翻译《避免学生在使用网志时的五种常见错误》
Avoiding the 5 Most Common Mistakes in Using Blogs with Students
避免学生在使用网志时的五种常见错误
10/1/2008
I've
used blogs in my classes for five years with university graduate
students. I've found them to be extremely helpful in certain
circumstances but only when there is clarity for students in their use.
Students who object to the inclusion of blogs in a course are usually
objecting to what they perceive will be just one more task on top of a
myriad of others or simply some busy work that will not benefit their
learning. Older students can also reject the notion of "publication"
that is inherent with blogging. Each of these objections can be
addressed by an effective and innovative instructor by careful planning
and skillful management. There are, however, several common mistakes
that should be avoided when using blogs in instruction. I have made all
of these mistakes and have learned how to address each one proactively.
针对这些大学研究生，我在教学中使用网志已经有五年了。我发现在某些情况下非常有用，但只有在学生很明确的使用它们的时候才起作用。学生反对在课程中使用网志，通常是因为他们认为那将仅仅是他们已经熟练掌握的众多工作，或者简单重复工作中的又一个，对于他们的学习并无益处。老生还会拒绝“发表”的概念，这是写网志的本质之一。所有这些反对意见，都可以由高效而创新的教师通过精心规划，以及有技巧的管理来应对。然而，有几个常见错误，应该在教授使用网志的时候避免开。我遇到过这些错误，并已学会如何积极应对。
1. Ineffective Contextualization
1、任务脱离实际
As with any instructional tool or learning support, without a clear
context within which the tool is to be used, students will not
understand the benefit to their learning and will, ultimately, reject
the use of the tool. In order to effectively contextualize the use of
an instructional tool, instructors must think carefully exactly where
the tool will be used in the flow of the course, how often the tool
will or might be used, and how necessary the tool is to the learning
process. In the case of blogging, the most effective use of this tool
is in the area of self reflection or thought processing. As such, there
must be concepts for students to think through, various resources and
content segments to process, or ideas to construct. To simply ask
students to blog without this level of planning will lead to
frustration for the students. In other words, there must be a certain
amount of content preparation already covered or made accessible for
students before blogging will really support the learning process.
While a blog can also provide social placement of students or academic
placement of students within a group, blogs are fundamentally
individual in their purpose and essence. That is, while comments can be
added or ideas posted following a blog entry, these sit outside the
initial posting--blogs are not wikis or online discussion forums,
therefore, if individual self-reflection is the central benefit to the
learning process, instructors must plan carefully as to when in the
course self-reflection will enhance the learning process for each
student. Please note: there are additional benefits that instructors
can glean from blogs in terms of helping access student voice and
understanding student progress in their idea or concept construction,
but the instructional use of the blog tool is mostly about the
individual benefit to students first in deciding when and how to use
blogs in instruction.
对于任何教学工具或学习支持，如果没有一个与之相关的清晰情境，学生都将不能理解他们学习的意义，最终，会拒绝使用此工具。为了给使用此教学工具一个有效的情景，教师必须仔细考虑此工具究竟能用在该课程的什么地方，此工具的使用频率如何，以及此工具对于学习过程有多必要。对于网志这种情况，最有效的使用此工具是在自省或思维处理过程这个领域。因此，就必须为学生全面思考提供概念，有多种资源和内容可供处理，有观点可供建立。简单要求学生写日志，而没有相应的规划，将会导致挫伤学生的积极性。换而言之，在学生开始写日志之前，必须涉足一些已经准备好的内容，至少也要让学生很容易获得，这样才真的支持学习过程。虽然网志能为学生在小组中提供社会位置或学术位置，但从用途和本质上讲，网志根本就是个人的。也就是说，虽然可以在帖子底下添加回复或者观点，但他们依然处在原帖之外——网志并不是维基或者在线论坛，因此，如果自省是学习过程最大益处，教师就必须周密规划课程中自省的时间安排，使得增强所有学生的学习过程。请注意：教师可以通过收集学生日志获得额外好处，即辅助性的访问学生的语音，以学生的观点或概念了解他们的进度。但是在教学中使用网志，最初决定什么时候以及如何在教学中使用网志，基本上是为了学生个体的利益。
2. Unclear Learning Outcomes
2、学习目标模糊
Following on from designing the placing of blog use based on the
instructional flow, is the notion of designing blog use based on
learning outcomes.
继设计基于教学过程的网志使用的介绍以后，是基于学习目标的网志使用设计概念。
outcomes begin with course objectives; however, include student
learning needs and objectives, and future application of the learning.
Therefore, understanding of the global nature of the learning outcomes
of a course in crucial to good planning and use of learning resources
and tools. Choosing the blog tool in a course would mean that the
transferable skills of critical thinking, thought processing and
knowledge construction would be well supported and recorded. If the
instructor is unclear as to what the learning outcomes of the course
are and is focused only on course objectives, the potential of the blog
tool may not be maximized. The following are several ways in which the
use of blogs in instruction can develop new higher level thinking
skills:
学习目标远比课程目标重要。学习目标开始于课程目标，但是，包含了学生学习需求和目标，以及对学习的进一步应用。因此，理解一门课程的学习目标的整体性质，对于良好规划及使用学习资源和工具至关重要。在一门课程中选择网志工具，意味着各种可迁移技能，包括批判性思维、思维处理过程以及知识构建，将会被很好的支持及记录。如果教师对于课程的学习目标不是很清楚，而仅仅关注课程目标，网志工具的潜力就可能无法发挥出来。以下在教学中使用网志工具的办法可以发展更高层思维技能：
Analysis: A blog can help students process
their thoughts and ideas for analysis. There is no better way to begin
to see the importance of analysis as when there is a goal of
articulating your thoughts for explanation to others. That is, if two
ideas are presented together in support of one concept, self-reflective
students must learn to a) distinguish the ideas, b) understand the
differences between and similarities between, c) understand where the
connection points are if any, d) decide, based on analysis, which one
(if any) they will include and build upon in their own learning
process. This is a highly constructive process and the skills needed
must be intentionally encouraged and can be visibly recorded in a blog.分析：网志可以帮助学生分析他们的思维和观点。除非向别人清晰解释你的思路，否则没有更好的办法看到分析的重要性了。也就是说，如果有两种观点同时支持同一个概念，自省的学生必须学到【甲】区别这些观点，【乙】理解两者之间的异同，【丙】理解两者之间的关联之处——如果有的话，【丁】基于分析，做出选择，在他们自己的学习过程中使用或基于哪一个（如果有的话）。这是非常具有建设性的过程，该项技能需要刻意鼓励，并能在日志中明显记录下来。
Synthesis:
As part of the analysis, it is important that students can synthesis
the original ideas and the new ideas they will articulate. The
synthesis of ideas is crucial to the process of working ideas and
incorporating new ideas into their own thinking.综合：作为分析的一部分，学生能够综合原始观点和他们将要阐述的新观点，这很重要。对于观点的综合，在处理观点并将新观点融入他们自己的思维当中的过程中，至关重要。
New ideas:
Grasping new ideas through analysis and synthesis means that students
can move ahead with their thinking and move closer towards
transformation in learning and application. Information is not what
makes a new idea. Information must be processed and applied before new
ideas will emerge for students. Too many instructors remain at the
information-exchange stage with students and do not move them towards
new ideas. A blog can help develop these thinking skills as well as
capture the new ideas well for others to view and absorb.新思路：通过分析和综合手段，把握新思路，学生能够推动自己的思维，并更加接近学习和应用的转变。信息并不能产生新思路。对学生而言，信息必须经过处理并应用，才能产生新思路。太多的教师停留在与学生的信息交换阶段，而不朝前走，产生新观点。网志可以帮助发展这些思维技能，以及捕捉新思路，便与他人查看及吸收。
Application:
Without application, new ideas are not "owned" by students in their
learning. That is, new ideas can only become meaningful and relevant
for students when then are directly applied in real life contexts of
practice and use. This stage can also be well captured in a blog and,
in fact, the entire thinking process of each student can be captured
and made accessible for instructors and other students to explore.应用：在学习中，没有应用，新观点就不真正属于学生。也就是说，新观点只有在真实生活场景中直接实践和使用之后，才能变得有意义，和学生发生关联。这一阶段也能利用网志很好地捕捉下来，事实上，每个学生的整个思维过程都可以被捕捉下来，让教师和让其他学生轻易访问。
Note: Each of these stages of thought development must be
intentionally supported by instructors through comments and feedback
and expectations communicated to each student. Additionally, grades
should reflect the entire process of learning, not simply the end
product, if students are to understand the value to their own learning.
注意：在思维发展的每个阶段，都必须有教师通过点评和反馈进行专门支持，并将期望传达给每个学生。另外，评分应该反映整个学习过程，而非简单的面向最终成果，希望学生能理解这对他们自己的学习的意义。
3、滥用工具环境
As I mentioned before, blogs are not wikis and they are not online
discussion forums. The essential difference between a blog and other
online tools is that it is intended to be an individual publication: a
one-way monologue or self-post to which others may comment but do not
contribute. The original post remains as the person who posted it
wanted it to be. This is important to realize in the instructional
setting. If a discussion is desired, then blogging would not be the
tool of choice. In the same way, if journaling is the intended goal,
then an online discussion forum would not be the tool of choice. It is
important to realize, as an instructor, that if you desire a
journal-type setting, then your comments should be supportive and
constructive and not intrusive otherwise the student(s) will cease to
post. Blogs can have a discussional nature if there are many
subscribers and participants. That is, you can "hear" from every
student on one topic or another by creating a blog ring to which they
can subscribe. The self-posting, however, remains the same. That is,
unlike a wiki, where changes can be made to posts and documents, in a
blog, the initial post always stands and is simply responded to and not
altered in any way. When using blogs to encourage students to
articulate their thoughts students can become empowered and feel that
they are developing their own voice in the learning process.
Instructors can also "glimpse" students' thought processes and become
much more aware of their learning journey.
如前所述，网志不是维基，也不是在线论坛。网志和其他在线工具之间的根本性区别在于，它是一种个人化出版物：一个单向的独白或自我张贴，别人可能会回复，但不会供稿。原帖一如作者发表时那样存在。这对认识这一教学工具很重要。如果需要一次讨论，那么网志就不是应选工具。同样，如果目标是记日志，那么在线论坛就不是应选工具。作为一名教师，认识到这一点很重要，如果你想要一个日记类工具，那么你的评论应该能起到支持作用，具有建设性而非强制性，否则学生就会停止张贴。如果有很多订阅者和参与者的话，网志也能具有讨论性质。即，你可以创建一个人人都可订阅的网志环，这样你就可以倾听每个学生对某个主题的观点了。然而，自我张贴，依然是老样子。即，不像维基，人人都可以改变帖子和文档。在网志里，一开始的帖子永远都是那样子，只能简单回复，而无法做出任何改变。在使用网志鼓励学生阐述他们的思维，学生会变得权限很大，感觉到他们能够在学习过程中发出自己的声音。教师也可以“看到”学生的思维过程，并变得更加关注他们的学习旅程。
4. Illusive grading practices
4、评价操作晦涩
Grading of blogs should
have clear rubrics so that students do not become confused as to how
their work is being evaluated. As blog posts are essentially a series
of statements, I have suggested elsewhere that, depending on the
learning outcomes of your course, specific statement types to recognize
in your assessment rubric might be:
- Reflection statements (self positioning within the course concepts);
- Commentary statements (effective use of the course content in discussion and analysis);
- New idea statements (synthesis of ideas to a higher level); and
Application statements (direct use of the new ideas in a real life setting).
As already mentioned, blogging can move students forward in their
thinking, help them process to a higher level of understanding, and
apply the learning to a practical context. If the grading is not clear
and the tool is simply made available to students, not only will
students become discouraged, they will likely not participate. As I
have seen on numerous occasions, it is when students continue regular
use of the blog throughout a course that their learning is truly
supported and their thinking truly challenged. It is, therefore,
important to keep students focused with regular reminders and to keep
expectations clear and grading transparent. Timelines for completion
should also be set so that students know how much time they have to use
the blog tool.
对网志评分应该有一份清晰的量规，这样学生就不会困惑于如何评价他们的工作。由于日志帖子基本上是一系列记叙文，我在其他地方建议，具体类型取决于你课程的学习目标，在你的作业量规中可区别的特定文章类型包括：
- 反思报表（对课程概念的自我定位）；
- 评论报告（在讨论和分析中有效使用课程内容）；
- 新思路报告（将思路综合到更高层次）；以及
- 应用报告（在真实生活场景中直接使用新思路）。
如前所述，写日志可以推动学生的思维，帮助他们达到更高层次的理解，以及在实际场景中应用所学。如果评分不清晰，只是让学生简单使用此工具，学生不仅会气馁，也会不愿意参与起来。正如我在许多场合所见，当学生在一门课当中从头到尾持续有规律的使用网志，那么他们的学习真的得到进步，他们的思考真的充满挑战。因此，定期保持学生的注意力，加上一个明确的期望，透明的评分，这很重要。还应该设置完成期限，这样学生知道他们有多少时间使用网志工具。
5. Inadequate time allocation
5、时间分配不当
The notion of adequate time is not discussed often enough in the use of
technology in learning. Just as students are different in their
processing time within any learning context, so adequate time should be
given for every student to complete work using online tools such as the
blog. Instructors should be reasonable and if possible, leaving the
blog tool open until the end of the course. This will help students
maximize the benefits of the tool and will also provide more time for
students who need it. As online tools provide a more immediate learning
context for students, they also usually encourage more participation
from students. This participation in turn provides more text or other
response types from students and ultimately more for instructors to
read through or view and grade. Therefore, instructors should plan
ahead and plan well for the increased work that will likely take place
when their students are using online tools.
在学习中使用技术，往往并没有充分讨论时间是否足够。学生在学习环境中的处理时间因人而异，因此应该为每个学生给予足够的时间，用在线工具比如网志来完成工作。教师应当通情达理，如果可能的话，应当在整个课程过程中都打开网志工具。这将帮助学生获得尽可能多的使用工具的好处，也能为需要的学生提供更多时间。由于在线工具为学生提供了跟直接的学习环境，他们也常常鼓励更多的学生参与。这种参与反过来有提供了更多来自学生的文字或其他反馈类型，最终有更多可供教师或查看或阅读或评分。因此，教师应该提前计划，为因为学生是用在线工具而将要发生的额外工作做好计划。
Students should be fully aware of what the expectations are and how
the tool is being used in their learning process. Once students
understand this, they are more likely to participate and to a greater
degree of critical awareness. While there are many mistakes that can be
made in using any new tool in instruction, instructors should have a
question and answer mindset in their use. It is important to find out
what problems or challenges exist and to find solutions quickly.
Instructors who use online tools must be innovative in their approach,
creative in their course design, and flexible in their methods in order
to ensure successful learning experiences for their students. While
there is no one-way to use any instructional resource well, it is
important to integrate the use of any tool or learning resources intro
the overall course design intentionally and totally supporting the
learning outcomes for the students.
学生应该充分认识到这种期望，以及在学习过程中如何使用这种工具。一旦学生理解了，他们会更愿意参与进来，以及具有更大程度的危机感。虽然在教学中使用任何新工具都会产生很多问题，教师都应该在其使用中抱着有问必答的心态。找出存在哪些问题或挑战，并快速找到解决办法很重要。使用在线工具的教师，必须革新其方针，创新其教学设计，灵活其手段，以确保为其学生成功体验学习。虽然没有成功使用教学资源的现成办法，但关键在于，有意将所有工具或学习资源的使用方法整合进课程的总体设计，并完整支持学生的学习目标。
Ruth Reynard is the director of faculty for Career Education Corp. She can be reached at rreynard@careered.com.
雷鲁思是职业教育公司的系主任。可以由此联系他：
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