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Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
Post Blog Analysis: A Look into Student Content and Participation
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Post Blog Analysis: A Look into Student Content and Participation

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  • 1. Ms.  Kiran  Budhrani   Enderun  Colleges   Philippines  
  • 2. As  teachers,  we  aim  for  our   students  to  achieve    deeper  learning  in  our  classes.  
  • 3. Deep  Learning    Can  explain  what  they  learned  /   understood      Relate  lessons  to  other  topics  or   situations    Apply  what  they  learned    Reflect  /  relate  topics  to  their  own   experiences  
  • 4. These  are  students  that  intend   to  understand  lessons  and   topics  WELL.  
  • 5. Surface  Learning    Focused  on  the  amount  of  content  to   learn      Learns  by  memorization    Passively  accept  information    Less  processing  or  reflection        Aims  to  complete  only  the  minimum  
  • 6. These  are  students  who  study   to  PASS  the  exam.    
  • 7. How  a  student  learns  is  not  entirely  dependent  on  the   student  alone.  
  • 8. Students  perform  depending  on  what  is  expected  of  them  by   the  teacher.    
  • 9. Major  influence  on  a  student’s   approach  to  learning    are  the  assessment  methods     we  define  in  class.    
  • 10. Aiming  for  deep  learning   requires  teachers  to  move  beyond  traditional  forms  of   assessment.    
  • 11. Assessment  in  the  form  of  factual  recall  or  single-­‐response   exams  encourages  surface   learning.    
  • 12. Student  assessment  must  come   in  multiple  forms  appropriate   to  achieving  desired  learning   outcomes.    
  • 13. Use  of  blogs  to  surface  evidence  of  deeper  learning   among  undergraduate   students.   (Barle-­‐Bragg,  2003)    
  • 14. Areas  to  explore  1.  Would  they  blog?     (PARTICIPATION)  2.  What  would  they  write  about?   (CONTENT)  3.  How  would  they  convey  their   information?     (WRITING  STYLE)  
  • 15. Areas  to  explore  4.  How  would  varying  blog  assignment   designs  affect  participation,  content   and  writing  style?  
  • 16. Varying  blog  designs  58  students   38  students  STRUCTURED   38   UNSTRUCTURED   GROUP   GROUP  
  • 17.                    Blog  Assignment                          6  blog  posts  on   58      tudents    6  pre-­‐selected  topics   s                                                              on  designated  weeks   38   STRUCTURED   GROUP    
  • 18.                    Blog  Assignment                          6  blog  posts  on   38  s  tudents      any  topic,  anytime                                                                  within  the  trimester  UNSTRUCTURED   GROUP    
  • 19. Findings  on  Participation  
  • 20. A  lot  of  blog  posts  were  generated  from  the  two  groups   STRUCTURED     UNSTRUCTURED   GROUP   GROUP   58  students   38  students   241  blog  posts   203  blog  posts   4  posts/student   5  posts/student  
  • 21. A  lot  of  blog  posts  were  generated  from  the  two  groups   STRUCTURED     UNSTRUCTURED   GROUP   GROUP   58  students   38  students   241  blog  posts   4  posts/student   < 203  blog  posts   5  posts/student  
  • 22. When  designing  blog  assignments…    Adding  time  pressure  or     pre-­‐assigning  topics  to  students  did   not  influence  them  to  participate   more.    
  • 23. When  did  students  start  writing  ?  70%  60%  50%   Quick  start  40%     SG  30%   UG  20%   Slow  start  10%   0%   1/4  Term   Mid  Term   3/4  Term   End  Term  
  • 24. When  did  students  start  writing  ?  70%  60%  50%  40%   SG  30%   UG  20%  10%   0%   1/4  Term   Mid  Term   3/4  Term   End  Term  
  • 25. When  did  students  start  writing  ?  70%  60%  50%  40%   SG  30%   UG  20%  10%   0%   1/4  Term   Mid  Term   3/4  Term   End  Term  
  • 26. Observations    UG  had  had  greater  participation   overall.        Blog  design  with  less  restrictions,   students  would  participate  more   towards  the  end  of  the  term.  
  • 27. Findings  on  Content  
  • 28. The  blog  post  was  about  something  directly  discussed  in  a  class  lecture    or  student  report        
  • 29. The  blog  post  contained  something  “new”,  not  discussed  in  class,  but  sNll   related  to  class  topics   DEEPER  LEARNING  
  • 30. Observations   “New”  related  content  came  from:     1.  Web  articles   2.  Other  blogs   3.  Videos  (from  YouTube)   4.  Comics  or  jokes     5.  News  articles   6.  Research  studies   7.  Personal  surveys  /  interviews  /   experiments   8.  Personal  experiences  
  • 31. Observations  Students  who  posted  something   “new”     READ  more  on  their  own  time     RESEARCHED  more  on  their  own  time   ACCESSING  various  information  sources  
  • 32. Observations    Students  related  class  discussions  to   other  areas       Business     Marketing     Education     Games     Politics  
  • 33. Observations    Students  did  not  write  a  diary  of   events,  nor  did  they  use  their   blogs  for  note  taking        
  • 34. Findings  on  Writing  Style  
  • 35. Student  writes  in  a  more  formal,   instrucNonal,  or  explanatory  tone.      Students  provide  enumeraNons,  definiNons,   descripNons,  summaries,  or  explanaNons    
  • 36. Student  writes  in  a  personal  tone  with   reference  to  self.     Student  experiences,  personal  stories,  opinions,  viewpoints,  realizaNons,  feelings,   preferences,  observaNons,  or  reacNons.   DEEPER  LEARNING  
  • 37. Observations    Reflective  nature  of  blogs  is  still   present  even  if  they  are  not   maintaining  a  “personal  blog”  but  a   “course  blog”    Students  write  in  a  more  personal   tone,  with  more  reference  to  self  
  • 38. Cross  Analysis  of    Content  +  Writing  Style  
  • 39. Before  attempting  to  initiate  a   blog  assignment…  
  • 40. Tips    Know  why  you  need  to  have  a  blog   assignment    Choose  a  good  blog  tool    Think  of  your  blog  assignment  design    Guide  students  how  to  write  well  for   the  web  
  • 41. Tips    Determine  the  “value”  of  the  blog   assignment  to  your  course    Determine  how  much  “credit”  will   be  allotted  to  blogging  
  • 42. As  teachers,  we  must  carefully  select  and  design  assessment     in  our  classes.  
  • 43. Take  initiative  to  learn    how  ICT  can  further  aid   assessment  and    surface  deeper  learning  
  • 44. Thank  You!    kiranbudhrani@gmail.com  

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