Reflective group blogging


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ALD in HE 2012 conference workshop: design considerations in setting up a group blog to support reflection on practice in an online MA programme in professional communication

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  • Talking point: your experience: how many people use blogs? Use reflection?Socio-technical – uncover some technical design issues and some pedagogical design issues (incl assessment)The wider picture – blogging a paradigmatic technology for Web 2.0 > what are general implications for learners and teachers?
  • Use the hand-out to record your thoughts on the motivators, barriers and enablers of reflective blogging.
  • Students are profcomm practitionersEmployability – not same meaning as ug studentsRelevance to practiceReflection on practice important in this contextPooling expertise and learning from peersUse a group solutionWhich tool? Tried WP
  • Paradigmatic Web 2.0 tool (Siles 2011)Used in many different context: promotion, education, knowledge management > collaborative work
  • Prof dev: identify patterns, themes and trends / make sense of events / explore aspects of prof practice that are of personal interest (eg critical incidents) > autonomy, owership
  • Task – what blog settings will motivate / enable / hinder community development and reflection?Task – what kind of task will motivate / enable / hinder community development and reflection?Task – what type of tutor activity will motivate / enable / hinder community development and reflection?
  • Reflective writing criteria: descriptive writing / descriptive reflection / dialogic reflection / critical reflection
  • Skills – not just technical: social tooPractices – writing, reading, responding within a local context/discipline
  • Participation – collegiality
  • Reflective group blogging

    1. 1. ALDinHE 2012 CONFERENCEREFLECTIVE BLOGGINGA-F Dujardin, Sheffield Hallam University
    2. 2. Outline1. Talking point: case study based on practice2. Three key concepts 1. Reflection 2. Blogging 3. Community3. Socio-technical concerns 1. Blog settings 2. Pedagogy4. Digital literacies
    3. 3. Share your viewsWorkshop blog
    4. 4. Hand-out Motivators Barriers EnablersDesignSupportAssessment (Adapted from Ardichvili 2008)
    5. 5. ContextMaturee-learnersProfessionalpeopleReflectionon practiceas a way ofpoolingexperienceDigitalimmigrants?
    6. 6. What factors could influence blog use? Motivators Barriers EnablersDesign Topic relevance Privacy Training Cultural factors Task briefing (‘face’, modesty)Support Reciprocity Social capital Seeding the blog Emotional Vulnerability Trust support Comments ExamplesAssessment Sociability as Scholarliness Clear criteria criterion Formative f/back
    7. 7. Blogging Reflection CommunityThree key concepts
    8. 8. What is a blog? Subjective annotations to the Web (Mortensen and Walker 2002) The blog concept is about three things: frequency, brevity and personality (Williams 2001) A tool for interpersonal communication and mass communication (Bortree 2005)
    9. 9. ReflectionKolb CycleSchön (1995) A form of mental processing … Reflection as mechanism for that we use to fulfil a purpose or professional development to achieve an anticipated outcomeMoon (1999, 2010) … applied to relatively complicated or unstructured ideas … Map of the process largely based on the further Role of dialogue with peers processing of knowledge and Role of emotion understanding and possibly Reflective writing emotions that we already possess
    10. 10. CommunityCommunity of practice An activity system about which Lave and Wenger (1991) participants share understanding about Wenger (1998, 2000) what they are doing and what it means inVirtual community their lives Rheingold (1994) Preece (2000) Cultural aggregations that emerge fromVirtual community of the Net when enough people carry onpractice those public discussions… to form webs Ardichvili (2008) of personal relationships
    11. 11. Settings PedagogySocio-technical concerns
    12. 12. Blog settings (1) Private vs public?
    13. 13. Settings (2): sharing blog posts
    14. 14. Settings (3)Personal space Community space Metaphor of the  Metaphor of the diary community Privacy?  Vulnerability vs Usability of looking feedback at peers’ blogs  Usability: all posts visible
    15. 15. Pedagogy Authenticity of the  Assessment reflective task(s)  Can reflection be  Connection to practice assessed?  Peers’ role: a ‘real’  High / medium / low audience stakes Tutor support  A demanding task  ‘seeding the  Reconsider ‘usual’ practice community’  Criteria  Modelling posts and  Reflection responses (Hattie and Smith 1995)  Formative feedback  Connection  ‘Like’  Sociability (Preece 2000)
    16. 16. Digital literacies (Sharpe and Beetham 2010)
    17. 17. Conclusion Supports a pedagogy for the network society  Participation  Personalisation  Productivity (McLoughlin and Lee 2008) Confidence and competence in a core Web 2.0 skills (employability)
    18. 18. References Alterio, M. (2004) Collaborative journalling as a professional development tool. Journal of Further and Higher Education, 28 (3): 321-332. Ardichvili, A. (2008) Learning and knowledge sharing in virtual communities of practice: motivators, barriers, and enablers. Advances in Developing Human Resources, 10 (4): 541-554. Bortree, D.S. (2005 ) Presentation of self on the web: An ethnographic study of teenage girls weblogs. Education, Communication & Information, 5 (1): 25-39. Boud, D. & Walker, D. (1998) Promoting reflection in professional courses: the challenge of context. Studies in Higher Education, 23 (2): 191-206. Hattie, N. & Smith, D. (1995) Reflection in teacher education - towards definition and implementation. Teaching and Teacher Education, 11 (1): 33-49. Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. McLoughlin, C. & Lee, M.J.W. (2008) The three Ps of pedagogy for the networked society: personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20 (1): 10-27. Moon, J.A. (1999) Reflection in Learning and Professional Development: Theory and Practice. London: Kogan Page. Moon, J.A. (2010) Using Story In Higher Education and Professional Development. London: Routledge. Mortensen, T. & Walker, J. (2002) Blogging thoughts: personal publication as an online research tool. In: Morrison, A. (Ed.) Researching ICTs in context. Oslo: InterMedia Report, University of Oslo. Pp. 249-279 Preece, J. (2000) Online Communities: Designing Usability, Supporting Sociability. New York, NY: Wiley. Rheingold, H. (1994) A slice of life in my virtual community. In: Harasim, L. M. (Ed.) Global Networks: Computers and International Communication. Cambridge, MA: MIT Press. Pp. 57-80 Schön, D. (1995) The Reflective Practitioner: How Professionals Think in Action. 2nd ed., Averbury: Ashgate Publishing Ltd. Sharpe, R. & Beetham, H. (2010) Understanding students’ uses of technology for learning: towards creative appropriation. In: Sharpe, R., Beetham, H. & de Freitas, S. (Eds.) Rethinking Learning for a Digital Age. London: Routledge. Pp. 85-99 Siles, I. (2011) The rise of blogging: Articulation as a dynamic of technological stabilization. New Media & Society, (online first). Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. Wenger, E. (2000) Communities of practice and social learning systems. Organization, 7 (2): 225-246.