翻译《11 为网络世代提升教师能力》

Faculty Development for the Net Generation

为网络世代提升教师能力

Anne H. Moore, John F. Moore, and Shelli B. Fowler

安妮·摩尔、约翰·摩尔、谢丽·福勒

Virginia Polytechnic Institute and State University

弗吉尼亚理工学院和州立大学

© Anne Moore, John Moore, and Shelli Fowler

版权所有(C)安妮·摩尔、约翰·摩尔、谢丽·福勒

Introduction

简介

In the past 10 years, many colleges and universities have actively engaged in integrating technology in teaching and learning. Approaches to this integration are as varied as the institutions' missions and the clarity of their aims for technology-assisted instruction. Regardless of the approach, institutions must make the necessary human and financial investments. Faculty development for existing and future faculty is a pivotal investment for integrating technology in higher education; it can catalyze innovations in learning across generations.

过去十年，许多高校在教学中积极整合技术。整合的方法因各校教育目标而异，但其目的都是技术辅助教学。无论方法如何，教育机构都必须投入必要的人力和财力。要把技术整合进高等教育，现有教师的进修，以及培养未来教师，是关键性投资。这样做可以催化几代人之间的学习变革。

Today's students are described as busy instant messaging, blogging, downloading music and videos, and playing video games with an international network of friends and acquaintances. The technological engagement and interaction related to students' formal learning activities are not so widespread, however. Surveys of Net Generation students suggest that their learning experiences reflect mixed technology usage at best, and at worst they may experience ineffective or inappropriate uses of technology in their academic programs.¹ Faculty report that students are asking for more online activities.² A growing range of pilot programs and emerging practices document improvements in learning.³ But, when will such models be systematically adopted by institutions, resulting in widespread gains in student learning? That answer may be closely tied to faculty development.

今天的学生被描述成忙于实时通讯、写网志、下载音乐视频、和全球各地的朋友熟人玩电子游戏。然而，其中用到的技术和互动与学生的正规学习活动的关系并不很紧密。对网络世代学生的调查表明，他们的学习体验在最好的情况下能体现混合使用技术，在最坏的情况下，在其学术活动中能体验到无效的或者不当的技术用法。教师报告称，学生要求更多的在线活动。范围不断扩大的试点项目，新型的练习册，都在改善学习。但是，当教育机构系统的采用这种模式后，是否能让学生学习获得广泛收益？答案可能与教师发展紧密关联。

Defining what constitutes faculty development is an important first step. Expertise should be developed, not just in how to use technology or in pedagogical practice but also in how to understand learners and how they perceive technology.

厘清什么是教师发展，是很重要的第一步。发展专业知识，不仅要研究如何使用技术、如何用在教学实践当中，也要研究如何理解学习者、他们如何感受技术。

Jason Frand⁴ reinforced the need for faculty to work thoughtfully and creatively with Net Generation students' changing mindsets. Today's multitasking, Nintendo-born-and-bred students do not view computers as technology. They have a range of attributes that distinguish them from older generations. Baby Boomers and Gen-Xers populate higher education's existing faculty ranks; they have different mindsets. In order for higher education to ensure that productive teaching and learning exchanges occur across generations of learners, these different mindsets may need to be reconciled. As we've designed faculty development at Virginia Tech, the following characteristics of the Net Generation have influenced our programs.

贾森·弗伦德强调，教师要周道又有创意的与网络世代学生一起工作，就需要改变思维模式。今天伴随着多任务和任天堂成长起来的学生，并不把计算机当成技术。他们有很多特点与老一辈不同。婴儿潮和里根世代占据了高等教育现有教师队伍。他们有着不同的思维模式。为了确保高等教育不同世代学习者之间产生教学交流，需要协调这些不同的思维模式。正如我们在弗吉尼亚理工大学设计的教师发展，网络世代的以下特征影响着我们的项目：

• Life online. For several decades, a growing body of research points to the ways in which computers and related technologies influence the ways we live and work—indeed, the way we think.⁵ Sherry Turkle⁶ has also studied the effects of computers on children and adolescents, describing the manner in which online environments offer spaces for identity, play, and expressing multiple aspects of the self. The so-called loner or silent student who might have never spoken in a face-to-face learning environment today may have online companions and also may interact more readily in online learning activities.
• 网络化生活。几十年来，越来越多的研究支出，计算机及相关技术影响着我们生活工作方式——事实上，是对我们思维方式。雪利·特克尔还研究了计算机对儿童和青少年的影响，称影响集中在网上环境为身份、游戏、表达自我的多个方面提供空间。今天所谓不合群、安静的学生，可能在面对面学习环境中从不开口说话，但却有网上伙伴，也更容易在网上学习活动中发生互动。


• Rapid communication. Turkle's research suggests that word processing has made thinking with our hands commonplace, for it allows people to quickly display their thoughts—good and bad, organized or chaotic—on a page. The resulting communications, public and private, often demonstrate wide variations in quality of thought and writing style; current experience in online education bears this out as well.
• 快速沟通。特克尔的研究表明，字处理让我们用手思考变得稀松平常，让人们在纸上快速展现自己的想法，无论好坏、有无条理。由此产生的沟通，无论公开或私下的，常常在思想素质和写作风格上表现出巨大的差异。目前的网络教育也证实了这一点。


• Social networking. The Net Generation uses technology to enliven and extend their social networks. Reports of Weblog use in higher education indicate that blogs are "helping students across the country meet their dorm mates, form study groups, and make friends before they set foot on … campus."^7a,b
• 社会网络。网络世代使用技术为其社交网络增添活力、扩展社交网络。高等教育中网志的使用报告表明，网志“帮助全国各地的学生，走进大学校园之前就开始寻找舍友，形成学习小组，结交朋友。”
  


• Games and simulations. Net Generation students cut their teeth on computer games and simulations. This may have profound effects for learning. Fortunately for educators, games and simulations can be used to provide beneficial insights on simple or complex phenomena. Yet, life tends not to play out solely through the logic or binary rules of games and simulations; students' learning today needs to be more than simulacra.
• 游戏与虚拟。网络世代学生从计算机游戏和模拟器中获得经验。这可能对学习产生深远影响。幸运的是，对于教育者，游戏和模拟器可以用来对简单或复杂现象提供有益的见解。然而，通过游戏和模拟器的逻辑或二元规则，往往并不能完全解决生活问题，今天学生的学习需要比想象更多的东西。
  


• Digital literacy. Just as word processing makes it physically easier for students to express themselves, computers make it possible to use many applications, from spreadsheets to databases, without knowing how the hardware or software works. Turkle claimed that today's college students are so used to thinking about things at "interface" value, clicking on icons to accomplish their work and play, that all they require is seeing how something works rather than knowing how it works. Although the Net Generation is considered digitally literate, they might not possess the full complement of the knowledge and skills they need to use technology wisely and well. The same may be true for faculty.
• 数字化素养。正如字处理可以让学生更容易表达自我，计算机可以使用很多应用程序，从电子表格到数据库，不需要知道硬软件是如何工作的。特克尔称，现在的大学生习惯于把事物看作“接口”，点击图标，完成工作，进行游戏，他们需要的仅仅是看见事物在工作，而不是了解如何工作。尽管都认为网络世代具备数字化素养，但是他们可能并不具备完整的知识和技能，而他们恰恰需要广泛而良好的运用这些技术。对于教师也同样如此。

Fluency in Information Technology

流畅使用信息技术

The National Research Council concluded that fluency with information technology is imperative today. This state of mind is called FIT, for fluency in information technology.^8a,b FITness requires three kinds of knowledge:

全国研究理事会断言，今天必须掌握流畅的信息技术能力。这种状态称之为“适应”，即流畅使用信息技术。达到适应状态需要三大类知识：

• Contemporary skills—the ability to use today's computer applications, enabling people to apply information technology immediately. Skills are an essential component of job readiness. Most importantly, skills provide a store of practical experience on which to build new competence.
• 现代技术能力——使用现在的计算机应用程序的能力，可以让人们快速运用信息技术。技能是就业准备的重要组成部分。最重要的是，技能为产生新的能力提供了具体经验基础。
  


• Foundational concepts—the basic principles and ideas of computers, networks, and information that underpin the technology. Concepts explain the how and why of information technology, and they give insight into its opportunities and limitations. Concepts are the raw material for understanding IT as it evolves.
• 基本概念——计算机、网络的基本原理和概念，以及技术背后的信息。解释信息技术原理和原因的知识，以及对机会和局限的深刻理解。随着技术的进步，这些概念是理解信息技术的原材料。
  


• Intellectual capabilities—the ability to apply information technology in complex situations, encapsulating higher-level thinking in the context of IT. These capabilities empower people to manipulate the medium to their advantage and to handle unintended and unexpected problems when they arise. Intellectual capabilities foster more abstract thinking about information and its manipulation.
• 智力能力——在复杂情况下应用信息技术的能力，在信息技术背景下总结出更高层次的思维。这些能力使得人们有能力操纵媒介的优势，发生意外问题时有能力处理。智力能力促使更抽象的思考信息及相关处理方式。

To help students gain the knowledge necessary for FITness, an institution's strategic plan and teaching and learning activities should contain appropriate goals for becoming FIT. Faculty and staff who do not have the requisite knowledge and skills to work toward fluency in information technology may need professional development programs that help them achieve FITness in their teaching and research. To bridge the gap between faculty expertise and student needs, institutions must address awareness, enablement, and integration:

为了帮助学生获得必要的知识，达到适应状态，教育机构的政策计划和教学活动，应该包含达到适应状态相应的目标。不具备必要的知识和技能的教师和员工，应当致力于流畅运用信息技术，为了达到这一点，可能需要专业发展计划，帮助他们在教学研究中实现适应状态。为了弥补教师专业技术和学生需求之间的差距，教育机构必须解决知晓、实现和集成三个问题：

• Awareness of students' approaches to meeting their learning needs and of what technologies are available to them
• 知晓学生实现自己学习需求的方法，知道需要为他们提供哪些技术
  


• Enablement through professional development so they have the skills needed to implement systemic change
• 通过专业发展得以实现，这样他们拥有实施系统化变革所需要的技能
  


• Integration, or the ability to bring together the disparate pieces needed—pedagogy, learning space design, technology, support, policies—to enable successful learning
• 集成，将所需不同部分——教学法、学习环境设计、技术、支持、政策——整合在一起，实现成功学习的能力
  

Because technology, pedagogy, and practice change so rapidly, faculty professional development may need to be ongoing. When IT is involved, institutions also need to provide easy and convenient support for technology-integrated learning. To leverage the creativity of faculty and staff—to turn their intellectual and social imaginations to the task—institutions need to provide systematic encouragement and assistance through comprehensive faculty development programs.

因为技术、教学法和具体实践的变化是如此之快，以至于教师专业发展可能需要不断进行。一旦涉及信息技术，教育机构还需要为整合技术的学习提供简单便利的支持。为了充分利用教师和员工的创造性，将其智慧和社会想像力用在工作上，教育机构需要通过全面的教师发展规划，提供系统化的鼓励和协助。

The remainder of this chapter will describe two programs at Virginia Polytechnic Institute and State University that focus on professional development: for faculty, the Faculty Development Institute (FDI); and for graduate students, the Graduate Education Development Institute (GEDI). Both programs are grappling with ways to engage Net Generation students to benefit their learning.

本章其余部分将描述弗吉尼亚理工学院和弗吉尼亚州立大学两个专业发展的项目：一个面向教师，教师发展学会（FDI），一个面向研究生，研究生发展学会（GEDI）。这两个项目都致力于让网络世代学生从学习中受益。

The Faculty Development Institute

教师发展学会

Virginia Tech's Faculty Development Institute helps faculty acquire teaching strategies that leverage instructional technologies to improve student learning (http://www.fdi.vt.edu/). FDI is the cornerstone of a large-scale, continuing strategy to systematically promote innovative, informed uses of technology in daily practice for faculty and students. FDI also represents one institution's attempt to focus on the knowledge and skills development required for a FIT faculty in order to meet today's students' needs for fluency in using information technology, or FITness. Begun in 1993, FDI

弗吉尼亚理工学院的教师发展学会帮助教师掌握教学策略，充分运用学校技术改善学生学习。该学会是有系统的促进教师和学生在日常实践中灵活而创造性使用技术的大范围持续政策基础。该学会也代表了教育机构关注知识和技能发展的意图，这种发展是教师满足今日学生需求的流畅使用信息技术——或者说，适应状态——所必需的。从一九九三年开始，该学会

• offers a recurring four-year cycle of faculty development workshops,
• 提供为期四年的教师发展研讨会，
  


• links professional development to replacing faculty computers every four years,
• 每隔四年，随着专业发展更换教师计算机，
  


• supports course development initiatives,
• 支持课程开发活动，
  


• promotes student digital literacy, and
• 促进学生数字化素养，以及
  


• outfits classrooms with appropriate technology.
• 为班级配备适当的技术。
  

As a result, Net Generation students today are likely to find that a majority of their courses involve blended face-to-face and online learning activities, online discussions, archived learning materials, and discipline-specific software and Web-accessed resources—aspects of learning they claim to fully appreciate. And as these Net Gen students clamor for more, faculty report that their repeated FDI participation has made them likely to use technology more effectively across the spectrum of their professional lives, including teaching, research, and service roles.

这样一来，今天的网络世代学生可能会发现，他们的大多数课程同时包含有面对面和在线学习活动、在线讨论、存档学习资料、特定学科软件、网络资源，他们宣称学习的各个方面均获益。并且随着这些网络世代学生的要求越来越多，教师报告说，他们反复参加教师发展学会，让他们在自己学术生涯的方方面面更高效利用技术，包括教学、研究和服务工作。

Early FDI programs focused more on lowering faculty anxieties related to using new technologies in teaching. In the early 1990s, students were not always comfortable with changes in teaching or learning practices that technology introduced. Some students and faculty questioned whether the new technologies were just passing fads. But after the successes of the first full FDI cycle and with growing technology use plainly evident across a spectrum of institutional life, the university's 1996 strategic plan established the faculty development process as a strategic objective. Acknowledging that institutional leadership at the highest levels was necessary to sustain widespread technology integration, the 1996 plan and one in 2002 outlined aims for FITness. With strategic objectives and the requisite support structures in place, the university sought not only to provide for grassroots experimentation and innovation but also to nurture the seeds of change for faculty and students, regardless of generational affiliation.

早期的教师发展学会着重于降低教师在教学中使用新技术时候的焦虑。九十年代早期，学生并不总是适应在教育学习当中引入技术。一部分师生质疑新技术是否仅仅一时风潮。但是首轮教师发展学会成功完成之后，在教学工作的方方面面使用技术越来越多。学校一九九六年工作计划把教师发展进程确定为战略目标。一九九六年计划和二〇〇二年概要目标为了达到适应状态，确定了学校高层领导是普及技术集成的必要支撑。由于确定了战略目标和必要的支持结构，大学不仅需要提供基础实验和革新，还需要为师生做出改变培养种子，无论这些师生属于哪一代人。

Repeated participation of virtually all faculty (96 percent) and all department heads over more than a decade of FDI programs has helped build a wider familiarity and understanding of the complex issues involved in adopting and successfully integrating technology in traditional and hybrid courses. Awareness of the challenges raised in fully online distance-learning programs has increased as well. In addition, the evolving expectations of successive generations of students (of which Net Generation students are the latest and perhaps most vocal about technology's place in their lives) surface in faculty narratives shared in FDI workshops about successful strategies and practices. In turn, informal peer-mentoring activities have proven particularly productive in helping faculty address specific concerns. An especially effective feature of FDI is the series of presentations by faculty demonstrating how and why they have changed their approaches to teaching. These presentations provide credible responses to questions about the effects of technology use on student learning and attitude, productivity, student-faculty communication, instructional development time, and more.

几乎所有教师（96%）和全部部门领导都反复参加超过十年的教师发展学会，这样做帮助他们更加熟悉和理解如何在复杂环境中使用技术，并成功将技术集成到传统课程和混合课程当中。认识到完全在线远程学习项目带来的挑战也在不断增多。此外，在教师发展学会研讨会上分享的有关成功策略和实践故事中，披露出一代代学生的要求不断发展（网络世代学生是最新一代，也许是谈及技术在自己生活中的位置时谈得最多的）。反过来，非正式的同伴辅导活动，经证实在帮助教师解决特定问题时特别有效。教师发展学会一个特别有用的特征，是教师展示他们改变其教学方法的理由和方式的一系列演讲。面对为学生学习、态度、生产力、师生沟通、教学开发时间以及其他场合，使用技术的质疑，这些演讲提供了可信的答复。

Since its inception FDI has sought to involve faculty as workshop presenters on as many topics as feasible. Not surprisingly, the credibility and practicality evaluations of these presenters are high. Faculty selected to present to their peers are able to clearly describe successes and failures of early adoption strategies with emerging technologies in the context of their personal interaction with students. For example, presenters might illuminate how the use of instant messaging within a course fits with current expectations, habits, and practices of Net Generation students, as well as how it might benefit learning. FDI extends this approach to helping faculty understand changing norms and expectations in their use of course management systems, collaboration and conferencing tools, e-portfolios, digital library resources, and similar learning assets.

教师发展学会自成立以来，就在尽可能多的课题邀请教师担任研讨会主讲人。毫不奇怪，这些主讲人的可靠性和实用性评估都很高。教师选择向其伙伴展示，能够清晰的描述早期在运用与学生的个人互动环境中新出现的技术策略的成功和失败。比如，主讲人会说明如何在课程中使用实时通讯，以迎合当前网络世代学生的期望、习惯、实践，以及这是如何是学习受益的。教师发展学会用演讲这种方法来帮助教师理解，在使用课程管理系统、协作与会议工具、电子学习档案、数码图书馆资源以及类似学习设施的时候，要求和标准的变化。

Further, faculty indicate that they find equal or greater value in systematic assistance from their peers. Such assistance includes sorting out ways in which new techniques or procedures relate to possible changes in course goals and outcomes, the incorporation of interdisciplinary agendas, and the introduction of gaming and simulation strategies to stretch and deepen learning. Faculty presentations, case studies, and Webcasts provide examples and personal narratives about successful (and problematic) implementations of emerging strategies to interested workshop participants.

此外，教师表示，他们发现来自同伴的系统化帮助，能带来同样或更大的价值。这些帮助包括挑选出与课程目标及成果改变相关的新技术、新流程，跨学科合作议程，为延伸和深化学习引入游戏与模拟策略。教师演讲、案例研究、网上广播，为有兴趣的研讨会成员提供了应用新策略成功（失败）的范例和个人故事。

FDI encourages interaction among presenters and other faculty. Resources and contact information are provided for each program track on its Web site.⁹ Modeled much like an online course, these faculty-to-faculty queries and conversations can be extended after workshops through online forums or e-mail with presenters. If developing course materials outside scheduled workshops is necessary, FDI provides production resources for digitizing content (for example, slides, audio, video) or limited quantities of graphic or animation developed through its partnership with the university's New Media Center (http://www.nmc.vt.edu).

教师发展学会鼓励演讲人和其他教师进行互动。在其网站上可以随时查阅每个项目提供的资源和联络信息。其网站模式很像在线课程，教师之间的提问与交流，可以在研讨会结束后，通过在线论坛和电子邮件，与演讲人做进一步交流。如果有必要需要开发研讨会计划之外的课程素材，教师发展学会可以为数字化内容提供生产资源（比如幻灯片、音频、视频）或者与该大学新媒体中心合作开发的数量有限的图片、动画。

As mentioned earlier, evaluation of the workshops by faculty attendees is positive. During a workshop, evaluations are conducted every 90 minutes using a Web-based form, providing rapid reports to workshop facilitators who, in turn, make changes expeditiously. Faculty clearly value the opportunity to explore instructional issues with their colleagues and to discover the potential of technology for enhancing their teaching; and they have indicated that FDI resources are critical if they are to adapt to the needs of their students. Indeed, faculty cite increased pressure from Net Generation students for more sophisticated uses of current and emerging technologies; these students say there is more to innovative teaching than PowerPoint and Excel.

如前所述，对教师参与的研讨会的评价是积极的。在研讨会期间，每九十分钟，就通过网页表单进行一次评价，为研讨会主持人提供快速报告，相应的，他也做出快速变化。教师很清楚与同事一起探究教学问题、发现技术在增强教学的潜力，这一机会的价值。他们也表示，教师发展学会的资源很重要，因为能满足他们学生的需求。事实上，教师举例来自网络世代学生的不断增加的压力，促使他们使用更复杂的当前新技术，学生表示，有很多比演示文稿和电子表格更加先进的教学技术。

Over a dozen years, FDI programs have evolved in several important ways. The content of FDI workshops changes each year as new technologies emerge and faculty demonstrate improved approaches to using technology in instruction. Early programs focused more on the basics of using technology and software. Current programming places more emphasis on

十几年来，教师发展学会项目在许多重大方面发生了变化。研讨会的内容每年都在变化，因为每年都有新技术出现，教师展示了在教学中使用技术的更好的方法。早期项目更关注于使用技术和软件的基础知识。现在的项目把更多重点

• Shifts in faculty perceptions of students' expectations
• 转移到教师对学生期望的认知上
  


• Students' use of technologies such as instant messaging and blogs
• 放在学生对技术的使用上，比如实时通讯和网志
  


• Teaching strategies that can successfully address such behavioral shifts
• 放在可以成功解决这类行为变化的教学策略上
  


• Ways to design for active learning
• 放在主动学习的设计方法上
  


• The appropriate means for dealing with a range of privacy and security issues
• 放在处理各种隐私和安全问题的适当方法上
  

Many workshops have also featured strategic, discipline-specific software with which faculty have requested assistance, such as MATLAB (math software used in engineering, science, and business), AutoCAD (design software used in architecture and engineering), ESRI Geographic Information Systems (GIS software used in agriculture, engineering, science, and social science), LabVIEW (instrumentation software used in agriculture, engineering, and science), and others. All workshops include open lab time designed to give faculty opportunities to apply what they learn to their courses. FDI staff also encourage faculty to bring their graduate assistants to workshops to facilitate the incorporation of new methodologies and technologies into the future professoriate's teaching practices.

许多研讨会也为那些请求援助的教师提供学科相关的重要软件，比如MATLAB（数学软件，用于工程、科学、商业）、AutoCAD（设计软件，用于建筑与工程）、ESRI 地理信息系统（用于农业、工程、科学、社会科学）、LabView（仪器软件，用于农业、工程、科学）以及其他。所有研讨会都包含上机时间，旨在为教师提供应用所学的机会。教师发展学会员工还鼓励教师带上助教参加研讨会，以促使新技术新方法融合进将来的专业教学实践中。

Other changes in programming include immersing faculty in more online activities that might lead to creating learning environments similar to their students' personal communication environments. A workshop might include an online tutorial, a short streaming video segment, and an online chat or discussion. The overall context emphasizes how technology-based resources may be useful to students in the learning; in the background, the hands-on use of software and Web-based tools such as course management systems or e-portfolios provides opportunities to practice.

规划中的其他改变包括让教师沉浸在更多在线活动中，这可以让教师创造类似于他们学生的个人通讯环境的学习环境。研讨会还包括在线教程，流视频片段，在线谈话及讨论。整体环境强调技术资源如何用于学生学习，在后台，现成的软件和网页工具，比如课程管理系统、电子学习档案，为实践提供了机会。

A third shift has involved recognizing that FDI, while beginning as a teaching/learning enhancement program, should enlarge its scope to directly address how information technologies can be useful in all aspects of faculty life. Indeed, FDI staff work hard to maintain programming relevance and value. The identification of new topics and issues often comes directly from faculty through program evaluations, internal grant proposals, consultations, and direct suggestions. In addition, staff hold periodic program-planning briefings with each college to gather feedback on current offerings and to gain faculty input on topics that should be addressed in the future. Examples of new topics introduced based on faculty suggestions include Creating Learning-Centered Instruction, Parallel Programming for Supercomputing, and Using LabVIEW to Enhance Laboratory Learning. Other workshops and support for technology-assisted or enhanced research collaboration, grant writing, and presentation of research findings also resulted directly from faculty requests.

第三个改变牵涉到对教师发展学会的认可，虽然一开始是教育学习发展项目，意图扩大其作用范围，直接解决信息技术如何用在教师生活方方面面。事实上，教师发展学会员工很努力保持项目的意义和价值。要确认来自教师的新课题和问题，就要通过项目评估、内部许可提案、评议会、直接建议。另外，员工定期为每个学院发布项目规划简报，并收集对当前服务的反馈，得到教师对课题的看法，并在未来加以解决。基于教师建议开设新的课题介绍范例，包括创建以学习为中心的教学法，超级计算机并行程序设计，使用 LabView 增强实验学习。计算机辅助或增强协作研究、授予写作、展示研究成果，等其他研讨会及技术支持，也都直接来自于教师建议。

Another aspect of maintaining FDI relevance and value involves providing just-in-time, need-to-know access to information. FDI provides several Web-based information resources. An instructional design portal provides in-depth information, examples, and Web references covering instructional design models, pedagogy and learning theories, teaching strategies, media selection methodologies, and guidance on evaluation and assessment.¹⁰ For those with immediate questions concerning software functions and operations, FDI licenses online tutorials from Element K and Atomic Learning.^11a,b Because the tutorial is well indexed, it is also easy to search when looking for specific information, such as how to insert graphs into documents. Thus the tutorial can also serve as an on-demand reference or help tool.

另一方面，维持教师发展学会的意义和价值，需要提供及时的公开的信息访问。教师发展学会提供许多网页信息资源。教学设计门户网站提供深入信息、示例和网络参考文献，内容覆盖教学设计模式、教育学和学习理论、教学策略、媒体选择方法论、评价与评估指南。针对这些与软件功能和操作有关的实时提问，教师发展学会允许在线辅导资料从钾元素到学习原子。由于这种辅导资料有着良好的索引，因此在需要寻找特定信息的时候很方便搜索，比如如何向文档中插入图形。因而这种辅导资料也可以作为一种围绕需求产生的参考文献或者帮助工具。

While faculty may refer to these resources for their own use, they also frequently treat the tutorials as supplements or references for students. Some faculty assign tutorials to be used outside class, saving valuable face-to-face time for other topics. Hundreds of tutorials are available and marketed alongside face-to-face workshops to emphasize continual availability. Faculty and students expect such immediate access—a characteristic of the Net Generation.

虽然教师可以自己引用这些资源，但他们也经常把这些辅导资料当作学生的补充和参考文献。一些教师设计课堂之外使用的辅导材料，为其他课题节省宝贵的面谈时间。有数以百计的辅导资料可用，依靠面对面的研讨会进行推广，强调可持续性。教师和学生期望这样的直接访问——网络世代的特点。

Carefully coordinated faculty development programs are a critical component of teaching and learning improvement. But these efforts are not stand-alone initiatives; they must be linked to infrastructure and services. For example, holistic planning is a necessity when curricular changes occur that require long-term planning for upgrades of discipline-specific computer classrooms and development of new courseware by faculty. Likewise, planning for workshops related to effective uses of wireless Internet access in classrooms should be coordinated with campus network planning efforts so that faculty are ready to leverage such an asset as soon as it is operational.

认真协调教师发展项目，是改善教育学习这一工作很重要的一部分。但是这些努力并不是孤立的行为，他们必须与基础设施及服务关联起来。比如，当课程发生变化，就需要整体规划，规划更新具体学科计算机教室的整个学期的安排，以及教师开发新的课件。同样，研讨会与有效使用无线互联网接入访问教室的规划，应该与校园网络规划工作协调好，这样教师为使用这些设施做好准备，一来就可以用。

Virginia Tech, like many institutions, offers an array of services on behalf of technology-assisted learning that are closely aligned with the supporting infrastructure. Presenting a comprehensive, cohesive view of the breadth and depth of development services and programs is useful; old-fashioned marketing helps. Strategies aimed at better cohesion and communication include coordinating institutional offerings, cosponsoring and cobranding presentations, workshops, and lecture series, as well as internal grant programs and course development assets. Because different development programs and agencies within an institution often attract different segments of university faculty and staff, joint marketing and sponsorship can broaden the awareness and impact of each unit's work while simultaneously amplifying communication of institutional aims. In addition, Virginia Tech constructed Torgersen Hall, a building designed to showcase university activities for integrating technology in teaching and research as well as to provide spaces where such efforts might come together more spontaneously. Torgersen Hall also provides a home for FDI, the New Media Center, the digital library research, and more.

弗吉尼亚理工大学，和其他教育机构一样，提供了一系列可以帮助用技术辅助学习的服务，这些服务与配套设施高度一致。提出一项既全面又内聚的观点，关于发展服务和项目的广度和深度都是有用的，老式的市场营销帮助。针对更好地团结与沟通的策略，包括协调机构服务、共同赞助及联合署名演讲、研讨会、系列讲座，以及国内捐款项目和课程开发设备。因为教育机构内不同的开发项目和部门，常常吸引不同的大学教师学生群体，共同营销及赞助可以拓宽认知和每个单元工作的影响力，同时放大教育机构目标的沟通。另外，弗吉尼亚理工大学修建了托格森大厅，意在陈列大学把技术集成进教学和研究的活动，以及提供场所让这些工作能够更自发的走到一起。托格森大厅也为教师发展学会、新媒体中心、数字化图书馆研究，等提供办公场所。

Click here to access videos of Torgersen Hall.

点击此处访问托格森大厅相关视频。

In summary, the FDI aims to help faculty construct a personal linkage between their professional needs in teaching and research as well as with the Net Generation and emerging technologies. Such development programs should emphasize teaching, learning, curriculum, discovery, and the needs of faculty and students; they should not focus on technology for its own sake. This focus underlies FDI's long-term, strategic value to the faculty and the university, which faculty and students have confirmed in surveys. Survey respondents indicate that active learning is integrated into instruction; greater student collaboration is taking place; and communication between faculty and students is enhanced. More important, perhaps, the surveys suggest that students feel they have a better understanding of course materials. Plus, they believe that they are provided opportunities to develop skills—such as problem-solving and critical thinking—that transcend individual subjects.

总之，教师发展学会旨在帮助教师，在其专业教学研究需求，和网络世代与新技术之间，构建个人联系。这一发展计划应强调教学、学习、课程、探索、师生需求，不应该把技术当成目标。这种强调构成了教师发展学会为学校和教师定下的长期战略价值，这已通过调查为师生所证实。调查对象表示，教学中已经集成有积极学习，正在发生更大程度的学生合作，师生之间的交流得到加强。或许更重要的是，调查表明，学生觉得他们对教材有了更好的理解。此外，他们相信他们获得机会发展大都科目所不能得到的技能，比如问题解决和批判性思考。

The Graduate Education Development Institute

研究生教育发展学会

Building on the success of the Faculty Development Institute, Virginia Tech launched a pilot project in 2003. Working in collaboration with the Graduate School, Learning Technologies (the division of Information Technology at Virginia Tech that also houses FDI) created the Graduate Education Development Institute (GEDI) to engage future faculty in teaching, learning, and technology issues as an integral part of their graduate student professional development. According to the EDUCAUSE Current Issues Committee, the "rapid introduction of new technologies and the constant enhancements and upgrades to existing technologies" indicates that faculty development models that focus on continuous learning and that take a systemic approach are increasingly necessary.¹² With the creation of GEDI, Virginia Tech is moving toward a systemic approach that addresses current faculty (in FDI) and that engages our future faculty (in GEDI). While we encourage faculty-to-graduate-student mentoring, GEDI also recognizes the importance of peer mentoring in the process of learning to teach effectively. To that end, GEDI serves as a multidisciplinary site where graduate students can explore the integration of teaching, learning, and technology that meets the needs of Net Generation learners and their own professional needs for FITness.

在教师发展学会的基础上，弗吉尼亚理工大学于二〇〇三年启动了一项试点项目。与研究生院合作开展学习技术研究（在弗吉尼亚理工大学，研究信息技术的部门还有教师发展学会），建立研究生教育发展学会（GEDI），鼓励未来教师将教育、学习、技术问题当作其研究生专业发展不可分割的一部分。据EDUCAUSE 当前问题委员会所述，“新技术的快速引入，以及对已有技术的不断更新换代”，表明强调不断学习、采取系统方法进行学习这种教师发展模式，日益必要。随着研究生教育发展学会的建立，弗吉尼亚理工大学正开始通过系统方法对待当前的（教师发展学会里的）教师、吸引我们未来的（研究生教育发展学会里的）教师。虽然我们鼓励教师辅导研究生，但是研究生教育发展学会也认可学习过程中，同伴辅导对有效教学的重要性。为此，研究生教育发展学会建立一座多学科网站，让研究生探究教育、学习与技术的集成，满足网络世代学习者的需求，以及他们自己为达到适应性而产生的专业需求。

GEDI invites future faculty, at the beginning of their teaching careers, to begin thinking about how they can best communicate with Net Generation students. In doing so, GEDI staff hope to facilitate the development of a reflective teaching practice that better enables 21st-century faculty to recognize the importance of continuous learning for themselves as well as their students.

研究生教育发展学会鼓励未来教师，在其教师生涯一开始，就开始思考他们怎样才能与网络世代学生无障碍沟通。在这情况下，研究生教育发展学会员工希望促进进一步反思教学手段，让新世纪教师更好的认识到，他们自身，以及他们的学生不断学习的重要性。

Click here to access video clips of GEDI participants.

点击此处访问研究生教育发展学会参与者相关视频。

In many ways, professional development issues are as old as academe itself. Yet the future professoriate is facing a new academy, one which asks them to envision "new structures and funding models, new professionals, new relationships, new accountability, and new leadership roles."^13a,b For graduate students who plan to remain in academe, the 21st-century university is an exciting place. Even as novice teachers and scholars, many are eager to critically analyze the kinds of teaching and mentoring practices that have—and have not—worked well. The majority of graduate students in GEDI are a mix of late Baby Boomers and Generation Xers; almost all of these young professionals are technologically savvy in ways that their senior professors are not. As such, GEDI participants are curious about how the Net Generation's learning processes may differ from their own; they are intent on becoming teachers with skills that engage Net Generation learners.

在许多方面，专业发展问题跟学术界一样古老。然而，未来的教授将要面临全新的大学，要求他们想像“新的结构和资金模式、新的专业人才、新的关系、新的责任、新的领导工作”。对于打算留在学术界的研究生，二十一世纪的大学是一个令人激动的地方。即使是新进的教师和学者，许多都热衷于以批判的眼光，分析这类教学和辅导策略，行之有效或无效的方法。研究生教育发展学会中的研究生大部分都是婴儿潮后期和里根世代。这些年轻的专业人才几乎所有都掌握他们年长教授不懂的技术。这样一来，研究生教育发展学会参与者都很好奇，网络世代的学习过程与他们自己的有哪些不同，他们专注于成为懂技术的、能够吸引网络世代学习者的教师。

Still in a pilot phase, the primary focus of GEDI is a semester-long, for-credit, multidisciplinary seminar, "Pedagogical Practices in Contemporary Contexts." This course asks participants to explore (and begin to develop) the kinds of reflective pedagogical practices that stimulate 21st-century lifelong learning and engagement within the Net Generation. (The course is also part of a recently approved Future Professoriate graduate certificate that students may choose to earn.) The intent of the GEDI pilot project is to move beyond the unavoidable limitations of short-term, workshop-based training. GEDI staff work to create an interactive community over the span of a semester. This community crosses disciplinary lines, offering the potential for multidisciplinary collaboration and opportunities to "think outside the box" of discipline-specific perspectives. This process begins by discussing the importance of having pedagogical practices informed by pedagogical theory. In many disciplines there is little organized discussion of teaching methods, and rarely is there assigned reading in any pedagogical theory that might inform practice. (Colleges and schools of education, as well as some disciplines within the humanities, are notable exceptions.)

目前仍然处在试验阶段，研究生教育发展学会重点关注为期一学期的、计算学分的多学科研讨会，“当代环境下的教学方式”。该课程要求参与者探究（同时开始发展）能够激励二十一世纪终身学习、促进网络世代参与其中的各类反思型教学方法。（该课程也是最近批准的未来教授学位证书的一部分，允许学生选修。）研究生教育发展学会试验项目的意图在于，超越短期研讨班训练不可避免的局限性。研究生教育发展学会员工的工作建立起了为期一个学期的互动社区。该社区跨越众多学科，提供了多学科合作的潜力，为具体学科看法提供了“走出局限思维”的机会。这一过程首先讨论通过教学理论了解教学实践的重要性。许多学科很少组织讨论教学方法。（教育院校，以及一些人文学科，显然例外）。

In the first part of the GEDI course, students look at the potential usefulness of a critical pedagogical praxis. In particular, participants examine ways in which critical pedagogy may inform teaching practices with the goal of helping students think about their own learning processes. For example, seminar participants read selected works and discuss ways in which theory and practice might be reinvented and reframed for their own discipline. GEDI participants are encouraged to read other pedagogical theory as well. Emphasis is placed on thinking about pedagogical practices in terms of the learning objectives each instructor is trying to achieve, not on a specific theoretical approach. This process is increasingly important as participants learn to recognize the ways in which Net Generation students differ from their predecessors and the ways in which learning to be FIT might successfully occur.

在研究生教育发展学会课程的最开始，学生考虑一项关键教学实践的潜在效用。特别是，参与者探讨在帮助学生思考自身学习过程之一目标之下，这一批判式教学法会影响教学实践的哪些方面。比如，研讨会与会者阅读选出文章，讨论在自身学科当中的哪些方面，重复发明、构造了这些理论和实践活动。研究生教育发展学会鼓励参与者也阅读其他教学法理论。重点放在对教学实践的思考上，要从每位教育者力求实现的学习目标方面进行思考，而非具体的理论方法。随着参与者学习认识到，网络世代学生与其前辈的不同，以及学习达到适应状态的方法有可能成功，该过程越发重要。

Regardless of the domain knowledge being taught, traditional teaching methods are often viewed as less effective with Net Generation students. With attention to what Jason Frand called the attributes of the "information-age mindset,"¹⁴ GEDI participants discuss ways to use technologies that the Net Generation views as normative (rather than as technology) to challenge these learners to think creatively and critically. As Frand suggested, moving from "interacting on the Net" to "critical thinking" is not necessarily a simple or easy leap. Yet it is a necessary one. Helping students understand that finding information via Google is not synonymous with the critical evaluation of information is one of the tasks of contemporary higher education. As Net Generation students leave college and enter the broader society, "the ability to deal with complex and often ambiguous information will be more important than simply knowing a lot of facts or having an accumulation of knowledge."¹⁵

由于忽视正在传授的领域知识，传统教学模式被认为对网络世代学生不再那么有效。注意到贾森·弗伦德所说的“信息时代的心态”特征，研究生教育发展学会参与者讨论如何运用网络世代视为必需品（而不是技术）的技术，来促使这些学习者创造性、批判性的思考。正如弗伦德所说的，从“网上互动”移动到“批判性思维”，并不一定是简单容易的一跃。然而，却是必经之路。帮助学生认识到，通过谷歌找到信息，并不等于对信息的批判性评价。这是当代高等教育的任务之一。随着网络世代学生离开学校进入广阔的社会，“处理复杂而含糊的信息的能力，比简单知道大量事实，掌握大量堆砌的知识，更为重要。”

For some faculty, many of whom have been teaching for several decades, the learning processes of Net Generation students are viewed within a negative framework. Differences in learning processes are perceived as shortcomings—the desire for ubiquitous connectivity, the preference for multitasking and "channel-surfing attention spans," and less tolerance for delays, for example—when compared with previous generations of learners. In GEDI, participants avoid judgmental evaluations of different learning processes and focus instead on creating problem-based, active-learning environments that prepare Net Generation students for the complex 21st-century context in which they live and work.

一些教师，许多人已教了几十年，认为网络世代学生的学习过程只有消极作用。把与上一代学习者相比，学习过程中的差别——比如，渴望无处不在的连接、偏爱多任务工作和“不断变换注意力”、忍受不了缓慢——当作缺点。

GEDI participants, across a wide range of disciplines, are interested in discovering how current technologies might further students' intellectual movement from simplistic "absolute knowers" to more sophisticated "contextual knowers."¹⁶ The GEDI seminar conversations also focus on issues of diversity: recognizing diverse curricular goals, diverse learning styles, and the increasingly diverse demographics that exist both inside and outside 21st-century classrooms. GEDI's primary emphasis, though, is on developing curricular approaches and pedagogical practices that facilitate Net Generation learners' abilities to problem solve in complex contexts—a process that requires the contemporary skills, foundational concepts, and intellectual capabilities that go with a FIT mindset.

研究生教育发展学会参与者，来自各个学科，都对揭示当前技术如何将学生的智力活动，从简单的“事实认知者”推进到更复杂的“情景认知者”，很感兴趣。研究生教育发展学会研讨会的讨论也侧重于多样性问题：承认不同的课程目标，不同的学习风格，21世纪教室内外的人口日趋多样化。但是，研究生教育发展学会的重点，是开发课程和教学方式，帮助网络世代学习者有能力解决复杂环境中的问题。这一过程需要与适应性心态相符的当代技能，基本概念和知识能力。

Within the GEDI seminar, participants from fields as diverse as engineering, political science, chemistry, and English examine various problem-based learning case studies. Participants decide how and why a particular case study does (or does not) work and how to improve it. They explore whether the case study involves problem-based learning that encourages students to problem solve while simultaneously using domain knowledge, skill sets, and tools particular to that discipline. Participants assess whether a strategy inadvertently has a closed-ended answer, or whether it provides opportunities for students to suggest alternative solutions. They focus on how Net Gen students' technology skills and learning processes are engaged. In addition, emphasis is placed on case studies requiring students to address complex domestic and/or global contexts in finding possible solutions. These conversations take place with attention to different teaching and learning environments—from small labs and discussion-based classrooms to large lecture halls, hybrid/blended situations, and fully online courses. Following the collective cross-disciplinary discussions about what makes a successful case study, participants work individually or in teams to develop a sample problem-based learning module or case study for use in a course. Part of the task includes providing audience- and site-specific learning objectives for the case study and rationales for how and why various technologies are integrated.

通过研究生教育发展学会研讨会，来自工程、政治、化学、英语等各个学科的参与者，研究各种问题导向式学习的案例研究。参与者决定如何及为何研究（不研究）具体案例，以及如何改进。他们探究某一案例研究是否涉及问题导向式学习，因为这可以鼓励学生同时运用领域知识、技能集、学科特定工具去解决问题。参与者评定某一策略是否无意识的存在封闭式答案，是否为学生暗示有多种解决方案。他们关注网络世代学生用到的技术技能和学习过程。另外，案例研究强调需要学生解决复杂的生活环境问题和全球环境问题，找出可能解决方案。这些讨论注意采用不同的教学和学习环境——从小型实验室和以讨论为基础的课堂到大型演讲厅、在线与现实混合教学，一直到完全在线课程。经过这种共同的跨学科的讨论怎样才是成功的案例研究，参与者独自或组队开发出用于课程中的示例问题导向式学习模型或案例研究。部分任务包括为案例研究提供针对具体观众具体场所的学习目标，以及如何及为何整合各种技术的理由。

In seminar dialogues, participants talk about active learning that recognizes and develops undergraduate students' sense of agency as FIT critical thinkers; they are also fostering their own sense of agency—as future faculty—about their teaching. For example, GEDI facilitators prefer not to overemphasize "how to" prescriptions about various teaching and learning technologies; instead, they encourage graduate students to explore how they might shape the technology to fit their pedagogy rather than vice versa. Likewise, since a critically engaged, self-reflective teaching praxis is what GEDI participants are encouraged to develop, the seminar and assignments are designed to foster a reflective practice. As part of this process, GEDI participants explore the use of Virginia Tech's e-portfolio software as both a teaching tool and a professional development tool. To understand some of the ways they might incorporate the use of an e-portfolio into their teaching and how they might engage Net Generation learners in critical reflection via the tool, they simulate and use the e-portfolio with each other in much the same way that they might ask their own students to use it. GEDI participants also use the e-portfolio to begin the process of building a teaching portfolio. The creation of a teaching philosophy, syllabi, and digital video clips of their teaching can be "housed" in the e-portfolio along with reflections about their teaching and learning praxis.

在研讨会的讨论当中，参与者谈论主动学习，这能承认并发展本科生运用适应技术的批判性思考的感觉。他们也培养他们自己——作为未来的教师——在教学中运用这些的感觉。比如，研究生教育发展学会主持人并不愿意过分强调“如何”规定各种教育学习技术，相反，他们鼓励研究生探索如何将技术应用到教学当中，而不是相反。同样，因为有批判性思维，研究生教育发展学会鼓励参与者多多自我反思教学活动，研讨会和功课都是为了培养反思实践。作为这一过程的一部分，研究生教育发展学会参与者探索弗吉尼亚理工大学电子学习档案软件的用途，既作为教学工具又作为专业发展工具。为了理解这些用途，他们需要把电子学习档案运用到他们的教学当中，以及他们如何吸引网络世代学习者通过这些工具进行批判性反思，他们要求自己的学生怎样使用电子学习档案，他们彼此就模拟学生怎样使用电子学习档案。研究生教育发展学会参与者也使用电子学习档案开始构建教学档案。他们教学当中创建的教学理念、教学大纲、数码视频片段，都可以存放在电子档案中，同时还有他们对教学和学习过程的反思。

It is important that we develop teaching and learning practices that encourage the Net Generation to develop critically engaged lifelong learning skills—with the emphasis on critically engaged. Technology should not be used to allow students to become passive recipients of information, as some traditional teaching methods do. Integrative approaches to teaching, learning, and technology should not render our students passive learners, however unintentional. Tony Bates has argued that students should be provided opportunities to interact with their instructors and with other learners, whether minutes, miles, or continents apart and, most important, that Net Generation learners "need to be able to challenge and question what they are being taught."¹⁷ Higher education needs to foster active learners with the complex critical thinking and problem-solving skills required for this new century. At Virginia Tech, the GEDI project engages future faculty—those who will be responsible for teaching the Net Generation—in developing "best practices" in technology-enriched teaching and learning.

重要的是，我们发展教学和学习实践，鼓励网络世代批判性的运用终身学习技能——强调批判性的使用。技术不应该被用来让学生变成信息的被动接受者，就像某些传统教学模式所做的那样。把教学、学习和技术综合起来，不应该把我们的学生变成被动学习者，无论有意无意。托尼·贝茨宣称应该为学生提供机会与其教育者及其他学习者互动，不要考虑时间空间的限制，最重要的是，网络世代学习者“需要能够挑战并质疑他们所学的东西”——高等教育需要培养的主动学习者，具有新世纪所必需的复杂批判性思考和问题解决技能。在弗吉尼亚理工大学，研究生教育发展学会项目吸引未来的教师——那些即将教导网络世代的人——发展技术丰富的教育学习的“最佳实践方式”。

Conclusion

结论

Current and future faculty are expanding their understanding of the Net Generation, technology, and pedagogy in an effort to improve teaching and learning. For this to occur, Baby Boomer and Gen-X faculty, as well as graduate students, need systematic support to develop and maintain their own fluency in information technology—to be FIT. Net Generation students assume a technology-enabled context in much of their lives and work; they exhibit a degree of digital literacy not necessarily shared by faculty; and they too need the full complement of knowledge and skills to be FIT. A first step is to focus on what students should know and be able to do. A next step is to understand what technology means to students. Programs such as FDI and GEDI illustrate how to support faculty in their efforts to engage the Net Generation.

当前和未来的教师正在扩展他们对网络世代、技术和教学法的理解，并致力于改善教学和学习。要做到这一点，婴儿潮一代和里根世代教师，以及研究生，需要得到系统的支持，发展和坚持他们自己能够流畅使用信息技术——即适应技术。网络世代学生在学习环境中所使用的技术和他们生活及工作中一样多，他们展示出的数字换素养的程度并不一定与教师分享，他们也需要为了适应技术而补足知识和技能。第一步就是关注学生应该知道什么以及能够做什么。接下来就是理解技术对于学生意味着社么。教师发展学会和研究生发展学会等项目表明如何支持教师努力融入网络世代。

Endnotes

尾注

 


1. Robert B. Kvavik, Judith B. Caruso, and Glenda Morgan, ECAR Study of Students and Information Technology, 2004: Convenience, Connection, and Control (Boulder, Colo.: EDUCAUSE Center for Applied Research, research study, vol. 5, 2004), http://www.educause.edu/ers0405/.


 


2. I. Elaine Allen and Jeff Seaman, Sizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002 and 2003 (Needham, Mass.: Sloan-C, September 2003), http://www.sloan-c.org/resources/sizing_opportunity.pdf.


 


3. Browse the Web sites at the Center for Academic Transformation http://www.center.rpi.edu, the Sloan Consortium http://www.sloan-c.org, WCET http://www.wcet.info, and the EDUCAUSE Center for Applied Research (ECAR) http://www.educause.edu/ecar/ for numerous resources, from case studies to program analyses of pilot initiatives and emerging practices.


 


4. Jason Frand, "The Information-Age Mindset: Changes in Students and Implications for Higher Education," EDUCAUSE Review, vol. 35, no. 5 (September/October 2000), pp. 15–24, http://www.educause.edu/apps/er/erm00/articles005/erm0051.pdf.


 


5. Sherry Turkle, "How Computers Change the Way We Think," Chronicle Review, vol. 50, no. 21 (January 30, 2004), p. B26, available by subscription at http://chronicle.com/weekly/v50/i21/21b02601.htm.


 


6. Sherry Turkle, Life on the Screen: Identity in the Age of the Internet (New York: Touchstone, 1995).


 


7. (a) Brock Read, "Back-to-School Blogging: Web Logs Help Students Prepare for Campus Life," Chronicle of Higher Education, September 3, 2004; available by subscription at http://chronicle.com/prm/weekly/v51/i02/02a03501.htm. For more information about educational blogging and student behavior, see also
   (b) Stephen Downes, "Educational Blogging," EDUCAUSE Review, vol. 39, no. 5 (September/October 2004), pp. 14–26, http://www.educause.edu/apps/er/erm04/erm0450.asp.


 


8. (a) National Research Council, Being Fluent with Information Technology (Washington, D.C.: National Academies, 1999), http://www.nap.edu/catalog/6482.html;
   (b) browse further at the host site http://www.nap.edu/ for numerous other resources on related topics.


 


9. Browse Virginia Tech's Faculty Development Institute Web site http://www.fdi.vt.edu/summer/2004/TrackC.html for more information about faculty training programs.


 


10. Browse Virginia Tech's Educational Technology Web site http://www.edtech.vt.edu/edtech/id/index.html for more information on instructional design and other teaching resources.


 


11. See (a) Element K http://www.elementk.com and
    (b) Atomic Learning http://www.atomiclearning.com.


 


12. Donald Z. Spicer, Peter B. DeBlois, and the EDUCAUSE Current Issues Committee, "Current IT Issues: 2004," EDUCAUSE Review, vol. 39, no. 3 (May/June 2004), pp. 12–26, http://www.educause.edu/apps/er/erm04/erm0430.asp.


 


13. See (a) Carole A. Barone, "The Changing Landscape and the New Academy," EDUCAUSE Review, vol. 38, no. 5 (September/October 2003), pp. 40–47, http://www.educause.edu/ir/library/pdf/erm0353.pdf; and
    (b) Susan Walsh Veronikas and Michael F. Shaughnessy, "Teaching and Learning in a Hybrid World: An Interview with Carol Twigg," EDUCAUSE Review, vol. 39, no. 4 (July/August 2004), pp. 50–62, http://www.educause.edu/apps/er/erm04/erm0443.asp.


 


14. Frand, op. cit. 引用如前
    


 


15. Ibid. 同上
    


 


16. Marcia B. Baxter Magolda, Making Their Own Way: Narratives for Transforming Higher Education to Promote Self-Development (Sterling, Va.: Stylus Pub, 2001), pp. 27–36.


 


17. Tony Bates, "Teaching, Learning, and the Impact of Multimedia Technologies," EDUCAUSE Review, vol. 35, no. 5 (September/October 2000), pp.38–43, http://www.educause.edu/apps/er/erm00/articles005/erm0053.pdf.

About the Authors

作者简介

Anne H. Moore is associate vice president for learning technologies at Virginia Tech, where she coordinates such programs as the Faculty Development Institute and the Graduate Education Development Institute. In addition to teaching in urban affairs and planning, she assists underserved rural and urban communities with integrating technology in learning activities. Moore is founding chair of the Electronic Campus of Virginia. She has served as staff director for two reports on the future of Virginia higher education and sits on several advisory boards. Moore holds three degrees from the College of William and Mary and has authored numerous articles, book chapters, and policy papers.

安妮·摩尔，弗吉尼亚理工大学学习技术部副部长助理，他负责协调教师发展学会和研究生教育发展学会这些项目。另外也教授《城市事务与规划》，他帮助服务水平低下的农村和城市社区，将技术整合进学习活动。摩尔是弗吉尼亚电子校园协会的首任会长。他曾担任两份关于弗吉尼亚高等教育未来的报告的人事主任，参加过数个咨询委员会。摩尔拥有威廉与玛丽学院的三项学位，撰写若干文章、书籍章节、政策论文。

John F. Moore is director of educational technologies at Virginia Tech's Faculty Development Institute, recognized for its best practices in a national benchmarking study sponsored by the State Higher Education Executive Officers Association. Moore leads initiatives in e-portfolios, online learning systems, and faculty development. He also heads Virginia Tech's planning and implementation of e-portfolios. Moore codirected the Sloan Foundation–funded ACCESS project to study the effects of asynchronous learning courses on students and faculty, as well as several National Cancer Institute–funded consumer health intervention projects using interactive kiosks. Moore holds bachelor's and master's degrees from Ohio University and a doctorate in instructional systems from Virginia Tech.

约翰·摩尔，弗吉尼亚理工大学教师发展学会学习技术部主任，该学会是国家高等教育行政人员联合会主办的国家基准研究当中公认的最佳实践。摩尔引领电子学习档案、在线学习系统和教师发展的创新。摩尔与他人共同负责斯隆基金会资助的ACCESS 项目，研究教师和学生在异步学习课程中的学习效果，以及国家癌症研究所资助的利用交互式信息亭的一些消费者健康干预项目。摩尔拥有俄亥俄州大学的学士学位和硕士学位，并在从弗吉尼亚理工大学获得教学系统博士学位。

Shelli B. Fowler is director of the Graduate Education Development Institute in Learning Technologies at Virginia Tech and associate professor of English. Her research areas include critical pedagogy and the integration of teaching and technologies, and she is the coeditor of Included in English Studies: Learning Climates That Cultivate Racial and Ethnic Diversity. She is the recipient of several department, college, and university teaching awards. Fowler earned her doctorate from The University of Texas at Austin.

谢丽·福勒，弗吉尼亚理工大学研究生教育发展学会会长，英语系副教授。其研究领域包括批判教学法、教学与技术的整合，也是《英语研究：培养种族及民族多样性的学习风气》编者之一。获得过部门、学院和大学的数项教学奖励。福勒在德州大学奥斯汀分校获得博士学位。

http://www.educause.edu/Resources/EducatingtheNetGeneration/FacultyDevelopmentfortheNetGen/6071