益学会·教育中文翻译·工作平台标签: 协作翻译

益学会·教育中文翻译·工作平台标签: 协作翻译 http://fanyi.edu2do.com/forum/ 益学会·教育中文翻译·工作平台标签: 协作翻译 en Fri, 09 Jan 2009 00:04:01 +0000 Sunny5 在 "Thoughts on Social Networking in Education[ZT]" http://fanyi.edu2do.com/forum/topic/22#post-88 日, 16 Nov 2008 15:29:35 +0000 Sunny5 88@http://fanyi.edu2do.com/forum/ 一星期内完成 yufangjun 在 "Thoughts on Social Networking in Education[ZT]" http://fanyi.edu2do.com/forum/topic/22#post-87 二, 11 Nov 2008 09:08:08 +0000 yufangjun 87@http://fanyi.edu2do.com/forum/ Thoughts on Social Networking in Education[ZT] wenheping 发表于 2008-11-3 8:39:54 来源于谷歌快照 Thoughts on Social Networking in Education (Originally posted on the Intel Senior Trainers network.) 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. 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. 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! 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. 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...). 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. 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. 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. 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. 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. 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. lizunlong 在 "请求翻译" http://fanyi.edu2do.com/forum/topic/21#post-84 六, 12 Apr 2008 14:15:37 +0000 lizunlong 84@http://fanyi.edu2do.com/forum/ 请在你想要翻译文章的帖子后跟帖。 catherine 在 "请求翻译" http://fanyi.edu2do.com/forum/topic/21#post-83 五, 11 Apr 2008 23:18:38 +0000 catherine 83@http://fanyi.edu2do.com/forum/ 我想要翻译，一周完成。谢谢阿。 lizunlong 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-64 日, 16 Mar 2008 11:44:46 +0000 lizunlong 64@http://fanyi.edu2do.com/forum/ @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。 ducky 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-63 日, 16 Mar 2008 00:00:36 +0000 ducky 63@http://fanyi.edu2do.com/forum/ 第四部分如无人领的话，我考虑领，时间为一周。 ducky 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-62 六, 15 Mar 2008 23:59:08 +0000 ducky 62@http://fanyi.edu2do.com/forum/ 第三部分： The Brewing Perfect Storm of Opportunity 互联网：酝酿一场完美的机会风暴 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。 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。 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。 lizunlong 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-61 二, 11 Mar 2008 16:51:47 +0000 lizunlong 61@http://fanyi.edu2do.com/forum/ 除此以外，原文里大约9张图也需要翻译，等待认领。 lizunlong 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-60 二, 11 Mar 2008 16:49:32 +0000 lizunlong 60@http://fanyi.edu2do.com/forum/ 到目前为止，参与此次协作翻译的有：ilovecwr、Leolaoshi、littlebear3000、wuchangcheng、ducky、yanhl，共六人。 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。 littlebear3000 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-59 二, 11 Mar 2008 11:39:40 +0000 littlebear3000 59@http://fanyi.edu2do.com/forum/ 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。 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 ducky 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-58 日, 09 Mar 2008 21:23:12 +0000 ducky 58@http://fanyi.edu2do.com/forum/ 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。 ducky 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-57 日, 09 Mar 2008 21:14:40 +0000 ducky 57@http://fanyi.edu2do.com/forum/ 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。 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。 lizunlong 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-56 日, 09 Mar 2008 20:49:36 +0000 lizunlong 56@http://fanyi.edu2do.com/forum/ 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。 lizunlong 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-55 日, 09 Mar 2008 20:45:25 +0000 lizunlong 55@http://fanyi.edu2do.com/forum/ 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。 lizunlong 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-54 日, 09 Mar 2008 20:38:00 +0000 lizunlong 54@http://fanyi.edu2do.com/forum/ @ducky 我把它贴上去了。 ducky 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-53 日, 09 Mar 2008 13:10:54 +0000 ducky 53@http://fanyi.edu2do.com/forum/ 第七部分： 加入社群，成为专家:通过电子科学与电子人文学会生存 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 “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。 “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。 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。 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。 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。 “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。” ducky 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-52 日, 09 Mar 2008 13:02:59 +0000 ducky 52@http://fanyi.edu2do.com/forum/ 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？ littlebear3000 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-51 六, 08 Mar 2008 14:45:03 +0000 littlebear3000 51@http://fanyi.edu2do.com/forum/ 好累啊，翻了一半 yanhl 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-50 四, 06 Mar 2008 13:18:12 +0000 yanhl 50@http://fanyi.edu2do.com/forum/ 认领第6部分 lizunlong 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-49 一, 03 Mar 2008 21:13:39 +0000 lizunlong 49@http://fanyi.edu2do.com/forum/ 阶段总结： 4.Social Learning 5.Learning to Be 虽已认领，但没有翻译。 2、8、10 已经翻译完毕。 还差3、6、9三部分无人认领。 ducky 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-48 一, 03 Mar 2008 17:08:23 +0000 ducky 48@http://fanyi.edu2do.com/forum/ 我翻第七部分，Adding Community to Content: Learning to Be through e-Science and e-Humanities。一周内完成。 wuchangcheng 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-47 二, 26 Feb 2008 17:38:15 +0000 wuchangcheng 47@http://fanyi.edu2do.com/forum/ 我来翻译结尾吧！Web2。0技术！～ lizunlong 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-46 一, 25 Feb 2008 22:15:54 +0000 lizunlong 46@http://fanyi.edu2do.com/forum/ OMG，听着就心疼。以后还是在本地或Google Docs上编辑好了再粘贴到那里吧，毕竟wiki是没有自动保存功能的。 littlebear3000 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-45 一, 25 Feb 2008 21:55:29 +0000 littlebear3000 45@http://fanyi.edu2do.com/forum/ 我在网站上翻了大部分，但是一按什么“提交”之类的buttom，TMD叫我重新登录，翻的全没了。。。。。。。 xinerll 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-44 一, 25 Feb 2008 15:32:50 +0000 xinerll 44@http://fanyi.edu2do.com/forum/ 我也来翻译一部分：social learning littlebear3000 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-40 六, 23 Feb 2008 21:07:11 +0000 littlebear3000 40@http://fanyi.edu2do.com/forum/ 我来试试看翻 learn to be lizunlong 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-39 六, 23 Feb 2008 12:02:04 +0000 lizunlong 39@http://fanyi.edu2do.com/forum/ 还剩7部分，自己任选。 littlebear3000 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-38 六, 23 Feb 2008 11:19:07 +0000 littlebear3000 38@http://fanyi.edu2do.com/forum/ 我也来凑热闹参加。 分配任务吧 lizunlong 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-37 五, 22 Feb 2008 23:39:23 +0000 lizunlong 37@http://fanyi.edu2do.com/forum/ 谢谢ilovecwr。Leolaoshi也完成了The Long Tail in Learning部分。 等待更多的协作译者参与。 ilovecwr 在 "协作翻译 Minds on Fire: Open Education, the Long Tail, and Learning 2.0" http://fanyi.edu2do.com/forum/topic/11#post-36 五, 22 Feb 2008 23:14:38 +0000 ilovecwr 36@http://fanyi.edu2do.com/forum/ 我完成了第一部分了