翻译《08 真实对抗假设：缩小实践与学习之间的差距》

The Real Versus the Possible: Closing the Gaps in Engagement and Learning

真实对抗假设：缩小实践与学习之间的差距

Judith Ramaley

朱迪·拉马雷

University of Maine

缅因大学

Lee Zia

李琪亚

National Science Foundation

国家科学基金会

© Judith Ramaley and Lee Zia

版权所有(c)朱迪·拉马雷、李琪亚

The Next Generation of Learners

下一代学习者

It is natural to assume that each generation can be described easily, and we often use labels such as Generation X or the Net Generation to describe generational differences. In thinking about educating the next generation, it is helpful to realize that not everyone is a member of the Net Generation—not because of age but because of access to technology. Many students, both in K–12 and in postsecondary education, have only limited access to advanced instructional technologies or to the Web. Although technology-enabled interactive instruction may be highly engaging, many students, teachers, and faculty have no experience with it. One study found that in spite of the fact that 99 percent of K–12 schools have Internet access, as do most classrooms (87 percent), these resources are rarely used effectively.¹

很容易假设每一代人都特点鲜明，我们常常使用里根世代或网络世代等标签去描述世代间的差别。在考虑教育下一代人的时候，认识到不是每一个小孩子都是网络世代，这很有用。不是因为年龄，而是因为对技术的接触。许多学生，从中小学教育到中学后教育，只能获得有限的先进教育技术或网络。虽然有技术支持的交互式教学有可能十分引人入胜，但许多学生教师并没有体验过。一项研究发现，尽管事实上百分之九十九的中小学和大部分的教室（87%）都接入互联网，但这些资源几乎没有得到有效使用。

While high-speed classroom connectivity is good, most actual Internet usage takes place in media centers or computer labs. This suggests that Internet resources are not yet fully integrated into the day-to-day classroom routine. In fact, 56 percent of respondents to the study identified integrating technology into the classroom or learning experience as their top technology challenge. The same percentage (56 percent) named teacher professional development as their top challenge, a finding consistent with an earlier Pew study.² Through 14 national, diverse focus groups, students reported a substantial disconnect between how they use the Internet for school and how they use it during the school day and under teacher direction. Fundamental changes in school organization, time management, and teacher preparation will be needed to generate the most value from this massive investment in technology. These changes will affect what students and teachers do in the classroom.

虽然高速教室连接很美好，但大多数实际使用互联网都发生在多媒体中心或者计算机实验室。这表明，互联网资源还没有充分整合进日常课堂教学当中。事实上，该研究56%的受访者，把将技术整合进课堂或学习体验当中，视作他们最大的技术难关。相同比例（56%）的老师把教师专业发展称作他们最大的挑战，这一发现与早期皮尤的研究相一致。在十四个州通过形形色色的讨论小组，学生报告，在他们为学习而使用互联网的方式，与他们在学校在教师引导下使用互联网的方式之间，严重脱节。在技术上的巨大投资要产生最大价值，就需要学校体制、时间管理、教师准备，进行根本上的转变。这些转变会影响到学生和教师在课堂中的所言所行。

The experience of students in the introduction and use of instructional technologies in school varies widely. The 2004 National Research Council report on fostering high school students' motivation to learn argued that motivation is a key factor in the success or failure of education and that "by the time many students enter high school, disengagement from course work and serious study is common."³ The consequences of this disengagement are often much more serious for young people from disadvantaged backgrounds because they do not usually get a second chance; students from more privileged backgrounds frequently do. The primary ingredients that foster involvement and motivation to learn are "competence and control, beliefs about the value of education, and a sense of belonging."⁴ These personal factors work within a complex convergence of other more visible things such as curriculum, instruction, the organization and management of the schools, and the conditions in the community surrounding the schools.

学生在教学中的体验，与在学校使用的教学技术，大相径庭。二〇〇四年全国研究理事会报告，培养高中学生的学习动机，表明动机是教育成败的关键因素，“到时候许多学生进入高中，脱离了课程论文和认真研究的情况很常见。”脱离的后果对于弱势背景的年轻人往往更严重，因为他们很少得到第二次机会；来自特权背景的学生则能得到第二次机会。促进积极学习和学习动机的主要因素是“能力与控制，信任教育的价值，以及归属感。”这些个人因素，与其他显而易见的事物诸如课程安排、教学指导、学校的组织管理、学校周围的社会条件等，产生复杂交叉。

The Board on Children, Youth, and Families, which produced the 2004 National Research Council report, offered a research-based set of recommendations for what we can do to keep young people in school, make high school meaningful, and keep students engaged and motivated. The ideas include

青少年及家庭委员会，来自于二〇〇四年全国研究理事会报告，对于为了让青少年肯上学、让高中有意义、保持学生参与的积极性，我们能做些什么，提供了基于研究的建议。这些建议包括：

• forming a good connection between a learner and the social context in which learning will take place; and


• 在学习者与即将发生学习活动的社会环境之间，形成良好沟通；以及
  
  


• making "the curriculum and instruction relevant to adolescents' experiences, cultures, and long-term goals, so that students see some value in the high school curriculum."⁵


• 让“课程安排和教学活动与青春期的经历、文化、长期目标相关联，这样学生就会从高中课程安排中看到更多价值。”
  
  

These recommendations will serve as an interesting starting point for exploring the role and impact of interactive instructional technologies in education, both in K–12 and in postsecondary education.

在探索交互式教育技术在教育中的角色及影响的时候，这些建议将会起到兴趣起始点的作用。这既包括中小学教育也包括中学后教育。

Similar conditions exist in K–12 and higher education. Connectivity investments, particularly wireless, are growing (81.1 percent of the campuses participating in the 2004 Campus Computing Survey reported wireless LANs, up from 77.2 percent in 2003, 67.9 percent in 2002, and 29.6 percent in 2000).⁶ Internet usage is very high among 18–29-year-olds in the general population (78 percent) and among those with some college experience (75 percent), or those with at least four years of college (88 percent).⁷ Only 38 percent of college students, however, reported using the Internet for work in classes. Instead, the Internet is used primarily to communicate.

类似的情况还存在于中小学教育及更高等教育。对连接，尤其是无线连接的投资，日益增长（参与到二〇〇四年校园计算机调查中的校园，有81.1%称使用了无线局域网，从二〇〇〇年的29.6%上升到二〇〇二年的67.9%到二〇〇三年的77.2%直到现在）。在普通人群十八至二十九岁人当中，使用网络的比例（78%）非常高，其中有些还拥有高校经验（75%），或者拥有至少四年大学经历（88%）。然而，只有38%的高校学生报告为课堂活动使用互联网。事实上，互联网主要用于通讯。

While undergraduates reported a positive impact of the Internet on their academic experience, a closer read of the data reveals that IT usage beyond e-mail remains relatively low. For example, only 6 percent of students reported taking an online course for credit, and only half of the students in this group reported that the course was worthwhile. Moreover, while students and faculty are communicating by e-mail, it appears that the communication is primarily about procedural matters: absences, homework assignment questions, grades, review session schedules, and the like. Students did report, however, that e-mail permits them to communicate ideas to faculty they otherwise might not have expressed face-to-face.

虽然大学生报告说，互联网对其学术体验有着积极影响，仔细阅读这些数据发现，除了电子邮件区域信息技术的使用程度都很低。比如说，只有6%的学生报告说信任在线课程，其中又只有一半报告说在线课程有价值。此外，虽然师生通过电子邮件交流，但似乎交流的都是些程序问题：缺勤、家庭昨夜题目、作业评分、论文答辩安排、诸如此类。然而，学生报告，电子邮件让他们可以与老师交流想法，否则他们面对面的时候无法表达出来。

Approximately 25 percent of the students enrolled in postsecondary education are traditional students pursuing traditional pathways and traditional goals. Traditional students enter college immediately after graduation from high school, attend full time, usually work only part time, and are financially dependent on their families. Nontraditional students may differ on a number of characteristics, such as entering postsecondary education as an adult student, attending part time, working full time while enrolled, or being financially independent. Approximately 28 percent of postsecondary students are single parents or have not graduated from high school, having instead completed a GED. Nontraditional students are less likely than traditional ones to complete a degree and are more likely to begin their postsecondary education in a community college or a private for-profit institution. Their pathway to a degree is complex, and the yield of successful bachelor's graduates is low compared to traditional or nontraditional students who begin their postsecondary education at a four-year institution. What kinds of educational experience will engage these students? How might interactive technologies enrich their education, maintain their commitment to learning, and help them succeed? Beyond nontraditional learners, what about the significant proportion of "traditional" undergraduates who fail to complete a degree? Might interactive instruction help them to experience competence and control, develop an appreciation for the value of an education, and feel a part of a learning community?

入学中学后教育的学生，大约25%是传统学生，按照传统方式，追求传统目标。传统学生高中毕业后立即进入大学，参加全日制学习，通常还在部分时间兼职，经济依赖家庭。非传统学生在一系列特征上都与之不同，比如是作为成人学生来就读中学后教育的，参加半工半读，就读期间全日制工作，或者经济独立。大约28%大学生属于单亲家庭，或者没有从高中毕业、但是达到了普通教育水平。非传统学生比传统学生更难获得学位，更有可能在社区大学、私人盈利教育机构中开始他们的中学后教育。他们获得学位的道路很曲折，成功获取学士学位毕业的比例，要低于在正规四年制教育机构中开始中学后教育的传统非传统学生。什么样的教育体验会吸引这些学生？交互式技术会如何丰富他们的教育，是如何让他们坚持学习的，是如何帮助他们取得成功的？除了非传统学习者，为什么有相当大一部分“传统”大学生取不到学位？也许互动式教学帮助他们体验到能力与控制，培养对教育价值的正确认识，融入到学习社区？

As we think about what all high school students and undergraduates should learn and how interactive technologies might contribute to effective education, it is helpful to keep two larger issues in mind:

当我们考虑所有高中生和大学生应该学什么，交互式技术如何促成有效教育的时候，也有助于让我们记住两个重大问题：

• At the most basic level, educational technologies are a means to a good education. If we lose sight of what it will mean to be educated in the 21st century, we will not be able to connect our new technological capabilities to the underlying purposes for which they should be used.


• 在最基本的水平，教育技术是良好教育的手段。如果我们忘记教育技术意味着二十一世纪的教育，我们就不能将我们的新技术能力，与使用它们背后的意义联系起来。
  
  


• We need to think about interactive technologies in the context of what we know about how to promote learning.


• 我们需要考虑交互式技术，在我们所知道的环境中，是如何促进学习的。
  
  

Learning and Technology

学习与技术

The emergence of new technology challenges our assumptions about the nature and locus of learning. In turn, advances in the learning sciences reveal new possibilities for the application of technology in support of educational goals centered on the engaged learner.

新技术的出现，挑战了我们对学习本质和学习轨迹的假设。反过来，学习科学的进步，揭示了新的可能性——技术应用支持以学习者为中心的教育目标。

What We Know About Learning

关于学习我们知道些什么

Although we know a lot about learning⁸ and continue to learn more, there is a gap between what the education research community and the learning sciences have discovered about learning and what most of our faculty know or practice. Because faculty develop and implement most of the content and teaching practices, this gap impacts

虽然我们知道很多有关学习的知识，并且将会知道更多，但是在教育研究团体和学习科学所发现的学习，以及我们大多数教师知道并实践的之间存在有鸿沟。因为教师开发并实施大多数内容、教导实践，这条鸿沟影响了

• the development of materials for interactive technology,


• 开发用于交互式技术的素材
  
  


• what faculty incorporate into their teaching, and


• 教师纳入其教学的东西，以及
  
  


• the design of the curriculum.


• 课程的设计
  
  

We need to find creative ways to close that gap by encouraging our faculty and their graduate students to take educational issues seriously. We must also approach the development of interactive technologies and programming with the same rigor, discipline, and habits of inquiry that faculty bring to their own research agendas.

我们需要鼓励我们的教师及其研究生认真研究教育问题，找到创造性的途径，消弭这条鸿沟。我们必须同样严格要求，对于交互式技术和程序设计的开发，以及教师为其研究日程带来的调查风格。

Goals of Education

教育目标

All fields have their own vocabulary, ways of talking about ideas, standards of proof, and methodologies. Undergraduates should become acquainted with these "ways of knowing," not just because they are a necessary part of becoming a professional but because they may offer insights into other disciplines. Students should not be asked to abandon scientific thinking when they study humanities, for example. Science and math are important components of the liberal arts. A major in science or math should not only prepare students to pursue a career in their field but also foster the desired qualities of a liberally educated person, regardless of discipline. We must prepare all young people for lives of creativity, citizenship, and social responsibility as well as success in a workplace increasingly shaped by science and technology. This requires us to think about the meaning of literacy and the way we "read" the world around us. Interactive instruction can offer an especially engaging way to learn this skill. In addition to learning the habits of mind, forms of expression, and inquiry of a discipline, students should be expected to demonstrate the qualities of a person prepared to live a productive, creative, and responsible life.

各行各业都有自己的专业术语、表达观点的方式、论证标准、方法学。大学生应当熟悉这些认知途径，不仅仅是因为他们是职业化的必要组成部分，还因为他们会提供了解其他学科的洞察力。在学生学习人文科学的时候，不应该要求他们放弃科学思维。比如，科学和数学也都是文科的重要组成部分。主修理科或数学，不仅可以让学生为从事该领域职业做准备，也能培养人文教育的必备品质，这与学科无关。我们必须让所有年轻人做好准备，迎接科学和技术对创意生活、公民生活、社会责任，以及职场成功的影响越来越大。这要求我们思考文明能力的意义，以及我们解读周围世界的方式。交互式教学可以为学习这些技能提供格外诱人的途径。除了学习思维方式、表达形式以及学科研究方法，还应该要求学生展示为有益生活、创意生活、有责任生活而准备的个人品质。

There are many approaches to articulating the purposes of a college education. All involve bringing together intellectual engagement and cognitive development with emotional maturity and social responsibility. A college graduate should be informed, open-minded, and empathetic. These qualities are not engendered solely by general education in the first two years of college. Academic departments must build these expectations into their conception of the work of the major as well. It is helpful to think of an undergraduate education as a continuum of increasingly complex intellectual challenges, accompanied by increasingly complex applications, with consequences of increasing significance for the learner and others. A special emphasis should be placed on preparing our technical workforce to communicate with the general public and with policymakers. Interactive instruction must build in both cognitive and affective domains in order to give students experience with responsible learning and practice.

有很多途径阐明大学教育的目的。所有都涉及到把心智交流和认知发展，与情感成熟和社会责任进行整合。大学毕业生应当是见多识广的、思维开放的、感受他人的。这些品质不单靠大学头两年的通识教育就能形成的，学术部门还必须在其专业工作理念当中渗透这些期望。这有助于把本科教育考虑成逐渐复杂的智力挑战连续统，伴随着日益复杂的应用，其后果对于学习者和其他人也日渐重要。特别强调，做好准备让我们的技术员工与普罗大众及政策制定者进行交流。交互式教学必须同时建立在认知和情感两块，以使学生体验到有责任的学习和实践。

The Promise and Limitations of Technology

技术的希望与限制

Since the introduction of the World Wide Web, we have seen dramatic advances in the communication capabilities of the Internet. Continued improvements in the underlying hardware and software infrastructure have stimulated growth in the number of access points, bandwidth, and new transmission technologies (DSL, cable modems, satellite), with no end to this growth in sight. Emergent wireless technologies, from Wi-Fi to WiMax,⁹ promise to "untether" users, enabling unforeseen applications of the Internet that challenge our assumptions about user behavior and information needs.

自万维网诞生以后，我们看到互联网的通讯能力得到长足发展。底层硬件软件架构的持续改良，刺激了接入点、宽带以及新的传输技术（DSL 数字用户线路、电缆调制解调器、卫星）的增长，还看不到这种增长的尽头。新兴的无线技术，从WiFi到WiMax，都向用户承诺“释放自由”，使得不可预料的互联网应用，挑战我们对用户行为和信息需求的假设。

Concurrently, the commodification of computation has lowered the financial barriers to Internet access for individuals. Low-cost fixed and mobile computers are more available, as are a variety of even lower-cost devices that blur the lines between cell phones and personal digital assistants. Tremendous increases in computational power have also enabled the development of rich multimedia capabilities that offer greater levels of interactivity for the user's experience via modeling, animations, simulations, voice, and other audio applications.

同时，计算商品化降低了个人访问互联网的金融门槛。很容易获得价格便宜的台式机和笔电，同时还有各种各样价格低廉的设备，模糊了手机与个人数码助理之间的界限。极大增强的计算能力，促使富媒体能力的发展，通过建模、动画、虚拟、语音、以及其他音频应用，为用户体验提供更高水平的互动。

Finally, new applications are changing the nature of the Web and the way in which users—and learners—can interact. Individuals may now more easily express themselves, contribute their commentary, provide expertise, and otherwise participate in potentially wide-ranging conversations. Ubiquitous, one-to-one computing places greater control "at the edge" of the network. Thus, instant messaging and other variants of peer-to-peer communication, along with blogging and other self-publishing models, are enabling content, commentary, and community to commingle at an unprecedented scale.

最后，新的应用正在改变网络的本质，以及用户——以及学习者——互动的方式。个人现在更容易表达自我，发表自己的言论，提供专业知识，以及其它方式广泛参与到各种可能的交流当中。无处不在的、一对一的计算，能够加强与网络边缘的联系。因此，即时通讯和其他各种点对点交流方式，连同撰写网志和其他自我出版模式，都让内容、评论、社区的混合达到前所未有的程度。

In his essay on technological revolutions that he has known, Edward Ayers made clear that the real impact of new technologies only becomes manifest when the "machine as a separate box needing elaborate maintenance and full attention"¹⁰ fades into the background. At that point the new capabilities can be effectively integrated into teaching and learning. As Ayers put it, "It is not until we find ways to integrate electronic teaching (and learning) into our established rhythms, strategies, and purposes that the very real potential of the new media will begin to be realized."¹¹ IT will not replace older forms of learning or teaching because each type of interaction between instructors and students accomplishes a unique goal. However, it will open up new and engaging ways to learn. So what is that very real potential?

在爱德华·艾尔斯所著有关经历过的技术革命的文章中，明确表示，只有当“机器这种需要精心维护、高度重视的特殊玩意”退居幕后，新技术的实际影响才会变得明显起来。只有这时候，新功能才可以有效整合进教学。正如艾尔斯所言，“不到我们找出办法把电子化教学（学习）整合进已有节奏、策略、目的，我们是不可能认识到新媒体的真正潜力的。”信息技术并不会取代旧的教育学习形式，因为因为师生间的每一种互动形式，都能实现一种独特目标。然而，它会为参与学习开辟新的道路。那么，最真实的潜力是什么？

Ayers argued that we need a balance of individual and active learning, along with collaborative learning and passive learning, which occurs in groups and through lectures. A live lecture has its place. It is a way for a dedicated and passionate scholar to dramatize and embody the intellectual content of a subject and demonstrate the appeal and importance of the material. It is important for students to see not only what they need to know, but also why it is important. Reading also has its place. Reading "is the most individualized, active, and reflective intellectual activity and as such is the measure for intellectual work in general."¹² Of course, reading can also be deadly and boring when the reader is trapped in a technical frame that is unfamiliar in content, structure, vocabulary, or forms of expression. The important insight that will guide our exploration of the value of interactive technologies is that a user of digital information is certainly being asked to be active, but is probably not being asked to be reflective. "The computer, unlike a text, is built for action; it sits there humming, waiting, demanding that you punch some key or click some button. It is distracting, perpetually promising something more interesting than your own unfocused thoughts or the words currently before you on the screen."¹³

艾尔斯认为，我们需要在个人学习与协作学习、积极学习与被动学习、小组学习与讲座学习之间取得平衡。现场演讲自有其地位。对于专注的充满激情的学者，这种方式可以戏剧化具体化展现课题知识内容、表现出材料的吸引力和重要性。学生要清楚他们需要知道什么这很重要，还要知道为什么重要，这也很重要。阅读也有它的位置。阅读“是最个性化的、活跃的、引人深思的智力活动，同时也是智力工作的一般衡量标准。”当然，如果阅读者受困于陌生的内容、结构、词汇、表达方式的技术框架之中，阅读也是致命的、无聊的。能够引导我们探索交互式技术价值的重要洞察力，肯定会要求数码信息用户积极参与，但或许不会要求他们深入思考。“计算机，不像文本，它是用来执行动作的。计算机放在那里，嗡鸣、等待，要求你按下一些键，点击一些按钮。它永远都会呈现出一些混乱的东西，比你自己心不在焉的思路、之前在屏幕上看到的文字，更加吸引你。”

As we explore the newer forms of interactive technologies, whether live ones on the Web or multimedia presentations on DVDs, we must keep in mind that these are not meant to replace traditional forms of learning. Rather, they enrich traditional forms of learning and serve as links between active and passive, individual and group, and transmission and generation of knowledge. The criteria we apply when assessing the quality of the material we offer will, at one level, resemble the standards that the academy has set for any intellectual work: originality and importance, thorough grounding in the field, clarity of goals and expression, effective use of materials, and ethical handling of material and ethical approach to the user.¹⁴ However, The standards for presentation in these new media and formats will be different. We must be clear about when an interactive instructional strategy is appropriate and when it is not. In most cases, experience with an interactive program branches and adapts to the user. It does not encourage a "linear argument or narrative nearly as well as a book"¹⁵ or convey, as a live performance or a group discussion can, the passion and personality of an engaged learner and scholar.

在我们探讨新型交互式技术的时候，无论是发生在网页上的，还是光盘上的多媒体演示文稿，我们都必须记住，这些并不是要取代传统形式的学习。相反，它们会让传统学习形式更加丰富，在主动与被动、个体与小组、知识的传播与创造之间，架起桥梁。在评估我们将要提供的素材的质量时，所使用的标准，在某个层面上，类似于高校为各种智力工作所设置的标准：原创性、重要性、领域最基础的工作、目标和表达方式清晰、素材的有效使用、处理素材的道德性、用户的道德性。然而，这些新媒体新格式的呈现标准有所不同。我们必须清楚，什么时候使用交互式教学策略是适当的，什么时候不适当。在大多数情况下，体验交互式程序，需要细化并适应用户。并不鼓励“像书本一样的线性论证或故事”或者传达信息，正如现场表演或者讨论小组所能做的那样，参与学习者及学者的激情和个性也能做到。

Interaction

互动

The Net Generation has been described as experiential, engaged, and constantly connected, with a strong need for immediacy. For all learners, research points to the importance of learning environments which are active, social, and learner-centered. These environments might be described as interactive. Information technology supports at least four major categories of interactivity.

网络世代被描述成有经验的、积极参与的、时刻保持联系的，以及对实时性有着强烈需求。对于所有学习者，研究指出，一个积极的、社会化的、以学习者为中心的学习环境，有多重要。这种环境也被描述成交互式的。信息技术至少支持四大类互动。

People to People

人与人之间的互动

People to people interactions may be synchronous or asynchronous; they can take place in the same place or at a distance. In education, there can be one-to-many communication (for example, between faculty and students); however, information technology's power rests in its ability to enable this traditional communication mode to take on a bidirectional character. Many-to-many communication (students to students, faculty to faculty, or students to faculty) may occur in a vertical learning community. In addition, one-to-one peer mentoring is facilitated by IT. The work of the Math Forum (http://www.mathforum.org/) provides a good example of how the process of communication about content (in this particular case, mathematics) can exhibit symmetric (same level of preparation and background) and asymmetric (novice with expert) modes. In addition, the online setting permits subtle renegotiation of roles within the conversation and introduces a balancing effect among participants.

人与人之间的互动，可能是同步的也可能是异步的，两个人可能近在咫尺，也可能相隔千里。在教育方面，可以是一对多的沟通（例如，教师和学生之间），然而，信息技术依靠自身的力量，让这种传统沟通模式具有双向特点。多对多沟通（学生对学生，教师对教师，学生对教师）可能会发生在垂直学习社区。此外，信息技术可以促进一对一的对等辅导。数学论坛（http://www.mathforum.org/）的工作，为有关内容（在这里的具体情况是数学）的沟通过程是如何展现均衡（相同程度的准备工作和背景）和非均衡（新手与专家）模式，提供了很好的示例。另外，上网设备需要通过会谈，并引入参与者之间的平衡效果，对角色重新做出微妙的定位。

People and Tools

人与工具之间的互动

A second category involves interaction between people and tools. An example is a distributed computing environment that can involve a single user making use of distributed computational resources, or multiple users who are at a distance making use of a computing resource, whether centralized or distributed. Another example is provided by what might be termed a distributed observational environment, which can feature one-to-many or many-to-one modes. Through the Sloan Digital Sky Survey project (http://www.sdss.org/), a vast network of professional and amateur astronomers can interact at any time with the same vast data storehouse of information rather than wait sequentially for an opportunity to use a single telescope. And the data in the survey comes from a distributed network of observational platforms. A similar example is the One Sky, Many Voices project (http://groundhog.sprl.umich.edu/) that engages school children in distributed data collection and analysis. Students can submit their results to a larger community for scrutiny and use, ensuring that novice learners feel ownership of their intellectual activity. These examples illustrate the Internet's ability to provide access to data, either derived (from models) or directly observed. They also illustrate how instrumentation may be remotely accessed.

第二类涉及到人与工具之间的互动。一个例子就是分布式计算环境，它可以让单个用户使用分散的计算资源，或者让各地的多个用户使用同一套计算资源，不管这套资源是集中的还是分散的。另一个例子可以被称为分布式观测环境，它可以采用一对多和多对一模式。通过斯隆数字巡天计划（http://www.sdss.org/），由天文学专家和爱好者组成的巨大网络，可以在任何时刻，共同处理同一海量数据仓库的信息，而不用长久等待使用单个望远镜的机会。调查中的数据来自观测平台的分布式网络。类似的例子还有“同一个天空，不同的声音项目”（http://www.biokids.umich.edu/），吸引小学生收集分析分散的数据。学生可以把他们的研究结果提交到更大的社区以供研究使用，确保初学者感受到自己能够掌控自己的智力活动。这些示例说明了互联网能够提供访问数据，无论是派生数据（来自模型）还是直接观测到的数据。同时也阐述了如何远程访问仪器。

People with Concepts

人与概念的互动

The interaction of people with concepts is a third category in which an information technology device, rather than being a tool itself, is the vehicle by which concepts are presented or rendered. For example, image databases such as two-dimensional slices of objects (both animate and inanimate) illustrate the complex geometry and physical relationships of constituent parts. More abstractly, interrelationships among concepts and/or numerical data can be represented visually.^16a,b Simulations and animations also fall into this category. They are often "steerable" or controllable through a graphical user interface. The underlying data that is represented visually can be manipulated in varying ways, often revealing patterns and relationships not immediately visible in the standard tabular or serial formats of the original data. Virtual reality environments fall into this category; they permit the learner to work with concepts and their representations in a dynamic, interactive manner.

人与概念的互动，是第三类互动，在这类互动当中，信息技术设备不是作为工具，而是作为概念的媒介来呈现的。比如，在这里，图像数据库将对象（包括有生命的和无生命的）二元分割，说明了各部分组成的复杂的几何和物理关系。概念和数字数据之间更抽象的关系，可以直观表现。模拟与动画也属于这一类。利用图形用户界面，往往“易于操纵”或者可控制它们。可以用多种方式视觉化呈现底层数据，往往能够显露出使用标准表格或原始数据格式表现不出来的模式和关系。虚拟现实环境也属于这一类，它们允许学习者和概念一起工作，并以动态的、交互的方式呈现出来。

People with Contexts

人与背景的互动

The fourth category involves the interaction of people with contexts. Various forms of rich-media communication enable people to interact with each other. Collaboration enhanced by interaction with tools and organized around interaction with concepts fosters the development of community. This larger context situates learning. Norms of interaction and contribution grow from within the community and include processes by which a collective understanding develops about a core amount of definable knowledge that "everyone should know." This leads to several questions, however. How should the learner come to know this core? How is this demonstrated? How is it certified? Can learners demonstrate their competence individually? How do members of the community attain authority or otherwise receive certification of competence?

第四类涉及人与背景间的互动。富媒体通讯，使得人们可以用各种形式与他人互动。使用工具互动可以增进合作，围绕互动组织概念可以促进社区的发展。这让学习处于更大的背景之下。互动与贡献的规范，产生于社区之内，包括共同理解“每个人都应该知道”的知识的核心定义的过程。然而，这导致了几个问题。学习者应该如何去知道这个核心？如何展示它？如何证明？学习者能否独立展示其能力？社区成员如何获得认证，或者其他形式的能力证明？

Examples

示例

Examples from K–12 and higher education illustrate how education can be made more interactive, resulting in better engagement for the Net Generation and other learners.

来自中小学和高等教育的示例，表明了教育怎样做才有更多交互性，从而更好的与网络世代和其他学习者交流。

Animation

动画

Simple animations, even with relatively limited interaction, can promote conceptual learning. A particularly compelling example depicts three standard sorting algorithms.¹⁷ It animates the effect of the algorithms on the task of ordering (from shortest to longest) a random set of different length line segments. Not only can users see the way each algorithm makes its choices, but they can also compare the relative speeds of each by determining when to start each demo so that they will all finish their respective sort at the same time.

简单动画，即使只有相当有限的互动，也可以促进学习概念。一个特别引人注目的例子，描述了三个标准排序算法。它以排序（从最短到最长）随机排列的不同长度线段的动画形式展示了算法的效果。用户不仅可以看到每种算法做出选择的方式，而且还能比较彼此的相对速度，以决定什么时候开始每个演示，才能让他们同时结束排序。

Concept Inventories

概念量表

Since David Hestenes's pioneering work on the development of the Force Concept Inventory (http://modeling.la.asu.edu/R&E/FCI.PDF), numerous other disciplines and subdisciplines such as mechanical engineering and civil engineering have developed similar "diagnostic tests" to help faculty ascertain student conceptual understanding.¹⁸ Typically, concept inventories are used in large-enrollment courses. A hallmark of these inventories is their interactive implementation. The faculty member poses questions, and short student responses are recorded and aggregated. Information technology has enabled the rapid recording, analysis, and representation of the results, making the technique particularly attractive in large-enrollment settings. A notable practitioner of this technique is Harvard physics professor, Eric Mazur.¹⁹

自从戴维·赫斯廷斯首创军队概念量表的工作以来，诸多其他学科、子学科，比如机械工程、社会工程，都制定了类似的“诊断测试”，帮助教师确定学生对概念的理解。通常情况下，概念量表用于大课。这些量表的一个特点就是互动执行。教师提出问题，记录下学生的简短回答，然后归纳。信息技术使得可以快速记录、分析，并呈现结果，在大型机构中，技术尤其突出。该技术有一个著名的实践者，哈佛大学物理学教授埃里克·马祖尔。

It is worth noting that an information technology overlay is not necessary for useful implementation of the approach; however, the development of low-cost wireless interactive response systems²⁰ and accompanying receiving stations allows the concept test approach to be implemented at reasonable cost. At the most rudimentary level, interactive response systems are used as polling devices. The interaction is mostly one way; however, the real-time snapshot of a group's understanding contributes directly to the faculty member's understanding of what conceptual emphases are needed based on the class's progress.

值得注意的是，使用该方法并不必须依靠信息技术。然而，廉价的无线交互式应答系统及其接收站的产生，使得可以以一个合理的价格实行概念测试方法。在最基本的层次，交互式应答系统被用作投票设备。这种互动主要是单向的，但是，小组理解过程的实时快照，直接帮助教师理解，在班级进步时需要什么重要概念。

WeBWorK

WeBWorK

An example of a distributed system for providing feedback on student work for the sake of building conceptual understanding is WeBWorK (http://webwork.math.rochester.edu/). WeBWorK, developed by mathematics faculty, begins with the assumption that doing homework is still important, especially problems that provide "practice" in certain basic levels of rote computation. But faculty believed that this should not be the sole learning assessment in a course. Therefore, they created an automated homework grading system that places the responsibility for homework exercises on students while providing interactive feedback along the way. This frees up significant time, both in and out of class, enabling faculty and graduate teaching assistants to deal with conceptual learning. This goal has been achieved. The number of installations of WeBWorK at other mathematics departments has grown steadily. Moreover, departments outside mathematics are beginning to use the system.

为学生建立概念理解所做工作提供反馈的分布式系统的一个例子，就是WeBWorK。WeBWorK，由数学教师开发，最初假设做作业仍然很重要，特别是，问题提供了集结背诵基本层面的“实践”。但是教师们相信，这并不是课程中对学习的唯一评估。因此，他们创造了家庭作业自动评分系统，存放学生家庭作业练习，同时提供交互式反馈。这释放了课内课外大量时间，让教师和研究生助教可以去应付概念学习。这一目标已经实现。WeBWorK 在其他数学系安装的数量稳步增长。而且，除了数学系，其他系也开始使用这套系统。

AskNSDL

AskNSDL

AskNSDL (http://www.nsdl.org/asknsdl/) is the electronic reference service of the National Science Digital Library. This service illustrates interactive engagement between novice learners (question posers) and experts (providers of responses) that occurs both at a distance and asynchronously. As such, it is a many-to-many and people-to-people form of interaction. A notable feature of the service is that it harnesses expertise that is widely distributed in both a geographic and a disciplinary sense. AskNSDL is currently considering the engendering of virtual communities of experts that would exist for a concentrated period of time (for example, during National Chemistry Week or other similar celebrations).

AskNSDL 是国家科学数字图书馆的电子参考服务。这项服务展示了初学者（提问方）与专家（解答方）之间的交互式参与，这种交互以远程、异步的形式发生。因此，这是一个多对多和点对点形式的互动。该服务的一个显着特点是它能够利用专家意见，而这些专家在地理位置和学科观念上，分布都是极其分散的。AskNSDL 是目前正在考虑的形成之中的专家虚拟社区，会在某一段时间内集中存在（比如，在全国化学周或者其他类似庆祝活动）。

The Molecular Workbench

分子工作台

More complex simulation environments such as the Molecular Workbench developed by the Concord Consortium (http://workbench.concord.org/) offer what is essentially an entire virtual environment in which to carry out experimentation, observation, and analysis. Model comparisons are possible; moreover, the user can control parameters that affect both the choice of models and parameters within any given model. This particular environment also has 3-D representations that can be manipulated. At one level, this is a very rich interactive environment in the people and tools category, but it also supports both people with concepts and people with contexts interaction if it is used intentionally by a group of learners with guidance from an "expert." Such an expert might start out as the teacher or faculty member, but could build in expectations for students to become peer mentors and thus improve their own learning by teaching others.

更为复杂的虚拟环境，比如分子工作台，由协和集团开发，基本上是一个完整的虚拟环境，可以进行实验、观察、分析。模型比较成为可能，而且，用户可以控制参数，从而影响到模型的选择，以及改变任何给定模型的参数。该环境也有可供操作的三维界面。从某种意义上说，这是人与工具互动分类当中一个具有丰富互动的环境，同时，如果一组学习者在得到专家指导下有意去使用的话，也支持人与概念以及人与背景的互动。这样的专家一开始可能充当的是教师角色，但只要对学生有信心，就会变成伙伴导师，从而通过教授别人来提高自己的学习。

BugScope

虫虫世界

A final example of interactive learning enabled by information technology is the use of remote instrumentation. For instance, the BugScope project (http://bugscope.beckman.uiuc.edu) at the University of Illinois makes a scanning electron microscope available to users worldwide. Such use affords a number of advantages. An expensive item of equipment that an institution cannot afford, for example, can be made accessible to its students via the Web. Moreover, such equipment can be made accessible on a 24 x 7 basis, thereby decreasing its unit cost per user. This suggests that "buying cooperatives" can be organized to distribute costs across multiple sites.

信息技术促进互动学习的最后一个例子，是远程仪器的使用。比如，伊利诺伊大学的虫虫世界项目，使得世界各地的用户都可以使用扫描电子显微镜。这项应用具有很多优点。比如，可以让学生通过网络接触到教育机构不能提供的昂贵设备。此外，该设备可以做到一天二十四小时随时访问，从而降低了每位用户的单位成本。这表明，组织“团购”将费用分散到多个地点。

Skeptics argue that the tactile "feel" of operating such equipment is an important part of the learning experience—that it is important to gain a sense of how to properly manipulate devices. Haptic feedback, however, can be incorporated into such devices and transmitted across the Internet; some experiments are already being conducted with this technology. Perhaps the most important aspect of this type of work is that it affords students chances to collect, generate, and analyze their own data. Learner-constructed, sense-making experiences consistently are found to be key to improved learning. This example also illustrates how environments initially constructed for one level (university students) may find use at other levels (middle and secondary school students).

质疑者认为，操作这些设备的触觉是学习体验非常重要的一部分——对于获得如何适当操控设备的感觉非常重要。然而，可以将触觉反馈纳入这些设备并通过互联网传输，一些实验已经使用这种技术。也许这类工作最重要的方面，就是为学生提供机会去收集、生成、分析他们自己的数据。学习者构思、感知体验一直都是改善学习的关键。该示例也说明了最初为一定水平学习者（大学生）构建的环境是如何用于其他水平学习者的（中小学生）。

The Emerging Cyberinfrastructure and New Experiments

新兴网络基础架构与新实验

The examples above illustrate how an emergent cyberinfrastructure is already benefiting education. When fully developed, cyberinfrastructure will provide a suite of enabling tools essential to the study of complex systems and to the modeling of real-world behaviors of these systems for learning purposes. It will include software to support collaboratories, visualization tools, data-mining capacity, and data management techniques, as well as support for geographically distributed sensing systems and observation sites that generate enormous amounts of data. This data can be assimilated and interpreted using knowledge representation and manipulation software—for research or instruction.

以上示例说明了新型网络架构是如何正在为教育带来利益。充分发展以后，网络架构将会为研究复杂系统提供一整套必要的支持工具，为要学习的这些系统在真实世界的行为建模。这将包括支持合作实验室、可视化工具、数据挖掘能力、数据管理技术，以及对能够产生海量数据的地理分布传感系统和观察点的支持。可以用知识呈现和处理软件吸收利用这些数据，无论是为了研究还是教学。

Furthermore, cyberinfrastructure will permit the "instrumenting" of the learning environment that will enable us to "see" into the classroom and to examine the pathways by which students explore ideas and acquire mastery of material—individually and collectively. The educational context opens up new challenges and new areas of research for the designers of cyberinfrastructure and other cybertools; these tools, in turn, can generate new research questions. Cyberinfrastructure also permits investigators to deal with the enormous data sets created by multimedia observations of classrooms, individual student learning, and scientific observations. Below are some early-stage examples that offer great promise.

此外，网络架构将会允许学习环境的“仪器化”，让我们看到教室内部，检查学生探究思路、获得材料控制权——无论是独立还是合作——的轨迹。该教育背景为网络架构和其它网络工具的设计者开辟了新的挑战、新的研究领域，反过来又可以产生新的研究问题。网络架构还允许调查人员处理对课堂、学生个体的学习、科学观察等，进行多媒体观察产生的海量数据集。以下是一些很有希望的早期示例。

Participatory Simulations

共同管理的模拟

A number of education research groups are exploring participatory simulations—the use of low-cost mobile devices in secondary and middle school settings. For example, Lee McKnight and colleagues²¹ are working with the Boston Museum of Science and local high schools in Everett and Malden, Massachusetts, to assess the impact of equipping students with networked wireless devices through which they can engage in simulation experiments. Similar, more extended efforts have been launched at the Concord Consortium under the direction of Bob Tinker²² and at the University of Michigan under the direction of Elliot Soloway and his research group.²³

许多教育研究团体正在探索共同管理的模拟——在中学机构使用低成本移动设备。例如，李·麦克奈特及其同事与波士顿科学博物馆以及马萨诸塞州埃弗雷特和马尔登当地高中合作，给学生装备无线网络设备，让他们可以参与虚拟实验，并评定带来的影响。协和集团在鲍勃·廷克领导下执行的更广范围的工作，以及密歇根大学在埃利奥特·索洛韦及其研究小组领导下的工作，也在做着同样的努力。

In these projects, the electronic clickers described earlier can be replaced by more sophisticated devices such as handheld computers. These offer interactive, two-way communication. For example, not only can data be gathered through the devices, but, after it is analyzed and manipulated centrally, it can be published back out to the learners for local synthesis (along with further distributed analysis).

在这些项目中，前面描述的电子表决器可以被更加高级的设备取代，比如掌上电脑。这些设备可以提供互动、双向交流。比如，不仅可以通过这些设备收集数据，而且，之后还可以进行集中分析和处理，还可以重新发布给学习者，用以当地合成（还可以做进一步的分布式分析）。

Distributed Data Collection

分布式数据收集

Another instance of distributed data collection is in various 311 call center consolidation experiments such as that taking place in New York City.²⁴ New York City consolidated 40 call centers and 14 pages of phone numbers into a 311 center that handles more than 30,000 calls each day. The information from calls to the central 311 line serves to provide feedback from the community. For example, question-answer pairs are stored in a database; analysis of their patterns reveals citizen concerns. Moreover, collective citizen knowledge of local conditions of the public civil infrastructure helps inform municipal government of priorities. On the scale of a college or university campus, a similar system could be built to support learning.

另一项分布式数据收集的示例，是发生在纽约市的各种311呼叫中心的整合实验。纽约市将四十所呼叫中心和十四页的电话号码整合进311呼叫中心，以处理每日超过三万次的电话。打进311中心的电话信息，处理后都会为社区提供反馈。比如，问题和答案一起存放在数据库中，对其模式的分析，显示出市民关心什么。此外，当地公共城市建设的整体市民认识，有助于为市政府提供决策的优先级。在大学校园的尺度上，可以建立类似的系统支持学习。

3-D Digital Printing

三位数码打印

Although 3-D digital printing²⁵ is still quite expensive, it presents the opportunity to print physical artifacts from high-resolution data files that represent the complete internal geometry and exterior surfaces of objects. As this technology becomes more affordable, access issues can be addressed either by interacting with virtual reconstructions of objects via the Web or by printing out 3-D replicas of objects after downloading the appropriate data files.

虽然三位数码打印仍然非常昂贵，但是为打印实在的手工制品提供了机会，这种打印需要描述物体完整的内部尺寸和外部介质的高分辨率数据文件。随着这项技术越来越便宜，获取不再是问题，可以通过网络交互式虚拟重建物体，或者下载相应数据文件之后打印出物体的三维复制品。

Immersive Virtual Reality Experiments

沉浸式虚拟现实实验

Finally, immersive virtual reality experiments that can support telecollaboration and telepresence are under way. Applications exist in telemedicine, for example. Working examples in this area exist, but they are still quite costly. For example, Brown University researchers are developing interactive diffusion tensor MRI brain visualizations as part of the work being conducted by the National Science Foundation–funded Graphics and Visualization Center.²⁶ Similar environments that support virtual field experiences are under development.

最后，沉浸式虚拟现实实验，已经能够支持远程协作和远程出席。比如，已有的应用有远程医疗。在该领域已经有正在实施的例子，但仍然非常昂贵。比如，布朗大学的研究人员正在开发的交互式扩张向量核磁共振成像大脑视觉化，是国家科学基金会资助的图形与视觉化中心的管理下诸多工作的一部分。也正在开发支持虚拟环境体验的类似环境。

Significant Research Challenges

研究面临的重大挑战

As the examples illustrate, cyberinfrastructure can help us teach difficult and important material that requires more sophisticated modeling, simulations, and visualization. It allows us to examine and interact simultaneously with multiple, heterogeneous, dynamic, and nonlinear processes that may also exhibit stochastic and irregular behavior. But many challenges remain.²⁷

如示例表明的那样，网络架构可以帮助我们教那些需要更复杂的模型、模拟和视觉化的困难而重要的材料。它让我们同时审查多重的、异质的、动态的、非线性的过程并发生互动，这些过程也可能会表现出随机的、不规则的行为。但是许多挑战依然存在。

• Often sophisticated mathematics or other science concepts are buried beneath virtual simulations or animations; for example, approximation algorithms are hidden. If these are not "certified" to be numerically stable and well implemented, then the output of the simulations might be incorrectly calculated and mislead the viewer. Thus even though visually striking learning environments can be rendered, vital implementation issues need attention. Moreover this suggests that the incorporation of "visual counterexamples" might be used to create effective learning opportunities. What are the conditions under which such approaches can be used?


• 通常虚拟模拟器或者动画背后都有复杂数学或者其他科学概念。比如，隐藏在背后的近似算法。如果这些算法没有被证明是数学可靠的，没有得到良好实施，那么这些虚拟器的输出就有可能计算错误，误导观众。因此，尽管可以让学习环境的外观变得很炫目，但还是需要关注必要的应用问题。此外，把“视觉反例”的整合进来，意味着可以用于创建高效学习机会。这些方法背后可以使用的条件是什么？


• How is experimental error "faithfully" reproduced? What about artificial error that results from an incorrect choice of an approximation algorithm?


• 如何忠实再现实验误差？从错误选择近似算法导致的人为错误怎么办？
  
  


• What is the relationship of virtual or otherwise Web-enabled laboratory environments to the traditional "lab bench" or "wet lab" experience? How can hybrid models be created that marry the best of both worlds? What is the "best" of each world?


• 虚拟以及其他网页形式的实验环境，与传统的实验装置、增降压仓体验，有什么联系？如何才能结合两者的优点创造出或和模型？各自的优点分别是什么？
  
  


• What does effective mean in the phrase "effective learning environments"? How do we instrument these environments to measure effectiveness? Moreover, what are the conditions for effective use? Are there any generalizable conditions? Learner behavior in the laboratory—physical and virtual—can be tracked and observed with much greater detail (for example, via electronic "footprints") thanks to cyberinfrastructure. How can these data trails be analyzed, and what understanding do they provide?


• 在语句“有效学习环境”当中的“有效”是什么意思？我们如何衡量这些环境的有效性？此外，有效使用的条件是什么？是否存在普适条件？因为有网络架构，学习者在实验室——现实的和虚拟的——中的行为可以被跟踪、观察到更多细节（比如，通过电子脚印）。如何分析这些数据线索，并得到一些什么样的认识？
  
  


• Even in virtual or Web-enabled learning environments, there is still a need to create a "wrapper" around the images/animations, the framework of inquiry around the simulation, or the experimental process around the remote manipulation of instrumentation. How will this major faculty development effort be addressed?


• 即使在虚拟以及其他网页形式的学习环境，仍然需要在图像/动画外围建立一个包装，围绕模拟器建立查询框架，围绕使用远程仪器建立实验流程。如何解决教师发展的主要问题？


• What is the (new) role of the instructor within the learner-centered environment? How is the professional role of the teacher/professor changing? How must pre- and in-service teacher preparation programs change? What are the implications for faculty development?


• 在以学习者为中心的环境中，教师的新职责是什么？教师/教授的专业职责有些什么改变？在服务前、服务中，教师必须做的准备工作有些什么样的改变？这些对教师发展有什么样的影响？


• Informal learning settings are also being changed, raising the question, where is the locus (or loci) of learning?


• 非正式学习环境也在改变，提出这个问题，学习的场所（或者诸多场所）在哪里？
  
  


• How does the educational system respond to changing behavioral patterns and technical skills of students who are increasingly more comfortable with IT than teachers? What is the impact on the actual development of new materials, resources, products, and processes? What are the new continuing professional development needs for teachers and faculty?


• 学生越来越亲近信息技术而非教师，教育系统如何应对学生不断变化的行为模式和技术技能？新材料、源产品、方法的实际发展有何影响？对于教师，持续专业发展有哪些新的需求？
  
  


• Is there a proper "mix" of the analog and digital? If so, what are its features? As more and more senses are recruited to represent phenomena, what cognitive issues come into play when dealing with the interaction of these different inputs in the process of sense making? Is there an optimal use of haptic feedback?


• 现实和数码之间是否有适当的“融合”？如果有，其特点是什么？随着各种现象吸引了越来越多的感觉，在意义感知过程中处理这些不同输入之间的互动时，哪些认知问题开始起作用？

What Will It Take to Succeed?²⁸

怎么做才能成功？

Significant changes in teaching and learning are possible, particularly when interactive technologies are involved. These changes promise to better engage the Net Generation and the adult learner. But, what will it take to turn the promise into success?

教育学习，涉及到交互技术的时候，可能会出现重大改变。这些改变能够更好地吸引网络世代和成人学习者。但是，怎样做才能让这些可能变成现实？

Revisit Your Assumptions

反思你的假设

The deep reflection required to convert a course or elements of a course into cyberspace forces a fresh consideration of students' experiences in typical classroom settings. Many faculty shy away from this reexamination. Those who do, however, report that cyberspace or the introduction of technology into their site-based classes can be a transformational and refreshing experience in which they rediscover the source of their original attraction to the academy and renew that commitment in exciting new ways.

将课程或者课程元素转换到网络空间，所必需的深入反思，迫使对传统课堂环境中的学生体验做全新思考。许多教师害怕这样的复审。然而，他们报告说，网络空间、把技术引入课堂现场，会成为变革的、令人耳目一新的体验，在这种情况下他们重新发现学术最初的吸引力，以一种激动人心的新方式重新开始他们的承诺。

As one faculty member put it, "Technology is a giant mirror reflecting back to you your own deepest issues. It challenges you to clarify what you value, to rediscover why you went into teaching in the first place, and to be honest about whether your original hopes have been realized. It also sheds light on how we interact with our students and how they respond to our courses, and [it] forces us to think about the real meaning of community and what it is that a group of people assembled in a single physical space experience and how that compares to what a group of people in cyberspace might experience." This same faculty member went on to say that the real power of technology resides in its ability to help us reassert our basic purposes and values as we seek to translate these fundamental purposes into new media and forms of interaction.

正如一名教师所说的那样，“技术是一面巨大的镜子，能映射出你最深层的问题。它促使你弄清自己的价值，重新发现你从教的最大理由，坦言你最初的理想是否实现。它也让我们看清楚我们是如何与学生互动的，学生是如何应对我们的课程的，它同时迫使我们思考社区的真实含义，一群人聚集在单一的物理场所能体验到什么，与之相比较一群人聚集在网络空间又能体验到什么。”这名教师接着说，技术背后真正的力量能够帮助我们重新拾起我们的基本宗旨和价值观，正如我们寻求把这些基本宗旨转变成新媒体和新的互动形式。

Deeply held values and assumptions that we have not examined for a long time must be revisited—and either affirmed or amended—before we can approach the use of different media for communication and exchange.

我们长久以来没有验证的根深蒂固的价值观和假定，在我们可以为联络交换使用不同的媒体之前，必须得到重新审视——得到确认或修正。

Engage Learners

吸引学习者

Everyone can and will participate in cyberspace; the ideas will generate ongoing discussion long after the class is over. The very thought process that leads to discovery and understanding in a particular field can be exposed and modeled for students, who can then have an authentic experience within the discipline.

每个人都能也都会参与到网络空间。这种思想会在下课之后引起长时间的讨论。一想到在具体领域引导探索与理解的过程，可以呈现并建模给学生，学生就可以得到真实的学科体验。

How many teachers take time to assure themselves that every student has truly participated in a classroom setting and that the exchange is meaningful? How often is the exchange simply a set of questions raised by students—sometimes in the form of "Will this be on the exam?"—that are answered by the instructor in the form of a monologue?

有多少教师花时间确保自己每个学生都真的参与到课堂活动当中，进行有意义的交流了？有多长时间，交流仅仅是学生问问题——有时候甚至是“这个会考么？”——老师干巴巴的回答。

Relax Control

放松管制

While reexamining instruction is good, it can be exhausting and unsettling to faculty who have grown up with a traditional view of faculty roles. Online students may interact with the material or each other at any time day or night. This means that the instructor's time is equally unbounded. In cyberspace, the whole thought process is laid open in the building of understanding through much richer conversation. Students can find material that challenges the faculty member's worldview and expertise; they can uncover stories and research results that the faculty member has never heard about. It can be uncomfortable when the instructor no longer controls the subject matter the students will use.

虽然重新审视教学很好，但这会让接受传统教师角色观点长大的教师身心憔悴的。在线学生可以在任何时刻与素材或者其他人发生互动。这意味着，教师的时间也同样是没有限制的。在网络空间，整个思维过程，依赖于充分理解更甚于大量交谈。学生可以找到质疑成年人世界观和观点的素材，他们可以发现成年人从未听说过的故事和研究结果。教师不再管制学生要用到的课题材料的时候，会感到不舒服。

Return to Core Values

回到核心价值观

In electronic exchanges, faculty members are free to be experts (for example, a physicist, a biologist, or an historian) and to draw their students into the ways of thinking, examinations of ideas, and forms of proof that are the intellectual basis of a field. In addition, original documents and fresh research data are readily accessible on the Web.

通过电子交流，教师可以自由地成为专家（比如，物理学家、生物学家、历史学家），引导学生使用领域内的思考方式、思路检查、举证方式等知识基础。此外，原始文档和最新研究数据都可以轻易从网络获得。

In simple terms, students can do history, not just hear someone talk about history; they can do biology, not just talk about other people doing biology. In cyberspace, the instructor has unbounded access to electronic images and texts that open up the full range of historical inquiry, analysis, and interpretation, as well as access to contemporary material.

简而言之，学生可以实践历史学，而不仅仅是听某人谈论历史；他们可以实践生物学，而不仅仅是谈论别人的实践。在网络空间，教师可以无限制的访问电子图像和文本，满足全方位的历史学探究、分析、解释，还可以获取当代资料。

The instructor can model intellectual work, exposing through electronic means thought processes and realities—the blind alleys and sudden bursts of clarity—that we all experience in our search for understanding. For many, this is unnerving; control is lost over both the interaction and the material. For others, it is a true liberation. For everyone, however, it can provide a much more immediate and authentic experience of inquiry than most classroom interactions can offer.

教师可以为智力工作建模，并通过电子的和传统的——死胡同和灵光乍现——思维过程展现出来，我们追求理解得到的所有经验。对于大多数人，这很让人泄气。对于互动和素材双方，管制都是浪费。对于其他人，这是真正的解放。然而，对于所有人，它比大多数课堂互动能提供更加及时更加真实可信的探究体验。

Reflect on the True Meaning of Learning

反思学习的真实意义

We face vexing questions today as we try to define the meaning and purpose of an undergraduate education, the nature and goals of graduate education, and the nature of faculty work.

今天我们面对棘手问题，正如我们试图界定大学教育的意义和目的，研究生教育的性质和目标，教师工作的本质一样。

• What do we need to know and be able to do with what we know?
• 我们需要知道什么，对于我们所知道的我们能做些什么？
  


• Is the very nature of the production of knowledge changing? How can we be sure that we are basing our actions on valid understanding?
• 变化是知识产品的本质么？我们怎么做才能确保我们的行动是建立在有效理解基础之上的？
  


• If the university and the disciplines are no longer the sole source of discovery, interpretation, and validation, how will we know "truth," and who will have the authority to declare that a particular form of knowledge is valid?
• 如果大学和学科不再是发现、解释、确认的唯一来源，我们怎样才能了解真实，谁会拥有权威宣布某种知识形式是正确的？
  


• What do we learn alone without interactions with others? Is this self-study different from what we learn as members of a community? Does it matter whether that community is bounded by a specific location or sense of place or placed in cyberspace?
• 在不与旁人互动的情况下，我们独自一人能学到什么？自学和作为社区成员来学习，有无不同？社区是因为地域而形成，因为场所感，放在网络空间中，是否要紧？
  


• Will electronically facilitated interactions—in the absence of personal experience and knowledge of each other—promote a new kind of "unconnected" learning? If so, what difference will this make in the development of practitioners, citizens, and scholars?
• 电子设备将会促进互动——在缺乏个人体验和彼此了解的情况下——产生一种新型的“无接触的”学习？如果是这样，这会导致教育从业人员、普通公民和学者产生什么样的变化？
  

The most important gift of liberal learning is the nurturing of a prepared mind, a deep sense of social responsibility, and a commitment to the importance of citizenship in a community of others. Can this kind of "virtuous learning" occur through virtual encounters in cyberspace? Are there other ways to accomplish the same integration of cognitive, social, and emotional development that occur now in face-to-face encounters with others? In cyberspace, can we foster some of the fundamental qualities of a prepared mind, such as

自由学习最重要的礼物，是在培养有准备的头脑，高度的社会责任感，在其他社区中致力于发扬公民意识。这类“高尚学习”能否通过网络空间里的虚拟相遇发生？如今在与其他人面对面接触时，发生的认知、社会、情感的整合，是否有其它方式也能完成？在网络空间，我们能否为由准备的头脑培养一些基本品质，比如

• the ability to learn, not just to memorize the rules of a particular task but to be able to discern or discover what the rules are or should be from a study of situations that are unfamiliar to us;
• 学习的能力，不仅仅是记住具体任务的规则，还要能够识别或者发现规则是什么，或者从研究我们不熟悉的状况中有所发现；
  


• the ability to recognize when we do know something and when we don't;
• 知道自己什么时候知道什么时候不知道的能力；
  


• the capacity to make sense out of an infinite world of images, assertions, words, and "facts," as well as act responsibly and wisely on that knowledge; and
• 弄清楚无穷无尽的图像、主张、字词、“事实”世界当中意义，并就这些知识采取精明而有责任的行动的能力；以及
  


• the ability to apply knowledge resourcefully and ethically.
• 智慧而道德的运用知识的能力。
  

Model the Highest Standards

塑造最高标准

In our direct and recorded electronic interactions with students, as educators we must be mindful of our duty to set good examples of what it means to be truly educated, to be responsible learners, to reflect in our ideas and our interactions with others the values of a liberal education, and to be models of integrity. Whether we like it or not, the record of our exchanges in cyberspace reveal a great deal about us. In many ways, technology can both deepen and clarify our educational aims and help us further them. Technology, appropriately used to enhance and expand the scope of educational experience, can enrich our intellectual lives and offer our students an authentic route to discovery.

在我们所引导和记录的与学生的电子互动当中，作为教育者，我们必须密切关注我们的责任——做出真正教育的表率，对学生负责，在我们的思想和我们与他人的互动当中体现人文教育的价值观，成为道德楷模。无论我们是否喜欢，我们在网络空间的交往记录都充分暴露了我们。在很多方面，技术可以深化、明晰我们的教育目标，帮助我们向前推进。技术，合理利用，可以加强扩展教育体验的范围，可以丰富我们的智力生活，为学生提供一条可信的探索途径。

The most powerful effect of cyberexperience may not manifest in the things people do on the Web or with broadband communication, but rather in how they think and in what they expect from education. People who innovate and create in cyberspace likely will not sit still for a lecture.

网络体验最有力的影响，并不在于人们在网络上做的事情、沟通联络，而是在于他们如何思考，他们对教育的期望。在网络空间中创新创造的人们，不大可能甘于充当演讲。

Endnotes

尾注

 


1. Consortium for School Networking (CSN), Digital Divide Leadership (Washington, D.C.: Consortium for School Networking, 2004), http://www.cosn.org/resources/grunwald/digital_leadership_divide.pdf.


 


2. Douglas Levin and Sousan Arafeh, "The Digital Disconnect: The Widening Gap Between Internet-Savvy Students and Their Schools" (Washington, D.C.: Pew Internet & American Life Project, August 14, 2002), http://www.pewinternet.org/report_display.asp?r=67.


 


3. National Research Council, Institute of Medicine, Engaging Schools: Fostering High School Students' Motivation to Learn (Washington, D.C.: National Academies Press, 2004), p. ix, http://books.nap.edu/catalog/10421.html.


 


4. Ibid., p. 2.


 


5. Ibid., p. 3.


 


6. Kenneth C. Green, 2004 Campus Computing Survey (Encinco, Calif.: Campus Computing Project, 2004), http://www.campuscomputing.net/.


 


7. Steve Jones at el., "The Internet Goes to College: How Students Are Living in the Future with Today's Technology" (Washington, D.C.: Pew Internet & American Life Project, September 15, 2002), http://www.pewinternet.org/reports/toc.asp?Report=71.


 


8. National Research Council, How People Learn: Brain, Mind, Experience, and School: Expanded Edition, John D. Bransford, Ann L. Brown, and Rodney R. Cocking, eds. (Washington, D.C.: National Academies Press, 2000), http://www.nap.edu/catalog/9853.html.


 


9. WiMAX Forum, http://www.wimaxforum.org/.


 


10. Edward L. Ayers, "Technological Revolutions I Have Known," in Computing in the Social Sciences and Humanities, Orville Vernon Burton, ed. (Urbana, Ill.: University of Illinois Press, 2002), p. 24.


 


11. Ibid., p. 24.


 


12. Ibid., p. 24.


 


13. Ibid., p. 25.


 


14. For a discussion of the assessment of scholarship, see Charles E. Glassick, Mary Taylor Huber, and Gene I. Maeroff, Scholarship Assessed: Evaluation of the Professoriate (San Francisco: Jossey-Bass, 1997).


 


15. Ayers, op. cit., p. 27.


 


16. See (a) http://www.smartmoney.com/marketmap/?nav=hp_marketmap for an interesting nonacademic example of an image database; and (b) http://www.nsdl.org/collection/ataglance/browseBySubject.html to view a digital library's collection holdings by content domains.


 


17. See http://java.sun.com/applets/jdk/1.1/demo/SortDemo/index.html.


 


18. See http://www.foundationcoalition.org/home/keycomponents/concept/introduction.html.


 


19. See http://mazur-www.harvard.edu/news.php?area=8.


 


20. See http://www.einstruction.com/.


 


21. See http://www.wirelessgrids.net/.


 


22. See http://www.concord.org/research/handhelds.html.


 


23. See http://www.techworthy.com/Laptop/January2004/Handhelds-With-Class.htm?Page=1.


 


24. See http://www.govtech.net/?pg=magazine/story&id=91038&issue=8:2004.


 


25. See http://kmoddl.library.cornell.edu/about6.php.


 


26. See http://graphics.cs.brown.edu/research/sciviz/brain/brain.html.


 


27. Funding of course remains a constant challenge. It is necessary to support not only the building out of the physical information technology infrastructure (especially in the face of continued evolution of technology), but also critical faculty development needs. This condition has been reported on in greater depth elsewhere, along with calls for a corresponding shift in culture that rewards efforts and innovation in the scholarship of bringing innovative educational technologies to bear on the classroom. It should be noted, however, that not all solutions are necessarily expensive ones (for example, the use of low-cost electronic clickers described above), and access and equity issues remain.
    课程资金仍然受到拘束。资金不仅是扩建信息基础物理架构（特别是在技术持续发展方面）的必要支撑，也是教师发展的关键需要。这一条件在其他报告已有深入报道，以及文化上的相应转变——奖励为课堂带来创新教育技术的学识上的努力和创新。然而，应当指出，不是所有解决方案都很昂贵（比如，前面提及的廉价电子表决器），并且，获取和公平问题依然存在。
    


 


28. Material adapted from Judith A. Ramaley, "Technology as a Mirror," Liberal Education, vol. 87, no. 3 (summer 2001), pp. 46–53.

About the Authors

关于作者

Judith A. Ramaley holds a presidential professorship in biomedical sciences at the University of Maine and is a fellow of the Margaret Chase Smith Center for Public Policy. She is also a visiting senior scientist at the National Academy of Sciences. From 2001 to 2004, she was assistant director, Education and Human Resources Directorate, at the National Science Foundation (NSF). Prior to joining the NSF, Ramaley was president of the University of Vermont (UVM) and professor of biology from 1997 to 2001. Before coming to UVM, she was president and professor of biology at Portland State University in Portland, Oregon, for seven years. Ramaley has a special interest in higher education reform and has helped design regional alliances to promote educational cooperation. She has also contributed to a national exploration of the changing nature of work and the workforce and the role of higher education in the school-to-work agenda. Ramaley has played a national role in the exploration of civic responsibility and partnerships between higher education and society.

朱迪·拉马雷，缅因大学的生物医学科学教授、校长，玛格丽特·蔡斯·史密斯公共政策研究中心研究员。也是美国国家科学院客座高级科学家。从二〇〇一年到二〇〇四年，担任国家科学基金会（NSF）教育和人力资源局助理主任。加入国家科学基金会之前，拉马雷是佛蒙特州大学（UVM）一九九七至二〇〇一年的校长、生物学教授。在进入佛蒙特州大学之前，曾担任俄勒冈州波特兰的波特兰州立大学生物学教授及校长七年。拉马雷对高等教育改革特别感兴趣，曾帮助筹建区域联盟，以促进教育领域的合作。他还促进了国家对工作和员工性质改变的调研，以及对从学校到工作过程中高等教育所扮演角色的调研。拉马雷在调研高等教育和社会之间的伙伴关系和社会责任的过程中，发挥了公民的责任。

Lee Zia is the lead program director for the National Science Foundation (NSF) National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) program. He served as a "rotator" in the NSF Division of Undergraduate Education during calendar years 1995 and 1996 while on leave from the Department of Mathematics at the University of New Hampshire. Zia rejoined the NSF as a permanent staff member in the fall of 1999 and was named the lead program director for NSDL in late 2000. He earned his bachelor's in mathematics from the University of North Carolina, where he was a Morehead Scholar and graduated Phi Beta Kappa. Zia holds a master's in mathematics from the University of Michigan and a doctorate in applied mathematics from Brown University.

李琪亚，是国家科学基金会（NSF）的国家科学、数学、工程和技术教育数字图书馆（NSDL）项目的首席董事。一九九五至一九九六年间曾在国家科学基金会本科教育部门担任“调解人”，之前已经从新罕布什尔大学数学系辞职。一九九九年秋季，李琪亚重新加入国家科学基金会，并成为永久职工，二〇〇〇年底，被任命为国家科学、数学、工程和技术教育数字图书馆（NSDL）项目的首席董事。他在北卡罗莱纳大学通过数学专业获得学士学位，在这里他是莫尔黑德学者、坏卡帕的毕业生成员。李琪亚在密歇根大学获得数学硕士学位，在布朗大学获得应用数学博士学位。

http://www.educause.edu/Resources/EducatingtheNetGeneration/TheRealVersusthePossibleClosin/6064