Exploring the Theory, Pedagogy and Practice of Networked Learning
Exploring the Theory, Pedagogy and Practice of Networked Learning
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探索网络学习的理论、教学法和实践
DOI：
10.1007/978-1-4614-0496-5_11
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Ross J
中科院分区：
文献类型：
--
作者：
Ross J
这一章说明，当高等教育中的反思性实践转移到网上时，需要新的素养。网络反思写作受到更广泛的文化对博客、个人信息披露和网络风险的理解的深刻影响。在当前的博客实践中，我们可以看到个人品牌概念的兴起(彼得斯，品牌呼唤你。Fast Company, 1997；Lair et al.，《管理通讯》18(3):307-343,2005)，以及Scott所描述的“寻求自我揭露的忏悔叙事的文化倾向”(《管理通讯》4(1):91-105,2004；p . 92)。这种趋同暴露了一系列的紧张关系：自我推销和真实性之间的紧张关系，自恋的指责和坦白的压力之间的紧张关系，以及围绕隐私和安全的道德恐慌，以及越来越多的人认为网络隐身等同于个人和职业疏忽，而且越多越好。当学生们在博客和反思性电子作品集中讨论如何管理个人、学术，有时也包括专业的声音时，他们引入了新的写作方法，这些方法不仅在内容上是新的，而且在形式上是新的。本章提出了一套与博客广泛相关的规范和期望（通常相互冲突）。这些主题围绕着真实性、风险、伪装、他者、自恋和商品化。它探讨了这些如何反映在学生和教师的假设和实践中，并继续主张更多地关注在线反思性写作的本质，并对其体现的紧张关系进行更明确和批判性的参与。
This chapter makes the case that new literacies are required when reflective practices in higher education move online. Online reflective writing is profoundly influenced by wider cultural understandings of blogging and personal disclosure and risk online. We can see in current blogging practices a convergence of the rise of the concept of personal branding (Peters, The brand called you. Fast Company, 1997; Lair et al., Manag Comm Quart 18(3):307–343, 2005), and what Scott describes as the “cultural tendency to seek out confessional narratives of self-disclosure” (Qual Res 4(1):91–105, 2004; p. 92). This convergence exposes a number of tensions between self-promotion and authenticity, between accusations of narcissism and pressures to confess, and between moral panics around privacy and safety and a growing sense that online invisibility equates to personal and professional negligence, and that the more presence the better. As students negotiate the management of personal, academic and sometimes also professional voices in blogs and reflective e-portfolios, they bring in to play writing approaches which are new not in their substance but in their modality. This chapter proposes a set of (often conflicting) norms and expectations widely associated with blogging. These cluster around themes of authenticity, risk, pretence, othering, narcissism and commodification. It explores how these are reflected in the assumptions and practices of students and teachers, and goes on to argue for greater attention to be given to the nature ofonlinereflective writing, and a more explicit and critical engagement with the tensions it embodies.
网络学习关系方法：弱联系和强联系
影响因子：
5
作者：
Christopher R. Jones;Debra Ferreday;V. Hodgson
通讯作者：
V. Hodgson