翻译《在电子交互中成长》
Growth through Electronic Interaction
在电子交互中成长
The
word is spreading about blogging. I introduced the concept to some
heads of department today and they were very interested in using blogs
in a number of ways. It’s about time that the read/write web came into
the popular consciousness, where people can start using it in
innovative ways to enhance learning. Topics we discussed today included
the use of blogs for pupils to interact with their learning materials
in new ways, and the benefits and inherent dangers of allowing a public
publishing medium.
这个词语涉及到写网志。今天我向某些部门领导提出这个概念，他们对网志应用到很多方面非常感兴趣。现在已经到可编辑网页走入大众意识的时候了。让人们可以用来以创新的方式增强学习。我们今天所讨论的话题包括学生使用网志，使得他们预期学习素材之间以一种新的途径发生互动，以及涉足公共出版媒体所带来的收益和固有危险。
From Ann Davis comes a reflection on the posting in District Administration
that highlights a number of ways that blogs might be used, not without
underlining the need for their careful use in schools with regard to
some control over the content of posts. James Farmer summarises his paper
on blogging in education which posits blogging firmly in the realm of
social networks by its nature of communication being the over-riding
mechanism of knowledge transfer, rather than the traditional
content-driven learning model. Content still exists but it is placed
more into the hands of the learner to construct meaning from. Extract
from James’ paper (with my emphases):
在这篇戴微安在地区政务上的一份帖子中所作的反思当中，强调了网志可能被用到的某些方面，但没有强调其在学校中需要谨慎使用——注意对帖子内容的某种程度的控制。农展在其论文中总结，网志在教育中，由于其沟通的本质是压倒一切的知识传输机制，而非传统的内容驱动模式，因此需要将网志安排在真实的社会网络之中。内容仍然存在，但它更多的存在于学习者手中，用以构建意义。引自农展的论文（以及我所做的强调）：
Wells (2000) further developed Vygotsky’s work and
contributed to the assertion that all learning is socially constructed
through language and is in some way collaborative, even when direct
human contact is absent. Adapting this theoretical perspective, the new
model will emphasise that the key to the collaborative component of learning is a process of inquiry within a social group and the construction of meaning through the exploration within the specific social context.韦尔斯（2000）进一步发展了维果茨基的工作，并得出结论，所有学习都是通过语言进行社会建构的，并在某种程度上是一合作的形式完成的，即使在人们缺少直接接触的情况下也是如此。依照这个理论的角度来看，新模型将会强调，学习的协作部分的关键是社会团体的探究过程，以及通过探究特定社会环境而形成的意义构建。
I consider this communication to be crucial, as it enables the
learner to claim ownership of their input to the learning conversation
and thus to be part of the learning community. Will this change the
face of education so it becomes less “teachers and pupils” and more
“guides and directed learners”? Time will tell, although I suspect that
this is an ideal and with all the summative assessment constraints that
society demands as outcomes there will have to be a compromise.
我认为这种交流是至关重要的，因为它使学习者能够掌握其对学习会话的投入，从而成为学习社区的一部分。这将使得教育的面目发生改变，变得不那么“教师与学生”，而是更具有“引导者与受控学习者”的味道？时间会证明一切，虽然我怀疑这只是一个理想，还怀疑所有这些总结性评价的约束条件：社会需求对于结果需要有一个妥协。
Back to today’s work - firstly, we discussed the opportunity for
pupils to respond to a teacher’s post on their blog - the teacher
writes the article on the blog for learners to comment on. As learners
leave their comments, and others subsequently comment on these, there
is considerable potential for a large base of enquiry and explanation
to build up where learners explore concepts in different ways, and
clarify their own understanding from that of others. The learning of
the group becomes the responsibility of the group which then becomes a
learning community.
回到今天的工作——首先，我们讨论了学生应对教师在其网志中的帖子的机会——教师在网志上写文章，让学习者发表评论。由于学习者留下了他们的评论，然后出现对这些评论的评论，这对逐步建立起一个巨大的调查与解答的基地具有相当大的潜力，在这里学习者们以不同的方式探索概念，向其他人阐明自己的理解。小组的学习变成小组的责任，而小组就变成了一个学习的社区。
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