陳泳宏

Outline Introduction Implications of Blogs on Education Instructional Design Content Analysis Survey & Observations Limitation & Future Directions Conclusion

Introduction

Implications of Blogs on Education

Instructional Design

Content Analysis

Survey & Observations

Limitation & Future Directions

Conclusion

Introduction Blog is a HOT topic in the recent years. Seldom used in education. Blogs in educational environment serve as a digital portfolio easy to publish, share, and automatically archive combine solitary and social interaction in the learning process.

Blog is a HOT topic in the recent years.

Seldom used in education.

Blogs in educational environment

serve as a digital portfolio

easy to publish, share, and automatically archive

combine solitary and social interaction in the learning process.

Implications of Blogs on Education Student-Centric the blogs last no matter whether the class ends or not. Reflection the biggest advantage of blog― Time. thinking by writing. Social Learning become more critically analytical in their thinking.

Student-Centric

the blogs last no matter whether the class ends or not.

Reflection

the biggest advantage of blog― Time.

thinking by writing.

Social Learning

become more critically analytical in their thinking.

Instructional Design Every student is required to create a blog. Students are encouraged to read the instructor blog before the class meets. When finishing a lab or a homework, students are asked to submit their results at their own blogs and make a link in the format of a comment at the instructor's blog. The links are the online notices to instructors. To check into their classmates’ blogs.

Every student is required to create a blog.

Students are encouraged to read the instructor blog before the class meets.

When finishing a lab or a homework, students are asked to submit their results at their own blogs and make a link in the format of a comment at the instructor's blog.

The links are the online notices to instructors.

To check into their classmates’ blogs.

Content Analysis Want to find out the characteristics of the blog content with regard to social learning and peer support. The focus of content analysis was on the comments rather than the main entries themselves. Two consecutive semesters of “Programming for Web-based Applications.” 122 comments related to 31 blogs (fall 2007) 118 comments made to 32 blogs (spring 2008)

Want to find out the characteristics of the blog content with regard to social learning and peer support.

The focus of content analysis was on the comments rather than the main entries themselves.

Two consecutive semesters of “Programming for Web-based Applications.”

122 comments related to 31 blogs (fall 2007)

118 comments made to 32 blogs (spring 2008)

Coding of the Content

One dimension analysis(1/3) Frequency of occurrence of individual dimensions

Frequency of occurrence of individual dimensions

One dimension analysis(2/3) The reflective portions showed a significantly different pattern. The findings showed: the portion of reflection was between nonnegligible to dominant. peer support in terms of propositional stances or affection was significant Positive support while disagreeing: “ I really wish your method works. However, I don’t think K-means is the right algorithm … ”

The reflective portions showed a significantly different pattern.

The findings showed:

the portion of reflection was between nonnegligible to dominant.

peer support in terms of propositional stances or affection was significant

Positive support while disagreeing:

“ I really wish your method works. However, I don’t think K-means is the right algorithm … ”

One dimension analysis(3/3) They felt less of a need to challenge others’ blogs by debating the blogs which they were not agree or acquainted with. Class members who were friends were more willing to try to be honest by saying something in disagreement in the comments. Blogging students may experience “ a sense of community ”.

They felt less of a need to challenge others’ blogs by debating the blogs which they were not agree or acquainted with.

Class members who were friends were more willing to try to be honest by saying something in disagreement in the comments.

Blogging students may experience “ a sense of community ”.

Cross-relational Analysis(1/2) Focus on reflective and non-reflective. propositional stances VS affective tones

Focus on reflective and non-reflective.

propositional stances VS affective tones

Cross-relational Analysis(2/2) Comments in blogs were mostly: positive, ranging 54%~81% (2%~9% for negative) agree, ranging from 44% ~81% (6%~18% for disagree) Stances and tones have a strong interaction. (agreeing stance quite likely positive affection.) Non-reflective but positive/even and agreeing/mixed comments are also considered supportive: “ agreed with you. Job well done. I think you will make it eventually. ”

Comments in blogs were mostly:

positive, ranging 54%~81% (2%~9% for negative)

agree, ranging from 44% ~81% (6%~18% for disagree)

Stances and tones have a strong interaction.

(agreeing stance quite likely positive affection.)

Non-reflective but positive/even and agreeing/mixed comments are also considered supportive:

“ agreed with you. Job well done. I think you will make it eventually. ”

The usability of Blogs for Students with Different Achievement Level(1/2) “ Which of the two do you think is easier to use when presenting your work? Blog or formatted lab sheets?”

“ Which of the two do you think is easier to use when presenting your work? Blog or formatted lab sheets?”

The usability of Blogs for Students with Different Achievement Level(2/2) Higher-achieving students prefer to blogs while lower-achieving ones prefer to traditional reports. Lower-achieving students had an especially difficult time composing a comprehensive work on their blogs. The higher achieving students showed their talents in making blogs appealing.

Higher-achieving students prefer to blogs while lower-achieving ones prefer to traditional reports.

Lower-achieving students had an especially difficult time composing a comprehensive work on their blogs.

The higher achieving students showed their talents in making blogs appealing.

The Students’ Experiences Demonstrating my works on the blog gave me a sense of achievement. I could challenge others' thinking and reasoning, and so could others. I can change my own blog the way I want. I put my own design on it so that it has the tone and manner like me.

Demonstrating my works on the blog gave me a sense of achievement.

I could challenge others' thinking and reasoning, and so could others.

I can change my own blog the way I want. I put my own design on it so that it has the tone and manner like me.

Limitation & Future Directions The samples size was relatively small. Context of learning was narrowly defined. Blog acted as a supplement to the traditional coures. Investigations of blog use in other disciplines. In-depth content analysis with more dimensions. A general concern about shared learning is plagiarism.

The samples size was relatively small.

Context of learning was narrowly defined.

Blog acted as a supplement to the traditional coures.

Investigations of blog use in other disciplines.

In-depth content analysis with more dimensions.

A general concern about shared learning is plagiarism.

Conclusion Blogs in educational settings serve as a platform for the student to demonstrate not only what she can do, but what she has done in the past and how she has changed over time. The process becomes the product. The usability of blogs for students with different achievement levels shows the different preferences for turning their works.

Blogs in educational settings serve as a platform for the student to demonstrate not only what she can do, but what she has done in the past and how she has changed over time.

The process becomes the product.

The usability of blogs for students with different achievement levels shows the different preferences for turning their works.