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Sarah Southall & Jeff Nugent Virginia Commonwealth University Lilly Conference on College and University Teaching Washingt...
Session Overview <ul><li>Outcomes </li></ul><ul><li>Initial perspectives </li></ul><ul><li>Teaching vignettes </li></ul><u...
Outcomes <ul><li>Discuss +/- of teaching and learning on the open web </li></ul><ul><li>Identify web-based tools to suppor...
What challenges and opportunities do you see for teaching and learning on the open web?
Teaching Vignettes
EDUC 450 – Principles of Instruction & Curriculum in Elementary Education <ul><li>Partnership course  </li></ul><ul><li>We...
Vignette <ul><li>Personal identity examples: </li></ul><ul><ul><ul><li>“ Everyone says that Partnership is the hardest sem...
Vignette <ul><li>Situated identity examples: </li></ul><ul><ul><ul><li>“ I  have been in the classroom for four weeks now!...
Vignette <ul><li>Professional identity examples: </li></ul><ul><ul><ul><li>“ I  have learned that caring is one of the mos...
Concluding Comments <ul><li>Opportunities: </li></ul><ul><li>Provides space for reflection and dialog. </li></ul><ul><li>A...
GRAD 602 – Teaching, Learning and Technology in Higher Education <ul><li>Part of Preparing Future Faculty (PFF) program </...
Concluding Comments <ul><li>Students initially harbor hesitation about publishing their ideas on the open web. </li></ul><...
Q & A
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Learning in the Open: Faculty and Student Perspectives of blogging to Support Reflective Practice

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Learning in the Open: Faculty and Student Perspectives of blogging to Support Reflective Practice

  1. 1. Sarah Southall & Jeff Nugent Virginia Commonwealth University Lilly Conference on College and University Teaching Washington, D.C. 2-5 June 2011
  2. 2. Session Overview <ul><li>Outcomes </li></ul><ul><li>Initial perspectives </li></ul><ul><li>Teaching vignettes </li></ul><ul><li>Concluding comments </li></ul>
  3. 3. Outcomes <ul><li>Discuss +/- of teaching and learning on the open web </li></ul><ul><li>Identify web-based tools to support critical reflection </li></ul><ul><li>Describe practices of an emerging participatory culture </li></ul>
  4. 4. What challenges and opportunities do you see for teaching and learning on the open web?
  5. 5. Teaching Vignettes
  6. 6. EDUC 450 – Principles of Instruction & Curriculum in Elementary Education <ul><li>Partnership course </li></ul><ul><li>Web Tools </li></ul><ul><li>Teacher Identity themes include: </li></ul><ul><ul><ul><li>Personal identity </li></ul></ul></ul><ul><ul><ul><li>Situated identity </li></ul></ul></ul><ul><ul><ul><li>Professional identity </li></ul></ul></ul>
  7. 7. Vignette <ul><li>Personal identity examples: </li></ul><ul><ul><ul><li>“ Everyone says that Partnership is the hardest semester of your college career, and that is definitely right so far. There is a lot of work, not difficult, but takes a large amount of time, and then we basically have a job at the same time. It is hard to keep up with yourself and friends when all of this is going on. </li></ul></ul></ul><ul><ul><ul><li>“ My first few weeks have been stressful, getting into a set schedule, getting to know my cooperating class, and balancing time between homework and friends.” </li></ul></ul></ul>
  8. 8. Vignette <ul><li>Situated identity examples: </li></ul><ul><ul><ul><li>“ I have been in the classroom for four weeks now! I have most of the students’ names memorized and they really seem to notice. ” </li></ul></ul></ul><ul><ul><ul><li>“ M y kindergartners have made so much progress. When I first started, many of them could not write a single letter and had [few] word concepts. Now they can write sentences and have very few mistakes. ” </li></ul></ul></ul>
  9. 9. Vignette <ul><li>Professional identity examples: </li></ul><ul><ul><ul><li>“ I have learned that caring is one of the most important things when it comes to teaching children. The SOLs are very important , but if you don’t care about what you are teaching and the students, then you are setting yourself and your students up for failure. ” </li></ul></ul></ul><ul><ul><ul><li>“ I have taught/lead multiple lessons in my classroom, and the students are responding to me really well. I am surprised at myself for not getting nervous when teaching them, and being confident presenting material and implementing the classroom rules . ” </li></ul></ul></ul>
  10. 10. Concluding Comments <ul><li>Opportunities: </li></ul><ul><li>Provides space for reflection and dialog. </li></ul><ul><li>Allows for active engagement within an open framework. </li></ul><ul><li>What is the long-term impact of blog use in teacher education? </li></ul><ul><li>Challenges: </li></ul><ul><li>Notion of privacy vs. openness on the web. </li></ul><ul><li>Technological and Reflective abilities vary. </li></ul><ul><li>In a face-to-face course, where does this fit within the overall course framework? </li></ul>
  11. 11. GRAD 602 – Teaching, Learning and Technology in Higher Education <ul><li>Part of Preparing Future Faculty (PFF) program </li></ul><ul><li>General interest in ways future faculty engage in new media environments </li></ul><ul><li>Learning Journal (blog) functioned as space for reflection & dialogue </li></ul><ul><li>Build community of practice & networked conversations </li></ul>
  12. 12. Concluding Comments <ul><li>Students initially harbor hesitation about publishing their ideas on the open web. </li></ul><ul><li>Students find that participation in new media environments is very time consuming. </li></ul><ul><li>Writing on the open web becomes more valuable to students as they experience enhanced learning. </li></ul><ul><li>Blogging on the open web provides future faculty with the chance to “try on” new publishing opportunities. </li></ul><ul><li>Few students saw the practice of academic blogging as a scholarly activity. </li></ul>
  13. 13. Q & A

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