避免其证据文化在制度化解决过程中触及绝对正确的礁石。

Similarly, institutions can be strangled by convictions regarding their unique character. Such convictions (or delusions) of uniqueness have the power to blind decision makers to reality and cause them to reject extant evidence (about Net Generation students, for example), especially when it is externally generated. Assuming that national trends do not apply to a given institution carries the risk of inaction; confirming or disproving assumptions with data can galvanize institutional response.

同样，学术机构可以被与其独有特质有关的信念扼杀。这些独特的信念（或者说谬见）拥有使决策者无视实际情况的力量，并导致他们拒绝现有的证据（比如，与网络世代学生有关的），尤其是当这些证据来自于外部。假设全国的趋势并不适用于某承受懒散风险的特定学术机构，利用数据证实或证否假设，可以刺激做出制度上的反应。

Fundamental to the ability to transform the academy is the wisdom and humility to know students, their motivations, their goals, and their learning styles. Institutions cannot simply assume they know their students through the collective experience of faculty and administrators. They must create a culture of evidence. For example, after attending "Keys to Competitiveness," a workshop on the Net Generation by EDUCAUSE and the American Association of State Colleges and Universities (AASCU), an institutional leader from Lamar University noted, "The June meeting at the University of Central Florida … sparked us to survey our freshmen. We left the June meeting a little less than convinced that our students are like UCF students…. [yet] our new students were surprisingly similar to UCF students in their use of technology and the expectations they have for institutional support."²³

基本上，改造院校的能力，就是智慧而谦恭的去了解学生、他们的动机、他们的目标、他们的学习风格。学术机构不能简单的假设，他们通过教师和管理人员的集体经验，就能了解他们的学生。他们必须创建证据文化。比如说，出席EDUCASE 和美国州立大学协会针对网络世代召开的“竞争力要点”研讨会之后，拉马尔大学某机构领导人指出，“在中佛罗里达大学六月召开的会议……鼓励我们调查新生。我们没有六月会议那么确定我们的学生类似于中佛罗里达大学的学生……【但是】我们的新生与中佛罗里达大学学生，在使用技术方面和对机构支持的期待方面，有着令人吃惊的相似。”

What we assume we know about students may not hold in today's rapidly evolving climate. To create the context and justification for a new academy at a given institution, the college or university must objectively define the characteristics of its student body in relation to teaching, learning, and technology. Only then can it harness that reality to drive the necessary institutional transformation.

我们假设我们对学生的了解，这有可能无法跟上今日思潮的快速变化。要在特定学术机构创造新型院校的环境和事实，高校必须客观定义它学生身上与教学、学习和技术有关的特征。只有这样才能利用现实，推动必要的体制变革。

Another facet of a culture of evidence is self-assessment. An institution must measure its progress as it moves toward transformation and creating its own "new academy." A rubric for assessing transformational change may help institutions in their own assessments.²⁴ The rubric challenges decision makers to use assessment to sustain momentum toward a changed state—the new academy. This type of assessment does not measure whether something "works." Transformative assessment measures progress toward a goal and helps an institution identify next steps. Because it represents an ongoing, iterative process, it is the ultimate expression of institutional resolve.

证据文化的另一个方面就是自我评估。学术机构必须衡量它的进展，因为它在逐渐转变并创造它自己的“新型院校”。一份评估转型变化的标准，能够帮助学术机构自我评估。该标准可以帮助决策者运用评估维持住转变成为新型院校的势头。这类评估并不衡量某种事物是否工作。转型评估衡量指向某个目标的进度，帮助学术机构确定下一步工作。因为它代表了一个持续的反复的过程，这是制度化解决方案的最终体现。

Conclusion

结论

The discussion throughout this chapter—and the entire book—leads to a set of recommended actions:

贯穿本章——以及本书——的讨论，得出了一系列行动建议：

• Confront the reality of the Net Generation of students.
• 面对网络世代学生这个现实。
• Decide that change is possible.
• 相信是可以改变的。
• Understand the dynamic interplay of culture and technology.
• 理解文化和技术的动态相互作用。
• Base decisions on values rather than traditions.
• 根据价值观而不是传统作出决定。
• Develop a culture of evidence.
• 发展出证据文化。
• Align expectations with goals and actions at all levels.
• 使得预期在各个层次上与目标和行动保持一致。
• Determine priorities, make decisions, execute, and measure outcomes.
• 确定优先级，做决策，执行，衡量成果。

As Einstein observed, "The significant problems we face cannot be solved at the same level of thinking we were at when we created them." This is good advice for higher education as it addresses the learning needs of the Net Generation.

正如爱因斯坦所说，“我们不能用制造问题时的同一水平思维来解决问题。”这对高等教育解决网络世代的学习需求而言，是个好的建议。

Endnotes

尾注

 
1. Diana Oblinger, "Boomers, Gen-Xers, and Millennials: Understanding the 'New Students,'" EDUCAUSE Review, vol. 38, no. 4 (July/August 2003), pp. 37–47, http://www.educause.edu/apps/er/erm03/erm034.asp.
 
2. See the Sloan Consortium survey report "Entering the Mainstream: The Quality and Extent of Online Education in the United States, 2003 and 2004," http://www.sloan-c.org/resources/survey.asp.
 
3. Milton Greenberg, "A University Is Not a Business (and Other Fantasies)," EDUCAUSE Review, vol. 39, no. 2 (March/April 2004), pp. 10–16, http://www.educause.edu/ir/library/pdf/erm0420.pdf.
 
4. Donald N. Langenberg, "Slow Progress in E-Learning Development Does Not Mean NO Progress at All," Letters to the Editor, Chronicle of Higher Education, September 3, 2004, p. B17; available by subscription at http://chronicle.com/prm/weekly/v51/i02/02b01701.htm.
 
5. Jason Frand, "The Information-Age Mindset: Changes in Students and Implications for Higher Education," EDUCAUSE Review, vol. 35, no. 5 (September/October 2000), pp. 14–24, http://www.educause.edu/ir/library/pdf/ERM0051.pdf.
 
6. Gary Hamel and Liisa Valikangas, "The Quest for Resilience," Harvard Business Review, September 1, 2003.
 
7. Gary Brown, "Getting Real in the Academy," About Campus, vol. 9, no. 4 (September/October 2004), p. 12.
 
8. George D. Kuh, "What We're Learning About Student Engagement from NSSE: Benchmarks for Effective Educational Practices," Change, vol. 35, no. 2 (March/April 2003), pp. 24–32.
 
9. Greenberg, op. cit., p. 13.
 
10. See http://teach.ucf.edu/pathways.pdf for a description of the UCF modalities.
 
11. See http://www.educause.edu/2004Fall FocusSession/2672 for more information on the 2004 NLII Fall Focus Session. A summary of the focus session is available at http://www.educause.edu/ir/library/pdf/NLI0446.pdf.
 
12. See The Key to Competitiveness: Understanding the Next Generation Learner—A Guide for College and University Leaders, sponsored by AASCU, EDUCAUSE, and Microsoft, available on the Web at http://www.aascu.org/book/default.htm.
 
13. This argument pulls from and is further developed in Carole A. Barone, "A Framework for Action," EDUCAUSE Review, vol. 38, no. 6 (November/December 2003), pp. 104, http://www.educause.edu/apps/er/erm03/erm03612.asp.
 
14. Carole Barone, "Leadership, Goals, and Transformation: An Interview with John C. Hitt," EDUCAUSE Review, vol. 40, no. 1 (January/February 2005), pp. 24–32, http://www.educause.edu/apps/er/erm05/erm0511.asp.
 
15. For the UCF Mission and Goals statement, see http://www.ucf.edu/aboutUCF/mission/goal.htm.
 
16. 2004 NLII Fall Focus Session, op. cit.
 
17. For more information on the "NLII Map of the Learning Space" subsection "Deeper Learning and Learning Theories," see http://www.educause.edu/DeeperLearningandLearningTheories/2623.
 
18. 2004 NLII Fall Focus Session, op. cit.
 
19. See also Lawrence Biemiller, "MIT Splices Whimsy Into Its Architectural DNA," Chronicle of Higher Education, May 7, 2004; available by subscription at http://chronicle.com/prm/weekly/v50/i35/35a02801.htm.This article provides an informative description of the pedagogical links in the Stata Center's design.
 
20. Robert Olin, "Projects: Virginia Tech's Math Emporium: A Revolutionary Approach to Learning," Mathematics Teacher, vol. 93, no. 5 (May 2000), p. 442; find the article summary at http://my.nctm.org/eresources/article_summary.asp?URI=MT2000-05-442b&from=B.
 
21. Change magazine ran a feature section on new developments in campus architecture in the September/October 2004 issue, which also contained a resource review. See Jeanne L. Narum, "Transforming the Environment for Learning," Change, vol. 36, no. 5 (September/October 2004), pp. 62–66.
 
22. Brown, op. cit., p.17.
 
23. The Key to Competitiveness, op. cit.
 
24. For a quick reference on assessing transformation, see http://www.educause.edu/ir/library/pdf/EDU0251.pdf.

About the Author

作者简介

Carole A. Barone is an EDUCAUSE senior fellow. Before joining EDUCAUSE in 1998, she was associate vice chancellor for information technology at the University of California at Davis. Prior to serving at UC Davis, she was vice president for information systems and computing at Syracuse University. She holds master's and doctoral degrees from the Maxwell School of Citizenship and Public Affairs at Syracuse University. Barone speaks and writes extensively on the relationship between technology and change. She coedited Technology-Enhanced Teaching and Learning: Leading and Supporting the Transformation on Your Campus, published by Jossey-Bass in 2001 as volume 5 in the EDUCAUSE Higher Education Leadership Strategies series. Barone received the 1995 CAUSE Elite Award.

http://www.educause.edu/Resources/EducatingtheNetGeneration/TheNewAcademy/6068