,Simon Fraser University cxinsfu

2. ????? The first email attempt was successfully sent out on September 14, 1987 with the contents "Across the Great Wall, we can reach every corner in the world" (????,????). China had 384 million internet users (28%) by December 2009.The first email attempt was successfully sent out on September 14, 1987 with the contents "Across the Great Wall, we can reach every corner in the world" (????,????). China had 384 million internet users (28%) by December 2009.

3. ????? ????????,??????????????? ??????????? ??????????????????? ????????,??????,???????????????? Affordance: environment cues people how to act. The structure of the software interact with teachers and students to form the space of the classroom. This is where the choice of the software comes in. Adding or removing a technology changes the environment and the function and relations between human actors. Technology is an actor too. It's not static. We lived in a technological world which we create. There is no escape. Technology is integral to this world we live in. As Neil Postman puts in, "When you plug something in the wall, something is plugged into you." To understand what it means, consider something is removed from your environment rather than add it in. The very reason one should take this approach for a mental exercise is because technology is so entrenched in our surroundings, most of the time we take it for granted. We only realize what it means to us when it is taken away from us, like our hands, like our ability to turn our head. To put this in an educational context, let us think a classroom with chairs, tables, and a blackboard. We all had this experience. Take a few moments to reflect your experience. Think about what it means when you enter a classroom without tables, chairs, and a blackboard, or without the classroom itself. Is a house a technology? Is it just a tool? If it burnt down one day, and if you have all the means in the world, do you think you can replace it? ????????,??????,???????????????? Affordance: environment cues people how to act. The structure of the software interact with teachers and students to form the space of the classroom. This is where the choice of the software comes in. Adding or removing a technology changes the environment and the function and relations between human actors. Technology is an actor too. It's not static. We lived in a technological world which we create. There is no escape. Technology is integral to this world we live in. As Neil Postman puts in, "When you plug something in the wall, something is plugged into you." To understand what it means, consider something is removed from your environment rather than add it in. The very reason one should take this approach for a mental exercise is because technology is so entrenched in our surroundings, most of the time we take it for granted. We only realize what it means to us when it is taken away from us, like our hands, like our ability to turn our head. To put this in an educational context, let us think a classroom with chairs, tables, and a blackboard. We all had this experience. Take a few moments to reflect your experience. Think about what it means when you enter a classroom without tables, chairs, and a blackboard, or without the classroom itself. Is a house a technology? Is it just a tool? If it burnt down one day, and if you have all the means in the world, do you think you can replace it?

4. ???????? ???(presentation model) ???(interaction model) One �to-many. Teacher is the sage on the stage. Students are passive receiver of knowledge. Many-to-many. Teacher is both a sage and a guide. Students are active learners. One �to-many. Teacher is the sage on the stage. Students are passive receiver of knowledge. Many-to-many. Teacher is both a sage and a guide. Students are active learners.

5. ?????? ??: ?????? ??: ?????,?????? ??: ???,?????????,????????? ????

6. ?????? ??: ???? ??: ????,??????? ??: ???,???,??, ???,?????? ???? Self-regulated learning ???? ?????Self-regulated learning ???? ?????

7. ???????? ???? (inquiry-based) ???? (problem-based) ???? (project-based) ???? (case-based) ???? (research-based) ???? (community-based)

8. ??????? ??????,?????

9. SFU Blackboard

10. SFU Sakai Architecture of participation ????? When I was discussing with ??? the topic of this talk, she suggested that I talk about the three systems from my own point of view. I have used all three. From purely a user's point of view, the three system are not radically (???)different. They pretty much have a similar set of tools and functionality. Within each tool, such as discussion forum, the look-and-feel and features vary, but still there are no radical differences, (thought the standard Sakai forum, at least from own experience, is inferior to both Moodle and Blackboard.) SFU uses all three though only WebCT is officially supported by the institution as the course management system. Sakai is also supported by the institution as a collaboration platform. Moodle is a ground-up operation (????,????). Individual keen and technology savvy (????) faculty members uses it. Faculty of Education also supports a moodle-based course management system called Dialogue Central. It is because Moodle is very popular among K-12 educators and k-12 teacher education is one of its key academic areas. In terms of pure technology pros and cons, there are divided opinions. Some believe there is definite technological superiority of systems like Blackboard because it is scalable. Moodle is simply not up to par although Moodle is catching up. Sakai was developed with both an academic and technological ideal in the sense that it strives to pursue best technology and truest sense of academic freedom. It has certainly caught the imagination of many people in higher ed. But technology can never be purely about technology. Going back to my opening earthquake story, technology always has a social life (???????)and it is value-laden (????????????). Both Sakai and Moodle because is open and free. They build in with themselves an architecture of participation (??????). Such structure gives one choice and participation (???????). Such structure encourages people to work with it and work with each other. This is why we both systems like Moodle and Sakai has a life that is sustained by their users, therefore has a life at all (???????Moodle?Sakai????????????????????????????????,????????????)This is why BUPT is willing to and can invest three-year of time and human resources to develop it further, because it worth it. It is a safe-bet investment because you will get more back from what you put in. And hopefully, as the users tinker (???????) with the tools, they will make it eventually best fit for themselves. ??,???????????,???????? Architecture of participation ????? When I was discussing with ??? the topic of this talk, she suggested that I talk about the three systems from my own point of view. I have used all three. From purely a user's point of view, the three system are not radically (???)different. They pretty much have a similar set of tools and functionality. Within each tool, such as discussion forum, the look-and-feel and features vary, but still there are no radical differences, (thought the standard Sakai forum, at least from own experience, is inferior to both Moodle and Blackboard.) SFU uses all three though only WebCT is officially supported by the institution as the course management system. Sakai is also supported by the institution as a collaboration platform. Moodle is a ground-up operation (????,????). Individual keen and technology savvy (????) faculty members uses it. Faculty of Education also supports a moodle-based course management system called Dialogue Central. It is because Moodle is very popular among K-12 educators and k-12 teacher education is one of its key academic areas. In terms of pure technology pros and cons, there are divided opinions. Some believe there is definite technological superiority of systems like Blackboard because it is scalable. Moodle is simply not up to par although Moodle is catching up. Sakai was developed with both an academic and technological ideal in the sense that it strives to pursue best technology and truest sense of academic freedom. It has certainly caught the imagination of many people in higher ed. But technology can never be purely about technology. Going back to my opening earthquake story, technology always has a social life (???????)and it is value-laden (????????????). Both Sakai and Moodle because is open and free. They build in with themselves an architecture of participation (??????). Such structure gives one choice and participation (???????). Such structure encourages people to work with it and work with each other. This is why we both systems like Moodle and Sakai has a life that is sustained by their users, therefore has a life at all (???????Moodle?Sakai????????????????????????????????,????????????)This is why BUPT is willing to and can invest three-year of time and human resources to develop it further, because it worth it. It is a safe-bet investment because you will get more back from what you put in. And hopefully, as the users tinker (???????) with the tools, they will make it eventually best fit for themselves. ??,???????????,????????

12. Marginalia Marginalia is an open-source add-on to the Moodle discussion forum. It allows forum participants to highlight text and write margin notes. These highlighted texts and their associated notes can be searched, shared with others, and quoted when writing new posts.

13. Marginalia discussion page

14. Marginalia summary page

15. A typical annotated post

16. Marginalia info Website: http://www.geof.net/code/annotation Sandbox: http://scope.bccampus.ca/course/view.php?id=121

17. ??????????? ????????

18. ??????????? ???????? ?????????

19. ??????????? ???????? ????????? ??????

20. ??????????? ???????? ????????? ?????? ????????????? ????? ?????

21. ??????????? ???????? ????????? ?????? ????????????? ??????

22. ???????? ????????? ?????? ????????????? ?????? ???? ???????????

23. ??????????? ???????? ????????? ?????? ????????????? ?????? ???? ?????????

24. ??????????? ???????? ????????? ?????? ????????????? ?????? ???? ?????????

25. ??? ????????,???????????????? ??????????????????????????, ????????, ????, ????? ?????????????????, ????, ????????