Roy Pea (1998) Distributed Intelligence and the Growth of Leaning Communities on the Global Internet, 佐伯胖・湯浅良雄編集「教育におけるコンピュータ利用の新しい方向」, コンピュータ利用教育協議会, pp.71-95.
【英語５】 次の英文を読み、以下の問い(1)〜(2)に答えよ。
(1)下線部1をその日本語文だけ読んでも意味が通じるように訳せ。
(2)下線部2の理由を考えよ。
Learning-in-doing is a model in which the learner is increasingly involved in the authentic practices of communities through learning conversations and activities that involve expert practitioners, educators and their peers. It may be learning to write through working with others of distributed expertise on a local newspaper. This is very different than learning to write through decontextualized exercises in syntax or vocabulary. There is real audience involved, and information-seeking and organization in the writing has a purpose other than as an end-in-itself. Learning-in-doing typically has as a major component creating externalizations of thinking, of making thinking visible, so that others may learn about the process of activities in communities of practice. These externalizations might be written texts, or designs, or visualizations such as diagrams, or even physical performances for athletic or musical learning. They are produced by either teachers or learners, and provide externalizations of how these teachers or learners are thinking, and enacting their present level of competencies. These externalizations provide something around which meaning-making conversations can take place that provide a way to learn from one another. So learning in doing involves actions between groups that have often been isolated by the institutional boundaries of school, work, university, and home. 1
So what I’d like first to say a little bit about is how there has been a convergence of socio-technical development that have led us to early successes and considerable excitement about broadscale potentials for improving learning and education and schooling in ways that I described, in this focus on learning-in-doing. And these developments come together in the concept of “virtual learning environment”. This is “virtual” in the sense of not face-to-face, not in the sense of false, or unreal.
Virtual learning environments collapse the typical barriers of space and time for face to face communication by using telecommunications. Virtual learning environments may be constituted either within or between classrooms or campuses, within or between businesses or homes, and a particular learning environment might involve (to take but two examples) participants across very different kinds of settings such as school-home-community, or school-workplace-university. Ironically, because we may provide a broader range of participants in virtual learning environments, learning interchanges that take place may engage more authentic contexts for learning because they include practitioners, such as scientists, who would not ordinarily be involved in precollege learning. Many of us are arguing that telecommunications technologies can be used to facilitate a return to learning models that existed with considerable success before formal schooling such as apprenticeship, long term mentoring, in collaborative groups that learn through work and projects. 2
Now I would like to describe several of the trends that have been leading to this notion of virtual learning community. The first is a movement towards more socially situated conceptions of learning-towards viewing intelligence as a distributed achievement instead of as a property of individual minds. So under this notion intelligence is not something an individual possesses like a trait, but something that is achieved in activity in environments using tools and resources in part provided by others. A second trend is the extraordinarily rapid growth of the Internet in support of both informal learning and more formal learning communities. And the third trend is rethinking the appropriate roles of the teacher – beyond thinking of the teacher as the repository of and delivery agent for the cultural knowledge that needs to be transmitted to the students to be remembered and then spit back on the tests. Instead we need to focus on the teacher as a guide for constructing the learners deeper understanding. Together, these three trends may have synergistic effects that come together in ways far more than any of them could individually. The participation in new social practices is after all a kind of transfer that we hope for from one’s involvement in the learning activities of school or university. Much of education has focused on acquisition of knowledge without thinking as much about its use afterwards.