Social software has already led to the widespread adoption of portfolios for learners, bringing together learning from different contexts and sources of learning and providing an ongoing record of lifelong learning, capable of expression in different forms. One implication is the potential for a new ecology of 'open' content, books, learning materials and multimedia, through learners themselves becoming producers of learning materials. Consumers themselves become producers, through creating and sharing. Social software offers the opportunity to narrow the divide between producers and consumers. Instead, we have to look at the new opportunities for learning afforded by emerging technologies. The paper believes that we are coming to realise that we cannot simply reproduce previous forms of learning, the classroom or the university, embodied in software. The paper also looks at changing technology, especially the emergence of ubiquitous computing and the development of social software. Linked to this is an increasing recognition of the importance of informal learning. Moreover, the pressures for a PLE are based on the idea that learning will take place in different contexts and situations and will not be provided by a single learning provider. It also recognises the role of the individual in organising his or her own learning. The idea of a Personal Learning Environment recognises that learning is ongoing and seeks to provide tools to support that learning. It goes on to consider some of the pressures for change in the present education systems. The paper starts by looking at the changing face of education and goes on to consider the different ways in which the so-called 'net generation' is using technology for learning.
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This is not so much a technical question as an educational one, although changing technologies are key drivers in educational change. This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs might be useful or indeed central to learning in the future. Il presente lavoro offre una panoramica dello stato dell’arte degli strumenti FLOSS per la traduzione, ne descrive le proposte elaborate dall’Università di Innsbruck e propone l’adozione di tali strumenti in ambito accademico. Gli strumenti FLOSS si prestano particolarmente ad ambienti aperti e collaborativi e pertanto anche alla ricerca e alla formazione presso le Università. Ciò rende possibile costruire una stazione di lavoro gratuita e indipendente per il traduttore il quale potrà in tal modo disporre non solo di memorie di traduzione, di strumenti di gestione della terminologia o di allineamento, di concordancers e di altri strumenti specifici, ma anche di standard gratuiti. Oggigiorno, è disponibile un’ampia varietà di applicazioni software liberamente disponibili (FLOSS) per la traduzione. Italian: I cambiamenti globali che hanno interessato la tecnologia, la società e l’economia hanno fatto dell’utilizzo degli strumenti digitali una necessità, e questo è tanto più vero per l’attività globalizzata della traduzione e della localizzazione.
This paper gives an overview over the state of the art in FLOSS translation tools, describes the FLOSS proposals made available by the University of Innsbruck and argues for the adoption of FLOSS translation tools in the academia. FLOSS tools are especially suited for open and collaborative environments, thus also for research and training at universities. Today, a wide variety of free and libre open source software (FLOSS) tools exist for translation, so that is possible to set up a free and independent workstation for the translator allowing the use not just of translation memories, terminology management or alignment tools, concordancers and other specific tools, but also of free standards. English: The global changes in technology, society and economy have made the use of digital tools a necessity, this holds true even more for the globalized business of translation and localization.