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Langues - Communication - Ressources - Projets - Web 2.0

Le microblogging (ou microblog) est un dérivé du weblog ou blog, qui permet de publier un court message de texte (limité généralement 140 caractères) pouvant également contenir une image, ou même un fichier sonore (audio, vidéo) associé.

  Comment ça marche ? et bien de manière très simple. Il vous suffit de vous créer un compte (gratuit) et de poster de n’importe où, n’importe quand, des messages. Ainsi vous pourrez faire passer toutes les infos possibles et imaginables à ceux qui désirent vous suivre, quelque soit l’heure et le jour. L’application permet également de syndiquer les flux des personnes que vous souhaitez suivre.

Le phénomène a déjà fait de nombreux adeptes, tant dans les institutions qu’auprès des particuliers. Et dans les contextes éducatifs ce nouveau système génère  autant d’adeptes que de détracteurs.

Quelle est votre point de vue? Quelles applications en éducation? 

Vous pouvez envoyer vos opinions dans ce forum.


Merci de votre collaboration ...




Bibliography of Research on Social Network Sites


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Amour & Sexualité 2.0 Dossier pédagogique - CLPS Mons-Soignies
Vous verrez que ce dossier pédagogique met aussi l’accent sur des aspects plus négatifs de l’utilisation des réseaux sociaux, dans une optique de prévention des risques. Néanmoins, n’hésitez pas à encourager les jeunes à s’exprimer sur leur vision des choses car finalement ce sont eux qui les utilisent le plus et qui sont à la pointe de l’innovation et de la créativité en matière de nouveaux modes et codes amoureux/sexuels!
Nous avons travaillé en collaboration avec des centres de planning familial des FPS qui ont testé l’outil en animation et nous ont orienté sur les informations dont ils avaient le plus besoin. N’hésitez pas à
adapter l’outil à votre pratique et à vos publics.

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Kristi Newgarden  - University of Connecticut  -  American English Language Institute (UCAELI)
Twittering, etc.
What is the educational value?
What do situated theories of learning suggest about participation in online social networking sites, blogs, microblogs, etc.? Can language or other kinds of information be picked up? What potential do these activities have to engage and attract newcomers to communities of practice?

Newgarden, K. (2009). Twitter
Newgarden, K. (2009). “Is Twitter a Tweet for Community Building?” Presentation Website TESOL 2009 National Conference, Denver, CO

A Framework for Teaching with Twitter
By Mark Sample

Faculty are increasingly experimenting with social media, and it's exciting to find more and more courses incorporating Twitter, a ProfHacker favorite. Just last week on ProfHacker Ryan provided an excellent introduction to Twitter, while earlier in the summer Brian reflected on his use of Twitter in the classroom during Spring 2010. As we gear up for the Fall 2010 semester, I wanted to revisit the idea of teaching with Twitter.

I'll address my own pedagogical use of Twitter in a future ProfHacker post, but for today I want to share a general framework for Twitter adoption in the classroom, originally sketched out in late August 2009 by Rick Reo. Rick is an instructional designer at George Mason University, and he'd been keeping tabs on the different ways instructors were using Twitter in their teaching. Rick sent a draft of this adoption matrix to the university's Teaching with Technology listserv, and I soon began trying to situate my own Twitter use on the chart. url

In the process, I adapted Rick's original matrix, re-imagining the vertical axis as a spectrum of conversation, ranging from monologic to dialogic, and redefining the horizontal axis as a measurement of student activity, ranging from passive to active. After some other changes based on my experience with Twitter, I ended up with this revised Twitter Adoption Matrix (larger image):

How about you? If you teach with Twitter, where do you and your students fall on the Twitter Adoption Matrix? If you're thinking about trying Twitter with your students this fall, what aspects of this framework sound most promising? And what's missing here? Are there ways you'd change this framework based on your own experience

Reflections on Teaching with Social Media
By Brian Croxall


In three out of the four classes that I taught this semester, I asked my students to use Twitter. In one class, the students were explicitly assigned to use Twitter on a daily basis. Since the class was specifically about media theory, Twitter seemed an important real-time medium to investigate. The other two classes were different sections of a survey of American literature, which tended to be lecture-y much of the time. In there, I introduced Twitter as a tool that was available to them to use as a backchannel during the lectures. I kept the fourth class (a third section of the American lit survey) Twitter free as a way of having a control group. In all of the classes I wanted to give the students a way to communicate easily with one another inside and outside of class. I also hoped that it would change the classroom dynamic. Would knowing what each other was thinking inside and doing outside of class builds what Clive Thompson has called a social sixth sense?

In all three of these classes, almost all of my students had heard of Twitter. This meant that my job was much easier than when I started using Twitter in classes in 2008, where only two out of thirty students would even know what the medium was. While they already knew about Twitter, however, most of the students were not already using the service. I spent a portion of a day in each of the classes getting the students into the system and demonstrating how it worked. This meant that everyone was on equal footing with an introduction to the platform. (I use Dave Parry's great approach to getting students started with Twitter.)

Even though I started each class in the same way, the differences between how it was used were surprising. Not surprisingly, in the class where everyone was required to tweet regularly, the participation was high. About 1/3 of the students quickly tired of the platform, but kept using it out of concern for their grades. But all of the students conceded that it became a useful tool for corresponding with one another about assignments or work. They found that I was especially accessible on Twitter given my long commute, although they strangely did not take advantage of my digital office hours. A few students learned that they shouldn't tweet while class was happening if they had decided to skip class that day. Overall, I was pleased with the project.

In the other two classes, where Twitter use was completely voluntary, things were different. In the first class, a group of six or seven regular users emerged, and they would tweet occasionally throughout our class periods where I displayed the Twitter feed for the class. They posted links to material that extended our class discussion, asked one another questions, and poked fun at me. A good time was generally had, although less students ended up taking advantage of it than I had thought. In the third class, there was only one day of true classwide tweeting before all but two students abandoned the platform en masse. And those two students preferred to tweet outside of class rather than during. I kept displaying the class Twitter feed for four weeks or so, but eventually took it down as it was a reminder that no one was playing along. What made the difference? I don't know that it was anything that I did so much as it was the particular group of students. It just wasn't a tool that clicked for many of them. And when most people weren't playing along, everyone else abandoned ship as well.

Did Twitter help establish a social sixth sense for my classes? I believe it did for the one where everyone tweeted on a daily basis. We suddenly knew about one another's lives outside of class and that enabled conversations to happen in class more easily than they otherwise would have. The students also learned something about creating online personas that at times differed in significant ways from their real personas. While there's certainly a fine line between teacher and student relationships, we made this subject a portion of our class discussions and found it useful. In the second and third classes, I got less of a sense of a classroom shift, and I believe that this was due to less overall buy-in to the tool.

In the future, I think that I will continue to make use of Twitter-like tools for in-class sharing of information, especially during lectures. While I was watching the feed and would comment on what they were saying as a portion of the lecture, I believe that I could have had more students playing along with the lectures if there would have been a way for me to interact with their tweets on Twitter itself. That's obviously difficult if you are teaching a course, but if I had had a TA in any of the courses, that might have made for a more fruitful interaction.
Une première approche méthodologique est proposée par David Martel

in Grille d’évaluation – Twitter

Dans les prochaines semaines, j’utiliserai Twitter en classe. Pour ce faire, j’ai créé une grille d’évaluation selon les descripteurs fournis dans le PPCS (Programme de premier cycle du secondaire) au PEI (Programme d’éducation internationale). Ces derniers sont le contenu, l’organisation et le style et la langue.

Voici les raisons pour lesquelles l’élève sera amené à utiliser Twitter:

1 – tenir un microjournal de bord sur l’avancement de son travail;

2 – poser une question à ses collègues ou répondre à une question;

3 – partager ses découvertes quant à l’utilisation d’un logiciel;

4 – partager toute chose susceptible d’intéresser la classe (nouvelle intéressante, site web, etc.).

Twitter ‘not a place for reasoned discussion’ says web inventor Sir Tim Berners-Lee and has questioned whether is ‘part of the future’ of social networks  -   The Telegraph


Traduction - Google:

Sir Tim Berners-Lee, l'inventeur du Web, a affirmé que le populaire réseau social Twitter est utilisé principalement par des personnes exprimant des opinions extrêmes, et que c'est "pas un lieu de discussion raisonnée».

Le scientifique a affirmé que le Web à l'avenir tous les réseaux sociaux seront en mesure de parler les uns aux autres, plutôt thanbeing lmitied à une plate-forme.

S'exprimant lors de la conférence de la Royal Society "New Web» à Londres, Sir Tim a dit qu'il a remarqué le phénomène en discutant la question de la neutralité du net, l'idée que tous en ligne du trafic, de la vidéo à courriel, doivent être affectés de la même priorité.

«Tous les tweets étaient extrêmes», a déclaré Sir Tim. Il a demandé: "Twitter va être une partie de [l'avenir de l'Internet]? Nous avons besoin de quelque chose d'un peu plus sophistiqué. "

Twitter limite les tweets  individuelles à 140 caractères, et Sir Tim a suggéré que "Twitter n'est pas conçu pour le juste milieu. Ce n'est pas 
un lieu où vous avez une discussion raisonnée. "

A analyser: N. Negroponte:"Twitter me semble être une mode passagère" (CiberP@is)

Predictions de N.Negroponte en los periodicos:

- En 4 años no habrá más prensa de papel"

- "Twitter me parece una moda pasajera"

Algunas reacciones:

NEGROPONTE: Dos entrevistas, dos manipulaciones

.... su entrevista a tan solemne personaje con el texto ‘Twitter me parece una moda pasajera‘, lo que demuestra que, en mi opinión, el fallido augurio con el que abro este post podría ser definitivamente cierto, y es que a muchos les gustaría quedarse con esta taxativa argumentación, y se olvidan que en Internet, por su propia naturaleza, todo son modas, nada perdura, pero es importantísimo e imprescindible entender el momento en el que vivimos, en este caso ‘el instante Twitter‘, para así entender el futuro de la nueva forma de comunicación, que en ningún caso será la ‘herramienta definitiva’, que, igualmente, habrá que saber comprender para sumergirse en la siguiente, y es que así es como llevamos en este medio desde que en 1997 tuve la suerte de desarrollar mi carrera profesional en Internet. Ni una ni otra parecen haberse enterado de nada, es más, desconocen plenamente el momento ‘internetero’ en el que nos encontramos, y así nunca entenderán el siguiente paso, aunque entiendo que esa cadena es desconocida por el mundo del periodismo en general.

Mensaje de @ BlackkHawkk:

"Twitter es una moda pasajera" Que Nicholas Negroponte diga semejante estupidez me asombra. Me recuerda a lo de "los blogs están muertos"

@jmbolivar- Discrepando de Negroponte...
Creí leer anoche que Negroponte afirmaba que Twitter es una moda pasajera. Preparaba mientras tanto este artículo, sobre distintas investigaciones y ejemplos de la importancia de las redes sociales, en ocasiones de twitter en concreto, bastante más allá de la función informacional que destacábamos hace poco. No puedo estar más en desacuerdo con el gurú…
Así, estudios que se publicarán próximamente en el Journal of Computer Assisted Learning, estarían aportando pruebas sobre twitter favoreciendo mayor “engagement” en aprendizaje.

Negroponte, ese gurú, dice que Twitter es una moda pasajera y que prefiere Facebook
Pues vaya gurú este tiparraco #fb


Conferencia completa de Nicholas Negroponte en el Global Education Forum
7 videos Youtube - Traducción simultánea

Nicholas Negroponte-Global Education Forum (1/7)

Voir aussi THEORIES / Utopie et Critique


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