翻译《12 学习空间》
Learning Spaces
学习空间
Malcolm Brown
马尔科姆·布朗
Dartmouth College
达特茅斯学院
© Malcolm Brown
版权(c)马尔科姆·布朗
New ideas about learning spaces represent a significant opportunity for higher education to make learners—and learning—more successful. Through the application of information technology, today's learning spaces have the potential to serve the new learning paradigm and at the same time meet the needs and expectations of the most recent generation of students: the Net Generation. Since education is the core mission of higher education, learning and the space in which it takes place are of the utmost importance. In order to best serve the educational enterprise, we must design leaning spaces that optimize the convergence of the Net Generation, current learning theory, and information technology.
有关学习空间的新思路，对于高等教育让学习者——以及学习行为本身——更加成功，意味着重大机会。通过应用信息技术，现在的学习空间有可能成为新的学习范式，同时满足当前一代学生——网络世代大多数人的需求和期望。由于教育是高等教育的核心任务，学习和学习发生的场所是至关重要的。为了最好的服务于教育事业，我们必须设计学习空间，更好的融合网络世代、当前学习理论和信息技术。
This chapter establishes the links between Net Gen students, learning theory, and IT, showing their relevance to the concept of learning spaces. The definition of learning space has become broader and much more inclusive over the past decade. Learning theory will be discussed, as well as its implications for both Net Gen students and learning space design. The ties between this new conception of learning spaces and the habits and characteristics of Net Gen students will be established. Finally, scenarios will illustrate what these new spaces might look like.
本章确定网络世代学生、学习理论、信息技术之间的关联，呈现他们与学习空间这一概念的关系。在过去十年间，学习空间的定义已经变得更加宽泛，更具有包容性。我们将要讨论学习理论，以及对网络世代学生和学习空间设计的影响。将要明确学习空间这种新概念和网络世代学生的习惯特征之间的关联。最后，通过具体场景描述这些新的学习空间看上去会是什么样子。
What Are Learning Spaces?
什么是学习空间？
What does the term learning space mean? Why not use classroom instead? As recently as a decade ago, classrooms were the primary locus for learning in higher education. Other spaces included the library, the faculty office (for individual mentoring), and perhaps the café in town. But classrooms were by far the single most important space for learning.
“学习空间”这个词意味着什么？为什么不用“教室”来代替？就在十年前，教室还是高等教育的主要学习场所。其他空间包括图书馆、教师办公室（用于个别辅导），或许还包括街上的咖啡屋。但是到目前为止，教室曾经是惟一最重要的学习空间。
Since then, a great deal has changed. The World Wide Web has emerged as the primary way most people use the Internet. The Web has spawned a wealth of new, network-based applications, from digital music stores to new venues for scholarly publishing. Indeed, the availability of network access, in one form or another, is today almost taken for granted. Handheld devices have acquired a growing set of functions, providing a telephone, a digital camera, and an operating system running a variety of applications. Laptop prices have declined while increasing in functionality—to the point that their use exceeds that of desktops for most students.
自那时起，已有很大改变。万维网已成为大多数人使用互联网的主要方式。万维网催生了全新的、基于网络的财富，从数字音乐商店到新的学术出版场所。事实上，以各种形式提供的网络接入，在今天已经成为理所当然。手持设备各种功能不断增多，具有电话、数码相机功能和运行各种程序的操作系统。笔电的价格不断下降而性能不断提升——已经超过了台式机为大多数学生所能提供的用途。
In parallel with these developments in IT, an entire generation of learners has grown up using computers and other networked devices. While for previous generations IT was a kind of exotic overlay or an optional tool, for the Net Generation student IT is essential. It is clear that IT and Net Gen students have had a mutually influential—almost symbiotic—relationship. The characteristics of Net Gen students mesh very closely with IT and IT's increasing mobility, its 24 x 7 availability, and its increasing value as a communications tool. Net Gen students are social and team oriented, comfortable with multitasking, and generally positive in their outlook, and have a hands-on, "let's build it" approach—all encouraged by the IT resources at their disposal. Net Gen students have embraced IT, using it in ways both intended and unforeseen by programmers. Their rapid and enthusiastic adoption of IT has in turn influenced its development, particularly with respect to Web-based services.
在信息技术发展的同时，使用计算机和其它网络设备的整一代学习者已经成长起来。对于前几代人而言，信息技术只是一种外来物，备选工具，但是对于网络世代学生而言，信息技术则是必需品。显然，信息技术和网络世代学生之间存在相互影响——甚至共生——的关系。网络世代学生的特征与信息技术以及信息技术日益增加的流动性非常吻合，信息技术时时刻刻都可使用，作为通讯工具其价值越来越大。网络世代学生以社会和团队为导向，适宜于多任务活动，一般对其前景很乐观，有亲历亲为的习惯——都乐于在行事当中使用信息技术资源。网络世代学生接纳信息技术，在程序员意料之内和意料之外的方方面面都是用信息技术。他们迅速而积极使用信息技术，这反过来又影响到信息技术的发展，特别是在与网络服务相关方面。
The New Classroom
新教室
These developments impact the locus of learning in higher education. The notion of the classroom has both expanded and evolved; virtual space has taken its place alongside physical space.
这些发展影响了高等教育的学习场所。教室的概念已经得到扩展和改变，虚拟空间在现实场所边上取得一席之地。
Over the past decade, higher education has invested millions of dollars in classroom technology. The addition of document cameras, DVD players, Internet access, and projectors (to name a few) has added new functionality to the classroom. It is now possible to bring much more diverse materials to the classroom, to present them in a variety of ways, and to devise new classroom activities for students. As a result, the concept of the classroom has expanded to include this set of new functions.
在过去十年中，高等教育向教室技术投入数百万美元。除了文本提示机、DVD播放器、网络接入，还有投影仪（随便举个例子）也为教室增加了新功能。现在可以为教室带来更多元化的材料，以多种方式呈现这些材料，为学生设计新的课堂活动。因此，教室的概念已经扩展，包括了这些新功能。
These new classroom capabilities have, in turn, sparked interest in new pedagogical approaches. Wireless networking, for example, makes real-time or synchronous interaction (such as real-time polling) among all class participants a very real (and increasingly practical) possibility. Videoconferencing makes it feasible for an invited expert from a remote institution to join a class session. Discussions, notes, and other in-classroom events can be captured and disseminated for further study. It is important to note that these approaches mesh well with the habits of Net Gen students, such as their enjoyment of social interaction, their preference for experiential learning activities, and their use of technology. In these and other ways, technology acts as the lever that makes it possible to develop new and more effective pedagogies. Hence the classroom and the activities associated with it are evolving.
反过来，这些新的课堂功能，通过新的教学手段，闪现出新的兴趣点。比如说，无线网络为所有的课堂参与者进行实时或者同步互动（如实时投票），提供了非常真实（并且越来越真实）的可能性。视频会议，使得邀请远方机构专家参与课堂活动成为可能。讨论、笔记以及其他课堂内的事情都可以通过无线网络进行，并且为了进一步的学习而进行传播。重要的是要注意到，这些方法网络世代学生的习惯配合无间，比如他们享受社会互动，他们倾向于体验式学习活动，以及他们对技术的使用。在各种用途当中，技术充当杠杆，从而有可能开发出新的更有效的教学法。因此，课堂和与之关联的活动都发生了演变。
The resources used in higher education are increasingly digital and delivered via the network. In addition, network connectivity is increasingly portable. These two developments make it possible for learning to happen informally, in areas outside the traditional classroom, library, and faculty office. Student project teams can meet outside on the green, in a lounge, in any campus café—and they can meet almost any time of day. With wireless networking, numerous digital devices, and longer battery life, we are closer than ever to realizing the goal of fully ubiquitous access. This means that learning, too, can occur any time and anywhere.
高等教育使用的资源日渐数字化，日渐通过网络传输。此外，网络连接也越发便携。这两项发展使得学习的发生越发非正式，越发出现在传统课堂、图书馆和教师办公室以外的地方。学生项目小组可以在草坪、休息室、任何一间校园咖啡厅碰头，他们还可以在一天的任何时间碰头。由于有无线网络、众多数码设备、更长的电池寿命，我们比以往任何时候都更接近无处不在的接入这一目标。这也意味着，学习，可以发生在任何时间任何地点。
Net Gen students, using a variety of digital devices, can turn almost any space outside the classroom into an informal learning space. Similar to the traditional classroom, educators have an important opportunity to rethink and redesign these non-classroom spaces to support, encourage, and extend students' learning environment.
网络世代学生，使用各种数码设备，可以把课堂以外的任何场所都变成非正式学习空间。类似传统课堂，教育工作者有一个重大机会去重新思考重新设计这些非课堂空间，来支持、鼓励、扩展学生的学习环境。
Virtual Space
虚拟空间
These changes catalyzed by technology make it clear that the term classroom, at least in its traditional sense, can no longer encompass where learning takes place. Equally obvious is that the space in which learning takes place is no longer just physical; it is virtual as well. The virtual space is an entirely new environment. Virtual space is any location where people can meet using networked digital devices. We should understand virtual space in its widest sense, referring not just to synchronous, highly interactive functions (such as chat, blogs, and wikis) but also to asynchronous functions such as e-mail and discussion threads.
技术催生的这些改变，使得课堂这个词，至少在传统意义上，很清楚地表明，不再全然代表学习发生的场所。同样显而易见的是，学习发生的空间，也不再仅仅是现实场所，也可以是虚拟的。虚拟空间是全新的环境。只要人们能够通过网络数码设备会面，这样的地方就是虚拟空间。我们应该明白，最广泛意义上的虚拟空间，不仅指的是同步的、高互动性的功能（比如聊天、网志、维基），也指的是异步功能，比如电子邮件和论坛话题。
Unlike physical spaces, virtual spaces come and go. They can be spontaneous as well as deliberate, synchronous or asynchronous. Participants and their relationships in the virtual learning space can shift rapidly. Participants can also multitask, "inhabiting" more than one virtual space at a time. As networking technology matures and costs for devices such as laptops and handhelds decline, these virtual spaces play an increasingly larger role in all aspects of higher education.
不想现实场所，虚拟空间人来人往。他们可以率性而为，也可以深思熟虑，可以同步，也可以异步。虚拟空间的参与者及其人际关系，可以迅速变化。参与者也可以多任务活动，同一时间“身处”多个虚拟空间。随着网络技术的成熟，加上笔电和手持设备等设备的费用降低，虚拟空间在高等教育的各个方面都扮演着越来越重要的角色。
Again an IT-based function—virtual space—meshes closely with Net Gen characteristics. Net Gen students are mobile, as is virtual space. Net Gen students are facile at multitasking and moving back and forth (sometimes rapidly) between real and virtual spaces. Net Gen students are comfortable with the fast tempo that this kind of multitasking implies. In short, virtual space is tailor-made for the work habits of Net Gen students.
虚拟空间，又一个完全吻合网络世代特征的信息技术功能。正如虚拟空间一样，网络世代学生也是移动的。网络世代学生擅长于多任务、在真实与虚拟空间之间来回移动（有时候很快）。网络世代学生适应这类多任务活动的快节奏。总之，虚拟空间就是专门为网络世代学生这些工作习惯定制的。
It is clear that the virtual space is taking its place along side the classroom and other physical locations as a locus for learning. The result is that we are compelled to expand our concept of where learning occurs. Learning spaces encompass the full range of places in which learning occurs, from real to virtual, from classroom to chat room.
显然，虚拟空间正发生于课堂和其他现实学习场所附近。其结果是，我们不得不扩大我们对学习场所的认识。学习空间完全包含了发生学习的各种场所，从真实的到虚拟的，从课堂到聊天室。
Learning Theory
学习理论
A shift in the teaching and learning paradigm is well under way, moving away from a transmission paradigm to a constructivist paradigm. In 1900, basic literacy skills included reading, writing, and calculation. Knowing meant being able to remember and repeat, which was appropriate to an industrial age in which practices changed slowly (at least by today's standards). Workers anticipated having a single profession for the duration of their working lives. Education was based on a factory-like, "one size fits all" model. Talent was developed by weeding out those who could not do well in a monochromatic learning environment.
教育和学习模式正在顺利的发生转变，从传递模式转移到建构主义模式。一九〇〇年，基本的文明技能包含阅读书写和算术。“知道”意味着能够回忆起并复述出来，这与工业化时代缓慢变化（按照今天的标准来看）的行为相适应。在工人工作前就为他们一生的工作准备好了一份永久的专业。教育采用的就是跟工厂一样的“一刀切”模式。人才是通过淘汰掉那些不能适应单一学习环境的人，得出的。
The postindustrial age is characterized by rapid change. Literary skills now include critical thought, persuasive expression, and the ability to solve complex scientific and organizational problems. Knowing now means using a well-organized set of facts to find new information and to solve novel problems. In 1900, learning consisted largely of memorization; today it relies chiefly on understanding.
后工业时代的特点就是变化很快。现在的文明技能包含批判性思维、有说服力的表达、有解决复杂的科学和组织问题的能力。现在，“知道”意味着使用组织良好的一系列事实，去发现新的信息、解决新的问题。在一九〇〇年，学习需要大量记忆，现在依赖的多半是理解。
This shift has come about partly due the emergence of a constructivist theory of learning. Stated simply, this theory holds that learners construct knowledge by understanding new information building on their current understanding and expertise. Constructivism contradicts the idea that learning is the transmission of content to a passive receiver. Instead, it views learning as an active process, always based on the learner's current understanding or intellectual paradigm. Knowledge is constructed by assimilating new information into the learner's knowledge paradigm. A learner does not come to a classroom or a course Web site with a mind that is a tabula rasa, a blank slate. Each learner arrives at a learning "site" with some preexisting level of understanding.
这种转变的出现部分归因于建构主义学习理论的出现。简单地说，该理论认为，学习者通过理解新信息，在他们当前已有理解和经验基础上建构知识。建构主义反对学习是向被动接受者传输内容这种思想。相反，它认为学习是积极过程，总是基于学习者当前的理解和智力模式。知识的建构，是通过同化新信息到学习者已有知识模式中进行的。学习者并不需要带着婴儿般纯洁的心灵前往课堂或者课程网站。抵达学习“场所”的每一位学习者都带有一些业已存在的认识水平。
Knowledge exists at multiple levels, ranging from novice to expert. It is the sophistication and depth of this understanding that differentiates experts from novices. Experts have a deep and rich set of well-organized facts, as well as the capacity to use that understanding to solve problems in their fields of expertise. Novices lack that depth and, as a result, have a much harder time solving problems.
只是存在于多个层次，从新手到专家不等。知识的复杂程度和理解程度用以区分专家和新手。专家掌握的事实深入、丰富、组织良好，并且具有运用理解去解决专业领域问题的才能。新手缺乏这种深度，因此，必须花费更多时间来解决问题。
The constructivist theory has important implications. The theory implies that learning is best served when it is:
建构主义理论具有重要意义。该理论认为只有在以下情况中，学习才能达到最好效果：
- Contextual—taking into account the student's understanding
- 情境：重视学生的理解
- Active—engaging students in learning activities that use analysis, debate, and criticism (as opposed to simply memorization) to receive and test information
- 活跃：鼓励学生在学习活动中使用分析、讨论和批评（而不是简单的背诵）来接受和测试信息。
- Social—using discussions, direct interaction with experts and peers, and team-based projects
- 社交：运用讨论，与同伴、专家的直接互动，基于小组的项目研究。
Problem-based learning, which encourages learners to construct knowledge based on the experience of solving problems, is significantly different from methods such as recall and repetition. This is but one of many ways the older, traditional teaching paradigm contrasts with the learning paradigm. Table 1 summarizes some (though by no means all) other important ways these two paradigms differ.
问题导向式学习，鼓励学习者根据解决问题获得的经验建构知识，与回忆和重复等方法有着相助的不同。这不过是传统教学模式与这种学习模式相比，诸多不同的一种。表一总结了两种模式的一些（但不是全部）其他重要方面的区别。
Table 1. Differences in the Teaching and Learning Paradigms
表一：教育学习模式的区别
| Traditional Paradigm "Teaching" | Constructivist Paradigm "Learning" |
| Memorization | Understanding |
| Recall | Discovery |
| One size fits all | Tailored; option rich |
| Talent via weeding out | Talent cultivated and sought out |
| Repetition | Transfer and construction |
| Acquisition of facts | Facts + conceptual framework |
| Isolated facts | Organized conceptual schemas |
| Transmission | Construction |
| Teacher = master and commander | Teacher = expert and mentor |
| Fixed roles | Mobile roles |
| Fixed classrooms | Mobile, convertible classrooms |
| Single location | Plurality of locations and space types |
| Summative assessment | Summative and formative assessment |
.
| 传统教学模式 | 建构主义学习模式 |
| 记忆 | 理解 |
| 回忆 | 发现 |
| 一刀切 | 定制，充满选择 |
| 筛选人才 | 培养人才 |
| 重复 | 迁移与建构 |
| 获取事实 | 事实加上概念框架 |
| 孤立事实 | 有组织的概念图式 |
| 传输 | 建构 |
| 教师=师傅加上指挥官 | 教师=专家加上精神导师 |
| 一成不变的角色 | 机动任务 |
| 固定教室 | 移动的可变的教室 |
| 单一地点 | 多元化的地点和空间类型 |
| 总结性评估 | 总结性和形成性评价 |
Learning science research also highlights the importance of learner engagement, or as the American Psychological Association describes it, intentional learning.1 This means that learners must have a "metaperspective" from which to view and assess their own learning, which is often referred to as metacognition.2 An active learning environment provides the opportunity to assess one's own learning, enabling learners to make decisions about the course, as well as reflect on and assess their progress. In the past, the measure of learning was the final grade (a summative measure). But a final grade is merely a measure of the student's performance on tests. It does not measure the learning that did—or did not—take place. To encourage learning, summative testing or assessments must be combined with formative assessments. Formative assessment is not directly associated with the final grade; it helps learners understand their learning and make decisions about next steps based on that understanding.
学习科学的研究也强调学习者参与的重要性，正如美国心理学会所描述的，主动学习。这意味着学习者必须有观察评价自身学习的“元观点”，这通常被称作元认知。积极的学习环境能够为评估某人自身学习提供机会，让学习者为课程拿主意，以及思考和评估自己的进度。在过去，衡量学习要靠期末成绩（总结性评价）。而期末成绩基本上只是该生的考试表现，它并不能衡量学习是否发生。为了鼓励学习，总结性考试和评估必须要结合形成性评估。形成性评估并不跟期末成绩直接有关，但是它帮助学习者理解他们的学习，并根据这种理解调整接下来的步伐。
Net Generation and Learning Theory
网络世代与学习理论
As with IT, there are overlaps between the working characteristics of Net Gen students and practices that research has shown encourage and strengthen learning. For example, the Net Generation is social. They like to stay in touch with peers (and even parents!). They have a preference for group activity and working in teams. This dovetails with research indicating that learning is encouraged when it includes social components such as debate or direct engagement with peers and experts. Learning is strengthened through social interactions, interpersonal relations, and communication with others.
信息技术与网络世代学生的工作特征存在重叠，实践研究显示，这能鼓励并强化学习。比如说，网络世代是社会化的。他们喜欢与同伴（甚至是家长！）保持接触。他们偏好集体活动、团队工作。研究显示，当学习中包含社会化元素比如讨论和直接接触同伴与专家的时候，这种吻合能够促进学习。通过社会化互动、人际关系、与他人交流，学习得到强化。
Net Generation students are achievement and goal oriented. Their question is not "What does it mean?" or "How does it work?" (as previous generations were inclined to ask), but rather "How do I build it?" This predilection maps to learning theory's emphasis on active learning. Discovery, exploration, experimentation, criticism, analysis—all represent active learning, a style that suits the Net Gen well.
网络世代学生追求成就与目标。他们问的不是“这意味着什么？”或者“它是怎么工作的？”（前几代人倾向于这么问），而是问“我该如何建造它？”这种偏好对应着学习理论的积极学习这一重点。发现，探索，实验，批评，分析，都代表积极学习，这是很好适应网络世代的学习风格。
A pedagogy that emphasizes active learning has additional "targets of opportunity" among the Net Gen characteristics. Net Gen students are experiential, tending toward learning by doing rather than listening. Research indicates that learners need to be active with respect to their own learning process and assessment. Net Gen students' goal and achievement orientation comes into play here: that achievement focus can be directed toward quizzes and exercises that assist learners in evaluating their progress toward learning goals.
强调积极学习的教学法在网络世代特征之间增加了“机会目标”。网络世代学生偏好体验，倾向于通过实践而非倾听来学习。研究显示，学习者需要主动尊重自身的学习过程和评估。网络世代学生的目标和成就导向开始在这些方面发挥作用：可以将对成就的关注导向测验与练习，这可以帮助学习者评估他们通过学习目标的进度。
Obviously not all forms of learning must be social or team-based. In a variety of learning contexts, individual work is important. It may well be that Net Gen students' strengths are also their weaknesses. The expectation for fast-paced, rapidly shifting interaction coupled with a relatively short attention span may be counterproductive in many learning contexts. Repetition and steady, patient practice—key to some forms of mastery—may prove difficult for Net Gen students. Designing courses for them necessitates balancing these strengths and weaknesses.
显然，不是所有的学习形式都必须是社会化的或以团队为基础的。在各种学习环境中，个人工作是最重要的。网络世代学生的优势很有可能变成他们的弱点。对于快节奏、快速改变互动，加上相对较短的注意力时间的期望，在很多学习环境中有可能是无效的。重复的、稳定的、有耐心的实践——掌握某些形式的关键——会对网络世代学生造成困难。为他们设计课程，需要平衡他们的优点和缺点。
Learning Space Implications
学习空间的意义
There are a number of implications of learning theory and the Net Generation for learning spaces. The convergence of the learning paradigm, IT, and the Net Gen is occurring now at colleges and universities. Current and future planning must encompass and encourage this convergence by thinking of learning spaces (classroom, informal, virtual) as a single, integrated environment. We should not neglect the informal for the formal, or assume that Net Gen students somehow will figure out the virtual space on their own. We should connect what happens in the classroom with what happens in informal and virtual spaces.
学习理论和网络世代对于学习空间有很多影响。学习模式、信息技术以及网络世代，现在正在高校集中在一起。当前与未来的规划必须通过关心学习空间（教室、非正式的、虚拟的）来包容并鼓励这种集中，将其整合为单一的统一的环境。我们不能因为正式学习空间就怠慢非正式学习空间，也不能假定网络世代学生自然而然就能弄明白虚拟空间。我们应该将在教室里所发生的与在非正式学习空间和虚拟空间中发生的联系起来。
This implies that institutions may need to rethink their vision for learning and the spaces in which it occurs. Creating a vision for learning and learning spaces is a powerful leverage point; it informs almost all other decisions about learning space design. A vision also allows us to effectively articulate to all constituents what we are trying to accomplish. The vision helps organize all participants in the design and implementation of these spaces as well as the activities they support. Simply installing wireless access points and fresh carpeting isn't enough if done in isolation; such improvements pay real dividends only if they are in concert with the institution's overall teaching and learning objectives. It is the vision that generates the design principles that will, in turn, be used to make key decisions about how learning spaces are configured.
这意味着教育机构可能需要重新思考他们对于学习和学习发生的空间的愿景。建立起对学习和学习空间的愿景，具有很重要的影响，它几乎对有关学习空间设计的所有其他决定都有影响。建立起愿景，也让我们向所有成员有效表达我们正在努力达成的是什么。有愿景，可以帮助我们组织管理所有参与者设计、应用这些空间，以及他们所支持的活动。如果仅仅是安装无线接入点、铺设新地毯是不够的，这些改进只有在他们与教育机构的整体教育学习目标相一致的情况下，才能获得收益。反过来，愿景产生的设计原则，将被用于形成有关学习空间如何配置的重大决定。
One important implication is that the vocabulary we use to describe what learners do in these spaces must become active. We must go beyond describing ways to help the instructor to be active; we must include students as well. The vision and design principles should emphasize the options students have as active participants in the learning process. Design principles should include terms such as analyze, create, criticize, debate, present, and classify—all directed at what the space enables the students to do. For example, students should be able to present materials to the class. Outside class, they should have access to applications and materials that directly support analysis of data, text, and other media. Forums for discussion and critical debate, both real and virtual, are key to encouraging learning and will be looked for by Net Gen students.
一个重要的影响是，我们用来描述学习者在这些学习空间的词汇，必须变得活跃。我们必须超越描述，去帮助教育者变得积极，我们还必须包括学生。愿景与设计原则应该强调学生在学习过程中作为积极参与者的作用。设计原则应该包含分析，创建，批评，辩论，展示和分类等词汇，所有词汇都指向学习空间能让学生做的事情。比如说，学生应该能够向全班展示材料。课外，他们应该能够访问直接支持分析数据文本和其它媒体的应用程序和素材。用于讨论和批判式辩论的论坛，包括真实的和虚拟的，都是鼓励学习的关键，也是网络世代学生所希望的。
Learning spaces should accommodate the use of as many kinds of materials as possible and enable the display of and access to those materials by all participants. Learning space needs to provide the participants—instructors and students alike—with interactive tools that enable exploration, probing, and examination. This might include a robust set of applications installed on the computer that controls the room's displays, as well as a set of communication tools. Since the process of examination and debate leads to discovery and the construction of new knowledge, it could be important to equip spaces with devices that can capture classroom discussion and debate, which can be distributed to all participants for future reference and study.
学习空间应当允许尽可能使用各种素材，允许所有参与者看见这些素材、获取这些素材。学习空间需要为参与者——教师和同等地位的学生——提供互动工具，让他们可以探究、探讨、检查。这包括安装在计算机上的健壮应用程序，控制着室内照明，以及一系列通讯设施。由于检查和讨论的过程会引起新发现、建构新知识，重要的是，为能够记录课堂讨论与争辩的设备准备场所，这样可以分发给以后想要参考和学习的所有参与者。
Learning does not stop once the instructor has left the classroom. Instead, the end of the class meeting marks a transition from one learning mode to another. As a result, institutions must address real and virtual spaces outside the classroom to ensure that they, too, encourage learning. For example, there should be access to class materials (which are increasingly digital) so that the active and social work of learning can continue outside the formal classroom. The design of "neutral" spaces, such as hallways and corridors, could be rethought and re-equipped to promote learning. Some institutions provide small discussion spaces in corridors so that discussion begun in class can continue when class ends. As for the virtual space, institutions should consider well-integrated work environments that support collaborative projects and resource sharing.
在教师离开教室之后，学习不会停止。相反，课堂的结束，标志着从一种学习模式转变到另一种。因此，教育机构必须解决课堂之外的真实和虚拟学习空间，以确保并鼓励他们学习。比如，在这些学习空间可以获取课堂素材（这些素材的数字化程度越来越高），这样可以在正式课堂之外继续开展这些学习活动和社会化学习工作。“中性空间”的设计，比如走廊和过道，可以重新考虑重新装备，以促进学习。某些教育机构在过道提供小型讨论空间，这样，开始于课堂的讨论可以在课后继续进行。对于虚拟空间，教育机构应该考虑整合良好的工作环境，以支持合作项目和资源共享。
Informal learning spaces—those outside the classrooms—present particularly intriguing opportunities for pioneering and cultivating new teaching and learning practices. These spaces, while informal, are key areas for student academic work. Students spend far more time in these spaces than they do in formal classrooms. Research, Web browsing, writing, statistical analysis, and compiling lab reports all take place in the library, study hall, media center, dorm room, and learning commons. Because of their enthusiasm for IT and their experiential, hands-on approach to learning tasks, Net Gen students will easily "tune into" the virtual aspects of informal spaces. Well-designed and integrated physical layouts and IT "tool sets" will find a ready audience with Net Gen students.
非正式学习空间——课堂之外的种种——为开拓和培养新的教学学习实践，提供了特别吸引人的机会。这些学习空间，尽管不够正式，但是学生学术工作的重要场所。学生在这些场所花费的时间远多于在正式课堂的时间。研究、浏览网页、写作、数据分析、编写实验报告，都发生在实验室、自修室、媒体中心、宿舍，并且都是一起学习。因为网络世代学生对信息技术的热忱、他们的经验、亲历亲为的方法，他们的学习任务很容易就和非正式学习空间的虚拟部分相协调。精心设计的、高度集成的物理布局、信息技术工具集，很容易获得网络世代学生的青睐。
Scenarios
场景
If we could implement this new vision of how learning occurs by buying the right kind of chair, purchasing projectors with sufficient lumens, or installing digital whiteboards, learning space design would be simple. Obviously it is much more complex—the task of designing and implementing learning environments that encourage good learning practice and accommodate the Net Gen learning style is a challenging one.
如果我们通过购买恰当的桌椅，采购足够流明的投影仪、安装数码白板，就能够实现这种学习如何发生的新愿景，那么学习空间设计一定会很简单。显然，事实上要复杂得多——设计与实施能够鼓励好的学习实践、适应网络世代的学习风格的学习环境，这样的任务足够困难。
A starting point is to try to imagine what these new spaces might look like and how students would function in them. Creating scenarios helps define functions, usage practices, and design goals. Consider the following three scenarios as examples.
出发点之一就是尝试想像一下，这些新的学习空间看上去会是什么样子，以及学生会如何使用它们。创建场景有助于帮助定义功能、使用方式、设定目标。作为例子，考虑以下三个场景。
Scenario 1: The New Lecture Hall
场景一：新的演讲厅
Sandra, a junior, is heading to her psychology class, which meets at 10:00 a.m. It's a relatively large class for her liberal arts college, with some 150 students, so it meets in a lecture hall. As she arrives, she sees that the professor has, as usual, both projection screens lowered, one showing course material, the other displaying the familiar "voting" screen. Sandra finds a seat among some friends and begins "moving in" to her space. This lecture hall is of relatively recent vintage; its seats and paired tables make it much easier to deploy and use her "tools," which include printouts of the day's reading, as well as a small laptop computer. Her fellow students are doing likewise. Each of them is using some device to access the course's Web site—some with laptops, others with tablet computers, still others with handheld computers. Using wireless connections, they all access the course's Web site and navigate to the site's "voting" page.
桑德拉，大学新生，正前往心理学课堂，上午十时上课。在他所在的文理学院这是一门相对比较大的课程，有大约一百五十名学生，因此放在讲演厅举行。他到的时候，他看见教授，像往常一样，已经放下投影屏幕，一张显示着课程素材，另一张显示着熟悉的投票界面。桑德拉在朋友中间坐了下来，开始进入角色。讲演厅最近才投入使用，它的桌椅很方便部署使用桑德拉自带的“工具”，包括每天阅读材料的打印版，以及小型笔电。他的同学做着同样的事情。每个学生都在使用某种设备访问课程网站——有些使用笔电，有些使用平板电脑，还有一些使用手持电脑。通过无线连接，他们都能访问课程网站，浏览网站的投票页面。
Figure 1. Technology-Supported Lecture Hall
图一：技术支持下的演讲厅
Photo: Joe Mehling, Dartmouth College
摄影：达特茅斯学院，乔·美玲
The professor commences her lecture. In one of the older lecture halls, she might have been tied to the lectern so that she could click through her PowerPoint slides. Or she might have abandoned her slides in order to write on the blackboard while her students scribbled notes in their notebooks. But in this newly renovated lecture hall, she and her students have many more options. She has what the campus technology office calls a "magic wand," a radio-frequency controller that enables her to operate her computer—as well as many of the classroom's functions—wirelessly, from any point in the room. She can capture anything she writes on the blackboard and make it available to her students on the course Web site. Freed from needing to take extensive notes, the students are able to participate more fully in the class discussion. Finally, the professor is carrying a small recorder that captures her lecture, digitizes the audio, and uploads it to the course Web site for the students to review when they prepare for finals.
教授开始讲课。在老演讲厅，他可能会受到演讲台的约束，因为他需要点击演示文稿。他也有可能离开演示文稿，以便乘学生疯狂笔记的时候在黑板上书写。但是在这个新装修的演讲厅，他和学生有更多选择。他有校园技术办公室所谓的“魔棒”，无线电频率控制器，可以让他在教室任何地方遥控计算机——就像许多课堂上一样。他可以保存写在黑板上的所有文字图形，放上课程网站提供给学生使用。学生从记录大量笔记中解脱出来，能够充分参与更多课堂讨论。最后，教授用一个微型录音机记录下讲课，讲音频数字化，上传到课程网站，让学生期末准备时复习。
Figure 2. PDA/Handheld Computer
图二、PDA/手持计算机
Photo: Joe Mehling, Dartmouth College
摄影：达特茅斯学院，乔·美玲
Today she begins class by circulating through the room, using aisles that create paths through the students' seats. As she roams, she calls on students to share reactions to the readings. She encourages other students to offer additional comments. Soon there is some debate about the reading, which is facilitated by the room's rows of paired tables and swivel chairs, making it possible to maintain eye contact with nearly everyone in the room.
现在，他刚开始上课的时候巡历整个教室，在学生座位之间的过道中穿插。在他漫步的时候，他点名学生分享对阅读材料的思考。他鼓励其他学生发表不同意见。很快，针对阅读材料就产生了一些辩论，教室里一对对课桌和旋转椅子的排列方式也是促进因素，因为这能让教室内几乎所有人都进行眼神交流。
At one point in the discussion, Sandra sketches a diagram on her laptop that she feels helps explain the concepts being discussed. She asks the professor if she could show it to the class. The professor agrees, and Sandra launches the classroom's screen sharing application. Within a few seconds, her computer's screen is projected on the room's main screen. The class discussion focuses on this diagram, and the professor, using a virtual pencil, is able to make notes on the diagram. The diagram and notes are captured and placed on the class Web site for review.
在讨论某个要点的时候，桑德拉在笔电上勾画了一幅图例，他觉得有助于阐述正在讨论的概念。他问教授是否可以展示给全班。教授同意了，桑德拉运行课堂屏幕分享程序。几秒钟后，他的计算机屏幕就投影到教室的主屏幕上。全班开始讨论这幅图例，教授使用虚拟铅笔在图例上做注释。图例和注释被保存下来，放在课程网站上，便于复习。
Soon the debate gets stuck; the students can't resolve the issue. The professor goes to the podium, types briefly, and then asks the students to go to a URL to see a question and to choose the answer they feel is correct. The students access the Web page from laptops, handhelds, or wireless IP-based phones. In two minutes they have completed the poll and submitted their responses. The results are quickly tabulated and displayed. The wide diversity of opinion surprises everyone. The professor reframes the issue, without giving the answer, and the students continue to discuss it. She repeats the poll; this time there is more agreement among the students, enabling her to move the discussion forward.
不久，讨论卡住了，学生们不能解决问题。教授走上讲台，简单打几个字，要求学生去一个网址看一个问题，选择他们认为正确的答案。学生们通过笔电、手持、无线上网手机等访问该网页。两分钟他们就完成了调查并提交选择。结果很快生成表格显示出来。每个人都惊讶于答案的多样性。教授重新构造这个问题，不再给出答案，学生继续讨论。教授重复调查题，这次更多学生的意见达成一致，教授结束讨论继续上课。
Figure 3. Handheld Computers in Class
图三、课堂上的手持计算机
Photo: Joe Mehling, Dartmouth College
摄影：达特茅斯学院，乔·美玲
Halfway through the class period, the professor pauses the conversation. She goes to the podium computer and clicks on a few links, and soon a videoconferencing session is displayed on the right-hand screen. She has arranged to have a colleague of hers "drop in" on the class to discuss a point that is in the colleague's particular area of expertise. The class has a conversation with the expert, who is at large research institution more than 500 miles away. Students listen to the expert's comments and are able to pose questions using one of the three cordless microphones available to the class. On the left-hand screen, the visiting professor shows some images and charts that help explain the concepts under discussion.
这堂课上到一半，教授停下讲课。他走到演讲台计算机前，点击了几个链接，很快在右手屏幕打开了一次视频会议。他安排了一位同事“空降”到课上，因为讨论的重点就是该同事的专家领域。课堂与这位专家展开会话，专家身处一千八百里外的大型研究机构。学生听取专家的意见，使用三个无线话筒提出问题。在左手边的屏幕上，访问教授展示了一些图像图表，辅助解释正在讨论的概念。
The professor concludes the day's class by showing a lab sign-up form, available on the course's Web site. Sandra is able to access the Web page almost instantly with her handheld computer and succeeds in signing up for lab times that work well with her schedule. It was good she didn't wait, for within 10 minutes of the end of class, the other students in her class have signed up for most of the slots, conferring with friends using chat programs to ensure that they sign up for the same lab slots.
教授最后出示课程网站上的一份实验室签约表单，结束了这堂课。桑德拉可以使用他的手持计算机几乎实时访问这张网页，并成功签约实验时间，恰好在他的工作时间安排之内。这样很好，他没有等待就完成签约，在课堂最后十分钟，课堂上其他学生已经签完大多数机位，并通过聊天程序和朋友商量，以确保他们签约到相同的机位。
Scenario 2: Using the Virtual Learning Space
场景二：使用虚拟学习空间
When the class concludes, Sandra turns to her neighbor to ask about several points the professor made in class. This attracts two other students, who enter the conversation. As the discussion continues, they are joined by the professor, who is heading out. Since another class is beginning to file in, the professor suggests they move outside the room to continue the discussion. They find one of the "discussion pockets" unoccupied and move in. The discussion pocket is the college's term for a small, curved space with a table and bench to accommodate a meeting of four or five people. Found outside the newer classrooms, they are handy for informal, spontaneous discussions. Sandra's group moves into the pocket and for the next 15 minutes continue their "spill over" discussion of the class.
下课之后，桑德拉转身问他邻桌教授在课上提的几个重点。这吸引到另外两个学生，他们也参与交谈。随着讨论的进行，教授也加入进来，当时他正往外走。由于要开始上另外一堂课，教授建议他们在教室外继续讨论。他们找到一个空闲的“讨论角”。在这所学校，讨论角是一个很小的弯曲的场所，有桌子和长凳，为四五个人提供交谈的场所。在新教室周围，他们很容易就展开非正式的自然而然的讨论。桑德拉这一伙人走到这个角落，在接下来的十五分钟里继续他们延伸自课堂的讨论。
After this informal discussion concludes, Sandra heads to the library; she has an hour until her next class and needs to get some work done. She finds some table space, pulls out her laptop, books, and iPod and sets to work. She checks on her e-mail and sends some responses. Three friends "drop in" on her via the chat program, and she spends a few more minutes conversing with all three on separate subjects. That done, she fires up her iPod to listen to some music she downloaded using her subscription to the official campus online music service.
非正式讨论结束后，桑德拉去往图书馆，离他下一节课还有一个小时，有些工作需要完成。他找到空座位，拿出笔电、书本、iPod，开始工作。检查邮件，发送回信。三个朋友突然通过聊天程序找到他，他花了几分钟时间讨论三个不同的话题。之后，打开iPod听音乐，这是从校园官方在线音乐服务中注册下载的。
Figure 4. Technology in the Library
图四、图书馆中的技术
Photo: Will Faller, Vassar College
摄影：达特茅斯学院，威尔·佛乐
Now she begins work on a term paper for a history class. She rummages through the library's online collection, looking for a map she needs to illustrate a point about 19th-century Asian history. She finds what she is looking for: although the map image is held by the library at a college on the other side of the country, Sandra has access to these resources. She is able to retrieve the map and insert into her document. She then traces arrows over the image to point out items important to the points she is making.
现在他开始为历史课准备学期论文。他遍寻图书馆的在线收藏，寻找他需要的一幅地图，用来说明十九世纪亚洲历史。他发现他要找的这幅地图在国内另外一所大学的图书馆，桑德拉获得这些资源。他可以拿到这幅地图，插入他的文档。然后他在图上画上一些箭头，指出他正在研究的重要条目。
Again a friend drops in via chat, but this time it is about the joint presentation they are preparing for another class.
又有一位朋友通过聊天访问他，但这次是关于他们为另外一门课准备的联合发言的。
Figure 5. IP-Based Chat
图五、基于网络的聊天
Photo: Joe Mehling, Dartmouth College
摄影：达特茅斯学院，乔·美玲
They are able to have an audio chat; Sandra's friend is in her dorm room, and Sandra is in a remote corner of the library where conversation will not disturb others. As their discussion progresses, they go to the course's Web site and launch the virtual whiteboard to diagram some concepts. They develop a conceptual diagram—drawing, erasing, and revising it until they agree the diagram is correct. They both download a copy. Sandra volunteers to work on polishing the diagram and will leave a copy of the final diagram in her share folder in her online portfolio "locker."
他们通过语音聊天，桑德拉的朋友在宿舍，桑德拉在图书馆一个偏僻角落，这样交谈就不会干扰其他人。讨论着，他们来到课程网站，运行虚拟白板，画出一些概念图例。他们俩都下载了一份副本。桑德拉资源美化这幅图例，在他网上学习档案的的共享文件夹里留了一份副本。
Figure 6. Virtual Workspace Anywhere
图六、无处不在的虚拟工作空间
Photo: Joe Mehling, Dartmouth College
摄影：达特茅斯学院，乔·美玲
Sandra returns to work on her term paper and decides a half hour later to take a break. She again checks e-mail, chats briefly with a friend about their upcoming soccer game, and switches playlists on her iPod. Then she remembers that she needs to review some Italian newscasts for her Italian class. The files containing the newscast video are on her iPod, so she plugs her iPod into her laptop, finds the video files, and launches her viewer application. Plugging her headphones into her computer, she is able to watch the entire segment, making notes on parts she did not fully understand. She then checks the class's Web site and sees there is an additional set of video files for reviewing. She downloads these quickly onto her iPod. Noting the time, Sandra packs up her gear and heads off to her next class, stopping once at a stand-up e-mail station to see the latest messages that have arrived in her inbox.
桑德拉继续他的学期论文，决定半个小时后休息一下。他再次检查邮件，与朋友简单聊着即将到来的足球比赛，同时切换iPod上的播放列表。他想到他需要为意大利语课程复习一些新闻广播。这些新闻广播视频都在他的iPod中，他把iPod插入笔电，这样他可以观看所有视频片段，在没有完全明白的部分上做注释。然后检查课程网站，看到新增得有一套用于复习的视频文件。他很快下载这些文件到他的iPod。注意到已经到点，桑德拉整理行李，赶赴下一堂课，中间在一个立式邮件亭停下来看收到的最后一份信息。
Scenario 3: From the Information Commons to the Learning Commons
场景三：从信息共享到学习共享
Had sophomore Martin come to the university at the same time as his older sister some six years earlier, he would have found, as she did, a computer lab. This was a large room, located in the basement of the science building, filled with benches and seats. At each seat was a computer. A set of documentation racks were on one side of the room; some documents were in short supply, while others were obsolete. On the other side was a help desk, staffed by students with a finite set of answers to the infinite variety of questions directed at them. Finding a free computer, particularly at the end of the term, was a challenge. Once you arrived at an available computer, there was little room for all your study materials: books, backpack, coat, and folders. The administration, anxious to maximize student access to computers, had crammed as many workstations as they could into the space.
大二学生马丁来到六年前他姐姐读过的大学。和姐姐一样，他会找到计算机实验室。这是一间很大的教室，位于科学楼的地下层，塞满了桌椅。每套桌椅放一台计算机。在教室的一边有一套文件架，上面放着一些供不应求的文件，尽管都已经过时了。另一边是咨询台，有学生在值班，面对各种各样的问题，他们只能做出有限的回答。想要找到空闲计算机，特别是在期末的时候，实在是困难。就算你找到空闲计算机，也没有多少地方摆放你那一大堆学习材料：书籍、背包、外衣、文件夹。管理层急于让尽可能多的学生用上计算机，在这里塞进了尽可能多的工作站。
While the computers worked fine for the most part (though cleaning them up after previous users was sometimes a chore), getting help was a problem. To get help—for the use of an application or for a research question—required going to the second floor for IT help or to the main floor of the library for research help. That meant leaving your computer unguarded, possibly to be claimed by another student equally hungry for computer time. So you ended up rarely going for help but instead muddled through as best you could, perhaps asking the student next to you when you were desperate.
虽然这些计算机大部分运行良好（尽管在前一批用户使用之后进行清理，是件苦差事），但要获得帮助也是个问题。要获得帮助——出于使用某应用程序、某研究问题——寻求信息技术帮助需要去图书馆二楼，寻求研究帮助需要去一楼。这意味着要离开计算机，这就有可能被另一位同样渴求计算机的学生占去。于是，最终你极少寻求帮助，而是尽己所能，糊里糊涂，或者会在绝望的时候问附近的学生。
But today Martin arrives at the first floor of the library and goes to a set of rooms collectively called the Learning Commons. At the threshold of the commons is the peer-tutoring room, a place where students can drop in and receive peer-based help with writing, research, or IT issues. Martin stops by to ask about incorporating MPEG-4 audio files into a PowerPoint presentation he's due to give next week for an anthropology course. At the same time, he is able to get some questions answered about relevant online journals for his research project in psychology.
但是今天，马丁到了图书馆一楼，去往若干统称为学习共享厅的教室。在共享厅门口，是同伴教学室，可以让学生接受突然拜访、接受同伴帮助解决写作、研究、信息技术问题。马丁停下来问如何将MPEG-4音频文件插入演示文稿，因为他下周需要提交给人类学课程。同时，有人回答了他心理学研究项目在线期刊相关问题。
Martin checks the time and heads to a work team pod—a small, horseshoe shaped table with a computer and large display—where he meets classmates from his chemistry course. The pod enables the work group to share the display and collectively work on materials. Martin works for an hour with three other students, reviewing drafts for their essays, checking online materials, and revising the Web site they are putting together for their collaborative project on the molecular properties of the surfaces of liquids.
马丁看了看时间，前往团队工作间——小型房间，有一张马蹄形桌子，一台计算机，很大的显示器，在这里他和化学课同学碰头。团队工作间可以让工作小组分享显示器，一起处理素材。马丁和其他三位同学工作了一个小时，审查论文草稿，查看在线素材，修订他们关于液体表面分子属性的协作项目网站。
Figure 7. Learning Commons
图七、共享学习
Photo: Roberto Marques, USITE/Crerar Computing Laboratory Seminar Area, University of Chicago
摄影：罗伯托·马克斯，芝加哥大学，USITE /克里勒计算实验室地区研讨会
Once that meeting is complete, he locates a free spot, pulls his laptop out of his backpack, and spends the half hour before his next team meeting doing a wide variety of things, including chatting with half a dozen friends about their party plans for the weekend. At the same time, he sends an e-mail to one of the TAs for the chemistry course, asking for clarification of an assignment. He also browses the Web, zeroing in on a Web site at another college that is relevant to his anthropology course work, as well as seeing if the latest CD from his favorite band is available through the Music Store. In a few minutes, he has purchased several tracks from it and downloaded them onto his computer.
会议结束后，他找到一个空位子，从背包中拿出笔电，在第二个小组会议开始之前花了半个小时做各种事情，包括与五六个朋友聊周末聚会安排。同时，给化学课助教发了一封信，请求解释功课。还浏览网页，专注于另一所学校的网站，有和他人类学功课有关的资料，还在看他最爱的乐队最新唱片是否摆上音乐商店。几分钟里，他就购买了几首曲子，下载到计算机。
Martin checks the time again. It's 10:00 p.m., and there's still a great deal to get done. He divides his time across several course assignments, numerous chat sessions, and reading (both from paper and from his computer screen). After a time, feeling drowsy, he goes to the Midnight Café, buys a soda and some chips, and returns to his work.
马丁再次看时间。现在是晚上十点，仍然有很多事情要做。他把时间分配给好几项课程任务、无数聊天活动，以及阅读材料（包括纸质和计算机屏幕）。过了段时间，觉得想睡，前往午夜咖啡厅，买了瓶汽水、一些薯片，然后继续工作。
At 11:30 p.m., Martin packs his gear and heads to another part of the commons, the Media Studio, which offers a number of stations for students to use for more advanced work with video and audio. Martin is working with a team of four other students on an assignment for a film studies course. Their task is to find clips from a set of films that illustrate a particular filming technique and to explain why it is effective. They rendezvous at a group station and spend the next hour reviewing films and identifying the clips they will use. They ask the student consultant on duty about whether it would be better to collect these in a single clip or as separate clips. By 12:45 a.m. Martin and his teammates have made their selections and given themselves tasks for the next phase of the assignment.
十一点半，马丁收拾行李去往学习共享厅的另一处，媒体工作室，这里为学生提供若干工作站，用于更高级的音频视频工作。马丁和另外四个学生组成小组，要完成一份电影研究课程的功课。他们的任务是从一系列电影中找出表现具体电影拍摄技术的片段，并解释该效果为什么其作用。他们在小组工作台前回合，花了接下来的一个小时去审查影片，找出他们要用的片段。他们问值班的学生顾问，是合成一个单一片段好些还是分开存放好些。晚上零点四十五分，马丁及其队友做出自己的选择，并为下一阶段功课安排了任务。
Figure 8. Media Studio
图八、媒体工作室
Photo: Joe Mehling, Dartmouth College
摄影：达特茅斯学院，乔·美玲
Martin calls up a Web page that contains a form for reserving one of the small group study rooms. He and some classmates have made an arrangement to meet with their anthropology professor. This meeting is to check on the progress Martin's group is making with their research project. The group wants the professor to review the video clips on their project Web site. Having found the reservation form, Martin is relieved to find that a room is available for the time they need; he reserves it. Noting it is now nearly one in the morning, Martin decides to turn in early for once (he has a language drill session at 7:45 a.m.). While walking back to his dorm, Martin prepares for the drill session by listening to some language lab audio files, which are streamed from the language lab server to his wireless iPod II.
马丁打开一张网页，上面有一份表单，用来预约小型团队研究室。他和一些同学完成了人类学功课，准备去见教授。这次会面要检查马丁小组研究项目的工作的进度。小组希望教授审查他们项目网站上的视频片段。找到预约表单，马丁很高兴还有一间教室可以用，时间正合适。他预订了。注意到现在将近半夜一点钟，马丁一度决定尽早回去（早上七点四十五分有一门语言训练课）。在步行回宿舍的途中，马丁准备训练课程，听一些语音室的音频文件，这些是从语音室服务器上下载到他的无线iPod二代的。
New Learning Spaces
新的学习空间
These scenarios show Net Gen students and faculty engaged in learning practices that are leveraged by IT, a process that requires either improving current practices or creating new ones. The underlying theme remains the same, however: cultivating learning practices consistent with learning theory and aligned with the habits and expectations of Net Gen students (and soon professors!) who have been "raised on" IT. The scenarios suggest the importance of integrating all learning spaces, formal and informal. For most higher education institutions, the lecture hall will not disappear; the challenge is to develop a new generation of lecture hall, one that enables Net Gen students and faculty to engage in enlivened, more interactive experiences. If the lecture hall is integrated with other spaces—physically as well as virtually—it will enable participants to sustain the momentum from the class session into other learning contexts. The goal is not to do away with the traditional classroom, but rather to reinvent and to integrate it with the other learning spaces, moving toward a single learning environment.
这些场景显示了网络世代学生和教师如何参与有信息技术推动的学习实践，这一过程需要改善现有做法，或者创建新的做法。然而，底层基本主题都是相同的：培养与学习理论相一致的学习实践，并与网络世代学生的习惯、期待关联起来（很快就轮到教师了！）因为他们从小接受的就是信息技术的教育。这些场景展现了整合所有学习空间——正式和非正式——的重要性对大多数高等教育机构而言，演讲大厅并不会消失，困难在于发展出新一代的演讲大厅，可以让网络世代学生和教师积极参与、有更多互动体验的大厅。一旦这样的大厅与其他学习空间——物理的或虚拟的——结合起来，会让参与者将课堂上的劲头保持到其他学习环境。我们的目标并不是离开传统教室，而是改造传统教室并与其他学习空间集成，成为单一的学习环境。
Building on these scenarios, Table 2 illustrates how Net Gen characteristics (such as the proclivity for group work) and learning theory might be supported by learning space design and IT. Learning theory is central to any consideration of learning spaces; colleges and universities cannot afford to invest in "fads" tailored to the Net Gen student that might not meet the needs of the next generation.
通过建立这些场景，表二描述了学习空间设计和信息技术，是如何支持网络世代的特征（比如团队工作的倾向）和学习理论的。学习理论是构思所有学习空间的核心，高等院校不能致力于投资为迎合网络世代学生而产生的风潮，这些时尚并不会满足网络世代学生的需求。
For example, start with the Net Gen students' focus on goals and achievement. That achievement orientation ties to learning theory's emphasis on metacognition, where learners assess their progress and make active decisions to achieve learning goals. Learning space design could support this by providing contact with people who can provide feedback: tutors, consultants, and faculty. This could, in turn, be supported in the IT environment by making formative self-tests available, as well as an online portfolio, which would afford students the opportunity to assess their overall academic progress.
举例而言，一开始网络世代学生关注于目标和成就。而成就取向取决于学习理论对元认知的强化，因而学习者评估他们的学习过程，做出主动决断，实现学习目标。学习空间设计提供与可以给出反馈的人——导师、顾问和教师联系，来支持这种强化。相反，这也可以得到信息技术环境的支持，包括形成性自我测试，以及在线学习档案，后者可以为学生提供机会评估自己的整体学术进度。
Table 2. Aligning Net Gen Characteristics, Learning Principles, Learning Space, and IT Applications
表二、对比网络世代的特点、学习原则、学习空间、信息技术应用程序
| Net Gen Trait | Learning Theory Principles | Learning Space Application | IT Application |
| Group activity | Collaborative, cooperative, supportive | Small group work spaces | IM chat; virtual whiteboards; screen sharing |
| Goal and achievement orientation | Metacognition; formative assessment | Access to tutors, consultants, and faculty in the learning space | Online formative quizzes; e-portfolios |
| Multitasking | Active | Table space for a variety of tools | Wireless |
| Experimental; trial and error | Multiple learning paths | Integrated lab facilities | Applications for analysis and research |
| Heavy reliance on network access | Multiple learning resources | IT highly integrated into all aspects of learning spaces | IT infrastructure that fully supports learning space functions |
| Pragmatic and inductive | Encourage discovery | Availability of labs, equipment, and access to primary resources | Availability of analysis and presentation applications |
| Ethnically diverse | Engagement of preconceptions | Accessible facilities | Accessible online resources |
| Visual | Environmental factors; importance of culture and group aspects of learners | Shared screens (either projector or LCD); availability of printing | Image databases; media editing programs |
| Interactive | Compelling and challenging material | Workgroup facilitation; access to experts | Variety of resources; no "one size fits all" |
.
| 网络世代特征 | 学习理论原则 | 学习空间应用 | 信息技术应用 |
| 小组活动 | 协作、合作、支持 | 小型团队工作空间 | 实时聊天、虚拟白板、屏幕共享 |
| 目标与成就导向 | 元认知、形成性评价 | 在学习空间会面导师、顾问和教师 | 在线形成性小测验、电子学习档案 |
| 多任务能力 | 积极 | 可以摆放各种工具的桌面 | 无线技术 |
| 体验、试错法 | 多种学习途径 | 整合实验设备 | 用于分析研究的应用程序 |
| 完全信赖网络 | 多种学习资源 | 信息技术高度整合进学习空间的各个方面 | 信息技术架构完全支持学习空间的所有功能 |
| 实用主义、归纳法 | 鼓励发现 | 提供实验室、设备，能够获取原始素材 | 有分析与展示应用程序可用 |
| 人种多样性 | 遭遇陈见 | 设备的易用性 | 在线资源的易用性 |
| 视觉化 | 环境因素、学习者团队方面以及文化的重要性 | 共享屏幕（投影仪或者液晶屏）、提供打印 | 图像数据库、媒体编辑程序 |
| 互动 | 吸引人的挑战性的材料 | 促进团队化、会晤专家 | 各种资源、没有一刀切 |
Perhaps the most challenging aspect of these new learning spaces is the need for integration. As institutions create an anywhere, anytime IT infrastructure, opportunities arise to tear down silos and replace them with a more ubiquitous learning environment. Using laptops and other networked devices, students and faculty are increasingly able to carry their entire working environment with them. To capitalize on this, campus organizations must work collaboratively to create a more integrated work environment for the students and faculty, one that better serves the mobile Net Gen students as well as a faculty faced with the initial influx of these students into their ranks. This will involve not only libraries and IT organizations but also facilities planning and buildings and grounds departments. Development organizations may also become involved as institutions look for the resources needed to implement these new learning spaces.
这些新学习空间最困难的地方，也许是整合。正如教育机构建立起随时随地的信息技术架构，在填平地窖的同时取而代之的是更加普遍的学习环境。使用笔电和其它网络设备，学生教师逐渐能够把整个工作环境都放在网上。为了充分利用这一点，学校各机构必须共同为师生创建更加集成化的工作环境，一个更好的服务于流动中的网络世代学生教师的工作环境。教师面临的是这些学生开始涌入教师队伍。这不仅涉及图书馆和信息技术部门，还包括设施规划、建筑、场地部门。随着教育机构为实施这些新的学习空间寻求资源，开发机构也可能会涉足其中。
Conclusion
结论
This description of learning spaces is suggestive rather than prescriptive. Learning spaces are complex, containing a multitude of variables. One of the key variables is the institution itself. Learning spaces are institutional in scope—their implementation involves the institution's culture, tradition, and mission. These institutional factors must be taken into account in order to design learning spaces to meet the needs of Net Gen students.
这些对学习空间的描述都是启发性的，不是强制性的。学习空间是复杂的，含有大量变数。关键变数之一是教育机构本身。学习空间属于机构的范畴——其实施涉及教育机构的文化、传统、职责。机构因素必须纳入考虑，才能设计出满足网络世代学生需求的学习空间。
We must remind ourselves that today's students are only the "first wave" to exhibit Net Gen characteristics. Soon they will be graduate students and assistant professors, bringing their Net Gen work habits to the faculty ranks. In addition, faculty who are baby boomers and Gen-Xers are acquiring Net Gen characteristics as they become more facile with—and dependent upon—IT. Planning for Net Gen requirements cannot be dismissed as catering to a single generation. IT and the work habits that IT encourages are here to stay; planning for the Net Generation is tantamount to planning for the future.
我们必须提醒自己，今天的学生仅仅是展示出网络世代特征的排头兵。他们很快就会成为研究生和助理教授，将其网络世代工作习惯带入教师队伍。另外，婴儿潮和里根世代的教室也正在获得网络世代特征，因为他们正变得更加适应——以及依赖——信息技术。为网络世代的需求所做的规划不能被斥为迎合这一代人。信息技术和鼓励使用信息技术的工作习惯一直都会有，为网络世代规划同样也是为未来规划。
No single magic formula will guarantee successful learning spaces on every campus. It is clear, however, that it will not be enough if we simply place projectors, computers, and DVD players in the classrooms. Nor will it be adequate just to provide scores of publicly available computers. Such tactics, in isolation, may have little impact. Learning space design is a large-scale, long-term project, involving building and maintaining consensus, curricular vision, emerging technology, and layout and furniture options, as well as intracampus organizational collaboration. Learning space design requires a collaborative, integrated approach, with an overarching vision that informs and supports specific projects.
没有一种神奇套路可以保证每一所学校的学习空间都能成功。然而，如果我们仅仅在教室里安装投影仪、计算机、DVD 播放器，显然是不够的。仅仅提供公用计算机也是不够的。这些孤立策略，并不会起多大作用。学习空间设计，是大型的、长期的项目，需要建立并保持共识、课程愿景、新兴技术、室内布局与家具选择，还有与校外机构的合作。学习空间设计需要共同的、综合的办法，一个可以激活和支持具体项目的整体目标。
The starting point for rethinking learning spaces to support Net Gen students begins with an underlying vision for the learning activities these spaces should support. This vision should be informed by learning theory, as well as by recognition of the characteristics of the students and faculty who use these spaces. An institution's specific culture, organizational structure, and fiscal circumstances enter the equation, as well. Once a vision has been established, the more concrete phases of planning can begin.
重新思考学习空间的切入点，是支持网络世代学生开始在这些学习空间进行一些基本的学习活动设想。这些基本设想应该依照于学习理论，并得到使用这些空间的师生的认可。教育机构的具体文化、组织结构、以及财务环境，也许要纳入考虑范围。一旦建立起设想，就可以开始规划更具体的阶段了。
Acknowledgments
致谢
The author would like to thank his friend and colleague, Joan Lippincott of the Coalition for Networked Information, for sharing insight and advice, as well as for her permission to use some of the ideas we articulated in our EDUCAUSE Quarterly article.
作者感谢他的朋友和同事，网络信息联盟的琼·李平科特，与他分享观点与意见，以及允许他使用一些在《EDUCAUSE季刊》文章中发表的思路。
Endnotes
尾注
- American Psychological Association, Board of Educational Affairs (BEA), "Learner-Centered Psychological Principles: A Framework for School Redesign and Reform," revision November 1997, http://www.apa.org/ed/lcp.html.
- National Research Council, How People Learn: Bridging Research and Practice, M. Suzanne Donovan, John D. Bransford, and James W. Pellegrino, eds. (Washington, D.C.: National Academies Press, 1999), pp. 12, 47; online edition available at http://www.nap.edu/catalog/9457.html.
Further Reading
扩展阅读
American Association for Higher Education, American College Personnel Association, and National Association of Student Personnel Administrators, "Powerful Partnerships: A Shared Responsibility for Learning" (June 1998), http://www.aahe.org/assessment/joint.htm.
美国高等教育协会，美国大学人事协会和全国学生人事管理人员协会，《强大的合作伙伴关系：学习共同责任》 （1998年6月）。
Robert B. Barr and John Tagg, "From Teaching to Learning—a New Paradigm for Undergraduate Education," in Learning from Change: Landmarks in Teaching and Learning in Higher Education from Change Magazine 1969–1999, Deborah DeZure, ed. (Sterling, Va.: Stylus Publishing, 2000), pp. 198–200. Originally published in Change, vol. 27, no. 6 (November/December 1995), pp. 12–25.
罗伯特·巴尔和约翰·塔格，《从教学对学生学习，本科教育新概念》，发表于《变化中的学习：1969至1999年杂志变化在高等教育教学与学习中的地标》，德博拉·德朱尔版本（弗吉尼亚州斯特林镇，铁笔出版社，2000年），第198-200页。最初发表于《变化》杂志第二十七卷第六期（一九九五年十一月十二月期），第12-25页。
Jacqueline Grennon Brooks and Martin G. Brooks, In Search of Understanding: The Case for Constructivist Classrooms (Alexandria, Va.: Association for Supervision and Curriculum Development, 1993); online edition available at http://www.ascd.org/publications/books/1999brooks/1999brookstoc.html.
杰奎琳·格林侬·布鲁克斯和马丁·布鲁克斯，《搜索理解：建构课堂案例》（弗吉尼亚州亚历山大，监督与课程开发协会，1993年），在线版本：
Malcolm B. Brown and Joan K. Lippincott, "Learning Spaces: More than Meets the Eye," EDUCAUSE Quarterly, vol. 26, no. 1 (2003), pp. 14–16, http://www.educause.edu/ir/library/pdf/eqm0312.pdf.
马尔科姆·布朗和琼·李平科特，《学习空间：远不止看到的东西》，《EDUCAUSE季刊》第二十六卷第一期（二〇〇三年），第14-16页。
Nancy Van Note Chism and Deborah J. Bickford, eds., The Importance of Physical Space in Creating Supportive Learning Environments: New Directions for Teaching and Learning, No. 92 (San Francisco: Jossey-Bass, 2002).
南希·范·笔记·奇兹姆和德博拉·比克福德合编，《创造支持性的学习环境中，物理空间的重要性：教学和学习的新方向》，第92号（旧金山：乔赛巴斯出版社，2002）。
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.
国家研究委员会，《人们如何学习：大脑、心灵、经验，及学校：扩大版》，约翰·布兰斯福德、安·布朗和罗德尼·库金合编。（华盛顿特区：国家科学院出版社，2000年）。
Lennie Scott-Weber, In Sync: Environmental Behavior Research and the Design of Learning Spaces (Ann Arbor, Mich.: Society for College and University Planning, 2004), http://www.scup.org/pubs/books/is_ebrdls.html.
伦尼·斯科特-韦伯，《同步：环境行为研究与学习空间的设计》（密歇根州，安-雅博镇，高校规划协会，二〇〇四年）。
About the Author
关于作者
Malcolm Brown is director of academic computing at Dartmouth College. In this capacity he oversees IT support for teaching, learning, research, classroom technology, and media production. He has been active with the New Media Consortium (NMC), serving as chair of the NMC Board for 2003–2004, and is on the project board for the NMC Horizon Project for 2005. One of his areas of particular interest is learning theory and its application in the classroom. He has presented on these topics at the EDUCAUSE and National Learning Infrastructure Initiative (NLII) conferences and has participated in NLII focus sessions as well as Project Kaleidoscope's planning workshops for National Institute of Technology and Liberal Education (NITLE) schools. Brown has also taught courses on topics in intellectual history in the Jewish Studies program at Dartmouth.
马尔科姆·布朗，学术计算主任。在这个职位上，他负责为教学、学习、研究、教学技术和媒体制作提供信息技术支持。他一直积极参与新媒体协会（NMC），曾于二〇〇三至二〇〇四年担任新媒体协会理事会主席，二〇〇五年进入新媒体协会《地平线项目》项目理事会。特别感兴趣的领域之一是学习理论及其在课堂上的应用。他已经在EDUCAUSE和国家学习架构计划（NLII）会议提交了这些课题，并参加了NLII重点会议，以及为国家技术和博雅教育（NITLE）学校准备的万花筒项目的规划小组。布朗还在达特茅斯学院犹太研究项目中教授学术史方面课题的课程。
http://www.educause.edu/Resources/EducatingtheNetGeneration/LearningSpaces/6072
