翻译《09 为实现二十一世纪期望而设计课程》

Curricula Designed to Meet 21st-Century Expectations

为实现二十一世纪期望而设计课程

Alma R. Clayton-Pedersen with Nancy O'Neill

阿尔马·克莱顿-佩德森与南希·奥尼尔

Association of American Colleges and Universities

美国高校协会

© Alma R. Clayton-Pedersen with Nancy O'Neill

版权所有（C）阿尔马·克莱顿-佩德森与南希·奥尼尔

Introduction

前言

When I first began working in higher education, most of the traditional-aged students in the class of 2005 had just been born. I remember my excitement when a departing colleague gave me her PC. I confess that I've never used my computer as more than a glorified typewriter; however, I can also say that colleagues and I have done groundbreaking work that used many cutting-edge technologies in the service of learning. This chapter focuses on how higher education can use technologies to implement curricula designed to meet 21st-century expectations for students' learning.

我刚从事高等教育工作的时候，绝大多数正常年龄的二〇〇五级学生才刚刚出生。我还记得，一位即将离开的同事把他的计算机让给我的时候，我有多兴奋。我承认，我从来都只是把计算机当作高级打字机使用，然而，我也可以说，我和同事做了开创性的工作，在学习服务当中使用许多先进技术。本章的重点是高等教育如何使用技术影响课程，以满足二十一世纪对学生学习的期望。

Recently, a new college graduate said to me that, in her experience, professors' use of technology had largely consisted of converting their teaching notes into PowerPoint slides. Where students had once called a large number of their classes "death by lecture," she noted they were now calling them "death by PowerPoint." Why did this student have such a cynical view of the use of technology for learning? Prior to college, most students have used a wide variety of technologies in their everyday lives, ranging from audio book cassettes as very young nonreaders, to sophisticated handheld games as adolescents, to instant messaging programs to "talk to" their friends—at home or abroad—anytime, anywhere via the Internet as young adults.

最近一名刚毕业的大学生对我说，以他的经验，教授们使用技术，很大程度上就是把讲义转换成演示文稿。学生们曾经把他们很多课堂都称作“死亡讲座”，他说，现在他们叫做“死亡幻灯片”。为什么学生对学习技术的运用抱有这样的讥讽态度？上大学之前，大多数学生在日常生活中都使用各种各样的技术，从还不能读书的时候开始使用有声读物磁带，到青春期的复杂掌上游戏，到青年时随时随地通过互联网用实时聊天程序与朋友聊天——在家里以及户外。

Yet too often, students' use of technology in higher education settings has been relegated to searching the Internet, accessing an online course, or word-processing. In some pockets of campus, faculty have used technological applications to disseminate information or to help students expedite problem solving. Some typical examples include

然而很多时候，学生在高校使用技术，已经降格为搜索互联网、访问在线课程、文字处理。在一些小的校园，教师使用技术应用，传播信息或者帮助学生尽快解决问题。一些典型的例子包括：

• graphing calculators for complex mathematical computations and displaying trigonometric functions;
• 用于复杂数学计算、显示三角函数的图形计算器；
  


• graphics programs for displaying phenomena in the natural and earth sciences;
• 用于显示自然和地理科学现象的图形程序；
  


• statistical software packages that can manipulate large data sets in the social sciences; and
• 可处理社会科学大型数据集的统计软件包；以及
  


• design software for developing architectural and engineering models.
• 可以开发建筑及工程模型的设计软件。
  

With such specific applications of technology and the limited use of other forms (for example, multimedia), students' low expectations for the use of technology in the curriculum is not surprising. Such constrained use of technology by the faculty in the curriculum and low student expectations may serve to limit innovation and creativity as well as the faculty's capacity to engage students more deeply in their subject matter. Like all organizations, colleges and universities respond to the demands placed upon them. Students' and institutions' low expectations for the use of technology for learning provide insufficient impetus for faculties to change their behavior and make broader, more innovative use of these tools in the service of learning.

有了这些具体技术应用，加上对其他形式技术（如，多媒体）的有限使用，学生不指望在课程中使用技术，就不意外了。教师在课程中强制使用这些技术，学生也不指望有多少革新和创造，不指望教师有能力吸引学生更深入课题。跟所有教育机构一样，高等院校都在满足学生的需求。学生和教育机构不指望使用学习技术，认为这样不足以为教师改变教学行为、为学习服务的这些工具提供更广泛更创新的用途，提供足够动力。

Students' personal experience with technology is typically broad and in many cases very deep. Moreover, their extensive use of technology continues throughout their college experience—that is, except fully integrated into the curriculum.

学生的个人技术经验一般很广泛，很多情况下都非常深厚。此外，他们在整个大学期间不断广泛使用技术——只是没有充分整合进课程学习当中。

Implications

影响

• Faculty's understanding of the teaching and learning power of technology needs to be increased.
• 教师对于技术在教育学习方面的作用的理解，需要加强。
  


• Increasing the use of technology will increase demands for technological tools to be effectively integrated into the curriculum to enhance student learning.
• 增加使用技术，将会增加技术工具的需求，让技术工具有效整合进课程，增强学生学习。


• Tools need to be developed to help faculty integrate technology into the curriculum.
• 工具需要进一步发展，以帮助教师把技术整合进课程。
  

21st-Century Expectations

二十一世纪期待

Changes in the larger society over the last 100 years—various social movements, the advent of telecommunications, the movement from industrial-based to knowledge-based work, struggles over political boundaries, modern technology and science breakthroughs employed in both the most positive and most negative of circumstances—have in some form or another impacted the ways colleges and universities "do" higher education. Colleges and universities in the 21st century educate a much larger, more diverse population of students, foster scholarship countless new areas of inquiry, and offer opportunities in many new settings and formats, including online. Yet many facets of higher education have remained relatively untouched by time, at times to the detriment of our functioning in this new era. To better meet individual and societal needs of the 21st century, numerous leaders—inside and outside higher education—recognized at the end of the 20th century that college and university missions and practices needed to be reinvigorated. Within such a process, perhaps consensus could be reached about the new expectations we needed for students, for curricula, and given its infusion into society, for technology.

在过去一百年里大的社会变革——各种社会运动、电传通讯的到来、工作从以工业为基础到以知识为基础的转变、政治领域间的争斗、现代科学与技术前所未有的部署在最有利和最不利的环境中——以这样那样的形式影响高等院校开展高等教育的方式。二十一世纪的高等院校教育的学生人数更庞大、种类更繁杂，培育了无数的研究新领域，为许多新的教育设施和教育形式——包括在线形式——提供了机会。然而，高等教育许多方面仍然相对落后，有时候在这个新时代对我们的运作不利。要更好地满足个人和社会对二十一世纪的需求，高等教育行业内外无数领袖，认识到在二十世纪末尾，高等院校需要担负起振兴的重任。在这个过程中，关于我们对学生、对课程的新的期待，或许能达成一致，并将所得反馈给社会。

For Students

对学生的期待

Since 2000, the Association of American Colleges and Universities (AAC&U) has engaged colleges and universities across the nation in such a process, through a multiyear, multilayered initiative called Greater Expectations. For the first two years of the initiative, AAC&U senior staff convened a national panel of experts who were charged with identifying the hallmarks of a 21st-century college graduate. With input from a consortium of leadership campuses engaged in innovative practices to realize high achievement levels for their students, the national panel recommended new emphasis be placed on educating students to be purposeful and self-directed in multiple ways—on becoming intentional learners. The report issued from their work, Greater Expectations: A New Vision for Learning as a Nation Goes to College, states:

二〇〇〇年以来，美国高校协会（AACU）让全美高校开始进入一项称作“更高期望”的长时间、多层次的行动。在这项行动的头两年，AACU 高级职员召集全国专家小组，需要他们确定二十一世纪高校毕业生的品质。随着校园领导力协会参与到创新实践，实现学生的重大成就，全国专家小组为以多种途径、有意义、自引导的教育学生提出了新的重点——成为主动学习者。他们的工作产生的报告《更高期望：当国家成为大学，学习的新愿景》宣称：

Becoming such an intentional learner means developing self-awareness about the reason for study, the learning process itself, and how education is used. Intentional learners are integrative thinkers who can see connections in seemingly disparate information and draw on a wide range of knowledge to make decisions. They adapt the skills learned in one situation to new problems encountered in another—in a classroom, the workplace, their communities, and their personal lives. As a result, intentional learners succeed even when instability is the only constant.¹

成为这样的主动学习者，意味着培养自我意识，明了学习的理由、学习过程本身，以及如何进行教育。主动学习者是全面的思想者，他们可以看到表面上不同的信息之间的联系，运用广泛获取的信息作出决定。他们能够将在旧的情况下学到的技能，用来解决在其他情况——课堂、工作场所、社区、个人生活——遇到的新问题。因此，主动学习者甚至能在充满变数的情况下取得成功。

The report also notes:

该报告还强调：

The intentional learner is empowered through intellectual and practical skills; informed by knowledge and ways of knowing; and responsible for personal actions and civic values... Mastery of a range of abilities and capacities empowers intentional learners as they maneuver in and shape a world in flux.... Intentional learners possess a core of knowledge, both broad and deep, derived from many fields... Through discussion, critical analysis, and introspection, intentional learners come to understand their roles in society and accept active participation.²

主动学习者通过智力技能和实践技能得到授权，通过知识和认知方式得到通知；为个人行为和公众价值观负责……掌握一系列技能和能力，使得主动学习者有能力操纵塑造不断变化的世界……主动学习者拥有诸多领域的核心知识，包括宽度和广度……通过讨论、批判分析、内省，主动学习者逐渐理解他们的社会角色，接受了积极参与。

In short, students are expected to draw on various knowledge bases, integrate them, conduct increasingly more sophisticated analyses as they progress through college, and use their integrated knowledge to solve complex problems.

总之，在学生大学期间，期望学生运用各种基础知识，整合他们，进行愈加复杂的分析，利用他们的完整知识解决复杂问题。

In 2004, AAC&U commissioned a series of focus groups to determine students' views of liberal education. Data obtained from these sessions with high school and college seniors in Indiana, Oregon, and Virginia revealed that both groups of students have individualized and material interests in mind in wanting to obtain a four-year college degree.³ Greater Expectations—and by extension, many institutions of higher education—has broader goals for Net Generation student learning than do students themselves. In other words, each group has a very different view of higher education's purpose. In addition to articulating the larger purposes of higher education and aligning students' and institutions' expectations, increased attention must be paid to how technology can be used for both these purposes.

在二〇〇四年，AACU 授权一系列讨论小组，以确定学生们对人文教育的看法。从印第安纳州，俄勒冈州、弗吉尼亚州高中和大学老生得到的数据显示，这两类学生有很强的个性，为了四年制大学学位，从内心对学习材料很感兴趣。更高期望——已经推广到许多高等院校——远比网络世代学生自己对他们有着更大的期待。换言之，每一类学生对于高等教育的目标都有非常不同的看法。除了阐明高等教育的宏大宗旨，调整学生和教育机构的期望，还增加了对于技术如何用于这些目标的必要关注。

Implications

影响

• Better alignment is needed between higher education's communication of its purposes and what K–12 education, parents, and the community perceive as its purpose.
• 在高等教育就其目标与中小学教育、家长和社会认知的目标之间的沟通需要更好的调整。
  


• Communication needs to include better uses of technology to assess⁴ high-quality educational environments.
• 沟通需要包含更好的技术，以评估高质量教育环境。
  

For the Curriculum

对课程的期待

Low-level technologies such as overhead projectors, televisions, and videocassette recorders have been used for some time to focus college students on specific subject matter. The use of technologies typically included text, equations, graphics, and pictures to enhance learning through models and content-rich stories. Early work in learning technology focused on combining what we knew about visual learning and low-end technologies to create multimedia tools to enhance student learning.

低层次的技术比如高架投影仪、电视、录像机，在一段时间里被用来关注大学生具体课题。使用的这些技术一般包括文本、方程式、图形、图片，通过建模和内容丰富的故事增强学习。有关学习技术的早期工作关注于融合我们所知道的视觉化学习和创造多媒体工具的低端技术，以增强学生学习。

Examples of products of this early work by the Cognition and Technology Group at Vanderbilt University (CTGV) included the Adventures of Jasper Woodbury Series and Scientist in Action.⁵ Today, these tools still provide middle school teachers with vehicles to enlarge their students' learning. Math and science problem sets are embedded in authentic stories that students understand because the stories reflect their everyday experiences. These authentic problem-solving exercises not only engage students in their learning but also stimulate them to want to learn more.

范德比尔特大学认知与技术小组（CTGV）早期工作的产品示例，包括《贾斯珀·伍德巴瑞系列冒险》和《科学家在行动》。今天，这些工具依然提供给初中教师，提高他们学生的学习。数学和科学问题集被嵌入到真实故事当中，学生能理解是因为这些故事反映了他们的日常体验。这些真实的问题解决训练不仅仅把学生吸引到学习当中，也激励他们想要学到更多。

From the beginning, however, a problem arose in that those middle school students went on to high schools and later to colleges that did not (and do not) provide this type of rich learning experience—a learning experience that can best be achieved when technology is used in the service of learning. If we are to adequately prepare students for an era of change, information, and knowledge explosion in the 21st century, we must alter this scenario. Schools, colleges, and universities must draw on a variety of technologies and use them as resources to deepen students' learning. When we simply ensure that students have access to the latest, most powerful computers, we make technology an end unto itself instead of the powerful teaching and learning tool that it can be.

然而，从一开始，就存在一个问题，那些初中生要上的高中、大学过去没有现在也没有为他们提供这类丰富学习体验——技术为学习服务时所能实现的最好的学习体验。如果我们为学生在二十一世纪这个变化的时代、信息时代、知识爆炸的时代做好准备，我们必须改变这种情况。中小学、高等院校，必须利用各种技术，把技术当作深化学生学习的资源。如果我们只是简单确保学生能够用上最新最强大的计算机，我们就会把技术本身当成目的，而不是让技术成为强大的教育学习工具。

Implications

影响

• Much of the learning technology innovation in higher education has been focused on K–12 teacher preparation and development. More focus needs to be placed on preparing existing faculty for the future Net Generation students who will populate the 21st-century classroom.
• 大部分高等教育的学习技术革新都给予关注中小学教师的预备和发展。需要更多关注为即将到来的网络世代学生而准备的教师，这些学生将是二十一世纪课堂的主要人群。
  


• To the extent that colleges and universities involve interested faculty and students in working together to develop tools that truly engage them both, the more fruitful their efforts are likely to be for the larger higher education community.
• 在某种程度上，高等院校对于教师和学生合作开发对双方真正有吸引力的工具有兴趣，为建立更大的高等教育社区做出更富有成效的努力。
  

For Technology

对技术的期待

Over the past 20 years, most colleges and universities have moved technology from being a one-time budget expenditure to being a hard budget line to support the purchase, maintenance, and, in many cases, use of technology on campus. Less attention has been given to how to help students achieve the desired learning outcomes through technology. While significant financial resources have been devoted to building the technical infrastructure at colleges and universities, much less has been devoted to ensuring that this investment is used to its maximum.

在过去的二十年，大多数等院校对于技术的购买、维护，在很多情况下，还包括在校园使用技术的费用，已经从一次性预算开始变成严格的预算限额。很少关注如何使用技术帮助学生实现预期学习目标。当大量财政资源被用于建造高等院校的技术基础设施的时候，越来越少的资源被用于确保这些投资被充分利用。

For example, at present, new residence halls are almost never built without considering the choice of hardwired or wireless high-speed Internet access. The question is not if, but how, to make technology more accessible for students. Colleges also increase students' access to technology by establishing computer labs in various locations on campus, defining laptop requirements, and offering computer loan programs. Yet, comparatively little support has been devoted to helping faculty use computers and other technologies in creative and innovative ways to deepen student learning. Worse yet, institutional structures and practices to resolve technical problems that faculty invariably encounter are very limited or are not the type of aid needed. Such lack of support limits the amount of time faculty can spend on what they do best—building a compelling curriculum and integrating technology for more powerful learning.

例如，目前，建造新宿舍楼的时候必然会考虑安装有线或无线高速互联网接入。问题不在于是否，而是如何让技术更贴近学生。高等院校通过在校园各处建立计算机实验室、确定笔电需求、提供计算机贷款计划，促进学生更容易获得技术。然而，在帮助教师使用计算机和其他技术，创造革新学生深入学习方式这一方面，只提供相对较少的支持。更糟糕的是，教育体制在解决教师经常遇到的技术问题，所使用的结构和手法，非常有限，或者不是需要的帮助类型。缺乏这类支持，限制了教师在自己最擅长的方面——建立令人瞩目的课程、为更有利的学习整合技术——所花费的时间。

College and university faculty must effectively tap students' existing familiarity with technology to engage them in constructing an integrated knowledge base and developing habits of the mind that will enable them to become lifelong learners. Technology can then become a tool used in the service of learning rather than an end itself.

高等院校教师必须有效利用学生对技术的熟悉，吸引他们建立起综合知识基础、培养思维习惯，这可以让他们成为终生学习者。然后技术就可以变成服务于学习的工具，而不是目的本身。

Implications

影响

• Institutions need to establish greater expectations for maximizing their investment in technology by exploring and assessing the best use of technology for learning.
• 教育机构需要通过探究评估技术在学习上的最佳使用，为最大化在技术上的投资报更大期望。
  


• Greater investments may be needed in faculty professional development in the effective use of technology for learning.
• 可能需要为教师在学习中有效使用技术的专业发展做出更多投资，
  


• Faculty's effort to infuse technology into the curriculum requires support in developing strategies and in resolving technical difficulties. This means more than the technical help desk. What is needed is assistance for using technology to achieve the teaching and learning outcomes we desire.
• 教师牡蛎把技术融入课程，需要得到发展政策的支持、帮助解决技术困难。这意味着教师需要的不只是技术热线支持。现在需要得到帮助，使用技术实现教育学习目标。
  

Technology and the Curriculum

技术与课程

What is the current role of technology in the college curriculum? To develop intentional learners, the curriculum must go beyond helping students gain knowledge for knowledge's sake to engaging students in the construction of knowledge for the sake of addressing the challenges faced by a complex, global society.

技术在当今大学课程中发挥什么作用？为了培养主动学习者，课程必须超越帮助学生为了知识而获取知识这一层次，用知识的结构吸引学生，让学生处于解决复杂的全球化社会面临的挑战。

According to the Greater Expectations National Panel, the curriculum and the cocurriculum should provide numerous paths by which students can achieve broad liberal education outcomes alongside specialized knowledge of one or more disciplines. If students have achieved these outcomes, they will excel at

据《更高期望》全国委员会提供的资料，课程和辅助课程应当提供多助途径，这样学生可以依靠一到多门学科的具体知识，自由实现人文教育成果。如果学生实现这些成果，他们将擅长于

• communicating well in diverse settings and groups, using written, oral, and visual means;
• 通过文字、语言和视觉方法，在不同机构和团体中良好沟通；
  


• employing both quantitative and qualitative analysis to describe and solve problems; and
• 采用定量和定性分析来描述和解决问题；以及
  


• working well in teams, including those of diverse composition, and building consensus.⁶
• 在团队中工作得很好、达成共识，包括那些成员来源复杂的团队。
  

These outcomes can be achieved through strategies such as writing assignments (expository, creative, and personal writing); required and critiqued oral presentations; and problem-based learning.

可以通过写作训练（说明文、创意写作、个人写作）等策略来实现这些成果；做口头展示并评论；基于问题的学习。

Students need mastery in areas that include knowledge of human imagination and expression, global and cross-cultural communities, and modeling the natural world. This mastery can be obtained thorough

学生需要支配的知识领域，包括人类想象力和表达、全球与跨文化社区、为自然世界建模。这种支配可以通过以下方式获得：

• undergraduate research;
• 本科研究；
  


• inquiry-based science labs;
• 基于调查的科学实验室；
  


• planned and supervised experiences in teamwork, both in class and in off-campus settings;
• 策划并指导团队体验，无论是在课堂上还是在校外机构；
  


• interdisciplinary and integrated courses on creativity through the ages;
• 跨学科的综合课程中世代传承的创造力；
  


• drawing on students' diverse experiences to enrich classroom discussion;
• 鼓励不同经验的学生丰富课堂讨论；
  


• integrating study abroad into courses back on the home campus;
• 依靠家庭教育，将校外学习整合进课程；
  


• teaching courses worldwide through videoconferencing; and
• 通过电视会议面向全球进行课程教学；以及
  


• student team-designed lab experiments to answer questions.⁷
• 学生团队设计实验室尝试回答问题。
  

Students can be expected to be responsible for active participation as citizens of a diverse democracy, understanding themselves and their multiple identities by engaging in

可以要求学生有责任以多元化民主公民的身份积极参与以下活动，理解自身以及自己的多重身份，

• service learning;
• 服务型学习；
  


• debate on proposed solutions to current social problems; and
• 讨论当前社会问题的解决提案；并
  


• personal writing that requires self-reflection on a wide variety of subjects and that situates the self in relation to others.⁸
• 要求自我反思的个人写作，题目广泛多样，涉及自我与他人的关系。
  

Use of Technology

技术的使用

In what ways might technology enhance each of these innovations and help students achieve desired learning outcomes? At the most basic level, effectively using computer technology is itself a skill that we want students to develop. Using computer applications such as Access and Excel makes managing and manipulating data much more efficient.

技术在哪些方面可以加强教学革新、帮助学生实现预期的学习目标？在绝大部分基本层面，有效使用计算机技术，就是我们想要学生发展的技能本身。使用计算机应用比如数据库和电子表格，可以让管理处理数据更有效率。

While it's clear that such applications have great utility in business administration courses such as accounting, these programs are often used for other purposes and in other subjects. These applications can be designed to sort a variety of types of information, such as to sort information obtained from qualitative interviews or to sort by predetermined criteria a number of funding possibilities for a service-learning project. The mere act of setting up small text databases and linking them to equations for analysis gives students practice in managing knowledge, as well as allowing them to easily transfer text to charts and displaying information in a variety of ways. Knowing how to use all the functions of these and other programs such as PowerPoint enables learners to efficiently edit text and include graphics in the final products they submit to demonstrate their learning. These uses of technology can be applied to undergraduate research and can contribute to students making reasoned linkages among seemingly discreet pieces of information, therefore integrating knowledge for deeper learning.

虽然很明显，会计这类应用在商业管理课程当中有更大的用途，但这些程序常常被用于其他目的和其他课题。这些应用可以被设计成排序各类信息，比如排序从定性访谈中获得的信息，或者按照预先标准排序若干为服务型学习项目提供资金的可能性。单纯建立一个小型文本数据库，将其链接到分析用方程式，让学生实践如何管理知识，以及让学生轻松地将文本转换成图表，用各种方式呈现信息。知道如何使用这些应用和其他程序诸如演示文稿的全部功能，可以让学习者高效编辑文本，在他们提交用来展示其学习的最终成品中包含图形。

Multiple Media

多媒体

By using multimedia, faculty and students can demonstrate an enriched teaching and learning enterprise that goes well beyond more traditional "cubicle-based" computer use. Consider this scenario: A sociology professor forms student teams to explore the presence of various racial and ethnic populations in the United States over time, with a focus on groups that are underrepresented in higher education today. Technology is to be used to facilitate team cohesion, as well as to demonstrate outcomes of the research. The professor first has the class discuss the process of working in teams, both in person and virtually, with one outcome of the project being for students to learn to work in diverse groups.⁹ The professor then explains that the project will require a traditional literature review and written analysis, but teams are encouraged to make the text Web-based and combine it with graphics and video to provide comparative analysis and illustration of, for example, voluntary immigration to the United States among new African populations versus patterns of involuntary enslavement of Africans over a specified period of time. The use of multimedia allows this particular team to incorporate video clips of descendents of slaves from library archives and their own interviews with new immigrants alongside third-person historical accounts and newspaper articles. At the end of the project, the professor asks the teams to include video clips of a reflection session where the group considers what benefits might have been accrued from working in a diverse team that would not have been gained by tackling the project individually. By opening up both the process and the content to multimedia, the professor encouraged more powerful learning than would have occurred with simply assigning independent term papers.

通过使用多媒体，教师和学生可以展示出丰富的教育学习进取心，远远超出了计算机传统的室内用途。考虑这样一种情况：一名社会学教授组织学生分组探究，随着时间的变化，美国各种族的出现情况和种族人口数量，关注今日高等教育当中未受到充分关注的群体。技术用来促进团队凝聚，以及展示研究成果。教授首先使用一个用于学生学习在不同团队中工作的项目的成果，安排班级讨论团队工作的流程，包括现实的和虚拟的。教授接下来解释该项目需要传统的文学评论和写作分析，但是要求小组在网上写作，并插入图形和视频，从而对新增加的非洲裔人口当中自愿移民美国，与经过一段特定时期非洲人的被迫奴化模式之间，提供比较分析和图例解说。多媒体的使用，使得项目小组从图书馆档案中取得奴隶后裔视频片段，亲自访谈新移民，以及第三人称历史记录和报刊文章。在项目结束时，教授要求团队包含反思整个学期的视频片段，视频中应当包含，团队思考在各种小组中工作，会获得什么样的好处，这些好处不是个人独自完成项目就能得到的。通过在过程和内容中使用多媒体，教授鼓励更强大的学习，而不是简单的分配独立学期论文。

The use of multimedia enables students to demonstrate learning beyond a specific topic under study. The example above specifically focuses on comparisons of voluntary and involuntary immigration; however, working in teams and using multiple technological forms facilitates the introduction of other topics such as social justice, ethics, and economic systems more easily. Group work where students can match their talents and interests to specific technological tasks enables each student to pursue an aspect of the assignment that appeals to the way she or he learns best.

多媒体的使用，让学生展示学习超出特定主题之上的学习。以上例子特别侧重于自愿和被迫移民之间的比较。然而，团队工作和使用多种技术形式，会更容易引入其他课题，比如社会公平、伦理学、经济体制。团队工作，让学生把自己的才能和兴趣与特定的技术任务结合起来，让每位学生追求功课当中他学得最好的方面。

Add Flexibility

增加灵活性

Because we know that different students learn best when they are challenged to learn in different ways, technology allows teachers to add flexibility to how they present new information and provide feedback to students. For example, both skills and content will be enhanced when students are asked to demonstrate their learning through multimedia presentations to the rest of the class. Virtual discussions allow instructors to help the class develop their analytical judgment.

因为我们知道，不同的学生要学到最好，各有自己不同的学习方式，技术让教师在呈现新信息、为学生提供反馈的时候更具灵活性。比如，要求学生通过多媒体演示文稿相伴上汽与同学展示自己的学习的时候，技能和内容都得到增强。虚拟讨论让教师帮助班级学生发展他们的分析判断能力。

Real-Time Engagement

实施参与

The course assignment cited above can also help students explore the circumstances surrounding each immigrant group's departure from its homeland, the route or routes taken to arrive in the United States, where they arrived, and why. The assignment could take on a deeper dimension by using videoconferencing and e-mail to link teams to students living in the countries of origin of the groups being studied. Integrating real-time global experiences into the classroom can provide a new, first-person information source and engender debate about the validity of various sources of information used in conducting research. These technologies make it easier for courses to depart from chronological, linear formats.

上述课程任务也可以帮助学生，探究每个移民群体离开家园时周围的社会环境，抵达美国时采取的路线，抵达哪座城市，理由是什么。这项任务还可以通过使用视频会议和电子邮件，让团队与生活在被研究的移民群体故国的学生联系，从而使研究达到更深层面。将实时全球体验整合进课堂，可以提供全新的、第一人称的信息源，并讨论开展研究中使用的各种信息源是否有效。这些技术让课程更容易偏离年代顺序。

Undergraduate Research

本科生研究

Undergraduate research can provide students with an opportunity to learn problem-solving and discovery techniques and to apply what they've learned to real-life, unscripted problems. With the infusion of technology, students can learn not only new techniques for discovery but also techniques for demonstrating the results of discovery. For example, as part of a Fund for the Improvement of Postsecondary Education grant, several colleagues and I at Vanderbilt University embedded student research in a course designed to develop a multimedia Diversity Opportunity Tool (DOT). The tool was designed to help students, faculty, and staff develop the skills needed to productively respond to acts of discrimination and to make decisions about when they need to act, depending on the situation. The team-taught course required students to conduct a literature review on U.S. race relations historically and currently, the psychology of discriminatory behavior, and racial-attitude development. Students also conducted interviews with peers and analyzed the data in light of specific topics they would cover in their final projects. They then developed scripts that told compelling stories centered on discrimination, connected to the findings of their original and archival research. Students integrated their learning through a demonstration video that served as a companion piece to their final written work.

本科生研究可谓学生提供机会学习即决问题、探索技术、将其所学用于实际生活当中鲜活的问题。随着技术的普及，学生不仅可以学到用于探究的新技术，还可学到用于展示探究结果的技术。比如，作为改善中学后教育补助金的一部分，我与范德比尔特大学数位同事，将学生研究嵌入课程当中，旨在发展多媒体机会多样性工具DOT。这款工具设计用于帮助学生教师和员工发展必需技能，包括积极响应歧视行为、需要行动时作出决定、依据情况需要的技能。团队自学课程需要学生对历史上的和现在的美国种族关系，歧视行为的心理学基础、民族态度的形成，进行文献评论。学生也对同龄人进行访谈，按照期末专题中打算设计的具体课题分析数据。接下来他们编写剧本，围绕种族歧视讲述引人注目的故事，关联到他们的最初发现和档案研究。学生通过将演示视频作为姊妹篇，将其学习整合进最终的书面工作。

Our goal was to combine students' research with video stories to shape vignettes that would make up this educational tool. In developing the scenarios, scripts, video, pilot testing, and final products related to DOT, graduate and undergraduate students were engaged in filming, acting, and producing the tool. Undergraduate research, combined with technology, became a vehicle to bring research into practice in a tangible way and to contribute to the fields of educational and antidiscrimination training.

我们的目标是将学生的研究与视频故事结合起来，形成小插曲，弥补教育工具的不足。在制定与机会多样性工具有关的方案、脚本、视频、实验性质的测试、以及最终产品的时候，研究生与本科生都参与到拍摄、演出、生产这款工具的过程中。本科生研究，与技术相结合，成为以具体方式将研究带入实践的手段，并为教育领域和反种族歧视培训做出贡献。

Repositories over Time

These illustrations focus on course-level learning, but technology can support learning in broader, cumulative ways as well. For example, students can use multimedia e-portfolios as repositories for culminating classroom assignments, for demonstrations of learning in the major and in general education, and for a senior-year capstone project. Additionally, e-portfolios can be used to demonstrate leadership and learning outcomes gained through cocurricular and work experiences, and they can follow a student if she or he transfers from one institution to another.

这些例证关注课程级别的学习，但是技术也可以支持更广泛的、渐增的学习。比如，学生可以使用多媒体电子学习档案存储课堂作业，展示主专业和其他专业的学习，最后学年的顶点项目。另外，电子学习档案可以用于体现通过辅助课程和工作经验获得的领导力和学习成果，如果学生从一个教育机构转学到另一个，电子学习档案也可以跟着走。

Blended Instruction

混合教学

As faculty become more comfortable with assigning multimedia projects—and students with completing them—there will likely be growth in interdisciplinary multimedia assignments and projects. These assignments not only serve the student developing the project but also can be used as a resource for users' learning. Tools such as the Adventures of Jasper Woodbury, Scientists in Action, and DOT illustrate this potential. Each had elements of its development tied to graduate and undergraduate research and coursework. Such tools can enable users to engage in self-paced movement through activities or can be blended into traditional group training.

由于教师可以更轻松的分配多媒体项目——学生也能更轻松地完成项目——有可能会出现跨学科多媒体任务和项目。这些任务不仅是让学生完成项目，还可以用作学生学习的资源。《贾斯珀·伍德巴瑞系列冒险》和《科学家在行动》等工具，以及机会多样性工具都证明了这种可能性。每一款工具都有与研究生本科生研究及课程相关的发展要素。每一款工具都可以通过活动，让用户参与到自定义进度的活动当中，或者融合进传统小组训练当中。

The examples given above integrate multiple learning objectives and introduce students to many of the learning strategies outlined in the Greater Expectations report, such as

上述例子综合了多个学习目标，向学生介绍了《更高期望》报告中提及的多种大致的学习策略，如：

• practice in team building;
• 团队建设中的实践；
  


• writing that is both expository and creative;
• 写出同时具有说明性和创造性的文章；
  


• multiple forms of communication;
• 多种沟通方式；
  


• informed judgment about sources of information; and
• 有关信息来源的判断；以及
  


• reflection that situates the self in relation to others and provides an opportunity for individuals to come to a deeper understanding of differences, commonalities, and systemic inequities.
• 反思自己在与其他人的关系中的位置，为个体更深入理解差别、共性和体制的不公平，提供机会。
  

Technology alone does not make this happen. Each of these strategies is facilitated through the intentional use of a variety of tools—both traditional and cutting edge—by individual faculty and campus-wide curriculum planners.

技术本身并不能做到这一点。通过单个教师或全校课程规划人有意使用各种工具——无论是传统的还是前卫的——都能让这些学习策略受益。

Some faculty have expressed concern that expanding the use of technology in and out of the classroom will both undermine the role of faculty and overburden them with additional responsibilities. With the expansion of online courses, cyberdiscussion groups, the increasing ubiquity of communication technologies, and faculty already feeling the pressure of added responsibilities, these concerns are not surprising. Faculty concerns perhaps center less on being "replaceable" and more on worrying that the teaching and learning enterprise will be reduced to students gathering information that can be easily downloaded, causing them to rely too heavily on technology instead of intellect.

有些教师表示，担心扩大技术在课堂内外的使用，会瓦解教师的形象，会让教师承受过多的负担。随着在线课程和在线讨论组的增多，通讯技术的日益普遍，教师已经感受到过多负担的压力，这些担心并不令人意外。教师并不是担心被取代，而是担心教学事业将被简化成学生收集信息，而这又会变成简单的下载，导致他们过度依赖技术而非智慧。

The Greater Expectations report recognizes new demands on the faculty at all educational levels. Yet there are at least two reasons why technology concerns should be allayed. First, traditional age students overwhelmingly prefer face-to-face contact with faculty to mediated communication. Second, technology used in the service of learning will require more—not less—sophistication on the part of students as they engage in processes of integration, translation, audience analysis, and critical judgment. The learning outcomes of a 21st-century education will enable us to meet new challenges here and abroad, ranging from information "overload" to persistent inequality and pressing social issues. These challenges require educators who can think in interdisciplinary, multimedia ways to construct the 21st-century curriculum. Faculty with expertise in one or more subjects, who have been exposed to what we know about how people learn, can determine how to enhance this learning through the use of technology. But simply understanding how to use technology will not provide the integration needed to reach the desired learning outcomes.

《更高期望》报告认识到，在各教育阶段的教师都产生了新的需求。然而无需担心技术至少有两点原因。首先，正常年龄的学生绝大部分都喜欢与教师面对面接触。其次，在学习服务中使用技术，要求部分学生参与到更复杂——而非更简单——的技术整合、翻译、受众分析、批判性判断过程。二十一世纪教育的学习目标，会让我们处处遭遇新的挑战，从信息超载到永恒的不平等到紧迫的社会问题。这些挑战需要教育者以跨学科多媒体的方式去思考，去构建二十一世纪的课程。教师在一到多个专业拥有专业知识，他们非常熟悉我们所知道的人们的学习方法，可以决定如何使用技术来增强学习。但是简单了解如何使用技术，并不能提供达到要求的学习目标所需要的整合。

When thinking about integrating technology into the curriculum, Chickering and Gamson's seven principles of good practice continue to be sound:

在考虑如何把技术整合进课程当中时，奇克灵和甘姆森的良好实践七原则仍然有效：

• Encourage contact between students and faculty.
• 鼓励师生间的接触。
  


• Develop reciprocity and cooperation among students.
• 培养学生间的互助与协作。
  


• Encourage active learning.
• 鼓励积极学习。
  


• Give prompt feedback.
• 提供及时反馈。
  


• Emphasize time on task.
• 强调任务时间。
  


• Communicate high expectations.
• 传达高度期望。
  


• Respect diverse talents and ways of learning.¹⁰
• 尊重各种才能与学习方式。
  

Implications

影响

• There is a need for integrating technology that is in the service of learning throughout the curriculum.
• 整个课程期间的学习服务都存在整合技术的需求。
  


• More intentional use of technology to capture what students know and are able to integrate in their learning is needed.
• 有意使用更多技术，对于了解到学生知道些什么，并整合进其课程，是必需的。
  

Assessment

评估

As we increase the use of multiple technologies in the service of learning, we will need to assess its impact. Students tend to be more technology savvy than faculty. Faculty are still much more knowledgeable about the subject matter at the heart of what students should learn. As such, concerns that students choose form over substance are probably unwarranted—content will triumph over glitz when it is delivered in rich, engaging, purposeful, and practical ways, as can be done with multilayered teaching strategies and tools.

正如我们增加多种技术在学习服务中的使用，我们也将需要评估其影响。学生往往比教师精通技术。关于学生要学的课题核心内容，教师仍然拥有更多知识。因此，多半不需操心学生选择形式超过内容——只要内容能够提供丰富的、迷人的、有意义的、实用的学习方法，实现多层次教学策略与工具，内容将会大获全胜。

In light of this, higher education will need to assess the elements of technology that work best to facilitate students' learning—not just generically but under specific circumstances. This requires that an initial baseline of students' prior use of technology be established (including the kinds of technology used) and the contexts in which they have used technology. Faculty, as architects of the curriculum, must then articulate learning outcomes for the different levels of curriculum (course, sequence, major, general education, and entire collegiate curriculum). Those faculty members interested in the intersection of teaching, technology, and learning must identify the elements critical to learner success as well as those that can impede success. But we must also listen to our learners. Too often we engage in curricular design and assessment without benefit of feedback from students.¹¹

有鉴于此，高等教育将有必要评估技术最能促进学生学习的要素——不仅是一般意义上的，还包括特定环境下的。这就要求对学生以前使用的技术（包括所用技术分类）和实用技术的环境建立起一个初始基准。教师，作为课程设计者，接下来必须阐明不同层次（课程、系列课程、专业、通识教育、全校课程）的课程学习目标。这些对教学、技术与学习的交集很感兴趣的教师，必须确定帮助学习者成功和妨碍成功的关键要素。但是我们也必须倾听学习者的意见。我们常常在设计、评估课程的时候，没有听取学生的反馈。

Implications

影响

• Students' learning of the subject matter and the role of technology in their learning will need to be assessed.
• 需要评估学生对课题内容的学习，以及技术在他们学习中的作用。
  


• The extent to which technology is a tool for learning and a tool for assessment of learning will facilitate faculty's increasing comfort in integrating technology into the curriculum.
• 技术充当学习工具和评估工具的程度，将会促进教师更舒适的把技术整合进课程。

Conclusion

结论

Future careers will require higher levels of education than in the past. That education must enable individuals to discover what they need to know rather than just having static knowledge. Society will need college graduates with mental agility and adaptability.

未来的职业需要比过去更高的教育程度。教育必须能够让个人去发现他们需要知道的是什么，而不是仅仅拥有一些静态知识。

If this is the goal of education, colleges and universities must reexamine how that goal is achieved. The Net Generation and the current capabilities of information technology make it possible to support learning activities that will enable graduates to be mentally agile and adaptable. However, beyond technical infrastructure, the use of technology in the service of learning is limited.

如果这就是教育的目标，高等院校必须重新考虑如何实现这一目标。网络世代以及当今信息技术能力有可能支持学习活动，从而让毕业生思想敏捷、适应能力强。然而，除了技术基础设施，技术在学习服务中的应用相当有限。

The Greater Expectations report calls for a focus on developing intentional learners; it also calls for developing intentional institutions. Colleges and universities are connecting silos of administrative work with relational databases so that, for example, financial aid structures can interface with human resources and accounting, ensuring students can work for the institution and maintain simultaneous student and staff categorizations. Eight years ago this was not easy, but today no one thinks it should be any other way. Clearly, technology can facilitate the achievement of the operational goals of the institution. But achieving one of its most important goals—improving the learning of all students—through technology will require conversations at all levels—department, college, institution, and state. With calls for greater accountability for increased spending and for assessment of student learning, we can ask for no less than the effective and coherent integration of technology into an enriched curriculum that meets both student and societal expectations.

《更高期望》报告呼吁关注不断增加的主动学习者。它还呼吁关注主动学习机构的发展。比如，高等院校用关系数据库储存行政管理工作，以便经济资助机构和人力资源统计相结合，确保学生可以在学生为教育机构工作的同时分清楚学生和员工。八年前这并不容易，但现在已经被视作理所当然。显然，技术可以促进教育机构实现运作目标，但是要通过技术实现最重要的目标——改善所有学生的学习——需要各层次（包括部门、学院、大学、州政府）的对话。为增加经费和评估学生学习而承担的更大责任，我们可以要求更多的技术高效紧密整合进更丰富的课程，以满足学生和社会的期待。

Endnotes

尾注

1. Association of American Colleges and Universities (AAC&U) Greater Expectations National Panel, Greater Expectations: A New Vision for Learning as a Nation Goes to College (Washington, D.C.: Association of American Colleges and Universities, 2002), http://www.greaterexpectations.org/, pp. 21–22.


 


2. Ibid., pp. 22–23.


 


3. AAC&U, unpublished research.


 


4. The Education Trust will be releasing a database of information that provides every college and university's graduation rates disaggregated by race and ethnicity. This database will enable parents and communities to begin to make comparative analysis of their college choice based on one criterion—graduation rates. This will not indicate quality, but it is a start in demonstrating comparatively the outcomes of colleges. As such databases become easier to develop and make accessible, I envision the inclusion of more compelling criteria that gets directly at the learning outcomes defined in the Greater Expectations initiative.
   教育信托基金将要发布的信息数据库，提供了按照种族和族裔分类的所有高等院校毕业率。该数据库可以让家长和社区，可以基于毕业率这同一个标准对其高校选择做出比较分析。这并不代表教育质量，但这是通过比较来证明高校教学成果的开始。由于这些数据库变得容易开发和获取，我相信，包含有更令人侧目的标准，可以直接从《更高期望》倡议中定义的学习目标中得来。
   


 


5. A description of the Adventures of Jasper Woodbury Series can be found at http://www.enc.org/about/partners/donors/0,2134,86356,00.shtm. New copies of the series are unavailable, as efforts are focused on converting the video materials into a CD-ROM problem-solving format. Contact the Department of Teaching and Learning at Peabody College, Vanderbilt University (http://peabody.vanderbilt.edu/tl/index.htm) for more information.
   《贾斯珀·伍德巴瑞系列冒险》系列的描述在该网页找到。该系列不再发行新版本，工作重点已经转到问题解决的光盘格式视频素材上。联系范德比尔特大学皮博迪学院教学部，以了解更多信息。


 


6. AAC&U Greater Expectations National Panel, op. cit., p. 22.


 


7. Ibid., p. 33.


 


8. Ibid., p. 33.


 


9. For more on structuring groups to accrue the educational benefits of students' compositional diversity, see Jeffrey F. Milem, Mitchell J. Chang, and Anthony L. Antonio, Making Diversity Work on Campus: A Research-Based Perspective (Washington, D.C.: AAC&U, 2004); available January 2005 at http://www.aacu.org/. 1
   有关结构化小组为学生多样化配合带来教育上的好处，相关更多资料请见Jeffrey F. Milem, Mitchell J. Chang, and Anthony L. Antonio 的《校园里的多样化工作：基于研究的观点》（华盛顿特区， AACU，二〇〇四）二〇〇五年一月期的AACU网站。
   


 


10. See Arthur W. Chickering and Zelda F. Gamson, "Seven Principles for Good Practice in Undergraduate Education," AAHE Bulletin, vol. 39, no. 7 (March 1987), pp. 3–7, http://aahebulletin.com/public/archive/sevenprinciples1987.asp.


 


11. Beyond classroom and programmatic assessment, it is important to consider how research on technology and learning can be fostered on our campuses and used to inform our institutional functioning. For more information on the scholarship of teaching and learning, visit the Web sites of The Carnegie Foundation for the Advancement of Teaching (http://www.carnegiefoundation.org/CASTL/index.htm) and the American Association for Higher Education (http://www.aahe.org/projects/campus_program/index.html). A simple Google search on the scholarship of teaching and learning and technology will reveal many campus efforts devoted to this work, such as Penn State's Teaching and Learning with Technology (http://tlt.its.psu.edu/).
    除了课堂评估和功课评估，考虑到研究如何在我们校园促进技术和学习的使用，并用于指导我们的机构运作。有关教育学习奖学金的更多信息，请访问卡内基促进技术基金会网站和美国高等教育协会的网站。在谷歌上简单搜索教育学习与技术奖学金，就会发现很多学校在很努力的做这项工作，比如宾州大学的教育学习与技术项目。

Further Reading

扩展阅读

J. D. Bransford et al., "Anchored Instruction: Why We Need It and How Technology Can Help," in Don Nix, R. J. Spiro, and Rand Sprio, eds., Cognition, Education, and Multimedia (Hillsdale, N.J.: Erlbaum Associates, 1990).

Arthur W. Chickering and Stephen C. Ehrmann, "Implementing the Seven Principles: Technology as Lever," AAHE Bulletin, vol. 49, no. 2 (October 1996), pp. 3–6; available with updated information at http://www.tltgroup.org/programs/seven.html.

Cognition and Technology Group at Vanderbilt, "Anchored Instruction and Its Relationship to Situated Cognition," Educational Researcher, vol. 19, no. 6 (1990), pp. 2–10.

Cognition and Technology Group at Vanderbilt, "Anchored Instruction and Situated Cognition Revisited," Educational Technology, vol. 33, no. 3 (1993), pp. 52–70.

About the Authors

关于作者

Alma R. Clayton-Pedersen is a vice president at the Association of American Colleges and Universities (AAC&U). She codirects the Network for Academic Renewal, a series of four annual meetings that addresses institutional leadership topics including technology and learning. As part of the Greater Expectations initiative, Clayton-Pedersen directs a summer institute designed for campus teams of administrators and faculty to explore institutional change strategies. While at Vanderbilt University (1984–1999), she and her colleagues developed the Diversity Opportunity Tool (DOT), an interactive multimedia product. There she was also an investigator on the project Building on Strengths: Accelerated, Integrated Curriculum and Its Effects on Children, Teachers, and Parents, which combined technology-based middle school curriculum in science, math, and language arts for more integrated learning. She completed her undergraduate degree at the University of Wisconsin–Milwaukee and her MEd and PhD degrees at Vanderbilt University.

阿尔马·克莱顿-佩德森，美国高校协会（AACU）副会长。与他人共同负责学术更新网络，一个四年一度的会议，解决教育机构的领导能力问题，包括技术和学习方面的领导问题。最为最高期望倡议的一部分，克莱顿-佩德森指导针对管理人员和教师的校园团队的夏季学会，探讨教育机构改革策略。而在范德比尔特大学（一九八四年至一九九九年），他与同事开发了机会多样性工具（DOT)，一个交互式多媒体项目。其间，他还展开《提高优势：加速的、综合的课程及其在儿童、教师、家长身上的效果》项目的调查，该项目把以技术为基础的中学科学、数学和语言艺术课程整合为更为综合的学习。他在威斯康辛大学获得学士学位，威斯康辛-密尔沃基大学获得硕士学位，在范德比尔特大学获得博士学位。

Nancy O'Neill is director of programs for the Office of Education and Institutional Renewal at AAC&U, where she works with the Pathways to College Network, BellSouth Foundation's College-Going Minorities initiative, and the new Inclusive Excellence initiative. At the University of Maryland (UMD), she served as the Arts and Humanities liaison at the Career Center, directed the Sexual Harassment Prevention Program, and launched First Year Focus, designed to support students outside honors and enrichment programs. O'Neill earned her bachelor's from State University of New York–Buffalo. She holds an MA in American Studies and an MEd in College Student Personnel from UMD. Her interests include student development, academic affairs/student affairs partnerships, diversity, women's studies, and pedagogical reform.

南希·奥尼尔，AACU 教育与体制更新办公室主任，与高校网络之道合作，这是南方贝尔基金会在高校中发起的尚未壮大的倡议，还与新的包容卓越倡议合作。在马里兰大学（UMD），曾担任职业发展中心的艺术和人文学科的联络人，领导了性骚扰预防计划，发起了《年度第一关注》项目，旨在帮助缺少自尊和富有的学生。奥尼尔从纽约州立大学布法罗分校获得学士学位。她拥有美国研究的文学硕士学位，马里兰大学的大学学生管理教育硕士学位。他的兴趣包括学生的发展、学术事务/学生事务的伙伴关系、多样性、妇女研究和教学改革。

http://www.educause.edu/Resources/EducatingtheNetGeneration/CurriculaDesignedtoMeet21stCen/6065