第五周视频7

发布人：王卫肖发布时间：2014-05-12 12:01:18

 

The last topic for this week focuses on

the facilities for blended learning.

Really meaning the space or the classroom

environment that you create where blended

learning happens.

上次我们主要讨论了混合型学习所需的设备。也就是混合型学习所需要的教室环境。

What we know from our body of research is

that

the climates we create for students really

impact directly student outcomes.

我们的研究及为学生创造的环境直接影响学生的学习效果。

But what we also know is that blended

learning is so young

still that we're not quite sure how to

optimally design these environments still.

另外混合型学习还不成熟，对于学习环境设备的设计我们还不是很有把握。

>> So, rather than just giving a list

of things you should do when

building a blended learning environment,

we want to

share the learnings of what our schools

are finding.

所以，与其告诉你该怎么做，不如我们来分享一下我们学校对混合型学习的研究。

And the first piece of wisdom that they've

shared is that we have to be incredible

clear

about the desired outcome of learning, and

then build

spaces, or design spaces towards that

outcome in mind. It's the architectural adage of let form follow function.

首先我们要分享的就是我们必须非常清楚我们想要学生达到的目标，然后围绕目标创设环境，建立资源。用建筑学谚语来说就是：形式服从功能。

>> Exactly, and what that means is

really start with the student experience

in mind.

确实是这样，我们应该从学生情况分析开始。

Design your blended learning model, figure

out the culture that you want

in place, and then design the facilities

to meet those outcomes.

设计混合型学习模式，需清楚学生学习目标，然后为这些目标设计工具、设备等。

Don't let, really make those facilities be

a

slave to that mission that you're trying

to achieve.

避免让这些设备成为你要达成的目标的枷锁。

 

>> The, I think space gives you a sense

of value.

you know, when you walk into a classroom

and you see tables all

in a row, all facing one direction, that

is where the energy

and the flow will be, is towards the front

of the board.

我认为不同的空间给人不同的感觉。

当你走进教室，看见排成排的桌子朝着同一个方向，这个方向就是能量流动的方向————前边的黑板。

When you walk into a space where

furniture's facing

each other, you can't see where the center

is.

All of a sudden then you must realize that

the user is the center.

当教室的学习设备都是相面对的，找不到中心，那么每个使用者自己就是中心。

And so in a lot of ways being able to look

at space can help you

understand how aligned you are to the

principles

that you say that you're going to use.

所以在很多方面，环境的布置很大程度上让人明白你要使用的规则的平衡性。

>> We also want to talk about flexibility. 我们还要讨论一下灵活性。

So when Rocket Ship

designed their newest blended learning

space, they knew that they wanted a more open space

but they weren't sure that they wanted

those classrooms always wide open spaces with no walls.

So they put in these flexible bookshelves, in essence movable walls, that allowed them to close things back up if they decided that was more in the long run.

They didn't commit to one thing and then just have to stay there.

Rocket Ship在设计他们的新型的混合型学习的教室时，他们想使用更开放的空间，但是他们又不确定是否总是需要这种开放型教室，所以他们在教室中放置了灵活的书架和可移动的墙壁，这样他们就可以根据需要改变教室布置。他们没有受一种情况的限制而停滞不前。

>> So really it's a question.

You say to yourself, when do I

want students working with the teacher

directly?

When do I want them working independently

on a computer?

When might I want them working in

projects?

It's that kind of questioning that lets

you think about the ideal space.

请你自问一下：什么时候需要老师讲解，什么时候需要学生上机学习，什么时候需要学生通过项目学习，这些思考可以帮助你建立理想的教室空间。

>> Yeah, that's exactly right.

So let's actually try to answer that.

With a station rotation model first.

How would you start to set up that

experience?

所以让我们好好思考以上问题。首先把各种不同的学习模式循环使用起来。你将怎样建立学生的这种经历呢？

>> Perfect.

So in a station rotation we actually see

schools don't

need to actually change the architecture

of their school that much.

在运用不同的学习模式过程中，我们发现其实不用完全改变学校的建筑风格。

They might still want to have an area for

direct

instruction but maybe it's got a smaller

footprint in the classroom.

可能还学要老师进行直接授课的区域，但是这个区域只站教室很小的一部分。

because generally, they're working with fewer students in

that direct instruction, and then there needs to

be some separation, generally, so there's

a place for students to work kind of

independently.

因为通常情况下，需要老师直接面授的学生只是少数，这就需要有不同的区域分割，使学生拥有自主学习的空间。

Maybe it's more quiet, maybe there's

less visual distractions for the students

there.

可能这个区域应该更安静，少一些对学生的视觉影响。

And then they need a space that's set up

for good group work, where the students can

interact with each other.

And maybe be close to some supplies or be

in a part of

the room that won't disturb the others if

they get a little louder.

另外，还应该有小组合作的空间，在这里，学生可以更好的相互合作、配合。这个空间应该较为封闭一些，学生讨论时不至于影响他人。

>> And here's where it actually gets

really fun. 在这样的地方学生才能获得真正的乐趣。

Because as you think about those students

working on computers

in that one part of the space, do they

need to be at desks typing away at

computers, or can you create more flexible

environments depending

on their age or what they're trying to

accomplish?

设想一下，学生上机学习是，他们是需要在桌前的电脑上打字，还是有其他更灵活的方式，这取决于学生的年龄或者学生需要完成的任务形式。

For example, maybe they could be on

beanbag chairs, just looking through their tablets

and reading material.

例如，学生可能就需要坐在椅子上看着电脑读一些内容。

Do they need to be desks just clumped together, or can we create creative spaces or tables of different sorts that really optimize the type of learning that you want to see happen in that environment.

学生需要把桌子集中还是有其他的桌椅摆放方式，以使学生在这种学习模式下更高效。

You may also need to think about sight lines, so that you can have one teacher in a room

just quickly scan the entire room and know what

all of the students are doing so that they're

actually on task.

你还应该考虑到视线问题，这样老师就能够监控到整个教室，知道每个学生在干什么，确保他们在学习。

>> I mean, so, let's say there's

three different stations, and one station

is small

group work with the teacher, maybe with

small whiteboards that the kids are

working on.

我的意思是有三种不同的组织形式。一种是教师讲解，可能还会用到白板（黑板）。

Another station is solo work on the computers.

另一种是一个人上机学习。

And a third station is groups of kids

working

together on some meteor project or, or

problem that, where

they're discussing and throwing ideas back

and forth with each other.

第三种是小组合作形式，小组成员共同完成一个项目或问题，在小组中学生可以讨论，还会有思想的碰撞。

So, in that situation, I would take each

station one-by-one, and say, so,

if you want kids to be able to do

whiteboard work with you, what

kind of furniture would you need, or,

given the furniture you have, where, you

know, how would you put it, where would

you put it in your room?

针对这种情况，我们来一一说明。

对于老师讲授式的教学形式，你需要那种桌椅设施呢？或者给出你这些设施，你将如何摆放呢？

And teachers generally have a lot of good

instinct

about their own space, and so we, we just

go with that as the initial try.

对于这些，老师的直觉一般都不错，所以就用最初的设想即可。

When it comes to the kids working on solo

computers

I recommend, generally, particularly with

the middle school kids, that.

You know, orient the, the screen so that

if you're over here working with a

small group, that if you glance over there

you'll be able to see their screens.

对于学生需要单独上机学习的情况（一般是中学生），你应该注意显示器的摆放，确保在你和学生讨论时，能够看到他们的显示器。

>> And when you start thinking about a space

in these settings, maybe we can be

a little more creative in how we use

space.

在我们思考空间、设备的摆放时，我们应该更有创造性的利用空间。

>> So let's listen to our protagonist

and their take on it first.

首先，让我们听一下我们的参与者的经验。

>> Our physical space here started as

an

empty office building in an industrial                                                    

park in Sunnyvale.

We blew out the walls, we blew out the

ceiling,

and we've made it a brightly lit, vibrant,

colorful space.

That is open for student learning, and

should be adaptable.

To make it adaptable, we've put all of our

furniture

on wheels, so we can rapidly convert big,

open spaces

into sectioned-off areas if that's what

the project focus demands.我们的   的原型是Sunnyvale一个闲置的工厂办公楼。我们推到了墙和天花板，使它变得明亮，多彩，这对学生的学习是开放的，可适应的，为了使它适应不同的学习模式，我们把室内的桌椅等设施都安装了轮子，这样我们就可以根据项目要求把一个被分割的空间，迅速的变成一个较大的开放性空间。

A couple things we've done is made up

racks of Chromebooks using simple supplies

of an aluminum rack and plastic containers

like you would see in a magazine rack.

These are what hold the Chromebooks, and

it's a built-in charging station.我们还制作了放置笔记本电脑的置物架，这种置物架用日常铝和塑料制成。

We've also taken a typical

four-by-four Ikea cubby.

We've put wheels on the bottom, whiteboard

material on the back.

These serve as both room dividers,

learning spaces, and cubbies for student

materials.

我们还使用了四四宜家小房间，在它的底部安装了轮子，在它的后面安装了白板。这些既可以分割房间，还可以作为学习空间使用。

>> This is, as you've visited, probably

the most interesting facility you've seen.

如果你来参观的话，这可能是你见过的最有趣的设备。

Richard Barth said after he's visited over 100 schools that this is the most interesting facility.

 Richard Barth说这是他参观100多所学校后见过的最有意思的设施。

And, you know, you open a door, and

there's more kids.

And you open

another door, and there's more kids.

And we could let the facility, you know,

hamper us, or we could just

you know, ignore the facility and do what

we need to do within the space.

你打开一扇门，里边有很多孩子，打开另一扇门，也有很多孩子，你知道，我们应该用这些设施约束我们，或者我们应该忽视这些设备做我们应该做的事。

We've believed from the beginning that

great facilities are not the key to our success.

我们始终坚信伟大的设施是不是我们成功的关键。

We want adequate buildings, but the

building doesn't determine the student

outcome.

我们需要适当的建筑设施，但是这些设施也不能确定学生的学习结果。

Some of it's just a mindset, right?

Like, we'll make it work, in whatever

facility, and we've taken

classrooms in this building and cut em in

half, we've taken spaces

and cut em in four or five different

pieces, to make it work.

And then really flex the room.

其中一些知识观念模式，对吧？不管哪种设施，不管是把教室分成一半，还是分成四部分或五部分，只要它能对学生的学习确实有效，那么他就起到了教室的作用。

>> So in our library, we've designed a

portable

to be an incredible reading space for our

students.

所以在我们的图书馆，我们为学生设计了轻便的不可思议的阅读空间。

We have the students seating in, in quads.

And you just, you look, all the books are

displayed so the lay, so the book cover is

out.我们把学生的作为设计成四边形，所有的书都陈列出来， 书的封面就露出来了。

It looks like a colorful space.

这看起来是一个多彩的空间。

The students are able to transition from

the old school sitting and reading

a book to popping open an iPad and taking

a cloud based quiz.

学生有一个模式性的转变，从旧学校式的坐着读书的模式，转变成打开平板电脑，进行云存储测验。