assessing the ecology_of_a_course_blog
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Assessing the ecology of a course blog
Improving learning outcomes through web mediated writing and open educational
practices
Human action is best understood as narrative
What's that?Endive salad. I bite each piece as if it were a boat load of people and bury them in a sea of darkness.
Social media used effectively generates
digital storytelling
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Social media can be incorporated effectively
into the classroom
Exploratory study tested the ecology of a course blog and measured learning outcomes in terms of rates of publication.Penn State University, State College PAUndergrad technical writing course for engineersStudents wrote articles for an outside publication
Follow-up study examined the writing process in terms of differences in peer feedback and learning outcomes.Concordia University, Montreal, QuebecUndergraduate basic composition course
Two quasi-experimental studies were conducted to
determine if blogging technology impacted learning outcomes
Experimental versus control group
Both studies entailed two intact sections each of an undergraduate composition course.
Control group was randomly assigned and worked with paper and traditional writing process
Experimental group was randomly assigned and published all work on a course blog
Two sections of technical writing courses were given a project to write an article for publication.
One section followed the traditional writing process using computer-assisted writing on paper and group workshops of paper drafts.
The other section published their work-in-progress on a course blog and engaged in online collaboration.
The results of this study demonstrated that utilizing an online social network in the form of a course blog impacted learning outcomes.
Abstract first study
The study design was based on the traditional
writing process
Paper workshops provide a limited framework for
collaboration.
The framework for collaboration can be
expanded by stretching traditional classroom
boundaries.
An outside stakeholder and authentic project impacts
the rhetorical situation.
Changing the medium further emphasizes
audience.
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Key ingredient was an outside stakeholder
Second key ingredient: authentic project
Design Considerations
What's in it for me?Typical projects are only seen by the instructor and a few peersPA Center for the Book project was publicPotential to be publishedWorking with an outside agent (reviewer)Sense of ownershipMaintaining high levels of interactionStudent/editorStudent/instructorStudent/students
Articles that were produced on blogs had a statistically
significantly higher publishing rate.
Student feedback will follow:
Spent more time making sure everything was good because others were going to see
it
Thought of being published while still in college was exciting
Active learner instead of passive learner
More support from peers and stakeholders
Made you feel more responsible and inclined to act
Next, I conducted a follow-up study.
Constraints to using social media
University does not provide web space to studentsQuebec laws are stringent with regards to protecting the privacy rights of students University social media policy requires administrative permissionSurvey of students revealed that extremely few are using social media in their academic coursework
Movable Type 5.14 content management systemOwn my domainsCreate unlimited number of blogsAssign each blog to an individual studentComplete administrative, creative, and design controlAble to assign Creative Commons license to all course materialCost $25 course/yearReplace outside stakeholder with a visible community websiteExamples: eatingcrow.ca, english212.com, beatnik.ca, outlaw-writing.com, businessremix.com, montrealites.ca
Developed server space
Open online course website
A Montréal community website provides an
opportunity to publish and create an authentic project
We've developed reach
Abstract follow-up study
Two sections of basic composition courses were given a project to write articles for publication. (three articles-three drafts)
One section followed the traditional writing process using computer-assisted writing on paper and group workshops of paper drafts.
The other section published their work-in-progress on a course blog and engaged in online collaboration.
The results of this study demonstrated that utilizing an online social network in the form of a course blog impacted learning outcomes.
Study design
First paper Second paper Third paper
Blogs vs. Paper: Quality and quantity of peer
feedbackDouble-click to enter text
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Types of feedback provided:
A narrative feedback
Student Feedback
Spent more time making sure everything was good because others were going to see itPublishing coursework on a personal blog was excitingEngaging learning environment More support from peers Felt more responsible and inclined to actSpent more time on peer feedback activity
Affordance of a course blog
The open course blog provided affordance in terms of the following factors compared to a Moodle Learning Management System combined with paper:
Statistically higher learning outcomesStatistically higher quality and quantity of feedbackLearner engagementEase of useTimeAdministrative organization