翻译《01 前言》

Introduction

前言

It started with our children. Trying to get them to study without the TV and radio was rarely successful. (We succeeded—temporarily—when the house had been struck by lightning and almost all the household electronics were "fried.") Trying to concentrate with the stereo on drove us crazy, but didn't seem to have any impact on them. None of our dire predictions about poor grades materialized. We probably rented as many games from Blockbuster as we did videos. At one point we thought we'd better find out what these games were all about. They let us try a game—something to do with Grand Prix auto racing. We both drove the car right into the wall. One dose of humiliation was enough to convince us that our visual-spatial skills would be no match for theirs, no matter how much we practiced.

电子设备一开始就伴随着我们的孩子。试图让孩子们在没有电视收音机的情况下学习，那几乎是不可能的。（我们也有成功的时候：家里遭雷劈，所有家庭全都烧毁的时候。）听听立体声音响都能让我们发疯，但对孩子们似乎没有任何影响。我们对于孩子们糟糕成绩的悲惨预言从未实现。我们会在影碟店租借很多游戏。我们一度认为我们最好弄明白这些游戏都是说的什么。孩子们让我们试着玩游戏——跟格兰披治赛车有关的玩意。我们只会把车稳稳地撞到墙上。无数次丢脸足够证明我们的视觉空间技能跟孩子们的不能比，不管我们现在再怎么练都没有用。

The youngest used to arrive home after school and
shout, "Hi, Mom, I'm home. Are you on the Internet?" Those were the
days of dial-up, of course. I had to get offline so he could get on. He
wouldn't go outside with his friends until he'd checked e-mail and
chatted with his online pals. It seemed odd, but to many parents, the
teenage years are just that—odd.

小家伙一放学回家就大声喊道：“嗨，妈，我回来了。你在上网么？”当然这还是在拨号上网的年代。我必须下线好让他上。【按：拨号上网的时候还不能共享网络，只能一个人下线了另一个人才能上线。】他不会出门和朋友们玩，但他会检查电子邮件、和网友聊天。似乎很怪，但是许多家长都认为，青春期就是这么奇怪。

Sometimes we'd ask them about
information technology. We've gotten used to seeing the semi-surprised
look on their faces when we'd ask what seem to be reasonable questions
about technology. They were polite enough not to say, "Are you
serious?" but we could tell they thought that by looking at them. And,
like many parents, when it comes to getting consumer electronics
information—a new cell phone plan, for example—we'd ask the kids to
figure it out for us. You don't need to ask who set up the VCRs, remote
controls, and DVD players in our house, do you?

有时候，我们会询问他们信息技术。我们问及有关技术的似乎很普通的问题时，总能看到他们脸上些许惊讶的表情。他们很委婉，就差说：“你是当真的？”但是我们会告诉他们我们对他们的看法。并且，跟许多家长一样，一旦要获取消费电子产品信息的时候，比如想买一款新手机，我们会要求问孩子们为我们找出一款好用的。你不用操心家里是谁设置电视机、遥控器和影碟机，你操心过么？

Many of you have
probably had similar experiences with your children, nieces or nephews,
or even grandchildren. These situations often lead us to say, "That's
not how it was when I was growing up."

在和孩子打交道时，大家可能也有类似经历。这种情况往往使得我们只能说：“我小的时候它不是这样的。”

But it all started to make
more sense on Sundays. On Sunday nights we have the tradition of
getting the family together for dinner. We thought we could use these
occasions to help the children hone their critical thinking, powers of
persuasion, and appreciation of the world around them. Well, perhaps we
did. But we are the ones who learned the most.

但是，从星期天开始，一切都变得更加合理。在星期天晚上我们习惯一家人一起吃饭。我们认为，我们可以利用这个机会帮助孩子们锻炼他们的批判思维、说服能力、对周围世界的鉴赏能力。是的，我们已经在做了，但我们是学得最多的人。

We learned about
technology. Even our least technologically inclined son could tell us
things about graphics and images that we didn't know. He has a digital
literacy that eludes us. We heard about experiential learning. Each one
of the kids has talked about wanting - and needing - hands-on experiences
to learn. At first we thought it was due to all those hours with LEGOs
when they were young. We now think it is something more significant. We
learned many other things as well. What we assumed was impatience is
something they consider immediacy - responses are supposed to be fast.
The list goes on and on.

我们学到技术。就连我们技术水平最次的儿子也能说出，我们不知道的图形图像相关知识。他有着令我们困惑的数码素养。我们听说过体验式学习。每个孩子都在谈论想要——也需要——亲身体验学习。起初我们以为这是由于他们小时候玩乐高积木导致的。现在我们认为这种需求更为重要。我们也学到许多其他事情。我们以为他们不耐烦，多半是因为他们直接考虑、答复的速度太快了。类似的例子枚不胜举。

The relevance of what we were hearing
applies to more than parenting, though. We probably speak for most
educators when we say that not only do we not really understand our
children, but we don't really understand our students the way we'd like
to.

尽管我们听多过教，但如果我们说我们不仅不了解我们的孩子，而且并未以我们喜欢的方式真正了解我们的学生，我们基本上可以代表绝大多数教育工作者。

This is a book for educators. Those who have chosen to be
educators are generally dedicated to students. But, sometimes we don't
quite understand what we are seeing. We hope this book will help
educators make sense of the many patterns and behaviors that we see in
the Net Generation but don't quite understand.

这本书面向教育工作者。那些选择成为教育者的人，通常致力于学生。但是，有时我们并不清楚自己看到的是什么。我们希望这本书能够帮助教育者，弄清楚我们在网络世代身上看到的、许多我们不是很理解的观念和行为。

The first chapter
surveys much of the literature in an effort to distill a picture of Net
Generation learners-students who were born in the 1980s and later.
Although no two individuals are alike, the characteristics help
establish the contrast between generations. While we at colleges and
universities routinely collect demographic information on our learners,
we may not be asking the questions that will help us design and deliver
programs that are optimal for current learners.

第一章调查诸多文学作品，力求得出网络世代学习者——出生在八十年代记以后的学生【在中国应该是九零后】——的整体形象。虽然千人千面，但是这些特征有助于在几代人之间形成对比。虽然我们在高校定期收集有关学习者的人口统计信息，但是我们并不会问一些问题，从而帮助我们设计并交付最适合目前学习者的程序。

Having Baby
Boomers talk about the Net Generation is not nearly as good as
listening to learners themselves. Greg Roberts from the University of
Pittsburg-Johnstown, along with Ben McNeely and Carie Windham, both
from North Carolina State University, help us understand the Net Gen
perspective on technology and higher education. Their insights help us
appreciate that even our definitions of technology are different. They
also emphasize the importance of interactivity and learning-by-doing.

婴儿潮世代对网络世代的看法，并不像学习者本身听到的那样好。来自匹兹堡-约翰斯敦大学的格雷格·罗伯茨，连同来自北卡罗莱纳州立大学的本·麦柯尼利和卡利·温德姆，帮助我们理解网络世代对于技术和高等教育的看法。他们的真知灼见帮助我们认识到，甚至我们之间对技术的定义，都是不同的。他们还强调，互动和做中学的重要性。

Joel
Hartman, Patsy Moskal, and Chuck Dziuban from the University of Central
Florida have experience with different generations of learners in
online, blended, and face-to-face situations. Their research highlights
an assumption we often make: that younger students are likely to have
the strongest preference for technology. Reflecting what the student
authors told us, technology is simply a means to an end. The
expectation for involvement with faculty and other students overrides a
desire to use technology.

佛罗里达中央大学的乔尔·哈特曼、帕齐·莫斯卡尔、恰克·琚宾，拥有与不同世代的在线学习者直接配合的经验。他们的研究证实了我们常做的一个假设：较年轻的学生更偏好技术。反思学生告诉我们的，技术仅仅是达到目的的手段。期望教师和其他学生参与的念头盖过了对使用技术的渴望。

Even though technology may not be the
entire focus, colleges and universities make massive technology
investments based on what they believe students need, want, and already
have. Bob Kvavik reports on the first EDUCAUSE Center for Applied
Research study that details what technology students have, how they use
it, and the benefits they believe result. Clearly, there is room for
improvement in higher education's use of learning technologies as we
move from course management systems to more interactive approaches.

即使技术不是关注的重点，高校也会根据他们认为学生的需求和已有，对技术做出大量投资。鲍勃·克瓦维克在EDUCAUSE 第一应用研究中心的报告，研究学生使用的技术细节，他们如何使用，以及他们相信带来的好处。很明显，在高校的学习技术使用方面还有改进余地，就像我们从课程管理系统迁移到更加互动的方法上。

Interactive
instruction is the focus of Judith Ramaley and Lee Zia's chapter, based
in large part on their work at the National Science Foundation.
Virtually all those who study the Net Generation believe that their
preference for experiential, hands-on learning is a distinguishing
characteristic. The chapter details different types of interaction (for
example, people to people, people and tools, people with concepts),
along with examples of projects that put these interactions into
practice. Beyond individual courses, how should institutions think
about the curriculum, particularly if the desire is to prepare students
for the 21st century? Alma Clayton-Pedersen and Nancy O'Neill use the
Association of American Colleges and Universities' Greater Expectations
initiative as a starting point for exploring how the curriculum can be
adapted to better meet the needs of today's learners and how technology
can be used in service to learning.

朱迪斯•拉马雷与李哲合写的一章关注互动教学，在很大程度上基于他们在国家科学基金会的工作。实际上所有研究网络时代的人，都相信，他们更倾向于基于经验的实践学习，是一个与众不同的特征。这一章详细说明不同类型的互动（比如，人与人之间，人与工具之间，人与概念之间），并附有将这些互动付诸实践的项目示例。除开个别课程，教育机构应该如何思考课程内容，特别是如何帮助学生迎接新世纪？阿尔马·克莱顿-佩德森和南希·奥尼尔以美国高校联合会的《更大的期望》倡议为起点，探讨技术如何服务于学习。

Although we often think of
students and the classroom, an array of services and support are
necessary to ensure that students succeed. Jim Wager from The
Pennsylvania State University describes how student services
professionals think of today's students and technology. Although he
concludes that it is not about technology, technology has an important
role to play in making services more convenient and in better
integrating them into the campus experience.

虽然我们经常思考，对于学生与课堂，为了确保学习成功，一系列服务与支持是必不可少的。宾夕法尼亚州立大学的吉姆·卫哲描绘了学生服务专家如何看待如今的学生和技术的。虽然他推断，这跟技术无关，在令服务更便利、把服务更好的集成到校园体验当中，技术扮演了重要角色。

If faculty and
students have different perspectives, there should be a process to help
faculty understand those different perspectives, as well as effective
approaches to teaching their students. Anne Moore, John Moore, and
Shelli Fowler describe programs designed to enhance the faculty's
fluency in information technology—and better meet the needs of the Net
Generation. Virginia Tech's program for faculty, the Faculty
Development Institute, as well as one designed for future faculty, the
Graduate Education Development Institute, provide valuable models of
faculty development.

如果教师和学生的看法不同，应该有一套流程帮助教师理解那些不同的看法，安妮·摩尔、约翰·摩尔以及谢丽·福勒描述了旨在提高教师信息技术流畅程度、更好地满足网络世代需求的计划。弗吉尼亚理工大学教师项目，教师发展研究所，以及旨在未来教师的项目，研究生教育发展研究所，都提供了有价值的教师发展模型。

If the Net Generation values experiential
learning, working in teams, and social networking, what are the
implications for classrooms and the overall learning environment?
Malcolm Brown from Dartmouth University explores the implications of
the Net Generation, learning theory, and information technology on
learning spaces. Keeping learning principles in mind, he contends that
learning spaces for the Net Generation will be described more by the
activities they enable than the technology they contain.

如果网络世代很重视体验学习、团队工作，和社会网络，那么对课堂和整体学习环境有什么影响？达特茅斯大学的马尔科姆·布朗探讨了网络世代、学习理论、信息技术对学习场所的影响。他认为，保持学习原则，网络世代的学习场所将更多体现他们的活动而非他们使用的技术。

Just as
our notion of classrooms may need to be expanded to learning spaces,
the concept of the library is evolving. Students mention Google more
often than going to the library. Although content, access, collections,
circulation systems, and online catalogs will always be part of the
library, Joan Lippincott of the Coalition of Networked Information
challenges us to realign library programs, services, and spaces with
the Net Generation. Citing numerous examples from institutions around
the country, she provides both a theoretical context and practical
suggestions for colleges and universities to consider.

就像课堂这个概念应当扩展到学习场所一样，图书馆的概念也在演进。学生提及谷歌甚于去图书馆。尽管图书馆始终都包含有内容、获取、收集、分发、在线目录等系统，但是网络信息联盟的琼·利平科特为网络世代重组图书馆流程、服务和场所。通过从全国各地的教育机构引用诸多范例，他为高校提供了值得考虑的理论环境和实践建议。

All in
all, a number of changes are implied if higher education is to adapt to
the Net Generation. Carole Barone of EDUCAUSE asserts that a new
academy must form if higher education is to remain relevant and
responsive in changing times. She describes the interplay of culture
and technology along with new cultural values and a new style of
leadership as some of the characteristics of the new academy. She calls
on us to have the institutional resolve needed to transform higher
education, starting with understanding the Net Generation.

总之，如果高校要适应网络世代，则需要一系列变化。EDUCASE 的卡罗尔·巴荣声称，在这个变化的时代，如果高校想继续保持存在的必要，对变化作出相应，就必须产生新形式的高校。他描述了文化与技术的相互作用，以及新的文化价值观、新的领导方式等，新高校的一些特征。他呼吁我们，要从制度上解决问题，就需要转变高等教育，要从了解网络世代开始。

As
colleges and universities adapt to the Net Generation—and as technology
continues to change—institutions must also ask, "What's next?" Chris
Dede of Harvard University describes how emerging media are fostering
neomillennial learning styles. Multiuser virtual environments and
ubiquitous computing will allow users to move beyond the desktop
interface to much more immersive environments that enhance learning. In
turn, learning styles will evolve based on mediated immersion and
distributed learning communities. Dede details the implications of
neomillennial learning for investments in physical facilities,
technology infrastructure, and professional development.

随着高校适应网络世代，也随着技术的持续改变，教育机构还必须要问：“接下来会发生什么？”哈佛大学的克里斯·德德介绍了新媒体是如何培养出新千年学习方式的。多用户虚拟环境和无处不在的计算都让用户超越台式机达到更为拟真的环境，从而加强学习。反过来，学习方式会根据沉浸式媒体和分布式学习社区而演进。德德详述了新千年学习方式对体育设施、技术架构和专业发展等方面投资的影响。

For
us, it started with our children. You may have developed an interest in
the Net Generation as a result of a different experience. However you
began, we hope you will join us in actively exploring the intersection
of the Net Generation and higher education. We consider this collection
of chapters as a start. As more institutions begin thinking about the
Net Generation, asking questions, and exploring options, we will learn
more.

对于我们，这一切都从我们的孩子开始。由于不同的经历，你可能对网络世代产生了兴趣。无论你是怎么开始的，我们都希望你能与我们一起积极探索网络世代与高等教育的交集。我们希望，这本合集可以作为开端。随着越来越多的机构开始思考网络世代，提出问题、探索选择，我们会学到更多。

Because this is an area of active exploration, we have
chosen to make our thoughts available in electronic format rather than
as a traditional printed book. Not only will our understanding of the
Net Generation change over time, but our expression of it is limited if
we use text alone. We hope you will visit the Web site (http://www.educause.edu/LibraryDetailPage/666?ID=pub7101) for additional examples, video, and other material that enriches the text. Please share your observations with us as well.

因为这是一个积极探索的领域，所以我们选择让我们的想法以电子的形式而非传统引述的形式呈现出来。不仅因为我们对网络世代的认识会随着时间而变化，而且单纯的文字也限制了我们的表达方式。我们希望你能访问网站，获取额外范例、视频和充实文字的其他素材。也请与我们分享你的意见。

Educating
the Net Generation is a privilege and a challenge. They expect a great
deal of us, just as we do of them. To find the right balance point, we
need to understand each other well. We hope this book helps as you
educate the Net Generation—and as they educate us.

教育网络世代是荣幸也是挑战。他们对我们抱以很大的期望，反之也然。要找到正确的平衡点，我们需要彼此充分了解。我们希望本书可以帮助你教育网络世代，以及他们教育我们。

—Diana and Jim Oblinger

——戴安娜与吉姆·欧布灵格


http://www.educause.edu/Resources/EducatingtheNetGeneration/Introduction/6059

翻译《ELI7047 - 有关位置感知应用程序你要知道的七件事》

7 things you should know about...

Location-Aware Applications

有关位置感知应用程序你要知道的七件事

Scenario场景说明

Caitlin, a junior in archaeology, is doing fieldwork with her classmates at a site in Arizona slated for development. Part of the students’ work involves performing an archaeological survey of the 25-acre tract of land, looking for evidence that the site might have previously been home to a Native American settlement. Working in pairs, students carefully comb the property in search of artifacts and other clues. They photograph all intersecting points of the survey grid - as well as any tools they find and unusual landscape features - and tag all the pictures with longitude and latitude coordinates. The photos and location data are continually transmitted to a database on campus. As the students walk the site with their GPS-enabled mobile phones, a location-aware application at the university provides students with information from the database based on the students’ location on an ongoing basis. In this way, each pair of students sees an up-to-date digital map of where they are, where other students are, and which areas have already been surveyed, as well as the photos that have been collected. The geotagged photos preserve information about the provenance of every artifact for anyone standing in that location, and the survey produces a photographic record that alerts the development company that it need to examine further before construction can begin.

凯特琳，考古学新人，为了有所发展，正与同学一起在亚利桑那州某遗迹做野外考察。这些学生一部分工作需要考古调查超过十万平方米的土地，寻找美洲土著部落定居的证据。学生们结对工作，仔细梳理，寻找人造物品和其他线索。他们拍照调查网格的全部交叉点——也拍照他们找到的所有工具和不寻常的景色——并用经纬度标记这些照片。这些照片和位置数据不断传输到校园数据库。当学生带着含有GPS功能的移动电话行走在遗址上，学校一份位置感知程序，根据学生当前位置为学生提供位置信息。这样，每对学生都能看到他们所处位置的最新地图，以及其他学生的位置，和哪些地区已经调查过、哪些照片已经收集了。标记位置的照片为任何站在这块区域的人，提供所有人工制品的出处信息。调查产生的摄影记录表明了在工作开始之前，工作团队还需要做进一步的练习。

Caitlin and her fieldwork partner, Martina, are also assigned the delicate task of excavating a kiva floor with an elaborate pigment-painted design. As the floor pattern emerges during their work, they photograph it with a digital camera that embeds location data like latitude, longitude, and elevation. They use their laptops to add location-linked field notes about the tools and techniques they are using. This information is linked to a map back at their university for further study. After the season for fieldwork is over, the team will fill in the subterranean kiva with dirt to prevent erosion and looting. Researchers who enter the area later with a location-aware device will be offered the option to view the images Caitlin and Martina have uploaded.

凯特琳和他的伙伴，马丁娜，分到的任务是小心地挖掘用颜料精心绘制的大地穴地面。由于工作时出现地板图案，他们用带有经纬度和海拔的数码相机拍照。他们用笔电添加他们使用的工具和技术的位置说明。这些信息链接到学校的地图，以供后继研究。野外考察任务结束后，小组用泥土重新填充大地穴，以防腐蚀和盗窃。以后研究者带着位置感知设备进入该地区，就能够查看凯特琳和马丁娜上传的图片。

What is it?

它是什么？

Location-aware applications deliver online content to users based on their physical location. Various technologies employ GPS, cell phone infrastructure, or wireless access points to identify where electronic devices such as mobile phones or laptops are, and users can choose to share that information with location-aware applications. Those applications can then provide users with resources such as a “you are here” marker on a city map, reviews for restaurants in the area, a nap alarm that’s triggered by your specific stop on a commuter train, or notices about nearby bottlenecks in traffic. Applications might also report a user’s location to friends in a social network, prompting those nearby to meet for coffee or dinner. While such applications create a highly targeted marketing opportunity for retailers, they also provide increased social connectivity and enhanced environmental awareness, offering users a location-based filter for online information.

位置感知程序根据用户所处显示位置传递在线数据给用户。各种技术运用GPS、移动电话架构、无线接入点，确定移动电话或笔电等电子设备的位置，用户可以决定位置感知程序获得这些信息。这些程序可以为用户提供各种资源，诸如城市地图上的“你在这里”标记、当地餐馆评语、上下班火车抵达指定站点前触发提醒、接近交通堵塞时做出提醒等。应用程序也可以向社交网络中的朋友报告用户的位置，提醒附近即将到达的咖啡或晚餐地点。虽然这些应用程序为零售商创造了高度针对性的营销机会，但也增加了社会联系、增强了环保意识，为用户提供在线信息的位置感知过滤器。

Who’s doing it?

谁在用它？

A number of colleges and universities are using this functionality for applications ranging from on-campus find-a-friend services to locating resources in the library. Duke University has used Google Maps to add a layer of augmented reality to the Digital Durham project, which has turned the city of Durham, North Carolina, into a laboratory for the study of history. Mapping old tobacco ware-houses, textile mills, and churches, the project offers location-specific information that illuminates the lives of city residents from the 1870s through Prohibition. Concurrent student projects involve adding audio tracks collected with digital recorders and geotagging photographs of the mapped locations. Montclair State University has implemented a location-aware service that includes find-a-friend, shuttle tracking, and a security service. At MIT, the Scheller Teacher Education department has developed augmented reality games like Environmental Detective, in which participants can use location-aware devices to interview virtual characters and gather simulated scientific data to uncover the source of a hypothetical toxic spill.

许多高校利用在学校范围内寻找朋友服务的应用程序的这项功能，在图书馆寻找资源。杜克大学使用谷歌地图，为数码达拉谟项目添加一个增强现实图层，该项目把北卡罗莱纳州的达拉谟城搬进了历史研究实验室。该项目测绘老旧烟草厂房、纺织厂、教堂，提供具体位置的信息，描述从十九世纪七十年代禁酒令以来一成不变的城市生活。同时，学生成立项目，负责添加用数码录音及收集来的音轨、添加标有地理位置的相片。蒙特克莱尔州立大学应用的位置感知服务，包含有寻找朋友、接送跟踪以及安全服务。在麻省理工学院，谢乐教师教育部开发增强现实游戏如《环境侦探》，游戏者可以使用位置感知设备采访虚拟人物，收集模拟的科学数据，找到假设有毒污染的来源。

How does it work?

它是如何工作的？

Location tools can be browser plug-ins or installed onto devices like the iPhone or other web-enabled phones. Physical location can be determined using GPS satellites, cell towers, wireless access points, or a combination of these tools. In the case of cell towers and access points, location is determined based on connectivity to individual connection points, which are mapped and logged in databases that are continuously updated. Each method has trade-offs, and the most accurate and reliable services use more than one method.

位置工具可以是浏览器插件，也可以安装在iPhone等支持网络的手机等设备上。使用GPS卫星、移动电话基站、无线接入点，或者这些工具的组合，可以确定物理位置。在基站和接入点这两种情况下，是根据与单个连接点的连接，检测到位置的，单个接入点映射并记录在数据库中且不断更新。每种方法各有利弊，最准确最可靠的服务，是同时使用好几种办法。

When a user with a mobile device elects to use a location service, that information is sent to location-aware applications that attempt to provide resources based on where the user is at that moment. Alternatively, a location-aware application might forward a user’s position to other location-aware or social networking applications. Users can specify which applications receive the information and how detailed that information is, or they can override all other data by entering location coordinates manually.

使用移动设备的用户决定使用定位服务，该信息即发送到位置感知应用程序，程序尝试根据用户当前位置提供资源。另外，位置感知应用程序也会把用户位置转发给其他位置感知和社交应用程序。用户可以指定哪些应用程序可以接受这些信息，以及信息的详细程度。用户还可以用手工输入的位置坐标，取代原有的各种数据。

Why is it significant?

为什么重要？

These devices offer a convenient layer of content filtering with significant promise for education. Field research is boosted by geotagging - embedding location-specific metadata (coordinates or place names) in photos, videos, blogs, or websites - and location-aware applications can effectively connect geotagged resources to students when and where they need it. Geocaching, or coordinate-specific treasure hunting, can be customized in educational games that leverage location-aware mobile devices. These games might include augmented reality simulations that use clues and riddles to enable student problem solving and collaboration. Location-based information can allow students who opt-in to locate members of study groups on campus or check nearby computer labs to see which have unoccupied bays. Librarians could also point patrons to resources, based on a user’s described interests and borrowing habits, by indicating where important books and media on key topics can be found. Security officials can respond to student requests to monitor trips across campus to ensure safe arrival at a destination. Data collected from such security requests might be gathered to identify locations with greater security risks, prompting facilities improvements such as improved lighting.

这些设备为内容过滤大开方便之门，是教育成功的重大希望。通过地理标记——在相片、视频、网志和网站中嵌入具体位置的元数据（经纬度以及地名）——大大促进了野外研究，当学生处在需要位置信息的时间和地点，位置感知应用程序可以为学生有效地连接到做了地理标记的资源。地理藏宝游戏（Geocaching），即指定坐标的寻宝游戏，可以定制成使用位置感知移动设备的教育类游戏。这些游戏可以包含增强现实模拟，用线索和谜语帮助学生合作解决问题。位置信息使得学生能够在校园内寻找研究小组成员，可以寻找附近的机房，看看有没有空机位。图书管理员可以根据用户描述的爱好和借阅习惯，为顾客指出资源，指出在哪儿可以找到主要课题的重要书籍和媒体。安全官员可以应付学生提出的监视校园内的旅行、确保安全抵达目的地的要求。从没像安全请求收集到的数据，可以用来集中确认哪些地点具有更大的安全风险，促使改善设备，比如增加照明。

What are the downsides?

有什么不足？

By far the most common questions raised about location-aware applications concern privacy and security. It is important for campus systems that employ these applications to be opt-in services and allow anyone to disable them whenever they choose. To complicate this concern, increasing interconnectivity between social networking sites like Twitter, Facebook, and Flickr means that data posted on one could migrate to another without users being aware of how this happens. Standards are still emerging for these devices, as are etiquette and social protocol. Raising awareness about the implications of allowing online systems to know where users are should be a requisite part of student, teacher, and parent training.

目前位置感知应用程序最常见的问题都跟隐私和安全有关。这对学校系统很重要，部署这些应用服务，允许人们随时都可以禁用这些服务。Twitter 、Facebook 等社交网站和Flickr 的联系越多，意味着用户发布数据到某一服务器上，却不知不觉迁移到其他服务器上，这一问题就越复杂。正在为这些设备制定标准，相应礼仪和社会规定也正在形成。提高对这些影响的认识，允许在线系统掌握用户的位置，应当是学生、教师、家长培训中必不可少的部分。

Where is it going?

用在什么地方？

Location-aware content offers marketing tailored to the convenience of the user. With increasing frequency, we are able to locate physical services within walking distance as simply as we can find any service or product offered on the web. Mobile devices already reach a public focused heavily on information being delivered quickly and simply. As these tools offer greater amounts of data about the environment through which we move, location-aware systems will become increasingly effective at predicting what we would like to know about in the geographical space around us, offering a layer of knowledge superimposed on the physical world that can be accessed for information and convenience. Through applications like Graffitio, users can even add their own comments to that layer, “air posting” notes on the nearest handy geolocation wall. The geotagging of blogs and websites could become part of our expectation of the online experience, and it is possible that we might come to rely on embedded geolocation information in photos, e-mail, or Twitter posts for archival purposes in much the same way we now rely on date stamps.

位置感知内容为用户提供了方便的营销。随着日益频繁，我们能够找到很短距离的物理服务，我们可以很容易找到网上提供的任何服务或产品。移动设备已经触及公众高度关注的信息快速而简单传输领域。由于随着我们的移动，这些工具提供了更大量的环境数据，在预测我们想知道身边环境信息方面，位置感知系统会更加有效，在物理世界之上叠加了一层知识层，可以由此获取信息和便利。通过Graffitio 这类应用，用户甚至可以向这层知识层添加自己的评论，在最近的顺手地理定位墙上“无线张贴”便条。网志和网站的地理标签也会变成我们对在线体验的期待。我们有可能会越来越依赖相片、邮件、推讯中的嵌入式地理定位信息，就像现在我们非常依赖各种商品上的日期戳一样。

Technologists are also beginning to consider the possibilities for location-aware devices to inspire a new generation of “citizen environmentalists” who can use cell phones to report location-specific information about the environment around them. Like the rise of citizen journalism before it, citizen environmentalism relies on the unique contributions of informal data gatherers to help scientists paint a broad picture of environmental health and quality. In return, mobile phone users might be able to receive instant data about the air quality in their city or the weather forecast.

技术人员也开始考虑，用位置感知设备激励新一代的“平民环保”，他们可以用移动电话报告他们身边环境相关具体位置信息。就像之前平民新闻的崛起，平民环保依赖于对非正式数据收集者的独特贡献，他们帮助科学家绘制出环境健康与质量的广泛影像。作为回报，移动电话用户可以获得所在城市空气质量、天气预报的实时数据。

What are the implications for teaching and learning?

对教育学习有什么影响？

Applications that employ this technology offer an exceptional opportunity for location-based content and experiential learning. Narratives can emerge naturally from places of historical interest on campus and in nearby towns. Through location-aware browsers on mobile phones, nature walks can not only provide the names of plants but also offer community-generated photos of what a specific specimen looks like in bloom or heavy with fruit. Student researchers might employ the coordinates provided by a location-aware device to tag photos, research data, or other field notes on a map in Google Earth, providing an additional overlay of information. The availability in the public domain of geotagged photos, videos, and audio tracks will allow educators to create effective windows into other cultures for class, group, and individual study. Finally, this technology offers another venue for instructors to link their lessons to geographic locations, whether those lessons are clues in an augmented reality game, data to be collected from the field, or directions to the right section of the library.

使用该技术的应用，为基于定位的内容和学习体验提供了极好的机会。故事有可能自然而然发生在校园里和镇子附近的历史古迹里。通过移动电话中的位置感知浏览器，踏青的时候不仅能知道植物的名称，而且在看到繁盛的鲜花水果时，能得到社区成员拍摄的具体标本照片。学生研究者会使用位置感知设备提供的坐标，标记相片、研究数据，或者其他标记在谷歌地球的地图上的野地，提供额外的覆盖信息。开放给公共领域的地理标记相片、视频、音轨都允许教育者给班级、团队、个体的学习，建立通往其他文化的有效途径。最后，该技术为教育者提供了把课程与地理位置关联起来的另一场所，无论这些课程是联系到增强现实游戏、野外收集的数据，还是导向图书馆的正确位置。

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Location-Aware Applications

位置感知应用程序

Find more titles in this series on the ELI website www.educause.edu/eli

在ELI 网站可以找到更多同系列文章。

March 2009

二〇〇九年三月

翻译《ELI7051 - 关于微网志你要知道的七件事》

7 things you should know about...

Microblogging

关于微网志你要知道的七件事

Scenario

场景说明

Every spring, Dr. LeClerc accompanies a class of undergraduates to Paris, where they immerse themselves in Parisian society and study French cinema. This year, he decides to experiment with Twitter as a way to capture student observations and reflections. He assigns a unique hashtag for the class and instructs the students to “tweet” about their impressions of the city. Using a host of third-party Twitter applications, students submit short text posts, upload photos, and post audio or video comments. In particular, Dr. LeClerc encourages the students to create short videos that symbolize their learning experiences and embody the spirit of the city.

每年春天，勒克莱尔博士陪同一个班的本科生去巴黎，他们融入巴黎社会，研究法国电影。今年，他决定尝试用Twitter捕捉学生的观察和反应。他为班级指定一个惟一标签（hashtag），要求学生“推送（tweet）”他们对这座城市的感观。学生使用各种第三方Twitter应用程序，提交短信帖子，上传照片，张贴音频和视频解说。勒克莱尔博士特别鼓励学生制作简短视频，体现他们在这座城市获得的体验，表现这座城市的精神。

As the quarter progresses, students post short reflections about an outing they took to a French movie studio and an intense discussion with a film director. Aside from the group activities, the students work on independent projects, and they follow each other’s posts to see what their classmates are doing in various parts of the city. Each student’s posts represent a unique perspective on Paris and French cinema, and the aggregate of all of the posts with the course hashtag represents the collective experience of the class.

进度过去四分之一时，学生张贴简短推讯，记录对游览一间法国电影工作室的反思，以及与一位电影导演的激烈讨论。除了集体活动，学生还要完成各自的项目，他们彼此跟随（Follow）帖子，看看同学们在这座城市的各个角落干些什么。每一位学生的帖子都代表了对巴黎和法国电影的独一无二的视角，而利用课程标签聚合起来的全部帖子则代表了全班的共同体验。

Back on campus, graduate students in Dr. Shannon’s course Documentary and New Media intently follow the microblog, which serves as raw material for a documentary the class is producing. Through their own Twitter accounts, the graduate students offer suggestions to the students overseas, ask for additional information about specific posts, and request video clips of particular places and events in Paris. The resulting documentary combines audio and video posted by the students in France with commentary and other footage supplied by the graduate students on campus. The video captures not only French cinema but also the unfolding story of the undergraduates’ visit to Paris, their immersion in French culture, and their learning experiences.

而在学校，香农博士《纪录片与新媒体》课上的研究生密切跟随这份微网志，因为它提供的原始素材记录了这个班级的活动过程。通过他们自己的Twitter 帐户，研究生为海外的学生提供建议，询问特定帖子的额外信息，要求巴黎特定地点和活动的视频片段。由此产生的纪录片结合了身处法国的学生张贴的音频视频，以及身处校园的研究生提供的评论和其他镜头。捕捉的视频不仅涉及法国电影，还包括本科生访问巴黎期间的延伸故事，他们对法国文化的着迷，以及他们的学习体验。

The graduate class uses Twitter to promote their documentary to the public, and the Twitter account for the film class collects hundreds of followers. When a first cut of the video is finished and available on the department website, the team announces it on Twitter. Many who watch the documentary use Twitter to post comments and suggest improvements. The team discusses this feedback and makes changes based on what they learn. A new announcement goes out on Twitter for the “final cut,” which is featured prominently on the university website.

研究生班级使用Twitter 向公众宣传他们的纪录片，电影班级的帐户已经收到数百追随者。当第一段视频制作完成并发布到系网站上，小组在Twitter 做了通知。很多人通过Twitter 观看纪录片，发表评论和改进意见。小组讨论反馈，基于所学做出改进。一份“最终版”通知再次出现在Twitter，这份最终版视频在大学网站上特别突出。

What is it?

这是什么？

Microblogging is the practice of posting small pieces of digital content - which could be text, pictures, links, short videos, or other media - on the Internet. Microblogging has become popular among groups of friends and professional colleagues who frequently update content and follow each other’s posts, creating a sense of online community. Twitter is currently the best-known microblogging site, its popularity supported by a growing collection of add-on applications that enable different and often more engaging microblog updates, such as TwitPic for uploading pictures or PollyTrade for buying and selling stocks. Meanwhile, a number of competing microblog applications - some open source, many aimed at specific interest groups - continue to challenge Twitter’s popularity. This resulting profusion of tools is helping to define new possibilities for this type of communication.

微型网志用来在互联网上张贴短小的数码内容——可以是文字、图片、链接、短小视频或者其他媒体。微网志日益流行，朋友圈子以及专业圈子中，大家都经常更新内容，跟随别人的帖子，创造出一种在线社区的感觉。Twitter 是现在最知名的微网志网站，它受欢迎是因为日益增多的插件应用集合，允许不一样的更新和更频繁的更新，比如TwitPic 可以上传图片，PollyTrade 可以买卖股票。同时，许多微网志竞争应用——有些是开源的，有些针对具体的兴趣团体——继续挑战Twitter 的声望。这导致大量工具帮助这类通讯方式确定形式。

Who’s doing it?

谁在用它？

In mainstream culture, microblogging has become an extremely popular channel for both professional and personal pursuits. Friends use it to keep in touch, business associates use it to coordinate meetings or share useful resources, and celebrities and politicians (or their publicists) microblog about concert dates, lectures, book releases, or tour schedules. For higher education, microblogging is an increasingly important tool for communities of practice, enabling scholars to communicate informally on subjects of shared interest and to open windows into their own projects, sparking interest and discovery among peers. Some universities are considering using microblogging in the curriculum to emphasize timeliness, student engagement, and aggregation of artifacts relevant to course content and experience. At some institutions, faculty offer course-centric microblogging streams to create a back channel among students in the classroom. Stephen Prothero, professor of religion at Boston University, has set himself the challenge of using Twitter to sum up eight major religions, in a maximum of 140 characters per post. The microblogs he offers will feed into a book that he is writing on the same topic.

在主流文化，无论是职业领域还是个人工作，微网志都非常流行。朋友们用来保持接触，商业伙伴用来协调会议或分享有用资源，名流与政客（或其公关）用微网志协商约会、报告、图书发行、参观日程。在高校，微网志是一款日益重要的社区实践工具，允许学者可以非正式交流感兴趣的课题，打开窗户进入自己的研究项目，引发同伴之间的兴趣和发现。一些大学考虑在课程中使用微网志，强调实时性、学生参与、课程内容课程体验相关资源的聚合。在某些研究机构，教师提供以课程为中心的微网志，创建课堂上学生之间的反向渠道。斯蒂芬·普罗塞洛，波士顿大学宗教教授，挑战自我，使用Twitter 总结八门主要宗教，每份帖子最多一百四十个字。他提供的微网志将为他一本同样主题的书籍提供素材。

How does it work?

是如何工作的？

To post a microblog or to read those posted by others, subscribers must typically create accounts, which are linked with cell phones, e-mail accounts, instant messaging, web pages - any medium they will use to send updates. Users can then post updates or “follow” the posts of other people. These posts might consist of short text snippets (maximum number of characters specified by the application), a photo, an audio clip, or a few seconds of video, any of which can be shared publicly or with a selected group of subscribers. As updates are added, they are aggregated into a personal stream of information, sometimes fused with updates from other users they have chosen to follow. Users tag posts with keywords so that others can search topics and follow comments and conversations. Those who have accounts at multiple services might use an aggregator such as FriendFeed or Socialthing!, which deliver streams from several social networking sites to a single location and also allow customization of filters and streams.

张贴微网志或者阅读这些帖子，订阅者通常必须创建帐户，并关联到移动电弧、电子邮件帐户，即时通讯、网页——任何他们用来发送更新的媒体。然后用户就可以张贴更新，或者跟随他人的更新。这些贴子可能有若干文字片断（文字数量上限由应用程序决定）、照片、音频片断、几秒钟的视频、任何可以公开分享或与指定订阅小组分享的媒体组成。一旦添加更新，更新就聚合到个人信息流，有时候也会融合他们选择跟随的人的更新。用户使用关键字标记帖子，这样别人可以搜索主题、跟随评论和谈话。拥有多个服务帐号的人，可以使用FriendFeed 或 Socialthing 作为聚合器，这些聚合器可以把多个社交网站的信息流递送到单一地点，同时允许使用过滤器和信息流进行定制。

Why is it significant?

为什么重要？

Microblogging offers a portable communication mode that feels organic and spontaneous to many and has captured the public imagination. The promise of instant publication with few restrictions on content means that microblogging services can offer instant news coverage from individuals witnessing or directly involved in events as they unfold, something that can be especially valuable for issues not covered by traditional news sources. In the aftermath of the disputed recent presidential election in Iran, for example, official news outlets found access and communication restricted, but the microblogging world went into hyperdrive as onlookers posted up-to-the-minute personal accounts from inside the country and followers elsewhere offered commentary. In such a context, microblogs may give voice to a segment of society that is otherwise not heard. Marketers follow posts on microblogging sites to track trends and mine data about the success of products, performances, or services. On a smaller scale, when used by work groups as a collaborative tool, a microblogging application can invite colleagues to share information while providing an easy means for them to stay connected through a project life cycle - from brainstorming to troubleshooting to evaluation.

微网志提供了一种方便的通讯模式，许多人感到自然舒畅，并且这种看法已经形成共识。实时发布内容，很少限制，这意味着微网志服务可以提供来自一线证人的实时新闻报导，或者紧跟事件的发展。这对传统新闻来源覆盖不到的内容，特别有用。比如，在伊朗最近有争议的总统选举当中，伊朗官方新闻媒体发现访问与通讯受限，但是微网志却极度繁荣，因为伊朗国内的旁观者个人账户每分钟都在张贴信息，世界各地的跟随者则提供评论。在此背景下，微网志能够为社会上某些人提供通过其他途径听不到的声音。商人跟随微网志网站上的信息，跟踪流行趋势，挖掘资料，了解产品、表演、服务是否成功。规模较小时，比如作为工作小组的协作工具，微网志应用可以促使同伴分享信息，同时为他们提供简易方法在整个项目期间保持联系——从头脑风暴到问题解决到评估。

What are the downsides?

有什么不足？

The conversational world of microblogging is not to everyone’s taste. Some see it as ephemeral, self-indulgent, or a waste of time, and posts or applications that indicate where microbloggers are and when they will be away from home pose a potential risk to users. Stweet, a mashup of Twitter and Google maps, for example, enables followers to watch a street-level image that indicates where individuals are when they post to Twitter. Such applications, when added to the day-in-the-life character of what is being recorded and the ubiquity of technology, could enable stalker-like behavior and put the famous and the vulnerable at risk - from citizen paparazzi or those with criminal intent. Moreover, the casual nature of microblogging and its immediacy continue to be a concern with regard to the release of sensitive information, which would be much less likely to be made public through the more deliberate, vetted processes of traditional publishing.

喋喋不休的微网志世界并不是每个人都喜欢。有人认为这是过眼云烟，自我放纵，浪费时间，显示微博客现在在哪里、什么时候离开家，这些应用或帖子会给用户带来潜在威胁。比如Stweet，Twitter 和谷歌地图的混搭，使得跟随者可以观看街道一级的画面，显示发帖人在哪里，他们是什么时候发帖子的。这样的应用程序，一旦成为日常生活被记录的元素，成为普遍技术，就会引发跟踪行为，令名人和老弱妇孺处于危险之中——从狗仔队到潜在罪犯。此外，微网志的随意性和直接性，使得继续受到关注，关注敏感信息的释放。不大可能因为流行，就变得更加严谨，使用传统出版过程的审查手段。

Where is it going?

用在什么地方？

The posting of microblogs has enjoyed a popular upsurge this year, with add-ons appearing regularly that enable more sophisticated updates and interaction with other applications. By enabling or simplifying a variety of communication channels, these add-on tools are making subtle changes to the character of microblogs, whether allowing users to conduct informal polling among followers or allowing them to set up several blog posts to be sent at specified times. As the range of such tools grows, users might be able to send appointment reminders and project deadlines or, for example, to poll a study group before deciding to rewrite the conclusion of a joint paper. The introduction of new tools, and in particular the increasing ease with which multimedia can be posted, will determine where microblogging goes in the near term. Use of microblogging may reintroduce the epigram or aphorism as a literary form - supported this time by visuals - while scholars can include supporting media as they comment or consult on ongoing projects. Applications that invite users to update with video, voice clips, and photos or to mark up content sent by another with editing or art tools may move collaboration on art projects to the speed of conversation.

张贴微网志今年引发热潮，通过插件，可以有规律的显示更复杂的更新，以及和其他应用发生互动。通过启用或简化各种通讯渠道，无论是允许用户在跟随者中间举行非正式投票，还是允许用户安排在特定时间发布若干网志帖子，这些插件工具使得微网志的性质发生了微妙的变化。随着这类工具的使用范围不断延伸，用户能够发送约会提醒和项目最后期限，或者，在某研究小组决定重写共同论文的结论之前投票表决。引入新工具，特别是更能轻松发布媒体，将会决定微网志近期的走向。使用微网志会让格言警句重新成为一种文学形式——这次得到了视觉化的支持——尽管学者在他们当前项目的评论和咨询中也可以包含媒体。促使用户更新视频、音频片断、照片、标记其他用户发送的内容以供编辑的应用程序，会加快艺术项目的合作速度。

What are the implications for teaching and learning?

对教育学习的影响？

In academe, microblogging is used to offer a backchannel forum during live classes, to send reminders of test dates and project deadlines, to build online community, and to offer notification of class cancellations due to bad weather. As with many communication modes enabled by electronic tools, care must be taken to separate signal from noise. For large classes, filters might be advisable to keep from overwhelming a microblog conversation, but learning teams, smaller seminar classes, and project-based activities could all benefit from the collaborative opportunities offered by these tools. Study groups can offer multiple points of view on a topic, conduct research from different library locations, or send a virtual shout-out to colleagues about a discovery or the results of an experiment so that all members can discuss what that means to the project at hand. By offering a variety of media and increasingly sophisticated tools, microblogging fosters communication for students that seems more natural and enjoyable and could inspire them in new genres of performances or art.

在学术界，微网志用于在上课期间提供反向渠道论坛，发送考试日期提醒和项目最后期限，建立在线社区，在坏天气的时候提供取消上课的通知。跟许多使用电子工具的交流方式一样，需要注意从背景噪音中区分信号。对于很大的班级，使用过滤器，可以避免被微网志交谈的口水淹没，但是学习小组、小型研讨班、基于项目的活动，可以从这些工具提供的合作机会中受益。研究小组可以为同一主题提供多种视角，从不同的图书馆进行研究，在实验有结果或发现时，向同事发送虚拟呼叫，这样所有成员都可以讨论这对手头项目的意义。通过提供各种媒体，以及日渐复杂的工具，微网志在培养学生的交流，使之更自然更享受，激励他们发明新的表演或艺术。

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Microblogging

微网志

Find more titles in this series on the ELI website www.educause.edu/eli

在ELI 网站上可以找到更多同系列文章。

July 2009

二〇〇九年七月

翻译《ELI7019 - 关于谷歌地球你要知道的七件事》

7 things you should know about...

Google Earth

关于谷歌地球你要知道的七件事

Scenario

场景说明

As part of a course on U.S. history, Alexander is writing a paper about the Lewis and Clark expedition, focusing on a critical decision. When the party arrived at a fork in the river in June 1805, the crew believed the north fork was the proper route; Captains Lewis and Clark thought the south course would get them to the Pacific Ocean. Alexander looks at the area on Google Earth, which helps him understand the geography of this part of Montana.

作为美国历史课程的一部分，亚历山大正在写一篇关于刘易斯和克拉克远征的论文，侧重于怎么做出重大决定。一八零五年六月，一行人抵达河岔，全体成员都相信河岔北部才是正确的选择，刘易斯、克拉克队长认为往南走会带他们走到太平洋。亚历山大在谷歌地球上查看该地区，这能帮助他理解蒙大拿这部分地区的地势。

Alexander decides to supplement his paper with a visualization from Google Earth. He has a complete set of Lewis and Clark's maps, in JPEG format, from their journey. He carefully overlays their maps onto the images in Google Earth, adding placemarks for important milestones. Once he has the journey superimposed on the satellite images, Alexander creates a screencast of himself navigating across the country toward the coast, following the route that the explorers took. His screencast narration touches on the events and circumstances that led to the decision at the fork near what is now the town of Great Falls. The images help explain the quandary the party found themselves in, as well as how they came to know they made the correct choice of the southern fork. Alexander also shows where the north fork would have taken the explorers and includes a hypothetical scenario about the difficulties the group would have encountered had they gone that way.

亚历山大决定把谷歌地球中的直观显示补充进论文。他有一套完整的刘易斯和克拉克远征地图，JPEG 格式的。他小心地把地图覆盖到谷歌地球上，为重大事件添加地标。一旦把行程与卫星地图叠加完成，亚历山大就创建了一份屏幕演示，演示跟随当年探索者的路线，朝着海岸穿越各州。他的屏幕演示略微提及现在大瀑布城附近的河岔导致作出决定的事件和环境。该图像有助于解释团队发现自己所处的困境，以及他们是如何开始了解到做出向南走的正确决定的。亚历山大还显示出，探险队如果走北边会遭遇的困难。

When he gives his presentation, Alexander uses Google Earth to show the class the areas he is talking about, zooming in and out to let students see the river and the expedition's course. The class is particularly interested in areas along the journey for which Google Earth represents the topography in 3D. The application also allows Alexander to click through to Internet resources that further explain many of the locations in his presentation.

亚历山大讲课的时候，使用谷歌地球展示谈到的地区，缩放地球，让学生看到河流和远征路线。谷歌地球展示出行程经过地区的三维地形，整个班级都对此格外感兴趣。该应用程序允许亚历山大点击获得互联网资源，进一步解释所呈现地点。

What is it?

这是什么？

Google Earth is an interactive mapping application that allows users to navigate (or "fly") the entire globe, scanning satellite imagery with overlays of roads, buildings, geographic features, and numerous other location-specific data points. Users can add their own points of interest and share them with others, chart routes, plot areas, calculate distances, and overlay separate images onto the application. Google Earth connects to the Internet, making online resources available in connection with particular places. For example, flying to Soldier Field in Chicago shows that location and also links to online maps of the area, comments about the field, and the results of a Web search for the name of the field. For some locations, the application creates 3D representations, both of topography, as for the Grand Canyon and many mountainous areas, and for buildings in some metropolitan areas. Users can show or hide available layers in any combination. Someone working out a road trip, for instance, might show roads, lodging, and restaurants but not shopping or airports. Using the scale and the measurement tools, this user could plot mileages, find places to eat and stay overnight along the way, and link to Web sites to contact those establishments.

谷歌地球是交互式地图应用程序，可以让用户浏览（或者说，“飞遍”）整个地球，浏览的卫星地图，覆盖有道路、建筑、地理特征以及众多其他特定位置数据点。用户可以添加他们自己的兴趣点，并与他人分享，可以在应用程序中画出路线，标出地区、计算距离、覆盖特定图像。谷歌地球连接到互联网，获取与特定地点有关的网上资源。比如，飞到芝加哥军人球场，会看到这个地方、连接到该地区网上地图的链接、有关该球场的评价，以及在网上搜索球场名称的结果。对于一些地方，应用程序建有三维图像以及地形，比如大峡谷和许多山地都是的，某些大城市还建有三维建筑。用户可以显示或隐藏任一图层。比如，有人计划公路旅行，需要显示公路、住宿和餐馆，但是不需要显示商店机场。使用比例尺和测量工具，用户可以标出里程，找到路上食宿的地点，链接到网站，联系这些商家。

Who's doing it?

谁在用它？

Google Earth has become a favorite for people needing to easily show locations, such as a mining company giving a presentation about current or potential sites. Many educators use Google Earth to help students understand subjects ranging from sciences to liberal arts. Geologists can take students - virtually - to an area being studied and show them the topography and surrounding areas, quickly zooming out and flying to other locations. Other scientists overlay images of subject material, such as layers of rock, relating the material to images of the real world. Liberal arts faculty show locations of current events and link to resources about those events, or give tours of historical locations. Some administrators have also found the application valuable for developing student recruitment materials, such as interactive maps and demonstrations of campus.

谷歌地球已成为人们的最爱，因为人们需要轻松显示位置，比如矿业公司需要展示当前或潜在的采矿地点。许多教育者利用谷歌地球帮助学生理解从科学到文科诸多课题。地理学家可以把学生带到——基本如此——正在研究的地区，向他们展示地形和周边环境，快速缩小然后飞到其他地点。其他科学家覆盖课题材料图像，比如岩层，与真实世界图像有关的材料。文科教师展示当前事件发生地点，并链接到事件相关资源，或者参观历史地点。一些管理人员也发现了该应用程序鼓励学生补充素材的价值，比如交互式地图和校园演示。

How does it work?

它是如何工作的？

Google Earth can be downloaded and installed for free. Users fly to locations around the world by entering addresses, names of landmarks or features, or latitude and longitude coordinates.

谷歌地球可以免费下载安装。用户通过输入地址、地标或特征名称、经纬度坐标，飞抵全球任何一处地点。

Alternatively, users can search within a specified region for keywords. For example, you could search for "pizza" in "New Haven" and see on an interactive map all the locations that meet those criteria. Zooming in and out determines the number and kind of features or locations displayed as the resolution changes. As you zoom closer to a residential area, for instance, smaller streets and their names begin to appear. Locations on the map are clickable, opening a pop-up window with information about that place, links to related resources, photos, or other information. Users can change the orientation of the compass points of the map and adjust the aspect such that the map is shown at any angle - from directly above to horizontal. For areas rendered in 3D, adjusting the aspect gives the impression of moving through a real space. Users can add placemarks, which are clickable indicators of particular locations, and create structures using SketchUp, a 3D design application that integrates into Google Earth. Structures created with SketchUp can be exported to other users and tagged for organization.

另外，用户可以用关键词搜索特定地区。比如，你可以搜索“纽黑文市”的“比萨饼”，就会在一幅交互地图上看到满足这一要求的所有地点。放大缩小地图，随着分辨率的改变，显示地点和特征的数量和种类也发生变化。比如，当你拉近住宅区，会显示出更小的街道及其名称。地图上的各个地点都可以点击，点击后弹出一个泡泡窗口，里面有关于这个位置的信息、连接到相关资源的链接、照片，以及其他信息。用户可以更改地图方向，调整方位，地图可以从任何角度加以显示——甚至从水平处观看。在三维渲染的地区，调整方位有在真实空间穿行的感觉。用户可以添加地标，即特定地点的可点击指示物，使用SketchUp创建建筑， SketchUp 是一款集成进谷歌地球的三维设计应用程序。用SketchUp 创建的建筑可以导出给其他用户，用来标记机构。

Why is it significant?

为什么重要？

With Google Earth, colleges and universities can - without additional resources - leverage Google's integration of vast amounts of data in an easy-to-use interface. Being able to fly students from the Great Pyramid of Khufu to the Eiffel Tower to the Sydney Opera House can bring a wide range of subject matter alive. The tool's visual immediacy could prove enormously beneficial, for example, for a survey of various styles of architecture. Individually, students can use Google Earth to investigate places they are studying. Because it is interactive, the application encourages users to keep using it - to fly to new places, places they used to live or hope to live one day, scenes of events in the news, or parts of the world they may never visit in person.

利用谷歌地球，由于谷歌把海量数据整合进一个易于使用的界面，高校可以——无需额外资源——轻松使用这些海量数据。可以让学生从胡夫金字塔飞到埃菲尔铁塔再到悉尼歌剧院，能带来广泛的鲜活课题。这款工具的视觉效果可以带来极大好处，比如，可以用来调查不同风格的建筑。学生可以使用谷歌地球自行调查他们研究的地方。因为谷歌地球是交互式的，所以鼓励用户多用他——飞到新地方，观看他们曾经生活过的地方，打算某天要去生活的地方，新闻活动现场，或者世界上他们可能永远无法亲临的某处。

More than just a map, however, Google Earth lets users create and share personal resources. Browsing and exploring distant locales augmented with contributions from other users presents a compelling opportunity for discovery and learning. Contributing anecdotes, stories, and histories will allow users to communicate in a context of geography.

然而，谷歌地球不仅仅是一个地图，他还让用户创建、分享个人资源。浏览、探索遥远的地方，那些其他用户增加了详细说明的地方，为探索学习提供了很好的机会。用户提供轶事、故事、历史资料，使得用户可以通过地理背景进行交流。

What are the downsides?

有什么不足？

Because Google Earth displays images based on satellite data, users see a snapshot in time. If a building is added to the landscape - or torn down - those changes won't immediately be reflected in the application. Moreover, satellite imagery is not available at the same resolution for all locations. For some cities, you can zoom in close enough to see people walking on sidewalks; for other places, the resolution might only show buildings or blurry cars. Higher-resolution imagery is often available in many parts of the United States, resulting in a perception among some that Google Earth exhibits a U.S. bias, an impression exacerbated by the fact that currently most of the 3D buildings are in U.S. cities. Other concerns stem from its being an application owned by a commercial enterprise, which makes some academics uneasy about relying on it. Google Earth also uses a considerable amount of memory and bandwidth and requires substantial graphics capabilities. On older computers or those with slow connections, the experience of using the application can be frustrating and may cause slowdowns for other applications. In addition, some have expressed concern that Google Earth creates risks to personal safety, given that it offers anyone access to images - sometimes at a very high resolution - of their residences or offices and surrounding areas.

由于谷歌地球显示的图像都是卫星数据，用户看到的是某一时刻的快照。某地区新建或拆毁建筑，这些变化不会立即体现到应用程序当中。此外，各地的卫星图像分辨率不尽相同。在某些城市，你可以拉近足以看到人行道上的行人，另外一些地方，分辨率可能只能显示建筑物和模糊不清的汽车。较高分辨率图像往往出现在美国许多地方，让人误以为谷歌地球侧重于美国，让这一印象进一步加剧的是，当前大多数三维建筑都存在于美国城市。由于它是商业企业所拥有的应用程序，由此引发其他一些担心，一些学者为依赖它而感到不安。谷歌地球使用大量内存和带宽，需要大量图形处理能力。旧计算机、低速连接，在用这款程序的时候，会感觉很失败，会拖慢其他程序。另外，有些人担心谷歌地球会增加个人安全风险，因为谷歌地球能让任何人看到他们的住宅、办公室以及周围地区的图像——有时候还是高分辨率的。

Where is it going?

用在什么地方？

Google Earth will become more sophisticated, with additional tools and increasing coverage of high-resolution imagery. The number of places that offer 3D imagery is also likely to expand. The dramatic views and capabilities of the program have spawned communities of users who develop content - placemark collections on particular topics, 3D structures - that is available to others. Acting as the technical infrastructure, Google Earth allows users to share personal histories. Geographic notations can be found on many topics for many different places, and by integrating with other existing applications, Google Earth is positioned to become a spatially based collection of facts and knowledge.

随着附加工具和高分辨率地区的增多，谷歌地球会变得更加复杂。提供三维图像的地区数量也会增多。程序令人侧目的视角和功能，已经培养出用户社区，用户纷纷提供内容——关于特定主题的地标集合，三维建筑等——供他人使用。作为技术架构，谷歌地球允许用户分享个人经历。在许多不同地方都可以找到很多主题的地理标记，并与其他现有应用整合在一起，谷歌地球的定位已变成收集事实和知识的地方。

Educators have started a number of blogs, user groups, and forums where they share ideas and experiences using Google Earth in the classroom, as well as post exercises they have created that use the application. As tools emerge to export content from Google Earth to other applications, such as video files, instructors will be able to give students assignments to create projects using the application and share those projects with others.

教育工作者开始在为数众多的网志、用户组、论坛上分享在教室使用谷歌地球的主意和经验，同时张贴他们为使用谷歌地球而设计的练习。由于有工具可以把谷歌地球内容——比如视频文件——导出到其他应用，教师可以安排学生使用谷歌地球创建项目，并与其他人分享项目。

What are the implications for teaching and learning?

对教育学习的影响？

Google Earth is another in a growing list of applications that can move ideas from the pages of a book into the imaginations of students. The experience of flying over Tripoli and then Brussels and comparing how the two cities are designed is immediate and compelling. Students today expect technology to be part of education, and Google Earth is a way for institutions to provide that component in a tool that students find familiar and comfortable. It provides educators a means to assess and bolster students' visual literacy skills, and, to the extent that it gives students a peek into virtually any corner of the world, Google Earth can help them develop a context for spatial and cultural differences around the world.

越来越多的应用程序将思路从书页转移到学生的想象力，谷歌地球只是其中一种。从的黎波里飞到布鲁塞尔，然后比较这两座城市的不同，这种体验快速而令人瞩目。现在的学生把技术看作教育理所当然的一部分，教育机构为学生提供熟悉的工具，提供谷歌地球就是一种办法。谷歌地球为教育者提供了评估、支持学生视觉文化技能的方法，并扩展了学生观察真实世界任何角落的机会，谷歌地球可以帮助学生建立起世界各地空间、文化各不相同的认识。

Google Earth

谷歌地球

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October 2006

二〇〇六年十月

翻译《ELI7024 - 关于RSS（简易资讯聚合）你需要知道的七件事》

7 things you should know about...

RSS

关于RSS（简易资讯聚合）你需要知道的七件事

Scenario

场景说明

For several semesters, Dr. Shaw has maintained Web sites for his chemistry courses. Each site includes reading lists and the syllabus, and he also uses a blog on the site to inform students about additional resources and changes to lab times and locations. Each lab group, consisting of five students, also has its own blog, where they report results from experiments. Beginning in the spring semester, Shaw adds RSS feeds to the site - one each for his blog and the lab group blogs. RSS feeds deliver updated Web content to subscribed users, and Shaw tells the students to subscribe to all of the feeds in the course. He also suggests that they subscribe to the chemistry department's RSS feed for its Web page, which includes events and news that might be of interest to the students, as well as podcasts of pertinent lectures, both on campus and from other institutions.

几个学期以来，萧博士一直在维护他的几个化学课程网站。每个网站都包括阅读列表和课程大纲，他还用网志通知学生新增资源和实验时间及地点的变更。每个实验小组，有五个学生组成，也有他们自己的网志，用来报告实验结果。春季学期一开始，萧博士为网站增加RSS订阅源——他的网志、学生实验小组网志，每个一份。RSS 订阅源向订阅用户提供网页的更新内容，萧博士告诉学生订阅课程所有订阅源。还建议学生们订阅化学系网站的RSS订阅源，其中包括学生可能感兴趣的活动和新闻，以及校内和其他机构的讲座相关网播。

Students subscribe to the feeds using a variety of RSS aggregators, chosen based on personal preference. At regular intervals, the aggregators automatically check for and download new content from the RSS feeds. When they look at their aggregators, the students see a list of all the feeds they are subscribed to and which ones have new content, which they can quickly access through the aggregator. Several of the students are in other classes that also use RSS for course updates. By organizing all of their RSS feeds in their aggregators, those students establish a single point of contact for updates to their classes. Many students also add RSS feeds from other online sources relevant to their coursework, creating a customized, up-to-date resource for their academic work.

学生根据个人喜好，利用各种RSS聚合器订阅这些订阅源。每隔一段时间，聚合器自动检查RSS订阅源并下载新内容。当学生打开聚合器，他们会看到他们订阅的所有订阅源列表，同时显示哪一个订阅源有新内容，通过聚合器他们可以很快打开新内容。一些其他班的学生也用RSS更新课程。用聚合器组织管理所有RSS订阅源，这些学生通过单一途径，就能更新自己所有的课程。许多学生也添加与其课程相关的其他在线资源的RSS订阅源，为其学术工作建立起一份定制的最新的资源。

Shaw follows the RSS feeds to monitor the progress of the lab groups. Each day he checks his aggregator for new content, and, when he is away from campus, he monitors the feeds on his PDA. With two introductory courses of more than one hundred students each, using RSS feeds allows Shaw to keep tabs on all of his lab groups more easily than he could with e-mail updates from students or by looking for blog updates on the course Web site.

萧博士通过跟踪RSS订阅源来监视实验小组的进度。每天他都检查聚合器查看最新内容，他不在学校的时候，通过PDA来订阅。两门入门课程都有超过一百名学生，使用RSS订阅源，萧博士可以很轻松的密切注意所有实验小组的更新，比用电子邮件或者浏览课程网站上的网志更新轻松多了。

What is it?

这是什么？

RSS is a protocol that lets users subscribe to online content using an RSS "reader" or "aggregator," which checks subscribed Web pages and automatically downloads new content. The aggregators display a list of subscriptions, with highlighting or another indicator of RSS feeds that have added content since the user last logged in. Without having to go to all of the individual Web sites, users can quickly and easily access new material from sites that interest them. For many, RSS has become the pipe through which content flows from providers to consumers. What makes RSS important is that users decide exactly what content is allowed through that pipe.

RSS 是一种协议，允许用户使用RSS阅读器或者聚合器订阅网上内容，RSS 阅读器或者聚合器检查订阅的网页并自动下载新内容。聚合器显示订阅列表，使用高亮或者其他方式显示用户最后一次登录后新增的内容。不需要单独访问每一个网站，用户就能快速轻松获取网站上他们感兴趣的新材料。对许多人而言，RSS 变成内容从提供者到消费者流动的管道。RSS 之所以重要是因为，用户可以决定，允许什么内容通过这根管道。

Since its introduction in the late 1990s, RSS has become almost ubiquitous. An excellent mechanism for distributing regularly updated content, RSS is a natural complement to blogs, news sites, photo-sharing applications, and podcasts. The popularity of podcasting results on some level from RSS technology. When new podcasts are available, the aggregator (or, in this case, podcatcher) automatically downloads the new file to your computer or portable music player.

自从二十世纪九十年代出现，RSS 已经无处不在。作为一项很好的定期发布更新内容的机制，RSS 是网志、新闻网站、相片共享应用、网播的天然补充。网播的流行在一定程度上归功于RSS 技术。有新的网播内容时，聚合器（在这里或称为网播收集器）自动从你的计算机或便携音乐播放器下载新文件。

Who's doing it?

谁在用它？

Bloggers represented many of the early users of RSS, which has since been widely adopted as a way to share information from virtually any source, including machine data. At both the institutional and departmental levels, large numbers of colleges and universities have incorporated RSS feeds into their online offerings. Peterson's maintains a College and University Feed Directory that catalogs hundreds of higher education RSS feeds organized by topic area, such as admissions, libraries, research centers, and technology. Listed in "research centers," for example, is a Harvard University Gazette RSS feed that provides updates about scientific research conducted at the university. Other feeds relate to scholarship opportunities, calendars of campus events, new acquisitions by libraries, tips for students from university IT staff, and numerous other areas of interest to students, faculty, staff, or alumni.

博客是指RSS 的许多早期用户，他们将RSS 广泛用于分享信息——不论来源何处，甚至包括机器数据。大量高校下属各研究机构和院系，都为在线服务添加RSS订阅源。彼得森维护着一份高校订阅源目录，收集了上百高等教育RSS订阅源，按照课题领域分类，比如入学、图书馆、研究中心、技术等。比如，研究中心列表，有哈佛大学公报RSS 订阅源，提供哈佛大学科学研究有关更新。其他订阅源涉及奖学金机会、大学活动日程安排、图书馆新进书籍、大学IT员工给学生的小技巧，以及学生、教师、员工、校友感兴趣的为数众多的其他领域。

How does it work?

它是如何工作的？

Making content available through RSS requires adding a small bit of code to a Web site, typically with an accompanying icon that lets users know that the content on the page is available through RSS. Users click on the icon or other RSS link to add a subscription to their aggregators, which allow users to set parameters such as how frequently the application looks for new content and how long downloaded items are kept. Rather than checking 20 or 50 or 100 blogs every day, for example, you can subscribe to the blogs' RSS feeds and simply check your aggregator to see new content added to any of them. For some content, RSS feeds deliver headlines and short bits of "teaser" text, driving users to the content provider's site to access the full resource. In other cases, such as podcasts and photos, RSS feeds deliver all of the content to users. If you subscribe to a Flickr feed, for example, new photos added to that feed will be downloaded to your aggregator, where you can access them locally.

要通过RSS 发布内容，需要为网站添加一小段代码，通常还有一个图标，让用户知道页面上的内容可以通过RSS 订阅。用户点击这个图标或者其他RSS 链接，添加订阅到聚合器，聚合器让用户设置参数诸如软件以什么频率查看新内容，以及下载内容保留多久时间。比如，与其每天浏览二十或五十或一百份网志，不如订阅这些网志的RSS订阅源，然后简单查看聚合器，看看有什么新内容。对于某些内容，RSS 订阅源提供标题和简短的“挑逗性”文字，促使用户访问内容提供者的网站，查看完整内容。另一些情况，比如网播和照片，RSS 订阅源为用户提供全部内容。比如，如果你订阅Flickr 订阅源，订阅源中新增加的照片会下载到你的聚合器中，你就可以从本地访问这些照片。

In the early days of RSS, users needed separate reader or aggregator applications for their RSS subscriptions. Increasingly, Web browsers and even operating systems incorporate RSS functionality, giving a much wider range of users access to RSS feeds through applications they already use. In addition, devices such as PDAs and cell phones now support RSS.

在RSS 早期，用户需要使用专门的阅读器或聚合器程序订阅RSS。后来越来越多的网页浏览器甚至操作系统集成了RSS 功能，使得更多用户通过已有程序访问RSS 订阅源。另外，PDA 等设备和移动电话现在也支持RSS。

Why is it significant?

为什么重要？

In many ways, RSS answers the question of how to filter and organize the vast amount of information on the Web. Internet users tend to settle on preferred sources of information, whether news sites, blogs, wikis, or other online resources that regularly update content. RSS allows users to create a list of those sources in an application that automatically retrieves updates, saving considerable time and effort. RSS feeds can be offered at varying levels of granularity, further enhancing users' ability to specify exactly what information they want to receive. For example, a college or university might offer one RSS feed for the institution's main news page, sharing information that concerns the institution broadly, and other feeds focused on the college of arts and sciences, the history department, or research being conducted by a professor of European history. Users can subscribe to feeds independently, tailoring the content they receive to their unique interests and needs.

在很多方面，RSS 都解决了如何过滤和管理网上海量信息的问题。互联网用户倾向于处理喜欢的信息源，无论是新闻网站、日志、维基，还是其他定期更新内容的在线资源。RSS 允许用户用某一应用程序为这些资源创建一份列表，自动获取更新，省下大量时间、精力。RSS 订阅源可以提供不同级别的详细程度，进一步提高用户精确指定想要获取哪些信息的能力。比如，某高校为其机构主要新闻页面提供一份RSS 订阅源，分享该机构广泛关注的信息，同时还提供艺术与科学学院、历史系，以及欧洲历史教授正在开展的研究等其他订阅源。用户可以分别订阅这些订阅源，也可以根据自己的兴趣和需求剪裁收到的内容。

Growing numbers of online resources offer RSS functionality. Because applications such as browsers and operating systems increasingly support RSS, the technology has the potential to become the primary vehicle through which users interact with the Internet. Further, RSS can offer an alternative to e-mail newsletters, which raise concerns about privacy and spam.

越来越多的在线资源提供RSS 功能。由于浏览器和操作系统等应用增加对RSS 的支持，该技术有可能成为用户接触互联网的主要手段。此外，RSS 能够替代电子邮件通讯，后者的隐私和垃圾邮件问题越来越严重。

What are the downsides?

有哪些缺点？

To take advantage of RSS feeds, users must locate online sources they trust, which can be a time-consuming task. Even if a site is deemed reliable, it may not offer RSS feeds. Moreover, because using RSS depends on making specific choices about which content you see, users who limit their Internet usage to reading RSS feeds will miss the serendipity of pulling up a site's home page just to see if something catches their attention. The flipside of placing limits on the overflow of online information is that you cut yourself off from resources that might prove valuable.

要发挥RSS 订阅源的优势，用户必须找到他们信任的在线资源，这会非常耗时。即使一个网站被认为可信，它也不见得会提供RSS 订阅源。况且，由于使用RSS 取决于你想看到哪些内容的具体选择，那些互联网用途狭窄、仅仅阅读RSS 订阅源的用户会因为只看他们想要关注的内容，而错过访问网站首页带来的意外收获。为网上信息超载设置限制的反面就是，接触不到一些可能对你有价值的资源。

Not all content is appropriate for RSS, such as a published article that is not going to change. Nevertheless, Web pages like these sometimes offer RSS feeds, indicating that appropriate guidelines for how the technology should be used are still evolving. In addition to several versions of RSS, a competing protocol from Atom offers an alternative technology for the same purpose. Underlying the various protocols are fundamental disagreements among developers about how the tools should work.

不是所有内容都适合RSS，比如发表的文章就不会继续改动。然而，有时候这类网页也提供RSS 订阅源，这表明仍然需要发展适当的准则，指导如何使用技术。此外，RSS 的多个版本，竞争协议ATOM，都为同一目的提供了替代技术。开发者之间的基本分歧，是工具如何工作所依据的各种协议。

Where is it going?

用在什么地方？

Increasing numbers of Web sites will offer RSS feeds, and RSS enables new ways for data to flow between applications. A course management system, for example, can be configured to send an RSS feed about its current status. If trouble is detected, an update about the problem is sent to users or other systems subscribed to that feed. Mashup applications that combine data from disparate systems can also take advantage of RSS technology to maintain awareness of data updates. Similarly, some social networking sites allow users to add RSS subscriptions to their pages. For instance, a Facebook user can subscribe her profile page to her Flickr RSS feed. When she adds a picture to her Flickr account, that photo is added to her Facebook page (with Facebook acting as the aggregator).

越来越多的网站会提供RSS 订阅源，RSS 成为应用间数据流动的新途径。比如，课程管理系统，可以配置成发送RSS 订阅源，提示当前状态。一旦检测到故障，有关问题的更新便发送给用户或者其他订阅系统。混搭应用把不同系统的数据融合起来，还可以利用RSS 技术的优势，及时知晓数据的更新。同样，一些社交网站允许用户在其页面添加RSS 订阅。例如，Facebook 用户可以把他Flickr RSS 订阅源订阅到个人资料页上。他的Flickr帐户添加照片后，照片会增加到他的Facebook页面上（这里Facebook就是一个聚合器）。

Some services attempt to quantify the number of individuals subscribed to specific RSS feeds, though these numbers are currently only estimates. Tools to track RSS usage - including how many people are subscribed, how many of those subscribers open specific links, and other usage data - will likely become more sophisticated and more accurate as organizations seek to understand the effectiveness of RSS efforts. By enabling new channels of data exchange, as with research data and communities of learners, RSS has the potential to create a stronger connection between knowledge creation with individual learning.

某些服务试图量化独立订阅到具体RSS 订阅源的数量，尽管这些数量现在还只能估计。跟踪RSS 用途——包括有多少人订阅，这些订阅者有多少打开具体连接，以及其他使用数据——的工具会变得更加复杂，更加准确，各机构可以用来设法了解RSS 工作的效用。通过实现数据交换的新渠道，与研究数据和学习者社区一样，在知识创造活动与个体学习活动之间， RSS 有可能建立强有力的连接。

What are the implications for teaching and learning?

对教育学习学习有什么影响？

RSS provides an efficient way for students to keep in touch with faculty, stay informed about coursework and other academic activities, and follow developments in their fields of study, which for many will be an important skill in their professional lives. The exchange of information that RSS facilitates can also take place from students to faculty or among the students in various courses within a department. Faculty use RSS to help them efficiently use the Internet to exchange disciplinary information and increase awareness of important developments. Many faculty also use online repositories of learning objects to locate educational resources to include in their courses, and initiatives including MERLOT and OpenCourseWare offer RSS feeds that notify subscribers when new content has been added in particular academic areas.

RSS 为学生提供了与教师保持接触的有效途径，第一时间了解功课布置和其他学术活动，紧跟研究领域的发展，这对许多学生的专业生涯都是一项重要技能。RSS 也能促进同一院系各课程间学生到教师、学生之间的信息交换。教师利用RSS 帮助自己高效运用互联网交换学术信息，提高对重大发展的认识。许多教师也利用在线学习对象库找到课程需要的教育资源，包括MERLOT 和OpenCourseWare 提供RSS 订阅源，通知订阅者具体学术领域添加了新内容。

RSS

简易资讯聚合

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April 2007

二零零七年二月

翻译《ELI7022 - 关于开放期刊你要知道的七件事》

7 things you should know about...

Open Journals

关于开放期刊你要知道的七件事

Scenario

场景说明

Dr. Carelli structures her graduate molecular biology course around student research projects and the papers based on that research. To that end, she implements an open journaling application that the class uses to create a journal representing the work done during the course. In the first half of the term, the students design and conduct individual experiments and compile their results into draft academic papers. The rest of the term is devoted to reviewing papers and creating the journal.

卡瑞利博士围绕学生研究项目及相应论文，组织本科分子生物学课程。为此，他实现了一款开放期刊应用，班级用来创建期刊，展示课程中完成的作品。在前半个学期，学生筹划、整理各自的经验，并将结果汇集成学术论文草案。下半个学期专门审查论文、创建期刊。

Each student creates a profile in the open journaling application, which integrates all the functions of creating a peer-reviewed journal. For the purposes of the course, every student registers as an author and a reviewer, while Dr. Carelli serves as the overall editor of the journal. Students submit their drafts through the online application. Dr. Carelli divides the 20 students into four groups, or committees, and each group reviews the papers submitted by one other group. In this way, every paper has five peer reviewers, and every student reviews five papers. Students regularly log in to the journal Web site to see where their papers are in the review process and to check their queues for papers to review. Each student must submit at least two revisions to his paper, based on reviewer comments, and each committee - with Dr. Carelli as de facto chair - must ultimately approve each paper for "publication." Students are graded on the quality of their papers and also on their reviews. At the end of the semester, Dr. Carelli compiles the students' papers into the Journal of Molecular Biology 4201, which is available for anyone on the Web to read.

每个学生都在开放期刊应用中建立个人资料。这款应用有创建同业审查期刊的全部功能。处于课程需要，每位学生都注册为作者和审查者，同时卡瑞利博士担任期刊总编辑。学生通过在线应用程序提交草稿。卡瑞利博士把二十名学生分成四组，或者说编辑委员会，每个小组审查另一小组提交的论文。这样，每份论文有五位同业审查者，每位学生要审查五份论文。学生定期登录期刊网站，看看他们的论文到了审查过程的什么阶段，并检查需要他们审查的论文队列。每位学生的论文都必须根据同业审查意见，至少校订两次，每个编辑委员会——卡瑞利博士是事实上的编委主席——最终都必须准许“出版”每一份论文。学生按照论文质量及其论文评语打分。在期末，卡瑞利博士把学生的所有论文汇编进《分子生物学4201课程期刊》，任何人都可以在网上阅读此期刊。

With the open journaling application, students experience the process of peer review and publication from the perspectives of an author and of a reviewer, allowing them to model practices that will follow many of them through their professional lives. Having to critique other students' research papers sharpens their sense of what is good, and what needs improvement, in their own work.

利用开放期刊应用，学生体验到同业审查的过程，以及从作者及审查者的角度出版的过程，他们当中大多数人最终形成习惯，并伴随其职业生活。批评其他学生的研究论文，使得他们在工作中对什么是优秀的、什么需要改进，更加敏锐。

What is it?

这是什么？

Open journaling replaces traditional peer-reviewed publishing with an open access model, in which the workflow for the submission, review, and publishing of content is transparent. With open journaling, authors can track the progress of their submissions, access reviewer comments, and revise and resubmit articles. Reviewers, editors, proofreaders, and others involved in the process also have access to the status of submitted material and the issues of the publication. Open journaling tools manage this process through an online application that lets users publish academic journals and other scholarly material more easily and at considerably lower cost than with traditional methods. The application also handles archiving, and some tools oversee subscriptions and support publishing in several languages.

开放期刊用开放存取模式取代了传统的同业审查出版，其中提交、审查和出版内容的流程是透明的。利用开放期刊，作者可以跟踪他们提交文章的处理进度，读取审查者的评语，然后修订并重新提交文章。审查者、编辑、校对员以及其他相关人员也可以获取提交文章和出版内容的状态。开放期刊工具通过在线应用程序管理进度，相对于传统出版模式，该在线应用程序可以让用户，更轻松更便宜的出版学术期刊和其他学术材料。该在线应用程序还处理存档，一些工具还检查订阅情况，支持以多种语言出版。

Most open journaling tools are open source, allowing each publisher to customize the application to suit its unique needs, and in most cases the journals produced can themselves be open access or subscription-controlled. Because the tools and processes are all online, the threshold for a community of users to develop, vet, and publish content on a specific topic is considerably lower than with traditional publishing methods. For established journals, the open journaling process can streamline the production process and provide an online outlet for the journal material.

更多开放期刊工具是开源的，允许每一位出版者定制应用程序以满足特殊需求，大多数情况下，出版的期刊可以自己开放存取或者控制订阅。由于工具和处理过程都是在线的，社区用户制作审核出版具体主题内容的门槛大大低于传统出版方式。对于已有期刊，开放期刊方法可以加快处理过程，为期刊文章提供在线出路。

Who's doing it?

谁在用它？

The most used application of this type is currently Open Journal Systems (OJS), developed by the Public Knowledge Project (PKP), an initiative at the University of British Columbia and Simon Fraser University. Other open journaling tools include Digital Publishing System (DPubS), a project from the Cornell University Library and Penn State University Libraries and Press; HyperJournal; and OpenACS (Open Architecture Community System). More than 800 journals around the world use the OJS application, drawing thousands of college and university faculty, researchers, and graduate students as authors each year. The Columbia Undergraduate Science Journal is an open journal dedicated to publishing peer-reviewed (and faculty-reviewed) articles written by undergraduates. Other open journals attract nonacademic professionals from virtually any field as authors and reviewers. Because open journaling applications operate over the Web, the organizers of some conferences use them to solicit reviews of session proposals from experts around the world. 

现在最常用的这类应用程序是开放期刊系统（OJS），由加拿大不列颠哥伦比亚大学和西门菲沙大学发起的公共知识项目（PKP）开发。其他开放期刊工具包括数码出版系统（DPubS），一项由康奈尔大学图书馆和宾夕法尼亚州立大学的图书馆和出版社执行的项目；超期刊（HyperJournal）；OpenACS（开放式社区系统）。世界上超过八百种期刊使用OJS应用，每年有数千高校的教师、研究者、研究生在其中发表文章。《哥伦比亚大学生科学杂志》是一份开放期刊，致力于出版由本科生写就的同业审查（以及教师审查）文章。其他开放期刊邀请各个领域的非学术专家担任作者和审查者。由于开放期刊应用通过网页运作，某些会议的组织者用它来征求世界各地专家对会议提案的审查。

How does it work?

它是如何工作的？

Open journaling applications manage the production of one or more journals, dividing responsibilities for the various steps among users with different roles, such as editor, reviewer, layout artist, proofreader, and author. For each journal, an administrator establishes the workflow, which determines the sequence of steps and dependencies, and assigns roles to the steps in the workflow. Users register with the system and log in to perform functions associated with their roles. A department editor, for example, might evaluate submissions and assign them to individual reviewers or groups of reviewers. An author can use the system to upload submissions, check the status of those submissions, and see and respond to reviewer comments. Based on the publishing calendar, an editor or editorial board will assemble issues of the journal with completed articles.

开放期刊应用管理着一到多份期刊的制作，为编辑、审查者、排版设计、校对员、作者等不同角色在不同阶段划分责任。对于每一份期刊，管理员监理工作流程，决定步骤顺序和依赖关系，为工作流程中每一步骤安排任务。用户注册，登录，执行与他们任务相关的功能。比如，某一专栏编辑，评价提交文章，将文章分配给单独审查者或审查小组。作者可以利用系统上传提交的文章，检查提交文章的状态，浏览并回应审查者的评论。根据出版日程表，编辑或编辑委员会，会把已完成的文章汇编成期刊。

Issues are posted online and archived to the journal's Web site. Readers access particular issues of the journal, with individual articles typically available in multiple formats. Like other online content, articles can include hyperlinks, either to internal material such as references or to resources on the Web. Readers can also conduct searches of content, within a single article or across multiple publications. Some open journaling tools automatically cross-reference articles and journals, allowing a user to quickly see, for example, all of the other articles that cite the one being read.

内容发表在网上，存档在期刊网站中。读者以多种形式获取期刊的特定内容，一般都是单独的文章。如同其他在线内容，文章也可包含超链接，指向参考文献等网络材料，或者指向网上的资源。读者也可以在单篇文章内或者多份出版物内搜索内容。一些开放期刊工具可以自动交叉索引文章和期刊，比如，允许用户快速浏览当前阅读文章引用的所有其他文章。

Why is it significant?

为什么重要？

Peer-reviewed journals are the source of high-quality, academic research and information, and open journaling significantly lowers the obstacles to launching and publishing such journals. With these tools, any subject area with enough writers, reviewers, and editors can be the focus of an online journal, encouraging the generation of new content. Online journals do not incur the significant costs of printing, storing, and shipping paper copies, and the transparency of the process fosters a sense of trust in both readers and authors of the journal. Online access greatly expands the reach of the material, and not printing a journal also puts content in front of readers more quickly.

同业审查是高质量学术研究和信息的来源，开放期刊在很大程度上降低了创办发行这类期刊的门槛。有了这些工具，任何有着充足作者审查者和编辑的课题领域，都可成为开放期刊的关注点，鼓励出产新内容。在线期刊不需要昂贵的印刷、存储和运输费用，透明的处理过程培养了期刊编辑与作者的相互信任。在线获取更扩展了材料的覆盖面，不需要打印也使得内容可以更快到达读者面前。

Because the threshold for creating a journal is so low, the journal format could be used to provide access to content collections that otherwise would not strictly be considered a journal. An online, open journal might, for example, serve as an electronic portfolio representing a student's work in a particular course, or a student's work in numerous courses over an academic career. Similarly, an event could use open journaling tools to coordinate the event content. In the same way that published articles are peer reviewed, the material pertaining to an academic conference or symposium is also submitted, typically to a committee that reviews the material and chooses what will be presented.

由于创建期刊的门槛如此之低，使得期刊这种形式可以用来提供一些内容集合，这在其他情况下不会被当作期刊。比如，在线开放期刊，可用做电子档案袋，呈现学生在某一特定课程中的工作，或者呈现学生在学习生涯中若干课程的工作。同样，某一活动可以利用开放期刊工具调整活动内容。同样，出版的文章都经过同业审查，学术会议或研讨会有关的材料一般也提交到组委会，共审查并选择出版。

What are the downsides?

有什么缺点？

Open journaling tools allow virtually anyone to set up a journal that looks credible, insofar as it reflects the appearance and the functionality of other journals that use the same tool. Given concern over the inability of many Web researchers to discern good information from bad, open journals that look academic can be an effective vehicle for disseminating unreliable or blatantly false information. Open journals must take steps to demonstrate their authority and credibility.

开放期刊工具实际上允许任何人创建看上去可信的期刊，由于使用了相同的工具，它和其他期刊有着相同的外观和功能。由于担心许多网络研究者无法分辨信息的好坏，看上去很学术的开放期刊有可能会成为散播不可靠甚至虚假信息的有效媒介。开放期刊必须采取行动，表明其权威和信誉。

Where is it going?

用在什么地方？

The movement toward greater use of open journaling tools is expected to continue, and associated technologies will be developed to handle the availability and usage of the content that is created. Most open journaling applications allow authors or editors to add metadata to reviewed articles and papers. Harvesters scour online journal content for these metadata, creating indices that allow users to more easily find the content they need. Increasingly sophisticated harvesters represent one answer to the question of what to do with all the new content. At the same time, tools that track usage data or poll users - the kinds of tools used by many social software applications - might find their way into open journal material, offering another way to disseminate content or provide critiques of it.

越来越多使用开放期刊工具这种现状，有可能继续下去，会开发出相关工具处理已有内容的可用性和使用情况。大多数开放期刊应用，允许作者或编辑为已审查文章和论文添加元数据。收集工具根据元数据收集在线期刊内容，建立索引，帮助用户更轻松的找到他们需要的内容。同时，工具跟踪使用情况数据，调查用户——这类工具多由社交软件应使用——以找出他们找到开放期刊材料的途径，提供散播内容或批评的其他途径。

Though a paper journal and a conference are very different, they both strive to present refereed content to an audience. Because the basic model of content generation, review, and presentation is the same for journals as for conferences, there may be a convergence of technologies that manage this process.

虽然纸质期刊和研讨会有很大不同，但他们都努力向观众呈现专业内容。由于期刊和研讨会产生、审查、出版内容的基本模式一样，有可能会出现一种融合的技术，管理这一过程。

What are the implications for teaching and learning?

他对教育学习的影响？

Teaching students appropriate disciplinary practices, including peer review, communication, publishing, and referencing sources, can be a tricky proposition. Providing an infrastructure with disciplinary values built in can be a good way to model proper academic processes and get students habituated to the kind of work many will likely encounter in their professional lives. Open journals also promote good practices, including reliable access to information and tagging through the addition of metadata.

教给学生合适的学术做法，包括同业审查、交流、出版、引用出处，都很棘手。利用内在学术价值观，提供一套基础设施，可以是培养正当学术行为习惯的好办法，让学生习惯于在其职业生涯中遇到很多这类工作。开放期刊也促进良好做法，包括获取可靠的信息和通过添加元数据来做标签。

Open Journals

开放期刊

Find more titles in this series on the ELI Web site www.educause.edu /eli

在ELI 网站上能找到更多同一系列的文章

February 2007

二零零七年一月

翻译《ELI7035 - 关于谷歌应用套件你要知道的七件事》

7 things you should know about...

Google Apps

关于谷歌应用套件你要知道的七件事

Scenario

场景说明

To support her master's thesis in sociology, Sylvia developed a project that brought together students from a high school in downtown Chicago with students from Monroe High School in Monroe, Wisconsin. Despite being just a two-hour drive away, the schools were worlds apart culturally, and the project's goal was to investigate attitudes that students in each school held about those at the other. The instrument for the project was a fiction writing exercise in which a group of students at each school would write a story set in the other school's town. As the stories developed, the students at each school would review and make edits to the story from the other school. Both schools suffered from outdated computers with a range of software (though all of it was PC-based) and no prospect of district funding for hardware or software improvements. Sylvia was a dyed-in-the-wool Mac user, which presented another compatibility concern. They all had Internet connections, however, at least at school, and most of the students selected to participate also had Gmail accounts.

希尔维雅为了证明其硕士论文，制定了一个项目，集合了从芝加哥市区高中到威斯康辛州门罗县门罗高中的学生。尽管这两所学校距离仅两小时车程，但其文化有天壤之别。该项目的目标是研究每所学校对其他学校的态度。而该项目的研究手段是小说写作练习，让各个学校一群学生写一个发生在另一学校所在地的故事。随着故事的发展，学生会查看、修改另一学校写的故事。两所学校都得忍受老旧电脑和一系列旧软件（但都是基于PC的软件），也不可能得到地方资金改善硬软件。希尔维雅是彻底的苹果用户，这又是另一项兼容问题。学生都可以上网，至少在学校可以。大多数参与学生都有Gmail账户。

Sylvia set up blank documents on Google Docs and granted access to the participating students. She left the story ideas and development entirely up to the students. Once a week, the two groups would "trade" papers, seeing how the story - ostensibly about them - was progressing and making comments in the file itself about how their town and its culture differed from the story's portrayal. Sylvia also reviewed the files and made her own suggestions. Because all of the writing and reviewing happened through web browsers, there were no problems with file compatibility, and Google Docs kept a record of the many versions of each story. Initially, Sylvia thought she and the students would keep in touch using Gmail, but the students soon began using Google Talk among themselves, so Sylvia did too. Those students who had Internet access at home could access the files and the software to work on them, which was vital because many of the students could not afford to buy traditional software. Sylvia spent spring break visiting her family in Arizona and, without having to take her computer, could access and comment on the stories from there. The ability to share documents - and to communicate - with others, regardless of platform or software, allowed Sylvia's project to succeed. Students in both groups saw how stereotypes influenced their ideas about urban and rural culture, and they came away with an appreciation for their differences - and their similarities.

希尔维雅在谷歌文档中建立空白文档，允许参与学生编辑。他留下故事思路，完全由学生自由发展。两组学生每周交换一次故事，看看故事——另一组给他们假设的故事——如何发展，并在文件中留下评论，评论他们小镇及其文化与故事中所描述的有哪些差别。希尔维雅也检查这些文档并给出建议。由于所有写作及查看都发生在网页浏览器中，没有文件兼容的问题，并且谷歌文档为每个故事记录了许多版本。一开始，希尔维雅认为他和学生会通过Gmail接触，但是学生之间很快就用上GTalk，于是希尔维雅也用了。那些在家上网的学生，也能编辑这些文件，使用这些软件，这很重要，因为这些学生很多没有条件购买传统软件。春假希尔维雅回到亚利桑那州的家乡，没有带自己的计算机，但从那儿也能访问评论这些故事。与其他人分享文档——以及评论——的功能，与平台和软件无关，确保了希尔维雅项目的成功。两小组学生看到自己对于城市和农村文化的看法是如何影响对方成见的，他们离开时带着对相互之间的异同的尊重。

What is it?

这是什么？

Google Apps is a collection of web-based programs and file storage that run in a web browser, without requiring users to buy or install software. Users can simply log in to the service to access their files and the tools to manipulate them. The offerings include communication tools (Gmail, Google Talk, and Google Calendar), productivity tools (Google Docs: text files, spreadsheets, and presentations), a customizable start page (iGoogle), and Google Sites (to develop web pages). The tools are free, or users can pay for a Premium Edition that adds more storage space and other features. Alternatively, an Education Edition includes most of the extras in the Premium Edition and is offered at no cost to K-12 and higher education. Google Apps allows institutions to use their own domain name with the service and to customize the interface to reflect the branding of that institution. In this way, a college or university can offer the functionality of Google Apps in a package (and with a URL) that is familiar and comfortable to constituents.

谷歌应用套件是一套基于网页的程序和文件存储，运行于网页浏览器之中，不需要用户购买或者安装软件。用户只需要简单登录入服务即可访问自己的文件，并利用工具处理这些文件。该套件包括通信工具（Gmail、GTalk和谷歌日历），生产工具（谷歌文档：文本文件、电子表格和演示文稿），用户自定义起始页（iGoogle）和谷歌协作平台（用以开发网页）。这些工具都是免费的，胡勇也可以付费购买有更大存储空间和其他功能的专业版本。另外，教育版本包括了专业版本绝大部分额外功能，免费提供给中小学和高校。谷歌应用套件允许机构在这些服务中使用机构自己的域名，定制界面，以反映机构自己的品牌。这样，高校就能同一套件中（使用同一地址）提供谷歌应用套件熟悉而舒适的功能。

Who's doing it?

谁在使用它？

Since its launch, Gmail has been a popular choice among students - higher education as well as K-12 - and many of these same students are users of Google Apps. For them, being able to access their documents from any Internet-connected computer, without having to worry about software versions or compatibility, fits well with their always-connected, just-in-time lifestyles. Many faculty, however, have been hesitant to store their files on someone else's servers, given perceived concerns over security and the stewardship of their data. Some institutions have adopted Gmail for student and alumni accounts while maintaining inhouse mail services for faculty and staff. Still, a number of colleges and universities have migrated to Google Apps, often only for e-mail but increasingly for the entire suite of communication and productivity tools.

自推出以来，Gmail已成为高校以及中小学学生的流行选择，其中许多学生也是谷歌应用套件的用户。对这些学生而言，能够从任何联网计算机访问他们的文档，而不需要担心软件的版本或兼容问题，非常符合他们时刻在线、实时处理的生活方式。但是，许多教师，一直犹豫是否将自己的文件存在别人的服务器上，担心所谓的数据保密和管理问题。一些学校在也为学生和校友提供Gmail账户的同时，仍然为教职员工提供内部邮件服务，一些高校已经迁移到谷歌应用套件，通常只使用电子邮件，但日渐使用整套通信和生产工具。

How does it work?

它如何工作？

All of the applications in Google Apps work through a web browser. Users must have a Google account and, once logged in, can access familiar - if scaled-down - functionality for word-processing, calendaring, chat, and other tools. Google Docs, for example, allows basic formatting of text documents but without higher-level functions (such as style sheets and templates) found in traditional software. Spreadsheets support formulas and simple functions but not macros or the creation of figures and tables. Each file has a creator/owner, who determines who is allowed to access the file, either as a viewer (with read-only rights) or a collaborator (who can change the file). Because Google stores all of the files and content centrally, collaboration and document management become far simpler than when distributing files to multiple people and keeping track of different versions. For a text document, for example, the application maintains the file, allowing authorized users to see or edit the text while keeping track of all the changes and who makes them. This version history is available and allows comparing any two versions of the document. Similarly, the content in a user's calendar can easily be shared with other users, and Google Sites provides a simple tool for groups to collaborate on developing web pages or whole websites. When a file is complete, it can be "published," which gives it a unique URL, or it can be exported. In the case of a text document, export options include PDF, Word, RTF, OpenOffice, and others. A spreadsheet can be exported as a PDF, a text file, or an .xls file, among others. Much of the Google Apps functionality is available on mobile devices.

谷歌应用套件所有应用程序都通过网页浏览器运行。用户必须用一个谷歌账户，登录之后，就可以访问熟悉的——相对简化的——字处理、日历、聊天和其他工具。比如，谷歌文档，允许对文本文件进行基本的格式编排，但是没有传统软件的高级功能（比如样式表和模板）。电子表格支持公式和简单函数，但不支持宏，也不支持创建图表和表格【译者注：现在已经支持图表和表格了】。每份文件都有一个创建者/所有者，它可以决定谁能访问此文件，其中谁是浏览者（只有只读权限）谁是协作者（可以编辑文件）。由于谷歌集中存储所有文件和内容，相对于文件分散到许多人手上时跟踪不同版本，协作与文件管理变得非常简单。比如，对于一份文本文档，应用程序管理此文件，允许授权用户浏览或编辑文件，并跟踪所有改变并记录更改人。版本历史允许比较文档的任何两个版本。同样，用户日历中的内容，也很容易与他人分享，谷歌协作平台为团队提供了协作开发网页甚至整个网站的简单工具。文档完成之后，可以“发布”出去，并为文档提供一个惟一地址，也可以导出到本地计算机。还是文本文档这个例子，导出选项包括PDF、Word、RTF、OpenOffice 以及其他格式。电子表格可以导出为PDF、文本文件、XLS文件以及其他。谷歌应用套件的许多功能都能在移动设备上使用。

Why is it significant?

它为什么重要？

Particularly for higher education, the notion of providing software to constituents as services rather than as products offers several key benefits. Such an approach transfers responsibility for software updates and maintenance away from the institutional IT department, freeing IT staff from a considerable amount of software support. The resources saved can be directed at making the IT department more innovative and agile, attributes that are increasingly important in responding to rising student expectations of technology on campus. Sharing content is as simple as granting someone access, which facilitates collaboration without having to transfer files or worry about software compatibility. The limited functionality available through Google Apps is sufficient for the needs of most users, who have access to their files and related software any place they have a computer and an Internet connection. In addition, Google Apps can work with existing single sign-on programs, and hardware (and hardware failures) becomes less of a concern.

特别在高校，以服务而非产品的形式向成员提供软件，这种观念有若干关键好处。这种做法使得机构IT部门摆脱软件升级和维护的责任，使得IT员工从大量软件支持工作中解脱出来。节省下来的资源转而为IT部门带来更多创新和灵活，学生对校园内技术的期望越来越高，因而对这些期望的实时响应也越发重要。分享内容与设置权限一样简单。大多数用户需要在有计算机和互联网的地方访问他们的文档和软件，谷歌应用套件有限的功能，已经能满足他们的需求。此外，谷歌应用套件还可与已有的单点登录程序一起工作，硬件（以及硬件故障）变得不那么重要。

Although Google is not the only provider of web-based applications, it is in a strong position to make this concept acceptable to a broader audience, in part because of the cost savings it offers and in part because of Google's reputation as a "good citizen." Google is seen as responsive to the concerns of its users and as a company that is not likely to disappear overnight.

虽然谷歌并非网页应用的唯一提供者，但他的强有力地为使得这一概念广为人知，部分原因是节省开支，部分原因是谷歌的声誉良好。谷歌被认为急用户之所急，并且作为一家企业，不大可能一夜蒸发。

What are the downsides?

他有什么缺点？

The greatest concern about Google Apps and similar services is the loss of control. Because access rights are shared across the service, users rely - to some extent - on how carefully others protect their login credentials. Even though providing e-mail and other applications is complex and expensive, many in academia see this as a core responsibility of the IT department. Given concerns about long-term availability, security, and privacy, storing files, e-mail, calendar entries, and other content on non-institutional servers is a deal-breaker for some colleges and universities. From an administrative standpoint, Google doesn't offer as much granularity in managing user accounts as many institutions want and need. For users, the menus and tools are not consistent from one application to another, and applications running over the web do not work as smoothly and predictably as those running locally. Users who find themselves without an Internet connection cannot access the applications or their files.

谷歌应用套件以及类似服务最大的问题就是失去控制。因为访问权限为多项服务共享，用户——在某种程度上——依赖于如何小心保护自己的登录凭证。尽管提供电子邮件和其他应用非常复杂昂贵，学术界许多人都认为这是IT部门的主要责任。因为人们担心长期可用性、安全与保密，对于某些高校，非机构所有的服务器上的文件存储、电子邮件、日历安排以及其他内容都相当糟糕。从管理角度看，谷歌并不像许多机构所希望和需要的那样，在管理用户的时候足够细微。对用户而言，应用程序之间的选单与工具不同，应用套件运行在网络上，还不像在本地计算机上那样流畅、如意。用户会发现，离开网络连接他们就不能访问应用套件以及他们的文件。

Where is it going?

用在什么地方？

Google owns several companies including YouTube and GrandCentral, and Google Apps may see increased integration across the family of Google companies. GrandCentral, for instance, gives users a single phone number that, when called, will ring on any of the user's phones. All of that person's contacts can use the same number, even if that person graduates or transfers to another institution, changes jobs, or otherwise changes numbers. Google may incorporate these and other tools into Google Apps, and we may see more integration with applications outside the Google family. Because each new added feature affects the speed of the service, however, Google will need to balance complexity with performance. In addition, Google is said to be working on offline functionality, which would allow users to access the software and their files even when not connected to the Internet.

谷歌拥有多家公司，包括YouTube、GrandCentral，谷歌应用套件看上去会将谷歌公司家族都集成进去。例如，GrandCentral 为用户提供一个惟一的电话号码，只要有电话打进来，用户任何一部电话都会响起。即使这家伙毕业、转校、跳槽，或者因为其他原因更换电话号码，用户所有联系人都可以使用该号码联系到他。谷歌也许会把这项服务以及其他工具集成进谷歌应用套件，我们可能会看到更多谷歌家族之外的应用也被集成进来。然而，由于每项新加进来的功能都会影响到服务的速度，谷歌需要在复杂度和性能之间做出平衡。另外，谷歌据说要实现离线功能，这将允许用户在没有接入互联网的时候访问软件和他们的文件。

What are the implications for teaching and learning?

他对教育学习的影响是什么？

While the financial incentives to use Google Apps might compel a university to try it, the benefits for building a more collaborative teaching and learning environment could be the reason to stay. These benefits potentially include peer review of academic work and the ability to observe and participate in the creation of scholarly material. Today's students are generally comfortable sharing content and collectively generating knowledge. The Google Apps model of application delivery and file storage provides a set of tools and an infrastructure to make this happen. By leveraging student interest in and use of such tools, institutions might be able to encourage more experimentation with collaborative learning. Google Apps also facilitates sharing of information such as syllabi, and it offers an easy way to publish student work. Google Apps allows students and instructors to forget about the tools and focus on creative ways to use technology in their disciplines.

虽然使用谷歌应用套件的经济原因会促使大学试用它，但建立更为协作的教育学习环境带来的好处，会成为留下来的原因。这些好处可能包括，学术工作中的同业互查、观察与参与到创建学术材料活动中的能力。现在的学生都惯于分享内容、集体创作知识。谷歌应用套件这类应用程序交付与文件存储，提供了一整套工具和基础结构，帮助学生实现目标。利用学生对使用这些工具的兴趣，机构可以鼓励更多的协作学习体验。谷歌应用套件也有利于分享课程提纲等信息，也为发布学生作品提供了便捷。谷歌应用套件可以让学生教师忘掉工具，把注意力放在利用技术在学科领域内的创新。

EDUCAUSE 2008

This work is licensed under a Creative Commons
Attribution-NonCommercial-NoDerivs 3.0 License.

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http://creativecommons.org/licenses/by-nc-nd/3.0/

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Google Apps

谷歌应用套件

March 2008

二零零八年三月