教育博客的交互策略研究
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摘要
随着教育信息化时代的到来,博客作为一种普适性工具在教育领域得到广泛的应用。博客为教师和学生进行自我反思、网络教研、知识管理及沟通交流提供了有效技术保障,并因技术门槛低这一特点受到教师及学生的青睐。随着教育博客数量的增多,其发展问题受到广泛关注。
2008年12月20日,在我国广西南宁召开的教育技术年会上,李克东教授针对海盐教师博客发展中存在的问题的提问引发了诸多研究人员及学者对教育博客交互性问题的思考。随后黎加厚教授根据历史上“李约瑟难题”的提法将之命名为“李克东难题”。2009年在我国福州举行的教育技术年会上,李克东教授将“李克东难题”的内涵延伸至“网络教研社群健康发展的关键点”上。然而学者们对教育博客在迅速发展的过程中遭遇的瓶颈问题---博客的交互性提升问题的关注并没有因此而减少。对于这一问题部分学者认为是博客平台本身的原因,另一部分学者则认为教育博客适合作为交流沟通的平台且着力将教育博客引导至深度交互的发展方向。然而由于教育博客的整体交互水平偏低强调深度交互引发了来自一线教师的质疑。教育博客交互性偏低的问题是否是博客平台本身的原因?本文在横向和纵向综合评估博客平台的交互功能后认为教育博客平台在技术层面绝对适合交流沟通。同时在对教育博客的交互现状进行初步观察时发现许多教育博客中博文数量庞大,内容丰富然而交互却很薄弱,绝大多数博文的评价量为零。目前关于教育博客交互性的研究中部分学者强调引导教育博客向深度交互方向发展,本文在调研教育博客现状的基础上得出目前强调深度交互并不适宜,要达到深度交互的高度需要首先强调交互习惯及交互意识的积累。
本文在大量文献调研的基础上首先对研究背景和国内外教育博客的研究现状做了详细阐述,并在此基础上界定了教育博客、教师博客、及教育博客交互性这三个概念;阐明强化教育博客交互性的必要性并通过大量的文献调研对教育博客的交互性进行分析提出了教育博客交互性的评价方案;利用这套评价方案分别对目前我国教育博客交互现状进行评估后发现大众商业平台中教育板块的博客与专门教师博客平台中的教育博客在交互性方面存在显著差异;本文在总结大众商业平台中在交互性方面表现突出的教育博客的特点的基础上从博客平台管理、博主交互意识以及访客交互意识三方面提出提升教育博客交互性的策略。
With the arrival of the informational age, blogs are applied universally in the education-field. Blogs provide effective technical support for teachers’and students’self-reflection, researching on line, knowledge management and communication, which are extremely popular with teachers and students for its character of low technical doorsill.
December 20, 2008, in the Educational Technology Annual Meeting held in Guangxi province Nanning city, the questions asked by the famous professor Kedong Li on the existing problems of the teachers’blogs in Haiyan city sparked many researchers and scholars to think about the interactive problems of education blogs. Then it was named“Kedong Li puzzle”by the professor Jiahou Li according“Needham puzzle”. In 2009, in the Education Technology Annual Meeting held in Fuzhou city, the connotation of“Kedong Li puzzle”was extended to "the key point of the healthy development of the network research communities”. However, researchers’attention about the bottleneck problem in the process of development of educational blogs which is the interactivity of educational blogs did not be reduced. For this problem some scholars think it is the reason of the blog platform itself which is not suit for interactivity. But the other part believes the blog platform is suit for interactivity and tries to lead the direction of the Educational Blogs to deep interactivity, and lots of teacher-bloggers do not agree with it. Whether the low interactivity level is due to the blog platform itself? Based on the horizontal and vertical comprehensive evaluation, the result is that the blog platform is one of the techniques which are definitely fit for communication. During a great number of educational blogs, there are many of articles which are rich in content but weak in interactivity, and in most of the blogs the number of evaluation is 0. At present when it comes to the interactivity about the educational blogs several of researchers believe that it is necessary to emphasize the deep interactions. Based on the study about the present situation of educational blogs in our country, it is clear that now it is not suitable to emphasize the depth of the interactions and it is necessary to form the interactive habits and the interactive consciousness firstly.
In this paper, firstly, based on the research of the vast literatures states the researching background and the current researching situation about the educational blogs at home and abroad in detail; secondly, defines the concepts of the educational blogs and the teachers’blogs; thirdly, clarified the necessity of strengthening educational blogs and proposed the evaluation method about the activity of the educational blogs through studying of related literatures; fourthly, evaluated the educational blogs and found that there were great differences during the educational blogs in business platforms and specialized educational blog-platforms in the activity part; fifthly, based on the summarization of the characteristics of the educational blogs in public business platforms which are special good at interactional part the strategies of enhancing the interaction of the educational blogs are summarized from the management of blog platform, bloggers’interactive consciousness and visitors’interactive consciousness three aspects.
2008年12月20日,在我国广西南宁召开的教育技术年会上,李克东教授针对海盐教师博客发展中存在的问题的提问引发了诸多研究人员及学者对教育博客交互性问题的思考。随后黎加厚教授根据历史上“李约瑟难题”的提法将之命名为“李克东难题”。2009年在我国福州举行的教育技术年会上,李克东教授将“李克东难题”的内涵延伸至“网络教研社群健康发展的关键点”上。然而学者们对教育博客在迅速发展的过程中遭遇的瓶颈问题---博客的交互性提升问题的关注并没有因此而减少。对于这一问题部分学者认为是博客平台本身的原因,另一部分学者则认为教育博客适合作为交流沟通的平台且着力将教育博客引导至深度交互的发展方向。然而由于教育博客的整体交互水平偏低强调深度交互引发了来自一线教师的质疑。教育博客交互性偏低的问题是否是博客平台本身的原因?本文在横向和纵向综合评估博客平台的交互功能后认为教育博客平台在技术层面绝对适合交流沟通。同时在对教育博客的交互现状进行初步观察时发现许多教育博客中博文数量庞大,内容丰富然而交互却很薄弱,绝大多数博文的评价量为零。目前关于教育博客交互性的研究中部分学者强调引导教育博客向深度交互方向发展,本文在调研教育博客现状的基础上得出目前强调深度交互并不适宜,要达到深度交互的高度需要首先强调交互习惯及交互意识的积累。
本文在大量文献调研的基础上首先对研究背景和国内外教育博客的研究现状做了详细阐述,并在此基础上界定了教育博客、教师博客、及教育博客交互性这三个概念;阐明强化教育博客交互性的必要性并通过大量的文献调研对教育博客的交互性进行分析提出了教育博客交互性的评价方案;利用这套评价方案分别对目前我国教育博客交互现状进行评估后发现大众商业平台中教育板块的博客与专门教师博客平台中的教育博客在交互性方面存在显著差异;本文在总结大众商业平台中在交互性方面表现突出的教育博客的特点的基础上从博客平台管理、博主交互意识以及访客交互意识三方面提出提升教育博客交互性的策略。
With the arrival of the informational age, blogs are applied universally in the education-field. Blogs provide effective technical support for teachers’and students’self-reflection, researching on line, knowledge management and communication, which are extremely popular with teachers and students for its character of low technical doorsill.
December 20, 2008, in the Educational Technology Annual Meeting held in Guangxi province Nanning city, the questions asked by the famous professor Kedong Li on the existing problems of the teachers’blogs in Haiyan city sparked many researchers and scholars to think about the interactive problems of education blogs. Then it was named“Kedong Li puzzle”by the professor Jiahou Li according“Needham puzzle”. In 2009, in the Education Technology Annual Meeting held in Fuzhou city, the connotation of“Kedong Li puzzle”was extended to "the key point of the healthy development of the network research communities”. However, researchers’attention about the bottleneck problem in the process of development of educational blogs which is the interactivity of educational blogs did not be reduced. For this problem some scholars think it is the reason of the blog platform itself which is not suit for interactivity. But the other part believes the blog platform is suit for interactivity and tries to lead the direction of the Educational Blogs to deep interactivity, and lots of teacher-bloggers do not agree with it. Whether the low interactivity level is due to the blog platform itself? Based on the horizontal and vertical comprehensive evaluation, the result is that the blog platform is one of the techniques which are definitely fit for communication. During a great number of educational blogs, there are many of articles which are rich in content but weak in interactivity, and in most of the blogs the number of evaluation is 0. At present when it comes to the interactivity about the educational blogs several of researchers believe that it is necessary to emphasize the deep interactions. Based on the study about the present situation of educational blogs in our country, it is clear that now it is not suitable to emphasize the depth of the interactions and it is necessary to form the interactive habits and the interactive consciousness firstly.
In this paper, firstly, based on the research of the vast literatures states the researching background and the current researching situation about the educational blogs at home and abroad in detail; secondly, defines the concepts of the educational blogs and the teachers’blogs; thirdly, clarified the necessity of strengthening educational blogs and proposed the evaluation method about the activity of the educational blogs through studying of related literatures; fourthly, evaluated the educational blogs and found that there were great differences during the educational blogs in business platforms and specialized educational blog-platforms in the activity part; fifthly, based on the summarization of the characteristics of the educational blogs in public business platforms which are special good at interactional part the strategies of enhancing the interaction of the educational blogs are summarized from the management of blog platform, bloggers’interactive consciousness and visitors’interactive consciousness three aspects.
引文
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[17]王静.班级博客在提升中学生综合素质中的实践与思考[D].上海:上海师范大学数理信息学院,2009:1.
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[19]刘敏,钟志贤.基于教育博客的大学生自主学习[J].远程教育杂志,2007(4):56-59
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[22]Lisa Zawilinski. Hot Blogging: A Framework for Blogging to Promote Higher Order Thingking [J],The Reading Teacher ,2009(5):650-661.
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[24]April Lynn Luehmann. Using Blogging in support of Teacher Professional Identity Development: A Case Study [J].THE JOURNAL OF THE LEARNING SCIENCES, 2008(17):287-337.
[25]Eddy K M Chong. Harnessing distributed musical expertise through edublogging[J]. Australasian Journal of Educational Technology, 2008, 24(2):181-194.
[28]Shane Nackerud, Kurtis Scaletta. Blogging in the Academy[J]. NEW DIRECTIONS FOR STUDENT SERVICES. 2007(9):296.
[26] Yuhe-Min Huang, Yu-Lin Jeng and Tien-Chi Huang. An Educational Mobile Blogging System For Supporting Collaborative Learning [J]. Educational Technology & Society, 2008, 12(2): 163-175.
[27]Ina Blau, Nili Mor, and Tami Neuthal. Open the Windows of Communication: Promoting Interpersonal and Group Interactions Using Blogs in Higher Education [J].Interdisciplinary Journal of E-Learning and Learning Objects, 2009:234-246.
[28]L Kerawalla,S Minocha, G.Kirkup,G Conole. An empirically grounded framework to guide blogging in higher education [J].Journal of Computer Assisted Learning 2009(25):31-42.
[29]April Lynn Luehmann, Liz Tinelli. Teacher Professional identity development with social networking technologies: learning reform through blogging [J]. Educational International Media, 2008(12):323-333.
[30]反思定义.百度百科[EB/OL]. http://baike.baidu.com/view/250148.htm.
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[32]赵明辉.网络环境下教师专业知识发展策略研究[D].吉林长春:东北师范大学教育技术学,2010:21-27.
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[2]关中客.博客与“李克东难题”[J].远程教育杂志,2009(4):80.
[4]孙坚华.博客论博客中国[EB/OL]. http://www.blogchina.com/2002.12.12.
[5]教育博客定义.百度百科[EB/OL]. http://baike.baidu.com/view/1509.htm.
[6]什么叫教师博客?[EB/OL].http://js.bokee.com, 2007-8-22.?
[7]互动定义.百度百科[EB/OL]. http://baike.baidu.com/view/383268.htm, 2010-12-23.?
[8]白雪杰.从隐匿到彰显---基于教师博客的教师文化研究[D].南京:南京师范大学教育科学学院,2006:2-4.
[9]叶莉洁.陶川的快乐博客生活---对一个特技教师的叙事研究[D].桂林:广西师范大学教育科学学院,2007:15.
[10]王晶晶.基于教育博客的面向信息化的教师专业发展个案研究[D].北京:首都师范大学教育技术学,2008:37.
[11]陈义兵.教育博客促进教师专业发展的研究[D].上海:上海师范大学数理信息学院,2007:52-56.
[12]赵可云.网络博客促进教师专业化发展研究[D].河北:河北大学教育技术学,2006:33-42.
[13]史萍.基于教育博客促进教师专业发展的研究[D].上海:上海师范大学教育学院,2008:17-20.
[14]卢雪燕,万励.谈教师博客与《数据结构》课程的教学改革[J].高教论坛,2008(6):37-39.
[15]刘琳,杨建锋.教师博客在高校专业课程教学中的应用初探[J].科技信息,2010(5):539.
[16]徐英萍,范郭昌骅,欧秀芳.教育博客期刊论文内容分析研究[J].中国远程教育,2009(10):61-65.
[17]王静.班级博客在提升中学生综合素质中的实践与思考[D].上海:上海师范大学数理信息学院,2009:1.
[18]刘彩红.教育博客在大学生网络协作学习中的应用研究[D].山东:山东师范大学教育技术学,2009:53-55.
[19]刘敏,钟志贤.基于教育博客的大学生自主学习[J].远程教育杂志,2007(4):56-59
[20]陆栋梁.基于团体的教育博客平台的开发与应用[D].上海:上海师范大学数理信息学院,2008:3-8.
[21]黎加厚.“李克东难题”与网络环境下的教研团队的成长[J].中国信息技术教育,2009(7):5-6.
[22]Lisa Zawilinski. Hot Blogging: A Framework for Blogging to Promote Higher Order Thingking [J],The Reading Teacher ,2009(5):650-661.
[23]Brett Farmer, Audrey Yue and Claire Brooks. Using blogging for higher order learning in large cohort university teaching: A case study[J].Australasian Journal of Educational Technology, 2008,24(2):123-136.
[24]April Lynn Luehmann. Using Blogging in support of Teacher Professional Identity Development: A Case Study [J].THE JOURNAL OF THE LEARNING SCIENCES, 2008(17):287-337.
[25]Eddy K M Chong. Harnessing distributed musical expertise through edublogging[J]. Australasian Journal of Educational Technology, 2008, 24(2):181-194.
[28]Shane Nackerud, Kurtis Scaletta. Blogging in the Academy[J]. NEW DIRECTIONS FOR STUDENT SERVICES. 2007(9):296.
[26] Yuhe-Min Huang, Yu-Lin Jeng and Tien-Chi Huang. An Educational Mobile Blogging System For Supporting Collaborative Learning [J]. Educational Technology & Society, 2008, 12(2): 163-175.
[27]Ina Blau, Nili Mor, and Tami Neuthal. Open the Windows of Communication: Promoting Interpersonal and Group Interactions Using Blogs in Higher Education [J].Interdisciplinary Journal of E-Learning and Learning Objects, 2009:234-246.
[28]L Kerawalla,S Minocha, G.Kirkup,G Conole. An empirically grounded framework to guide blogging in higher education [J].Journal of Computer Assisted Learning 2009(25):31-42.
[29]April Lynn Luehmann, Liz Tinelli. Teacher Professional identity development with social networking technologies: learning reform through blogging [J]. Educational International Media, 2008(12):323-333.
[30]反思定义.百度百科[EB/OL]. http://baike.baidu.com/view/250148.htm.
[31]网络教研定义.百度百科[EB/OL]. http://baike.baidu.com/view/1430019.htm.
[32]赵明辉.网络环境下教师专业知识发展策略研究[D].吉林长春:东北师范大学教育技术学,2010:21-27.
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