利用“Facebook”发展网络学习社区

当高等教育机构都在宣传远程教育“一站式服务”特点的时候,他们并没有热衷于（至少在现阶段）把Facebook这样的工具加入他们的绑定服务。这些服务现在可以通过诸如Angel和Blackboard的课程管理系统（CMSs）实现。高等教育现在还没有准备好完全接纳CMSs。从理论上说,学生们在CMSs中可以更有效地学习。然而,其他的社会网络工具（如博客、维客和播客）显得要比Facebook更适合在远程教育中使用。要注意的是,对CMSs进行＂整合＂而不是＂代替＂是这一类工具现在唯一的功用。使用这一类网络工具的用户大部分都支持这一事实即Facebook能为大学生们提供一种社会出路。因为,不管它效果如何,社会交往总是人类教育的核心。在这一方面,Facebook会起到作用,但是把这一作用融入到远程教育中却缺少了一股推动力。学生们可以把它作为合作学习中次要的信息交流途径。例如：学生们可以通过在自己的空间中邀请同学来共同完成小组作业。Facebook提供的服务（如聊天、结识新同学、安排社会、学术会议等）可以通过使用CMSs当前的技术来实现,同时避免社会网络中普遍存在的安全漏洞和其他法律问题。目前对于Facebook应用在网络学习社区中的观念很可能一夜之间被颠覆,基于Facebook的新发展,技术融合以及远程教育管理者观念的改变,面对一些学生学习花费时间长的这一情况,Facebook改进了原来在推进学习（如完成任务花费的时间）中的功用。Facebook的引入可能使学习环境很舒适,但是笔者很想深刻的挖掘该技术,并探索将它用于学术领域的可能性,把它作为一种潜在的方式使学生可以远程互相学习而不用挤在一个狭小的空间。

Facebook for Network Learning Communities Development

When institutions of higher education are promoting ＂one-stop services＂ for their distance education programs, they do not appear （at the moment） overly eager to bring a tool like Facebook in the neatly bundled services currently available through their course management systems （CMSs） such as Angel or Blackboard. Higher education is not yet ready to surrender the shackles of CMSs where students＇ minds are （theoretically） more attuned and receptive to learning. However, other social networking tools （e.g. blogs, wikis, and podcasts） appear to be more readily adopted in distance education than Facebook. Note that integration rather than replacement of CMSs is the only role that these tools are currently suited （or. Facebook clearly provides a social outlet for college students, a fact backed by the large membership among this peer group. Socializing, however its unintended outcomes, is part and parcel of education of the whole person. Facebook has its place in that sense, but there seems to be a lack of any compelling reason to significantly integrate it into distance education. Students could use it as a secondary information exchange outlet in a cooperative learning mode with classmates that they have invited in their space, to complete group projects, for example. The services offered through Facebook （e.g. chatting, meeting new classmates, arranging for social/academic meetings） can well be attained using the current technologies in CMSs without the risk of security breaches and other legal matters pervasive in social networking websites. It is possible that current perceptions about Facebook use in network learning communities could change overnight based on new developments in Facebook, technology integration, and a shift in thinking among distance education administrators about the role of this technology in promoting learning （e.g. time on task） within the environment that some students spend a significant amount of time. Facebook entry may be very cosy but I admit to wanting to get beneath the skin of this technology and is exploring it for academic use. I very interested in it as a potential way for students working together remotely rather than having to be in a physical space.