翻译《ELI7049 - 关于个人学习环境你应该知道的七件事》
7 things you should know about...
Personal Learning Environments
关于个人学习环境，
你需要知道的七件事
Scenario
场景说明
For the fall semester, David signed up for a digital photography course, and during the first class, he was assigned to a critique group with four other students. The professor explained that students would be creating personal learning environments-exploring free applications and networking sites, sharing what they learn with each other, and submitting work for feedback from those in the critique group. Each week students were to photograph something in a public venue and upload the photos to a website where the group could view them, critique and discuss the images, and blog about what they learned. David enjoyed looking through the blogs of his fellow students and subscribed to the RSS feeds of his favorites so he would know when each was updated.
到了秋季学期，戴维注册了数码摄影课程，上第一堂课的时候，他和其他四名学生分配到同一个讨论组。教授解释说，学生要创建个人学习环境——探索免费应用程序和网站，彼此分享所学，提交讨论组中其他人的反馈。学生每周在公共场所拍照，并将照片上传至某个整个小组都能看到的网站上，然后讨论点评这些照片，在日志中写下从中学到的。戴维喜欢浏览他同学的日志，订阅了他喜欢的日志的RSS信息源，这样只要一更新他就能知道。
David found the feedback from his in-class critique group so useful in improving his photography that he created an open group in Flickr for his growing collection, inviting the wider photo community to comment on his work. During a zoo trip, he photographed a llama that looked oddly taken aback. Everyone smiled at the comic expression, but the image was a chance shot with hasty framing, so his in-class group suggested cropping and minor clean-up work. Then he asked his group on Flickr to suggest titles, from which he chose his favorite, "Whoa, Dude." He later sold the photograph to a newspaper editor who had seen it on Flickr. It ran with an article about an upcoming music festival at the zoo.
戴维发现，他所在讨论小组在课堂上的反馈，对于改进摄影技术非常有用，他在Flickr为其日益增多的作品创建了一个开放组，邀请很多摄影社区评价他的作品。在一次动物园之行，他照的一张骆驼看上去很古怪很受伤。每个人都觉得这种滑稽表情很可乐，实际上这幅照片时匆忙构图的偶然所得。因此在课堂小组讨论中，建议他裁剪并小幅修饰。接下来他请求Flickr上的组员推荐标题，他从中选出他最喜欢的“哇，吓我！”后来他把照片卖给一位在Flickr上见过照片的报纸编辑。和照片在一起的是一篇关于即将在动物园举行的音乐节的文章。
The final course assignment was a joint photojournalism exercise for the class. Students were to cover the local Trout Day Parade along the riverfront, where floats and costumes took an aquatic theme and the river offered a consistent backdrop. Images would accompany a brief article or interview to be posted on student blog sites. One student compiled the articles and ran the text through Wordle, posting the resulting word collage. Two other students used the collage as a background and pasted all the class photos on top. When the completed group project was published online, several images received outside recognition. Students gathered those comments for Wordle, too, using the result as a sidebar for a page of final reflections on the course.
课程最后课题是一项全班的共同摄影报道活动。当地鳟鱼节游行的时候，花车和服装都采用水生主题，而且河流提供了一致的背景，所以学生们都沿着河岸地区活动。照片加上相应的简短文章或访谈，贴到学生日志网站上。一名学生汇编这些文章，并输入到 Wordle 网站，然后张贴生成的文字云。另外两名学生利用该文字云作为背景，贴上全班所有照片。当该集体项目完成后发布在网上的时候，一些照片得到外界的赞赏。学生们继续收集评论用于Wordle ，并将结果文字云用作课程最后的反思论文的侧边。
The following semester, when David submitted some of his work for a fine arts student fellowship, he felt confident about his submission, having integrated input from his group at Flickr, which now included several of his former classmates.
到了第二个学期，戴维向学生美术协会提交了一些作品，他对他的申请有信心，因为综合了Flickr上小组的看法，那上面现在已经有几个他原来的同学。
What is it?
这是什么？
The term personal learning environment (PLE) describes the tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals. A PLE is frequently contrasted with a learning management system in that an LMS tends to be course centric, whereas a PLE is learner-centric. At the same time, a PLE may or may not intersect with an institutional LMS, and individuals might integrate components of an LMS into the educational environments that they construct for themselves. A typical PLE, for example, might incorporate blogs where students comment on what they are learning, and their posts may reflect information drawn from across the web - on sites like YouTube or in RSS feeds from news agencies. While most discussions of PLEs focus on online environments, the term encompasses the entire set of resources that a learner uses to answer questions, provide context, and illustrate processes. As used here, the term refers not to a specific service or application but rather to an idea of how individuals approach the task of learning.
“个人学习环境”（PLE）指的是学习者用于引导自身学习、追求教育目标的个体教育平台，包括诸多工具、社区、服务。PLE 常拿来和学习管理系统（LMS）作比较，LMS 往往是以课程为中心的，而PLE 是以学习者为中心的。同时，PLE 可能，也可能不与体制内的LMS相交，个体有可能把LMS的一部分集成到为自己构建的教育环境当中。比如，一套典型的PLE，可能会将学生记录自己所学的日志综合起来，这些帖子反映了来自于整个网络——比如 YouTube ——的信息，或者来自新闻聚合器的新闻源。虽然大多数针对PLE 的讨论都侧重于在线环境，但实际上这个词包含了学习者用来解答问题、提供背景、说明流程的所有资源。正如这里所用，该词汇并不是指某一具体服务或应用，而是指个体如何实现学习任务的思想。
Who is doing it?
什么人在用它？
In the United Kingdom, a team at the University of Bolton developed the PLEX application to provide students with a platform for easy, coherent access to networks of people and resources. At the University of Mary Washington in Virginia, students and faculty use UMW Blogs, a WordPress multiuser publishing platform customized by the university to offer flexible web spaces where students present their work, share ideas, and collaborate on projects. The system is flexible enough to allow students to present internally developed content side by side with work they cultivate and maintain elsewhere on the web. Similar approaches have been used at Baylor University, Penn State, and the University of British Columbia. Educators who want to encourage an approach to learning in which students create PLEs might offer a site where students can house their personal reflections and digital content, return to it, share it, and repurpose it in other tools. Instructors might also invite students to explore freely available stand-alone services like StumbleUpon, Flickr, YouTube, and other venues that let users store and share information and connect to peers and their collections of resources.
在英国，博尔顿大学的一支团队开发了PLEX 应用程序，为学生提供了一个轻松、连贯访问人际网络和资源网络的平台。在弗吉尼亚州华盛顿的玛丽大学，学生教师使用UMW 网志，由大学利用WordPress 多用户发布平台定制而成，为学生提供了灵活的网络空间，可以展示作品、分享思路、项目合作。该系统足够灵活，可让学生从内部发布尚未完工的内容，同时从网络其他地方继续工作、维护。类似的工作还用于贝勒大学、宾州州立大学和加拿大英属哥伦比亚大学。那些希望促进学生创建PLE 并用来学习的教育者，可能会提供一份网站，可以让学生存放他们的个人反思和数码内容，经常使用它、分享它、利用其它工具重用它。教师也可以邀请学生探索有用的免费独立服务，如StumbleUpon, Flickr, YouTube，以及其他可以让用户存储分享信息、连接个体及其收集的资源的网站。
How does it work?
它是如何工作的？
On campuses that formally support PLEs, instructors or institutions generally provide a framework for student study. This framework might be a desktop application or a web-based service and could include links to web tools, as well as traditional research and resources to which students can add their own network of social contacts and collection of educational resources. Students are encouraged to draw upon these networks and collections of external resources, using them as tools for discovery in an effort to expand their learning experiences beyond campus boundaries. As ideas are generated, problems queried, and content created in this environment, feedback becomes the combined output of peers, colleagues, and friends as well as experts and critics. The result becomes a PLE when the integration of resources starts to include the work and voice of others as readily as a student's own critical reflection and scholarly work.
在正式支持PLE 的学校，教师或学校一般提供用于学生学习的框架。该框架可能是桌面应用程序，也可能是网络服务，学生提供链接到网页工具、传统研究和资源，学生也能添加自己的社交网络、收集的教育资源。鼓励学生使用这些网络、这些外部资源集合，将这些资源当作工具，在努力将学习体验扩展到校园之外的同时有所收获。在这个环境中形成思想、提出问题、创建内容的同时，伙伴、同事、朋友，以及专家、批评家也开始形成反馈。当资源的整合开始很容易的——就像整合学生自己的批判性反思和学术工作那样——包括其他人的工作和声音时，于是就形成了PLE 。
Why is it significant?
为什么重要？
PLEs represent a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize. In this context, the PLE functions as an extension of the historical model of individual research. Because they emphasize relationships, PLEs can promote authentic learning by incorporating expert feedback into learning activities and resources. A PLE also puts students in charge of their own learning processes, challenging them to reflect on the tools and resources that help them learn best. By design, a PLE is created from self-direction, and therefore the responsibility for organization - and thereby for learning - rests with the learner.
在传统模式中，学生通过独立途径从图书馆课本或者LMS 获取信息，PLE 预示着从中转移出去，取而代之的是，学生从自己选择整理的日益增长的资源网络中抽取关联。在此背景下， PLE 起到了扩展个体研究的历史模型的作用。因为他们都强调关系，通过将专家反馈融合进学习活动与资源，PLE 可以促进真实有效的学习。PLE 也可以让学生掌握自己的学习过程，通过反思学习和资源如何帮助他们学到最佳，来挑战他们。PLE 是在自我引导下刻意创建起来的，因此为了学习而组织 PLE 的责任就在于学习者自身。
What are the downsides?
有什么不足？
Personal learning environment is an evolving term, one without a single, widely accepted definition. Even as defined here, the concept remains somewhat amorphous, made up of disparate resources - including people - often beyond the boundaries of the institution or the user, that can come and go, creating a lack of continuity. For academics, a simple reference to sources may not be enough in such an environment, as data can easily disappear. A requires students to engage in ongoing decision making to maintain, organize, and grow their learning environments. The process of self-directed learning requires a degree of self-awareness, and it must be given time to mature. Some students, however, may have never taken the time to think about their own metacognition or to reflect on how they learn best. These less experienced students may not be ready for the responsibility that comes with building and managing a PLE. Furthermore, despite their ability to quickly learn new online tools and computer applications, many students lack the information fluency necessary to recognize when a writer speaks from authority, for example, or when a narrative is opinion. While the PLE offers the opportunity to sharpen these skills, instructors may find it useful to discuss the hallmarks of a well-thought-out argument and to underscore caution in accepting "facts" presented by peers and anonymous posters.
个人学习环境，是一个不断发展的词汇，没有惟一的普遍接受的定义。即使是在这里的定义，仍然有一些混乱，常常由学校和用户之外的不同资源——也包括人——拼凑而成，这些资源增增减减，导致了不连贯性。对于学者，一条简单的来源参考，在这种环境下可能并不足够，因为数据很容易就会消失。学生需要不断作出决定，以维持、管理、拓展他们的学习环境。自我导向学习过程，需要一定程度的自觉，而这，是需要花时间培养的。然而，一些学生，可能从不花时间思考自己的元认知，也不反思如何学得更好。那些缺乏经验的学生，还没有为构建、管理PLE 做好准备。此外，尽管许多学生有能力学习新的在线工具和计算机应用，但是他们在辨别某位作家的权威发言时，缺乏必要的信息畅通，比如，当需要他们发表对某故事的意见时。虽然PLE 可以为提高这些技能提供机会，但教师可能会发现，PLE 在讨论经过深思熟虑的观点的特点时有用，在强调谨慎接受同伴和匿名投递者提出的“事实”时有用。
Where is it going?
它存在什么地方？
The PLE is a result of the evolution of Web 2.0 and its influence on the educational process. As such, the concept is likely to become a fixture in educational theory, engendering widespread acknowledgment of its value, both of its framework and of its components. Scholars might find it important to maintain web updates on their own scholarship as new findings are posted elsewhere. Students will find themselves increasingly working collaboratively and relying on their network of contacts for information. As a result, students will probably more quickly develop the skill to sort the authoritative from the noise. A few institutions may continue developing campus-specific solutions for PLEs, such as customizable portals or dashboards that help students organize their research and resources and post their reflections. Yet because so much institutional involvement conflicts with the philosophy of a PLE, many educators may prefer to use free applications like iGoogle and My Yahoo!, which offer adequate platforms for learner-centric PLEs. As increased mobile access shifts the technological landscape, the PLE may represent our acknowledgment of the need to organize and present the tools, resources, and gateways that scholars use on a regular basis so that they are available with instant access from any location.
PLE 是Web 2.0 的发展以及对教育过程施加影响的结果。因此，这一概念有可能变成教育理论的必备概念，其价值、框架、组成部分都将得到广泛承认。学者可能会发现，当自己在别处发表学术新成果的时候，保持更新网页很重要。学生也会发现，大家日渐合作，信息来源愈发依赖关系网络。因此，学生或许会更快发展从噪音中整理出权威的技能。少数机构可能会继续开发特定学校的PLE 解决方案，比如可定制的门户网页、面板网页可以帮助学生管理他们的研究和资源，同时让他们张贴自己的反思。然而，由于这么多机构介入到PLE 基本原理的争斗中，许多教育者可能比较喜欢使用免费应用，如iGoogle 和My Yahoo!，它们为以学习者为中心的PLE 提供了足够的平台。由于日益增多的移动接入改变了技术景观，PLE 可以表示我们承认，需要组织并呈现学者定期使用的工具、资源、方法，从而使得可以从任何地点实时获取这些资源。
What are the implications for teaching and learning?
对教学和学习有什么影响？
The concept of the PLE marks a fundamental change in the role resources (people and media) play in teaching and learning. In an environment where information is ubiquitous and needs only to be located, there is a greater premium on skills that support fast and accurate access to information and on the ability to assess that information. In this regard, teaching is less a matter of data transmission and more a collaborative exercise in collection, orchestration, remixing, and integration of data into knowledge building. The goal for the student shifts from a need to collect information to a need to draw connections from it - to acquire it, disseminate it, and collaborate in its use. Furthermore, the use of PLEs may herald a greater emphasis on the role that metacognition plays in learning, enabling students to actively consider and reflect upon the specific tools and resources that lead to a deeper engagement with content to facilitate their learning.
PLE 的概念标志着从根本上改变资源（人和媒体）在教学和学习中的作用。在一个信息无处不在，只是需要定位的环境中，需要更出色的技能，能支持快速而正确获取信息，以及评估信息的能力。在这方面，教学需要更少的数据传输，需要更多的合作练习收集、编排、混合、综合数据，建造知识大厦。学生的目标已经从收集信息变成在信息间建立联系——获取信息、传播信息、协作使用信息。此外，PLE 的使用可能预示着更加强调元认知在学习中起的作用，允许学生积极考虑、反思具体工具、资源，从而更深入的研究内容，促进学习。
www.educause.edu/eli
2009 EDUCAUSE
Attribution-NonCommercial-NoDerivs 3.0 License.
此作品受知识共享 署名-非商业性使用-禁止演绎 3.0协议 保护。
http://creativecommons.org/licenses/by-nc-nd/3.0/
May 2009
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