Using Blogs to Share LearnerGenerated Content
Sean Dowling
Ed Tech Coordinator

Sharjah HCT
Overview
 The evolution of blogs
 Learner-generated content
 What is it?
 Why share it?
 How to share it?

 4P Model...
The evolution of blogs
 Around since 1990s.
 2006-2011: 36 million  181 million 1

 Early platforms – online diaries (...
Blogs for teaching and learning
 Learning activities can be posted

 Lines of communication open at all times

 Record ...
Learner-generated content (LGC)
 Traditionally, content is teacher generated

 What is LGC?
 content created or found b...
Why share LGC?
 Increase student motivation levels 4,5
 sense of ownership / participation / community

 Help students ...
How can blogs be used to share LGC?
 Teacher blogs for quality control
 guiding and supporting
 moderating student resp...
The blogging platform - WordPress

sean@shc
4P Model

11 Dowling,

2013
Publishing LGC
web2english
A sample lesson
Scaffolding and Support
Tracking Learner Activity
Assessment Rubrics
Sharing LGC
Thank you.
Any questions?
References
1.

NMIncite (2012, March 8). Buzz in the blogosphere: Millions more bloggers and blog readers. Available: http...
Using Blogs to Share Learner-generated Content
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Slides for Embrace Mobile Learning Conference, UAEU, Al AIn, Nov 20, 2013

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Using Blogs to Share Learner-generated Content

  1. 1. Using Blogs to Share LearnerGenerated Content Sean Dowling Ed Tech Coordinator Sharjah HCT
  2. 2. Overview  The evolution of blogs  Learner-generated content  What is it?  Why share it?  How to share it?  4P Model – present, practice, produce + publish  Case studies  Face-to-face learning environment  Online learning environment
  3. 3. The evolution of blogs  Around since 1990s.  2006-2011: 36 million  181 million 1  Early platforms – online diaries (Open Diary, Live Journal)  Later platforms – interactive websites, CMS (WordPress, Blogger)  Microblogs – niche blogs (Tumblr, LinkedIn, Edmodo)  Core feature – simple posts and comments
  4. 4. Blogs for teaching and learning  Learning activities can be posted  Lines of communication open at all times  Record of student work  Allow for sharing of content (learner-generated content)
  5. 5. Learner-generated content (LGC)  Traditionally, content is teacher generated  What is LGC?  content created or found by students as a result of doing learning activities 2,3  “student performance content”  blogs allow for sharing of LGC  need for quality control 2
  6. 6. Why share LGC?  Increase student motivation levels 4,5  sense of ownership / participation / community  Help students develop 21st century skills  Create valuable learning resources for peers 6,7  More capable peers to less capable – ZPD 8,9  Using blogs – knowledge transferred through “social/collaborative learning” 10
  7. 7. How can blogs be used to share LGC?  Teacher blogs for quality control  guiding and supporting  moderating student responses  Student blogs  longer pieces of work  ePortfolios
  8. 8. The blogging platform - WordPress sean@shc
  9. 9. 4P Model 11 Dowling, 2013
  10. 10. Publishing LGC
  11. 11. web2english
  12. 12. A sample lesson
  13. 13. Scaffolding and Support
  14. 14. Tracking Learner Activity
  15. 15. Assessment Rubrics
  16. 16. Sharing LGC
  17. 17. Thank you. Any questions?
  18. 18. References 1. NMIncite (2012, March 8). Buzz in the blogosphere: Millions more bloggers and blog readers. Available: http://nmincite.com/buzz-in-theblogosphere-millions-more-bloggers-and-blog-readers/. 2. Boettcher, J.V. (2006, February 28). The rise of student performance content. Campus Technology. Available:: http://campustechnology.com/articles/2006/02/the-rise-of-student-performance-content.aspx 3. Peres-Mateo, M., Maina, M., Guitert, M. & Romero, M. (2011). Learner generated content: quality criteria in online collaborative learning. European Journal of Open, Distance and E-Learning. Available: http://www.eurodl.org/?article=459. 4. Ciftci, H., & Kocoglu, Z. (2012). Effects of peer e-feedback on Turkish EFL students’ writing performance. Journal of Educational Computing Research, 46(1), 61-84. 5. Magnifico, A.M. (2010). Writing for whom? Cognition, motivation, and a writer’s audience. Educational Psychologist, 45(3), 167-184. 6. Farhat, A., & Raven, J. (2013). Students constructing iBooks for students: A student centered materials development project. In S. Dowling, H. Donaghue, C. Gunn, S. Hayhoe, & J. Raven (eds.), eLearning in Action, “Redefining Learning”, HCT Educational Technology Series, Book 2. Abu Dhabi: HCT Press. Available: http://shct.hct.ac.ae/events/edtechpd2013/articles/Farhat-Raven.pdf. 7. Trajtemberg, C., & Yiakoumetti, A. (2011). Weblogs: a tool for EFL interaction, expression, and self-evaluation. ELT Journal 65/4, October 2011. Available: http://eltj.oxfordjournals.org/content/65/4/437.full.pdf+html. 8. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 9. Vygotsky, L.S. (1987). Collected works volume 1: Problems of general psychology (Vol. 1). NY: Plenum Press. 10. Narayan, V. (2011). Learner-generated content as a pedagogical change agent. Ascilite 2011 conference proceedings, 891-903. Hobart: Australia. Available: http://www.ascilite.org.au/conferences/hobart11/downloads/papers/Narayan-full.pdf. 11. Dowling, S. (2013). Using Blogs to Share Learner-Generated Content (TESL-EJ, 17-2, August 2013)

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