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Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
Blogging in Higher Education
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Blogging in Higher Education

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Presentation at the E-Learn Conference in Quebec

Presentation at the E-Learn Conference in Quebec

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  • Excellent presentation on blogging. Here is a good site about higher education go through this site http://www.slideshare.net/alysaally/higher-education/
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  • 1. -if 1 Blogging in Higher Education Martin Ebner Hermann Maurer Graz University of Technology
  • 2. ,_'. I.| _i. !:t; I"'e‘l7a’i| 'n7*-mrifu .9:-1-IMalimkswléianvnilinliwtomku1:22am-‘Cg»
  • 3. Web 2.0 - only a hype? ——~a-ev*. +.-. t.v. . I u I I I I I I l . ‘i. f.‘. ‘.| ._. . You ammdthslfltnnthnagp Wimnncm yuurwnrid "nit u : . U '‘‘n; ‘ u 'T"[| rr1v. ;:r'r"" mi’; nu ma rt L I3 , '9 1 .7 1, 1 F 939 5 1 ~‘_, C. U . hm‘ I Blogging in Higher Education - Quebec 10/2007 '
  • 4. .9-rxirxrj e—Learnlng 2.0 -1- 3 re G collaborative resource building, re rch, reading lists, feedback, tracking, profiling htt p w . f| l c l: .r . c rm‘ p hoto lei g in bl ac lxa l ll‘ 649 5 3 8 2
  • 5. Three major components 1990 - 2007 Accessibility = > Broadband , :0 Mobile Dewce i -“ Devices Usability H w Web 2-0
  • 6. Not a technical view Learning will not easier as before, because learning is an active cognitive process on the part of the learner, where knowledge and understanding is constructed by the learner. We have to find new didactial scenarios how to use these applications.
  • 7. Weblog E-LEARNING ‘J ‘ at] Eisdiihruig 1;: E1130 Iiulhln much i I lui. ._, il. n_~ uni: ll — -. M3,: L um I'r: ':nr. Y vi f . r -nnr| r~¢r'.1r rrcnhr ' '. sn r- on i1.‘ - nbrio-nl-I arm i In ‘. I in hi-nrrir -uf - V“ fill‘. /‘if ‘. m 411". ‘ ‘r'. ° i‘ 1! 7 ' n’. hr-—vw-r i. r-- l . - -. - -r. .4 : --r -4-? '. a --n‘ am lrlhn'I4I‘n- pan . -4 Mn. so-«vi It--. I-9 n-- C‘! srvr r-4 i’r. ‘i I. L_'4. |.LL I‘l. ‘§. ‘, . “.| A’¢k. . sum. ‘ 1.’ l l. z&a. .uv.1 . ‘i. .~4:-L. -_: ;_'. Igu. i.Iu. :~ 5.43: t. uu. :v. A.. n - World C 11}-‘-IO-CIIT-C0fl. !lOCB0lI * 3 ll . L. ..i. -, llnmi ‘I III I ‘.7! 3| 0I'fl'll O0 PDIIYIOUD “dll‘¢ '1"! HI :1 31135 397'! ’ . "I h£'4S")J6"'I CYISQ )| .flaD¢’QflE'- In I'. 'u’ :3 IBJ-«Lt l. Jb'l'lla. ‘l '. 'i‘ it». -6- n-. - A1»; I . l . -. uuq. unT. nun. .l. l| r. -. A. ~. .n u. .'l’. .~. l.. a on. '. So . "II'-L‘ . '. u. ‘ : I-. ' ' L‘ . '. '.u. '-i. i’J| u‘. d». J I1.u| .rc'. '.Ii. A." J. I.. -Ji; ‘uuhl. .L-. ruiwod. I»; It. Judi. up. 'M: .n. 'I In . .. t.i .0 3-‘ 'Z‘i‘U' 10% 1.1:! .3". m! = ::onq ’I-’i‘-'v- Ia-- : -rs - 4.~. l» n I. u_u: c J ' "h'I' -, ‘Yl'‘. .: r.-.1'rw‘. -V; ulna A. ‘ wan no
  • 8. TU Graz LearnLand Ililwlcbnonlulclor Iilflflnwmi‘-rfloinnddouldidrndinlénrlu Iar. hiu'| uaaIlnivutn'h'il t““. 's'“u 1-‘VIII nor: 4 an . u-u-lIoa--- C 5 star: rink aller Lerruder she! a. :- Lahrt. -sder :1 ver'uc. 'va Elfin: Dchlnariorn : 0 Lu‘ law an, run fllfitl L 1&1 oruch don Sin. north-1 :4 inc L1: 11: nine’ r Iccrzak’. :12. v. 'u: Ien the an Ye dc’ ‘U--Aesten _enoetre ‘sun at F. a.| uI. ". JJII. us 1 A . .o| :vI '. "l I Iwucl I 5' ye n. ,~n —4-—. II- ; l MN: I! u vI. I1I ' : 'u 1|: :1: “nu lI‘ll u_. -.--. - I pawn‘: OI llama Huh _ A5 '. 'er*-etzttc . er'an IU ‘. -‘az mt‘ ‘VCIIII .91.’! IU~. ~onlli' I with uscwonu -0 Cu 2-leaning DI-oc "d . ' -43 2.6 3-’) 05-42 IIC &§'ri6.tnE! L£_'ner E-VJ 't.1|lt -urn at ZLFA1 Id--u: '.~>-ul v-. ‘III. .v. r- . I In-u I -uh -I ' ulvv -slit ’ hi M r f': '- in-nnnl wk! I_Il L-nhli av 41 ul I7:- 1I_IiIl} ilu . a‘II I «I an flsdrr ‘-5-’ ch‘ 3- -561’ ‘l 1' " "' ”"” zniol J-mu‘ ”“""°‘ - " l| u' . .4 ¢—. .~ni-'. ... up -.0». -.. lubw in. IE1: M. UH
  • 9. TU Graz LearnLand 4: Universitywide Blogosphere s based on ELGG (http: //e| gg. org) * phpl mySQL -i Various components
  • 10. Research Question How can weblogs be used in Higher Education?
  • 11. The Study at Lecture , ,Societal Aspects of Information Technology“ « Aim: Students of Informatics should get an overview how informatics influence daily human behavior. 6- Two groups - traditional versus blogging (n=44) «r Two blog contributions each week the whole semester
  • 12. Didactical Concept 0 Distributed versus Compact 0 Self-Directed versus Instructed 0 Community versus Alone
  • 13. Technical Concept in Administration Weblog a Community Weblogs for Each Topic a View “Feature” « Lecturing with student contributions
  • 14. Discussion — the teacher‘s view a Ease of use as Digital immigrants — digital natives -s Amount of information -a Community feeling
  • 15. Evaluation results I Question: Do you think that this concept is appropriate to work with a topic for a longer time? Answers: n=34; 34 studenst answered YES ~ The concept was very expedient, because i have to think about the topic again and again «I Yes, but i like to express once again: longer time . . it Yes, there is a big advantage: The blog can be used as knowledge archive
  • 16. Evaluation results II Question: Describe very shortly the most positive aspect of blogging. Answers: n=34; 34 studenst answered YES 0 Reading and writing continously 0 You can see permanent new stuff 0 I noticed much more about a topic by using the blogging method instead of the traditional assay writing - The same topic, but many different perceptions
  • 17. Evaluation results III Question: Do you think blogging is a possibility for the educational future? Answers: n=34; yes = 27 (79°/ o); no = 7 (21°/ o)
  • 18. Evaluation results IV Question: Please tell us the biggest point of criticism about the blogging concept from your personal point of view. Answers: ~ The topic of blog must be , ,broad“, because after some time I found no new information anymore «I It is hard not to loose the overwie, because of the amount of contributions as Sometimes I recognize contributions, which were not well researched « Blogging once a week is stressful
  • 19. Conclusion -+ Problem of Information overflow at Blogging leads to an ongoing learning process in More student-centered content
  • 20. Endstatement Nowadays, we need to think about what we write and not how we write. Even more - how we start to write, reflect and express ourselves within a worldwide community.
  • 21. SOCIAL LEARNING Graz University of Technology It! ‘Jrw Jim-01:‘: at ‘ozn rm: -9-, ‘ 202182060 Martin Ebner Hermann Maurer Contact: martin. ebner@tugraz. at http: //elearningblog. tugraz. at THE P WER OF THE PE

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