Open Source: A Metaphor for E-Learning
Open Source: A Metaphor for E-Learning
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开源：电子学习的比喻
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Keith Harman
中科院分区：
文献类型：
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作者：
A. Koohang;Keith Harman
隐喻已经被证明是社会科学理论发展中非常有用的工具（Hartzell，2004; Kendall & Kendall，1993; Levassuer，2004; Wang，2004）。至少，它们提供了一种方便的方法来创建一个分类;第一步是描述，然后是预测，最后是理解（Kerssens-van-Drongelen，2001;刘易斯& Grimes，1999; Lynham，2000）。在实践层面上，隐喻成为构成专家日常语言的基本元素（Cook-Sather，2003）。例如，“The computer is down（计算机停机）”这句话，表示计算机（包括其程序或软件）的功能或操作状态，而不是空间关系或方向。那些熟悉行话的人也有这种共同的理解（Gozzi，2000）。然而，这种共同理解是例外，而不是规则。“信息高速公路”一词作为互联网的隐喻，已基本上被作为隐喻的网络空间所取代（Barta-Smith &海瑟薇，1999年）。但它们是一样的吗？当可穿戴计算机从异国情调的领域进入大规模生产的商品领域时，网络空间是否会被另一个隐喻所取代？这些类型的问题对教育工作者来说具有很大的实际意义。广泛接受在线教育（作为远程学习的一种形式）的影响远远超出了入学模式。它标志着大量机构，教育工作者及其客户如何看待三个关键因素的潜在重大变化，这些因素基本上构成了在线教育的实施方式：教学实践（设计和交付），教学平台（最广泛意义上的教育技术）和教学理念。电子学习（经常与在线教育和远程学习互换使用）一词就是这种范式转变的例证。基于网络的技术的融合;数字存储、处理和媒体的持续进步;以及软件开发的持续精品方法是电子学习的核心。这种融合产生的教育和学习变得更加无处不在，更具吸引力。出现的是谚语所说的“整体超过部分之和。开始理解“整体”的一个巧妙方法是使用社会科学中已被证明的方法：确定一个适当的隐喻，促进对电子学习的共同理解。这种努力没有什么革命性。在20世纪之交，教育管理理论家采用了公共教育的大规模生产隐喻，并随后启动了今天仍然根深蒂固的教学实践，平台和哲学（Dever & Barta，2001），尽管使用自然主义模型的新范式，如混沌理论和复杂性理论正在考虑（Evers & Lakomski，2001）。因此，在21世纪之交，教育工作者面临着一个被称为电子学习的东西，在那里，教育是在一个大规模定制的基础上，使用各种电子媒体在线提供的。电子学习经常被吹捧为减少机构开支、增加机构收入或两者兼而有之的手段（Harvey，2004; Moallem，2004; Porter，2003）。此外，高等教育机构的电子学习应用举措正在考虑开放源码软件/产品，这些软件/产品可免费提供在线教育（Coppola和Neelley，2004年）。Siemens（2003）认为开源模型的好处是提高了质量、更好的稳定性、上级性能和改进的功能。减少对供应商的依赖，可重用性，降低成本，可重复性（用户验证安全性），可靠性和快速修复错误/问题是开源模型可以提供的其他好处。不管什么是电子学习的真实的，什么是炒作，有必要确定一个比喻，可以用来更好地理解电子学习（卡普兰，2004年; Terrio，2002年; Umbach，2001年）。…
Introduction Metaphors have proven to be a highly useful tool in the development of theories in the social sciences (Hartzell, 2004; Kendall & Kendall, 1993; Levassuer, 2004; Wang, 2004). At a minimum, they provide a convenient means by which to create a taxonomy; the first step towards description, then prediction and finally to understanding (Kerssens-van-Drongelen, 2001; Lewis & Grimes, 1999; Lynham, 2000). At a practical level, metaphors become essential elements that comprise the everyday language among specialists (Cook-Sather, 2003). For example the statement, "The computer is down," indicates the functional or operational status of a computer (including its programs or software) as opposed to a spatial relationship or orientation. Those familiar with the jargon share this common understanding (Gozzi, 2000). However such common understandings are the exception, not the rule. The term information superhighway as a metaphor for the Internet has been substantially replaced by cyberspace as a metaphor (Barta-Smith & Hathaway, 1999). But are they the same? And will cyberspace be replaced by yet another metaphor when wearable computers move from the realm of the exotic to the realm of mass-produced commodity? These types of questions are of great practical import for educators. Widespread acceptance of online education (as a format of distance learning) has implications far beyond enrollment patterns. It signals underlying, significant changes in how a substantial number of institutions, educators, and their clientele perceive three key factors that essentially frame how online education is implemented: instructional practices (design and delivery), instructional platforms (educational technologies in the broadest sense) and instructional philosophies. The paradigm shift is exemplified by the term e-learning (often used interchangeably with online education and distance learning). The confluence of web-based technologies; continued advances in digital storage; processing and media; and the ongoing boutique approach to software development are at the heart of e-learning. The confluence produces education and learning that become more ubiquitous and more engaging. What emerges is the proverbial "whole that exceeds the sum of its parts." An adroit way to begin to comprehend the "whole" would be to use a proven approach in the social sciences: identifying an appropriate metaphor that promotes common understanding about e-learning. There is nothing revolutionary about such an effort. At the turn of the 20th Century theorists in educational administration adopted a mass production metaphor for public education and subsequently set in motion instructional practices, platforms, and philosophies that remain firmly entrenched today (Dever & Barta, 2001) although new paradigms using naturalistic models such as chaos theory and complexity theory are being considered (Evers & Lakomski, 2001). So here at the turn of the 21st Century educators are presented with this thing known as e-learning where education is delivered online on a mass customized basis using various electronic media. e-learning is often touted as a means to reduce institutional expenses, increase institutional revenues, or both (Harvey, 2004; Moallem, 2004; Porter, 2003). In addition, e-learning applications initiatives by higher education institutions are considering the open source software/product where the software/ product is freely available for delivering education online (Coppola & Neelley, 2004). Siemens (2003) suggests that the benefits of the open source model are increased quality, greater stability, superior performance, and improved functionality. Reduced vendor reliance, reusability, reduced costs, auditability (users validating security), reliability, and rapid fixes to bugs/problems are among other benefits open source model can offer. Regardless of what is real about e-learning versus what is hype, there is a need to identify a metaphor that may be used to better understand e-learning (Kaplan, 2004; Terrio, 2002; Umbach, 2001). …