翻译《ELI7024 - 关于RSS（简易资讯聚合）你需要知道的七件事》

7 things you should know about...

RSS

关于RSS（简易资讯聚合）你需要知道的七件事

Scenario

场景说明

For several semesters, Dr. Shaw has maintained Web sites for his chemistry courses. Each site includes reading lists and the syllabus, and he also uses a blog on the site to inform students about additional resources and changes to lab times and locations. Each lab group, consisting of five students, also has its own blog, where they report results from experiments. Beginning in the spring semester, Shaw adds RSS feeds to the site - one each for his blog and the lab group blogs. RSS feeds deliver updated Web content to subscribed users, and Shaw tells the students to subscribe to all of the feeds in the course. He also suggests that they subscribe to the chemistry department's RSS feed for its Web page, which includes events and news that might be of interest to the students, as well as podcasts of pertinent lectures, both on campus and from other institutions.

几个学期以来，萧博士一直在维护他的几个化学课程网站。每个网站都包括阅读列表和课程大纲，他还用网志通知学生新增资源和实验时间及地点的变更。每个实验小组，有五个学生组成，也有他们自己的网志，用来报告实验结果。春季学期一开始，萧博士为网站增加RSS订阅源——他的网志、学生实验小组网志，每个一份。RSS 订阅源向订阅用户提供网页的更新内容，萧博士告诉学生订阅课程所有订阅源。还建议学生们订阅化学系网站的RSS订阅源，其中包括学生可能感兴趣的活动和新闻，以及校内和其他机构的讲座相关网播。

Students subscribe to the feeds using a variety of RSS aggregators, chosen based on personal preference. At regular intervals, the aggregators automatically check for and download new content from the RSS feeds. When they look at their aggregators, the students see a list of all the feeds they are subscribed to and which ones have new content, which they can quickly access through the aggregator. Several of the students are in other classes that also use RSS for course updates. By organizing all of their RSS feeds in their aggregators, those students establish a single point of contact for updates to their classes. Many students also add RSS feeds from other online sources relevant to their coursework, creating a customized, up-to-date resource for their academic work.

学生根据个人喜好，利用各种RSS聚合器订阅这些订阅源。每隔一段时间，聚合器自动检查RSS订阅源并下载新内容。当学生打开聚合器，他们会看到他们订阅的所有订阅源列表，同时显示哪一个订阅源有新内容，通过聚合器他们可以很快打开新内容。一些其他班的学生也用RSS更新课程。用聚合器组织管理所有RSS订阅源，这些学生通过单一途径，就能更新自己所有的课程。许多学生也添加与其课程相关的其他在线资源的RSS订阅源，为其学术工作建立起一份定制的最新的资源。

Shaw follows the RSS feeds to monitor the progress of the lab groups. Each day he checks his aggregator for new content, and, when he is away from campus, he monitors the feeds on his PDA. With two introductory courses of more than one hundred students each, using RSS feeds allows Shaw to keep tabs on all of his lab groups more easily than he could with e-mail updates from students or by looking for blog updates on the course Web site.

萧博士通过跟踪RSS订阅源来监视实验小组的进度。每天他都检查聚合器查看最新内容，他不在学校的时候，通过PDA来订阅。两门入门课程都有超过一百名学生，使用RSS订阅源，萧博士可以很轻松的密切注意所有实验小组的更新，比用电子邮件或者浏览课程网站上的网志更新轻松多了。

What is it?

这是什么？

RSS is a protocol that lets users subscribe to online content using an RSS "reader" or "aggregator," which checks subscribed Web pages and automatically downloads new content. The aggregators display a list of subscriptions, with highlighting or another indicator of RSS feeds that have added content since the user last logged in. Without having to go to all of the individual Web sites, users can quickly and easily access new material from sites that interest them. For many, RSS has become the pipe through which content flows from providers to consumers. What makes RSS important is that users decide exactly what content is allowed through that pipe.

RSS 是一种协议，允许用户使用RSS阅读器或者聚合器订阅网上内容，RSS 阅读器或者聚合器检查订阅的网页并自动下载新内容。聚合器显示订阅列表，使用高亮或者其他方式显示用户最后一次登录后新增的内容。不需要单独访问每一个网站，用户就能快速轻松获取网站上他们感兴趣的新材料。对许多人而言，RSS 变成内容从提供者到消费者流动的管道。RSS 之所以重要是因为，用户可以决定，允许什么内容通过这根管道。

Since its introduction in the late 1990s, RSS has become almost ubiquitous. An excellent mechanism for distributing regularly updated content, RSS is a natural complement to blogs, news sites, photo-sharing applications, and podcasts. The popularity of podcasting results on some level from RSS technology. When new podcasts are available, the aggregator (or, in this case, podcatcher) automatically downloads the new file to your computer or portable music player.

自从二十世纪九十年代出现，RSS 已经无处不在。作为一项很好的定期发布更新内容的机制，RSS 是网志、新闻网站、相片共享应用、网播的天然补充。网播的流行在一定程度上归功于RSS 技术。有新的网播内容时，聚合器（在这里或称为网播收集器）自动从你的计算机或便携音乐播放器下载新文件。

Who's doing it?

谁在用它？

Bloggers represented many of the early users of RSS, which has since been widely adopted as a way to share information from virtually any source, including machine data. At both the institutional and departmental levels, large numbers of colleges and universities have incorporated RSS feeds into their online offerings. Peterson's maintains a College and University Feed Directory that catalogs hundreds of higher education RSS feeds organized by topic area, such as admissions, libraries, research centers, and technology. Listed in "research centers," for example, is a Harvard University Gazette RSS feed that provides updates about scientific research conducted at the university. Other feeds relate to scholarship opportunities, calendars of campus events, new acquisitions by libraries, tips for students from university IT staff, and numerous other areas of interest to students, faculty, staff, or alumni.

博客是指RSS 的许多早期用户，他们将RSS 广泛用于分享信息——不论来源何处，甚至包括机器数据。大量高校下属各研究机构和院系，都为在线服务添加RSS订阅源。彼得森维护着一份高校订阅源目录，收集了上百高等教育RSS订阅源，按照课题领域分类，比如入学、图书馆、研究中心、技术等。比如，研究中心列表，有哈佛大学公报RSS 订阅源，提供哈佛大学科学研究有关更新。其他订阅源涉及奖学金机会、大学活动日程安排、图书馆新进书籍、大学IT员工给学生的小技巧，以及学生、教师、员工、校友感兴趣的为数众多的其他领域。

How does it work?

它是如何工作的？

Making content available through RSS requires adding a small bit of code to a Web site, typically with an accompanying icon that lets users know that the content on the page is available through RSS. Users click on the icon or other RSS link to add a subscription to their aggregators, which allow users to set parameters such as how frequently the application looks for new content and how long downloaded items are kept. Rather than checking 20 or 50 or 100 blogs every day, for example, you can subscribe to the blogs' RSS feeds and simply check your aggregator to see new content added to any of them. For some content, RSS feeds deliver headlines and short bits of "teaser" text, driving users to the content provider's site to access the full resource. In other cases, such as podcasts and photos, RSS feeds deliver all of the content to users. If you subscribe to a Flickr feed, for example, new photos added to that feed will be downloaded to your aggregator, where you can access them locally.

要通过RSS 发布内容，需要为网站添加一小段代码，通常还有一个图标，让用户知道页面上的内容可以通过RSS 订阅。用户点击这个图标或者其他RSS 链接，添加订阅到聚合器，聚合器让用户设置参数诸如软件以什么频率查看新内容，以及下载内容保留多久时间。比如，与其每天浏览二十或五十或一百份网志，不如订阅这些网志的RSS订阅源，然后简单查看聚合器，看看有什么新内容。对于某些内容，RSS 订阅源提供标题和简短的“挑逗性”文字，促使用户访问内容提供者的网站，查看完整内容。另一些情况，比如网播和照片，RSS 订阅源为用户提供全部内容。比如，如果你订阅Flickr 订阅源，订阅源中新增加的照片会下载到你的聚合器中，你就可以从本地访问这些照片。

In the early days of RSS, users needed separate reader or aggregator applications for their RSS subscriptions. Increasingly, Web browsers and even operating systems incorporate RSS functionality, giving a much wider range of users access to RSS feeds through applications they already use. In addition, devices such as PDAs and cell phones now support RSS.

在RSS 早期，用户需要使用专门的阅读器或聚合器程序订阅RSS。后来越来越多的网页浏览器甚至操作系统集成了RSS 功能，使得更多用户通过已有程序访问RSS 订阅源。另外，PDA 等设备和移动电话现在也支持RSS。

Why is it significant?

为什么重要？

In many ways, RSS answers the question of how to filter and organize the vast amount of information on the Web. Internet users tend to settle on preferred sources of information, whether news sites, blogs, wikis, or other online resources that regularly update content. RSS allows users to create a list of those sources in an application that automatically retrieves updates, saving considerable time and effort. RSS feeds can be offered at varying levels of granularity, further enhancing users' ability to specify exactly what information they want to receive. For example, a college or university might offer one RSS feed for the institution's main news page, sharing information that concerns the institution broadly, and other feeds focused on the college of arts and sciences, the history department, or research being conducted by a professor of European history. Users can subscribe to feeds independently, tailoring the content they receive to their unique interests and needs.

在很多方面，RSS 都解决了如何过滤和管理网上海量信息的问题。互联网用户倾向于处理喜欢的信息源，无论是新闻网站、日志、维基，还是其他定期更新内容的在线资源。RSS 允许用户用某一应用程序为这些资源创建一份列表，自动获取更新，省下大量时间、精力。RSS 订阅源可以提供不同级别的详细程度，进一步提高用户精确指定想要获取哪些信息的能力。比如，某高校为其机构主要新闻页面提供一份RSS 订阅源，分享该机构广泛关注的信息，同时还提供艺术与科学学院、历史系，以及欧洲历史教授正在开展的研究等其他订阅源。用户可以分别订阅这些订阅源，也可以根据自己的兴趣和需求剪裁收到的内容。

Growing numbers of online resources offer RSS functionality. Because applications such as browsers and operating systems increasingly support RSS, the technology has the potential to become the primary vehicle through which users interact with the Internet. Further, RSS can offer an alternative to e-mail newsletters, which raise concerns about privacy and spam.

越来越多的在线资源提供RSS 功能。由于浏览器和操作系统等应用增加对RSS 的支持，该技术有可能成为用户接触互联网的主要手段。此外，RSS 能够替代电子邮件通讯，后者的隐私和垃圾邮件问题越来越严重。

What are the downsides?

有哪些缺点？

To take advantage of RSS feeds, users must locate online sources they trust, which can be a time-consuming task. Even if a site is deemed reliable, it may not offer RSS feeds. Moreover, because using RSS depends on making specific choices about which content you see, users who limit their Internet usage to reading RSS feeds will miss the serendipity of pulling up a site's home page just to see if something catches their attention. The flipside of placing limits on the overflow of online information is that you cut yourself off from resources that might prove valuable.

要发挥RSS 订阅源的优势，用户必须找到他们信任的在线资源，这会非常耗时。即使一个网站被认为可信，它也不见得会提供RSS 订阅源。况且，由于使用RSS 取决于你想看到哪些内容的具体选择，那些互联网用途狭窄、仅仅阅读RSS 订阅源的用户会因为只看他们想要关注的内容，而错过访问网站首页带来的意外收获。为网上信息超载设置限制的反面就是，接触不到一些可能对你有价值的资源。

Not all content is appropriate for RSS, such as a published article that is not going to change. Nevertheless, Web pages like these sometimes offer RSS feeds, indicating that appropriate guidelines for how the technology should be used are still evolving. In addition to several versions of RSS, a competing protocol from Atom offers an alternative technology for the same purpose. Underlying the various protocols are fundamental disagreements among developers about how the tools should work.

不是所有内容都适合RSS，比如发表的文章就不会继续改动。然而，有时候这类网页也提供RSS 订阅源，这表明仍然需要发展适当的准则，指导如何使用技术。此外，RSS 的多个版本，竞争协议ATOM，都为同一目的提供了替代技术。开发者之间的基本分歧，是工具如何工作所依据的各种协议。

Where is it going?

用在什么地方？

Increasing numbers of Web sites will offer RSS feeds, and RSS enables new ways for data to flow between applications. A course management system, for example, can be configured to send an RSS feed about its current status. If trouble is detected, an update about the problem is sent to users or other systems subscribed to that feed. Mashup applications that combine data from disparate systems can also take advantage of RSS technology to maintain awareness of data updates. Similarly, some social networking sites allow users to add RSS subscriptions to their pages. For instance, a Facebook user can subscribe her profile page to her Flickr RSS feed. When she adds a picture to her Flickr account, that photo is added to her Facebook page (with Facebook acting as the aggregator).

越来越多的网站会提供RSS 订阅源，RSS 成为应用间数据流动的新途径。比如，课程管理系统，可以配置成发送RSS 订阅源，提示当前状态。一旦检测到故障，有关问题的更新便发送给用户或者其他订阅系统。混搭应用把不同系统的数据融合起来，还可以利用RSS 技术的优势，及时知晓数据的更新。同样，一些社交网站允许用户在其页面添加RSS 订阅。例如，Facebook 用户可以把他Flickr RSS 订阅源订阅到个人资料页上。他的Flickr帐户添加照片后，照片会增加到他的Facebook页面上（这里Facebook就是一个聚合器）。

Some services attempt to quantify the number of individuals subscribed to specific RSS feeds, though these numbers are currently only estimates. Tools to track RSS usage - including how many people are subscribed, how many of those subscribers open specific links, and other usage data - will likely become more sophisticated and more accurate as organizations seek to understand the effectiveness of RSS efforts. By enabling new channels of data exchange, as with research data and communities of learners, RSS has the potential to create a stronger connection between knowledge creation with individual learning.

某些服务试图量化独立订阅到具体RSS 订阅源的数量，尽管这些数量现在还只能估计。跟踪RSS 用途——包括有多少人订阅，这些订阅者有多少打开具体连接，以及其他使用数据——的工具会变得更加复杂，更加准确，各机构可以用来设法了解RSS 工作的效用。通过实现数据交换的新渠道，与研究数据和学习者社区一样，在知识创造活动与个体学习活动之间， RSS 有可能建立强有力的连接。

What are the implications for teaching and learning?

对教育学习学习有什么影响？

RSS provides an efficient way for students to keep in touch with faculty, stay informed about coursework and other academic activities, and follow developments in their fields of study, which for many will be an important skill in their professional lives. The exchange of information that RSS facilitates can also take place from students to faculty or among the students in various courses within a department. Faculty use RSS to help them efficiently use the Internet to exchange disciplinary information and increase awareness of important developments. Many faculty also use online repositories of learning objects to locate educational resources to include in their courses, and initiatives including MERLOT and OpenCourseWare offer RSS feeds that notify subscribers when new content has been added in particular academic areas.

RSS 为学生提供了与教师保持接触的有效途径，第一时间了解功课布置和其他学术活动，紧跟研究领域的发展，这对许多学生的专业生涯都是一项重要技能。RSS 也能促进同一院系各课程间学生到教师、学生之间的信息交换。教师利用RSS 帮助自己高效运用互联网交换学术信息，提高对重大发展的认识。许多教师也利用在线学习对象库找到课程需要的教育资源，包括MERLOT 和OpenCourseWare 提供RSS 订阅源，通知订阅者具体学术领域添加了新内容。

RSS

简易资讯聚合

Find more titles in this series on the ELI Web site www.educause.edu/eli

在 ELI 网站上可以找到更多同系列文章。

April 2007

二零零七年二月

翻译《ELI7022 - 关于开放期刊你要知道的七件事》

7 things you should know about...

Open Journals

关于开放期刊你要知道的七件事

Scenario

场景说明

Dr. Carelli structures her graduate molecular biology course around student research projects and the papers based on that research. To that end, she implements an open journaling application that the class uses to create a journal representing the work done during the course. In the first half of the term, the students design and conduct individual experiments and compile their results into draft academic papers. The rest of the term is devoted to reviewing papers and creating the journal.

卡瑞利博士围绕学生研究项目及相应论文，组织本科分子生物学课程。为此，他实现了一款开放期刊应用，班级用来创建期刊，展示课程中完成的作品。在前半个学期，学生筹划、整理各自的经验，并将结果汇集成学术论文草案。下半个学期专门审查论文、创建期刊。

Each student creates a profile in the open journaling application, which integrates all the functions of creating a peer-reviewed journal. For the purposes of the course, every student registers as an author and a reviewer, while Dr. Carelli serves as the overall editor of the journal. Students submit their drafts through the online application. Dr. Carelli divides the 20 students into four groups, or committees, and each group reviews the papers submitted by one other group. In this way, every paper has five peer reviewers, and every student reviews five papers. Students regularly log in to the journal Web site to see where their papers are in the review process and to check their queues for papers to review. Each student must submit at least two revisions to his paper, based on reviewer comments, and each committee - with Dr. Carelli as de facto chair - must ultimately approve each paper for "publication." Students are graded on the quality of their papers and also on their reviews. At the end of the semester, Dr. Carelli compiles the students' papers into the Journal of Molecular Biology 4201, which is available for anyone on the Web to read.

每个学生都在开放期刊应用中建立个人资料。这款应用有创建同业审查期刊的全部功能。处于课程需要，每位学生都注册为作者和审查者，同时卡瑞利博士担任期刊总编辑。学生通过在线应用程序提交草稿。卡瑞利博士把二十名学生分成四组，或者说编辑委员会，每个小组审查另一小组提交的论文。这样，每份论文有五位同业审查者，每位学生要审查五份论文。学生定期登录期刊网站，看看他们的论文到了审查过程的什么阶段，并检查需要他们审查的论文队列。每位学生的论文都必须根据同业审查意见，至少校订两次，每个编辑委员会——卡瑞利博士是事实上的编委主席——最终都必须准许“出版”每一份论文。学生按照论文质量及其论文评语打分。在期末，卡瑞利博士把学生的所有论文汇编进《分子生物学4201课程期刊》，任何人都可以在网上阅读此期刊。

With the open journaling application, students experience the process of peer review and publication from the perspectives of an author and of a reviewer, allowing them to model practices that will follow many of them through their professional lives. Having to critique other students' research papers sharpens their sense of what is good, and what needs improvement, in their own work.

利用开放期刊应用，学生体验到同业审查的过程，以及从作者及审查者的角度出版的过程，他们当中大多数人最终形成习惯，并伴随其职业生活。批评其他学生的研究论文，使得他们在工作中对什么是优秀的、什么需要改进，更加敏锐。

What is it?

这是什么？

Open journaling replaces traditional peer-reviewed publishing with an open access model, in which the workflow for the submission, review, and publishing of content is transparent. With open journaling, authors can track the progress of their submissions, access reviewer comments, and revise and resubmit articles. Reviewers, editors, proofreaders, and others involved in the process also have access to the status of submitted material and the issues of the publication. Open journaling tools manage this process through an online application that lets users publish academic journals and other scholarly material more easily and at considerably lower cost than with traditional methods. The application also handles archiving, and some tools oversee subscriptions and support publishing in several languages.

开放期刊用开放存取模式取代了传统的同业审查出版，其中提交、审查和出版内容的流程是透明的。利用开放期刊，作者可以跟踪他们提交文章的处理进度，读取审查者的评语，然后修订并重新提交文章。审查者、编辑、校对员以及其他相关人员也可以获取提交文章和出版内容的状态。开放期刊工具通过在线应用程序管理进度，相对于传统出版模式，该在线应用程序可以让用户，更轻松更便宜的出版学术期刊和其他学术材料。该在线应用程序还处理存档，一些工具还检查订阅情况，支持以多种语言出版。

Most open journaling tools are open source, allowing each publisher to customize the application to suit its unique needs, and in most cases the journals produced can themselves be open access or subscription-controlled. Because the tools and processes are all online, the threshold for a community of users to develop, vet, and publish content on a specific topic is considerably lower than with traditional publishing methods. For established journals, the open journaling process can streamline the production process and provide an online outlet for the journal material.

更多开放期刊工具是开源的，允许每一位出版者定制应用程序以满足特殊需求，大多数情况下，出版的期刊可以自己开放存取或者控制订阅。由于工具和处理过程都是在线的，社区用户制作审核出版具体主题内容的门槛大大低于传统出版方式。对于已有期刊，开放期刊方法可以加快处理过程，为期刊文章提供在线出路。

Who's doing it?

谁在用它？

The most used application of this type is currently Open Journal Systems (OJS), developed by the Public Knowledge Project (PKP), an initiative at the University of British Columbia and Simon Fraser University. Other open journaling tools include Digital Publishing System (DPubS), a project from the Cornell University Library and Penn State University Libraries and Press; HyperJournal; and OpenACS (Open Architecture Community System). More than 800 journals around the world use the OJS application, drawing thousands of college and university faculty, researchers, and graduate students as authors each year. The Columbia Undergraduate Science Journal is an open journal dedicated to publishing peer-reviewed (and faculty-reviewed) articles written by undergraduates. Other open journals attract nonacademic professionals from virtually any field as authors and reviewers. Because open journaling applications operate over the Web, the organizers of some conferences use them to solicit reviews of session proposals from experts around the world. 

现在最常用的这类应用程序是开放期刊系统（OJS），由加拿大不列颠哥伦比亚大学和西门菲沙大学发起的公共知识项目（PKP）开发。其他开放期刊工具包括数码出版系统（DPubS），一项由康奈尔大学图书馆和宾夕法尼亚州立大学的图书馆和出版社执行的项目；超期刊（HyperJournal）；OpenACS（开放式社区系统）。世界上超过八百种期刊使用OJS应用，每年有数千高校的教师、研究者、研究生在其中发表文章。《哥伦比亚大学生科学杂志》是一份开放期刊，致力于出版由本科生写就的同业审查（以及教师审查）文章。其他开放期刊邀请各个领域的非学术专家担任作者和审查者。由于开放期刊应用通过网页运作，某些会议的组织者用它来征求世界各地专家对会议提案的审查。

How does it work?

它是如何工作的？

Open journaling applications manage the production of one or more journals, dividing responsibilities for the various steps among users with different roles, such as editor, reviewer, layout artist, proofreader, and author. For each journal, an administrator establishes the workflow, which determines the sequence of steps and dependencies, and assigns roles to the steps in the workflow. Users register with the system and log in to perform functions associated with their roles. A department editor, for example, might evaluate submissions and assign them to individual reviewers or groups of reviewers. An author can use the system to upload submissions, check the status of those submissions, and see and respond to reviewer comments. Based on the publishing calendar, an editor or editorial board will assemble issues of the journal with completed articles.

开放期刊应用管理着一到多份期刊的制作，为编辑、审查者、排版设计、校对员、作者等不同角色在不同阶段划分责任。对于每一份期刊，管理员监理工作流程，决定步骤顺序和依赖关系，为工作流程中每一步骤安排任务。用户注册，登录，执行与他们任务相关的功能。比如，某一专栏编辑，评价提交文章，将文章分配给单独审查者或审查小组。作者可以利用系统上传提交的文章，检查提交文章的状态，浏览并回应审查者的评论。根据出版日程表，编辑或编辑委员会，会把已完成的文章汇编成期刊。

Issues are posted online and archived to the journal's Web site. Readers access particular issues of the journal, with individual articles typically available in multiple formats. Like other online content, articles can include hyperlinks, either to internal material such as references or to resources on the Web. Readers can also conduct searches of content, within a single article or across multiple publications. Some open journaling tools automatically cross-reference articles and journals, allowing a user to quickly see, for example, all of the other articles that cite the one being read.

内容发表在网上，存档在期刊网站中。读者以多种形式获取期刊的特定内容，一般都是单独的文章。如同其他在线内容，文章也可包含超链接，指向参考文献等网络材料，或者指向网上的资源。读者也可以在单篇文章内或者多份出版物内搜索内容。一些开放期刊工具可以自动交叉索引文章和期刊，比如，允许用户快速浏览当前阅读文章引用的所有其他文章。

Why is it significant?

为什么重要？

Peer-reviewed journals are the source of high-quality, academic research and information, and open journaling significantly lowers the obstacles to launching and publishing such journals. With these tools, any subject area with enough writers, reviewers, and editors can be the focus of an online journal, encouraging the generation of new content. Online journals do not incur the significant costs of printing, storing, and shipping paper copies, and the transparency of the process fosters a sense of trust in both readers and authors of the journal. Online access greatly expands the reach of the material, and not printing a journal also puts content in front of readers more quickly.

同业审查是高质量学术研究和信息的来源，开放期刊在很大程度上降低了创办发行这类期刊的门槛。有了这些工具，任何有着充足作者审查者和编辑的课题领域，都可成为开放期刊的关注点，鼓励出产新内容。在线期刊不需要昂贵的印刷、存储和运输费用，透明的处理过程培养了期刊编辑与作者的相互信任。在线获取更扩展了材料的覆盖面，不需要打印也使得内容可以更快到达读者面前。

Because the threshold for creating a journal is so low, the journal format could be used to provide access to content collections that otherwise would not strictly be considered a journal. An online, open journal might, for example, serve as an electronic portfolio representing a student's work in a particular course, or a student's work in numerous courses over an academic career. Similarly, an event could use open journaling tools to coordinate the event content. In the same way that published articles are peer reviewed, the material pertaining to an academic conference or symposium is also submitted, typically to a committee that reviews the material and chooses what will be presented.

由于创建期刊的门槛如此之低，使得期刊这种形式可以用来提供一些内容集合，这在其他情况下不会被当作期刊。比如，在线开放期刊，可用做电子档案袋，呈现学生在某一特定课程中的工作，或者呈现学生在学习生涯中若干课程的工作。同样，某一活动可以利用开放期刊工具调整活动内容。同样，出版的文章都经过同业审查，学术会议或研讨会有关的材料一般也提交到组委会，共审查并选择出版。

What are the downsides?

有什么缺点？

Open journaling tools allow virtually anyone to set up a journal that looks credible, insofar as it reflects the appearance and the functionality of other journals that use the same tool. Given concern over the inability of many Web researchers to discern good information from bad, open journals that look academic can be an effective vehicle for disseminating unreliable or blatantly false information. Open journals must take steps to demonstrate their authority and credibility.

开放期刊工具实际上允许任何人创建看上去可信的期刊，由于使用了相同的工具，它和其他期刊有着相同的外观和功能。由于担心许多网络研究者无法分辨信息的好坏，看上去很学术的开放期刊有可能会成为散播不可靠甚至虚假信息的有效媒介。开放期刊必须采取行动，表明其权威和信誉。

Where is it going?

用在什么地方？

The movement toward greater use of open journaling tools is expected to continue, and associated technologies will be developed to handle the availability and usage of the content that is created. Most open journaling applications allow authors or editors to add metadata to reviewed articles and papers. Harvesters scour online journal content for these metadata, creating indices that allow users to more easily find the content they need. Increasingly sophisticated harvesters represent one answer to the question of what to do with all the new content. At the same time, tools that track usage data or poll users - the kinds of tools used by many social software applications - might find their way into open journal material, offering another way to disseminate content or provide critiques of it.

越来越多使用开放期刊工具这种现状，有可能继续下去，会开发出相关工具处理已有内容的可用性和使用情况。大多数开放期刊应用，允许作者或编辑为已审查文章和论文添加元数据。收集工具根据元数据收集在线期刊内容，建立索引，帮助用户更轻松的找到他们需要的内容。同时，工具跟踪使用情况数据，调查用户——这类工具多由社交软件应使用——以找出他们找到开放期刊材料的途径，提供散播内容或批评的其他途径。

Though a paper journal and a conference are very different, they both strive to present refereed content to an audience. Because the basic model of content generation, review, and presentation is the same for journals as for conferences, there may be a convergence of technologies that manage this process.

虽然纸质期刊和研讨会有很大不同，但他们都努力向观众呈现专业内容。由于期刊和研讨会产生、审查、出版内容的基本模式一样，有可能会出现一种融合的技术，管理这一过程。

What are the implications for teaching and learning?

他对教育学习的影响？

Teaching students appropriate disciplinary practices, including peer review, communication, publishing, and referencing sources, can be a tricky proposition. Providing an infrastructure with disciplinary values built in can be a good way to model proper academic processes and get students habituated to the kind of work many will likely encounter in their professional lives. Open journals also promote good practices, including reliable access to information and tagging through the addition of metadata.

教给学生合适的学术做法，包括同业审查、交流、出版、引用出处，都很棘手。利用内在学术价值观，提供一套基础设施，可以是培养正当学术行为习惯的好办法，让学生习惯于在其职业生涯中遇到很多这类工作。开放期刊也促进良好做法，包括获取可靠的信息和通过添加元数据来做标签。

Open Journals

开放期刊

Find more titles in this series on the ELI Web site www.educause.edu /eli

在ELI 网站上能找到更多同一系列的文章

February 2007

二零零七年一月

翻译《ELI7035 - 关于谷歌应用套件你要知道的七件事》

7 things you should know about...

Google Apps

关于谷歌应用套件你要知道的七件事

Scenario

场景说明

To support her master's thesis in sociology, Sylvia developed a project that brought together students from a high school in downtown Chicago with students from Monroe High School in Monroe, Wisconsin. Despite being just a two-hour drive away, the schools were worlds apart culturally, and the project's goal was to investigate attitudes that students in each school held about those at the other. The instrument for the project was a fiction writing exercise in which a group of students at each school would write a story set in the other school's town. As the stories developed, the students at each school would review and make edits to the story from the other school. Both schools suffered from outdated computers with a range of software (though all of it was PC-based) and no prospect of district funding for hardware or software improvements. Sylvia was a dyed-in-the-wool Mac user, which presented another compatibility concern. They all had Internet connections, however, at least at school, and most of the students selected to participate also had Gmail accounts.

希尔维雅为了证明其硕士论文，制定了一个项目，集合了从芝加哥市区高中到威斯康辛州门罗县门罗高中的学生。尽管这两所学校距离仅两小时车程，但其文化有天壤之别。该项目的目标是研究每所学校对其他学校的态度。而该项目的研究手段是小说写作练习，让各个学校一群学生写一个发生在另一学校所在地的故事。随着故事的发展，学生会查看、修改另一学校写的故事。两所学校都得忍受老旧电脑和一系列旧软件（但都是基于PC的软件），也不可能得到地方资金改善硬软件。希尔维雅是彻底的苹果用户，这又是另一项兼容问题。学生都可以上网，至少在学校可以。大多数参与学生都有Gmail账户。

Sylvia set up blank documents on Google Docs and granted access to the participating students. She left the story ideas and development entirely up to the students. Once a week, the two groups would "trade" papers, seeing how the story - ostensibly about them - was progressing and making comments in the file itself about how their town and its culture differed from the story's portrayal. Sylvia also reviewed the files and made her own suggestions. Because all of the writing and reviewing happened through web browsers, there were no problems with file compatibility, and Google Docs kept a record of the many versions of each story. Initially, Sylvia thought she and the students would keep in touch using Gmail, but the students soon began using Google Talk among themselves, so Sylvia did too. Those students who had Internet access at home could access the files and the software to work on them, which was vital because many of the students could not afford to buy traditional software. Sylvia spent spring break visiting her family in Arizona and, without having to take her computer, could access and comment on the stories from there. The ability to share documents - and to communicate - with others, regardless of platform or software, allowed Sylvia's project to succeed. Students in both groups saw how stereotypes influenced their ideas about urban and rural culture, and they came away with an appreciation for their differences - and their similarities.

希尔维雅在谷歌文档中建立空白文档，允许参与学生编辑。他留下故事思路，完全由学生自由发展。两组学生每周交换一次故事，看看故事——另一组给他们假设的故事——如何发展，并在文件中留下评论，评论他们小镇及其文化与故事中所描述的有哪些差别。希尔维雅也检查这些文档并给出建议。由于所有写作及查看都发生在网页浏览器中，没有文件兼容的问题，并且谷歌文档为每个故事记录了许多版本。一开始，希尔维雅认为他和学生会通过Gmail接触，但是学生之间很快就用上GTalk，于是希尔维雅也用了。那些在家上网的学生，也能编辑这些文件，使用这些软件，这很重要，因为这些学生很多没有条件购买传统软件。春假希尔维雅回到亚利桑那州的家乡，没有带自己的计算机，但从那儿也能访问评论这些故事。与其他人分享文档——以及评论——的功能，与平台和软件无关，确保了希尔维雅项目的成功。两小组学生看到自己对于城市和农村文化的看法是如何影响对方成见的，他们离开时带着对相互之间的异同的尊重。

What is it?

这是什么？

Google Apps is a collection of web-based programs and file storage that run in a web browser, without requiring users to buy or install software. Users can simply log in to the service to access their files and the tools to manipulate them. The offerings include communication tools (Gmail, Google Talk, and Google Calendar), productivity tools (Google Docs: text files, spreadsheets, and presentations), a customizable start page (iGoogle), and Google Sites (to develop web pages). The tools are free, or users can pay for a Premium Edition that adds more storage space and other features. Alternatively, an Education Edition includes most of the extras in the Premium Edition and is offered at no cost to K-12 and higher education. Google Apps allows institutions to use their own domain name with the service and to customize the interface to reflect the branding of that institution. In this way, a college or university can offer the functionality of Google Apps in a package (and with a URL) that is familiar and comfortable to constituents.

谷歌应用套件是一套基于网页的程序和文件存储，运行于网页浏览器之中，不需要用户购买或者安装软件。用户只需要简单登录入服务即可访问自己的文件，并利用工具处理这些文件。该套件包括通信工具（Gmail、GTalk和谷歌日历），生产工具（谷歌文档：文本文件、电子表格和演示文稿），用户自定义起始页（iGoogle）和谷歌协作平台（用以开发网页）。这些工具都是免费的，胡勇也可以付费购买有更大存储空间和其他功能的专业版本。另外，教育版本包括了专业版本绝大部分额外功能，免费提供给中小学和高校。谷歌应用套件允许机构在这些服务中使用机构自己的域名，定制界面，以反映机构自己的品牌。这样，高校就能同一套件中（使用同一地址）提供谷歌应用套件熟悉而舒适的功能。

Who's doing it?

谁在使用它？

Since its launch, Gmail has been a popular choice among students - higher education as well as K-12 - and many of these same students are users of Google Apps. For them, being able to access their documents from any Internet-connected computer, without having to worry about software versions or compatibility, fits well with their always-connected, just-in-time lifestyles. Many faculty, however, have been hesitant to store their files on someone else's servers, given perceived concerns over security and the stewardship of their data. Some institutions have adopted Gmail for student and alumni accounts while maintaining inhouse mail services for faculty and staff. Still, a number of colleges and universities have migrated to Google Apps, often only for e-mail but increasingly for the entire suite of communication and productivity tools.

自推出以来，Gmail已成为高校以及中小学学生的流行选择，其中许多学生也是谷歌应用套件的用户。对这些学生而言，能够从任何联网计算机访问他们的文档，而不需要担心软件的版本或兼容问题，非常符合他们时刻在线、实时处理的生活方式。但是，许多教师，一直犹豫是否将自己的文件存在别人的服务器上，担心所谓的数据保密和管理问题。一些学校在也为学生和校友提供Gmail账户的同时，仍然为教职员工提供内部邮件服务，一些高校已经迁移到谷歌应用套件，通常只使用电子邮件，但日渐使用整套通信和生产工具。

How does it work?

它如何工作？

All of the applications in Google Apps work through a web browser. Users must have a Google account and, once logged in, can access familiar - if scaled-down - functionality for word-processing, calendaring, chat, and other tools. Google Docs, for example, allows basic formatting of text documents but without higher-level functions (such as style sheets and templates) found in traditional software. Spreadsheets support formulas and simple functions but not macros or the creation of figures and tables. Each file has a creator/owner, who determines who is allowed to access the file, either as a viewer (with read-only rights) or a collaborator (who can change the file). Because Google stores all of the files and content centrally, collaboration and document management become far simpler than when distributing files to multiple people and keeping track of different versions. For a text document, for example, the application maintains the file, allowing authorized users to see or edit the text while keeping track of all the changes and who makes them. This version history is available and allows comparing any two versions of the document. Similarly, the content in a user's calendar can easily be shared with other users, and Google Sites provides a simple tool for groups to collaborate on developing web pages or whole websites. When a file is complete, it can be "published," which gives it a unique URL, or it can be exported. In the case of a text document, export options include PDF, Word, RTF, OpenOffice, and others. A spreadsheet can be exported as a PDF, a text file, or an .xls file, among others. Much of the Google Apps functionality is available on mobile devices.

谷歌应用套件所有应用程序都通过网页浏览器运行。用户必须用一个谷歌账户，登录之后，就可以访问熟悉的——相对简化的——字处理、日历、聊天和其他工具。比如，谷歌文档，允许对文本文件进行基本的格式编排，但是没有传统软件的高级功能（比如样式表和模板）。电子表格支持公式和简单函数，但不支持宏，也不支持创建图表和表格【译者注：现在已经支持图表和表格了】。每份文件都有一个创建者/所有者，它可以决定谁能访问此文件，其中谁是浏览者（只有只读权限）谁是协作者（可以编辑文件）。由于谷歌集中存储所有文件和内容，相对于文件分散到许多人手上时跟踪不同版本，协作与文件管理变得非常简单。比如，对于一份文本文档，应用程序管理此文件，允许授权用户浏览或编辑文件，并跟踪所有改变并记录更改人。版本历史允许比较文档的任何两个版本。同样，用户日历中的内容，也很容易与他人分享，谷歌协作平台为团队提供了协作开发网页甚至整个网站的简单工具。文档完成之后，可以“发布”出去，并为文档提供一个惟一地址，也可以导出到本地计算机。还是文本文档这个例子，导出选项包括PDF、Word、RTF、OpenOffice 以及其他格式。电子表格可以导出为PDF、文本文件、XLS文件以及其他。谷歌应用套件的许多功能都能在移动设备上使用。

Why is it significant?

它为什么重要？

Particularly for higher education, the notion of providing software to constituents as services rather than as products offers several key benefits. Such an approach transfers responsibility for software updates and maintenance away from the institutional IT department, freeing IT staff from a considerable amount of software support. The resources saved can be directed at making the IT department more innovative and agile, attributes that are increasingly important in responding to rising student expectations of technology on campus. Sharing content is as simple as granting someone access, which facilitates collaboration without having to transfer files or worry about software compatibility. The limited functionality available through Google Apps is sufficient for the needs of most users, who have access to their files and related software any place they have a computer and an Internet connection. In addition, Google Apps can work with existing single sign-on programs, and hardware (and hardware failures) becomes less of a concern.

特别在高校，以服务而非产品的形式向成员提供软件，这种观念有若干关键好处。这种做法使得机构IT部门摆脱软件升级和维护的责任，使得IT员工从大量软件支持工作中解脱出来。节省下来的资源转而为IT部门带来更多创新和灵活，学生对校园内技术的期望越来越高，因而对这些期望的实时响应也越发重要。分享内容与设置权限一样简单。大多数用户需要在有计算机和互联网的地方访问他们的文档和软件，谷歌应用套件有限的功能，已经能满足他们的需求。此外，谷歌应用套件还可与已有的单点登录程序一起工作，硬件（以及硬件故障）变得不那么重要。

Although Google is not the only provider of web-based applications, it is in a strong position to make this concept acceptable to a broader audience, in part because of the cost savings it offers and in part because of Google's reputation as a "good citizen." Google is seen as responsive to the concerns of its users and as a company that is not likely to disappear overnight.

虽然谷歌并非网页应用的唯一提供者，但他的强有力地为使得这一概念广为人知，部分原因是节省开支，部分原因是谷歌的声誉良好。谷歌被认为急用户之所急，并且作为一家企业，不大可能一夜蒸发。

What are the downsides?

他有什么缺点？

The greatest concern about Google Apps and similar services is the loss of control. Because access rights are shared across the service, users rely - to some extent - on how carefully others protect their login credentials. Even though providing e-mail and other applications is complex and expensive, many in academia see this as a core responsibility of the IT department. Given concerns about long-term availability, security, and privacy, storing files, e-mail, calendar entries, and other content on non-institutional servers is a deal-breaker for some colleges and universities. From an administrative standpoint, Google doesn't offer as much granularity in managing user accounts as many institutions want and need. For users, the menus and tools are not consistent from one application to another, and applications running over the web do not work as smoothly and predictably as those running locally. Users who find themselves without an Internet connection cannot access the applications or their files.

谷歌应用套件以及类似服务最大的问题就是失去控制。因为访问权限为多项服务共享，用户——在某种程度上——依赖于如何小心保护自己的登录凭证。尽管提供电子邮件和其他应用非常复杂昂贵，学术界许多人都认为这是IT部门的主要责任。因为人们担心长期可用性、安全与保密，对于某些高校，非机构所有的服务器上的文件存储、电子邮件、日历安排以及其他内容都相当糟糕。从管理角度看，谷歌并不像许多机构所希望和需要的那样，在管理用户的时候足够细微。对用户而言，应用程序之间的选单与工具不同，应用套件运行在网络上，还不像在本地计算机上那样流畅、如意。用户会发现，离开网络连接他们就不能访问应用套件以及他们的文件。

Where is it going?

用在什么地方？

Google owns several companies including YouTube and GrandCentral, and Google Apps may see increased integration across the family of Google companies. GrandCentral, for instance, gives users a single phone number that, when called, will ring on any of the user's phones. All of that person's contacts can use the same number, even if that person graduates or transfers to another institution, changes jobs, or otherwise changes numbers. Google may incorporate these and other tools into Google Apps, and we may see more integration with applications outside the Google family. Because each new added feature affects the speed of the service, however, Google will need to balance complexity with performance. In addition, Google is said to be working on offline functionality, which would allow users to access the software and their files even when not connected to the Internet.

谷歌拥有多家公司，包括YouTube、GrandCentral，谷歌应用套件看上去会将谷歌公司家族都集成进去。例如，GrandCentral 为用户提供一个惟一的电话号码，只要有电话打进来，用户任何一部电话都会响起。即使这家伙毕业、转校、跳槽，或者因为其他原因更换电话号码，用户所有联系人都可以使用该号码联系到他。谷歌也许会把这项服务以及其他工具集成进谷歌应用套件，我们可能会看到更多谷歌家族之外的应用也被集成进来。然而，由于每项新加进来的功能都会影响到服务的速度，谷歌需要在复杂度和性能之间做出平衡。另外，谷歌据说要实现离线功能，这将允许用户在没有接入互联网的时候访问软件和他们的文件。

What are the implications for teaching and learning?

他对教育学习的影响是什么？

While the financial incentives to use Google Apps might compel a university to try it, the benefits for building a more collaborative teaching and learning environment could be the reason to stay. These benefits potentially include peer review of academic work and the ability to observe and participate in the creation of scholarly material. Today's students are generally comfortable sharing content and collectively generating knowledge. The Google Apps model of application delivery and file storage provides a set of tools and an infrastructure to make this happen. By leveraging student interest in and use of such tools, institutions might be able to encourage more experimentation with collaborative learning. Google Apps also facilitates sharing of information such as syllabi, and it offers an easy way to publish student work. Google Apps allows students and instructors to forget about the tools and focus on creative ways to use technology in their disciplines.

虽然使用谷歌应用套件的经济原因会促使大学试用它，但建立更为协作的教育学习环境带来的好处，会成为留下来的原因。这些好处可能包括，学术工作中的同业互查、观察与参与到创建学术材料活动中的能力。现在的学生都惯于分享内容、集体创作知识。谷歌应用套件这类应用程序交付与文件存储，提供了一整套工具和基础结构，帮助学生实现目标。利用学生对使用这些工具的兴趣，机构可以鼓励更多的协作学习体验。谷歌应用套件也有利于分享课程提纲等信息，也为发布学生作品提供了便捷。谷歌应用套件可以让学生教师忘掉工具，把注意力放在利用技术在学科领域内的创新。

EDUCAUSE 2008

This work is licensed under a Creative Commons
Attribution-NonCommercial-NoDerivs 3.0 License.

此作品使用知识共享署名-非商业应用-非演绎作品3.0许可。

http://creativecommons.org/licenses/by-nc-nd/3.0/

Find more titles in this series on the ELI website www.educause.edu /eli

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Google Apps

谷歌应用套件

March 2008

二零零八年三月

翻译《ELI7016 - 关于地图混搭你要知道的七件事》

7 things you should know about...

Mapping Mashups

关于地图混搭你要知道的七件事

Scenario

场景说明

As part of a large undergraduate history course he teaches about World War II, Dr. Martinez developed a mapping mashup that he introduces to the 150 students at the beginning of the semester. The mashup, which works with Google maps, represents major events leading up to and during the war. Fundamentally, it's a map, he explains, showing them on a projection screen that it works very much like the online mapping tools students regularly use. The map covers virtually the entire globe, and users can move around the world, zooming in and out, showing the area of search as a map, satellite images, or satellite images with maps, dates, and events superimposed.

作为公共历史课的一部分，马丁尼兹教授负责二战部分。他制作了一份地图混搭，这样就可以在学期初向一百五十名学生介绍课程。这份混搭运行于谷歌地图中，呈现二战之前和当中的重大事件。他解释道，从根本上讲，这还是地图，显示在投影屏上的地图，工作方式非常类似于学生经常用的在线地图工具。该地图几乎涵盖整个地球，用户可以在世界各地自由移动，放大缩小，可以将目标区域显示为绘制地图、卫星图以及混合了绘制地图、卫星图、日期和事件的混合图。

When students zoom in on Europe, they see flags scattered around the continent and into Asia. Similar maps dot Japan, Southeast Asia, and the South Pacific. When clicked, each flag opens a pop-up box that names the location, explains what happened there and when, and shows a photograph of that site at or close to the date in question. Flags correspond to important battles, political events, treaties that were signed, and cities such as Vichy, the wartime capital of France. The text in the box also includes links to articles that talk in depth about what took place in each location and the significance of that event. Students can zoom in to particular locations and see satellite images of what the place looks like today. They can also get an idea about the terrain where soldiers fought and died.

学生放大欧洲，会看到散布在大陆上的小旗。进入亚洲，类似的小旗点缀在日本、东南亚、南太平洋。点击小旗，都会有一个弹出框，标明位置、解释什么时候在这里发生了什么事情，同时显示一幅当地接近当时的照片。小旗对应重要的战役、政治事件、签署条约，以及城市，如战时法国首都维希。弹出框中的文字，还包括链接到深入谈论每个地点所发生事件及事件重要性的文章。学生可以放大到具体地点，查看卫星图，看看当地今天是什么样子。他们还可以想像士兵战斗和牺牲地点的地形地势。

During lectures, Dr. Martinez encourages students to have the mapping mashup running and use it to see what he is talking about. Answers to many common questions are available through the application, and Dr. Martinez finds over the semester that students are answering many of their own questions - and asking him more thoughtful ones - than in pervious semesters because the maps integrate content and context. Most importantly, he finds that student comprehension is improved, particularly their understanding of the geography of Europe and the growth, and then regression, of the Axis powers.

在教学中，马丁尼兹教授鼓励学生运行并使用这份地图混搭，看看课上讲的是些什么。通过这款应用，可以回答很多常见问题，马丁尼兹教授发现，与上学期相比，在这个学期，学生解答了很多他们自己提出的问题——问他的问题则更加深入，因为该地图集成了内容与背景。他认为，更重要的是，提高了学生的理解，特别是他们了解了欧洲的地理和经济增长，然后是因为轴心国导致的经济衰退。

What is it?

它是什么？

Mashups combine separate, stand-alone technologies into a novel application. Unlike open source software, mashups typically function through an application programming interface (API), which facilitates communication between the technologies without modification of the source code. Mapping mashups interoperate with an online mapping service, such as those developed by Google or Yahoo, combining data with the mapping application's locating service.

混搭，将分开的独立的技术组合成全新的应用。不像开源软件，混搭通常通过应用编程接口（API）实现功能，这有利于技术间的沟通，而不需要编辑源代码。地图混搭，与谷歌、雅虎开发的在线地图服务相互操作，将地图应用的定位服务与自己的数据相结合。

Online mapping services allow users to navigate most of the globe through a Web interface, viewing varying levels of resolution through maps, satellite imagery, or a combination. Mapping mashups overlay data on those maps with clickable markers showing specific points of interest. For example, a map at geology.com shows 50 of the most easily discernible craters caused by meteorites. The craters are located on six continents, and users can zoom in and see the name, location, and size of each crater.

在线地图服务允许用户通过网页接口浏览地球大部分地方，在绘制地图、卫星图和两者混合地图中，查看不同级别的分辨率。地图混搭将数据覆盖在这些地图上，用可点击的标记显示具体兴趣点。比如，geology.com 的地图显示五十个最容易辨别的陨石坑。这些陨石坑分布在六大洲，用户可以放大，查看名称、位置和每个陨石坑的大小。

Who's doing it?

谁在使用它？

Quite a few colleges and universities have developed mapping mashups for administrative and informational purposes. A number of institutions offer maps, for example, that display information to new and returning students about available housing. Other applications include tools that show where incoming students are from, offering admissions staff a clear, graphical representation of how well regional recruiting programs are working. Similar applications can show where alumni live or can serve as orientation tools for new students as they familiarize themselves with a campus and its facilities.

不少高校已经出于管理和信息目的开发地图混搭。比如，一些学校提供地图，显示新生和老生的住房信息。其他应用包括显示学生来源的工具，为招生人员提供清晰而形象的表示，展示各地区招生的情况。类似的应用还可以显示校友的生活情况，还可为新生提供定位工具，让他们熟悉学校及其设施。

Educational applications are starting to emerge as well. Hobart King, professor of geology and geography at Mansfield University in Pennsylvania, has developed a mapping mashup that helps students learn about plate tectonics. Students see a map of the world with "pushpins" indicating locations where evidence of tectonic plates is most apparent. Satellite images show clearly, for example, that the opposite shores of the Red Sea have what King's map calls a "jigsaw puzzle fit," evidence of plates that are diverging. Each pin on the map gives a brief explanation about what students see when they zoom in and out on the maps and move from one site to another.

教育应用也开始浮现。霍巴特·金，宾夕法尼亚州曼斯菲尔德大学的地理与地质学教授，开发一套地图混搭，帮助学生学习板块构造。学生看到的世界地图上，用“图钉”标明板块构造证据最为明显的证据地点。比如，卫星图很清晰的显示，红海相对的海岸具有金教授所说的“拼图一样般配”，是板块裂开的证据。地图上每一颗“图钉”都提供一段简述，告诉学生缩放地图、移动位置的时候他们看到的是什么。

How does it work?

它是怎么工作的？

Most mapping applications function just as the underlying mapping tools work, with the additional ability to click on markers. The API allows the source-data application and the online map to share longitude and latitude data or address data, accurately locating relevant sites on the mapping service. A database can feed information to a map, as in the case of a housing application, or an instructor can manually locate points of interest and attach markers. Some applications offer markup tools. With these, users can add lines, free-form scribbles, text notes, and other graphical elements to a map.

多数地图应用仅仅发挥地图工具最基本的作用，还有点击标记物获得一些额外功能。API 允许源数据应用与在线地图共享经纬度数据、地址数据，在地图服务上准确找到相关位置。数据库可以为地图提供信息，就像在前面提到的学生住房应用，教师也可以手工找出感兴趣的地点，然后插上标记物。一些应用提供标记工具，利用这些标记工具，用户可以在地图上添加线段，涂鸦、文字说明和其他图形元素。

When users click on a marker, a pop-up window displays information about that location. This information can be text, pictures, audio or video files, or links to other online resources. The pop-up windows can contain static information, such as what an instructor might enter when developing the map, or dynamic information from a database that shows current data.

用户点击标记物，弹出窗口显示该地点信息。这些信息可以使文字、图片、音频、视频，也可以链接到其他在线资源。弹出窗口也可以包含静态信息，比如教师制作地图时输入的东西，也可包含动态信息，来自包含最新数据的数据库。

Why is it significant?

为什么重要？

Students today understand online maps - the old joke about properly folding a roadmap applies doubly to people raised with computers, who may never have used a paper map. Mapping mashups are another opportunity to incorporate a technology students already use into education. The interactive nature of such applications appeals to students, who increasingly seek opportunities to take an active role in thire learning. Whether navigating the content of a mapping application generated by an instructor or applying their own knowledge to build or contribute to a map project, students enjoy the immediate connection of content with its physical place in the world.

学生现在掌握了在线地图——有一个老笑话是说，伴随计算机长大的孩子如何正确折两折地图，他们的确从未用过纸地图。地图混搭是将学生已经在用的技术融入教育的又一次机会。这类应用的互动本质吸引了学生，他们越来越多寻求机会在自身学习中发挥积极作用。无论是浏览教师制作的地图应用的内容，或者用自己的知识或开发或参与一项地图项目，学生很喜欢真实世界与内容之间的实时联系。

Largely because of the early and frequent use of computers, students increasingly benefit from visual learning, and mapping mashups provide sophisticated yet easy-to-use tools for visualization - tools that clearly show spatial relationships. In many cases, rendering data or concepts in a visual form - as opposed to simple text and numbers - helps users see and understand more thoroughly the material being represented.

主要因为学生一直经常使用计算机，日渐从视觉学习获益，地图混搭为视觉提供了先进且易于使用的工具——清晰呈现空间关系的工具。在许多情况下，以视觉形式——而非简单的文字数字——呈现数据或概念，可帮助用户更彻底看懂所呈现的材料。

What are the downsides?

有什么缺点？

One drawback of mapping mashups is that they depend on the underlying mapping service. Although the online maps from Google and Yahoo are generally reliable and stable, any application that uses them will stop functioning should the mapping service be interrupted or discontinued. Moreover, the choice of a mapping application may have implications for a mashup built on it. Although Google Maps appears to have spawned more mashups than Yahoo Maps, for example, the two services are not identical. Further, new mapping services are being developed, complicating the selection of an appropriate service.

地图混搭的一点不足就是，依赖于底层地图服务。虽然谷歌和雅虎在线地图通常可靠而稳定，但如果这些地图服务一旦中断或停工，所有使用这些服务的应用都将停摆。此外，选择一款地图应用也会影响到搭建其上的混搭。比如，虽然谷歌地图似乎比雅虎地图催生了更多的混搭，但这两款服务仍有所不同。将来，产生新的地图服务之后，选择合适的服务会更加复杂。

Another concern with commercial mapping services is that they often focus largely on North America and Europe. The level of detail available for other parts of the world can be spotty, resulting in potential gaps in areas a mashup hopes to cover. Functionally, many mapping mashups demand considerable bandwidth and, as a result, function poorly over slower connections. Finally, creating mapping mashups is not trivial. Although the concept behind a mashup might be straightforward, making it work properly often requires strong technical skills and a considerable amount of time.

商业地图服务另一个令人关注的问题就是，他们多关心北美和欧洲市场。世界其他地区的详细程度参差不齐，导致在混搭覆盖区中形成潜在的空白区域。功能上，许多地图混搭需要很大带宽，因此，在低速连接上缺乏功能。最终，建立地图混搭并非小事。虽然混搭背后的概念可能很简单，要让它正常工作常常需要强大的技术技能和相当长的时间。

Where is it going?

用在什么地方？

Mashups built on online maps are proliferating, covering a wide and growing range of topics. Mashups are being developed, for example, that allow users to "geotag" photographs posted on Flickr. As this practice grows, users can start with global coordinates and search the Web for resources - not limited to photos - that have been tagged with those coordinates.

建立在在线地图之上的混搭日益激增，涉及话题广泛且不断增多。比如，开发出混搭，允许用户利用“地理标签”定位Flickr上的照片。随着这种做法越来越多，用户开始给资源——不仅仅是相片——标记全球坐标，并根据标记坐标在网络上搜索。

Although maps that show drink specials in New York City or fastfood restaurants across the United States might not seem useful for education, these and other mashups offer researchers and educators new ways of presenting and analyzing data. Even zany mashups might be one creative instructor away from being compelling educational tools. As the features and functionality of the underlying online maps grow, so too do the opportunities for new combinations of data with maps.

虽然显示纽约特定饮料，或者显示美国快餐店的地图，可能看上去对教育没有什么用处，但这些混搭为研究者和教育者提供了新的表现手法和可供分析的数据。非常糟糕的混搭有可能让有创造力的教育者远离优秀的教育工具。随着底层在线地图服务的特性和功能不断增长，也为数据和地图的新组合提供了机会。

What are the implications for teaching and learning?

对教育学习有什么影响？

In many fields of study, an understanding of the geographical context of places and events is central to deep comprehension of the subject matter. This applies to areas ranging from the sciences, such as geology or meteorology, to the humanities, such as history or political science. Joining subject matter to a mapping tool provides an educational experience unlike simply reading about a place and then finding it on a map. Applications can show groups of locations on a map, representing how proximity among the sites, topographical features, or other elements of the physical world bear on the subject at hand. Mapping mashups provide a means for placing data and class lessons into a physical context. For some students, this step moves an otherwise abstract concept into the real world, helping them see patterns and movements that explain ideas and their significance.

在许多研究领域，对地点和事件的地理环境的理解，集中于对课题问题的深度理解。应用领域从地质学气象学等科学到历史学政治学等人文科学不等。把课题问题与地图工具结合起来，提供的教育体验，不像先阅读然后在地图上找到位置那么简单。这些应用可以在地图上显示地点群，表现出地点之间的远近程度，地质特征，以及能对手头课题产生影响的现实世界的其他因素。地图混搭为把数据和课堂教学代入真实环境提供了条件。对于某些学生，这一步将其他抽象概念搬进真实世界，帮助他们看到具体的形态和运动，帮助他们解释观念和重大意义。

By their nature, many mapping mashups are particularly well suited to research. To the extent that such tools accurately model the practices of researchers - manipulating data, thinking critically about patterns and relationships - mapping mashups can bring research closer to teaching and provide authentic experiences to students.

就性质而言，许多地图混搭都特别适合研究，以至于这些工具能精确的构建研究者的实践模型——处理数据、对模式和关系的批判思考，地图混搭可以让研究更接近教学，为学生提供真实的体验。

Mapping Mashups

地图混搭

Find more titles in this series on the ELI Web site www.educause.edu /eli

在ELI 网站上能找到更多同系列标题。

July 2006

二零零六年七月

翻译《ELI7023 - 关于知识共享你应该知道的七件事》

7 things you should know about...

Creative Commons

关于知识共享你应该知道的七件事

Scenario

场景说明

In the fall, Dr. Crawford will be teaching a new course on 19th and 20th-century U.S. municipal politics, covering well-known stories of corruption and graft but also cities whose citizens benefited from the efforts of their leaders. In putting together the course pack for the class, Crawford starts with her own bookshelf, pulling letters, newspaper articles, contracts, and other documents. She then turns to the Web, which provides numerous artifacts and historical analyses related to the evolution of municipal politics.

在秋季学期，克劳夫特博士要教授一门新课程《十九二十世纪美国城市政治》，包括众所周知的贪污腐败故事，以及城市领导人努力为市民谋福利的故事。为了准备讲义，克劳夫特从自己的书架开始着手，参考了印刷信件、报刊文章、合同以及其他文件。然后他转向网络，这里有无数文化作品和与城市政治演变有关的历史分析资料。

Because the course packs will be printed and sold to students in the class, Crawford knows she needs permission to include copyrighted materials. Many of the older documents she wants to use are already in the public domain, their copyright protections having expired decades ago. One article about Richard J. Daley was written by a colleague Crawford knows from professional activities, and she is able to obtain his permission without much trouble. For other materials, Crawford spends several weeks contacting numerous publishers and authors, some of whom agree to let their content appear in the course pack. By contrast, of the works she locates online many are covered by Creative Commons licenses, each one clearly indicating what uses are allowed. Without having to contact copyright owners, Crawford knows which works she can include in the course pack and, moreover, which ones she can encourage her students to use in their own work. Political cartoons, in particular, provide sharp insights into public sentiments about local politics. Crawford finds dozens of such cartoons covered by a Creative Commons license that allows modifications, and one project she assigns to the students is to pick a cartoon from an earlier era and update it to reflect a current situation. Crawford shares the course pack with other faculty, some of whom decide to use the Creative Commons content in their own classes. She also creates a Web site where she posts her students' cartoons - with their own Creative Commons licenses - inviting others to use and share them.

由于该讲义要付印出售给学生，克劳夫特知道他必须获得版权材料的授权。许多他想使用的旧文档已经开放给公共领域，其版权保护十年前就已经过期。一篇有关理查德·J·戴利的文章是克劳夫特在专业活动中认识的同事写的，要得到许可不会有太多麻烦。其他材料，克劳夫特花费数周时间联系众多出版商和作者，有一些同意他在讲义中使用其作品内容。相比之下，他在网上找到的很多作品采用知识共享授权，每个人都能很清楚地知道能拿来做什么，不需要联系版权所有人。克劳夫特知道哪些作品能用在讲义中，此外，他还可以鼓励学生将其中一些用于各自的作品中。政治漫画，特别是敏锐洞察地方政治民情的政治漫画。克劳夫特找到很多采用知识共享授权的这类漫画，允许修改，他为学生安排一个项目，挑选一幅早期时代的漫画，作出修改，反映当前局势。克劳夫特与其他教授分享这份讲义，其中一些决定在自己的课上使用知识共享授权内容。他也建立了一个网站，将学生的漫画张贴上去——使用他们自己的知识共享授权，邀请其他人使用、分享这些作品。

What is it?

这是什么？

Creative Commons is an alternative to traditional copyright, developed by a nonprofit organization of the same name. By default, most original works are protected by copyright, which confers specific rights regarding use and distribution. Creative Commons allows copyright owners to release some of those rights while retaining others, with the goal of increasing access to and sharing of intellectual property.

知识共享是传统版权的替代办法，由同名非营利组织提出。一般情况下，最原始作品受版权保护，版权赋予有关使用和发行的特定权利。知识共享允许版权所有者放开其中一些权利而保留其他，其目的是为了增进对知识产权的获取和分享。

Copyright has historically been an all-or-nothing proposition: a work is either in the public domain, or its owner asserts "all rights reserved." The term of copyright protection for most works has stretched considerably, from 14 years (in 1790, when copyright law was first enacted in the United States) to 70 years past the death of the work's creator. Seeing the need for options besides "public domain" and "all rights reserved," the creators of Creative Commons sought to establish a middle ground of "some rights reserved" that respects intellectual property while expanding the acceptable uses of protected material. All licenses require attribution, and the least restrictive only requires attribution. Other licenses include "No Derivatives," "NonCommercial-NoDerivatives," and "Share Alike," which requires derivatives to have the same license as the original. Using Creative Commons, a photographer, for example, might choose to allow anyone to reproduce her photos or make derivative works from them, as long as it is done for noncommercial purposes.

版权一向是非此即彼命题：某项作品要么处在公共领域，要么其作者声称“保留所有权利”。大多数作品的版权保护期都有很大弹性，从十四年（1790年，美国颁布首部版权法）到创作者死后七十年。知识共享组织的创立者，看到了“公共领域”和“保留所有权利”之外的选择需求，寻求建立“保留部分权利”的折衷立场，既尊重知识产权，又扩大了受保护材料的合理用途。给出所有必要授权的同时给出必要的最小限制。其他授权包括“禁止演绎”、“非商业性使用-禁止演绎”，以及“相同方式共享”，这要求演绎作品与原始作品使用相同的授权。比如，某位摄影师，使用知识共享，会选择允许任何人加工他的相片，或者从中演绎新作品，只要是用于非商业目的。

Who's doing it?

什么人使用它？

Higher education is rooted in the belief that the free exchange of knowledge is fundamental to the common good, and faculty and researchers in large numbers have begun using Creative Commons licenses to facilitate a climate of openness and sharing. Granting explicit permission for certain uses of one's scholarly material expands opportunities for collaborative work and increases the professional stature of individuals whose creative output is used in other academic efforts. Two high-profile repositories of learning materials attach Creative Commons licenses to their content: MIT's OpenCourseWare and Connexions, a project started at Rice University. OpenCourseWare was launched to provide public, online access to the curricular materials from virtually all of MIT's undergraduate and graduate courses. All the content on the site is offered under the Attribution-NonCommercial-ShareAlike 2.5 license, which allows users to copy and distribute the work and to make derivative works, as long as such uses include attribution, are not for commercial purposes, and assign the same license to derivative works. Connexions also offers online access to learning content, as well as tools to help instructors assemble courses from available materials. Connexions content is covered by a license that requires only proper attribution.

高等教育都根植于自由交流知识的信仰，相信这是共同利益的根本。教师和研究者开始大量使用知识共享授权，促进开放和共享的氛围。为某人使用学术材料给予明确许可，允许别人在工作中使用自己的创作成果，可以扩大合作机会，提高个人的专业水平。有两个使用知识共享授权的知名学习素材库：麻省理工的OpenCourseWare 和莱斯大学发起的Connexions。OpenCourseWare 旨在提供开放的、在线获取的麻省理工实际全部本科和研究生课程素材。网站上的全部内容都根据“署名-非商业性使用-相同方式共享 2.5授权”提供，这允许使用者复制、分发这些作品、创作演绎作品，只要在使用时包含署名、不用于商业目的，并为演绎作品使用相同授权。Connexions 也提供在线学习内容，以及提供工具帮助教师利用可用素材汇编课程。Connexions 的内容仅使用正当署名授权。

How does it work?

它是如何工作的？

The Creative Commons Web site explains the license choices and provides a tool that walks users through choosing one. Based on the user's response to questions about commercial uses, modifications of the work, and jurisdiction, the site indicates the appropriate license and provides HTML code that can be added to a Web page to indicate the specific license chosen. The code includes a logo that links to a Creative Commons Web page describing how the work may be used. For non-Web-based materials, copyright owners can choose other means to identify their license choice, though no label is required to assert copyright protection.

知识共享网站解释了如何选择授权，提供一款工具，带领用户轻松选择合适授权。询问有关商业使用、是否允许修改作品以及司法管辖区域，根据用户的回答，网站给出适当的授权，并提供HTML 代码，这样可以添加到网站上，以显示所选特定授权。代码包括一个徽标，链接到知识共享网站相应网页，网页详细描述可以怎么使用该作品。对于非网页材料，版权所有者可以选择其他方法标出所选授权，尽管没有一张申明版权保护的标签。

A number of Web sites offer directories of content - often sorted by type, such as photography, music, art, or videos - that include Creative Commons designations. Knowing clearly and up front what is permissible, users can remix, copy, distribute, and repurpose content according to the copyright owner's preferences. Without simply making everything available to anyone (the "public domain" approach), Creative Commons invites and encourages people to use and share content in ways that benefit everyone.

一些网站提供内容目录——往往按照类型分类，比如摄影、音乐、美术或视频，其中就包含知识共享授权内容。提前清楚的知道什么允许什么不允许，用户就可以根据版权所有者的选择，混合、复制、分发、重用内容。知识共享并非简单的让所有人用所有内容（“公共领域”那种办法），而是邀请并鼓励人们以让所有人获益的方式，使用并分享内容。

Why is it significant?

它为什么重要？

Given advances in technology for creating, sharing, sampling, and reusing content in various forms, many believe that the traditional approach to copyright protection is obsolete. As tools such as wikis and blogs are increasingly used for teaching and learning, black-or-white copyright protection inhibits the opportunities these applications provide. Creative Commons puts unprecedented power into the hands of content owners and users, creating an environment in which restrictions take a back seat to permissions and the creative talents of individuals benefit the common good.

由于技术在创造、分享、采样、重用内容方面各种形式的进步，许多人相信，传统的版权保护办法已经过时。维基和网志等工具越来越多的用于教学和学习，非此即彼的版权保护扼杀了这些应用提供的机会。知识共享赋予内容所有者和使用者前所未有的权力，创造出一种环境，限制了许可制度的抬头，单独的创新人才均受益于共同利益。

In some cases, individuals who have the time and wherewithal to seek formal permission to use intellectual property are unable to locate the copyright owner or even determine whether the work is protected. Because Creative Commons licenses follow the content, people know immediately the conditions under which its use is allowed, without having to track down copyright owners or fret about what to do if they cannot be found.

在某些情况下，有钱有闲寻求使用知识产权的正式许可的个人，无法找到版权所有者，甚至无法确定该作品是否受保护。由于知识共享是按照内容授权，人们可以立即知道在什么情况下可以使用，无需找到版权所有者，或者担心找不到该怎么办。

What are the downsides?

它有哪些缺点？

Copyright law is extremely complex - given the range of works that can be protected, jurisdictional differences, and the increasingly gray area of fair use - and Creative Commons adds another layer to this situation. Creative Commons is designed to be easy to use, but this simplicity comes at the expense of clarity at the extremes - determining what defines a commercial use or constitutes acceptable attribution can be tricky. The "share alike" principle, in particular, quickly runs up against difficult questions. If a user incorporates a photograph that is covered by a share alike license in a PowerPoint presentation, does the entire presentation need to carry the same license as the photo, or just the slide that features the picture? Should attribution accompany the photo, or is it sufficient to cite the source in a list of references at the end of the presentation? In addition, despite at least one early ruling in favor of Creative Commons licensing, it remains unclear how courts will view copyright disputes involving material covered by Creative Commons licenses.

版权法是极其复杂的，作品受保护的范围，司法管辖权的不同，使得合理使用的灰色地带日益增多。而知识共享在此状况外添加了另外一层。知识共享的设计目的就是易于使用，但是这种简单在某些极端情况下需要牺牲清晰度——确定商业使用的定义是什么，确定令人满意的署名，可能会非常棘手。尤其是，“相同方式共享”原则，很快就会遭遇艰难的问题。如果用户将一幅使用相同方式共享授权的照片，使用在一份演示文稿当中，那么整份演示文稿是否需要如同照片，使用相同方式共享，或者仅仅是使用了这张照片的幻灯片需要？署名是应该和照片一起出现，还是出现在演示文稿末尾、足以说明来源的参考文献列表中？另外，尽管至少有一份早期判决，有利于知识共享授权，但是目前还不清楚，法庭会如何看待，涉及使用知识共享授权的作品的版权纠纷的。

Where is it going?

它使用在什么地方？

Creative Commons licenses have grown to include nation-specific differences in copyright law. Copyright owners can now choose either a generic license or one that reflects laws in one of nearly three dozen countries. This process of adding variations of licenses to accommodate the copyright landscape is likely to continue, increasing the adoption of the licenses by a wider range of content owners. As understanding of the licenses spreads, greater numbers of content users will specifically seek out material that is covered by a Creative Commons license. A renewed sense of openness - rather than restrictiveness - will support new educational efforts, particularly in developing countries, that cross institutional and national boundaries. Educational content will be shared freely, with programs and degrees based on learning objects and resources from multiple sources.

知识共享授权已经壮大到包括版权法中的特定国家差别。版权所有者现在可以选择一款通用授权，或者能体现最新三十六个国家之一法律的一款。这个添加授权变体以适应版权需要的过程，有可能会持续下去，促进更广泛的内容所有者使用知识共享授权。出于对传播授权的理解，更多内容用户将专门寻求使用知识共享授权的素材。以全新的开放心态——而非限制——支持新的跨越机构和国家限制的教育工作，特别是在发展中国家。根据多处来源的学习对象和资源的程序和程度，教育内容会被自由分享。

What are the implications for teaching and learning?

对教育学习有哪些影响？

A copyright environment based on openness and sharing benefits all education, from traditional classroom-based teaching to online and distance programs. Considerable effort spent examining copyrights and pursuing permissions can be redirected toward teaching. In addition, eliminating restrictions on use of intellectual property encourages new thinking among faculty about how to incorporate a wide range of resources in their teaching. Even with the fair use exception for academic applications, some works clearly fall outside the scope of acceptable use. Allowing broad noncommercial use of otherwise protected material significantly expands the pool of resources faculty and students can use in teaching and learning. Knowing quickly and easily whether a piece of content can be distributed, modified, or remixed fits well with the teaching style of many instructors - they want to be able to search for up-to-the-minute artifacts and include them in lectures and learning materials, without having to worry about obtaining permission. Introducing the freedom to make derivative works from copyrighted content also presents opportunities for new kinds of scholarship based on interpretive remixing.

开放和分享所有教育利益基础上的版权环境，从传统教室授课到在线远程程序。投入相当大的精力检查版权，追求许可，会改变教学的去向。另外，消除使用知识产权的限制，鼓励教师之间全新思考，在教学中如何混合各种资源。即使在学术应用中允许合理使用例外，某些作品显然超出合理使用的范畴。允许广泛使用在其他地方受保护的素材用于非商业用途，能够显著扩大教师学生在教学和学习中使用的资源库。快速而便捷的了解一份内容是否能分发、编辑、混合，以符合诸多教育者的教学风格——他们希望能够找出最新的作品，将其用在讲义和学习材料中，而不用操心获取版权。介绍从版权内容制作演绎作品的自由，也展示了基于诠释混合的新型学识的机会。

www.educause.edu /eli

Creative Commons

知识共享

Find more titles in this series on the ELI Web site www.educause.edu /eli
在ELI 网站上可找到更多同系列标题。

March 2007

二零零七年三月

翻译《ELI7049 - 关于个人学习环境你应该知道的七件事》

7 things you should know about...

Personal Learning Environments

关于个人学习环境，

你需要知道的七件事

Scenario

场景说明

For the fall semester, David signed up for a digital photography course, and during the first class, he was assigned to a critique group with four other students. The professor explained that students would be creating personal learning environments-exploring free applications and networking sites, sharing what they learn with each other, and submitting work for feedback from those in the critique group. Each week students were to photograph something in a public venue and upload the photos to a website where the group could view them, critique and discuss the images, and blog about what they learned. David enjoyed looking through the blogs of his fellow students and subscribed to the RSS feeds of his favorites so he would know when each was updated.

到了秋季学期，戴维注册了数码摄影课程，上第一堂课的时候，他和其他四名学生分配到同一个讨论组。教授解释说，学生要创建个人学习环境——探索免费应用程序和网站，彼此分享所学，提交讨论组中其他人的反馈。学生每周在公共场所拍照，并将照片上传至某个整个小组都能看到的网站上，然后讨论点评这些照片，在日志中写下从中学到的。戴维喜欢浏览他同学的日志，订阅了他喜欢的日志的RSS信息源，这样只要一更新他就能知道。

David found the feedback from his in-class critique group so useful in improving his photography that he created an open group in Flickr for his growing collection, inviting the wider photo community to comment on his work. During a zoo trip, he photographed a llama that looked oddly taken aback. Everyone smiled at the comic expression, but the image was a chance shot with hasty framing, so his in-class group suggested cropping and minor clean-up work. Then he asked his group on Flickr to suggest titles, from which he chose his favorite, "Whoa, Dude." He later sold the photograph to a newspaper editor who had seen it on Flickr. It ran with an article about an upcoming music festival at the zoo.

戴维发现，他所在讨论小组在课堂上的反馈，对于改进摄影技术非常有用，他在Flickr为其日益增多的作品创建了一个开放组，邀请很多摄影社区评价他的作品。在一次动物园之行，他照的一张骆驼看上去很古怪很受伤。每个人都觉得这种滑稽表情很可乐，实际上这幅照片时匆忙构图的偶然所得。因此在课堂小组讨论中，建议他裁剪并小幅修饰。接下来他请求Flickr上的组员推荐标题，他从中选出他最喜欢的“哇，吓我！”后来他把照片卖给一位在Flickr上见过照片的报纸编辑。和照片在一起的是一篇关于即将在动物园举行的音乐节的文章。

The final course assignment was a joint photojournalism exercise for the class. Students were to cover the local Trout Day Parade along the riverfront, where floats and costumes took an aquatic theme and the river offered a consistent backdrop. Images would accompany a brief article or interview to be posted on student blog sites. One student compiled the articles and ran the text through Wordle, posting the resulting word collage. Two other students used the collage as a background and pasted all the class photos on top. When the completed group project was published online, several images received outside recognition. Students gathered those comments for Wordle, too, using the result as a sidebar for a page of final reflections on the course.

课程最后课题是一项全班的共同摄影报道活动。当地鳟鱼节游行的时候，花车和服装都采用水生主题，而且河流提供了一致的背景，所以学生们都沿着河岸地区活动。照片加上相应的简短文章或访谈，贴到学生日志网站上。一名学生汇编这些文章，并输入到 Wordle 网站，然后张贴生成的文字云。另外两名学生利用该文字云作为背景，贴上全班所有照片。当该集体项目完成后发布在网上的时候，一些照片得到外界的赞赏。学生们继续收集评论用于Wordle ，并将结果文字云用作课程最后的反思论文的侧边。

The following semester, when David submitted some of his work for a fine arts student fellowship, he felt confident about his submission, having integrated input from his group at Flickr, which now included several of his former classmates.

到了第二个学期，戴维向学生美术协会提交了一些作品，他对他的申请有信心，因为综合了Flickr上小组的看法，那上面现在已经有几个他原来的同学。

What is it?

这是什么？

The term personal learning environment (PLE) describes the tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals. A PLE is frequently contrasted with a learning management system in that an LMS tends to be course centric, whereas a PLE is learner-centric. At the same time, a PLE may or may not intersect with an institutional LMS, and individuals might integrate components of an LMS into the educational environments that they construct for themselves. A typical PLE, for example, might incorporate blogs where students comment on what they are learning, and their posts may reflect information drawn from across the web - on sites like YouTube or in RSS feeds from news agencies. While most discussions of PLEs focus on online environments, the term encompasses the entire set of resources that a learner uses to answer questions, provide context, and illustrate processes. As used here, the term refers not to a specific service or application but rather to an idea of how individuals approach the task of learning.

“个人学习环境”（PLE）指的是学习者用于引导自身学习、追求教育目标的个体教育平台，包括诸多工具、社区、服务。PLE 常拿来和学习管理系统（LMS）作比较，LMS 往往是以课程为中心的，而PLE 是以学习者为中心的。同时，PLE 可能，也可能不与体制内的LMS相交，个体有可能把LMS的一部分集成到为自己构建的教育环境当中。比如，一套典型的PLE，可能会将学生记录自己所学的日志综合起来，这些帖子反映了来自于整个网络——比如 YouTube ——的信息，或者来自新闻聚合器的新闻源。虽然大多数针对PLE 的讨论都侧重于在线环境，但实际上这个词包含了学习者用来解答问题、提供背景、说明流程的所有资源。正如这里所用，该词汇并不是指某一具体服务或应用，而是指个体如何实现学习任务的思想。

Who is doing it?

什么人在用它？

In the United Kingdom, a team at the University of Bolton developed the PLEX application to provide students with a platform for easy, coherent access to networks of people and resources. At the University of Mary Washington in Virginia, students and faculty use UMW Blogs, a WordPress multiuser publishing platform customized by the university to offer flexible web spaces where students present their work, share ideas, and collaborate on projects. The system is flexible enough to allow students to present internally developed content side by side with work they cultivate and maintain elsewhere on the web. Similar approaches have been used at Baylor University, Penn State, and the University of British Columbia. Educators who want to encourage an approach to learning in which students create PLEs might offer a site where students can house their personal reflections and digital content, return to it, share it, and repurpose it in other tools. Instructors might also invite students to explore freely available stand-alone services like StumbleUpon, Flickr, YouTube, and other venues that let users store and share information and connect to peers and their collections of resources.

在英国，博尔顿大学的一支团队开发了PLEX 应用程序，为学生提供了一个轻松、连贯访问人际网络和资源网络的平台。在弗吉尼亚州华盛顿的玛丽大学，学生教师使用UMW 网志，由大学利用WordPress 多用户发布平台定制而成，为学生提供了灵活的网络空间，可以展示作品、分享思路、项目合作。该系统足够灵活，可让学生从内部发布尚未完工的内容，同时从网络其他地方继续工作、维护。类似的工作还用于贝勒大学、宾州州立大学和加拿大英属哥伦比亚大学。那些希望促进学生创建PLE 并用来学习的教育者，可能会提供一份网站，可以让学生存放他们的个人反思和数码内容，经常使用它、分享它、利用其它工具重用它。教师也可以邀请学生探索有用的免费独立服务，如StumbleUpon, Flickr, YouTube，以及其他可以让用户存储分享信息、连接个体及其收集的资源的网站。

How does it work?

它是如何工作的？

On campuses that formally support PLEs, instructors or institutions generally provide a framework for student study. This framework might be a desktop application or a web-based service and could include links to web tools, as well as traditional research and resources to which students can add their own network of social contacts and collection of educational resources. Students are encouraged to draw upon these networks and collections of external resources, using them as tools for discovery in an effort to expand their learning experiences beyond campus boundaries. As ideas are generated, problems queried, and content created in this environment, feedback becomes the combined output of peers, colleagues, and friends as well as experts and critics. The result becomes a PLE when the integration of resources starts to include the work and voice of others as readily as a student's own critical reflection and scholarly work.

在正式支持PLE 的学校，教师或学校一般提供用于学生学习的框架。该框架可能是桌面应用程序，也可能是网络服务，学生提供链接到网页工具、传统研究和资源，学生也能添加自己的社交网络、收集的教育资源。鼓励学生使用这些网络、这些外部资源集合，将这些资源当作工具，在努力将学习体验扩展到校园之外的同时有所收获。在这个环境中形成思想、提出问题、创建内容的同时，伙伴、同事、朋友，以及专家、批评家也开始形成反馈。当资源的整合开始很容易的——就像整合学生自己的批判性反思和学术工作那样——包括其他人的工作和声音时，于是就形成了PLE 。

Why is it significant?

为什么重要？

PLEs represent a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize. In this context, the PLE functions as an extension of the historical model of individual research. Because they emphasize relationships, PLEs can promote authentic learning by incorporating expert feedback into learning activities and resources. A PLE also puts students in charge of their own learning processes, challenging them to reflect on the tools and resources that help them learn best. By design, a PLE is created from self-direction, and therefore the responsibility for organization - and thereby for learning - rests with the learner.

在传统模式中，学生通过独立途径从图书馆课本或者LMS 获取信息，PLE 预示着从中转移出去，取而代之的是，学生从自己选择整理的日益增长的资源网络中抽取关联。在此背景下， PLE 起到了扩展个体研究的历史模型的作用。因为他们都强调关系，通过将专家反馈融合进学习活动与资源，PLE 可以促进真实有效的学习。PLE 也可以让学生掌握自己的学习过程，通过反思学习和资源如何帮助他们学到最佳，来挑战他们。PLE 是在自我引导下刻意创建起来的，因此为了学习而组织 PLE 的责任就在于学习者自身。

What are the downsides?

有什么不足？

Personal learning environment is an evolving term, one without a single, widely accepted definition. Even as defined here, the concept remains somewhat amorphous, made up of disparate resources - including people - often beyond the boundaries of the institution or the user, that can come and go, creating a lack of continuity. For academics, a simple reference to sources may not be enough in such an environment, as data can easily disappear. A requires students to engage in ongoing decision making to maintain, organize, and grow their learning environments. The process of self-directed learning requires a degree of self-awareness, and it must be given time to mature. Some students, however, may have never taken the time to think about their own metacognition or to reflect on how they learn best. These less experienced students may not be ready for the responsibility that comes with building and managing a PLE. Furthermore, despite their ability to quickly learn new online tools and computer applications, many students lack the information fluency necessary to recognize when a writer speaks from authority, for example, or when a narrative is opinion. While the PLE offers the opportunity to sharpen these skills, instructors may find it useful to discuss the hallmarks of a well-thought-out argument and to underscore caution in accepting "facts" presented by peers and anonymous posters.

个人学习环境，是一个不断发展的词汇，没有惟一的普遍接受的定义。即使是在这里的定义，仍然有一些混乱，常常由学校和用户之外的不同资源——也包括人——拼凑而成，这些资源增增减减，导致了不连贯性。对于学者，一条简单的来源参考，在这种环境下可能并不足够，因为数据很容易就会消失。学生需要不断作出决定，以维持、管理、拓展他们的学习环境。自我导向学习过程，需要一定程度的自觉，而这，是需要花时间培养的。然而，一些学生，可能从不花时间思考自己的元认知，也不反思如何学得更好。那些缺乏经验的学生，还没有为构建、管理PLE 做好准备。此外，尽管许多学生有能力学习新的在线工具和计算机应用，但是他们在辨别某位作家的权威发言时，缺乏必要的信息畅通，比如，当需要他们发表对某故事的意见时。虽然PLE 可以为提高这些技能提供机会，但教师可能会发现，PLE 在讨论经过深思熟虑的观点的特点时有用，在强调谨慎接受同伴和匿名投递者提出的“事实”时有用。

Where is it going?

它存在什么地方？

The PLE is a result of the evolution of Web 2.0 and its influence on the educational process. As such, the concept is likely to become a fixture in educational theory, engendering widespread acknowledgment of its value, both of its framework and of its components. Scholars might find it important to maintain web updates on their own scholarship as new findings are posted elsewhere. Students will find themselves increasingly working collaboratively and relying on their network of contacts for information. As a result, students will probably more quickly develop the skill to sort the authoritative from the noise. A few institutions may continue developing campus-specific solutions for PLEs, such as customizable portals or dashboards that help students organize their research and resources and post their reflections. Yet because so much institutional involvement conflicts with the philosophy of a PLE, many educators may prefer to use free applications like iGoogle and My Yahoo!, which offer adequate platforms for learner-centric PLEs. As increased mobile access shifts the technological landscape, the PLE may represent our acknowledgment of the need to organize and present the tools, resources, and gateways that scholars use on a regular basis so that they are available with instant access from any location.

PLE 是Web 2.0 的发展以及对教育过程施加影响的结果。因此，这一概念有可能变成教育理论的必备概念，其价值、框架、组成部分都将得到广泛承认。学者可能会发现，当自己在别处发表学术新成果的时候，保持更新网页很重要。学生也会发现，大家日渐合作，信息来源愈发依赖关系网络。因此，学生或许会更快发展从噪音中整理出权威的技能。少数机构可能会继续开发特定学校的PLE 解决方案，比如可定制的门户网页、面板网页可以帮助学生管理他们的研究和资源，同时让他们张贴自己的反思。然而，由于这么多机构介入到PLE 基本原理的争斗中，许多教育者可能比较喜欢使用免费应用，如iGoogle 和My Yahoo!，它们为以学习者为中心的PLE 提供了足够的平台。由于日益增多的移动接入改变了技术景观，PLE 可以表示我们承认，需要组织并呈现学者定期使用的工具、资源、方法，从而使得可以从任何地点实时获取这些资源。

What are the implications for teaching and learning?

对教学和学习有什么影响？

The concept of the PLE marks a fundamental change in the role resources (people and media) play in teaching and learning. In an environment where information is ubiquitous and needs only to be located, there is a greater premium on skills that support fast and accurate access to information and on the ability to assess that information. In this regard, teaching is less a matter of data transmission and more a collaborative exercise in collection, orchestration, remixing, and integration of data into knowledge building. The goal for the student shifts from a need to collect information to a need to draw connections from it - to acquire it, disseminate it, and collaborate in its use. Furthermore, the use of PLEs may herald a greater emphasis on the role that metacognition plays in learning, enabling students to actively consider and reflect upon the specific tools and resources that lead to a deeper engagement with content to facilitate their learning.

PLE 的概念标志着从根本上改变资源（人和媒体）在教学和学习中的作用。在一个信息无处不在，只是需要定位的环境中，需要更出色的技能，能支持快速而正确获取信息，以及评估信息的能力。在这方面，教学需要更少的数据传输，需要更多的合作练习收集、编排、混合、综合数据，建造知识大厦。学生的目标已经从收集信息变成在信息间建立联系——获取信息、传播信息、协作使用信息。此外，PLE 的使用可能预示着更加强调元认知在学习中起的作用，允许学生积极考虑、反思具体工具、资源，从而更深入的研究内容，促进学习。

www.educause.edu/eli

2009 EDUCAUSE

This work is licensed under a Creative Commons
Attribution-NonCommercial-NoDerivs 3.0 License.

此作品受知识共享 署名-非商业性使用-禁止演绎 3.0协议 保护。

http://creativecommons.org/licenses/by-nc-nd/3.0/

May 2009

二零零九年五月

翻译《数码青春——千字概述》

November, 2008

二零零八年十月

Living and Learning with New Media: Summary of Findings from the Digital Youth Project

利用新媒体生活学习：数码青春项目的研究发现概述

Authors

作者：

Mizuko Ito, Heather Horst, Matteo Bittanti, danah boyd, Becky Herr-Stephenson, Patricia G. Lange, C.J. Pascoe, and Laura Robinson with Sonja Baumer, Rachel Cody, Dilan Mahendran, Katynka Martínez, Dan Perkel, Christo Sims,and Lisa Tripp. The research was a joint project of the University of Southern California and the University of California, Berkeley.

伊藤瑞子等。该研究是南加州大学与加州大学伯克利分校的联合项目。

Research Summary

研究概述

Over three years, University of California, Irvine researcher Mizuko Ito and her team interviewed over 800 youth and young adults and conducted over 5000 hours of online observations as part of the most extensive U.S. study of youth media use.

过去三年多以来，作为最广泛的全美青年媒体使用调查的一部分，加州大学欧文分校研究者伊藤瑞子及其团队采访了逾八百名少年、青年，并进行超过五千小时的线上调查。

They found that social network and video-sharing sites, online games, and gadgets such as iPods and mobile phones are now fixtures of youth culture. The research shows that today’s youth may be coming of age and struggling for autonomy and identity amid new worlds for communication, friendship, play, and self-expression.

他们发现，社交网络和视频共享网站，在线游戏，以及诸如iPod、移动电话等配件现在已经是青年文化的标准配置了。研究显示，今天的年轻人即将成年，在新世界争取交流、交友、游戏、自我表达的自主和身份。

Many adults worry that children are wasting time online, texting, or playing video games. The researchers explain why youth find these activities compelling and important. The digital world is creating new opportunities for youth to grapple with social norms, explore interests, develop technical skills, and experiment with new forms of self-expression. These activities have captured teens’ attention because they provide avenues for extending social worlds, self-directed learning, and independence.

许多成人担心儿童把时间浪费在上网、短信、玩电子游戏上。研究者解释为什么年轻人觉得这些活动吸引人、很重要。数码世界为年轻人应付社会规范、追求兴趣、发展技术技能、体验新形势的自我实现，创造机会。这些活动吸引住了青少年的注意力，因为这些活动为扩展社交圈子、自我导向学习、独立自主，提供途径。

Major Findings

主要成果

Youth use online media to extend friendships and interests.

年轻人使用线上媒体拓展友谊和兴趣。

Most youth use online networks to extend the friend-ships that they navigate in the familiar contexts of school, religious organizations, sports, and other local activities. They can be “always on,” in constant contact with their friends through private communications like instant messaging or mobile phones, as well as in public ways through social network sites such as MySpace and Facebook. With these “friendship-driven” practices, youth are almost always associating with people they already know in their offline lives. The majority of youth use new media to “hang out” and extend existing friendships in these ways.

大多数年轻人使用互联网拓展他们在学校、宗教组织、体育场所、其他当地活动等熟悉环境中结成的友谊。他们可以永远在线，经常通过私人通讯如实时聊天或移动电话，与朋友联系，也通过社交网站如MySpace、Facebook 等公开途径联系。出于“友谊驱动”的做法，年轻人总是与他们在现实生活中已经认识的人交往。大多数年轻人利用新媒体“挂出”友谊，拓展用这种方法产生的友谊。

A smaller number of youth also use the online world to explore interests and find information that goes beyond what they have access to at school or in their local community. Online groups enable youth to connect to peers who share specialized and niche interests of various kinds, whether that is online gaming, creative writing, video editing, or other artistic endeavors. In these interest-driven networks, youth may find new peers outside the boundaries of their local community. They can also find opportunities to publicize and distribute their work to online audiences, and to gain new forms of visibility and reputation.

少数年轻人还利用网络世界，探寻那些他们在学校和当地社会没有机会获得的兴趣、信息。线上团体允许年轻人联系到分享各种特殊小众兴趣的人，无论是线上游戏、文字创作、视频编辑，或是其他艺术创作。在这些兴趣驱动网络中，年轻人可能会在当地社区之外发现新的伙伴。他们也能找到向网络观众发表发布自己作品的机会，并获得新形式的知名度和声誉。

Youth engage in peer-based, self-directed learning online. In both friendship-driven and interest-driven online activity, youth create and navigate new forms of expression and rules for social behavior. By exploring new interests, tinkering, and “messing around” with new forms of media, they acquire various forms of technical and media literacy. Through trial and error, youth add new media skills to their repertoire, such as how to create a video or game, or customize their MySpace page. Teens then share their creations and receive feedback from others online. By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning.

年轻人从事以伙伴为基础、以自我为导向的在线学习。通过友谊驱动及兴趣驱动的线上活动，年轻人创造并运用新形式的社会行为表达方式和规则。通过探索新的兴趣、工艺、“瞎搞”各种新媒体，他们养成了各种形式的技术和媒体素养。通过反复尝试，年轻人获得了新的媒体技能，比如如何创建一段视频或游戏，自定义自己的MySpace页面等。然后，年轻人通过网络分享自己的作品，并接受反馈。因为信息的实时性和广度，对于自我导向的学习，数码世界的阻碍更小。

Some youth “geek out” and dive into a topic or talent. Contrary to popular images, geeking out is highly social and engaged, although usually not driven primarily by local friendships. Youth turn instead to specialized knowledge groups of both teens and adults from around the country or world, with the goal of improving their craft and gaining reputation among expert peers. While adults participate, they are not automatically the resident experts by virtue of their age. Geeking out in many respects erases the traditional markers of status and authority.

某些年轻人“沉迷于技术”，钻研某一课题或技术。与一般认识相反，沉迷于技术，是高度社会化、非常忙碌的，但通常并不发生在本地朋友之间。年轻人抱着改善技能、从专家同行中收获声望的目标，投入到全国各地甚至世界各地的，由年轻人以及成年人构成的专业知识团体。虽然有成年人参与，但由于年龄的原因，他们不会主动成为固定专家。沉迷于技术，在许多领域消灭了地位和权威的传统标识。

New media allow for a degree of freedom and autonomy for youth that is less apparent in a classroom setting. Youth respect one another’s authority online, and they are often more motivated to learn from peers than from adults. Their efforts are also largely self-directed, and the outcome emerges through exploration, in contrast to classroom learning that is oriented by set, predefined goals.

年轻人并不喜欢课堂环境，新媒体允许年轻人某种程度的自由和自主。年轻人尊重彼此在线上的权威，他们从伙伴处学习，往往要比从成年人那儿学习，更加主动。他们的努力基本上来自自我导向，通过探究得出结果。相比之下，课堂学习是机构导向的，预定目标的。

Implications

结论

New media forms have altered how youth socialize and learn, and raise a new set of issues that educators, parents, and policymakers should consider.

新媒体的形式改变了年轻人交际和学习的方式，向教育者、家长和政策制定者提出了一系列需要考虑的新问题。

Adults should facilitate young people’s engagement with digital media.

成年人应当促进年轻人运用数码媒体。

Contrary to adult perceptions, while hanging out online, youth are picking up basic social and technical skills they need to fully participate in contemporary society. Erecting barriers to participation deprives teens of access to these forms of learning. Participation in the digital age means more than being able to access serious online information and culture. Youth could benefit from educators being more open to forms of experimentation and social exploration that are generally not characteristic of educational institutions.

与成年人想象的不同，年轻人在挂网的同时，也在学习现代社会必须完全掌握的基本社交和技术技能。阻止年轻人上网，也剥夺了获得这类学习的机会。投身数码时代，意味着不仅仅是能够获取诸多网上信息和文化。年轻人也能够受益于教育者更开放的实验形式、社会探索，然而，教育机构一般都没有这些特征。

given the diversity of digital media, it is problematic to develop a standardized set of benchmarks against which to measure young people’s technical and new media literacy. Friendship-driven and interest-driven online participation have very different kinds of social connotations. For example, whereas friendship-driven activities center upon peer culture, adult participation is more welcomed in the latter more “geeky” forms of learning. In addition, the content, behavior, and skills that youth value are highly variable depending on with which social groups they associate.

由于数码媒体的多样性，很难制定一套标准来衡量年轻人的技术和新媒体能力。友谊驱动和兴趣驱动在线参与，两者的社会内涵有很大不同。比如，友谊驱动的活动集中于伙伴文化，与之相反，在兴趣驱动的、更为“奇客”的学习形式中，更欢迎成年人的参与。此外，年轻人对于内容、行为和技能的重视程度的不同，取决于他们参与的社会团体。

In interest-driven participation, adults have an important role to play.

在兴趣驱动参与中，成年人扮演者重要角色。

Youth using new media often learn from their peers, not teachers or adults. Yet adults can still have tremendous influence in setting learning goals, particularly on the interest-driven side where adult hobbyists function as role models and more experienced peers.

年轻人往往利用新媒体向伙伴学习，而不是教师或成年人。但是成年人仍然在制定学习目标方面，尤其是在兴趣驱动方面产生巨大影响。此处，成年业余爱好者起到榜样作用，同时充当更有经验的伙伴。

To stay relevant in the 21st century, education institutions need to keep pace with the rapid changes introduced by digital media.

为了不至于落后于时代，在二十一世纪，教育体系需要跟上数码媒体带来的快速变化。

Youths’ participation in this networked world suggests new ways of thinking about the role of education. What, the authors ask, would it mean to really exploit the potential of the learning opportunities available through online resources and networks? What would it mean to reach beyond traditional education and civic institutions and enlist the help of others in young people’s learning? Rather than assuming that education is primarily about preparing for jobs and careers, they question what it would mean to think of it as a process guiding youths’ participation in public life more generally.

年轻人投身网络世界，表明了对教育作用思考的新途径。作者问到，具体运用在线资源和网络带来的潜在的学习机会，意味着什么？年轻人在学习时，越过传统教育、民间机构，从其他人获得帮助，意味着什么？与其假设教育是为工作和职业发展做准备的主要途径，不如问一问，将上网当作一个过程，引导年轻人更普遍的参与公众生活，这意味着什么。

More Information

更多信息

More information about the study and the MacArthur Foundation’s digital media and learning initiative can be found online at www.digitallearning.macfound.org/ ethnography.

有关该项研究以及麦克阿瑟基金会的《数码媒体和学习计划》的更多信息，可以此网站上找到。