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. 

1. Type your name and the faculty you reside under?

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:

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?

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Click here to enlarge image

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.

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? 

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  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.

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?

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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:

Blogging case studies