using blogs to share learner-generated content
DESCRIPTION
Slides for Embrace Mobile Learning Conference, UAEU, Al AIn, Nov 20, 2013TRANSCRIPT
Using Blogs to Share Learner-Generated ContentSean Dowling
Ed Tech Coordinator
Sharjah HCT
Overview
The evolution of blogs
Learner-generated content What is it? Why share it? How to share it?
4P Model – present, practice, produce + publish
Case studies Face-to-face learning environment Online learning environment
The evolution of blogs
Around since 1990s.
2006-2011: 36 million 181 million 1
Early platforms – online diaries (Open Diary, Live Journal)
Later platforms – interactive websites, CMS (WordPress, Blogger)
Microblogs – niche blogs (Tumblr, LinkedIn, Edmodo)
Core feature – simple posts and comments
Blogs for teaching and learning
Learning activities can be posted
Lines of communication open at all times
Record of student work
Allow for sharing of content (learner-generated content)
Learner-generated content (LGC)
Traditionally, content is teacher generated
What is LGC?
content created or found by students as a result of doing learning activities 2,3
“student performance content” 2
blogs allow for sharing of LGC
need for quality control
Why share LGC?
Increase student motivation levels 4,5
sense of ownership / participation / community
Help students develop 21st century skills
Create valuable learning resources for peers 6,7
More capable peers to less capable – ZPD 8,9
Using blogs – knowledge transferred through
“social/collaborative learning” 10
How can blogs be used to share LGC?
Teacher blogs for quality control
guiding and supporting moderating student responses
Student blogs
longer pieces of work ePortfolios
4P Model
11 Dowling, 2013
Publishing LGC
web2english
A sample lesson
Scaffolding and Support
Tracking Learner Activity
Assessment Rubrics
Sharing LGC
Thank you.
Any questions?
References
1. NMIncite (2012, March 8). Buzz in the blogosphere: Millions more bloggers and blog readers. Available: http://nmincite.com/buzz-in-the-blogosphere-millions-more-bloggers-and-blog-readers/.
2. Boettcher, J.V. (2006, February 28). The rise of student performance content. Campus Technology. Available:: http://campustechnology.com/articles/2006/02/the-rise-of-student-performance-content.aspx
3. Peres-Mateo, M., Maina, M., Guitert, M. & Romero, M. (2011). Learner generated content: quality criteria in online collaborative learning. European Journal of Open, Distance and E-Learning. Available: http://www.eurodl.org/?article=459.
4. Ciftci, H., & Kocoglu, Z. (2012). Effects of peer e-feedback on Turkish EFL students’ writing performance. Journal of Educational Computing Research, 46(1), 61-84.
5. Magnifico, A.M. (2010). Writing for whom? Cognition, motivation, and a writer’s audience. Educational Psychologist, 45(3), 167-184.
6. Farhat, A., & Raven, J. (2013). Students constructing iBooks for students: A student centered materials development project. In S. Dowling, H. Donaghue, C. Gunn, S. Hayhoe, & J. Raven (eds.), eLearning in Action, “Redefining Learning”, HCT Educational Technology Series, Book 2. Abu Dhabi: HCT Press. Available: http://shct.hct.ac.ae/events/edtechpd2013/articles/Farhat-Raven.pdf.
7. Trajtemberg, C., & Yiakoumetti, A. (2011). Weblogs: a tool for EFL interaction, expression, and self-evaluation. ELT Journal 65/4, October 2011. Available: http://eltj.oxfordjournals.org/content/65/4/437.full.pdf+html.
8. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes . Cambridge, MA: Harvard University Press.
9. Vygotsky, L.S. (1987). Collected works volume 1: Problems of general psychology (Vol. 1) . NY: Plenum Press.
10. Narayan, V. (2011). Learner-generated content as a pedagogical change agent. Ascilite 2011 conference proceedings, 891-903. Hobart: Australia. Available: http://www.ascilite.org.au/conferences/hobart11/downloads/papers/Narayan-full.pdf.
11. Dowling, S. (2013). Using Blogs to Share Learner-Generated Content (TESL-EJ, 17-2, August 2013)