Donnerstag, 9. Februar 2006
Exploring the use of blogs as learning spaces in the higher education sector
rolf_s, 15:43h
http://www.jeremybwilliams.net/AJETpaper.pdf
Jeremy B Williams
Universitas 21 Global
Joanne Jacobs
Queensland University of Technology
This paper explores the potential of blogs as learning spaces for students in the higher education sector. It refers to the nascent literature on the subject, explores methods for using blogs for educational purposes in university courses (eg. Harvard Law School), and records the experience of the Brisbane Graduate School of Business at Queensland University of Technology, with its 'MBA blog'. The paper concludes that blogging has the potential to be a transformational technology for teaching and learning.
Jeremy B Williams
Universitas 21 Global
Joanne Jacobs
Queensland University of Technology
This paper explores the potential of blogs as learning spaces for students in the higher education sector. It refers to the nascent literature on the subject, explores methods for using blogs for educational purposes in university courses (eg. Harvard Law School), and records the experience of the Brisbane Graduate School of Business at Queensland University of Technology, with its 'MBA blog'. The paper concludes that blogging has the potential to be a transformational technology for teaching and learning.
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Auszug aus Schwonke et al. (2005) zur Abgrenzung von Weblog und Lerntagebuch
rolf_s, 10:31h
Auszug aus:
Schwonke, R., Hauser, S., Nückles, M., & Renkl, A. (2005). Enhancing computer-supported writing of learning protocols by adaptive prompts. Computers in Human Behavior, 22, 77-92.
“In some respects, our public diary approach resembles the so-called blog or weblog communities that came up in the late nineties (Blood, 2002). Technically, weblogs are “template-based, database-driven, browser-edited websites that support information and knowledge sharing, and community” (Ashley, 2002; Brandon 2003). Originally, weblogs were used as a convenient way to keep track of interesting Internet locations and to inform fellows and colleagues about them. Entries can be posted directly to the web while browsing the web and without having to deal with the conventions of HTML-coding (Riva 2002). In educational settings, weblogs are used to support individual and collaborative knowledge acquisition and community building through the exchange of ideas and the commenting on peers’ entries (Ashley, 2002; Kehus 2000; Oravec 2002; Schneider, Synteta, & Freté 2002). Thus, similar instructional goals may be pursued by weblogs as by the public diary approach. Public Learning Diaries 9 However, there are also significant conceptual differences between both approaches. First of all, webloggers typically write short entries, for example to inform the peers about an interesting website (Dickinson, 2003), while the writing of learning diaries explicitly requires learners to produce extended entries in order to promote a deep processing of and reflection on the learning material. Second, weblogs favour many-to-many communication. Hence, participants typically comment on the entries of multiple peers (Blood, 2002; Miles, 2002), while our conception of learning partnerships focuses on a continuous and intense dialogue between two or three peers. In this regard, weblogs – when used in an instructional context – are more comparable to the CSILE-approach of Scardamalia and Bereiter (1994). In summary, weblogs evidently share a number of similarities with the public diary approach. However, there are also significant conceptual and practical differences. In the following section, we will report a first evaluation of the attempt to implement the public diary approach in our Educational Psychology curriculum.”
Ashley, C. (2002). Weblogs, part II: A Swiss Army website? Berkeley Computing & Communications, 12, 1.
http://istpub.berkeley.edu:4201/bcc/Winter2002/feat.weblogging2.html [26.10.2003]. Blood, R. (2002). The Weblog Handbook: Practical Advice on Creating and MaintainingYour Blog. Cambridge, Mass.: Perseus.
Brandon, B. (2003). Using RSS and Weblogs for e-Learning: An Overview, The e-Learning Developers’ Journal, May 19, 2003, 9 p. http://www.elearningguild.com/pdf/2/051903DEV-H.pdf [27.10.2003].
Dickinson, G. (2003, January 6). Weblogs – can they accelerate expertise? http://www.participo.com/files/ma/do_weblogs_accelerate_expertise.pdf [31.10.2003].
Miles, A. (2002, December 17). How might I use a blog in teaching? Weblog entry, Computer Support for Collaborative Learning 2003, University of Bergen, Norway.
http://blogs.intermedia.uib.no/collogatories/?p=17 [9.02.2006].
Oravec, J. A. (2002). Bookmarking the World: Weblog Applications in Education. Journal of Adolescent & Adult Literacy, 45, 7, 616-621.
Schwonke, R., Hauser, S., Nückles, M., & Renkl, A. (2005). Enhancing computer-supported writing of learning protocols by adaptive prompts. Computers in Human Behavior, 22, 77-92.
“In some respects, our public diary approach resembles the so-called blog or weblog communities that came up in the late nineties (Blood, 2002). Technically, weblogs are “template-based, database-driven, browser-edited websites that support information and knowledge sharing, and community” (Ashley, 2002; Brandon 2003). Originally, weblogs were used as a convenient way to keep track of interesting Internet locations and to inform fellows and colleagues about them. Entries can be posted directly to the web while browsing the web and without having to deal with the conventions of HTML-coding (Riva 2002). In educational settings, weblogs are used to support individual and collaborative knowledge acquisition and community building through the exchange of ideas and the commenting on peers’ entries (Ashley, 2002; Kehus 2000; Oravec 2002; Schneider, Synteta, & Freté 2002). Thus, similar instructional goals may be pursued by weblogs as by the public diary approach. Public Learning Diaries 9 However, there are also significant conceptual differences between both approaches. First of all, webloggers typically write short entries, for example to inform the peers about an interesting website (Dickinson, 2003), while the writing of learning diaries explicitly requires learners to produce extended entries in order to promote a deep processing of and reflection on the learning material. Second, weblogs favour many-to-many communication. Hence, participants typically comment on the entries of multiple peers (Blood, 2002; Miles, 2002), while our conception of learning partnerships focuses on a continuous and intense dialogue between two or three peers. In this regard, weblogs – when used in an instructional context – are more comparable to the CSILE-approach of Scardamalia and Bereiter (1994). In summary, weblogs evidently share a number of similarities with the public diary approach. However, there are also significant conceptual and practical differences. In the following section, we will report a first evaluation of the attempt to implement the public diary approach in our Educational Psychology curriculum.”
Ashley, C. (2002). Weblogs, part II: A Swiss Army website? Berkeley Computing & Communications, 12, 1.
http://istpub.berkeley.edu:4201/bcc/Winter2002/feat.weblogging2.html [26.10.2003]. Blood, R. (2002). The Weblog Handbook: Practical Advice on Creating and MaintainingYour Blog. Cambridge, Mass.: Perseus.
Brandon, B. (2003). Using RSS and Weblogs for e-Learning: An Overview, The e-Learning Developers’ Journal, May 19, 2003, 9 p. http://www.elearningguild.com/pdf/2/051903DEV-H.pdf [27.10.2003].
Dickinson, G. (2003, January 6). Weblogs – can they accelerate expertise? http://www.participo.com/files/ma/do_weblogs_accelerate_expertise.pdf [31.10.2003].
Miles, A. (2002, December 17). How might I use a blog in teaching? Weblog entry, Computer Support for Collaborative Learning 2003, University of Bergen, Norway.
http://blogs.intermedia.uib.no/collogatories/?p=17 [9.02.2006].
Oravec, J. A. (2002). Bookmarking the World: Weblog Applications in Education. Journal of Adolescent & Adult Literacy, 45, 7, 616-621.
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Empirische Studien zum Einsatz von Weblogs
rolf_s, 10:19h
Kommentierte Link-Sammlung zum Einsatz von Weblogs und Lehr-Lern-Kontexten.
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