Qu’est-ce qui pourrait pousser un enseignant à ouvrir un blog?
Andy Carvin fait le point sur l’utilisation des blogs dans des contextes pédagogiques sur learning.now. Passons ses considérations historiques et techniques pour conserver ce qu’il en dit dans le domaine qui nous intéresse ici, le elearning, même s’il est vrai que la simplicité de création de contenu reste une force majeur des blogs:
Then it’s just a matter of filling out a form and pressing a button. The online software does all the hard work, while you get to focus on the fun part - being creative and saying whatever it is you have to say.
La question qu’il pose est la suivante: qu’est-ce qui pourrait pousser un enseignant à ouvrir un blog? Si la réponse est bien entendu très personnelle, il propose néanmoins une série d’arguments:
- un blog pour communiquer avec les parents
Some teachers see blogging as an outreach tool for interacting with parents. It’s not always possible to have the kind of hands-on interaction with parents, especially with large class sizes and busy schedules. A blog allows a teacher to summarize what’s going on in the classroom and share it with parents that have Internet access. And most blogging tools allow readers to comment on what’s been posted, so parents are able to respond to different blog entries and have an online conversation with the teacher.
- un blog pour communiquer entre enseignants (peers)
Lots of educators blog so they can have a professional dialogue with their colleagues. Everyone can benefit from discussing the various challenges we all face in our work, and blogs serve as a mechanism for sharing those ideas. (…) In many ways, blogs like these serve the same purpose that email discussion lists have served for more than a decade - they become a platform for discussing topics of interest to a large group of people. Blogging is different, though, in that it’s more personal and intimate, tailored to your professional interests and needs.
- une vitrine pour les travaux des étudiants
Blogs can be used as a platform for highlighting the best work of your students, showcasing their talent to an audience that goes beyond the classroom.
Voilà pour les utilisations pour les enseignants. Mais l’auteur constate que l’usage peut être élargi aux étudiants (on le savait):
Blogging takes writing assignments into the real world, giving students the chance to receive feedback from each other, as well as other online mentors. While some teachers prefer that blogs only feature their students’ polished work, others see blogging as a platform where students can share early drafts of a writing assignment, using online feedback to improve each version. Blogging becomes an interactive form of peer review.
L’auteur termine son article par une série de questions très pertinentes:
- How much information do you reveal about a student?
- Do you accept comments from the general public, or only a select group of trusted individuals?
- Are students staying on topic, or are they getting too personal or inappropriate in some other way?
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