The document discusses blogs and glogs used for teaching and learning. It provides definitions of blogs as short for weblogs, which are simple web pages used as online journals. Glogs are interactive multimedia posters that allow incorporating text, visuals, audio and video. The document discusses reasons for using blogs, including enhancing the learning process, empowering student writing, and promoting engagement. It shares student views on blogs, including likes of improved writing skills and receiving feedback, and dislikes around workload and time commitment. Criteria for assessing blogs and glogs are also presented.

1. Blogs & Glogs
Teaching & Learning Spring School
SNHS 30/01/13

2. Blogs  What were my reasons
for using Blogs?
 What is a Blog?  enhance visibility of
 Short for weblog learning process
 “A blog is a type of
web page that is  empower students to
simple to create and write and cite
disseminate and  “write to learn” and
“learn to write”
that is used as a form
of online journal by  promote student
millions of users” engagement,
(Mason & Rennie interactivity and
2008 p. 62) collaboration
 formative feedback
opportunities

3. Examples of my Blogs

5. Student Views
What student’s liked about blog What student’s didn’t like about
the blog
Workload manageability Group work difficulties
Improved writing & research skills Time commitment
Viewing classmates posts Assessment weighting
Receiving feedback helped Hard to do blog while on
progress academic writing placement
Diversity and scope of subject Restrictive topics and diverse
matter sources

7. Student Views
“Blogging – a new and fun concept”
What student’s liked What student’s didn’t like
Enhanced knowledge of Finding a starting point
research
Broad topics
New way of learning
Assessment weighting
Structure, focus, and time frame
Time commitment
Interactivity/Collaborations
No „extra‟ self-directed time
Accessibility
Easier as time progressed
Archive

8. Student’s Words
 “I do feel more confident now in reading a journal article
and being able to identify the methodology, data
collection and analysis and other crucial parts, not just the
abstract!”
 “I certainly am less 'bogged down' by the concepts within
research and critiquing of the same”
 “for me it was a new way of learning. I found it gave an
informal way of learning that was interesting and the
interaction between colleagues made it enjoyable. The
fact that you could log on at anytime also made it easier
especially while on placement when you could be working
days or nights”
 “overall enjoyed taking part”
 “would like to see more use of it”

9. Student’s Words
 “I think this blog has been a great help but
challenging at the same time! It has been a while
since I have done research and this blog helped me
focus, without it I probably wouldn't have opened a
book!! Having to actually sit down and specifically
focus on one topic has been very beneficial in
helping me understand research and the process
involved. It has been interesting to read other
peoples blogs and their views. It feels great to have it
finished, it was a bit time consuming but definitely a
great help”

13. Glogs
 Why did I decide to use
glogster?
 What is a Glog?  Trigger to stimulate
student enquiry
 Glogster
http:www.glogster.com/  “To achieve this drive to
write science teachers
need to generate
 Interactive multi- inspiring writing prompts
and assignments that
media poster are authentic and
meaningful” (Sawmiller
2010 p. 46)
 Incorporate text,
visual, audio and  Interactivity – student
video clips engagement

15. 1. Brainstorm
the Glog
2. Submit
6. Feedback
group blog
in-class
post
5. Submit 3. Undertake
blog independent
comment study
4. Submit
individual
blog posts

17. Criteria 0-39 40-59 60-79 80-100
Unsatisfactory Satisfactory Good Excellent
Ideas and Content Posts irrelevant Posts some previous Posts factual content; posts Posts creative and innovative
information; posts show content; Posts provide provide moderate insight, content; posts provide
no evidence of insight, minimal insight, understanding and comprehensive insight,
understanding or understanding and reflective thought about understanding, and reflective
reflective thought about reflective thought about the topic thought about the topic
the topic the topic
Post and No or infrequent Participate one a week; Participate 1-2 a week but Participates frequently and
Comments participation; No or few posts are slightly below posts are not distributed; consistently; postings
posts; No or few average expected for posts are slightly above exceed module expectations;
comments on other module; posts and average expected for posts are excellently
posts; Postings below comments are superficial module; posts are well developed; comments show
expectations for module contributions to the developed and comments analysis of other posts and
discussion elaborate on existing extend the discussion in new
postings directions
Writing Quality Posts and comments Posts and comments Posts and comments are Posts and comments are free
contain numerous include some largely free of grammatical, of grammatical, spelling or
grammatical, spelling or grammatical, spelling or spelling or punctuation punctuation errors
punctuation errors punctuation errors errors
References and No or few references or Incorporates some Incorporates adequate Uses extensive references to
Evidence support for statements references for statements references from a variety of a variety of literature,
made; posts do not made; however mostly literature sources; readings, journals, textbooks,
include accurate properly drawn from one source of textbooks, journals, which etc. in ways that strongly
formatted citations evidence (e.g. one substantiate information support the subject matter
textbook); posts do not presented; postings include discussed; postings include
include accurate, properly some minor inaccurately accurate properly formatted
formatted citations formatted citations citations

19. Questions
&
Reflections