Educational Blogging


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An introduction to blogging for faculty

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Educational Blogging

  1. 1. Educational Blogging and Pedagogy Peter Rawsthorne [email_address]
  2. 2. Workshop Objectives <ul><li>Upon completion of this workshop the participants will …. </li></ul><ul><li>be able to describe blogging </li></ul><ul><li>be able to identify the attributes of an effective blog </li></ul><ul><li>be able to discuss the educational uses of the blog </li></ul>
  3. 3. Introductions <ul><li>Introduce yourself and the faculty you belong </li></ul><ul><li>Describe your familiarity with blogging </li></ul><ul><li>Share with the group one question you would like answered from this workshop </li></ul>
  4. 4. What is a blog? <ul><li>Is a journal or diary (Blog, 2006) </li></ul><ul><li>Usually displayed in a reverse chronological order. </li></ul><ul><li>A commentary or news on a particular subject </li></ul><ul><li>blogs are primarily textual… </li></ul><ul><ul><li>they sometimes contain; </li></ul></ul><ul><ul><ul><li>photographs (photoblog) </li></ul></ul></ul><ul><ul><ul><li>videos (vlog) </li></ul></ul></ul><ul><ul><ul><li>audio (podcasting) </li></ul></ul></ul><ul><li>Are part of the social network / media </li></ul>
  5. 5. What is blogging? DEMOS <ul><li>Text based </li></ul><ul><li> </li></ul><ul><li>Rich media based http:// / </li></ul><ul><li>Academic Publishing </li></ul>
  6. 6. Add a post: DEMO <ul><li>http:// / </li></ul>
  7. 7. What is blogging? <ul><li>The act of creating, editing, and adding posts to a blog </li></ul><ul><li>Can be a stream of consciousness </li></ul><ul><li>Are used for academic publishing ??? </li></ul><ul><ul><li>(not peer reviewed beyond the comments) </li></ul></ul><ul><li>Blogging is the act of creating new content or referencing existing content. </li></ul><ul><li>“ Never has so much been written to be read by so few” (Unknown) </li></ul>
  8. 8. Blogs vs. Webpages <ul><li>? </li></ul>think pair share From what you have learned so far; Think about how a blog and a web page differ Pair up with someone next to you Share your thoughts about the differences You have 5 minutes to complete this activity
  9. 9. <ul><li>? </li></ul>How do blogs differ from webpages
  10. 10. <ul><li>? </li></ul>How do blogs differ from discussion groups <ul><li>It depends on ownership </li></ul><ul><ul><li>Blogs are author owned and timeless </li></ul></ul><ul><ul><li>Discussion groups are owned by all participants and “disappear” once the discussion (course) is over. </li></ul></ul>Think about online discussion groups
  11. 11. Parts of a blog 1. Browser window 2. Header 3. Posts 4. Search 5. Calendar 6. Additional pages 7. Archives 8. Categories 9. Blogroll 10. Administration
  12. 12. A good blog is concise <ul><li>Is active with posts and comments </li></ul><ul><li>Is current </li></ul><ul><li>Is linked to an author profile </li></ul><ul><li>Is organized with categories </li></ul><ul><li>Has a well understood theme </li></ul><ul><li>Has related blogrolls </li></ul><ul><li>Has good aesthetics </li></ul><ul><li>Has concise post titles </li></ul>
  13. 13. Quality posting is important <ul><li>A good post; </li></ul><ul><ul><li>Has a concise post title </li></ul></ul><ul><ul><li>One or two paragraphs only </li></ul></ul><ul><ul><li>References other web information </li></ul></ul><ul><ul><li>Is a complete idea </li></ul></ul><ul><ul><li>Has an author </li></ul></ul><ul><ul><li>Does not duplicate another post </li></ul></ul>
  14. 14. Encourage thoughtful comments <ul><li>A good comment; </li></ul><ul><ul><li>Will add to the original post </li></ul></ul><ul><ul><li>Should NOT be anonymous </li></ul></ul><ul><ul><li>May include a web reference </li></ul></ul><ul><ul><li>Will avoid being just a personal comment </li></ul></ul>
  15. 15. Activity <ul><li>Identify a theme in your discipline that would encourage student posting on a course blog. </li></ul><ul><li>think pair share </li></ul><ul><li>From what you have learned so far; </li></ul><ul><li>Think about a blog post that would fit your identified theme. The post should have the attributes of a quality post. </li></ul><ul><li>Pair up with someone next to you </li></ul><ul><li>Share your blog post, and how the post content is reflected in it’s title </li></ul><ul><li>You have 5 minutes to complete this activity </li></ul>
  16. 16. Educational uses of blogs
  17. 17. Writing <ul><li>Simpson (1999) states, “One of the best ways of entrenching one's knowledge is to explain it to others…” </li></ul><ul><li>Hutchings (2002) credits Shulman with the notion of publicly sharing one’s work for critical review that became accepted as an integral element of the scholarship of teaching and learning. </li></ul>
  18. 18. Beyond Constructivism <ul><li>Social Constructivism </li></ul><ul><ul><li>Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of learning. </li></ul></ul><ul><li>Progressive Inquiry; Rahikainen (2001) </li></ul>
  19. 20. klogging <ul><li>Hall (2002) considers, “K-logs are weblogs used specifically for the purposes of sharing / documenting knowledge and/or sharing the process of knowledge-making &quot;. </li></ul>
  20. 21. Using blogs within a course <ul><li>SCENARIO: </li></ul><ul><li>ED3484 – Computers and Learning Resources </li></ul><ul><li>K6 - Newfoundland Labrador curriculum </li></ul><ul><li>Course blog: </li></ul><ul><li>An example blog: </li></ul><ul><li>RESULTS: </li></ul><ul><li>36 Blogs </li></ul><ul><li>Different parts of the K6 Newfoundland Labrador curriculum </li></ul><ul><li>blogroll: </li></ul>
  21. 22. Using blogs within a course <ul><li>STUDENT SYTHESIS: </li></ul><ul><li>A good way to compliment classroom activities </li></ul><ul><li>Have the students build their own blogs </li></ul><ul><li>Is engaging and a lot of fun </li></ul><ul><li>Helped with overcoming technology fears </li></ul><ul><li>Social Constructivism happens </li></ul>
  22. 23. Activity <ul><li>Groups of four </li></ul><ul><li>Brainstorm uses for blogs within your respective courses </li></ul><ul><li>Write your ideas on the paper provided </li></ul><ul><li>Be prepared to present your ideas </li></ul>
  23. 24. Thank-you [email_address]
  24. 25. References <ul><li>Blog. (2006, September 10). In Wikipedia, The Free Encyclopedia. Retrieved September 11, 2006, from </li></ul><ul><li>Hall, S. (2002). Blogs and Klogs. Retrieved on Aug. 30, 2006 from </li></ul><ul><li>Hutchings, P., Clarke, S.E. (2004). The Scholarship of Teaching and Learning: Contributing to Reform in Graduate Education. In D. Wulff, A. Austin, and Associates (eds.), Paths to the Professoriate: Strategies for Enriching the Preparation of Future Faculty . San Francisco: Jossey-Bass </li></ul><ul><li>Rahikainen, M., Lallimo, J., & Hakkarainen, K.(2001). Progressive inquiry in CSILE environment: teacher guidance and students' engagement. In P. Dillenbourg, A. Eurelings., & K. Hakkarainen (Eds.), European Perspectives on Computer-Supported Collaborative Learning. Proceedings of the First European Conference on CSCL (pp. 520-528). Maastricht, the Netherlands: Maastricht McLuhan Institute. Retrieved on Aug. 30, 2006 from </li></ul><ul><li>Simpson, E. (1999). The role of graduate studies in a comprehensive university. The Aldrich Memorial Interdisciplinary Lecture. Retrieved on Aug. 30, 2006 from </li></ul><ul><li>(n.d.). Theories of learning: Social Constructivism. Retrieved on Sept 19, 2006 from </li></ul>