Planning for Neomillennial Learning Styles: Implications for Investments in Technology and Faculty

规划新千年学习风格：投资技术与师资的启示

Chris Dede

克里斯·迪德
Harvard University

哈佛大学

Today's students have been described as having an information-age mindset, being Millennials or members of the Net Generation. While this portrayal of generational learning styles can be oversimplified, the technology and media used by children during their formative years do have an influence on how they learn, as do the media used by adults. However, technology is no more static than people. The Internet is a constantly evolving infrastructure that now supports many media, including such disparate applications as "groupware" for virtual collaboration, asynchronous threaded discussions, multi-user virtual environments, videoconferencing, and mobile, location-aware wireless devices such as personal digital assistants (PDAs) with embedded global positioning system (GPS) capabilities.¹ Research indicates that each of these media, when designed for education, fosters particular types of interactions that enable—and undercut—various learning styles. Rather than describe the present (or the past), this chapter looks at the continuing evolution of computers and telecommunications and speculates on new learning styles emerging media may enable, as well as how higher education can prepare for this shift.

今天的学生已被描述成具有信息时代的心态，是千禧一代或网络世代。虽然可以简单的描述出这一代人的学习风格，儿童在其形成性格时期所使用的技术和媒体，对其学习方式的确有影响，一如成人使用的媒体带来的影响。然而，技术比人发展得更快。互联网是一个不断发展的基础设施，现在可以支持很多媒体，包括完全不同的应用程序作为群件用于虚拟协作，话题的异步讨论，多用户虚拟环境，视频会议，手机，无线位置感知设备如添加了全球定位系统（GPS）的个人数字助理（PDA）。研究表明，这每一项媒体，当用于教育的时候，会培养特定类型的互动方式，从而促进——或削弱——不同的学习方式。本章与其说是在描述现在（或者过去），不如说是着眼于计算机和通讯技术的持续发展，并预测新兴媒体可能促进的新的学习方式，以及高等教育如何为这种变化做好准备。

How Emerging Media Foster Neomillennial Learning Styles

新兴媒体如何培养新千禧一代的学习风格

Over the next decade, three complementary interfaces will shape how people learn:²

在未来十年里，三种辅助接口将会影响到人们的学习方式：

The familiar "world to the desktop." Provides access to distant experts and archives and enables collaborations, mentoring relationships, and virtual communities of practice. This interface is evolving through initiatives such as Internet2.
大家熟悉的“世界联通桌面”。提供对遥远的专家和文档的访问，允许协作，指导关系，虚拟实践社区。此界面通过第二代互联网等举措不断发展。
"Alice in Wonderland" multiuser virtual environments (MUVEs). Participants' avatars (self-created digital characters) interact with computer-based agents and digital artifacts in virtual contexts. The initial stages of studies on shared virtual environments are characterized by advances in Internet games and work in virtual reality.
“爱丽丝漫游仙境”多用户虚拟环境（MUVE）。参与者的化身（自己创造的数码角色）在虚拟的环境中与基于计算机的代理程序和数码物品互动。对共享虚拟环境的研究初始阶段的特点，是通过互联网游戏和在虚拟现实中的工作取得进步。
Ubiquitous computing. Mobile wireless devices infuse virtual resources as we move through the real world. The early stages of "augmented reality" interfaces are characterized by research on the role of "smart objects" and "intelligent contexts" in learning and doing.
无处不在的计算。无线移动设备注入虚拟资源，因为我们在现实世界中不断移动。“增强现实”接口的早期阶段的特点，是对“智能对象”中角色的研究，以及在“智能场景”中学习活动的研究。

Net Generation learning styles stem primarily from the world-to-the-desktop interface; however, the growing prevalence of interfaces to virtual environments and augmented realities is beginning to foster so-called neomillennial learning styles in users of all ages. The crucial factor leading to the augmentation of millennial learning styles with neomillennial characteristics is that the world-to-the-desktop interface is not psychologically immersive, while in contrast virtual environments and augmented realities induce a strong sense of "presence." This immersion in virtual environments and augmented realities shapes participants' learning styles beyond what using sophisticated computers and telecommunications has fostered thus far, with multiple implications for higher education.

网络世代学习风格主要起源于“世界联通桌面”接口，然而，虚拟环境和增强现实接口越来越流行，开始在各年龄段用户中培养所谓的新千年学习方式。导致新千禧一代学习风格增加新千年特征的，是“世界联通桌面”接口不具有心理学上的沉浸感，相反，虚拟环境和增强现实能提供强烈的现场感。这种沉浸到虚拟环境和增强现实当中的状态，可以影响到参与者的学习风格，其影响远超迄今为止使用复杂计算机和电信通讯所培养的学习风格，并为高等教育带来诸多影响。

How Immersive Presence Enhances Learning

沉浸感是如何增强学习的

Immersion is the subjective impression that one is participating in a comprehensive, realistic experience.³ Immersion in a mediated, simulated experience (such as a virtual environment or an augmented reality) involves the willing suspension of disbelief. As an example, when watching a Harry Potter movie on an IMAX screen, the plot and characters coupled with visual and auditory input produce a sense of psychological immersion: the audience does not focus on the sensations of sitting in a theatre seat but instead on being present in a wizarding "world," observing a fascinating series of events. The example is weak, however, because the experience is passive, as opposed to the stronger immersion induced when participants shape an experience rather than just observe it.

沉浸感是主观感受，感受者以为正参与到全方位的、真实的体验中。存在于间接的虚拟的体验（比如虚拟环境或增强现实）当中的沉浸感涉及到自愿消除怀疑这种心理活动。举个例子，当在IMAX幕布前观看哈利·波特电影时，情节、角色加上视觉听觉输入，就会产生沉浸感这种心理感受：观众并没有坐在电影院椅子里的感受，而是存在于魔法世界之中，观察到一系列迷人的事情。然而，这个示例是比较弱的，因为与之相反，比较强的沉浸感会导致参与者改变经验而不仅仅是观察。

The design of mediated-immersion simulated learning experiences depends on actional, symbolic, and sensory factors.⁴ Inducing actional immersion involves empowering the participant in an experience to initiate actions that have novel, intriguing consequences. For example, when a baby is learning to walk, the degree of concentration this activity creates in the child is extraordinary. Discovering new capabilities to shape one's environment is highly motivating and sharply focuses attention.

间接沉浸感的模拟学习体验设计取决于动态的、象征性的感官因素。引起动态沉浸感涉及到授权参与者在体验中发起行动，这些行动具有新奇有趣的结果。比如，当婴儿学习走路，在这个活动中婴儿产生出来的注意力程度，是非常高的。发现新的能力，从而改变自身的环境，动力非常强大，关注程度非常高。

Inducing a participant's symbolic immersion involves triggering powerful semantic associations via the content of an experience. As an illustration, reading a horror novel at midnight in a strange house builds a mounting sense of terror, even though one's physical context is unchanging and rationally safe. Invoking intellectual, emotional, and normative archetypes deepens the experience by imposing a complex overlay of associative mental models.

引发参与者象征性的沉浸感，需要通过体验环境触发强大的语义关联。半夜在陌生房子里阅读恐怖小说，恐惧感会越来越多，就是明证，尽管此人的物质环境并没有出现异常、相当安全。通过不断施加复杂的联想心理模型覆盖，运用智力、情感和标准原型去深化体验。

Beyond actional and symbolic immersion, advances in interface technology are now creating virtual environments and augmented realities that induce a psychological sense of sensory and physical immersion. Sensory immersion is relatively easy to foster in augmented realities, which are set in physical environments. Psychological immersion is achievable in MUVEs by design strategies that combine actional, symbolic, and sensory factors in manipulating an avatar to further the suspension of disbelief that the participant represented by the avatar is "inside" a virtual environment: the equivalent of diving rather than riding in a glass-bottomed boat.

除了动态的和象征性的沉浸，接口技术的进步，使得现在已经可以创造虚拟环境和增强现实，从而引起心理学意义上的感觉和身体的沉浸感。在增强现实中相对容易培养出知觉沉浸，因为增强现实是建立在物理环境之中的。心理沉浸可以在多用户虚拟环境中实现，在操纵化身时，通过设计策略融合动态的、象征性的和感觉因素，以推动消除怀疑，化身所代表的参与者就是身处虚拟环境之中：相当于潜水而不是坐在玻璃底小船上。

For example, one design strategy to induce psychological immersion in virtual environments is using egocentric rather than exocentric frames of reference. As Salzman described,

比如，有一种设计策略是利用自我中心参考系而不是外中心参考系，去促进虚拟环境中的心理沉浸。正如萨尔兹曼所述：

The exocentric frame of reference (FOR) provides a view of an object, space, or phenomena from the outside, while the egocentric FOR provides a view of the object, space, or phenomena from within. Imagine a dollhouse. As a human, you can peer at the house from a number of angles, you can reach into it to feel the rugs and furniture with your fingers, and you may even be able to stick your head inside; but you can only imagine what it would be like to be a doll living inside that house. You experience the dollhouse from the exocentric FOR. If you were the doll inside the house, you would experience the house and its furnishings from within—walking on the rugs, sitting in the chairs, and sleeping in the bed; but you would only be able to imagine what it would be like to be the human on the outside looking in. You would experience the dollhouse from the egocentric FOR. Each FOR would give you different kinds of information about the dollhouse and it might shape what you come to know about that house.⁵
外中心参考系提供了从外界对事物、空间、现象的看法，而自我参考系提供的是从内部对事物、空间、现象的看法。想像一个玩具屋，作为成人，你可以从多角度观察这套房子，你可以把手指伸进去触摸地毯和家具，你甚至还可以把脑袋塞进去，但是你只能想像生活其中的玩偶会是什么样子的。你对这套玩具屋的体验就是来自外中心参考系的。如果你是住在里面的玩偶，你就能从内部体验这套房子和里面的陈设——走在地毯上、坐在椅子里、睡在床上，但是你只能想像，这套房子从外面人类的眼里看上去是什么样子。这就是从自我中心参考系去体验这套玩具屋。关于这套玩具屋，每种参考系都会给你提供不同类型的信息，并可能影响到你接下来对这套房子的了解。

The research on virtual reality Salzman and I conducted on frames of reference found that the exocentric and the egocentric FORs have different strengths for learning. Our studies established that learning ideally involves a "bicentric" perspective alternating between egocentric and exocentric FORs.

萨尔兹曼和我管理的这项对虚拟现实的研究，发现外中心参考系和自我参考系对于学习有着不同的优势。我们的研究证明，理想学习涉及到一种在自我中心参考系和外中心参考系之间不断切换的“双中心”思考方式。

We also researched how each of these three perspectives—the egocentric, the exocentric, and the bicentric—influenced participants' motivation and learning styles.⁶ One major advantage of egocentric perspectives is that they enable participants' actional immersion and motivation more strongly than exocentric FORs, which are better suited for dispassionate observer roles. Another advantage of the egocentric FOR is that this perspective enables "situated" learning, while exocentric perspectives foster insights gained from distancing oneself from the context (seeing the forest rather than the trees). Bicentric FORs combine the strengths of each perspective.

我们也研究这三种思考方式——自我中心、外中心、双中心——是如何影响参与者的积极性和学习方式的。自我中心思考方式的一个主要优势，是他们使得参与者的动态沉浸和积极性比外中心参考系要强得多，后者更适合冷静的观察者角色。自我中心参考系的另一个优势就是，这种思考方式可以实现情境式学习，而外中心思考方式可以将自身远离环境（看见森林而不是树木），从而培养观察力。双中心参考系融合了两种思考方式的优点。

Situated Learning and Transfer via Psychological Immersion

情境式学习以及通过心理沉浸来迁移

The capability of computer interfaces to foster psychological immersion enables technology-intensive educational experiences that draw on a powerful pedagogy: situated learning. Reports such as the National Research Council's study⁷delineate theoretical constructs for understanding teaching and learning. The major schools of thought cited are behaviorist theories of learning (presentational instruction), cognitivist theories of learning (tutoring and guided learning by doing), and situated theories of learning (mentoring and apprenticeships in communities of practice). Situated learning requires authentic contexts, activities, and assessment coupled with guidance from expert modeling, mentoring, and "legitimate peripheral participation."⁸ As an example of legitimate peripheral participation, graduate students work within the laboratories of expert researchers, who model the practice of scholarship. These students interact with experts in research as well as with other members of the research team who understand the complex processes of scholarship to varying degrees. While in these laboratories, students gradually move from novice researchers to more advanced roles, with the skills and expectations for them evolving.

计算机界面培养心理沉浸的能力，使得技术密集型教育体验成为可能，这种教育体验建立在一种强大的教学法之上：情境式学习。诸如国家研究委员会的研究报告描绘了理解教育和学习的理论构造。主要思想学派引用的都是行为主义学习理论（表象教学）、认知主义学习理论（辅导和指导下的做中学），以及情境学习理论（社区实践中的导师与学徒制）。情境式学习需要真实的情景、活动、评价，以及来自专家建模、引导和“适度周边参与”下的指导。在学者专家实验室内部工作的研究生，为追求奖学金而实践，可以作为适度周边参与的例子。这些学生在研究中与专家互动，与研究小组知道不同学位奖学金的复杂过程的其他成员互动。在实验室期间，这些学生逐步从研究新手转变成更高等的角色，与之相应的还有他们的技能和期望。

Potentially quite powerful, situated learning is much less used for instruction than behaviorist or cognitivist approaches. This is largely because creating tacit, relatively unstructured learning in complex real-world settings is difficult. However, virtual environments and ubiquitous computing can draw on the power of situated learning by creating immersive, extended experiences with problems and contexts similar to the real world.⁹ In particular, MUVEs and real-world settings augmented with virtual information provide the capability to create problem-solving communities in which participants can gain knowledge and skills through interacting with other participants who have varied levels of skills, enabling legitimate peripheral participation driven by intrinsic sociocultural forces.

尽管都认为情境式学习非常强大，但在教学中远比行为主义和认知主义方式用得少。这主要是因为在复杂的真实环境中建立默契、相对松散的学习很困难。然而，虚拟环境和无处不在的计算可以借助情境式学习的威力，在非常类似真实世界的场景和问题中，创建沉浸式拓展体验。特别是，虚拟信息强化后的多用户虚拟环境和真实环境，提供条件创建解决问题的社区，在社区里参与者可以通过与拥有不同水平的技能的其他参与者互动获取知识和技能，使由社会文化内在力量驱动的适度周边参与成为可能。

Situated learning is important in part because of the crucial issue of transfer. Transfer is defined as the application of knowledge learned in one situation to another situation and is demonstrated if instruction on a learning task leads to improved performance on a transfer task, typically a skilled performance in a real-world setting.¹⁰ One of the major criticisms of instruction today is the low rate of transfer generated by conventional instruction. Even students who excel in schooling or training settings often are unable to apply what they have learned to similar real-world contexts. Situated learning addresses this challenge by making the setting in which learning takes place similar to the real-world context for performance in work or personal life.¹¹ Learning in well-designed digital contexts can lead to the replication in the real world of behaviors successful in simulated environments.¹²

就某种程度而言情境式学习很重要，因为关键是迁移问题。迁移是指把在一种情况下学到的知识应用到其他状况中去，并且能够证明，针对一项学习任务的指令是否会改善迁移任务的表现，迁移任务一般都是一项真实环境中的需要技巧的工作。现今对教育的主要批评之一就是传统教育产生的迁移率低。即使学生在学校教育或训练机构中很优秀，也常常不能将其所学应用到类似的真实环境中去。情境式学习通过将学习场所置于类似工作和个人生活中会出现的真实环境的地方，来解决这一难题。在设计良好的数字化场景中学习，可以在模拟环境中重复真实世界的成功行为。

Moreover, the evolution of an individual's or group's identity is an important type of learning for which simulated experiences situated in virtual environments or augmented realities are well suited. Reflecting on and refining an individual identity is often a significant issue for higher education students of all ages, and learning to evolve group and organizational identity is a crucial skill in enabling innovation and in adapting to shifting contexts. The social sciences see both the self and the organization as often fragmented, with complementary parts, rather than centralized and unitary. Identity "play" through trying on various representations of the self and the group in virtual environments provides a means for different sides of a person or team to find common ground and the opportunity for synthesis and evolution.

此外，对于能够很好适应虚拟环境或增强现实中的模拟体验而言，个人和团体身份的演变也是一项很重要的学习类型，反思并改进个人身份往往是各个年龄段的高校学生的重大问题，学习如何发展团队和组织身份也是一项有利于创新、适应不断变化的环境的关键技能。社会科学看到自我和组织往往都是分散的，同时又有互补的地方，而不是集中的单一的。通过在虚拟环境中尝试自我和团队的各种身份表现形式，为个人或团队的不同方面提供了找到共同点的途径，以及综合演化的机会。

Immersion is important in this process of identity exploration because virtual identity is unfettered by physical attributes such as gender, race, and disabilities. Virtual environments based on games such as EverQuest (http://eqlive.station.sony.com/) and simulations such as Whyville (http://www.whyville.net/) illustrate how participants take advantage of fluidity in the identities they present. Simulations in virtual environments and augmented realities increase the value of these explorations by providing realistic feedback on how the real world responds to various patterns of individual and group behavior.¹³

在身份探索过程中沉浸感很重要，因为虚拟身份不受身体特征的限制，如性别、种族、残疾。基于游戏的虚拟环境如《无尽的任务》和Whyville 这类模拟社区表明，参与者是如何利用他们所呈现出身份的易变形的。正如真实世界如何反馈个人和团体行为的各种模式一样，虚拟环境中的模拟社区和增强现实通过提供真实的反馈，增加了这些探索的价值。

But what is so special about the egocentric perspectives and situated learning now enabled by emerging media? After all, each of us lives with an egocentric perspective in the real world and has many opportunities for situated learning without using technology. One attribute that makes mediated immersion different and powerful is the ability to access information resources and psychosocial community distributed across distance and time, broadening and deepening experience. A second important attribute is the ability to create interactions and activities in mediated experience not possible in the real world, such as teleporting within a virtual environment, enabling a distant person to see a real-time image of your local environment, or interacting with a (simulated) chemical spill in a busy public setting. Both of these attributes are actualized in the Alice-in-Wonderland interface.

但是，为什么自我中心思考方式和情境式学习现在是由新兴媒体启动？毕竟，我们每个人都以自我中心思考方式生活在这个真实的世界当中，有很多不需要使用技术的情境式学习机会。令间接沉浸感与众不同且强大的一种特征是这项能力可以访问信息资源，并且社会心理学无处无时不在，能够扩大深化体验。第二个重要的特征是，这项能力可以在中介体验中创造出在真实世界中不可能存在的交互和活动，比如在虚拟环境中的远距离传输，使远处的人看到你当地环境的实时图像，或者在繁忙的公共场所处理（模拟的）化学品溢出。这些特征都由爱丽丝漫游仙境接口实现。

Immersion in Virtual Educational Environments

沉浸在虚拟教育环境中

Most students now using MUVEs do so in the context of gaming. As Steinkuehler noted,

多数学生现在游戏环境中利用多用户虚拟环境这么做。正如斯滕指出的：

Massively multiplayer online games (MMOGs) are highly graphical 2- or 3-D videogames played online, allowing individuals, through their self-created digital characters, or "avatars," to interact not only with the gaming software (the designed environment of the game and the computer-controlled characters within it) but with other players' avatars as well. These virtual worlds are persistent social and material worlds, loosely structured by open-ended (fantasy) narratives, where players are largely free to do as they please—slay ogres, siege castles, barter goods in town, or shake the fruit out of trees…. Thanks to out-of-game trading of in-game items, Norrath, the virtual setting of the MMOG EverQuest, is the seventy-seventh largest economy in the real world, with a GNP per capita between that of Russia and Bulgaria. One platinum piece, the unit of currency in Norrath, trades on real world exchange markets higher than both the Yen and the Lira (Castronova, 2001).¹⁴
大型多用户在线游戏（MMOG）都是在线玩的高标准二维三维图形视频游戏，允许个人，通过他们自己创造的数码角色，或者说“化身”，进行互动，不仅仅是和游戏软件（游戏内的设定环境以及计算机控制的角色），还和其他玩家的化身互动。这些虚拟世界都是持久稳固的社会和物质世界，松散的结构，开放的（幻想）叙事，玩家高度自由随心所欲——杀怪、攻城、在城镇里以货易货、从树上摇果子……由于在游戏之外进行着游戏内物品的交易，诺拉斯，大型多用户在线游戏（MMOG）《无尽的任务》中的虚拟大陆，在真实世界经济体中，按照人均国民生产总值排名第七十七，排在俄罗斯和保加利亚之间。一白金币，诺拉斯的货币单位，在真实世界外汇市场的交易额高于日元和里拉（卡斯楚诺瓦，2001）。

Black noted that players of all ages are involved in many different MMOGs and in ancillary activities such as fanfiction Web sites, where people enamored with a particular game or book can add to its genre with their own writing.¹⁵ (These fanfiction archives are substantial; Black documented a multifandom archive that contains hundreds of thousands works of original fanfiction, including over 20,000 Final Fantasy video game–related fictions and approximately 127,000 Harry Potter–based texts.) While the content of these games and activities often does not lead to knowledge useful in the real world, rich types of learning and identity formation do take place in these environments, fostering neomillennial learning styles based on characteristics of immersive mediated interaction. The research my colleagues and I are conducting on MUVEs for educating young people about higher order inquiry skills illustrates this.

布莱克指出，各年龄段的玩家都参与到许多不同的大型多用户在线游戏（MMOG）及其附属活动，如同人网站，在这里人们沉迷于一出特定的游戏或书籍，并且自己撰写故事。（这些同人文档内容翔实，布莱克收录了一份多人文档，里面包含了数十万原创同人作品，包含超过两万篇的《最终幻想》视频游戏相关小说和将近十二万七千篇以哈利·波特为基础的文章。）虽然这些游戏和活动产生的内容常常并没有在真实世界中产生有用的知识，丰富的学习类型和认同形成发生在这些环境之中，培养了基于沉浸式间接互动特征的新千禧一代学习风格。我和我同事针对多用户虚拟环境受教育青年人，所做的有关告诫探究技能研究说明了这一点。

The River City MUVE¹⁶ is centered on skills of hypothesis formation and experimental design, as well as on content related to national standards and assessments in biology and ecology. We are demonstrating how students can gain this knowledge through immersive simulations, interactive virtual museum exhibits, and "participatory" historical situations. Students learn to behave as scientists while they collaboratively identify problems through observation and inference, form and test hypotheses, and deduce evidence-based conclusions about underlying causes.

《江城》多用户虚拟环境集中于假设形成和实验设计技能，以及生物学和生态学国家标准及评估的相关内容。我们正在证明学生如何通过沉浸式模拟、交互式虚拟博物馆展品，以及可参与的历史情境，从这些知识获益。学生学习在合作确定问题的时候充当科学家，通过观察、推断、形成并检测假设，针对根本原因演绎出以证据为基础的结论。

The River City virtual world consists of a city with a river running through it; different forms of terrain that influence water runoff; and various neighborhoods, industries, and institutions, such as a hospital and a university (http://muve.gse.harvard.edu/muvees2003/). Through egocentric perspectives, the learners themselves populate the city, along with computer-based agents, digital objects that can include audio or video clips, and the avatars of instructors (see Figure 1). River City is typical of the United States in the late 19th century; the right-hand window in Figure 1 depicts how we use museum artifacts to illustrate building exteriors and street scenes from that historical period. In addition, throughout the world students encounter residents of River City and "overhear" their conversations with one another. These computer-based "agents" disclose information and provide indirect clues about what is going on in River City.

《江城》虚拟世界由一座城市和一条穿城而过的河流组成，会影响径流的不同地形，诸多居民区、工业和学术机构如医院和大学。通过自我中心思考方式，很多学习者居住于城市里，还有基于计算机的代理程序、包含声音或视频片段的数字化对象，以及辅导老师的化身（参见图一）。江城是典型的十九世纪末美国城镇，在图一的右侧窗口描绘了我们如何使用博物馆文物来说明这一历史时期的建筑外观和街道场景。另外，世界各地的学生只要遇到江城居民都会听到他们彼此的交谈。这些基于计算机的代理程序为江城正在发生的事情透露信息、提供线索。

Figure 1. Talking with an Agent

图一、与代理程序交谈

Content in the right-hand interface window shifts based on what the participant encounters or activates in the virtual environment (see Figure 2). In this case, the right hand window presents water quality data from one of eleven water-sampling stations in River City. Through data gathering, students observe the patterns that emerge and wrestle with questions such as, why are many more poor people getting sick than rich people? Multiple causal factors are involved, including polluted water runoff to low-lying areas, insect vectors in swampy areas, overcrowding, and the cost of access to medical care.

右侧界面窗口的内容根据参与者在此虚拟环境中遇到的事物或者活动而发生改变（见图二）。在本例中，右侧窗口呈现江城十一个水样站中一个的水质数据。通过收集数据，学生观察浮现出的模式，力图解决这些问题：为什么生病的穷人比富人要多？涉及到多种原因，包括低海拔地区受污染的水流、沼泽地区带菌昆虫、过度拥挤，以及获得医疗保健的费用。

Figure 2. Collecting Water Quality Data

图二、收集水质数据

Dialogue is shown in the text box below these two windows. To aid their interactions, participants also have access to one-click interface features that enable the avatar to express (through stylized postures and gestures) emotions such as happiness, sadness, and anger. These interface features also allow looking upward or downward, as well as seeing the world from a first-person perspective or from behind one's own body in a third-person viewpoint. In addition, learners can interact with digital artifacts and tools, such as a virtual microscope in which the image from the microscope slide appears in the right-hand interface window.

对话显示在这两个窗口底下的文本框内。为了增强互动，参与者还可以访问单击界面功能，让其化身（通过固定格式的姿势和手势）表达诸如快乐、悲伤和愤怒等表情。这些界面功能还允许向上下观看，还允许以第一视角观察这个世界，或者站在某人身后以第三视角观看。另外，学习者可以与数码物品和工具互动，如虚拟显微镜，同时显微镜载玻片的图像显示在右侧界面窗口中。

Multiple teams of students can access the MUVE simultaneously, each individual manipulating an avatar which is "sent back in time" to this virtual environment. Students must collaborate to share the data each team collects. Beyond textual conversation, students can project to each other "snapshots" of their current individual point of view (when someone has discovered an item of general interest) and also can "teleport" to join anyone on their team for joint investigation. Each time a team reenters the world, several months of time have passed in River City, so learners can track the dynamic evolution of local problems.

多个学生小组都可以同时访问多用户虚拟环境，每个人操纵一个化身“及时回到”虚拟环境。学生们必须合作分享各组收集到的数据。除了文字交谈，学生们还可以彼此展示各自当前视角的快照（当有人发现一个普遍关心的东西时就可如此），还可以通过远距离传输与小组内任何人会合，以便共同调查。每次小组重新进入江城，时间都会过去好几个月，因此学习者可以跟踪当地问题的动态演化。

Three strands of illness in River City (waterborne, airborne, and insectborne) are integrated with historical, social, and geographical content to allow students to experience the realities of disentangling multicausal problems embedded within a complex environment. In our research on this educational MUVE based on situated learning, we are studying usability, student motivation, student learning, and classroom implementation issues. The results thus far are promising:

三种疾病传播途径（水、空气、昆虫），在江城和历史、社会、地理环境结合起来，让学生真实的体验到在复杂环境中，如何解决因为多个原因造成的问题。在我们对这项基于情境式学习的教育多用户虚拟环境的研究中，我们研究可用性、学生动机、学生学习、课堂实施等问题。迄今为止结果还是有希望的：

All learners are highly motivated, including students typically unengaged in classroom settings.
所有学生都非常积极，包括通常在课堂上不听课的。
All students build fluency in distributed modes of communication and expression and value using multiple media because each empowers different types of communication, activities, experiences, and expressions.
所有学生都能够流畅的使用多媒体融入分布式交流表达评价模式，因为每个人都能自主控制不同美型的交流、活动、体验、表达。
Even typically low-performing students can master complex inquiry skills and sophisticated content.
即使通常表现不佳的学生，也能掌握复杂的调查技能和纷杂的内容。
Shifts in the pedagogy within the MUVE alter the pattern of student performance.
多用户虚拟环境中教育学的改变，也影响了学生的表现形式。

We are now conducting large-scale studies to assess the strengths and limits of this educational approach, in particular how MUVEs shape students' learning styles.¹⁷ Other researchers who study educational MUVEs designed for young people, such as Quest Atlantis (http://atlantis.crlt.indiana.edu/start/index.html) and Whyville (http://www.whyville.net), also are assessing how immersive virtual environments influence their participants' learning styles.^18a,b These studies are documenting how storyline and players' progression through various levels of capability/power enhance motivation and integrate content and skills, as well as how identity play complements and extends learning. Research indicates that active learning based on experience (real and simulated) that includes frequent opportunities for reflection via bicentric frames of reference is both engaging and powerful for a broad spectrum of students.

我们现在正进行大规模的研究，以评估教育方法的优点和限制，特别是多用户虚拟环境如何塑造学生的学习风格。其他研究人员研究为年轻人设计的有教育意义的多用户虚拟环境，比如《探索亚特兰蒂斯Quest Atlantis》和Whyville，同时也评估沉浸式虚拟环境是怎么影响参与者学习风格的。这些研究记录了故事情节和玩家的进展，是如何通过各种水平的能力增强动力、整合内容与技能，以及身份扮演是如何补充并扩展学习的。研究表明，基于（真实的和模拟的）体验的积极学习，通过双中心参考系为思考提供了大量机会，这对广大学生既有吸引力又有实际效力。

Immersion in Educational Augmented Realities

教育增强现实中的沉浸感

An emerging interface that complements the Alice-in-Wonderland immersion of MUVEs is augmented reality via ubiquitous computing, in which mobile wireless devices immerse participants in virtual resources as they move through the real world. As one example, Hsi and colleagues have developed a device called eXspot intended to support, record, and extend exhibit-based, informal science learning at the Exploratorium, an interactive hands-on museum of art, science, and perception located in San Francisco.¹⁹ eXspot participants visiting the Exploratorium carry a card with a radio frequency interference device (RFID) tag embedded. As various exhibits are viewed, these visitors can swipe the card on a RFID reader at the exhibit. At any time later, participants can view a museum-generated personal Web page listing the dates the museum was visited and specific exhibits swiped that day. Personal photos taken at the exhibits and online content about exhibits are also available. Research shows that many participants value this functionality and choose to access the Web page after leaving the museum.

一种新型的接口，通过无处不在的计算产生的增强现实，补充了多用户虚拟环境的爱丽丝漫游仙境沉浸感。无线移动设备使得参与者在真实世界中走动的时候也沉浸于虚拟资源之中。举个例子，小希及其同事开发了一款设备，叫做eXspot，旨在支持、记录、扩展探索科学博物馆以展示为基础的非正式科学学习，是一种交互式手持艺术科学博物馆，可以在旧金山进行位置感知。eXspot参与者携带一张嵌有无线射频识别设备（RFID）标签的卡片访问探索科学博物馆。在看到各种展品的时候，访客可以在这些展品的RFID读卡器上刷卡。任何时间之后，参与者都可以看到博物馆生成的个人网页，列出了他访问博物馆的日期和当天刷过卡的展品。也可以提供有关展品的在线内容和个人相片。研究显示，许多参与者评价这项功能，并选择在离开博物馆后访问该网页。

As another illustration of ubiquitous computing for learning, Klopfer and colleagues are developing augmented reality (AR) handheld-computer simulations that embed students inside lifelike problem-solving situations to help them understand complex scientific and social dynamics (http://education.mit.edu/ar). Participants in these distributed simulations use location-aware handheld computers (with GPS technology), allowing users to physically move throughout a real-world location while collecting place-dependent simulated field data, interviewing virtual characters, and collaboratively investigating simulated scenarios.

还有一个无处不在的计算用于学习的例证，克勒普弗及其同事开发了增强现实（AR）手持计算机模拟器，这可以让学生完全投入到逼真的问题解决场景中，帮助他们理解复杂的科学和社会动态。这些分布式模拟器的参与者使用位置感知的手持计算机（带有GPS技术），可以让用户在收集依赖位置的模拟现场数据的时候，与虚拟角色交谈的时候，协作调查模拟场景的时候，在现实世界中穿行。

For example, their Environmental Detectives AR simulation engages high school and university students in a real-world environmental consulting scenario not possible to implement in a classroom setting.²⁰ Students role-play environmental scientists investigating a rash of health concerns on the MIT campus linked to the release of toxins in the water supply. Working in teams (see Figure 3), players attempt to identify the contaminant, chart its path through the environment, and devise possible plans for remediation. As participants physically move about campus, their handheld devices respond to their location (see Figure 4), allowing them to collect simulated field data from the water and soil, interview virtual characters, and perform desktop research using miniwebs of data. At the end of the exercise, teams compile their data using peer-to-peer communication and synthesize their findings.

举例而言，他们的环境侦探AR模拟活动吸引高中和大学生投入到真实世界环境咨询场景，而这是不可能在教室里能做到的。学生角色扮演环境科学家，调查麻理校园一连串与自来水中的毒素有关的卫生疑问。分小组工作，参与者试图确定污染物，绘制出传播途径，设计出可能的补救计划。随着参与者在现实中穿行于校园，他们的手持设备对其位置做出反应（见图四），让他们从水和泥土中收集模拟现场数据，访谈虚拟角色，使用迷你网页数据执行桌面研究。在这项实践活动快结束的时候，小组通过点对点交流、综合他们的发现，编译他们的数据。

Figure 3. Students in Augmented Reality

图三、增强现实里的学生

Figure 4. Handheld Location on Campus

图四、在校园中手持定位

Initial research on Environmental Detectives and other AR-based educational simulations demonstrates that this type of immersive, situated learning can effectively engage students in critical thinking about authentic scenarios.²¹ Students participating in these simulations indicated that they felt invested in the situations and were motivated to solve the problem. They moved nearly seamlessly between the real world and the information being presented to them on their handheld computers as they collected data from virtual scientific instruments and accounts from virtual experts and witnesses. Students were most effective in learning and problem-solving when they collectively sought, sieved, and synthesized experiences rather than individually locating and absorbing information from some single best source.

对环境侦探及其他基于增强现实的教育模拟的初步研究证明，这类沉浸式的情境式学习可以有效影响学生对真实局面的批判性思考。学生参与进这类模拟活动，表明他们认为应该在这些情况中投入时间和精力，并积极解决问题。他们几乎无滞碍的穿行于真实世界和手持计算机呈现的信息之间，这些信息是他们从虚拟科学仪器上收集的数据，以及虚拟专家和证人的陈述。当学生协作研究、筛选、综合体验的时候，他们的学习和解决问题最有效率，而不是独处、从单一优秀来源吸收信息的时候。

How Emerging Media are Fostering Mediated Immersion Throughout Life

新兴媒体是如何在整个生活中培养间接沉浸感的

Quite apart from educational innovation based on emerging media, people's daily use of new devices is shifting their lifestyles toward frequent mediated immersion, which in turn is shaping their learning styles toward neomillennial characteristics. Prognosticators such as Howard Rheingold²² and William Mitchell²³ speculated about the impacts on individuals and civilization as new digital media pervade every aspect of life. For example, Rheingold depicted a future based on distributed networks of information, communication, and activity—as contrasted to the historic pattern of lifestyles centered on face-to-face groups interacting with local resources. Members of the same physical group may have very different personal communities as their major sources of sociability, support, information, a sense of belonging, and social identity. He sees these distributed communities, created through mediated immersion, as far-flung, loosely bounded, sparsely knit, and fragmentary.

先不用说基于信息行媒体基础上的教育创新，光是人们对新设备的日常应用，就已经改变了他们的生活方式，变得更频繁的间接沉浸，接下来又影响着他们的学习方式，具有更多的新千禧一代的特征。由于新型数码媒体已经遍及生活的方方面面，高霍华和米威廉等预言家推测出对个人和文明社会的影响。比如，高霍华描绘出基于分布式信息网络、通讯、活动的未来——与之相对照的传统模式的生活方式，以面对面小组为中心，与本地资源发生互动。同一现实小组的成员，可能有着非常不同的个人社区，作为他们主要的社交、支持、信息、归属感、社会认同的来源。他认为这些分布式社区，是通过间接沉浸创造出来的，范围广泛、松散，交织稀疏，零散分布。

Rheingold's forecasts draw on lifestyles seen at present among young people who are high-end users of new media, as well as the visions of researchers and businesses developing products and services based on virtual environments and ubiquitous computing. In a world composed of these high-end users with access to these new products and services, the following types of experiences would pervade people's lifestyles:

高霍华的预测基于当前看到的年轻人——这些年轻人都是新媒体高端用户——的生活方式，以及研究人员、开发产品的企业、基于虚拟环境的服务的企业的愿景，无处不在的计算之上。在一个由访问这些新产品和服务的高端用户组成的世界里，以下体验类型会充斥人们的生活方式：

Mobile wireless devices (MWDs), such as gaming devices, cell phones, digital music players, and PDAs would access media that are virtually connected to locations (such as street signs linked to online maps), objects (such as books linked to online reviews), and services (such as restaurants linked to ratings by their customers).
无线移动设备（MWD）如游戏设备、手机、数码音乐播放器以及PDA，都可以访问事实上与位置有关联的媒体（如与在线地图关联的路牌）、对象（如链接到在线评论的书籍）、服务（如链接到顾客评分的餐馆）。
MWDs would access every type of data service anywhere (such as banking and stock market information, weather, tickets and reservations, and transport schedules).
无线移动设备能够在任何地方读取所有类型的数据服务（如银行业务、股票市场信息、天气、车票机票预定情况、交通时刻表）。
MWDs would locate strangers nearby who have identified themselves as having common interests (such as people interested in dating and matched on desired attributes; friends of friends; fellow gamers; fans of a certain team, actor, or author).
无线移动设备能够寻找附近的陌生人，这些陌生人已经自我确定拥有共同的兴趣（如对约会感兴趣的人、具有自己渴望的特性；朋友的朋友；游戏伙伴；某个具体团队、演员、作家的追随者）。
Rather than having core identities defined through a primarily local set of roles and relationships, people would express varied aspects of their multifaceted identities through alternate extended experiences in distributed virtual environments and augmented realities.
与其通过角色和关系的一个主要的本地集合，取得核心身份定义，人们倒不如通过在分布式虚拟环境和增强现实中取代扩展体验，表达自己多面身份的各个方面。

Rheingold painted a largely positive picture of this "social revolution" while articulating some concerns about privacy, quality of life, and loss of humanity.

高霍华为这种“社会革命”描绘出一幅巨大的乐观前景，同时表达出对隐私、生活质量、人性缺失的关注。

The technology infrastructure necessary for these lifestyles is emerging. As Baker and Green²⁴ noted, one-third of U.S. households now have broadband access to the Internet. In the past three years, 14 million U.S. families have linked their computers with wireless home networks. Some 55 percent of Americans now carry cell phones, and the first data services—radio, photos, and short video clips—are starting to take off.

这些生活方式所必需的技术架构正在形成。正如贝克和格林指出的，三分之一的美国家庭现在宽带接入互联网。在过去三年里，一千四百万美国家庭使用无线家庭网络连接计算机。现在大约百分之五十五的美国人带有手机，第一数据服务——电台、相片、视频短片——正在开始隐退。

Mitchell's forecasts²⁵ are similar to Rheingold's in many respects. He too envisions largely tribal lifestyles distributed across dispersed, fragmented, fluctuating habitats: electronic nomads wandering among virtual campfires. People's senses and physical agency are extended outward and into the intangible, at considerable cost to individual privacy. Individual identity is continuously reformed via an ever-shifting series of networking with others and with tools. People express themselves through nonlinear, associational webs of representations rather than linear "stories" and co-design services rather than selecting a precustomized variant from a menu of possibilities.

米威廉的预测在许多方面预告霍华德相类似。他也设想散碎变动的分布着大量的部落式生活方式：电子流浪者围绕着虚拟篝火闲逛。人们的感觉和身体代理得到扩展，达到无形领域，在很大程度上需要付出个人隐私的代价。个人身份通过与其他人和工具的一系列不停变化的联网，得到不断的改良。人们以非线性的、相互关联的展示网页表达自我，而非线性的故事；使用协同化设计的服务，而非从可能性菜单中选择预先设计好的变体。

Whether these forecasts of major shifts in society are accurate is uncertain. Probably, some people will choose the distributed immersive lifestyles Rheingold and Mitchell portray, while others will have less intensive interactions with new media that do not lead to dramatic changes in their activities or identity. More and more, though, people of all ages will have lifestyles involving frequent immersion in both virtual and augmented reality. How might distributed, immersive media be designed specifically for education, and what neomillennial learning styles might they induce?

无论这些对社会重大变化的预测是否准确，可以肯定的是，有人会选择高霍华和米威廉描述的分布式沉浸式生活方式，而其他人与新媒体的互动不会那么密集，这样不会导致其活动或身份产生剧烈改变。不过，会有越来越多各年龄段的人，其生活方式会频繁涉及沉浸到虚拟和增强现实。分布式沉浸式媒体是如何被专门设计用于教育，同时会催产出什么样的新千年学习方式？

Neomillennial Learning Styles Based on Mediated Immersion

基于间接沉浸的新千禧一代学习方式

Emerging devices, tools, media, and virtual environments offer opportunities for creating new types of learning communities for students and teachers. Bielaczyc and Collins indicated that:

新兴的设备、工具、媒体和虚拟环境，为给学生和教师创造新兴的学习社区提供了机会。币莱翠和柯林斯指出：

The defining quality of a learning community is that there is a culture of learning, in which everyone is involved in a collective effort of understanding. There are four characteristics that such a culture must have: (1) diversity of expertise among its members, who are valued for their contributions and given support to develop, (2) a shared objective of continually advancing the collective knowledge and skills, (3) an emphasis on learning how to learn, and (4) mechanisms for sharing what is learned. If a learning community is presented with a problem, then the learning community can bring its collective knowledge to bear on the problem. It is not necessary that each member assimilate everything that the community knows, but each should know who within the community has relevant expertise to address any problem. This is a radical departure from the traditional view of schooling, with its emphasis on individual knowledge and performance, and the expectation that students will acquire the same body of knowledge at the same time.²⁶
学习社区的定义标准是要有学习文化，其中每个人都需要与他人共同努力去理解。这种文化必须具有四种特质：（一）成员之间技能的多样性，人们因其贡献和为发展提供支持而得到尊重；（二）共同目标不断推动集体知识和技能的进步；（三）重视学习如何学习；（四）分享学习内容的机制。如果一个学习社区存在有问题，那么这个学习社区可以运用其共同知识去解决这个问题。每个成员没有必要透彻理解社区知道的一切事情，但是每个人都应该知道社区中谁具有解决某个问题的相关专业知识。这与传统学校教育的观点完全背道而驰，传统学校教育强调的是个人知识和执行力，并期望学生通过努力能在同一时间获得相同的知识。

Mediated immersion creates distributed learning communities, which have different strengths and limits than location-bound learning communities confined to classroom settings and centered on the teacher and archival materials.²⁷ In particular, distributed learning communities infuse education throughout students' lives, orchestrating the contributions of many knowledge sources embedded in real-world settings outside of schooling and fostering neomillennial learning styles.

间接沉浸创造了分布式学习社区，与地域限制的学习社区相比有着不同的优势和限制，地域限制的学习社区受到教室设施的局限，以教师和档案材料为中心。特别是，分布式学习社区对教育的影响贯穿学生的生活，精心安排学校教育之外的真实世界里的很多知识源发挥作用，并培养着新千禧一代的学习风格。

The benefits of learning styles enhanced by mediated immersion in distributed learning communities are illustrated in Table 1.

在分布式学习社区中，学习风格由间接沉浸增强的好处如表一所列。

Table 1. Neomillenial Versus Millennial Learning Styles

表一、新千禧学习风格对千禧学习风格

Neomillennial Learning	Millennial Learning
Fluency in multiple media, values each for the types of communication, activities, experiences, and expressions it empowers.	Centers on working within a single medium best suited to an individual's style and preferences
Learning based on collectively seeking, sieving, and synthesizing experiences rather than individually locating and absorbing information from some single best source; prefers communal learning in diverse, tacit, situated experiences; values knowledge distributed across a community and a context, as well as within an individual.	Solo integration of divergent, explicit information sources
Active learning based on experience (real and simulated) that includes frequent opportunities for embedded reflection (for example, infusing experiences in the Virtual University simulation http://www.virtual-u.org/ in a course on university leadership); values bicentric, immersive frames of reference that infuse guidance and reflection into learning-by-doing.	Learning experiences that separate action and experience into different phases
Expression through nonlinear, associational webs of representations rather than linear stories (for example, authoring a simulation and a Web page to express understanding rather than writing a paper); uses representations involving richly associated, situated simulations.	Uses branching, but largely hierarchical, multimedia
Co-design of learning experiences personalized to individual needs and preferences.	Emphasizes selecting a precustomized variant from a range of services offered

新千禧学习风格	千禧学习风格
流畅使用多媒体，评价各种类型的通讯、活动、体验，并表现其授权。	以在单一媒介中工作为中心，这一媒体最适合个人的风格和偏好。
基于协作查找、筛选，然后综合体验的学习，而不是单独查找、从某些单一最优来源吸收信息；喜欢在形形色色的心照不宣的情境式体验中共同学习；重视分布在社区和环境中的知识，同样重视个人的知识。	独自集成分散的、明确的信息来源
基于（真实的和模拟的）经验的主动学习，包括有频繁机会进行嵌入式反思（比如，在虚拟大学模拟网站的大学领导课程中投入体验）、双中心价值观，沉浸式参考系，在做中学的同时投入指导和反思。	学习经验将活动和体验分割成不同的阶段
通过非线性的、相互关联的展示网页进行表达，而非线性故事（比如，制作了仿真和网页来表达认识，而非撰写论文）；表述方式设计丰富的关联、情境模拟。	使用分支，但在多数层级上使用多媒体
学习体验的协同化设计根据个人需求和喜好进行个性化。	强调从一系列提供的服务中选择一个预先设定好的变体

Mediated immersion likely has other influences on learning style yet to be discovered, but these initial findings have a variety of implications for strategic planning and investment in higher education.

间接沉浸对学习风格可能存在其他影响，但是这些初步成果对高等教育的战略规划和投资可能有着各种不同的潜在影响。

Implications for Higher Education's Strategic Investments

对高等教育的战略投资的潜在影响

Table 2 presents speculations about how the emergence of neomillennial learning styles may influence higher education. Emphasis is placed on implications for strategic investments in physical plant, technology infrastructure, and professional development.

表二列出了对新千禧一代学习风格的出现，是如何影响高等教育的思考。重点放在对实物产业、技术架构、专业发展战略投资的影响。

Table 2. Speculations About Higher Education Now and in the Future

表二、关于高等教育现在与未来的思考

Dimension	Now	Future
Location and physical infrastructure	Locations and physical infrastructures configured to accomplish specialized forms of activity (such as dorm room or apartment, classrooms, student center, library, computer lab) Direct physical manipulation of equipment in science lab	Wearable devices and universal wireless coverage mean access, information, computational power no longer tied to physical space (such as a computer lab) Most activities distributed across space and time, so tailoring space to particular purposes (such as library reading rooms) often no longer necessary Notion of place is layered/blended/multiple; mobility and nomadicity prevalent among dispersed, fragmented, fluctuating habitats (for example, coffeehouses near campus) Virtual simulations complement equipment-based science labs
Smart objects and intelligent contexts	Inert objects and contexts with information available only via signage Physical presence on campus only way of "being there"	Information virtually connected to locations (such as campus buildings linked to online maps) and objects (such as textbooks linked to course ratings by students) "Mirroring": Immersive virtual environments provide replicas of distant physical settings
Social group	Roommates, members of dorm or apartment, classmates	Far-flung, loosely bounded, sparsely knit, and fragmentary communities (independent of cohabitation, common course schedules, or enrollment at a particular campus)
Collaboration	Collaboration dependent on shared physical presence or cumbersome virtual mechanisms	Middleware, interoperability, open content, and open source enable seamless information sharing, collaborative virtual manipulation of tools and media, shared authoring and design, collective critiquing
Personal customization	Little or none	"Napsterism": recombining others' designs to personally tailored configurations²⁸ Customized services based on data mining for patterns of personal characteristics and behaviors
Cognition	Finding information Sequential assimilation of linear information stream	Seeking, sieving, synthesizing disparate sources of data Multitasking among disparate experiences and information sources Focus on associative interconnections among chunks of information Constant reflection on and sharing of experience Mind extended via distributed cognition, sensation, memory
Identity	Identity expressed in the context of face-to-face groups interacting with local resources	Virtual identity unfettered by physical attributes such as gender, race, disabilities Self continuously reformed via an ever-shifting series of distributed networking with others and with tools Self as an electronic nomad wandering among virtual campfires, no longer needing a local physical infrastructure to articulate identity
Instruction	Instructor designs and delivers one-size-fits-all content, pedagogy, and assessment Students are passive recipients	Learners influence design of content, pedagogy, and assessment based on individual preferences and needs Knowledge sharing among students as a major source of content Guided social constructivism and situated learning as major forms of pedagogy Case-based participatory simulations complement presentational/assimilative instruction
Assessment	Student products generally tests or papers Grading centers on individual performance Students provide summative feedback on instructional effectiveness	Student products often involve nonlinear, associational webs of representations (for example, authoring a simulation and a Web page to express understanding of an internship rather than authoring a paper that synthesizes expert opinions) Peer-developed and peer-rated forms of assessment complement faculty grading, which is often based on individual accomplishment in a team performance context Assessments provide formative feedback on instructional effectiveness

规模	现在	将来
场所与现实基础设施	场所和现实基础设施是为完成具体形式的活动（比如宿舍寝室或学生公寓、教室、学生中心、图书馆、计算机实验室）而配置的在科学实验室直接操作真实设备	可穿戴式设备和无处不在的无线覆盖意味着获取信息、计算能力不再需要现实场所（比如计算机实验室）多数活动无处无时不在，因此往往不再需要为特定目的而准备场所（如图书馆的阅览室）场所的概念是分层的、混合的、多样的；流动性和迁徙性普遍存在于三岁变动的场所（比如大学附近的咖啡馆）基于虚拟仿真辅助设备的科学实验室
智能对象与智能环境	仅仅通过指示牌从惰性物体及环境获取信息亲临现场是去学校的惟一途径	信息基本上都和场所（比如校园建筑链接到在线地图）及物体（比如教科书链接到学生对课程的评分）有关联镜像：沉浸式虚拟环境提供了远程物理设施的复制品
社会团体	室友、宿舍或公寓成员、同班同学	范围广泛、松散，交织稀疏，零散分布的社区（独立于具体校园内的共同生活、公共课程表、登记注册）
合作	合作取决于分享物理存在或者繁琐的虚拟设备	中间件、互操作性、开放内容以及开源，让无缝信息分享成为可能，合作虚拟操控工具和媒体，合作创作及设计，协作批判
客制化	很少或无	分享主义：重组他人的设计，以适应个人需求配置基于数据挖掘的客制化服务，用于个人个性及行为模式
认知	发现信息序列化吸收线性信息流	寻找、筛选、整合不同来源的数据在不同经验和信息来源之间存在多任务关注信息块之间的相互联系不断反思并分享经验，通过分布式认知、感觉、记忆去拓展头脑
身份	身份表现在面对面与本地资源进行团体互动	虚拟身份不受现实特征的约束，如性别、种族、残疾通过一系列不断变化的分布式与人与工具的网络，不断的调整自我自我是一个游荡在虚拟篝火附近的电子流浪者，不再需要本地现实基础结构来表的身份
教学	教育者设计并提供一套放之四海皆标准的内容、教学法和评估办法学生是被动接受者	根据个人喜好与需求，学习者影响着内容、教学法和评估的设计学生之间分享知识，是主要的内容来源指导下的社会建构主义和情境式学习，是教学法的主要形式以案例为基础的参与模拟是对直观/同化教学的补充
评估	学生作品一般需要考试或写论文评分围绕着个人表现展开学生对教学效果提供总体性反馈	学生作品常常涉及非线性的、相互关联的展示网页（比如，创作模拟和网页来表达对实习生的认识，而非写一篇论文来综合专家意见）同伴开发及同伴评价形式的评估，是对教师评分的补充，这常常是基于个人在团队表现环境中的成就评估为教学成效提供了形成性反馈

These ideas are admittedly speculative rather than based on detailed evidence and are presented to stimulate reaction and dialogue about these trends.

这些想法固然是思索性的，而非基于详细的证据，也没有为这些趋势提供激励性的互动和对话。

If we accept much of the analysis above, four implications for investments in physical and technological infrastructure are apparent:

如果我们接受以上这些分析，对现实和技术架构中投资的四项影响是显而易见的：

Wireless everywhere—provide total coverage of the campus; subsidize uniform mobile wireless devices offering convergence of media (phone, PDA, gaming, Internet)
无线无处不在——完全覆盖整个校园，为统一移动无线设备提供媒体聚合（手机、PDA、游戏机、互联网）提供补贴
Multipurpose habitats—creating layered/blended/personalizable places rather than specialized locations (such as computer labs)
多用途场所——创建分层的、融合的、可定制的场所，而非专门场所（如计算机实验室）
Augmented reality—experiment with smart objects and intelligent contexts (via GPS and RFID tags and transceivers)
增强现实——用智能对象和智能环境（利用GPS、RFID标签和收发器）做实验
"Mirroring"—experiment with virtual environments that replicate physical settings but offer "magical" capabilities for immersive experience
镜像——利用虚拟环境做实验，复制现实设施，提供神奇的沉浸式体验能力

This is not to imply that campuses should immediately undertake massive shifts toward these four themes, but rather that students of all ages with increasingly neomillennial learning styles will be drawn to colleges and universities that have these capabilities. Four implications for investments in professional development also are apparent. Faculty will increasingly need capabilities in:

这并不意味着校园必须立即开始大量转移到这四个主题，确切的说，各年龄段的新千禧学习风格越来越多的学生被吸引到具有这些特征的高校。四个主题对在专业发展方面投资的影响也是显而易见的。教师越来越需要这些能力：

Co-design—developing learning experiences students can personalize
共同设计——开发学生可以个人化的学习体验
Co-instruction—using knowledge sharing among students as a major source of content and pedagogy
共同教学——将学生之间分享知识作为内容和教学法的主要来源
Guided social constructivist and situated learning pedagogies—infusing case-based participatory simulations into presentational/assimilative instruction
指导下的社会建构主义和情境式学习教学法——将以案例为基础的参与是模拟融入到直观的同化教学中
Assessment beyond tests and papers—evaluating collaborative, nonlinear, associational webs of representations; using peer-developed and peer-rated forms of assessment; employing student assessments to provide formative feedback on faculty effectiveness
考试和论文之外的评估方式——评价合作的、非线性的、相互关联的展示网页；使用同伴开发和同伴评分的评估形式；聘请学生评估，为教学成效提供形成性反馈

Some of these shifts are controversial for many faculty; all involve "unlearning" almost unconscious beliefs, assumptions, and values about the nature of teaching, learning, and the academy. Professional development that requires unlearning necessitates high levels of emotional/social support in addition to mastering the intellectual/technical dimensions involved. The ideal form for this type of professional development is distributed learning communities so that the learning process is consistent with the knowledge and culture to be acquired. In other words, faculty must themselves experience mediated immersion and develop neomillennial learning styles to continue teaching effectively as the nature of students alters.

这些改变中某些对于许多教师是富有争议的；所有涉及“反学习”几乎都无意识的相信、假设并评价教学、学习和学术的本质。专业发展不光需要掌握涉及到的只是技术层面，还需要反学习使高级情感、社会支持成为必需。此类专业发展的理想形式是分散式学习社区，以便学习过程与需要掌握的知识和文化相一致。换言之，由于学生性质发生了改变，教师自身必须体验间接沉浸，发展新千禧学习风格，以保证有效教学。

Conclusion

结论

While generational descriptions can be useful, they also oversimplify. Differences among individuals are greater than dissimilarities between groups, so students in any age cohort will present a mixture of neomillennial, millennial, and traditional learning styles. Predictions of the future also carry risk. The technologies discussed are emerging rather than mature, so their final form and influences on users are not fully understood. A substantial number of faculty and administrators will likely dismiss and resist some of the ideas and recommendations presented here.

虽然对整个世代进行描述也是有用的，但也然过于简单。个人之间的差别要大于群体之间的差别，因此各个年龄段的学生都会表现出新千禧、千禧、传统学习风格的混合体。正因如此，对未来的预测就带有风险。我们所讨论的技术刚刚出现，还没有成熟，因此它们的最终形式和对用户的影响，也并不完全清楚。大量的教师和管理人员可能会拒绝抵触这里所展示的一些观点和建议。

However, widespread discussion among members of the academy about the trends delineated above is important, regardless of whether at the end of that dialogue those involved agree with these speculative conclusions. Further, to the extent that some of these ideas about neomillennial learning styles are accurate, campuses that make strategic investments in physical plant, technical infrastructure, and professional development along the dimensions suggested will gain a considerable competitive advantage in both recruiting top students and teaching them effectively.

然而，高校教师很有必要对以上趋势描述进行广泛讨论，无论对话是否结束，都会同意这些思索性的结论。此外，在某种程度上，这些观点中有关新千禧学习风格的一些观点很准确，校园要在实业产业、技术基础设施和专业发展上按照建议的规模做战略投资，将会在两方面获得相当大的竞争优势，包括招收顶级学生和有效教育他们。

Endnotes

尾注

Chris Dede, Pam Whitehouse, and Tara Brown-L'Bahy, "Designing and Studying Learning Experiences that Use Multiple Interactive Media to Bridge Distance and Time," in Current Perspectives on Applied Information Technologies: Distance Education and Distributed Learning, Charlambos Vrasidas and Gene V. Glass, eds. (Greenwich, Conn.: Information Age Press, 2002), pp. 1–30.

Chris Dede, "Vignettes About the Future of Learning Technologies," Visions 2020: Transforming Education and Training Through Advanced Technologies (Washington, D.C.: U.S. Department of Commerce, 2002), pp. 18–25, http://www.technology.gov/reports/TechPolicy/2020Visions.pdf.

Carrie Heeter, "Being There: The Subjective Experience of Presence," Presence: Teleoperators and Virtual Environments, vol. 1, no. 2 (Spring 1992), pp. 262–271; Bob G. Witmer and Michael J. Singer, "Measuring Presence in Virtual Environments: A Presence Questionnaire," Presence: Teleoperators and Virtual Environments, vol. 7, no. 3 (June 1998), pp. 225–240, http://mitpress.mit.edu/journals/PRES/ps00734.pdf.

Chris Dede, Marilyn Salzman, R. Bowen Loftin, and Katy Ash, "The Design of Immersive Virtual Environments: Fostering Deep Understandings of Complex Scientific Knowledge," in Innovations in Science and Mathematics Education: Advanced Designs for Technologies of Learning, Michael J. Jacobson and Robert B. Kozma, eds. (Hillsdale, N.J.: Lawrence Erlbaum Associates, 2000), pp. 361–413.

Marilyn Salzman, "VR's Frames of Reference: A Visualization Technique for Mastering Abstract Information Spaces," unpublished doctoral dissertation (Fairfax, Va.: George Mason University, 2000).

Marilyn Salzman, Chris Dede, and R. Bowen Loftin, "VR's Frames of Reference: A Visualization Technique for Mastering Multidimensional Information," Proceedings of the SIGCHI Conference on Human Factors in Computing Systems: The CHI Is the Limit (New York: ACM Press, 1999), pp. 489–495, http://portal.acm.org/toc.cfm?id=302979&type=proceeding.

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.

Chris Dede, Brian Nelson, Diane Jass Ketelhut, Jody Clarke, and Cassie Bowman, "Design-Based Research Strategies for Studying Situated Learning in a Multiuser Virtual Environment," in Embracing Diversity in the Learning Sciences: Proceedings of the Sixth International Conference of the Learning Sciences, Yasmin B. Kafai et al., eds. (Mahweh, N.J.: Lawrence Erlbaum Associates, 2004), pp. 158–165, http://www.gseis.ucla.edu/~icls/ICLSshortproceed.pdf.

Chris Dede, "Enabling Distributed-Learning Communities via Emerging Technologies," Proceedings of the 2004 Conference of the Society for Information Technology in Teacher Education (SITE) (Charlottesville, Va.: American Association for Computers in Education, 2004), pp. 3–12.

Jose Mestre, Transfer of Learning: Issues and a Research Agenda (Washington, D.C.: National Science Foundation, 2002), http://www.nsf.gov/pubs/2003/nsf03212/start.htm.

Chris Dede, Tara Brown-L'Bahy, Diane Jass Ketelhut, and Pam Whitehouse, "Distance Learning (Virtual Learning)," in The Internet Encyclopedia, Hossein Bidgoli, ed. (New York: John Wiley & Sons, 2004), pp. 549–560.

Janet H. Murray, Hamlet on the Holodeck (Cambridge, Mass.: MIT Press, 1997).

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

Constance A. Steinkuehler, "Learning in Massively Multiplayer Online Games," in Embracing Diversity in the Learning Sciences: Proceedings of the Sixth International Conference of the Learning Sciences, Yasmin B. Kafai et al., eds. (Mahweh, N.J.: Lawrence Erlbaum Associates, 2004), pp. 521–528, http://www.gseis.ucla.edu/~icls/ICLSshortproceed.pdf.

Rebecca Black, "Access and Affiliation: The Literacy and Composition Practices of English Language Learners in an Online Fanfiction Community," in process paper presented at the 2004 National Conference of the American Educational Research Association, San Diego (2004), http://labweb.education.wisc.edu/room130/PDFs/InRevision.pdf.

For more information on River City and the MUVEES Project, see http://muve.gse.harvard.edu/muvees2003/index.html.

Dede, Nelson, Ketelhut, Clarke, and Bowman, op. cit.

(a) Sasha Barab et al., "Making Learning Fun: Quest Atlantis, a Game Without Guns," to appear in Educational Technology Research and Development;
(b) Chris Dede and Marielle Palombo, "Virtual Worlds for Learning: Exploring the Future of the 'Alice in Wonderland' Interface," Threshold (Summer 2004), pp. 16–20.

Sherry Hsi et al., "eXspot: A Wireless RFID Transceiver for Recording and Extending Museum Visits," proceedings of UbiComp 2004; to be published.

Eric Klopfer and Kurt Squire, "Environmental Detectives: The Development of an Augmented Reality Platform for Environmental Simulations," in press, Educational Technology Research and Development.

Eric Klopfer, Kurt Squire, and Henry Jenkins, "Augmented Reality Simulations on PDAs," paper presented at the national American Education Research Association (AERA) conference, Chicago, 2003.

Howard Rheingold, Smart Mobs: The Next Social Revolution (Cambridge, Mass.: Perseus Publishing, 2002).

William J. Mitchell, Me ++: The Cyborg Self and the Networked City (Cambridge, Mass.: MIT Press, 2003).

Stephen Baker and Heather Green, "Big Bang! Digital Convergence Is Finally Happening-and that Means New Opportunities for Upstarts and Challenges for Icons," BusinessWeekOnline, June 21, 2004, http://www.businessweek.com/magazine/content/04_25/b3888601.htm.

Mitchell, op. cit.

Katerine Bielaczyc and Allan Collins, "Learning Communities in Classrooms: A Reconceptualization of Educational Practice," in Instructional Design Theories and Models: A New Paradigm of Instructional Theory, Vol. II, Charles M. Reigeluth, ed. (Mahwah, N.J.: Lawrence Erlbaum Associates, 1999).

Dede, 2004, op. cit.

Mitchell, op. cit.

About the Author

作者简介

Chris Dede is the Timothy E. Wirth Professor of Learning Technologies at Harvard's Graduate School of Education. His funded research includes grants from the National Science Foundation, the Joyce Foundation to aid the Milwaukee Public Schools, and Harvard. Dede has served as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment, the U.S. Department of Education's Expert Panel on Technology, and the International Steering Committee for the Second International Technology in Education Study. He serves on various boards and commissions, including PBS TeacherLine, the Partnership for 21st Century Skills, the Association for Teacher Education, Boston Tech Academy, and the new Science of Learning Center at Carnegie Mellon/University of Pittsburgh, as well as federal educational labs and regional technology centers. Dede was the editor of Learning with Technology: 1998 ASCD Yearbook and coedited Scaling Up Success: Lessons Learned from Technology-Based Educational Innovation.

http://www.educause.edu/Resources/EducatingtheNetGeneration/PlanningforNeomillennialLearni/6069

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翻译《15 规划新千年学习风格：投资技术与师资的启示》