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Dans sa recherche “Blogging to Learn“, Anne Bartlett-Bragg fait le point sur le phénomène des blogs dans l’éducation et propose des pistes pour l’intégration des blogs dans les pratiques pédagogiques.

Quelques points à relever:

• Les blogs pour passer à un niveau d’apprentissage plus profond (différence entre surface learning et deep learning):
  

  Surface learning is characterised by the approach of the learner to complete only the minimum content necessary to meet assessment requirements, whether that is learning only what may be presented in a test or simply attending and completing activities (Rosie 2000). Conversely, deep learning is how learners stand back from an experience, seek out connections between concepts, and contextualise meaning (Rosie 2000).

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• Le blogs pour publier ses écrits (très grande audience, avec comme corrolaire le fait d’apprendre à négocier les commentaires et autres discussions rendues possibles par le fait que ses écrits soient “livrés” au public ainsi que d’intégrer des compétences d’écriture). :
  

  web publication gives students a real audience to write to and, when optimized, a collaborative environment where they can give and receive feedback, mirroring the way professional writers use a workshop environment to hone their craft

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• Les blogs comme journal de terrain:
  

  Critical reflection from reviews of their blogs then leads to deeper levels of learning where the students draw on their experiences to inform future professional practice.

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• Les blogs comme outil de recherche:
  

  Links to other blogs or sites of value add the dimension of interconnectivity between sharing ideas and highlighting issues as the researchers develops their theses.

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  Mortensen and Walker (2002) believe that the informality of the blog provided them with the opportunity to write about unformulated ideas and share them with others for comment, before proceeding with the formal publication of academic papers.

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• Les blogs comme apprentissage de la responsabilité:
  

  Individual ownership of the content differentiates this form of knowledge publishing from other electronic forums like discussion boards and mailing lists. The content becomes the sole responsibility of the author. Their objective regarding what to write and how to engage their readers is entirely in their control.

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L’expérience d’utilisation des blogs dans ses pratiques pédagogiques a permis à Anne Bartlett-Bragg de définir un processus d’introduction des blogs en 5 niveaux: stage one – establishment; stage two – introspection; stage three – reflective monologues; stage four – reflective dialogue; and stage five – knowledge artefacts.

1. Niveau 1 - “Establishment”: les étudiants sont amenés à commencer un blog pour y prendre des notes sur leur apprentissage. La participation est encouragée par des questions qui sont autant de guides pour structurer cette activité. Les étudiants se familiarisent ainsi avec cette technologie et le processus d’écriture. Ils sont encouragés à partager l’URL de leur blog avec leurs collègues. L’enseignant ne s’engage pas à tout lire mais fait des incursions occasionnelles, ce que ne comprennent pas tout de suite les étudiants qui eux écrivent très souvent pour leur enseignant et s’attendent à ce qu’il lise l’ensemble de leur prose.
2. Niveau 2 - “Introspection”: ici, les étudiants sont amenés à prendre en compte leurs émotions et à commencer à évaluer cette expérience (A shift away from consciously writing for me, the lecturer, starts to become apparent as students write for an anonymous reader in cyberspace.).
3. Niveau 3 - “Reflective Monologues”: les réflexions à ce niveau sont encore destinées à soi-même, d’où le nom de cette étape.
   

   Students start to become consciously aware of the full range of reflective process, from simply answering structured questions to considering the experience and extracting some meaning for further evaluation.

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4. Niveau 4 - “Reflective Dialogue”:
   

   Students that reach this stage acquire a ‘voice’ or style of writing in the new genre that moves away from surface level reporting to personal knowledge publishing that exhibits a more considered writing style. Some students develop journalistic qualities in the reporting and opinions on their learning events and experiences. Some students may now use quotes from their blogs in written assessment tasks and report enthusiastically about seeing their own name in the References – as a published work with an official URL. The students’ blogs construct a type of learning conversation or dialogue.

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5. Niveau 5 - “Knowledge Artefacts”:
   

   Students move from personal knowledge publishing to reflecting on the knowledge learned and providing guidance to readers, who may use the knowledge to enhance their own experience and learning, as knowledge artefacts.
   At this stage the students may start to read each others’ blogs and make comments in contrast or agreement - intentionally providing their experience and opinions as an opportunity for others to learn , so creating knowledge artefacts.
   The students are now totally aware of the broad reach of blogs, not only as authors but also as readers. Their writing can be strongly opinionated, however, it may also display critical thinking and deep reflective qualities of learning.

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Au vu des réactions positives des étudiants,

students have reported greater freedom to comment, no pressure to stay in line with the focus questions or issues, the ability to publish small, unconnected pieces of knowledge that may have suddenly had some meaning for them, and somewhere to record their experiences related to their learnings that could be revisited at a later point. All the attributes required for deep learning to occur.

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Anne Bartlett-Bragg se demande si l’outil blog ne pourrait pas constituer un nouveau genre de journal d’apprentissage?

If the process of writing is viewed as a means of reflecting upon issues and content that is being delivered in a learning context and attempting to create meaning, then does the style of writing also influence the depth of this process?

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Source: emob > Les blogs dans l’éducation rendent les étudiants plus responsables…

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Cet article a été publié le Thursday 9 March 2006 à 7:25 et est classé dans elearning. Vous pouvez en suivre les commentaires par le biais du flux RSS 2.0. Vous pouvez laisser un commentaire, ou faire un trackback depuis votre propre site.