翻译《如何在教室中使用网志》

How to Use Blogs in the Classroom

如何在教室中使用网志

i just came across two sites giving good
advice on how to use (and not use) blogs in the classroom. James Farmer
has two posts, one on how to use blogs and another on how not to use them. And Doug of Borderland comments on Farmer's posts.

我只遇到两个网站，为如何在教学中使用网志提出了好建议。农展有两篇帖子，一篇关于如何使用网志，另一篇关于如何不使用。这里是边界网站的道哥对农展的帖子的评论。

On how not to use blogs in education, Farmer's main points (my summary of his summary of his paper "Blogs @ Anywhere: High fidelity online communication") are:

关于如何在教学中不用网志，农展的主要观点（我对其论文《网志无处不在：高保真在线通讯》中综述的总结）是：

• Don't use
  
  • blogs as "discussion boards, listservs or learning management systems"
  • group blogs
  • blogs for something they're not made for
  
  
• And don't forget RSS
• 不要用
• 网志作为“论坛、邮件列表或者学习管理系统”
• 小组网志
• 网志来记录一些对他们没有用处的事情
• 不要忘记RSS
  

On how to use blogs in education, the main points are to use:

对于如何在教学中使用网志，其主要观点是用来：

• blogs "as key, task driven, elements of your course" (that is, provide structure and purpose)
• assessment that promotes, or at least allows, personal pursuits and expression
• blogs for what they are good for
• blogging tools that work (Farmer covers 9 major multi-user blogging tools here.)
• 网志“作为引导，任务驱动，涉及课程内容”（即，提供结构和目的）
• 评价当中应该鼓励，至少要允许，个人追求和表达
• 记录他们愿意做的事情
• 好用的网志工具（在这里，农展提及九种主要的多用户网志工具。）
  

On not using group blogs or blogs as discussion boards, etc., at the
university level, Barbara Ganning has a different perspective. See her BlogTalk paper, "Blogging as a Dynamic, Transformative Medium in an American Liberal Arts Classroom",
in which she discusses her use of blogs in the classroom, including a
class blog that ties together students' individual blogs,
communication, and class management.

关于不要使用小组网志，或者将网志用作论坛，在大学一级，甘蕾有不同的看法。详见其BlogTalk论文《在美国文理课程中，写日志是一个动态的、有改造能力的媒介》，期间他讨论了他在教学中对网志的使用，包括班级网志，可以起到将学生个人网志联系起来，通讯和班级管理的作用。

Doug supports Farmer's main points with his own experience, although
noting that more centralized management systems are appropriate for
younger learners. Along these lines, he notes the need for more
conversation on using blogs in elementary schools, giving several
examples, one of which is more teacher oversight at the lower levels:

道哥用他自己的经验支持农展的主要观点，集中管理系统最适合年轻学习者。沿着这条思路，他指出，在小学使用网志，需要更多的谈话，并给出了好些范例，其中之一是很多教师犯下的低级错误：

Mainly, younger kids have a very different notion about private vs.
public information. I know this is an issue for all students, but
younger kids have a harder time recognizing personal boundaries. A
kindergartener, for instance, would be far more likely to tell her
classmates that her mother is in jail than would a 5th grader, for
instance.

主要是，关于私有和公开信息，小孩子有着非常不一样的概念。我知道，对于所有学生，这都是一个问题，但是小孩子更难认识到个人的界限。比如，一个幼儿园孩子，相比于五年级学生，更有可能告诉同学自己母亲在蹲监狱。

It makes sense to use technology for what it does well and also to
take into consideration the age and background of the students. Not
paying attention to this point may result in little impact on students'
involvement or learning, as Farmer, based on his reading of others' use
of blogs in education, asserts in his paper:

这对于用好技术，以及考虑学生的年纪和背景很有意义。不重视这一点会对学生的参与或学习产生一些小的冲击，比如农展，基于他对其他在教育中使用网志的文章的阅读，在其论文中断言：

While the resulting feedback indicated a degree of satisfaction and
no objection to the use of blogs, there was little to indicate any
significant shift in student perceptions and activity in the learning
environments. While it is beyond the scope of this examination to argue
hard and fast rules, this could be attributed, along with other factors
such as the nature of assessment, to the use of blogs as collaborative
areas without the use of aggregation.

虽然产生的反馈表明了满意的程度，也并不反对使用网志，但几乎没有显示，在此学习环境中对学生的认知和活动有什么明显改变。虽然这超出了考察的范围并被认为规则过于严格，这可能是因为，与其他因素比如评价的本质一道，以合作而不是聚合的方式使用网志。

There are quite a few comments on Farmer's pages, indicating that
the environment affects the implementation of Farmer's guidelines. With
respect to foreign language learners, in particular, we need to be
careful. Still, let me emphasize Farmer's point on keeping RSS in
students' minds. As he says,

这里有不少对农展论文的评论，表明环境会影响到农展指导下的实施。尤其在外语学习方面，我们必须小心。不过，我要强调农展关于在学生头脑中建立RSS的观点。如他所言：

Ignore RSS at your peril: Probably the biggest mistake that adopters
tend to make is to ignore RSS or just through it a casting glance. The
problem is that these people aren’t bloggers and just don’t understand.
Without RSS blogs would pretty much just be extensions of geocities
pages. Your learners are NEVER going to surf each others sites everyday
and the majority of them won’t even go to that funky web-based
aggregator you set-up.

忽略RSS对你的危害：使用者倾向于忽略RSS或者仅仅认为只是一个无关紧要的东西，这可能是最大的错误。问题是，这些人不是博客，也不懂。没有RSS的网志仅仅是增强版的个人网页。你的学生绝不会每天去查看每一个网站，他们中的大多数甚至不会去你设定的那个时髦的基于网页的聚合器。

RSS, or news, feeds are like subscribing to a newspaper or magazine:
it comes to you instead of you going to the corner store to buy a copy.
Why use news feeds? Well, mainly (1) to save time and (2) to be exposed
to a variety of opinions. More concretely on time, you, and your
students, can subscribe to all of the class blogs and other blogs of
interest so that instead of clicking on 10, 20, or more different
sites, all new posts are aggregated at one's own site (and perhaps
another aggregation at a single class site). On the latter reason, you
and your students can create search feeds for news groups and news (via
Google News or Yahoo News)
and for websites and blogs that can keep a current flow of information
on topics related to class studies, projects, or personal interests.
Participating in knowledge networks is crucial for students to develop
an awareness of audience, competing values, and diverse perspectives,
which, in turn, is essential for learning to write thoughtful and
complex responses to and essays on an issue.

RSS，或者新闻订阅源，类似于订阅新闻或者杂志：它直接送到你家，而不是要你走到街角商店买一份。为什么要使用新闻订阅源？嗯，主要是为了【一】节省时间，以及【二】接触更多观点。具体而言，对于你和你的学生，可以订阅所有班级网志和其他感兴趣的网志，这样就不用在十个二十个甚至更多个各式网站上不停点击，所有新帖子都被聚合到一个网站上（也许在你聚合的某一个单一班级网站上有另一个聚合）。对于后一理由，你和你的学生可以为新闻组和新闻（通过Google新闻或者Yahoo新闻）以及网站和网志创建搜索订阅源，这样可以保持与班级学习、课题或个人兴趣相关的最新信息流。参与到知识网络，对于学生得到观众的了解，建立竞争价值，以及形成不同观点，至关重要，而这，又是学习就某个问题，写出深思熟虑的、复杂反应的论文，必不可少的。

For more info on news feeds, see my brief introduction here. For an introduction on possibilities in higher education, go here, and for different RSS platforms, read "RSS readers: best of breed picks". And, again, be read Farmer's article.As Farmer notes,

更多有关订阅源的信息，参见我的相关简介。对于在高等教育中使用的可能性的介绍，参见此文，对于不同的RSS平台，请阅读《RSS阅读器：最佳选择》。以及，再一次，阅读农展的文章。正如农展所注意到的，

The development of knowledge through learning to self-publish and
comment on postings that adhere to the protocols and norms of behaviour
in the chosen communication network is expected to enhance the
learners’ reflective, meta-cognitive and written skills as well as
management of their learning.

通过发帖子来学习自我出版和评论，从而形成知识，并在发帖过程中，鼓励坚守所选通讯网络的习惯约定和规则，可以增强学习者的反思、元认知以及写作技能，以及对其学习的管理。

In a nutshell, the combination of blog writing and news feeds helps
connect students to one another and to others outside the classroom,
creating networks of learning that promote reading, writing, and
critical thinking.

总之，结合网志写作与新闻订阅源，有助于学生之间以及与校外彼此联系，创建学习的网络可以促进阅读、写作以及批判性思维。

http://secondlanguagewriting.com/explorations/Archives/2006/Jun/HowtoUseBlogsintheClassr.html