来源: BlogBus 原始链接: http://blogbus.com:80/blogbus/blog/index.php?blogid=355&m=200309 存档链接: https://web.archive.org/web/20040916105424id_/http://blogbus.com:80/blogbus/blog/index.php?blogid=355&m=200309

life growing ÓàÑï(danny)ÔÚÍøÂçʱ´úµÄ¸öÈËÃÅ»§ Éç»áĞÔÈí¼ş (39) ½ÌÓıĞÅÏ¢ (96) ֪ʶ¹ÜÀí (15) ѧϰ¼¼Êõ (39) CELT/EHO (83) ½ÌÓı×Éѯ-PSF (25) ÉÌҵ˼ά (32) ºÃÊé (15) ĞÄÁéÓëÊÀ½ç (58) ¹ØÓÚÎÒ (3) 2003-09-30 07:35 Viral Knowledge: can you tip a community of practice? This paper will examine communities of practice (CoPs) from a complexity perspective using the internationally best-selling book TheTipping Point by Malcolm Gladwell as a framework for discussion. In working with CoPs as social ecosystems, it is suggested that three types of community members may help to a spread a "knowledge virus":

• connectors
• collectors
• communicators [ ThinkingShift ][ elearningpost ] danny @ 07:35 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-29 01:18 Creating Collaboration How do you make online learning a collaborative experience? The answer sounds simple: find ways to bring participants together for social interaction or to solve a problem. Unfortunately, building collaborative exercises remains a major stumbling block for online instructional designers. The third article in this series outlines techniques to ensure that your online programs, both asynchronous and synchronous, are interactive. 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17ÈÕ£º Õâ±¾ÊéºÜÖØÒª£¬¶ÔCoPÔÚ֪ʶ¹ÜÀíÖеÄ×÷ÓÃÃèÊöµÃÇåÎúÃ÷°×¡£ÕıÈç Peter SengeÔÚÆÀÊöÖĞËù˵µÄ£º¡°ÕâÊÇÒ»¸öÀï³Ì±®£¬Ëü°ïÖú¾­ÀíÃÇ°Ñ֪ʶµ±×öÒ»ÖÖÉç»áÏÖÏóÀ´¿´´ı£¬¶ø²»ÊÇÒ»¼ş¼òµ¥µÄÊÂÎï¡£¸üÖØÒªµÄÊÇ£¬Ëü»¹ÌṩÁ˽«ÕâÖÖ¿´·¨×ª»¯ÎªÊµ¼ùµÄÕıÈ·¿É¿¿µÄ·½·¨¡±¡£CoP²»µ«¶ÔCELTµÄ·¢Õ¹»áÓкܴó°ïÖú£¬¶øÇÒ¶ÔÓÚ½«À´ÎÒÃÇÕâĞ©È˵ijɳ¤£¬¶¼½«»á²úÉú»ı¼«µÄÓ°Ïì¡£ danny @ 20:30 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-16 09:10 Simulations and the Learning Revolution Õâƪ¶Ô»°ÌÖÂÛÄ£Äâ¼¼Êõ/simulationÔÚѧϰÖн«²úÉúµÄ¾Ş´ó×÷ÓᣠEducational simulations will be in widespread use by leading instructors within 5 years and will eventually change education as much as textbooks and motion pictures. A single simulation can teach someone in a variety of ways all at once, and for this reason the medium is actually much closer to how people often learn from real-life experiences. For example, simulations can convey stories, scenarios, and other forms of linear content, just as lectures and books can. However, they can also do much more: By allowing for user interaction and feedback, they can be used to show how complex systems work in different circumstances. Using a simulation interface, learners can also develop an almost instinctual "muscle memory" that is characteristic of business and social interactions as much as sports. It is my belief that the effective use of simulations will result in entirely new types of material, and new approaches to old material, in our educational institutions. Simulations will be increasingly asked for by the next generation of students and supported by the next generation of teachers. Furthermore, a few simulations will go a long way¡ªas they are built, they can be widely deployed. È«ÎÄ£º Simulations and the Learning Revolution: An Interview with Clark Aldrich [via elearningpost ] danny @ 09:10 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-14 13:40 ¶ÔCELTµÄ˼¿¼£º¼ÛÖµ¡¢ĞÎʽºÍDZÁ¦ CELTµ®Éúµ½ÏÖÔÚ£¬ÒѾ­Èı¸öÔÂÁË£¬ÏÖÔÚ£¬ÃæÁÙµ÷Õû£¬ÕâÊÇÓÉÓÚ¿ª·¢¹¤×÷Öğ²½×ßÉÏÕı¹æ²úÉúµÄ¡£Ò»¸ö²İ´´µÄÊÂÎÔÚ²½ÉϹ淶»¯µÄ·×Óʱ£¬×Ü»áÃæÁÙ±ä¸ï¡£ÎÒÔø¾­¸ĞÊܵ½£¬À´×Ô¡°²İ¸ù/Grassroot¡±µÄCELTʵ¼ù£¬±ØĞëÍ»ÆÆ¡°ÊÓÒ°µÄ¾ÖÏŞ¡±£¬²ÅÄܹ»±ÜÃ⿪·¢ÕßµÄäĿ£¬×ߵøüÔ¶¡£ÏÖÔÚ£¬ÎÒÃÇÃæÁÙÍ»ÆÆ¡£ ÔÚÎÒ¿´À´£¬CELTµÄ¼ÛÖµ´æÔÚÓÚÁ½¸ö·½Ã棺һÊÇͨ¹ıÕâÑùµÄʵ¼ù£¬×ܽá³öһЩ±È½ÏͨÓõijÉÈËЭͬ£¨ÓïÑÔ£©Ñ§Ï°·½Ê½£¬¹«²¼ÔÚÍøÂçÉÏ£¬³ÉΪËùÓĞÈËÄܹ»¡°´´Ôì¹²ÓÃ/Common Creative¡±µÄ¹²Ïí³É¹û£»¶şÊÇ¿ª·¢³öÁËһЩ¼¼Êõº¬Á¿½Ï¸ß¡¢ĞèҪϵͳʵʩµÄЭͬѧϰϵͳºÍ·½Ê½£¬ÎÒÃǽ«¿¼Âǽ«ÆäÉÌÒµ»¯£¬×éÖ¯»¯ÊµÊ©£¬Ì½Ë÷ÔÚ¸ü´ó·¶Î§ÄÚÍƹãµÄ¿ÉÄÜ¡£ CELTÔÚĞÎʽÉÏ£¬ÊôЭͬѧϰ£¨Collaborative Learning£©·¶³ë£¬µ«ÊÇ£¬ÔÚÇ°ÆÚʵ¼ùÖĞ£¬ÎÒÃǼÓÈëÁ˱Ƚ϶àµÄѧϰԪËغÍѵÁ·¼¼ÊõÔªËØ£¬±ÈÈ磬PBL£¨Problem£­based Learning£©¡¢Ç龳ѧϰ£¨Situated Learning£©¡¢¸¨µ¼¼¼Êõ£¨mentoring¡¢coaching£©¡£¶ÔCELTµÄ¿ª·¢ºÍÑо¿£¬ÎÒÃÇÒìµØ×é³ÉÁËʵ¼ùĞÔÉçÇø£¨Community of Practice£©£¬ÒÔĞéÄ⿪·¢ÍŶӣ¨Virtual R&D Group£©µÄĞÎʽ½øĞĞ¿ª·¢¡£ ¶ÔÓÚÕâÖÖѧϰ·½Ê½µÄDZÁ¦£¬ÎÒÊÇÕâÑùÅжϵģºCELTÆõºÏ³ÉÄêÈËÓïÑÔѧϰµÄĞÄÀí£¬´ÓʵʩÉϾ߱¸½Ï¸ßµÄ¿ÉĞĞĞÔ£¬Òò´ËÓбȽϴóµÄ·¢Õ¹Ç±Á¦£»Í¨¹ıCoPµÄĞÎʽ£¬CELTÔÚÏÖʵÊÔÑéºÍĞéÄ⿪·¢Á½ÌõÏß²¢ĞĞÖĞ£¬ÓкܴóµÄ¿ÉÄÜĞÔ×ܽá³öһЩÓмÛÖµµÄ³ÉÈËЭͬѧϰ¼¼ÇɺÍĞÎʽ£¬½«ÔÚÍøÂç¿Õ¼äÀï¾ß±¸¡°´´Ôì¹²Ïí¡±µÄDZÁ¦£»ÖÁÓÚCELTµÄÉÌÒµ»¯£¬Éæ¼°ÒòËغܶ࣬ÖĞĞÄÊÇģʽ¿ª·¢ºÍÉÌÒµÍƹ㣬ÏÖÔÚºÜÄÑÔ¤¹ÀDZÁ¦´óĞ¡£¬µ«ÊÇ£¬ÔÚÕâ¸öÃÎÏëµÄÄê´ú£¬CELTÒÔijÖÖĞÎʽ×ßÉÏÉÌÒµ»¯µÄ·×Ó£¬¿ÉÄÜĞÔ´æÔÚ¡£ danny @ 13:40 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(2) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-13 18:45 Çé¾³ºÍѧԱ×éÖ¯½á¹¹¶ÔÅàѵЧ¹ûµÄÓ°Ïì CHENGLHµÄ¸ĞÊÜ £¬¶ÔÓÚÅàѵÇé¾³Éè¼Æ¡¢¸ù¾İѧԱ½á¹¹À´¶¨Î»ÅàѵµÄʵʩ£¬ÓĞÒ»¶¨Æô·¢¡£ ¡­¡­ÔÚ²»Í¬µÄÇ龳ϣ¬½ÌÔ±Ò»·½ÒªÖ÷¶¯µØ¸ù¾İ¾ßÌåÇé¾³¶Ô½Ìѧ²ßÂԺ;ßÌåʵʩ½øĞе÷Õû£¬·ñÔò¼´Ê¹ÔÙÈÏÕæÒ²ÄÑÃâ³öÏÖ²»Óä¿ìµÄÇé¿ö¡£¡­¡­ÎÒÃÇÖªµÀÍÅÌå³ÉÔ±ÊìϤ³Ì¶ÈÖ±½ÓÓ°Ï쵽ѧԱ֮¼äµÄ»¥¶¯£¬Èç¹û½ÌѧÖĞÒª²ÉÓû¥¶¯µÄ·½Ê½£¬¾ÍҪעÒ⻥¶¯»á¶Ô¼ÈÓеÄ×éÖ¯½á¹¹²úÉúʲôӰÏ죬¾¡Á¿°Ñ¸ºÃæÓ°Ïì½µµ½×îµÍ¡£Ï໥Խ²»ÊìϤ£¬²ÉÓû¥¶¯´øÀ´µÄÏÖ³¡Ó°ÏìÔ½ºÃ£¬µ«ÊÇ»¥¶¯ºóµÄÓ°ÏìǨÒÆÍùÍùÓĞÀ§ÄÑ£»Ô½ÊìϤ£¬»¥¶¯µÄÀàĞÍÒª½÷É÷Ñ¡Ôñ£¬µ«ÆäǨÒÆЧ¹ûÓ¦¸Ã»á´óÓÚÏ໥²»ÈÏʶµÄÅàѵÍÅÌå¡£ danny @ 18:45 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-13 09:59 A Revolution in Knowledge Sharing This may be the most important article you read this year. The authors document the fundamental shift in the learning landscape taking place right now: the sharing of knowledge. And they nail it: what makes knowledge sharing inevitable and important is the nature of knowledge: "There is no simple, linear hierarchy and progression from data to information to knowledge. In reality there is a complex intermeshing, such as a continuous churning of insight, the meaning of which changes in different contexts and through conversations with different participants." Because of this, to work with knowledge, what you need are not some sort of linear "delivery systems" but rather "knowledge networks". The authors outline four major types: description, discovery and exchange of content; interaction with and tracking of content; applications systems interoperability; and infrastructure interoperability. If we look at knowledge today and tomorrow, what we see in general is a progression from static,independent, stand-alone, contextless knowledge objects to a network of dynamic, related, context-embedded flows of knowledge within a network. This produces what the authors call a "revolution in knowledge sharing" where "leading-edge individuals and institutions are on the threshold of major advances in their capacity to acquire, assimilate, utilize, reflect on and share knowledge." Read this paper, or better, share it! By Donald N. 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The explosive uptake of 'blogging' (publishing via web logs), RSS feeds, and self-maintained collaborative web platforms such as 'wikis' are already having powerful revolutionary effects on news and content delivery. [ MIT/Stanford Venture Lab ] [ Scripting News ] danny @ 22:51 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-09 15:36 Models of Collaboration Based on the experience of working with many different organizations we have been able to categorize the majority of collaborative environments to fit into one or more of five primary collaboration models: Library Solicitation Team Community Process Support The goal of this article is to help you determine which model(s) of collaboration are important to your organization. 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• °ìѧÖĞÈçºÎƽºâ¾­¼ÃÀûÒæºÍÉç»áЧÒæ ת×ÔIsaac danny @ 16:01 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-06 00:07 ϵͳ˼¿¼ÊµÀı ÍíÉϵ½SEASUNÈ¥£¬ÎªÁËÓ¢ÓïÅàѵÖĞĞļÍÄîVCDµÄºóÆÚÖÆ×÷¡£×î½üÎÒºÜÉÙµ½ÄÇÀһֱÔÚæ×Å×Ô¼ºµÄ¹¤×÷£¬ËùÒÔÕâ¸ö¶­Ê£¬ÓеãͽÓĞĞéÃû¡£µ±³õËûÃÇÀ­ÎÒÈë»ïÒ»Æğ·¢ÆğÕâ¸öĞ¡Ğ¡µÄÓ°ÏñÖÆ×÷»ú¹¹Ê±£¬ÎÒÓĞÒ»¸öÇåÎúµÄµØ룬ÔÚ½ÌÓıÁìÓòÄÚ¿ªÍØ£¬ĞèÒªÓĞÒ»¼ÒÓĞÒ»¶¨¼¼Êõµ×ÆøµÄÖÆ×÷·¢ĞĞ»ú¹¹£¨ÎÒ¶ÔÔ­´´ÊÇ¡°ÇéÓжÀÖÓ¡±°¡£©£¬SEASUNÊÇÒ»¸öºÜºÃµÄÑ¡Ôñ¡£ÎÒ¿´ºÃÁ½LIµÄÔúʵ¼¼Êõ¹¦µ×ºÍ¾´Òµ¾«Éñ¡£SEASUNÒ²¾Í³ÉΪÎÒÕæÕı¿ªÊ¼´´ÒµºóµÄµÚÒ»¸öͶ×ÊÏîÄ¿¡£ ¾­¹ıÒ»ÄêµÄÄ¥Á·£¬ËûÃǵÄÖÆ×÷¼¼Êõ¡¢ÒÕÊõ¸Ğ¾õ£¬½ø²½¾Ş´ó¡£×î½ü½ÓµÄµ¥×ÓÖğ½¥µÄÔÚ±ä´ó¡£×·¼ÓͶ×Ê£¬ÉıÉϸü¸ßµµ´Î£¬ÒÑÔ½À´Ô½ÆÈÇĞ¡£ÎҺʹóLIÉÌÁ¿£¬ÎªÁËÃ÷ÄêµÄÀ©´ó·¢Õ¹£¬Ó¦¸ÃΪSEASUN½øĞĞÒ»´ÎÔö×ÊÁË¡£Òª½â¾öµÄÊ×ÒªÎÊÌâÊÇÊг¡Æ̵棬Æä´ÎÊÇÈËÔ±ÅàÑø¡£½»Ì¸ÖĞ£¬¸Ğ¾õÕâÒ»Ä꣬SEASUNºÍÎÒÃÇ´ó¼Ò£¬¶¼µÃµ½Á˺ܴóµÄÌá¸ß¡£ ÕıÔÚ×¢²áµÄ½ÌÓı·¢Õ¹¹«Ë¾£¬ÆäÖоÍÓĞe£­learning¾­Óª·¶Î§£¬´óLI˵ÕâĞ©¶¼ÊÇ¿ÉÒÔÏνӺÏ×÷µÄµØ·½¡£·¢ÆğSEASUNÖ®³õ£¬ÎÒÈÏΪÎÒµÄÊÓÒ°ºÍÕûÌåÊÂÒµ²¼¾Ö£¬½«»áÊÇSEASUN³¤´óµÄÒ»´óÖúÁ¦¡£ÏÖÔÚ£¬ÕâÑùµÄϵͳЧӦ¿ªÊ¼Öğ²½²úÉú¡£ºÇºÇ£¬ÕâÒ»Ä꣬ÎÒûÉÙ±»´ó¼ÒÎó½â£¬µ±ÄãÔÚÈ«Ãæ²¼¾ÖµÄʱºò£¬´ó¼ÒÍùÍù¿´²»µ½ÄãµÄŬÁ¦£»Ö»Óе±ÕûÌåЧӦ¸¡³öË®Ãæʱ£¬ËûÃDzŻáÃ÷°×£¬àŞ£¬Ô­À´µÀÀíÊÇÔÚÕâÀï°¡¡£ danny @ 00:07 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(3) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-05 23:54 º­ÁÕѧӢÓï1£­ÔµÆğ ÍíÉÏ£¬ÊܺÃÓÑÖ®ÍĞ£¬ÎªËûµÄֶŮº­ÁÕ¸¨µ¼Ó¢ÎÄ¡£Å®º¢11Ë꣬һ¿´¾ÍÖªµÀÊǸö´ÏÃ÷º¢×Ó£¬ËäȻӢÎÄѧµÃ»¹²»¶à£¬µ«ÊÇÒ»¶¨Ñ§µÃÓÖ¿ìÓֺá£ÉÏÖÜÒѾ­²â¹ıËıµÄµ××Ó£¬Õâ´ÎÊÇΪËı°²ÅÅѧϰ½ø³Ì¡£ ÏÂÎçÔÚÊéµêÀïÕÒÁ˱¾Ñ§¹ú¼ÊÒô±êµÄÊ飬С²á×Ó£¬ÅäºĞ¼Òô´ø£¬ÊÔÌı£¬¸Ğ¾õºÜÇå³ş£¬½²µÃÒ²ºÜ±ê×¼µ½Î»£¬ËùÒÔÍƼö¸øËı×÷ΪÕâ¸öѧÆÚµÄÒ»¸öѧϰÄÚÈİ¡£ ½üÀ´ÔÚCELTµÄlearnerÖбȽÏÁ÷Ğеġ¶ËæĞÄËùÓûѧӢÓï¡·£¬ÎÒ½ñÌìÒ²ÍƼö¸øËı¡£½ñÌìµÄÖصãÊǽ«ÕûÌ×µú×Ó£¨°ËÕÅ£©Ò»Ò»½éÉÜ£¬ÑİʾÈçºÎʹÓá£È»ºó£¬ÎÒÇëËıÊÔ×ÅΪ×Ô¼ºÏÂÖܵÄѧϰ°²ÅÅһЩÄÚÈİ£¬È»ºóÏÂÖÜ°´ÕÕ×Ô¼ºµÄ½ø¶ÈÈ¥½øĞĞ¡£µ½Ê±ÎÒÔÙÀ´¼à¶½ËıµÄ½ø¶È¡£ ÕâÑù¸¨µ¼µÄ˼·£¬ÈÔÈ»ÊÇÑÓĞø×ÅÎÒÔÚCELTÖĞ¡°¸öĞÔ»¯Ñ§Ï°¡±µÄ˼·¡£ ³ÉÄêÈ˵Äѧϰ·ç¸ñ(Adult Learning Styles) ÊÇÊʺϡ°ÊÚÖ®ÒÔÓ桱·½·¨µÄ£¬µ«ÊǶÔÓÚĞ¡º¢£¬ÎÒ»¹ÎŞ·¨²âÖª£¬ÕâÑùµÄ·½Ê½£¬»áʹº­ÁÕµÄÓ¢ÎÄѧϰ£¬·¢Õ¹µ½Ê²Ã´×´¿ö¡£²»¹ı£¬½ñÍí¿´µ½£¬Ëı¶ÔÕâЩѧϰµÄÄÚÈݲúÉúÁ˺ܴóµÄĞËȤ¡£ ÏȲúÉúĞËȤ£¬ÊǸöºÃÕ×Í·£¬ÆÚ´ıÖĞ¡­¡­ danny @ 23:54 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-05 10:33 The Business of Education:An Interview with Derek Bok ¿´¿´¹ş·ğÊÇÈçºÎ¿´´ıÉÌÒµ»¯ºÍ´óѧµÄ¹ØϵµÄ£¬ÏÈĞĞÕ߶ÔÓÚºóÀ´ÕßµÄÒâÒåÊÇÆô·¢£¨¿´µ½ÏÖÔÚ´óѧͬ־ÃǶԾ­¼ÃÀûÒæµÄ×·Öğ£¬ÓĞʱºòÕæµÄÈÃÎÒÕ𾪣©: "Of course there are differences between producing products and teaching classes. But certainly part of the reason for the greater improvement in commercial products is the fact that professors in a university and those who administer universities are not constantly trying new methods of teaching and learning. They are not testing rigorously to see which new initiatives work better than others, discarding the ones that don't do so well and encouraging the wider use of those innovations that do seem to be effective." An interview with the former Harvard President .[HBS Working Knowledge][ elearningpost ] danny @ 10:33 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-05 01:48 Quantifying Creativity Challenge How challenged, how emotionally involved, and how committed am I to the work? Freedom How free am I to decide how to do my job? Idea Time Do we have time to think things through before having to act? Idea Support Do we have a few resources to give new ideas a try? Trust and Openness Do people feel safe in speaking their minds and openly offering different points of view? Playfulness and Humor How relaxed is our workplace -- is it OK to have fun? Conflicts To what degree do people engage in interpersonal conflict or "warfare?" Debates To what degree do people engage in lively debates about the issues? Risk-Taking Is it OK to fail when trying new things? Quantifying Creativity [elearnspace] danny @ 01:48 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-05 00:00 Collaborative learning environments sourcebook This is a sourcebook for academics and students who want to develop collaborative learning environments (or communities of practice) in which lecturers, students and others can work together to create new knowledge while learning new skills. ¡­¡­The book is currently in the process of being (collaboratively) developed, but already contains quite a lot of useful material.¡­¡­ Collaborative learning environments sourcebook [Seblogging] danny @ 00:00 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-04 22:43 ²İçÆÚµÄÎ÷²¿½ÌÓı²úÒµ¿ª·¢ ºÍZhu YuchenÔÚÁĵ½CELTÕĞÉúÇé¿öʱ£¬Ëû˵¿ÉÄÜÎÒËù´¦µÄ¹óÖİÓëÑغ£µØÇøÏà±È£¬Ó¢ÓïÅàѵ»ú»áºÜÉÙ£¬Òò´ËÎÒÕâÀïµÄĞ¡×é×齨±È½ÏÈİÒס£ÕâÀïÌáµ½ÁËÎ÷²¿µØÇø½ÌÓıµÄ·¢Õ¹ÎÊÌ⣬ǡºÃºÍÎÒ¶ÔÕâÀïµÄÅжÏÏà·ûºÏ£º ÕâÀï»ú»áÏ¡ÉÙ£¬¾ºÕùÏ¡ÉÙ£¬·¢Õ¹Ç±Á¦·´¶ø¸ü´ó ¡£½ñÌìºÍһλ׼±¸»Ø¼ÒÏçͶ×ʽÌÓıµÄÅóÓÑÁÄ£¬ÎÒ±íʾ£¬¹óÖݵĽÌÓı£¬´¦ÓÚ²İçʱÆÚ£¬»ú»áËæ´¦¿ÉÑ°¡£ ÏÂÃæÊÇÎÒ¶ÔÎ÷²¿½ÌÓı²úÒµ·¢Õ¹µÄ¼¸¸ö¿´·¨£º 1¡¢Í¶×Ê°ìѧ°ü׬²»Å⣬¼¸ºõÈκÎÀàĞÍѧУ¶¼ÊÇ£» 2¡¢ĞĞÕşĞԵĽÌÓıÅàѵ¼¸ÄêÄÚ½«Î¬³ÖÒ»¸ö¾Ş´óµÄÊг¡£» 3¡¢×¨ÒµµÄ½ÌÓıÏîÄ¿Öнé´úÀí·şÎñ»ú¹¹£¬Äܹ»ÔÚÏ൱³¤µÄʱÆÚÄÚ±£³ÖÇ¿¾¢µÄÔö³¤ÊÆÍ·¡£ ×÷µ½ÕâÑùµÄ½ÌÓı¿ª·¢£¬ÄãµÃÄܹ»´Ó½ÌÓıÀïÍ·ÍùÍâ¿´£¬Í¬Ê±»¹Òª»á´Ó½ÌÓıÍâÍùÀï¿´¡£Èç¹û¼´¶®½ÌÓıÓÖ¶®ÉÌÒµÁË£¬ÎŞÂÛͶ×ÊÁ¿¶à´ó£¬´ÓǧÍòÔª¼¶µ½¼¸ÍòÔª¼¶£¬¶¼¿ÉÒÔÕÒµ½ºÃµÄͶ×Ê»ú»á¡£ ºÇºÇ£¬Ï£ÍûÓиü¶àµÄÍâÀ´×ʽ𵽹óÖİ¡¢µ½Î÷²¿½ÌÓıĞĞÒµÄÚÑ°ÕÒ»ú»á£¬ÎªÕâÀï´øÀ´ĞµĽÌÓı×ÊÔ´¡¢ĞµĽÌÓı»ú»á£¡ÄãÒ»¶¨»á¶Ô½á¹ûÂúÒâµÄ£º£© danny @ 22:43 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(2) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-04 22:05 ADULT LEARNING STYLES A number of assumptions are made based on this theory as outlined by Cantor (1992, 36-37) and Cranton (1992, 13-14, 49): adults are autonomous and self-directed adults are goal oriented adults are relevancy oriented (problem centered)--they need to know why they are learning something adults are practical and problem-solvers adults have accumulated life experiences Kearsley summarizes what this means to instructors in practical terms: "andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluations are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader (1996)." Pedagogy:Learning Styles danny @ 22:05 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-04 21:54 essay on Appreciative Inquiry Getting Comfortable with Appreiative Inquiry Claudia Lieler Co£­Director of Globle Excellence in Management Initiative ¡¶NPOÄÜÁ¦½¨ÉèÓë¹ú¼Ê¾­Ñé¡·»ªÏÄ 2003Äê4Ô°æ 1¡¢Ê²Ã´ÊǼøÉÍʽ̽Ë÷·½Ê½£¿ 2¡¢¼øÉÍʽ̽Ë÷·½Ê½ÊÇ·ñÓĞÀíÂÛÒÀ¾İ£¿ 3¡¢¼øÉÍʽ̽Ë÷·½Ê½±ä¸ïµÄʵ¼Ê²½ÖèÊÇʲô£¿ 4¡¢ÎªÊ²Ã´Òª»¨·Ñʱ¼äȥ̽Ë÷ÏÖÓгɹ¦µÄ·½Ã棿 5¡¢ÈçºÎÀûÓÃͨ¹ı̽Ë÷»ñµÃµÄĞÅÏ¢£¿ 6¡¢ÊÇ·ñÏàĞÅÎÒ±¾ÈËÒÔ¼°ÎÒµÄͬÊÂÔÚ³¯×Å׼ȷµÄ·´Ïò·¢Õ¹£¿ÔÚ±ä¸ïµÄÂóÌÉÏÔ¤¼Æ½«»á·½Éúʲô£¿ 7¡¢ÓëÄÇĞ©´«Í³·½Ê½Ïà±È£¬¼øÉÍʽ̽Ë÷·½Ê½µÄ½á¹ûÓĞʲô²»Í¬£¿ 8¡¢¼øÉÍʽ̽Ë÷·½Ê½ÊÇ·ñÓĞÖúÓÚ½â¾öÎÊÌâºÍÕ½ÂÔ˼¿¼£¿ 9¡¢¼øÉÍʽ̽Ë÷·½Ê½×îÊÊÓ¦ÓÚʲôÑùµÄ×éÖ¯ºÍÍÅÌ壿 danny @ 21:54 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ 2003-09-01 19:24 "´«Êäϵͳ" ½ü¼¸Ä꣬´óѧºÍ˽ÈËÑо¿»ú¹¹Ó뿪·¢»ú¹¹ÒѾ­¿ª·¢Á˸ö±ğ»¯½ÌѧµÄ×ۺϴ«Êäϵͳ¡£ÔÚ´«ÊäϵͳµÄÉè¼ÆºÍ¿ª·¢½×¶Î£¬ÈËÃdz£³£µÃµ½Áª°îºÍÖݵÄÒ»²¿·Ö×ʽğµÄÖ§³Ö£¬²¢ÇÒ£¬Ë½ÈË×ʽğҲʹ±»¿ª·¢µÄϵͳµÄ´«²¥³ÉΪ¿ÉÄÜ¡£×ÜÌåÉϽ²£¬ÕâЩϵͳµÄÄ¿µÄÊÇ£º 1¡¢ÌṩÆÀ¹ÀѧÉúÆğµãÄÜÁ¦µÄ·½·¨£» 2¡¢ÔÚÒ»¸ö¾«ĞĹ滮µÄÄ¿±êϵÁĞÖĞ£¬°ïÖú·¢ÏÖÿ¸öѧÉúµÄÆğʼµã£» 3¡¢ÎªÊÊӦѧÉú¶àÖÖ¶àÑùµÄѧϰ·ç¸ñ£¬Ìṩ¿É¹©Ñ¡ÔñµÄ²ÄÁϺÍýÌ壬°üÀ¨Ó¡Ë¢ºÍ·ÇÓ¡Ë¢²ÄÁÏ£» 4¡¢½øĞĞƵ·±¶ø±ãÀûµÄ½ø²½¼ì²é£¬ÒÔ±ãʹѧÉú²»»áÒòΪÂÅÔâʧ°Ü¶ø¡°ÏİÈëÀ§¾³¡±¡£ ×ÜÖ®£¬ÕâĞ©´ëÊ©Ö¼ÔÚʹËùÓĞѧÉúÿÌ춼Äܹ»¸ù¾İËûÃǵĸö±ğĞèÒª¡¢ĞÔÄÜ¡¢ÏȾö¼¼ÄܺÍѧϰËÙ¶ÈÀ´ÊµÏÖÄ¿±ê¡£ÕâÒ»ÈÎÎñµÄÍê³É²¿·ÖÒÀÀµÓÚѧϰ²ÄÁϺÍýÌåµÄÉè¼Æ£¬Ê¹ÕâĞ©²ÄÁϺÍýÌåÄܶԸü¶àµÄ½ÌѧʼşÌṩ¸ü¶àµÄÖ§³Ö¡£ÎÒÃdz£³£ÔËÓÃÍŶӵÄŬÁ¦À´Éè¼Æ¡¢¿ª·¢¡¢ÆÀ¹ÀºÍ´«²¥×÷ΪÕû¸öϵͳһ²¿·ÖµÄѧϰ²ÄÁÏ¡£¸ÅÀ¨µØ½²£¬ÎÒÃÇÔËÓÃÒ»¸öϵͳÉè¼ÆµÄÄ£ĞÍÏò½ÌʦÌṩһ¸ö×ܵĴ«ÊäϵͳÒÔÖ§³Ö¿ÎÌû¡£ ¡¶½ÌѧÉè¼ÆÔ­Àí¡·£¨µ±´úĞÄÀí¿ÆѧÃûÖøÒë´Ô£©P.315 danny @ 19:24 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒıÓÃTrackback(0) | ±à¼­ ÈÕÀú 2003 Äê 9 Ô Sun Mon Tue Wen Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ×î½ü¸üĞ ¡¶ÎåÂÖÊé¡·¶ÁÊé±Ê¼Ç£ºÄÚÔÚµÄÁ¦Á¿ ÎÒµÄ MBTI Ö°ÒµÇãÏò²âÊÔ½á¹û ¡¶ÎåÂÖÊé¡·¶ÁÊé±Ê¼Ç ѧϰ½ÚÂÉ£¨4£©£º´óÄÔµÄÔ¤ÈÈ ÔÆÉϵĺƵ´ ÕÅάӭ¶ÔÀÉÏÌƽµÄ»ØÓ¦ ¡°Ëõ¶ÌСѧѧʱ¡±µÄ¿ÎÍ⸨µ¼Ñ§Ğ£ ÁõÏèµÄÆø¶È£¬80Äê´úµÄÆø¶È ѧϰ½ÚÂÉ£¨3£©£ºÎŞÎª¶øΪµÄѧϰ½ÚÂÉ Í¯ÄêµÄÏûÊÅ ×îĞÂÆÀÂÛ lilan : ÎÒÒ²ÊǹŵäÒôÀÖµÄ. panwh : ÀÏĞÖ˵µÃ²»´í..ÊÜ. danny : ÎÒÔÚÒôÀÖÀïÑ°Çóƽ. ray : dannyµÄѧϰ½ÚÂÉÏ. Ken : ±´ÀÏÒ²Ôø¾­ÊÇÎÒµÄ. danny : ¶àÔª»¯Éç»áµÄ¹ÛÄî. rjchen_et : ×òÌìºÍͬѧÔÚÌÖÂÛ. rjchen_et : danny,Õâƪ²»´í£¬. rjchen_et : ½ñÌìºÍͬѧ»¹ÔÚ˵. bruise : ͬ¸Ğ£¬ÔÚÁõÏè½øÈë. ´æµµ ÎÒµÄÁ´½Ó Blog Publication: Free Culture ---Chinese Edition We the Media---Chinese Edition Extreme Democracy My Blogs & Works: ÓÀĞø³É³¤µÄÈËÉú רҵ½ÌÓıѵÁ·¼¼Êõ Ecology of Venture Capital Del.icio.us/danny EHO ÂÛ̳ EHO Blog EHO Blog[CNBlog.org] Blogger.com CoP Partner: Rjchen_et RitaZhou RayPan Yuchen KenLee Changsi EnBlogger : David Weinberger Lawrence Lessig Dan Gillmor Ross Dawson Tom Atlee Jay Cross Meg Hourihan Dave Pollard CnBlogger : IsaacMao imao Zheng Upwind Owen Xuping Babyking Longzx Intellect@ SyssyLiu CuteMick LiuXiaodi Dazhi(juan) Google8 Yunbaby CeciliaZhang Huabanhu Kaixinhao Sophia le frisson Daniel Johnsonleee Business: BERKSHIRE HATHAWAY VentureBlog Venture In China Öйúµç×ÓÉÌÎñÍø FASTÏúÊÛÅàѵģʽ ÉÌÒµ²©¿ÍÁªÃË TOPKU ´óѧСÈİ ½£Ñﻥ¶¯ ÉÌÒµÏÈÉù Òæ˼ Education PSF: Stephen Downes Eleaningpost Elearnspace S¨¦bastien Paquet Seblogging EdTechPost Learningcircuits Synesthesia Zoujingping XiuliZhuang Chenglh Gogo Quzhinan XiaoBao Psyzyf(¹²ÇàÍÅÖĞĞÄ) ·ÓÉBlog ²ËÔ°Ö÷ÈË ³àÖñµÑ Education: ¿ªÔ´½ÌѧOedu.org ÇóʦµÃ½ÌÓıʵÑéÊÒ ÇóʦµÃÍøÖ¾ Ω´æ½ÌÓı ǧÏçÍò²Å¼Æ»® ÔÚÏß½ÌÓı×ÊѶÍø ÁøÖݶ¼ÀÖÍø Ö£½ÜÎļ¯ ÖìÓÀĞ NCES(USA) Dalton School Summerhill School MIT OpenCourseWare ÂéÊ¡Àí¹¤ŒWÔºµÄ¡¸é_·ÅʽÕn³Ì¾Wí“¡¹ ÂéÊ¡Àí¹¤ŒWÔºé_·ÅʽÕn³Ìϵ½yÁôÑÔ°æ SOSIG Intel Innovation in Education Distributed Teaching(Moodle) Learning Tech: ÖйúÔ¶³Ì½ÌÓı ÍøÂç½ÌÓıʵÑéÊÒ ½ÌÓı¼¼ÊõͨѶ ×ÔÖ÷ѧϰ´Ù½ø»á º£À«Ìì¿ÕѧϰÖĞĞÄ Ç߻۽ÌÓı¿Æ¼¼ ˼¿âѧϰÍø ÉúÑÄѧϰר¼Ò LearnScope(AFLC) CETIS CNET LSAL Infed.org Learnativity.com Encyclopedia of EdTech Learning to Learn Study Guides and Strategies Center for Lifelong Learning and Design Collaborative learning environments sourcebook Collaborative Strategies HomeSchooling: John Holt EHO-USA HomeEduator.com Learning Citizen Home Education Magazine Military Homeschooler Pura Vida- Unschooling ÉϺ£¼Òѧ»á KM -- Knowledge Management: Encyclopedia of KM Knowledge-at-work Association of Knowledgework Gurteen Knowledge Website iKMS-info & KM Society Euro-cscl.org KM Blog CoP -- Communities of Practice: Etienne Wenger Community of Practice ECCoP blog Training Technology: TopHuman(Coaching) International Coach Federation Coaching for Success Sue Knight(NLP) Metizo(Mentoring) NGO & NPO: ÖйúÁ¼Ê¦ÒæÓÑÍø ΢ЦͼÊé¼Æ»® ¶à±³Ò»¹«½ïÍøÕ¾ ¶à±³Ò»¹«½ïBlog ĞÄÊؼÒÔ°·öƶ½ÓÁ¦Blog ¹óÖİÈËÍøÕ¾ Overseas China Education Foundation Social Networking: SocialBrain.org Wego=We+Ego LinkedIn Ryze AdvanceMentoring Appiir.com³şÏÖ SocialsoftwareWeblog Many-to-Many Trust and Reputation project in Web Based Social Networks Info and Idea: ¶şÊ®Ò»ÊÀ¼Í ·½ÖÛ×Ó Ë¼Î¬µÄÀÖȤ ά»ù°Ù¿Æ ÈËÎĵØÀí Èı˼¿Æѧ ·ï»ËÍø Wired News Financial Times Fast Company InnovationBlog AlwaysOn Network Life Arts and Nature: Civil Wind ×ÔÈ»ÓÎÓ° Green Time ³ÇÊĞ͵¿ú ÓÖÒ»¸öľ×ÓÃÀ(ÒôÀÖÓëµçÓ°ÓëÉú»î)