翻译《在线教学的最佳实践：不要假设》

January 18, 2010

二〇一〇年一月十八日

Best Practices in Online Teaching: Don’t Assume

在线教学的最佳实践：不要假设

By: Lori Norin and Tim Wall in Online Education

作者：在线教育网站 罗诺林和丁沃

We want our students to learn what we have to teach them. We want them to retain it. In the best case, we want them to enjoy the work, assimilate the driving principles, and look forward to each opportunity to make their work better. We diligently gear up and learn how to use slick software that allows students easy access to a wide variety of materials.

我们希望我们的学生学习我们交给他们的东西。我们希望他们能记住这些东西。在最好的情况下，我们希望他们能够享受学习，接受驱动法则，盼望每一次让他们工作得更好的机会。我们努力跟上形势，学习如何灵活使用软件，让学生轻易获取种类繁多的素材。

We’ve committed to teaching online, either totally or simply using Web materials to enhance a traditional classroom setting. Yet with all the features and potential efficiency of teaching software, we still know that too many students simply aren’t “getting” what we have to teach, let alone enjoying it. Why? We bought the best software available; we learned every bell and whistle it had to offer, and we’re confident of our own credentials.

我们致力于在线教育，或完全或简单使用网络素材去增强传统课堂环境。然而，相比于教学软件所有功能和潜在效益，我们仍然知道，太多的学生根本没有掌握我们所教的东西，更别说享受它了。为什么？我们买了最好的软件供人使用，我们精通软件提供的每一项功能，而且我们对我们的文凭有信心。

So what’s missing? Maybe it’s as simple as a little up-front housekeeping. Before day one, we can take a few simple but effective steps that will help students launch through that first day, and then use their energy on the course rather than on frustration.

那么，还缺少什么？也许就跟预先做家务一样简单。前一天，我们可以采取一些简单有效的步骤帮助学生度过第一天，然后利用他们在课程中的活力而不是挫折。

Here are some easy-to-implement best practices for kicking off your online courses:

这里有一些易于实施的好办法帮助你开始在线课程：

• Don’t assume students understand the workings of an online course. Offer them tips for online learners that include knowledge of traditional versus online learning, Web etiquette, helpful links, and where to go for help. Also include suggested study tips for online learners. Remind students that even though they are at home when they log on to complete their class work, they still need to find an environment free from distractions where they can turn off the cell phone and the iPod, have someone else watch the kids, and really focus on their class work.
• 不要假设学生了解在线课程的运作。为在线学习者提供的技巧包括传统知识与在线学习的比较，网络礼仪，有用的链接，以及去哪儿可以找到帮助。建议还包括向在线学习者提供学习技巧。提醒学生尽管他们可以在家登录完成班级任务，但他们仍然需要从消遣中摆脱出来，找一个好的环境，在这里他们可以关掉手机和音乐播放器，让别人照看孩子，从而真正关注他们的班级任务。
• Don’t assume students have the minimum equipment and/or skill requirements needed to be successful in an online course. Be sure to make the minimum equipment requirements readily available to students prior to the official start date. In addition to whatever postings your institution might offer, a personal email to all students enrolled is a great idea. If your institution doesn’t test students for minimum computer skills, be sure those enrolled understand the basic computer skills needed. All too many students who sign up for Web courses can’t save a file to CD or change a font to boldface.
• 不要假设学生拥有成功完成在线课程必需的最小装备和技能需求。务必确保在正式开课之前，最小装备已经发放到学生手中。除了公示贵机构所能提供的任何东西外，向所有入学学生提供一份个人电子邮箱，是个很好的主意。如果贵机构并不测试学生的最低计算机技能，请确保注册学生掌握所需的最基本的计算机技能。有太多的学生可以注册网络课程，却不能将文件保存到光盘上，也无法将字体改成黑体。
  
• Don’t assume students know how to behave in a Web course. Require them to sign a behavior and ethics contract. Said contract should outline the acceptable code of conduct for the course. With the immediacy of email, students often fire off messages without thinking about the ramifications of tone or word choice. Students routinely use email and texting for their daily communication with each other and they may not realize that what works with peers may not be appropriate in an academic setting. Explain such concepts as flaming, using all caps, and interpersonal communication (inappropriate tone) via the Web.
• 不要假设学生知道在网络课程中如何表现。要求他们签署行为道德协约。该协约应概述该课程可接受的行为条款。因为电子邮件的直接，学生常常三番五次发信，而不考虑语气和文字选择的后果。学生彼此之间的日常通讯经常使用电子邮件和短信，他们可能并没有意识到，与同龄人交往的方式，可能并不适合于学术环境。需要解释诸如网络欺诈、全大写等概念，以及如何通过网络进行人际沟通（不当形式）。
  
• Don’t assume students know the more important rules and regulations in the syllabus. How many times do students receive a detailed syllabus only to come back and ask an obvious question? Again, give them a short syllabus quiz and require that they score 100 percent before they continue in the course. Four or five questions are plenty.
• 不要假设学生知道教学大纲中的很重要的规则规定。有多少次，学生拿到详细的教学大纲后又回过来问一个简单问题？同样，给他们一份简短的教学大纲测试题，要求他们拿到哦啊一百分之后才能继续课程。四五个问题就足够了。
  

We’re by no means claiming that this list is exhaustive, or that it will guarantee success. What we can claim is that best practices will net fewer and less troublesome episodes; maybe you’ll avoid that mid-semester insomnia generator that brings you out of a sound sleep with these words: Why didn’t I take care of that when I had the chance?

我们并不是说，这份清单已经详备了，或者它就一定能保证成功。我们能声明的是，最好的方法会是减少麻烦的，也许你会避免令你远离舒适睡眠的期中失眠发生器，也就是这句话：为什么我没有在我有机会的时候利用这项服务呢？

Lori Norin is an assistant professor of speech communication at the University of Arkansas-Fort Smith, and Tim Wall is an English instructor at the University of Arkansas-Fort Smith.

罗诺林是阿肯色州史密斯堡大学语音通信助理教授，丁沃是一位阿肯色州史密斯堡大学的英语讲师。

Excerpted from Up-Front Housekeeping for Web Courses: Facilitating Consistent Performance with First-of-Semester Strategies, Online Classroom, Oct. 2008.

节选自二〇〇八年十月网络课程《在线课堂，第一学期策略，促进一致表现》之《前期家务》。

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