blog for learning. why? what? how?

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for learningWhy?What?How?http://bit.ly/blpsted

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Individual student blogs as an aid to learningWhy?Why?How?1

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Facilitate learning its all intended to aid learning2



Reflective learning journals are recognized asa significant tool in promoting active learning The learning journal group obtained significantly higher marks than the control group(McCrindle & Christensen, 1995, p. 184)(Thorpe, 2004, p. 327)http://bit.ly/blogUniLearningFacilitate learning


Walk the walk4



Over time, the residue of these experiences remains available to newcomers in the tools, tales, talk, and traditions of the group. In this way, the newcomers find a rich environment for learning(Riel and Polin, 2004, p. 18) Leave a legacy



To connect with others



Walk the walk

teachers very often teach as they were taught(Jones, et al, 2015)


Walk the walk8

Each student creates their own blog

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Each student creates their own blog


15% of assessment 5% for each of 3 assignments20% - Complete study desk learning activities80% - Write blog posts# words per blog post% of posts with links# of posts with links to other student blogs# posts per week


Reflective learning journals aredemanding and time-consumingfor both students and educators(Thorpe, 2004, p. 339)

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I questioned the blogging but I also found myself understanding the point and value in making connectionsreally enjoyed having to blog! However, there was little to no interaction from fellow students.I never knew the point of the blogging but it did help us all make contactBlogging took a great deal of time spent on it should have had greater weighting in marks.

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Jones, D., Heffernan, A., & Albion, P. (2015). TPACK as Shared Practice: Toward a Research Agenda,. In L. Liu & D. Gibson (Eds.), Research Highlights in Technology and Teacher Education 2015 (pp. 1320). Waynesville, NC: AACE. Retrieved from http://www.editlib.org/d/151871

McCrindle, A. R., & Christensen, C. a. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5(2), 167185. doi:10.1016/0959-4752(95)00010-Z

Riel, M., & Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. In S. A. Barab, R. Kling, & J. Gray (Eds.), Designing for Virtual Communities in the Service of Learning (pp. 1650). Cambridge: Cambridge University Press.

Thorpe, K. (2004). Reflective learning journals: From concept to practice. Reflective Practice: International and Multidisciplinary Perspectives, 5(3), 327343.

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Slide 1: "Blog" by GotCredit available at http://flickr.com/photos/GotCredit/16821448686 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 2, 3, 4, 5, 6, 7, 8: "Why, Arizona (2)" by Ken Lund available at http://flickr.com/photos/KenLund/4410287352 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/

Slide 9, 10, 11: "What?" by Magnus available at http://flickr.com/photos/MagnusMWW/5603647274 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/

Slide 12, 13, 14, 15, 16, 17, 18, 19, 20, 21: "Well thanks, and you?" by s2art available at http://flickr.com/photos/s2art/73299142 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/

Slide 22: "Instant feedback" by Kristina D.C. Hoeppner available at http://flickr.com/photos/4nitsirk/7952717768 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/

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