Blogs and Wikis: Environments for On-Line Collaboration.
Blogs and Wikis: Environments for On-Line Collaboration.
复制标题
博客和 Wiki：在线协作环境。
DOI：
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发表时间：
2003
影响因子：
3.8
通讯作者：
Bob Goodwin
中科院分区：
文献类型：
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作者：
Bob Goodwin
语言专业人士已经接受了互联网带来的合作机会。许多工具——电子邮件、论坛、聊天——现在对许多语言教师来说都很熟悉。最近的创新——博客、维基和RSS提要——可能不太熟悉，但为语言专业人士和学习者提供了强大的在线协作机会。这些新工具的底层技术是XML（“可扩展标记语言”），它将内容与格式分离开来，鼓励使用元数据，并支持机器处理Internet文档。后者是自动将感兴趣的不同文档链接到个人或组的能力的关键。这带来了新的协作机会，这使得一些人认为XML的重要性越来越大，它标志着第二代Web的到来。第一代WEB异步工具第一代工具还远远没有从互联网上消失。电子邮件仍然是串联学习和课堂交流的可行工具。现在大多数电子邮件程序都支持格式化的文本和图形，因此电子邮件比纯ASCII时代更有吸引力，也更通用。多媒体现在可以直接嵌入到消息中，并且更容易支持非罗马字符。然而，许多教师越来越多地将论坛作为课堂成员之间书面交流的主要工具。与电子邮件相比，讨论论坛促进了组交换，并且它们在线程化的层次结构中自动维护所有消息的日志。一些教师发现学生在讨论论坛（作为一种半公开的展示形式）中考虑的语言结构比在写电子邮件（一种快速简便的私人非正式系统）中考虑的语言结构更多。与面对面的对话相比，论坛往往被视为一种平等的工具，它鼓励普遍参与讨论。看看新的基于语音的论坛（如Wimba）是否会改变这种动态，将是一件有趣的事情。当然，这是对点对点网络和伙伴学习的鼓励，这是建构主义学习方法的核心，它使论坛成为大多数学科网络课程的支柱。语言教师发现，不同层次的学生都受益于在论坛上的额外写作，以及在真实语境中进行有意义的交流。虽然存在用于创建论坛的专用软件（如WWWBoard），但许多教师可以在学习管理系统（LMS）（如WebCT或Blackboard）中访问内置的论坛创建。不同系统之间的功能非常相似，尽管外观和感觉可能有很大不同。一些专用产品（如WebCrossing）提供了额外的附加组件，如投票、实时消息传递和增强的监控。虽然最常用的是作为课堂的一部分，但当然也有其他用途，比如学习者参与以母语为母语的论坛。对于常用的语言，有各种主题的在线论坛，通常由媒体机构或兴趣团体组织。正如最近一项关于语言学习者使用论坛的研究所指出的那样，学生们需要在很好地理解所使用的惯例和起作用的文化动态的情况下接触这些论坛。同步工具语言学习者在进入聊天室时面临更多的规则和惯例问题，无论它们是mooo的变体还是仅仅是通用的基于文本的聊天。通常会有一些捷径和礼仪，这可能会让新用户感到困惑和沮丧。然而，一些语言教师已经接受使用聊天作为一种有效的沟通工具。聊天交流的速度迫使简短、自发的信息，这比论坛上的情况更接近于口头交流。…
Language professionals have embraced the world of collaborative opportunities the Internet has introduced. Many tools--e-mail, discussion forums, chat--are by now familiar to many language teachers. Recent innovations--blogs, wikis, and RSS feeds--may be less familiar but offer powerful opportunities for online collaboration for both language professionals and learners. The underlying technology of the new tools is XML ("extensible markup language") which separates content from formatting, encourages use of meta-data, and enables machine processing of Internet documents. The latter is key in the ability to link automatically disparate documents of interest to individuals or groups. The new collaborative opportunities this enables have led some to consider the growing importance of XML as the signal of the arrival of the second-generation Web. FIRST-GENERATION WEB Asynchronous Tools First-generation tools are far from disappearing from the Internet landscape. E-mail continues to be a viable tool for tandem learning and classroom exchanges. Now that most e-mail programs support formatted text and graphics, e-mail is more attractive and versatile than in the days of plain ASCII. Multimedia can now be embedded directly in messages and non-Roman characters are more easily supported. However, many instructors have increasingly turned to discussion forums as the principal tool for written exchanges among class members. Compared to e-mail, discussion forums facilitate group exchanges, and they maintain automatically a log of all messages in a threaded, hierarchical structure. Some instructors find that students consider language structure somewhat more in contributing to discussion forums (as a form of semi-public display) than in writing e-mail (a quick and easy private and informal system). Discussion forums are often seen as an equalizing tool, which encourage universal participation in discussion compared to face-to-face dialogue. It will be interesting to see whether new voice-based forums such as Wimba change that dynamic. Of course, it is the encouragement of peer-to-peer networking and buddy learning, so central to a constructivist learning approach, which has made discussion forums the mainstay of Web courses in most disciplines. Language teachers have found that students at many different levels benefit from the extra writing done in discussion forums and from its use to communicate meaningfully in real contexts. While dedicated software for creating discussion forums exists (such as WWWBoard), many instructors have access to built-in forum creation in a learning management system (LMS) such as WebCT or Blackboard. Features across the different systems are very similar, although the look and feel may differ significantly. Some dedicated products, such as WebCrossing, offer additional add-ons such as polls, live messaging, and enhanced monitoring. Although most commonly used as part of a class, there are certainly uses of forums outside that setting as well, as in learner participation in native speaker forums. For commonly studied languages, there are on-line forums available on a wide variety of topics, often organized by media outlets or interest groups. As one recent study of their use by language learners points out, students need to approach such forums with a good understanding of the conventions used and of the cultural dynamics at work. Synchronous Tools Language learners face even more the issue of knowing rules and conventions when entering chat rooms, whether they be a variation of a MOO or just a generic, text-based chat. Often there are shortcuts and etiquette, which can prove confusing and frustrating to new users. Nevertheless, some language teachers have embraced the use of chat as an effective communication tool. The speed of chat exchanges forces short, spontaneous messages, which more closely mimic spoken exchanges than is the case in discussion forums. …