FreeSoftware

OpenOffice.org 是一套跨平台的办公室软体套件，能在 Windows、Linux、MacOS X (X11)、和 Solaris 等作业系统上执行。OpenOffice.org 是自由软体，任何人都可以免费下载、使用、及散布它。这个容易用，并且与各个主要同类软体相容的办公室软体套件，正展示了自由软体的潜力。 Zhaopeng

[编辑] 常见浏览器

[编辑] Web服务器

[编辑] 数据库：

[编辑] 许可证/协议

要点:
- 许可证/协议干什么用的？
- 最早的到现在的？发展历史？
- 最新的最广的版本？
- 如何实行？

[编辑] 许可证/协议是什么

许可证/协议：
- 对于用户（使用软件方）：用户对于软件的知晓、使用、修改等一系列权限的的具体拥有程度的规定。
- 对于作者（制作软件方）：作者对于自己作品的各项相关权限外放的意愿和规则的表达。
法律上的许可证定义：许可证是一份著作权人和受让人之间的合同文书，它明确地将一些著作权人拥有的权利授予给受让人；一般而言，许可证没有提及，或在许可证要求条件不满足的条件下的权利，均会被认为是法律上的未授予，因此行使这些权利，也属于侵权行为。
- 简而言之，在开放源代码软件中，许可证/协议就是用来保障软件用户自由使用及接触源代码的权利的规定。这同时也保障了用户自行修改、复制以及再分发的权利。
现在讲的商业软件、开放软件以及自由软件的主要划分标准就是许可证/协议的开放程度。
- 商业软件或称“专有软件”，往往会随软件副本向用户提供“使用许可证”，如“最终用户许可证（简写为EULA）”。这类许可证通常只明确地授予使用权，以及“在合理范围内制作副本”的权利。因此，对这类软件进行许可证以外的其他使用行为，就必须获得另外的许可证，否则亦属于侵权行为。免费软件（freeware）和共享软件，亦属于专有软件范畴。
- 开源软件/自由软件许可证与专有软件许可证最大的区别是，这些许可证明确地允许用户修改和再次发布软件的派生作品。
- 开源软件与自由软件的区别在于，开源软件的代码一般可既以用于自由软件，也可以用于商业软件。通常，以制定标准为目的的软件，均会以开源授权许可证来发布，以吸引更多的人使用。

[编辑] 许可证包含的内容

许可证必须允许修改软件和派生软件，并且必须允许它们按照原软件的许可证的条款进行发布。

作者的源代码的完整性
- 只有在许可证允许与源代码一同发布"补丁文件"（该"补丁文件"以在创建时对程序进行修改为目的）时，许可证才能限制对修改形式的源代码的发布。许可证必须明确地允许发布由修改后的源代码生成的程序。许可证可以要求派生的作品采用不同的名称或不同的版本号以区别于原来的软件。

不得歧视任何个人或团体
- 许可证不得歧视任何个人或者由多人组成的团体。

不得歧视任何应用领域
- 许可证不得限制任何人把程序应用于任何领域。例如，不得规定程序不能应用于商业领域或基因研究领域。

许可证的发布
- 与程序有关的权利必须适用于该程序的任何使用者，并且程序的使用者也不需要为了使用该程序而获得其它许可证的许可。

许可证不能针对于一个产品
- 与程序有关的权利不能由该程序是否作为某个软件产品的一部分来决定。如果程序从那个发布中被抽出来，并且按照程序的许可证的条款进行使用和发布，那么得到该程序的当事人或组织将获得与得到原程序的使用者相同的权利。

许可证不能影响其它软件
- 许可证不得向与采用它的软件一同发布的其它软件提出任何限制。例如，许可证不能坚持要求在同一媒体上发布的其它程序都是开放源代码软件。

[编辑] 常见的开源软件许可证

GNU GPL，LGPL，BSD，NPL 和 MPL 等，都是符合开源软件定义的常见许可证。接下来的篇幅里我们将介绍分析它们。

[编辑] GPL

GNU General Public License，简称 GPL 。GPL 既是一个软件许可证，又是一份政治宣言。由于 GPL 在一些法律教授的协助下完成，因而要比其他的同类许可证写得好得多。

GPL 的文本不是 GPL 之下的程序自身。它的许可证很简单：准许任何人复制和发行未经任何改动的许可证文本的拷贝。但对它进行改动是不允许的。开源软件许可证的文本通常不是开源软件本身，这点很重要。显然，如果任何人都可以修改许可证，那么许可证也就不能提供任何保护了。

GPL 的条款符合开源软件的定义。 GPL 并不需要开源软件定义中的第四点“作者源代码的完整性”中的任何条款。

GPL 不允许私自对程序进行更改。更改后的程序必须在 GPL 之下发行。当然，一个 GPL 化的程序的作者愿意接受别人的改进，包括商业公司为满足自己的需要而进行的更改。

GPL 不允许将 GPL 化的程序合并尽到一个所有权程序中。 GPL 对所有权程序的定义是：许可证中所赋予的权力不如 GPL 多的任何一个程序。

GPL 也存在一些漏洞。它允许适用于不完全都是开源软件的程序中。软件库通常是与编译器或你正在使用的操作系统一起发行的。它可能与一个已经 GPL 化的软件相联系，结果成为一个部分自由的程序。版权所有者通常就是程序的作者，他将 GPL 用于程序上而有权违反他自己的许可证。这就是在 Troll Tech 使 Qt 使用开源软件许可证前，KDE 的作者发行含有　Qt 的程序时所用的手法。但是，这一权力不再扩展到发信程序的第三者，他们必须遵守许可证中的所有条款，包括版权所有者违反的那一条款。这样在分销包含 Qt 的 GPL 化的程序时就出现了问题。

[编辑] LGPL

GNU Library General Public License，简称 LGPL ，是 GPL 的派生物。它是为软件库而设计的。与 GPL 不同，LGPL 化的程序可以合并到专有版权程序中。与 Linux 系统一起提供的 C 语言库就是 LGPL 的一个实例。它可被用于建立一个专有版权程序，否则的话 Linux 就只对自由软件作者有用。

LGPL 化的程序可以在任何时候转换成 GPL 化的程序。一旦作出这种转换，就不能再转换回 LGPL ，或由它派生的 LGPL 化的程序了。

[编辑] BSD 许可证

BSD 许可证，是 X、Apache、BSD(Berkeley System Distribution)的操作系统项目(FreeBSD、OpenBSD、NetBSD)所采用的。它可以总结为“这里是代码，你想对它怎么做就怎么做，我们并不在乎，只是你试图这门做并且销售它们时请给我们信用”。通常对信用的要求会在不同形式中出现——广告，或 README 文件，或印刷品文档，等等。它提供了一个从 GPL 中得不到的最重要的许诺——私自对许可证软件进行更改。

从商业角度，这是加入现有项目的最好的一类许可证，因为不用担心将来使用或重新发行时的许可证或限制问题。你可以用自己的专有代码混合并配合该软件，并且仅仅发布你认为有助于项目的那些部分，从而有助于提高你的回报。[11]

[编辑] NPL 和 MPL

Netscape Public License，简称 NPL ，是当 Netscape 准备生产他们的 Netscape 浏览器开源软件时开发的。确切地说， Mozilla 才是它的开源版本。 Netscape 为他们自己的产品保留了“Navigator”商标。 NPL 的一个重要的特征是它给予 Netscape 专门的特权，而不包括其他的任何人。当你对他们的软件进行更改后，Netscape 有对这些更改重新发放许可证的特权。他们可将这些更改据为己有，然后再进行改进，却拒绝给你最终的结果。这一条款在当时是必要的，因为当 Netscape 准备加入开源软件时，它与别的公司已经有合同，承诺在非开源软件许可证下向他们提供 Navigator 。

Netscape 又开发了 Mozilla Public License，即 MPL 。MPL 与 NPL 很相似，但不包含循序 Netscape 对别人做的修改再发放许可证的内容。

NPL 和 MPL 都允许私自对软件进行修改。

NPL 是 Netscape 面临特殊的商业环境的时候设计的，对别的软件并不一定非常适合。一些公司采用了 MPL 的变体，这样做便是比较不幸的。然而，NPL 和 MPL 需要保留。因为 MPL 的意义在于，陈述了 GPL 或 BSD 没有提到的某些关键问题。MPL 授权对于“发行”的更改仍以同样 MPL 版权下进行发布，这样使得它可用于返还该项目。“发行”被定义为以源代码发布的文件。这很重要，因为它允许公司增加一个与专有代码库的接口，而不需授权其他的代码库具有 MPL 版权——只授权该接口具有 MPL 。这样，这个软件可以或多或少地组合到商业软件环境中。

[编辑] 如何选择许可证

当你决定进行一个开源项目的时候，必须面临着选择许可证的问题。选择哪种许可证呢？下面列出的问题需要好好思考。

你希望别人能够私自对软件进行更改么？如果你要求别人将更改后的程序源代码反馈给你，你就选择像 GPL 或 LGPL 这样满足你要求的许可证。如果你不介意别人私自更改程序，就选择 BSD 这类的允许私自修改的许可证。你是否允许一些人将你的软件合并到他们自己的所有权软件中？如果允许就选择 LGPL ，它明确表示允许这样做，但不允许对你的源代码私自进行更改。也可以选择 BSD ，这样就允许了私自修改源代码。你希望别人能买到你的有商业许可证的、不是开源软件的版本么？如果希望这样，为你的程序发放两个许可证。建议选择 GPL 作为开源软件许可证。然后选择一种合适的商业许可证。你希望所有使用你软件的人都为这一特权付费么？如果希望这样，就不要选择开源软件。如果你满足于有一部分人向你付费就行了，你就可以使你的软件成为开源软件。多数的开源软件作者注重于他们程序贡献给社会后的反映是否良好，而不在乎是否得到了回报。

以下是主流许可证的分析：

漫谈 FLOSS 许可证+ ZPyUG/ZEUUX社区介绍，http://www.zoomquiet.org/share/s5/080130-floss-license/

如： GPL BSD License Mozilla License Apache License CDDL 等等。

快速搜了一下，这里似乎比较全： http://www.opensource.org/licenses/category

http://www.gnu.org/philosophy/license-list.html

比较简明的比较：

http://blogs.sun.com/chandan/entry/copyrights_licenses_and_cddl_illustrated 非常喜欢这个图表，简单明了。很多人不需要深入的分析，这个图表已经把关键问题说清楚了。

相关的兼容性表格: http://www.zoomquiet.org/share/s5/080130-floss-license/

MS也有一个： http://www.opensource.org/licenses/ms-pl.html SPLA（Service Provider License Agreement，即服务提供商许可协议）介绍： http://www.zhiteng.net/Shared%20Documents/spla/spla_introduction.aspx SPLA和微软其他许可授权模式的比较： http://www.zhiteng.net/Shared%20Documents/spla/spla_compare.aspx

[编辑] 社区&技术

[编辑] 内核开发中文社区

主页： http://wiki.zh-kernel.org/

[编辑] KDE中文社区

主页：http://www.kdecn.org
邮件列表： kde-china@kde.org

PHP是什么？

PHP是一种服务器端HTML-嵌入式脚本描述语言。其最强大和最重要的特征是其数据库集成层，使用它完成一个含有数据库功能的网页是不可置信的简单。在HTML文件中， PHP脚本程序（语法类似于Perl或者c语言）可以使用特别的PHP标签进行引用，这样网页制作者也不必完全依赖 HTML生成网页了。由于PHP是在服务器端执行的，客户端是看不到PHP代码的。 PHP可以完成任何CGI脚本可以完成的任务，但它的功能的发挥取决于它和各种数据库的兼容性。 PHP除了可以使用HTTP进行通信，也可以使用IMAP, SNMP, NNTP, POP3协议。＿＿摘自［阿里巴巴电脑软件论坛http://club.china.alibaba.com/forum/thread/view/9_24083894_.html ］

[编辑] Aka

http://www.aka.org.cn/

[编辑] LUPA

http://www.lupaworld.com/

[编辑] OSS

http://oss.org.cn/

[编辑] 应用

[编辑] WordPress

简介：WordPress是一款基于PHP和MySQL的Blog软件，通过它可以快速而简便的搭建属于你自己的Blog平台。它可以说是目前应用最广泛的开源Blog建站系统。

官方网站：http://wordpress.org/
中文社区：http://wordpress.org.cn/

更多应用详见“中国开源社区-开源方案体验中心”http://oss.org.cn/modules/article/view.article.php/24/c5

[编辑] LAMS网络教学平台

[编辑] 导言

LAMS是由澳大利亚Macquarie大学，LAMS国际有限公司和LAMS基金会联合开发出来的一个基于JAVA的新一代学习软件。它为在线协作学习活动的设计、管理和开展提供了全面的支持，为教师设计学习活动序列提供了非常优秀的可视化界面。LAMS执行学习设计理念，彻底改变了过去E-Learning以内容为中心的模式，将关注点逐渐转移到学生的主体学习活动和学习过程上来了。可以说，LAMS是网络教学平台发展史上一个重要的里程碑。

对LAMS的认识和理解不能仅从其已有的功能入手，要从学习活动的理论和实践入手，了解学习活动的本质、了解学习设计的本质。只有这样，才能真正理解LAMS。

[编辑] 学习活动的理论基础

现代哲学认识论中的活动范畴

“人的活动”范畴，是马克思研究人性、人的发展的出发点。活动是表征人的存在状态的概念，是人所特有的对周围世界的关系的形式，包括人有目的地认识和改造世界以适应自己需要的全部过程。在马克思的活动学说中，活动、实践、劳动是三个紧密相连、但却不是一个层次的范畴。活动是个一般性的概念，包括人的一切不同活动形式。实践是指人们有意识、有目的改造物质世界的活动。劳动是最基本的实践形式。“活动-实践-劳动”是一种“一般-特殊-个别”的关系。活动范畴的核心是实践活动，但活动范畴比实践范畴更大，并且是实践范畴的渊源和自然延伸。

运用活动范畴可以有效地解决主体、客体的两极对立。近代认识论的重大弊端是无法消除主体与客体的对立，在他们的认识论视野中没有主体的对象活动。直观唯物主义者则从直观的感性世界寻找认识的本质，唯心主义者则从主体内部的心理过程寻找认识的本质，其结果都未能解决主客体统一的问题。现代认识论指出，正是主体活动把主体同对象世界联系起来，活动是主体与客体的中介、桥梁。正是主体积极的活动，改造、引发客体，才发生客体向主体的生成、转化。活动正是主体、客体的相互作用。

活动刻画了主体的主动性、近代认识论离开主体、客体相互作用的主体活动，要么从客体方面寻找知识的根源，把知识当做人被动的镜子式的对客体的反映，认识失去了人向外物主动索取的意义，失去了创造性的成分。要么把认识局限于主体头脑中的运动，没有看到离开主客体的相互作用的主体活动，仅在头脑中旋转，失去现实性，主体性最终也会落空。

皮亚杰的活动学说

皮亚杰认为活动是主体与客体相互作用的过程，主体与客体之间基本的中介是活动。认识是一个建构过程，是通过主客体的相互作用即活动来进行的，活动的重要功能是中介作用。主客体之间有一连串的中介物，有一系列的中介结构。除了实物性活动以外，还有内部结构的中介作用，思维的中介作用。实际上，皮亚杰认为存在两类活动，一类是实物性活动、动作，另一类是主体内部的认识活动。活动是认识的源泉和基础。

皮亚杰指出，在认识的起源问题上，传统的答案有两大类：经验论和唯理论。而这两种答案有一个共同的前提，即假定存在着一个在不同程度上知道自己能力的主体；存在者对主体而言是作为客体而存在的客体；而首选是存在着从主体到客体、客体到主体之间起着中介作用的固定的中介物。皮亚杰认为，实际过程同这种假设是相矛盾的。主体、客体、中介所组成的认识性关系结构有一个分化、发生、形成和建构过程，造成分化的最初条件是主体的活动。主客体的分化过程也是知识的起源与发展过程，皮亚杰指出，“知识在原本上既不是从客体发生的，也不是从主体发生的，而是从主体和客体之间的相互作用中发生的”。

皮亚杰认为认识的建立就是要在活动基础上形成主体的认识结构（图式）。认识结构即是“动作的组织结构”，是主体接受、过滤、筛选客观刺激的工具。认识结构是儿童在自己的活动中逐步建构起来的。建构过程包括同化、顺应、平衡和自我调节等几个环节。同化就是把外物刺激纳入到已有的图式中，进行过滤和改变。当外来刺激无法同化时，主体就对原有图式进行改变和创新，以适应外部环境，叫顺应。同化和顺应之间达到合适的比例，成为平衡。建构是双向进行的，一方面主体早先进行的动作在大脑的沉淀、结晶成为图式，此为内化建构，另一方面，主体运用内化而成的图式去整合客体刺激形成关于客体的认识，此为外化建构。主体的认识正式内化和外化的双重建构。

列昂节夫的活动学说

维果斯基认为人的高级机能是受人的文化历史所制约的。高级心理机能的形成过程，先是外部活动，后是内部活动，是一种从外到内的过度。列昂节夫继承维果斯基的研究，进入60年代以来逐步创立了关于活动的理论。

列昂节夫认为：活动“表现为在其中实现着主体-客体这两极之间相互转变的过程。”活动在认识中起着一种中介作用，正是主体活动才把主体同对象世界联系起来。列昂节夫认为西方心理学不论是行为主义，还是格式塔心理学，以及弗洛伊德的精神分析学派，抑或各种折衷主义派别，从方法论上看，有一个共同之处，即都是根据二项分析图式：对主体感知系统施加的作用-由该作用引起的回答（客观的和主观的）想象。列昂节夫认为在心理的水平上，活动是以心理反映为中介的生活单位，活动不是反应（S-R），也不是反应的总和，而是具有自己的结构、自己的内部转变和转化、自己的发展的系统。

活动的基本特征或确定特征是它的对象性。活动的对象有两方面的意义，第一，对象是独立存在的，对象使主体的活动服从于它并改造主体的活动本身；对象是物体的映像，是物体特性的心理反映的产物，而只有主体的活动才能完成这种反映。同时活动的对象性不仅产生映像的对象性，而且也产生需要、情绪和情感的对象性。

活动可以分为外部活动和内部活动。活动是一个有结构、内部转化与发展的系统，因此，他对活动进行了划分：首先是个别的活动，这种活动以激发它们的动机为标准，活动必须同动机相联系，活动的对象就是活动的真正动机；其次是动作，动作服从自觉目的过程，与目的相关联；第三是操作，操作是实现动作的方式，同条件相关联。正是活动的这些单位，形成了活动的宏观结构。

活动理论中分析的基本单位是活动。活动系统包含3个核心成分（主体、客体和团体）和3个次要成分（工具、规则和劳动分工）。次要成分又构成了核心成分之间的联系。 主体：主体是活动的执行者，是活动系统中个体要素。 客体：客体是主体想影响或改变的东西。 团体：团体是指活动发生时，活动主体所在的群体。 工具：活动理论认为，人类的活动必须以工具为媒介。这里的工具包括具体的工具和抽象的工具。对于学生来说，具体的工具可以是语言、笔、纸、教材和认知工具等，抽象工具可以是某种思考方法、某种解题规则等。工具将活动主体与客体联系起来。客体与工具也可以相互转化。 规则：规则是社会水平和团体水平的法律、标准、规范、政策、策略、伦理道德、文化传统以及个体水平的价值观、信仰等。 劳动分工：在将活动客体转换为某种结果的过程中，需要界定团体中的不同成员在达到特定目标过程中所承担的责任。劳动分工将活动团体与活动的客体联系起来，实际上体现了团体内部为完成某种任务而采取的活动组织策略。

如果从活动的角度来考察教学系统，教学系统被看成是一种具有特定目的的人类活动。活动系统中包含着规则和分工这些总要成分，使对教学系统的认识摆脱了单纯认识论的逻辑。因为，规则和分工涉及到了最基本的师生伦理关系的确定问题。学习活动被定义为达到特定学习目标而进行的师生关系操作的总和。教学系统是一个学习活动的序列，是一个师生之间有组织的共同活动的序列。

Media:活动理论的发展脉络与应用探析.pdf‎

[编辑] 学习设计及学习设计规范

IMS 学习设计规范（IMS-LD）是全球学习联合机构（IMS）在荷兰开放大学(OUNL)协助下，在EML 的基础上，制定出来的，是学习设计领域的重要规范。IMS 学习设计标准将学习设计定义为: 对能让学习者在一定的学习环境中通过特定顺序的学习行为而达到一定学习目标的方法的描述。注重描述学习过程、学习活动及协作情景, 并保证学习资源的共享和重用。 IMS 学习设计的目标是在以下领域得到完善: ( 1) 学习者和教师行为的集成。 ( 2) 在学习过程中资源和服务的集成。 ( 3) 对多种不同学习方法的支持。 ( 4) 支持单个和多个学习者学习模式。 ( 5) 支持混合学习以及完全在线学习。 ( 6) 获取学习过程而不是学习内容。 IMS 学习设计中的三个层次Level A、B、C 学习设计包括以下元素: ( 1) Level A 包括一系列活动, 例如评价, 讨论, 模拟等, 它由一个或多个“ 演员”( 学习者、教师等) 所扮演的“ 角色”, 存在于一个由学习对象和服务组成的环境中。 ( 2) Level B 是在Level A 的基础上增加了属性( 存储有关个人或群组的信息) 、个人学习条件。 ( 3) Level C 是在Level B 的基础上增加了通告机制, 指引发的事件———比如一个学生提出问题, 要通知教师需要给出一个回应。学习设计关注于e-learning的环境维度（而不仅仅是内容），关注更加活跃的基础性观点（而不是吸收），关注多用户学习环境的认同（而不仅仅是单个学习者）。学习设计没有排斥e-learning中单个学习者和自定步伐的模式，而是在此基础上对更广泛的e-learning协作学习方式的支持。

[编辑] LAMS

[编辑] LAMS功能介绍

[编辑] LAMS技术架构

[编辑] LAMS与其它网络教学平台的整合

[编辑] LAMS在教学中的应用案例

[编辑] Moodle网络教学平台

Modular Object-Oriented Dynamic Learning Environment（模块化面向对象的动态学习环境）,由澳大利亚教师Martin Dougiamas开发，是基于GNU协议的免费的开放源代码软件。 Moodle 是一个用来建设基于Web 的网络教学平台的软件包，也可以说是一个课程管理系统（C M S ）; Moodle 又是一个动词，用来描述一个循序渐进的过程，一个可以引导学习者不断的洞察和创造的过程。平台是基于A p a c h e + M y S Q L + P H P 环境开发完成的，可以在Windows、Linux系统下运行，安装和设置十分简捷，适合于校园网络教学平台的搭建。

官方网站:http://www.moodle.org

构建基于Moodle的信息化学习环境：http://www.haokanbu.com/story/202544/

[编辑] moodle应用案例：

中德艾滋病防治在线教育 http://61.49.18.79/ 此系统为典型培训课程应用案例，需要用户名进入，但是可以查看相关课程信息。

瑪利諾中學內聯網系統 http://aerodrive.mssch.edu.hk/moodle/ 此系统不允许访客进入

800网校课外辅导系统 http://www.study800.com/ 此系统可以随意注册并学习部分课程，对于一些课程设置了密钥限制。课程主要是高中课程。平台开设了高中化学、英语、语文、中学生学习方法、学习交流等课程，但是课程资源相对较少。

西南林学院计科系网上教学系统 http://cs2.swfc.edu.cn/moodle/

中国易学博士网 http://www.ichingphd.com/

计算机辅助教学 http://222.134.77.34:8088

English@CFL.CQU http://202.202.72.135/moodle/

哈尔滨工业大学计算机科学与技术学院课程管理系统 http://cms.hit.edu.cn/

S.J. Consulting Group Education & Learning http://isrc.ca/moodle/

English Online! http://www.enonline.org/ English Online aims at getting you accustomed with: 1. the specific way in which participants practice language talents online and 2. the learning methods for a virtual language world characterized by independency and collaboration. These courses are designed for: 1.participants willing to learn online, 2. tutors interested in facilitating their teaching and 3. those who want to make intercultural communication with participants abroad.

數位學習 http://www.jonina.why3s.net/moodle/

mclass网络教学平台 http://lesson.mclass.cn/moodle/

Mr. Higgins' and Ms. Yang's Pinghe Courses http://jonathanhiggins.com/moodle/

雅礼远程教学网 http://www.yali.hn.cn/mdl/

OJT China Online Learning http://learn.ojtchina.com/

http://202.202.71.112:8080/moodle/ Students of Chongqing Uiversity and others: Welcome to our Online Classroom. After struggleing with the network for a couple of days, we finally made it work now. For each of you, the moment you log in our classroom is the beginning of a new chapter in your study. You might get frsutrated with the new format of study, but I hope that you will discover a new understanding of the English study and feel lucky for you are in such a world.

Language Learning and Research http://www.pluralingua.com/moodle

http://shtmonline.org/

QIS on-line http://www.qischina.org/moodle/

Tianjin International School Moodle http://www.tiseagles.com/moodle/

http://study.hjw-dcq.cn/

杭州保俶塔实验学校-在线课堂 (Bctsy Online) http://www.ant-robot.net/moodle/

周涛教学支持站点 http://math.snut.edu.cn/zt/moodle/

[编辑] Sakai

官方网站：http://sakaiproject.org

[编辑] 简介

Sakai项目开始于2004年1月，是一项致力于为高等教育机构设计、构建与开展新型的“协作与学习环境”（CLE）的合作型开源软件开发项目。Sakai项目的初始倡导者为美国密西根大学和印地安那大学。最初，这两所大学独自利用开源软件来复制和加强各自所开发的CMS。随后，伴随着“开放知识行动”（OKI）和uPortal协会的支持，麻省理工学院和斯坦福大学也随即加入。最后，借助于Andrew W. Mellon、William 和Flora Hewlett基金会提供的680万美元的经费资助，Sakai项目正式启动。 Sakai项目的主要目标是开发Sakai程序的系统架构，将之与已有各种CMS工具和组件整合为一体。这些工具与组件既可用于课程管理，同时也可作为原有CMS模型的扩展插件。更为重要的是，Sakai也将支持研究性协作学习。简言之，与现有的诸类CMS产品相比，Sakai将被设计成为一种更具竞争力的软件系统。 Sakai基于一种试验性的“团体资源型”开放源代码开发模式（CSDM），系统由不同机构的设计者、软件架构师和开发者联合起来进行工作。为便于向那些愿意参与Sakai项目的机构，无论是使用Sakai使用者或是加入系统开发工作的组织，提供一种全方位的支持系统，Sakai项目目前已经形成二个计划，分别被称为“Sakai合作者计划”（SPP）和“Sakai商业推广计划”（SCA）。 Sakai项目目前已有100所大学或研究机构加入，包括：等著名大学，以及等企业和公司。

[编辑] Sakai Framework

Sakai Framework是一个基于J2EE开发的轻量级应用服务容器。它关注于支持用Java 开发的，运行在web浏览器环境中的Sakai TPP（Tool Portability Profile）工具，目标在于提供一个Sakai工具集和支持这些工具能够像“扩展单元”或者“建筑区”一样相互访问，允许一个组织去把这些功能单元聚合到一起来解决特殊的应用问题的服务。Sakai TPP定义了Sakai工具和Sakai 框架的交互。同时，一个Sakai工具是一个结构良好的功能单元，它能够和其他许多Sakai工具一起集成到Sakai 框架中提供全面的应用功能。 Sakai TPP 协议的一个关键要素是它完全的列出了一个工具所有交互的清单，包括表现层的接口，应用服务和框架服务，它能够随时进入任何符合Sakai TPP的环境。在Sakai 工具环境中，工具被分成三层：表现逻辑；工具逻辑；应用服务。框架提供了能够被工具调用或者随时需要就与框架交互的应用服务集。工具的呈现被分成两层。在工具中，对于GUI有一种抽象的表达，GUI呈现是由框架决定的。在工具环境中，工具的编码使用JavaBeans实现必要的工具逻辑以及与表现层的交互。表现层通过JSF实现，使用了Sakai 组件集中的Sakai GUI组件表现元素。每一个工具都代表性的拥有一个或多个为工具与系统和框架 API交互直接提供支持的API。这些面向工具的API是设计来为工具编写者提供方便、简单使用的接口。通常这些API随着工具的需要和需求而发展。把尽可能多的功能从工具逻辑中移到应用API中，实现最大可能的功能的重用是一种非常重要的设计模式。另外还有一点很重要就是当许多面向工具的API主要被一个工具使用的时候，这些API也可以被很多工具使用。比如：成绩单工具是一个成绩单API的主要用户，但是一个评价引擎同样需要从评价中记录成绩也会使用这个成绩单API。

[编辑] 自由软件之开放活动

2008年5月10日的哲思沙龙活动，带上笔记本电脑，帮你装上ubuntu之类的自由软件，并一起交流。社区凝聚自由！自由软件的重要应用和出路就是教育。以往哲思沙龙活动请访问http://www.zeuux.org/campaign/zeuux-monthly-meeting.cn.html

beijing-open-party
- http://www.beijing-open-party.org/
- Beijing Open Party，http://www.haokanbu.com/event/261/

开源近期活动:http://www.lupaworld.com/viewnews_18820.html

参与开源软件事业的十大重要建议(网友建议)：http://www.lupaworld.com/viewnews_33444.html

开源软件增长的"指数模式" ：http://www.lupaworld.com/index.php?uid/64092/action/viewspace/itemid/46483/php/1

[编辑] 自由软件之商业模式

红旗Red-Flag

http://linux.chinaunix.net/news/2007-12-10/4675.shtml 在教育中的一个应用案例

国内股票行情查询替代方案

1,pystock

行情资料主要从sina中截取。开发语言为python。不过无技术分析指标体系。

地址：http://forum.ubuntu.org.cn/viewtopic.php?t=70253

2,百度财经

我比较过，里面的信息和资料丰富度，基本上和钱龙金典可以相比。但，同样无技术分析指标体系。

地址：http://finance.baidu.com/

3，各证券公司官网

发现还是有不少券商支持在线行情与浏览器方式下单交易。如，国泰君安。仍旧无技术分析指标体系。

不过这个下单似乎是使用了IE特别技术。因为它要求使用"VB脚本支持"。

下单：https://trade.gtja.com/webtrade/trade/webTradeAction.do?method=preLogin

行情：http://www.gtja.com/hq/gtjaHq.jsp

4，wine

据说许多券商的单独下单软件能很好的wine起。但听说类似钱龙金典这些专业的行情软件特别痛苦。

5，手机电话下单，现场刷卡交易。

-_-!!!，如果你住营业部附近，或者手机电话里的钱多，也可以考虑下的说。

- 开源软件的意义

[编辑] 自由软件之教育

开源运动成功改变教育的十则案例
- 你觉得在麻省理工免费学习怎么样？自麻省理工首次宣布开放麻省理工开放课件（OCW）项目已有近六个年头了。最近，麻省理工正式发布OCW项目。这是一个在线的，为全世界教育者、学生和自学人士提供免费开放的教育资源（OER）的项目。它将在2008年完成。OCW为多达1550门的麻省理工课程提供开放内容的课程素材。它涉及34个系和所有五个学院。其目标是在明年囊括所有麻省理工课程的素材。
- 麻省理工仅仅是下面所述十个成功开源教育事例中的一个。开放源码和开放内容的资源改变了各高校、机构、教师和申请学生在教育上如何使用软件、操作系统和在线文档。同时，在大多数情况下，每一个成功的事例也为创造更多开源项目提供了跳板。……
- 链接至以下网址：http://www.20ju.com/content/V6139.htm

自由.开源.教育

OOPS

ICT教育主要关注中小学信息技术教育和教育信息化，尤其关注开源软件在中小学的应用
http://www.ictedu.net.cn

http://opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus

推荐拓展资源
- 开源运动如何改变教育：成功十例
- 2005-2010：开放课程之战
参考资源
- 益学会—>中文教育翻译(所有文章列表)
- The Cape Town Open Education Declaration

beijing open party http://www.haokanbu.com/story/8618/

Giving Knowledge for Free: The Emergence of Open Educational Resources，http://www.oecdbookshop.org/oecd/get-it.asp?REF=9607041E.PDF&TYPE=browse

来自哲思社区邮件列表的资料

INTRODUCTION During October 2006, the UNESCO International Institute for Educational Planning’s (IIEP) two international Communities of Interest, on Free and Open Source Software (FOSS) for education and Open Educational Resources (OER), were brought together to address the topic of FOSS solutions and lessons of the FOSS movement for OER. The joint forum was informed by the conclusions and recommendations of an earlier discussion session in the FOSS Community. A background document – the report of the FOSS Community discussion1 – was distributed to the joint FOSS-OER group and, over the following two weeks, forum participants contributed to a stimulating discussion on the relationship between FOSS and OER. The premise of the deliberations was that FOSS and OER share a common conviction that access to resources, whether software code or learning materials, should be free and open for use, modification and sharing. It was also hoped that the more mature FOSS movement would have valuable lessons to pass onto the newly developing field of OER. The participants engaged in a rich exchange of ideas that produced several important conversation threads, which the present document synthesizes under the following headings: Comparable demands of development Development models Learning design standards Mechanisms for quality assurance Consideration of licensing choices OER and certification of competencies Levels of expertise and motivation to learn The role of new generations of participants Learner-centred OER Print publication of OER 1 Available at http://www.unesco.org/iiep/virtualuniversity/forumsfiche.php?queryforumspages_id=30. COMPARABLE DEMANDS OF DEVELOPMENT During the earlier FOSS forum it was suggested that OER content management presents fewer technical demands than FOSS development. Responding to this in the joint discussion, some participants disagreed and argued that, although the demands of educational resource development are of a different nature to that of FOSS, they are nevertheless comparable in their degree of complexity. Instructional design issues and production standards, such as adherence to learning design specifications, high levels of granularity,2 and separation of content from presentation, present challenges that are equally demanding from the development perspective. In fact, as OER practice is still in its infancy, it is likely that many of the finer points are not yet fully understood by practitioners. In this respect, OER development may be a more difficult undertaking than the now well-established path taken by FOSS developers. However, comparisons between the two movements have little practical use if conceived only in terms of the demands placed on their respective practitioners. It may be more helpful to examine the qualitative differences in the nature of each practice. [ […]“I'm not sure it's necessary to determine whether things are ‘easier’ or ‘harder’ in the FLOSS Free/Libre Open Source Software] or OER worlds, but as the previous messages illustrate, there are differences, and understanding those differences will be important to applying lessons learned in the FLOSS community to OER. In OER more significantly than in FLOSS, the production and distribution aspects of open sharing can be disaggregated. Typically in a FLOSS project production and distribution are tightly intertwined. The open distribution is what supports iterations (and thus production) by a wide community. There are certainly great examples of this happening in OER as well – Connexions comes to mind – but open sharing and open production need not necessarily occur together in OER.” DEVELOPMENT MODELS different development “At the end of this forum, it may be beneficial if the forum summary included an outline of models for open-source educational resources and comments (benefits, challenges, situations suitable for the approach, etc.) with each model. This information could be based on the various discussions that have taken place during this forum. Forum participants may want to add to this summary by identifying projects that use a specific approach so that those contemplating a project will have a person or organization they could contact for additional information.” Although the forum did not result in the resource proposed above, mostly due to the short time available and the number of topics discussed, the joint community did identify two major approaches to OER development, termed ‘cathedral’ and ‘bazaar.’ A ‘cathedral’ model for OER development involves a highly organized, top-down structure that may require paid teams of experts to lead the development. OER projects such as MIT OpenCourseware (http://ocw.mit.edu/index.html) and Open University OpenLearn (http://openlearn.open.ac.uk/) are some of the examples of this approach. 2 Granularity refers to the size of educational resource: the more granular a resource, the smaller the chunk of information that it contains. For example, a single learning object, such as a graphic, is more granular than a complete course presented in a format that prevents its being broken down into its composite elements. 2 In contrast, in a ‘bazaar’ model, a basic FOSS architecture and tools are made available to potential OER developers with the expectation that the development will be driven by need and facilitated by support from the emergent community. Rice University’s Connexions project (http://cnx.org) is one example of a grassroots approach such as this. In reality, it seems that most projects fall somewhere in-between these two models, with institutional structures and staff in place to support development efforts, and plenty of room for spontaneous growth as a function of dedicated and innovative content developers. LEARNING DESIGN STANDARDS The open nature of educational resources that are intended for modification and reuse stands in apparent conflict with the issue of standards for learning design. For this reason the emphasis on pedagogical neutrality and flexibility of standards, such as that advocated by IMS, is noteworthy. IMS Learning Design (http://www.imsglobal.org/learningdesign/) includes a set of specifications for describing the elements (including resources) and structure of any unit of learning. In fact, an awareness of standards is very important for OER developers, since they facilitate the transfer and reuse of educational resources across different systems. Both the FOSS and OER communities recognized the importance of such efforts and raised the question of implementation of design standards for OER. The Learning Activity Management System (LAMS, http://www.lamsinternational.com/) was singled out as a promising FOSS solution that allows for standardized development of collaborative learning activities. Its functionality and value to OER can further be extended through direct integration with Moodle (http://moodle.org/), a popular FOSS course management system. facilitators of learning.” “Pedagogic neutrality – as highlighted in IMS Learning Designs – is very much a necessity especially in the context of the changing perspectives on learning. In a teacher centric mode of schooling – as the model of Education – even if an individual teacher tries to go beyond the given framework he or she is expected to then fall in line with yet another defined line of thinking – a beaten path. […] LAMS seems to be a powerful and exciting tool especially for the teachers and MECHANISMS FOR QUALITY ASSURANCE Quality assurance in OER is a complex issue, and it is no surprise that it remains outstanding following the FOSS and OER communities’ discussion. FOSS developers can rely largely on technical operability as proof of the quality of their product. Educational content, however, can often be used in spite of any faults that it may have, such as inaccurate information or dubious pedagogical value. It is hoped that the dynamics of peer review and collaboration could contribute to assuring the quality of OER content. In this respect, higher levels of participation by all stakeholders, from learners, to educators to administrators, are considered an important mechanism for quality assurance and an important lesson to be taken from the FOSS movement. At the same time, the group cautioned against efforts to regulate the quality of OER too strictly. It was feared that over-regulation and setting the quality bar too high could potentially reduce levels of participation, thereby effectively minimizing one of the mechanisms for quality assurance. Those who support the self-regulation of OER took a different view on the issue of quality. They argued that quality resources should eventually rise to the surface of the OER pool as a function of the global recognition of their educational value and as a result of their continued use, adaptation and modification. The question of quality assurance in this pragmatic model of OER development is therefore less of a primary concern: high quality resources will be those that withstand the test of time. 3 It should be noted that both of these approaches assume a central role for the users of OER, who improve the quality of resources through the process of selecting, adapting and contributing them back to the global community: “I agree quality is a strategic priority for t hose of us grappling with the promotion and sustainability of OERs. An interesting thought – I would far prefer access to a poor quality free resource, which I have the freedom to modify and improve for the benefit of my community than for example, a high quality PDF file that's locked down with a NC [Noncommercial] restriction!” CONSIDERATION OF LICENSING CHOICES The previous quote illustrates the strong emphasis that the joint FOSS-OER group placed on the critical importance of open content licenses, as well as their practical relevance to other aspects of OER, such as quality assurance. Licensing was also singled out as one of the areas where the newer practice of OER can learn the most from the experience of the FOSS movement. ) “Our students (and faculty) can now find a vast array of information (both high and not-so-highquality on the web. But they cannot re-use most of these resources without getting permission from the author. Most faculty will not go through the effort to do this. While it doesn't solve all the problems, having an appropriate CC [Creative Commons] license on most content would go a long way towards encouraging the development/improvement of content.” Developers of OER content need to carefully consider licensing options and their implications, including those offered under Creative Commons (http://creativecommons.org/). It is through licensing choices that the future success of open content distribution, sharing and modification is determined. As some advocates have argued, selection of a particular license clearly demonstrates the content distributor’s commitment to the fundamental ‘open’ principles of the FOSS and OER movements. Not all license options equally support the notions of free and open content, such as is the case with the ‘No Derivative Works’ and ‘Noncommercial’ restrictions available from Creative Commons. OER AND CERTIFICATION OF COMPETENCIES Once content has been developed via FOSS tools, structured according to learning design standards, peer-reviewed to ensure quality, and made open for further improvement with an appropriate license, stakeholders may begin to question whether OER should be used for accreditation of learning. This issue produced a heated debate in the forum, with the outcome being a clear distinction between certification of competencies and certification of content. Certification of competencies is an area of growing interest, particularly in the domain of information technology. There are efforts to provide FOSS-based programmes in response to some of the leading commercial initiatives, such as the European Computer Driving License (http://www.ecdl.com/). Such programmes provide certification of basic computer skills and software application specialization, and are seen as a promising alternative for poorly resourced areas. OER can be used to provide the content for training and testing and may therefore be considered an integral part of the certification of competencies based on FOSS. In contrast, on the issue of certification of content, the consensus was that such efforts would be not only difficult to accomplish, but highly ambiguous in principle. Participants argued that fluidity is a fundamental property of OER content, subject as it is to continuing adaptation and modification. This fluidity makes certification of content impossible in practice. Furthermore, certification was criticised 4 as a bureaucratic practice that demonstrates no more than temporary familiarity with the specific requirements of the test taken, rather than any lasting knowledge or competencies. Taken further, it was argued that OER content should not be designed specifically for measuring business-centred competencies based on a limited set of skills. However, some participants presented examples of circumstances that do bring the issue of content certification to the forefront: ] universities will be “In our OER project we are developing courseware and assessments specifically designed for the New Zealand curriculum. There is a quality assurance process to ensure suitability so in that sense it is certified content. […The original material is ‘certified’ which addresses return on Investment issues with the funding body and our business need.” “In some contexts the issue of accreditation of OERs will arise. For example, several African making use of resources that have been either co-developed (among themselves) or adapted from existing OER collections for use in their formal academic programs. In cases like these, the university accreditation bodies will need to accredit the programs (as they do any other).” In conclusion, the importance of the accreditation of programmes, rather than the resources themselves, was considered key to the resolution of the discussion on certification. It was also recognized that accreditation procedures are the domain of institutions. This suggests a possible issue for future discussion: the determination of institutional policies on the certification of OER-based education programmes. LEVELS OF EXPERTISE AND MOTIVATION TO LEARN Development of educational resources in the form of digital learning materials requires a certain degree of technical skill and familiarity with the various FOSS tools available. Often, an underlying assumption in the recommendations made for OER practitioners by FOSS advocates is the existence of adequate levels of technical expertise. However, for many potential content producers this may not be the case: users.” “Sometimes, working in the e-learning field, we can forget that many people have no knowledge of these tools and what use they might be for researchers and project development. We also forget that installing software – even modern, easy to use, web software, lies outside the experience of many FOSS producers focus on software as the end goal of their work, while in OER content development software is a tool only. Clearly, the levels of technical demand in these two cases are very different. One of the conclusions of the debate in the FOSS Community was the complementary nature of the relationship between the two movements. Some participants in the joint debate, however, expressed concern over their capacity to contribute to and benefit from such a relationship. It was suggested that potential OER developers should place themselves on an ‘expertise continuum’ and then seek the appropriate levels of technical training and support. There were, however, others that argued that technical familiarity could and would be acquired as part of the process of OER production, rather than through formal professional development. From this perspective, the issue is less about acquiring skills and more about motivation for continuous professional development and learning. Here the group stressed the need to uncover the motivational factors that contribute to the progress and success of long-running FOSS projects and initiatives. 5 THE ROLE OF NEW GENERATIONS OF PARTICIPANTS Related to this issue of motivational dynamics was the observation that younger people, with their enthusiasm and capacity for innovation, are often the driving force behind many FOSS projects. The communities and groups that form around FOSS initiatives often appear to be largely composed of young people. In contrast to traditionally more experienced commercial software (or educational content) developers, these developer/user groups contribute collectively to the progress of the project through testing, feedback and code modifications. Clearly, such communities change the nature of project development in FOSS by shifting from individual professional expertise to a community’s pooled knowledge and contributions. The joint FOSS-OER group questioned whether and how the same generation of participants could be attracted and recruited for OER participation: “How welco me do we make most young learners (formal and informal) to participate in our current OER processes, especially as improvers/creators of learning material?” These learners, aptly referred to as ‘digital natives’, show tremendous skill in both using and creating with technology. If their abilities are not utilized as part of the OER community’s efforts to take advantage of digital resources for education, new generations of learners could be further alienated from formal education. Greater involvement of young learners in the production of OER could have an additional benefit: it was suggested that the FOSS and OER approach to content and software licensing could reduce levels of piracy and help to legitimize peer-to-peer sharing and distribution. While the group acknowledged the potential that young participants can bring to new directions in technology-supported education, it also stressed the importance of lifelong learning and warned against discriminating against older generations. “I would lik e to add that age should not be a hindering factor in the concept of learning communities and it has not been the experience. Just a month ago, the Indian State of Kerala (my home state) completed a project of introducing computers to the elderly women from the rural – agricultural farming – areas. These new learners – mostly above 60 years – were not even literate in English. All of them were positive and were of the view that the training inputs will be useful to them.” LEARNER-CENTERED OER In line with current pedagogical thinking, OER developers need to place the learner at the centre of the educational process. It was argued that old didactic teaching practices do not work in the new digital age, with its increasing variety of media available to stimulate creativity and engagement. Instead, constructivist approaches to learning better reflect a reality of knowledge construction through the engagement between novices and more experienced users in communities of practice. In terms of OER development, this approach means that learners themselves need to be given opportunities to contribute to learning resources. While the teacher was recognised as an important facilitator of this process who, by virtue of their professional experience, can provide scaffolding and guidance, the students should play a key role in shaping classroom materials and learning resources. It was expected that the value of OER would increase through genuine student use and modification. The FOSS movement may contribute to this process of real-world OER validation by providing tools for student expression. 6 podcasts and videos – and to collaborate and share their stories.” “Yes there is always a role for lectures and seminars and teachers have an important role in supporting learning. But the focus should be on tools for learners – not just platforms for teaching – to express themselves in whatever media they feel comfortable in – including blogs and wikis, PRINT PUBLICATION OF OER The educational publishing industry is another domain in which the OER and FOSS movements can facilitate a change in established practices. Strong arguments were made in favour of developing and using Creative Commons-licensed learning materials as an alternative to commercial textbooks, which are becoming less and less affordable even to learners in developed countries. In addition to the financial advantages to the learner, so-called ‘open’ textbooks allow teachers the freedom to customize the materials to better fit their own course designs and teaching situations. This is another aspect that resonates with the constructivist pedagogy mentioned in the previous section. In contrast to the course coverage being determined by, and following, fixed and segmented subject matter in a commercial textbook, the open textbook can be continuously modified to accommodate changing classroom and learner dynamics. At the same time, it was recognized that such a change would face great political opposition from the publishing industry. Strong advocates will be needed. However, it is hoped that educational publishers realise the necessity for change as traditional textbooks lose their formerly privileged position as the keys to factual information. Web-based projects, such as Rice University’s on-demand academic publishing initiative, delivered through Connexions,3 may be in their early days but are gaining much publicity. “FLOSS and open conten t movement are slightly shaking the boat of the educational publisher. There is a real fear that the role of the publisher in the value chain will change. It looks that what is left for the publishers is the editorial work and marketing, as the actual content creation and distribution will be done online.” GENERAL CONCLUSIONS The joint FOSS and OER group addressed a number of issues by drawing upon the experiences of the FOSS movement and examining their relevance and value for emerging OER practice. From these deliberations, some general conclusions can be made in the form of lessons learned from FOSS and best practice for OER development: Development structure is characterised by both top-down and grassroots approaches, each with unique roles: the former contributing institutional support and infrastructure, the latter providing the impetus for creative growth and progress through innovation. Communities are hubs for project sustainability and collaboration, driven by enthusiasm from novices and the knowledge and maturity of more experienced members. Project development is meticulously documented and quality is ensured through modular peer-review, facilitated by the granularity of content. Standards exist not to proscribe development, but to ensure interoperability and exchange. See http://www.media.rice.edu/media/NewsBot.asp?MODE=VIEW&ID=8672&SnID=90828 for more information and http://cnx.org/content/col10376/latest for the first book delivered through the service. 7 3 Innovation is a response to a need, a personal “itch” that transforms into a collective undertaking. Licensing choices ensure commitment to the principles of openness and freedom of knowledge and resources. While the OER movement will certainly face unique challenges in the future, the knowledge and experience shared by FOSS practitioners is of undisputable value. The joint FOSS-OER group discussion, organized by IIEP, produced a number of important conclusions as outlined above, covering most aspects of OER practice, from content development and learning standards, to the questions of quality and expertise through community participation. It is hoped that the FOSS and OER movements will closely collaborate to make education more accessible worldwide, through utilizing the potential of existing and developing technologies. By bringing together hundreds of professionals from around the world to deliberate on issues of importance to both movements, this Internet discussion forum was a strong affirmation of this conviction.

[编辑] 自由软件之图书

30-free-online-books，http://www.bgoncalves.com/notes/2008/04/20/30-free-online-books/

取自"http://sociallearnlab.org/wiki/index.php/FreeSoftware"