Post Blog Analysis: A Look into Student Content and Participation

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Post Blog Analysis: A Look into Student Content and Participation

  1. 1. Ms.  Kiran  Budhrani   Enderun  Colleges   Philippines  
  2. 2. As  teachers,  we  aim  for  our   students  to  achieve    deeper  learning  in  our  classes.  
  3. 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. 4. These  are  students  that  intend   to  understand  lessons  and   topics  WELL.  
  5. 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. 6. These  are  students  who  study   to  PASS  the  exam.    
  7. 7. How  a  student  learns  is  not  entirely  dependent  on  the   student  alone.  
  8. 8. Students  perform  depending  on  what  is  expected  of  them  by   the  teacher.    
  9. 9. Major  influence  on  a  student’s   approach  to  learning    are  the  assessment  methods     we  define  in  class.    
  10. 10. Aiming  for  deep  learning   requires  teachers  to  move  beyond  traditional  forms  of   assessment.    
  11. 11. Assessment  in  the  form  of  factual  recall  or  single-­‐response   exams  encourages  surface   learning.    
  12. 12. Student  assessment  must  come   in  multiple  forms  appropriate   to  achieving  desired  learning   outcomes.    
  13. 13. Use  of  blogs  to  surface  evidence  of  deeper  learning   among  undergraduate   students.   (Barle-­‐Bragg,  2003)    
  14. 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. 15. Areas  to  explore  4.  How  would  varying  blog  assignment   designs  affect  participation,  content   and  writing  style?  
  16. 16. Varying  blog  designs  58  students   38  students  STRUCTURED   38   UNSTRUCTURED   GROUP   GROUP  
  17. 17.                    Blog  Assignment                          6  blog  posts  on   58      tudents    6  pre-­‐selected  topics   s                                                              on  designated  weeks   38   STRUCTURED   GROUP    
  18. 18.                    Blog  Assignment                          6  blog  posts  on   38  s  tudents      any  topic,  anytime                                                                  within  the  trimester  UNSTRUCTURED   GROUP    
  19. 19. Findings  on  Participation  
  20. 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. 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. 22. When  designing  blog  assignments…    Adding  time  pressure  or     pre-­‐assigning  topics  to  students  did   not  influence  them  to  participate   more.    
  23. 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. 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. 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. 26. Observations    UG  had  had  greater  participation   overall.        Blog  design  with  less  restrictions,   students  would  participate  more   towards  the  end  of  the  term.  
  27. 27. Findings  on  Content  
  28. 28. The  blog  post  was  about  something  directly  discussed  in  a  class  lecture    or  student  report        
  29. 29. The  blog  post  contained  something  “new”,  not  discussed  in  class,  but  sNll   related  to  class  topics   DEEPER  LEARNING  
  30. 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. 31. Observations  Students  who  posted  something   “new”     READ  more  on  their  own  time     RESEARCHED  more  on  their  own  time   ACCESSING  various  information  sources  
  32. 32. Observations    Students  related  class  discussions  to   other  areas       Business     Marketing     Education     Games     Politics  
  33. 33. Observations    Students  did  not  write  a  diary  of   events,  nor  did  they  use  their   blogs  for  note  taking        
  34. 34. Findings  on  Writing  Style  
  35. 35. Student  writes  in  a  more  formal,   instrucNonal,  or  explanatory  tone.      Students  provide  enumeraNons,  definiNons,   descripNons,  summaries,  or  explanaNons    
  36. 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. 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. 38. Cross  Analysis  of    Content  +  Writing  Style  
  39. 39. Before  attempting  to  initiate  a   blog  assignment…  
  40. 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. 41. Tips    Determine  the  “value”  of  the  blog   assignment  to  your  course    Determine  how  much  “credit”  will   be  allotted  to  blogging  
  42. 42. As  teachers,  we  must  carefully  select  and  design  assessment     in  our  classes.  
  43. 43. Take  initiative  to  learn    how  ICT  can  further  aid   assessment  and    surface  deeper  learning  
  44. 44. Thank  You!    kiranbudhrani@gmail.com  

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