Unit 3 Learning Resources

1. Unit 3Learning Resources

2. 本章提要 • 数字化学习资源是数字化学习环境与网络在线学习的重要组成部分。本章阐述了学习资源的相关内容，包括基于资源的学习环境的定义和组成部分，网络教育资源的类型与检索，学习对象的含义、分类、教学设计理论与学习对象，以及电子绩效支持系统等。

3. Content • Text A: Resource-Based Learning Environments • Text B: Employing Internet Resources in Education • Text C: Learning Objects • Text D: Electronic Performance Support System

4. Words and Phrases • reflectionn. 沉思，反思，思考，回忆，反映，反射 • articulation n. 表达，发音 • anchor v. 抛锚；n. 锚，可以依靠的人 • facilitate v. 使（某事）变得容易，使便利 • scaffolding n. 脚手架，搭脚手架用的材料

5. Words and Phrases • meta-cognitive adj. 元认知的 • problem-based learning 基于问题的学习 • inquiry learning 探究性学习 • encyclopedia n. 百科全书 • obsolete adj. 已过时的，已废弃的，不再使用的

6. Words and Phrases • perspective n. 观点，看法，透视法远景， • depiction n. 描述，描绘 • undergo v. 经历，遭受，接受，承受 • cyclical adj. 周期性的，循环的 • shuttle v. 穿梭来回运行；n. 运输机，汽车（定时往返两地的）

7. Words and Phrases • affordance n. 负担 • negotiate v. 协商，谈判 • census n. 人口普查，人口统计 • monograph n. 专著，专题研究，专论 • evolve v. 逐步发展，逐渐演变，进化

8. Words and Phrases • sophisticated adj. 老于世故的，老练的，复杂的，精良的 • retrieve v. 重新获得，取回，[计]检索 • subsequent adj. 后来的，后续的，随后的 • storyboarding n. 分镜头脚本设计 • refine v. 提炼，精制，精炼，改良

9. Words and Phrases • prioritizev. 优先 • allocation n. 分配，配给，配给量 • hierarchical adj. 等级制的，按等级划分的 • navigational adj. 导航的 • infrastructure n. 基础，基础结构，（网络）基础设施

10. Notes • Resource-based learning environments (RBLEs) are defined as settings in which learners can use resources to learn in established authentic contexts with supporting tools and scaffolds.

11. Notes • 基于资源的学习环境被定义为（不同的）环境，在该环境中学习者能通过具有支持工具和脚手架所创设的真实情境中使用资源来进行学习。

12. Notes • Contexts should be set to encourage deep learning, rather than surface learning, to develop transferable learning, to provide opportunities for reflection and articulation, and to determine how learners engage with the course materials.

13. Notes • 情境的创设要有助于深度学习，而不是肤浅的学习，发展可迁移的学习，提供反思和表达阐述的机会，决定学习者如何运用课程资料进行学习。

14. Notes • Resources, static and dynamic, include the core information represented in RBLEs, ranging in format from electronic to print, and non-print to human. • 静态的和动态的资源包括基于资源的学习环境的核心信息，这些资源的形式从电子的到印刷的，以及从非印刷的到人力的。

15. Notes • This continual growth of understanding and knowledge frequently alters the nature of the information available when the expert or peer is consulted —making humans a resource that can be tapped on a regular basis for new information.

16. Notes • 当向专家或同伴请教时---将人作为获得新信息的常规来源，理解和知识的持续增长会常常更改信息可用的性质。

17. Notes • In externally directed contexts, an external agent (e.g., teacher, instructional designer) typically establishes the venue (real or virtual), meters the pace and sequence of resource use, facilitates the interactions and related learning activities, and establishes goals for the learner to achieve.

18. Notes • 在直接的外部情境中，通常是由一个外部代理（如，老师，教学设计者）来创设场景（真实的或虚拟的），测定资源使用的进度和顺序，帮助交互和相关的学习活动，以及设定学习者所需要达到的目标。

19. Notes • GAHM is used in conjunction with other resources including census data, lectures, and published monographs to help learners develop both understanding of historical events and the analytic and interpretive skills of historians who document or challenge the veracity of historical events.

20. Notes • GAHM结合其它调查统计数据、讲座以及发表的专题论著资源来帮助学习者提升对历史事件的理解，帮助学习者提高分析和解释史学家们所记录或质疑的历史事件真实性的能力。

21. Notes • In learner-generated contexts, the individual defines goals based on unique needs, which in turn influence decisions related to where to seek resources, what is needed, and why it might be useful.

22. Notes • 在学习者生成的情境中，学习个体根据特定的需求确定目标，按序地对以下问题做出决定：从哪里寻找资源、需要什么样的资源，以及为何这些资源可能是有用的。（influence在此有支配、左右… 决定等之意）

23. Notes • In determining which resources are best suited to the problem or need, the participants negotiate the relative value of the resources, generate additional questions to pursue, and consider alternative approaches.

24. Notes • 在决定哪些资源最适合用来解决问题或者满足需求时，参与者们要商定（议定，讨论）资源的相关价值，提出要解决的额外问题，以及考虑其他解决问题的方法。

25. Notes • Using tools ranging from word processors to storyboarding to graphics programs, individuals can construct and revise representations of their knowledge and understanding.

26. Notes • 利用文字处理、分镜头脚本设计、图像程序等工具，个人可以构建并修正他们知识和理解的表达（呈现）。

27. Notes • By using asynchronous communication tools such as e-mail, listservs, threaded discussions, and bulletin boards, participants can readily exchange ideas independent of time and place. • 通过使用非实时的通讯工具，如电子邮件，邮递表，话题讨论以及公告板等，参与者可以随时随地容易地交换意见。

28. Notes • Key RBLE scaffolding components are summarized as following: conceptual, meta-cognitive, procedural, and strategic. • 主要（关键）的基于资源的学习环境脚手架组成部分归结如下：概念性的，元认知的，过程性的和策略性的。

29. Notes • Linn’s knowledge integration environment (KIE) scaffolds scientific inquiry, assisting learners in reflection and decision making and identifying where knowledge is well developed or deficient. • Linn的知识集成环境为科学的探究搭建了脚手架，帮助学习者反思和决策，以及鉴别出知识充足或不足的地方。

30. Notes • Procedural scaffolds both clarify requirements and reduce cognitive load, permitting participants to focus on the task rather than to invest cognitive resources in the mechanics of procedures and navigation. • 过程性脚手架使需求清晰和减少了认知负荷，确保参与者聚焦任务，而不是在过程和导航的技巧上耗费认知资源。

31. Notes • Site maps, ranging from simplistic textual organizational charts to complex graphical representations, guide the use of a particular site or resource. • 网站地图，从简单的文字组织表到复杂的图形表示（呈现），引导特定的网站或资源的使用。

32. Notes • Our task is to find ways to consolidate and integrate cross-disciplinary practices into more comprehensive and grounded methods and models for the design and implementation of RBLEs. • 为设计和实施基于资源的学习环境，我们的任务是找到整固跨学科实践成为更全面更坚实的方法和模式的一些途径。