This link has been bookmarked by 19 people . It was first bookmarked on 23 Jun 2008, by Joan Vinall-Cox.
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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.” -
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. - 8 more annotations...
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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. -
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.” -
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. -
it
takes effort and ingenuity to implement a
collaborative environment -
A class blog with blog posts but no comments,
potentially considered a failure -
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. -
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. -
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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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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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 Nov 08
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01 Sep 08
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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. -
15 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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