http://fanyi.edu2do.com/forum/ 益学会·教育中文翻译·工作平台: 最新 35 个帖子 en Thu, 20 Nov 2008 18:36:29 +0000 http://fanyi.edu2do.com/forum/topic/22#post-88 日, 16 Nov 2008 15:29:35 +0000 Sunny5 88@http://fanyi.edu2do.com/forum/ <p>一星期内完成 </p> http://fanyi.edu2do.com/forum/topic/22#post-87 二, 11 Nov 2008 09:08:08 +0000 yufangjun 87@http://fanyi.edu2do.com/forum/ <p>Thoughts on Social Networking in Education[ZT]<br /> wenheping 发表于 2008-11-3 8:39:54 </p> <p>来源于谷歌快照</p> <p>Thoughts on Social Networking in Education<br /> (Originally posted on the Intel Senior Trainers network.)</p> <p>I really enjoyed the discussion and feedback from my last post. I love that dolphin story, and after posting it here I've been telling it more often when I speak and people really seem to like it.</p> <p>We are doing a Webinar together next week, and as a follow-up to my thoughts about Web 2.0 and education, I want to talk a little in this post on the uses of social networking in education, and to give some perspective on why I am so "bullish" on the topic.</p> <p>When I started Classroom 2.0, there was some very serious pushback from the "edubloggers," who were pretty much the educational technologists who were looking closely at new media. The belief was that the act of blogging, and becoming a part of the blogging conversation, were important for teacher professional growth and to be able to understand the transformative power of the participative Internet. Quite honestly, this message was not resonating with most educators--on top of all else that you are doing, you needed (they said) to 1) take time out to learn how to blog, 2) read and comment on other bloggers, 3) blog "to the empty room" for 9 months or more until finally, 4) people would start discovering your writing, and you'd begin the process of building your own personal learning community. Talk about a lot of work, with a long-term promise that was hard to comprehend when standing at the starting line!</p> <p>As part of an ed tech interview series I was doing at EdTechLive.com, I interviewed both Gina Bianchini and Marc Andreessen, the founders of something called "Ning." About eighteen months ago, Ning shifted gears in their core product and became purveyor of a service to "build your own social network." I immediately saw a huge opportunity to bring educators into the "discussion" without all of the work that was required in blogging. This wasn't a denial of the value of sblogging or of the personal transformations taking place for bloggers, but was, I think, a more realistic expectation of how the might start becoming part of the Web 2.0 world. There's a reason that MySpace has three times as many signups each day as there are people who start to blog--it's just plain easier to start, and you get feedback almost immediately.</p> <p>But when I started Classroom 2.0, there was some pretty strong negative feedback from some of the more prominent edublogger voices in the community, who said, essentially, that my social network would make participation too easy. It would take away the personal benefit of the journeys that they had been on to get where they were. It was hard for them to see the benefits of Web 2.0 without the work that they had gone through to get there (through the snow uphill both ways...).</p> <p>Pretty revealing of this was a comment from Will Richardson, maybe the most-followed "edublogger" at the time, some months after Classrooom 2.0 started. Will looked through the membership and said, plainly: "I don't know anyone here." What that represented to me was something amazing--that all kinds of people who hadn't previously been participants in the educational world of Web 2.0 had felt comfortable coming into the network. Classroom 2.0, or Ning, allowed someone to easily create a presence on the Web (in minutes), and then to both give and receive feedback within hours, not weeks or months. The threaded discussion forum is really the key, more than anything else, and it's part of what makes Ning and other social networking platforms in eduation so significant. While blogging, it can be argued, is very much a "look at me" medium, a threaded discussion is much more egalitarian and more conducive to "good" (tempered? thoughtful?) conversations. On a blog, the main author is on a pedestal, and blogs tend to favor posts which reflect the self-importance of the blogger or comments which tend toward extremism--likely because these are often the ways to get attention in a mass of information. The threaded discussion allows the asking of questions without the need to appear authoritative, the giving of responses that can be part of the answer, and where the contributions of many will ultimately produce a more nuanced, and thoughtful, outcome.</p> <p>It's also been fascinating to watch educators, who have spent their lives evaluating other on their written output, gain an understanding of the value of somewhat spontaneous "dialog." One principal emailed me that it took her three hours to compose her first post on Classroom 2.0 because she was so worried about how others would perceive her writing. In a very healthy way, social networks in education still put a premium on communicating well and clearly, but favor content and contribution in such a way as to make "appearances" less important.</p> <p>Another part of the great good that Ning and others have brought to education is the ability to recognize social networking as the the aggregation of Web 2.0 tools into a community and content creation environment, and not just sites such as MySpace and Facebook. In large part, this is because of the ability to create small, specialized networks as opposed to joining one large social networking universe. It's also because social networks are a new application, and the first uses of the application in the public eye were somewhat garish and unruly; but using the application to build something else, you can get a result which seems worlds apart from MySpace. If you look at Classroom 2.0, for example, or here at the Intel Community, you'll see a dialog which is so professional in nature that it's only real connection to MySpace are some similiar tools available to the users.</p> <p>While the tools that are aggregated in social networks are not new, putting them together to build communities does make them somehow significantly more useful. In addition to the threaded discussion, the personal profile page has significance in education because it becomes a form of a "personal portfolio," where the contributions of the member along with their profile help to define them. The uploading of videos (and to a lesser degree, photos) become, in educational environments, more of a shared repository for the group than personal creative contributions. And the directory of members becomes the list of potential connections for reaching out to others with similar interests. Social network as professional development (which is what is obviously happening here) is not unlike the powerful but informal aspects of attending a conference: meeting others with similar interests, exchanging ideas, and sharing passions. What makes social networking for professional development so powerful is that 1) it's not geographically or physically bounded as a conference is, 2) it takes place 24X7, not just for a few days a year, 3) it allows for asynchronous contribution, so conversations can grow richer over time with more contributors, and 4) it allows for the "publishing" of material or contribution by those who would never previously have written an article for a journal or made a formal presentation at a conference.</p> <p>The ability to gather like-minded or like-interested educators into social networks is clearly one of the pots of gold waiting for us at the end of this rainbow. If 12,000+ educators have been interested in enough in Web 2.0 in education to sign up for Classroom 2.0, think about all the other educators who care deeply about their history specialty, or their language teaching, or their math courses to create and gather in ways that were never really possible when constrained by time and geography. Social networking will potentially allow educators to more easily develop specialty interests that begin to influence their careers, as they become known for those interests in a way that was much harder when it required formal publishing or speaking.</p> <p>And if we think all of that is incredible, I can't wait to see what this does in the classroom, as students also begin to be able to have voice and to collaborate in these same ways. There are great stories coming out of engaged classrooms where the tools of social networking are helping students to be more active contributors in meaningful ways, recording their work, and writing very publicly before their peers. When I was in school, the only people who saw my written work were my parents and my teachers. I wasn't getting real feedback, I was getting the feedback of someone being prepared to someday write for real-world feedback... probably years in the future. These students are learning to communicate with their peers, with adult facilitation and mentoring, in a way that only those who wrote for the student newspaper before were able to do. What a great world awaits us. </p> http://fanyi.edu2do.com/forum/topic/7#post-86 一, 04 Aug 2008 16:22:00 +0000 vera 86@http://fanyi.edu2do.com/forum/ <p>网络学习宣言—草案</p> <p>　　　　　　　　</p> <p>１． 学习就是交谈。<br /> ２． 学习是由人类组成，而不是由人口统计局。<br /> ３． 英特网使得人们在这个大众传媒时代的交谈更加方便简单。<br /> ４． 超链接颠覆了等级制度。<br /> ５． 在网络学习中，人们以一种强有力的新方法来交谈。<br /> ６． 网络交谈使得社会组织和学术交流的新形式出现了。<br /> ７． 正因为如此，学习者们更加聪明，能更快了解新知识，更有组织性。网络学习的出现从根本上改变了人们的生活。<br /> ８． 参加网络学习的人们说道，比起传统媒体而言，通过网络学习，他们能更快的获取信息，并得到相互间的支持。<br /> ９． 网络中没有秘密。网络学习者们告诉大家，不管是好信息还是坏信息，他们了解的要比学校里面的多得多。<br /> １０． 学校试着像这种新的网络谈话一样发言。对于学校的听众而言，学校的这些发言听起来空洞沉闷并且冷漠。<br /> １１． 学校可以和学习者们直接交流。<br /> １２． 学校试图给自己定位。如果它能与学习者们真正关心的东西联系起来就好了。<br /> １３． 学校需要和学习者们谈论他们希望和谁建立关系。<br /> １４． 学校通过遥远，令人讨厌，自大的语言牵制着学习者们。<br /> １５． 聪明的学习者会寻找那些向着学习者利益的学校。<br /> １６． 学校必须分配他们交流的重点才能说出有人性的观点。<br /> １７． 但是首先，他们必须属于一个团体。<br /> １８． 人们的交流是建立在演说的基础上的。所以人们演说的内容应该是那些人们关注的事情。<br /> １９． 演说的交流就是一种学习。<br /> ２０． 那些不加入演说交流的学校不会存在太久。<br /> ２１． 和网络学习一样，人们在学校里也会直接与对方交谈，不仅仅是谈一些规章制度，会议指令概要等。<br /> ２２． 这样的网络交谈今天正在出现，但是要在时机成熟的时候才能广泛应用。<br /> ２３． 一个健康的网络组织教师们以多种意思诠释网络学习。<br /> ２４． 学校严重依赖开放的网络来制造并分享批判性的知识。他们需要避免这种刺激来“改善”或控制网络谈话。<br /> ２５． 当学校网络还没有拘泥于忧虑和法律法规时，他们大势鼓励的这种谈话听起来就像是网络谈话。<br /> ２６． 有三种谈话方式仍在继续。一种是在学校里。一种是在家长中间。还有一种存在与学生中间。<br /> ２７． 这三种谈话者都想与对方交谈。他们说着同样的语言。他们熟悉彼此的声音。<br /> ２８． 明智的学校会让道并促使这些必然发生的事情加速发展。<br /> ２９． 然而，目前仍有成千上万的人潜意识里把学校看成是古老的法律虚拟的事物，并且积极的阻止谈话交叉。<br /> ３０． 家长和学生们想要和学校交谈，这无疑等于自杀。<br /> ３１． 悲哀的是，一个了解网络的家长想要交谈的那些学校却被那些常常用假话自吹自擂的幕幛掩藏起来。<br /> ３２． 家长们不想和那些大声嚷嚷自吹自擂的人谈话，他们想要参与到网络谈话中来。<br /> ３３． 我们想要了解你们的学校信息。我们不满足于四色的小册子，也不满足于那些有着漂亮的外表却没有实际意义的网页。<br /> ３４． 我们还是那些使你们的学校得以运转的人。我们想要用我们自己的声音与你们直接交谈，而不是对着那些老套的文字。<br /> ３５． 我们作为学习者，作为家长，我们非常厌倦通过遥控来获得信息。我们为什么非得在不知名的年度报告和家庭教师协会团体中互相介绍自己呢？<br /> ３６． 作为学习者，作为家长，我们很想知道你们为什么不倾听我们的声音。你们为什么总是以不同的声音发言。<br /> ３７． “家长不参与”，你们这种陈腐的观点使我们变得呆若木鸡。在你们的影响下我们不再认识自己。<br /> ３８． 我们更喜欢这种新式的教育系统。事实上是我们创造了这种系统。<br /> ３９． 我们邀请了你们，但这是我们的世界。请不要影响我们。<br /> ４０． 我们不会受广告的影响。忘了它吧。<br /> ４１． 想让我们与你们交谈，请告诉我们一些事情。<br /> ４２． 比起担心你们是否会及时改变，我们还有更重要的事情要做。教育只是我们生命的一部分，但却是你们生命的全部。想想吧，是谁需要谁。<br /> ４３． 我们知道我们拥有的实权。如果你们不赶紧醒悟，其他的组织会更留心，更感兴趣。<br /> ４４． 我们忠诚于自己，我们的朋友，我们的盟友和熟人甚至我们的对手。学校若不进入我们的这个世界就没有前途。<br /> ４５． 对于传统学校来说，网络学习者的出现使人迷惑，听起来也让人难以理解。但是我们组织得更快。我们有更好的工具，更新的思想，没有使我们退步的规则。<br /> ４６． 我们能更活跃的与对方联系。我们在关注，但我们不是在等待。<br /> 　</p> <p>水平实在有限，请不要见怪并多多指教！ </p> http://fanyi.edu2do.com/forum/topic/7#post-85 五, 01 Aug 2008 17:51:00 +0000 vera 85@http://fanyi.edu2do.com/forum/ <p>我是新来的，我想翻译这一篇。8月4日左右完成，可以吗 </p> http://fanyi.edu2do.com/forum/topic/21#post-84 六, 12 Apr 2008 14:15:37 +0000 lizunlong 84@http://fanyi.edu2do.com/forum/ <p>请在你想要翻译文章的帖子后跟帖。 </p> http://fanyi.edu2do.com/forum/topic/21#post-83 五, 11 Apr 2008 23:18:38 +0000 catherine 83@http://fanyi.edu2do.com/forum/ <p>我想要翻译，一周完成。谢谢阿。 </p> http://fanyi.edu2do.com/forum/topic/20#post-82 五, 04 Apr 2008 23:00:11 +0000 ifsunshine 82@http://fanyi.edu2do.com/forum/ <p>文章说了两种教育体系："school as community"和"the factory school".重点偏向于前者。<br /> 但因为教育背景的差异，这篇文章翻译起来的确很困难。很多句子上我已斟酌了很久，翻译出来却还是有些模棱两可。我会再好好研究这篇文章的，争取能多加一些理解，翻译得更好些。 </p> http://fanyi.edu2do.com/forum/topic/20#post-81 五, 04 Apr 2008 22:54:57 +0000 ifsunshine 81@http://fanyi.edu2do.com/forum/ <p>团体的概念即是关于人与人之间的关系。<br /> 许多学校的领导者运用传统的组织管理理论，而这种管理方式旨在于以一种高低等级的管理手段去组织与领导。这种手段根深蒂固地存在于被组织理论学家如韦伯和弗雷德里克所推从的机械论，官僚组织理论之中。这种管理理论有助于形成高效性的概念，这种高效性恰使得19世纪的家庭手工业向20世纪的现代工厂体系成功转型。被现代学校体系所采纳的卡内基的等级制和专业化单元的官僚理论的采用导致于以学生为“产品”的现代工厂学校为加强经济的劳动力做准备。组织理论对于学校的问题在于学生并不是产品也不可能对强加于他们身上的文化做出积极地回应。这种文化仿佛将学生视为装配线上的小汽车。在工厂的生产模式中，许多学生如同退货产品或是远离装配线的二等品误入歧途。当退货产品和二等品达到一个不容忽视的比率时，学校常常将工厂模式转换为监狱模式，而不会让学生为我们从任何社会影响引导的经济制度做准备。<br /> 另一个较早的学校模式即是“学校作为团体”--------一个学习团体的概念。这种学校的概念流行于希腊的学院和罗马的文艺团体及中世纪的修道院学校。另一种工厂学校的概念被广泛运用于国家最好的私立学校中。作为学习团体的学校的概念是基于共享信仰、价值观、观点之上的。共享信仰、价值观、观点需要依靠于一种合乎规范的手段来得以发展。这种手段意味着人与人的关系是基于亲密关系、地位一致和给予成员安全、感官和意义之上的。联系我们的纽带来源于与他人共享一套观点和理想的义务。<br /> 建设或创造学校的一个团体并不是一个简单的过程。它要求有巨大的责任、专门知识和对教育程序有深层次理解的领导能力。作为团体的学校观念在我们之中的很多学校依然空缺。作为团体的学校要求有一种不同于我们被训练或有发展意向的焦点。伴有正式而疏远的人际关系的现代组织趋向于关注以包含政策、规范和协议的普遍标准被规定的角色和期望及评价。这些组织关注于建立团体的组织者的权利，而团体又关注于判断力、自由和责任感。建立团体要求我们将人的需求放于组织需求之前。团体建设的关键在于涉及于及展示出为学校所有成员所提供的支持，这点是及其重要的。但角色的扮演者是与学生有着最直接关系的老师。这一领导类型的学校关心并培育为老师创造出学院教学环境和为学生创造出成功的学习环境的地方。<br /> 非正式、不拘礼节的人际关系的重要性在于它是今天最具备动力资源的能量。学校需要依靠这种能量去发展义务、平等和正值。通过学校文化建立团体要求领导者有很强的目标性及能激励想法与讨论。 </p> http://fanyi.edu2do.com/forum/topic/20#post-80 六, 29 Mar 2008 10:22:22 +0000 lizunlong 80@http://fanyi.edu2do.com/forum/ <p>好的。 </p> http://fanyi.edu2do.com/forum/topic/20#post-79 五, 28 Mar 2008 20:28:09 +0000 ifsunshine 79@http://fanyi.edu2do.com/forum/ <p>我来翻译，一个星期后完成 </p> http://fanyi.edu2do.com/forum/topic/18#post-78 一, 24 Mar 2008 17:47:25 +0000 littlebear3000 78@http://fanyi.edu2do.com/forum/ <p>太长了，要求帮助一起翻译。以下是我目前翻的。我可以把定义第1-20个翻完。是否有人能帮忙翻剩下的呢？文章写的很不错。</p> <p>背景<br /> 这些年来我一直在强调，我不喜欢“知识管理”这个词语，因为第一，从根本上说，这个词语本身的逻辑有矛盾 ；第二，业界对这个词语的含义一直也没有达成统一；第三，在许多公司里这个词带着某种负面的含义，这主要是因为人们认识到早期的所谓的知识管理的种种努力缺少价值，或者人们认为“知识管理”是一个时髦的词汇，无非是代表我们正在从过去走向未来，或者这个词语已经被融入了其他的科目中。除此之外，很多作者都声称这个词语已经被技术供应商，管理顾问或学术界所“劫持”了。</p> <p>现在，随着我即将重新以专业的身份持有“知识管理”的头衔，我迫切感到必须面对如何定义这个词的问题--并不是要寻找恒久的终极定义（至少在我自己的头脑中），而是想探索对这个词语的涵盖范围有更深层理解，并能使我从混乱中找到一些感觉。如果我打算用一张印有“知识管理”的名片，我感觉至少有责任能抓住这个词语的真髓。</p> <p>Joseph Firestone在过去的几个月里面所写的文章进一步激励我去进行这种探索。文章包括《知识管理实践讨论清单》《知识管理核心问题》（包括对一些知识管理定义的批评），网站“所有的生活就是解决问题”，以及他最近发表的论文《关于知识管理的操作》。在文中他写道：</p> <p>我们不应该做的事情是强迫研究者和实践者必须对知识管理的定义仓促地达成一致，这种标准化的努力为时过早。任何在标准设立公司的政治氛围下创造出来的一致意见可能是一种没有清晰统一概念的妥协，这样做出来的“知识管理”的定义版本注定是会失败的。</p> <p>我们还不应该做的另一件事情就是在评估知识管理项目时，我们并不努力澄清我们对知识管理的定义或理解，从而无法从这些项目评估中获益。这种现象在实践者的圈子里发生的频率以及所造成的破坏确实令人称奇。</p> <p>[注解：Firestone和McElroy在一份早期的论文中，回顾了同样在知识管理博客圈的Jack Vinson在2005年的评述。]</p> <p>从Arian Ward那里，我的积极性和研究途径得到了进一步的强化。</p> <p>对需要定义某些事情的概念，我要提出挑战。我发现定义本身相当有局限性。他们变成了被定义的对象的永久代表人，并使被定义的对象失去了随着时间的流失而翻译，改编或演化的空间。取而代之的，我更愿意思考某些事情的特征。这是一个具有进化性的描述 — 一个持续流传的清单，包含了事情的各种表现和特点。特征描述是被描述的事物可以在不同的外部环境中表现各种外观形式。特征描述使你对事物的表现和特点的积累无需考虑时间因素，使你可以突破“这是什么”的界限，而包含“这不是什么”这样的信息。特征描述使人们对事物的意义和理解有更加丰富的感受。总而言之，这使一个僵化死亡的词组汇总转变成接收者头脑中鲜活的有生命力的意义。把各种人的智力资本的定义或书本及文章上的知识汇总起来，这是开始整理特征描述的一种方法。</p> <p>定义样本<br /> 因此，作为开始，我决定先把各种跨领域的现成的知识管理的定义收集起来。下文所列的定义是按照作者姓名的字母顺序所排列的。在搜集下文所列的定义时，我大大扩展了我的网络。因为我不仅仅对可信的同行所发表的论文中的内容感兴趣，我还对“大众智慧”也进行了研究。 </p> http://fanyi.edu2do.com/forum/topic/15#post-77 日, 23 Mar 2008 20:08:40 +0000 lizunlong 77@http://fanyi.edu2do.com/forum/ <p>请定个期限，谢谢。 </p> http://fanyi.edu2do.com/forum/topic/13#post-76 日, 23 Mar 2008 20:07:08 +0000 lizunlong 76@http://fanyi.edu2do.com/forum/ <p>一个月过去了，这篇PDF的状态是？ </p> http://fanyi.edu2do.com/forum/topic/6#post-75 日, 23 Mar 2008 20:06:17 +0000 lizunlong 75@http://fanyi.edu2do.com/forum/ <p>一个多月过去了，这篇文章的状态是？danny审校完了吗？ </p> http://fanyi.edu2do.com/forum/topic/20#post-74 日, 23 Mar 2008 20:03:28 +0000 lizunlong 74@http://fanyi.edu2do.com/forum/ <p>“The notion of community is about relationships that exist between and among people”. </p> <p>Many leaders of schools use the classical organizational theory of management that proposes a hierarchical top down management approach to organizing and leading. This approach has its roots deeply imbedded in the mechanistic, bureaucratic organizational theories that were endorse by organizational theorists such as Max Weber and Frederick Taylor. This theory of management helped to shape the concepts of efficiency and effectiveness needed to turn the cottage industry of the ninetieth century into the modern factory system of the twentieth century. The adoption of this bureaucratic theory using the Carnegie units of grades and specializations adopted by the modern school system has resulted in the modern factory schools where the product is the student prepared for the work force to fuel the economy. The problem with this organizational theory for schools is that students are not products and don’t usually respond positively to a culture that adds to them as if they were a car on an assembly line. Many students fall by the wayside in this factory model as rejects or seconds off the assembly line. When the rejects or second reach a significant proportion of the population the system often switches from the factory model to the prison model and instead of preparing students for the economy we guard them from any influence on the society. </p> <p>Another much older model for school is the concept of “school as community” a learning community. This concept of school was prevalent in the Greek academies and the Roman lyceums and the monastic schools of the Middle Ages. This alternative to the factory school is widely used in many of the countries best private schools. The notion of school as a learning community is based on shared beliefs, values, and attitudes. Shared beliefs, values, and attitudes need to be developed using a normative approach. This approach means that relationships are based on belonging, identifying with place, providing members with security, sense and meaning. The ties that bind us come from sharing with others a common commitment to a set of ideas and ideals. </p> <p>Building or creating community in school is not an easy process; it requires a great commitment, expertise and leadership that reflect a profound understanding of the educational process. The notion of school as community often eludes many of our schools. School as community requires a different focus than many of us are trained or have a disposition to develop. Modern organizations with relations that are formal and distant tend to focus on prescribed roles and expectations and evaluate by universal criteria as embodied in policies, rules and protocols. These organizations focus on rights where as organizations that build community focus on discretion, freedom and responsibility. Building community requires us to put human needs before organizational needs. The key to community-building is involving and showing support for all members of the school, but the role played by teachers, who have the most direct relationship with students, is especially important. Schools that have this type of leadership are caring and nurturing place that create collegial teaching environments for teachers and successful learning environments for students.</p> <p>The importance of informal interpersonal relationships is the most dynamic source of power in organizations today (Kanter, 1996). Schools need to use this power to develop commitment, equality and justice. Building Community through school culture requires leaders that have a strong sense of purpose and encourage reflection and dialogue. </p> http://fanyi.edu2do.com/forum/topic/20#post-73 日, 23 Mar 2008 20:02:51 +0000 lizunlong 73@http://fanyi.edu2do.com/forum/ <p><a href="http://cnx.org/content/m14666/latest/" rel="nofollow">http://cnx.org/content/m14666/latest/</a> </p> http://fanyi.edu2do.com/forum/topic/15#post-71 四, 20 Mar 2008 17:16:29 +0000 lizunlong 71@http://fanyi.edu2do.com/forum/ <p>可以。那么定个翻译期限吧，几号之前翻译完？ </p> http://fanyi.edu2do.com/forum/topic/15#post-70 四, 20 Mar 2008 11:31:34 +0000 chvs 70@http://fanyi.edu2do.com/forum/ <p>我要翻译 </p> http://fanyi.edu2do.com/forum/topic/18#post-69 四, 20 Mar 2008 10:38:33 +0000 littlebear3000 69@http://fanyi.edu2do.com/forum/ <p>偶来翻。4月25日 </p> http://fanyi.edu2do.com/forum/topic/18#post-68 四, 20 Mar 2008 09:57:05 +0000 Tom 68@http://fanyi.edu2do.com/forum/ <p>《43 knowledge management definitions 》<br /> <a href="http://blog.simslearningconnections.com/?p=279" rel="nofollow">http://blog.simslearningconnections.com/?p=279</a> </p> http://fanyi.edu2do.com/forum/topic/15#post-65 一, 17 Mar 2008 20:46:16 +0000 lizunlong 65@http://fanyi.edu2do.com/forum/ <p><a href="http://www.techlearning.com/blog/2008/03/web_20_is_the_future_of_educat_1.php" rel="nofollow">http://www.techlearning.com/blog/2008/03/web_20_is_the_future_of_educat_1.php</a><br /> 推荐翻译 </p> http://fanyi.edu2do.com/forum/topic/11#post-64 日, 16 Mar 2008 11:44:46 +0000 lizunlong 64@http://fanyi.edu2do.com/forum/ <p>@ducky 第四部分已经由wuchangcheng在3月11号那天翻译完了。第九部分和原文图片暂时无人认领。 </p> http://fanyi.edu2do.com/forum/topic/11#post-63 日, 16 Mar 2008 00:00:36 +0000 ducky 63@http://fanyi.edu2do.com/forum/ <p>第四部分如无人领的话，我考虑领，时间为一周。 </p> http://fanyi.edu2do.com/forum/topic/11#post-62 六, 15 Mar 2008 23:59:08 +0000 ducky 62@http://fanyi.edu2do.com/forum/ <p>第三部分：<br /> The Brewing Perfect Storm of Opportunity 互联网：酝酿一场完美的机会风暴<br /> 幸运的是，在过去几年里人们提出了各种各样新的创意，这些创意是一系列为改变教育方式和支持学习变革的基础。许多诸如此类的这些创意活动正是由于因特网的飞速发展与演进而推动并从中得到启发灵感闪现而来的。因特网创造了一个全球化的“平台”，人们在此平台上可以最大限度地扩展获取各种信息，包括正式以及非正式的教育素材。因特网培育了一种新的分享文化，在这种文化中，人们可以自由创建并以几乎没有成本且不受限制地自由传递内容。<br /> 目前最显而易见的因特网对教育的影响的一个实证可追溯到开放教育资源运动，该运动为那些想要学习的人提供了免费使用大量的课程和其他教学资源的途径。开放教育资源运动产生于2001年，当时William、Flora Hewlett以及the Andrew W. Mellon基金会联合确定了MIT开放课件创新计划，今天该计划从MIT现有超过1700门课程中（包括所有虚拟的MIT 的课程）向全世界提供本科及研究生水平的教学材料和模块。MIT的行动促使美国本土及其他国家数以百计的大学和学院加入到这场运动之中，向世人开放他们的教育资源。在学生使用高性能设备方面因特网也显示了极强的优势，如今学生们可以通过网络直接连接上诸如电子望远镜、扫描式电子显微镜以及模拟超级计算机等尖端设备自己从事科学研究。<br /> 互联网当下最时兴也最时髦的革命，即人们称之为web2.0的概念，已经模糊了内容生产与消费者的界限，而把关注点从获取信息转移至传递信息。各种各样新兴的在线资源如社会网络、博客、维客以及虚拟社群，都允许共同兴趣的人们汇聚到一起，分享彼此的想法，用新的方法互相协作学习、共事。事实上，Web 2.0正在成为一种新兴的大众参与分享式的媒体，而这正是支持学习多元化的理想模式。 </p> http://fanyi.edu2do.com/forum/topic/11#post-61 二, 11 Mar 2008 16:51:47 +0000 lizunlong 61@http://fanyi.edu2do.com/forum/ <p>除此以外，原文里大约9张图也需要翻译，等待认领。 </p> http://fanyi.edu2do.com/forum/topic/11#post-60 二, 11 Mar 2008 16:49:32 +0000 lizunlong 60@http://fanyi.edu2do.com/forum/ <p>到目前为止，参与此次协作翻译的有：ilovecwr、Leolaoshi、littlebear3000、wuchangcheng、ducky、yanhl，共六人。<br /> yanhl已将第六部分翻译完毕。ducky认领了第三部分。原先由xinerll认领的第四部分，已过去了两周，仍无进展，因此第四部分等待重新认领。第九部分至今无人认领。 </p> http://fanyi.edu2do.com/forum/topic/11#post-59 二, 11 Mar 2008 11:39:40 +0000 littlebear3000 59@http://fanyi.edu2do.com/forum/ <p>同意Ducky的话，这次翻译因为我前后翻了两次（第一次的翻译更好些，可惜全不见了），搞得我脑子头很晕，强烈要求大家在一起把内容推敲一下。</p> <p>此外，learn to be这句话意思我大概明白，但是要翻译的话，我怎么都觉得起码要一两句话才说的清，搞不好要写篇文章。。。。。哈哈 </p> http://fanyi.edu2do.com/forum/topic/11#post-58 日, 09 Mar 2008 21:23:12 +0000 ducky 58@http://fanyi.edu2do.com/forum/ <p>呵呵，认领第三部分吧，如果还有时间就把第四部分也翻了。预计完成时间还是一个星期。 </p> http://fanyi.edu2do.com/forum/topic/11#post-57 日, 09 Mar 2008 21:14:40 +0000 ducky 57@http://fanyi.edu2do.com/forum/ <p>翻译中其实还有些应该要推敲一下的。或者等大家一起翻完了一起来好好通读一下。我觉得各部分之间有不少联系。争取前后翻译一致一点才好。<br /> 我目前翻的这一部分标题方面一直没有想到很合适的。英文TITLE是Adding Community to Content: Learning to Be through e-Science and e-Humanities，Adding Community to Content这一句特别是content不知道怎么翻好，里面的内容主要是讲一般的学习者加入学习实践社群与科学家或人文学者协作学会学习，所以把这个标题翻成“成为专家”，但是还是觉得不太恰当，原来想翻成获取知识或内容，但是显然用意更应当在于学习科学家的工作方式，进入感兴趣的专业领域，使自己能较快地达到专业高度，与科学家一起成长，这也是learn to be的核心内容。这个词希望大家一起来推敲一下。 </p> http://fanyi.edu2do.com/forum/topic/11#post-56 日, 09 Mar 2008 20:49:36 +0000 lizunlong 56@http://fanyi.edu2do.com/forum/ <p>目前的状态：littlebear3000把第二部分翻完了，ducky把第七部分翻完了；还有3、9两部分无人认领；一周前xinerll认领的第四部分没有实质进展。 </p> http://fanyi.edu2do.com/forum/topic/11#post-55 日, 09 Mar 2008 20:45:25 +0000 lizunlong 55@http://fanyi.edu2do.com/forum/ <p>原文的( <a href="http://connect.educause.edu/Library/EDUCAUSE+Review/MindsonFireOpenEducationt/45823?time=1201852559" rel="nofollow">http://connect.educause.edu/Library/EDUCAUSE+Review/MindsonFireOpenEducationt/45823?time=1201852559</a> )图中的英文也需要翻译，谁来拿下这个任务？一共大约9张图。 </p> http://fanyi.edu2do.com/forum/topic/11#post-54 日, 09 Mar 2008 20:38:00 +0000 lizunlong 54@http://fanyi.edu2do.com/forum/ <p>@ducky 我把它贴上去了。 </p> http://fanyi.edu2do.com/forum/topic/11#post-53 日, 09 Mar 2008 13:10:54 +0000 ducky 53@http://fanyi.edu2do.com/forum/ <p>第七部分：<br /> 加入社群，成为专家:通过电子科学与电子人文学会生存<br /> 注：Learning to Be学会生存是联合国在1972年为21世纪提出的教育口号，详见http://www.unesco.org/delors/ltobe.htm<br /> “电子科学”运动正为学生们提供昂贵而珍稀的高水平工具，让他们有机会参与各种由专业的科学家们所主持的研究活动。通过让学生与科学家的合作，这项活动为联合国教科文组织提倡的“学会生存”在社会性学习方面提供了一个平台。例如，由拉斯维加斯cumbres天文台全球望远镜网络公司主持的Faulkes望远镜项目，就让英国的学生免费接入两台高性能的机器人望远镜，这两台望远镜一台位于夏威夷，而另一台则在澳大利亚。学生们可以远程操作两台望远镜实现他们自己的科学研究。该项目还成立了学生协会，培训天文学知识并为学生与天文学家提供协作项目。项目的网站包括学生在专业的天文学家指导下如何利用望远镜创造微小但对天文学富有意义的贡献。<br /> “与宇宙携手”（Hands-On Universe，HOU)同样也是一个用于促进学生们天文学协作学习的项目。该项目基于美国加州伯克利劳伦斯霍尔科学研究院，邀请学生用专业天文台申请观测察并且为他们提供图像处理软件来可视化和分析数据，鼓励学生与科学家的相互交流。Yerkes天文台作为HOU网络的一部分，其科学主管Kyle Cudworth说，“这与让学生走进教室听一堂课的教育不同，我们让学生处理的是真实的数据。”另一个简单一点的例子是Bugscope项目，该项目让 K12的学生使用扫描式的电子显微镜，实验位于伊立诺斯州立大学Beckman领先科技研究院。学生们可以把他们捕捉到的任何昆虫（或其他小动物）送到实验室，然后可以登录电脑实时控制显微镜来观察他们的小标本。<br /> 因特网在人文科学领域也激起了同样的波澜。由布朗大学意大利研究所开发的Decameron网站就是一个典型的案例，他告诉人们网络不只可以提供学术资料而且能够让学生们有机会观察和模仿学者工作的情况。网站是专门研究一部重要的文学作品——十日谈的研究中心，同时还研究作品创造的时代和当时的文化。在学习网站上，除了有意大利原版及英文翻译版的《十日谈》全文外，还提供了原始资料，注解和评注，参考书目，批评和解释性作品，以及视频和声频资料。<br /> 这里的重点同样是建立一个学生与学者社群以及提供教学内容的通道。网站开发者这样注明：“我们从根本上相信新兴的电子网络环境和电子工具能够重振公众的人文精神，重现《十日谈》自身最能体现的那种诙谐而活泼的合作学习方式。”网站的目标是成为一个“世界范围的讨论《十日谈》及其相关主题的开放论坛”。学者和学生们都被邀提交他们自己的作品以及网上现有的资源的链接。通过允许学生们观察学者们如何据理力争，学生们偶尔也发表一下自己的观点，虽然这可能非常微小——就像“合适的外围参与”是开源社区的特点，网站实际上就充当了一个类似学徒制的平台。通过参与这种产生在深层学术思考的特定形式周围而形成的严谨的辩论，这使得学生们在这种情况下"学会生存" 。一个社群与此类似，学生在其中能受文化影响融入特定的学术实践，社群可以被看作是一个虚拟的"长钉" ：一个高度专业化的网站能成为其领域的全球性资源中心。</p> <p>犹他州立大学的David Wiley提供了一个很好的例子。即一门课能控制参与的动力。2004年的秋天，WILEY教了一门“理解在线交互”的研究生研讨会，他描述了当学生要求公开分享他们的课程学习情况时所发生的事情。<br /> “因为作为老师，我的目标就是让我的学生们尽可能快地参与教学技术专家社群中去，因此我要求所有的学生写作都在公开的blog上进行。在最初的几周里学生们的写作很有趣便也很一般。然而在第四周的时候我贴出了一份所有学生blog的列表并在我自己的博客中提到了这份表单。同时我还鼓励学生们彼此阅读他人的博客。接下来的那一周的变化令人惊奇。每个学生写得比以前要有意义得多。每一篇都更有思想性。他们彼此评价并把他们的作品互相链接，表明支持或反驳的观点。接着有一个学生的研究课题被评论了，并且链接到了一个非常有名的博客上。许多人阅读了这个学生的博客并且有些人还订阅了。当这些来自外部的评论出现的时候，表明这些学生们确实融入了国际社群的谈话，写作的质量也大大提高了。同侪审查的力量已经为学生课题研究带来一定的压力。” </p> http://fanyi.edu2do.com/forum/topic/11#post-52 日, 09 Mar 2008 13:02:59 +0000 ducky 52@http://fanyi.edu2do.com/forum/ <p>第七部分翻完了，但是贴到WIKI里怎么又要登录？啊，真是好晕啊。又要注册一次？ </p> http://fanyi.edu2do.com/forum/topic/11#post-51 六, 08 Mar 2008 14:45:03 +0000 littlebear3000 51@http://fanyi.edu2do.com/forum/ <p>好累啊，翻了一半 </p>