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