VANESSA OLIVIER
“Educational technology does not possess inherent instructional value:
a teacher designs into the instruction any value that technology adds to the
teaching and learning processes” (Dexter, 2002, p. 57).
eFundi Blogs
1 Aug 2018, 09:34
In this session we aim to answer the following questions:
- What are blogs?
- Why blogs in higher education?
- How to design blogging activities in eFundi?
Activity: Meet and Greet (2min)
Instructions:
Use the Zoom Chat function, to introduce yourself.
- Type your name and the faculty you reside under?
What is a blog?
1 Aug 2018, 09:33
A blog—a shorthand term that means “Web log”—is an online, chronological collection of personal commentary and links. Easy to create and use from anywhere with an Internet connection, blogs are a form of Internet publishing that has become an established communications tool. As such, they allow writers to share ideas, links, multimedia, and other types of information, and often allow readers the opportunity to respond with comments. A blog where students write about their course readings, discussions, lectures, and other assignments is a powerful way to not only engage students in the subject matter but create an authentic community of learners. EDUCAUSE , 2007
Forums, Chat Room, Blogs and Wikis ???
Similarities:
They all provide a place to...
- Publish to the web
- Collaborate with a group
- Post thoughts, opinions and ideas
- Comment on other people's contributions
Differences:
Discussion Forums are TOPIC centred.
- discussions are organised into topics by 'threads'
- anyone in the community can start a thread on a topic of their choosing
- all participants have an equal voice
- posts require someone to reply for a discussion to take place
- you can follow through a thread on a particular topic
Blogs are AUTHOR centred.
- posts are made by the blog's author only (may be a group)
- posts are usually opinion pieces and written in the authors voice
- readers can add comments to the author's post
- organised in reverse chronological order so the most recent posts show on the entry page
- reflect the authors identity in the tone, look and feel and content
Wikis are content/Document centred.
- wikis are for group authoring
- editable website with a complete version history kept
- aim is to reach a consensus or compromise on the content of the page
- the focus is the content produced, not the individual authors
- usually neutral and objective
- discussion/comment is separated from the wiki content
How is it used:
Discussion Forum
Used to DISCUSS and DEBATE
- class discussion
- debate
- q and a
- role play
- help forums
- social forum
- online icebreakers
Blogs
Used to REFLECT and REVIEW
- learning reflections
- journal writing
- book reviews
- resource reviews
- software reviews
- editorial style articles
- personal publishing
- travel diaries
- news
Wikis
Used to COLLABORATE and SYNTHESISE
- group projects
- group authoring of academic papers
- collaborative writing
- easy to update website
- knowledge base
- faq
- planning events and activities
The eFundi Blogs process
1 Aug 2018, 09:30
Reflection Activity: (2min)
Use the Zoom Chat function, to answer the following question:
- Provide us with a short personal explanation of the value of blogging, as a learning activity in your module?
1. Design blogging activity
Consider the broader module and learning outcomes when designing the blogging activity.
2. Setting blogging activities
Create the blogging activity in Blogs. Adjust the permissions, and publish the blogging activity.
3. Support students
Produce guidance to students on blogging activity expectations – what, when and how? Allow for a low risk pre-activity and link to technical support material. Make adjustments for differently abled students.
4. Submission
Communicate the blogging activity availability through different channels. Provide complete instructions for blog entries and commenting.
5. Grading and feedback
Determine how you will assess the blogging activity and students' process. You may choose to use a checklist, rubric, or the Marzano effort and achievement scale. You can also provide feedback through commenting on individual student blogs.
6. Recording grades
If the Gradebook tool is activated, you can create a Gradebook entry for the blogging activity to record the grades. Assessments can be categorised and assigned weighting in Gradebook.
7. Returning grades and feedback
Release provisional grades and feedback. Communicate the release of grades and feedback. Provide guidance to students on how to access grades and feedback. Inform students on how to respond to feedback.
8. Moderation
Make blogging activities available for internal and external moderation.
9. Reflect and review
Reflect and review the blogging experience based on the module learning outcomes, considering the broader module/qualification context. Redesign/modify blogging activities if required.
How to Blog in eFundi
1 Aug 2018, 09:15
Reflection Activity: (2min)
Use the Zoom Chat function, to answer the following question:
- In your opinion what important aspects should you consider before implementing a student blogging activity?
A blog can make an interesting learning diary, with students keeping a journal of what they have learnt, and what they would like to find out more about. Some students find that this can offer a useful opportunity to reflect on their own learning. If they choose, students can restrict individual blog entries so that they are only visible to teaching staff and themselves. Blog entries can also be made visible to all the other students in the site, or to the public.
Blogs can be particularly useful if students are working on individual projects, and you want them to be able to follow what the other students in their group are doing. Students can be asked to blog regularly, and to read each other’s blogs.
Resources:
Getting started with eFundi Blogs.
Why blog?
1 Aug 2018, 09:09
Reflection Activity: (2min)
Use the Zoom Chat function, to answer the following question:
- How should the concepts of digital footprints and internet safety be integrated into your work with students?
Put into practice with an understanding of their benefits and limitations, blogs are an increasingly accepted instructional technology tool. Blogs can be used for reflection about classes, careers, or current events; they can also capture and disseminate student and faculty-generated content. RSS feeds make blog content accessible through newsreaders, allowing bloggers to increase the sharing of this information among interested individuals.
Blogs offer students, faculty, staff, and others a high level of autonomy while creating a new opportunity for interaction with peers. Blogs provide a forum for discussion that goes beyond coursework to include culture, politics, and other areas of personal exploration. Students often learn as much from each other as from instructors or textbooks, and blogs offer another mechanism for peer-to-peer knowledge sharing and acquisition. EDUCAUSE, 2007
Resources: