This link has been bookmarked by 46 people . It was first bookmarked on 23 Jun 2008, by Joan Vinall-Cox.
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03 Nov 12
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25 Aug 12
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08 Jul 12
Tiffany King"This paper uses specific issues surrounding course blogging to provide a series of reflections regarding the articulation between pedagogy and technology in creating a next generation learning space and discourse community. It investigates the underlying structure and necessary constituent elements of a successful blog assignment and examines the notion of natural and unnatural virtual environments and the roles of the reader and the writer-reader. It suggests that blog assignments may not succeed equally well in all subject areas and gives a number of possible reasons. Furthermore, it posits a more nuanced criterion for the definition of goals and the evaluation of the success of a blog assignment as a learning community beyond the presence or absence of comments.
Keywords: Web 2.0, learning communities, reader anxiety, constructivist learning, discourse communities, comments
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Brown and Adler (2008) tell us that “the most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning.”
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Brown and Adler (2008) tell us that “the most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning.”
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Brown and Adler (2008) tell us that “the most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning.”
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19 Jun 12
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29 Apr 12
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23 Jul 10
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26 Oct 09
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Brown and Adler (2008) tell us that “the most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning.”
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According to Lenhart, Madden, Macgill and Smith (2007) of the Pew Internet and American Life Project, 93% of American teens use the Internet, and of those teens online, 28% have created their own journal or blog. Fifty-five percent of online teens have a profile on a social networking site such as Facebook or MySpace.
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O’Reilly defines a range of Web applications as level 0 to level 3 according to the degree to which they use the Internet interactively. At the bottom of the scale are applications that, while available over the net, do not depend on the net for their function, and would perhaps function just as well offline as online. At the top of the scale (level 3) are applications that exist only through the network and the connections it makes possible between people or applications.
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Or, to cite Bugeja (2008), in our attempts to engage today’s students, “we have embraced consumer technologies on the flawed assumption that students want to learn through the same devices that amuse and distract them.”
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Another factor to take into account when reflecting on the natural tendencies vs. assigned use of social software is a little tip-of-the-iceberg idea from Ben McConnell (2006) called the “1% rule.” Looking at statistics from Wikipedia and Yahoo, McConnell estimates that for every one hundred visitors to a collaborative online environment, only one will add content. That’s ninety-nine silent lurkers for every visible contribution, which means that even very successful and highly visible social networks have extremely low levels of direct participation from the larger reading (lurking) community.
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it takes effort and ingenuity to implement a collaborative environment
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A class blog with blog posts but no comments, potentially considered a failure
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Consequently, in order to create a successful class blogosphere, “the first task of the e-learning teacher is to develop a sense of trust and safety within the electronic community.
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This is significant in the context of blogs contained within LMS environments because, compared to blog environments such as Wordpress or Blogger, for example, they currently offer very little in the way of personalization of the virtual learning space. Becker and Henriksen (2006) attribute this lack to LMS designs based on 19th and 20th-century pedagogical models that fail to recognize the potential in social constructivist models for learning.
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Furthermore, as long as the instructor comments, even if no one else from the course does, the instructor can ask questions that will point both the original author and any other readers in the right direction, without necessarily rejecting the post out of hand.
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03 Mar 09
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11 Jan 09
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20 Dec 08
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15 Dec 08
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18 Nov 08
wayne andersonDefining Tools for a New Learning Space: Writing and Reading Class Blogs
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17 Nov 08
paul loweDefining Tools for a New Learning Space: Writing and Reading Class Blogs
Sarah Hurlburt
Assistant Professor
Department of Foreign Languages and Literature
Whitman College
Walla Walla, WA USA
hurlbuse@whitman.edu
Abstract
This paper uses specific issues surrounding course blogging to provide a series of reflections regarding the articulation between pedagogy and technology in creating a next generation learning space and discourse community. It investigates the underlying structure and necessary constituent elements of a successful blog assignment and examines the notion of natural and unnatural virtual environments and the roles of the reader and the writer-reader. It suggests that blog assignments may not succeed equally well in all subject areas and gives a number of possible reasons. Furthermore, it posits a more nuanced criterion for the definition of goals and the evaluation of the success of a blog assignment as a learning community beyond the presence or absence of comments.
Keywords: Web 2.0, learning communities, reader anxiety, constructivist learning, discourse communities, comments
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15 Nov 08
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13 Nov 08
Spiro BolosDefining Tools for a New Learning Space: Writing and Reading Class Blogs
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10 Nov 08
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07 Nov 08
Claire FontaineThis paper uses specific issues surrounding course blogging to provide a series of reflections regarding the articulation between pedagogy and technology in creating a next generation learning space and discourse community. It investigates the underlying structure and necessary constituent elements of a successful blog assignment and examines the notion of natural and unnatural virtual environments and the roles of the reader and the writer-reader. It suggests that blog assignments may not succeed equally well in all subject areas and gives a number of possible reasons. Furthermore, it posits a more nuanced criterion for the definition of goals and the evaluation of the success of a blog assignment as a learning community beyond the presence or absence of comments.
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02 Sep 08
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01 Sep 08
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28 Aug 08
Alicia CundellAn Article on using blogs in language teaching
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26 Aug 08
Laura DEliaDefining Tools for a New Learning Space: Writing and Reading Class Blogs--a great online article about the difficulties and misconceptions of blogging in the classroom
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25 Aug 08
Peggy GeorgeSarah Hurlburt
Assistant Professor
Department of Foreign Languages and Literature
Whitman College
Walla Walla, WA USA
This paper uses specific issues surrounding course blogging to provide a series of reflections regarding the articulation between pedagogy and technology in creating a next generation learning space and discourse community. It investigates the underlying structure and necessary constituent elements of a successful blog assignment and examines the notion of natural and unnatural virtual environments and the roles of the reader and the writer-reader. It suggests that blog assignments may not succeed equally well in all subject areas and gives a number of possible reasons. -
18 Aug 08
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15 Aug 08
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10 Aug 08
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07 Aug 08
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29 Jul 08
Christy TuckerExamines blogs as learning tools for creating a "community of discourse." This article focuses more on the role of the facilitator in shaping the learning community than on the instructional design of assignments using blogs. There's some interesting ideas about evaluating success and determining whether students are reading blog posts beyond just how much commenting happens.
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11 Jul 08
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23 Jun 08
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