JOLT - Journal of Online Learning and Teaching

This link has been bookmarked by 22 people . It was first bookmarked on 23 Jun 2008, by Joan Vinall-Cox.

26 Oct 09

scott voss
- 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...
- - 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 19^th
    and 20^th-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.
20 Dec 08

Midwifepam Harnden
15 Dec 08

Lorna Costantini
18 Nov 08

wayne anderson
Defining Tools for a New Learning Space: Writing and Reading Class Blogs

education edTech web2.0 blogs eLearning reflection
17 Nov 08

paul lowe
Defining 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

Blog blogging education JOLT MERLOT jolt e_learning online
13 Nov 08

Spiro Bolos
Defining Tools for a New Learning Space: Writing and Reading Class Blogs

education blog writing
10 Nov 08

Clay Burell
Academic paper on classroom blogging.

blogging education
07 Nov 08

Claire Fontaine
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.

blogging drawbacks practice praxis blogs
02 Nov 08

TamL17 Tammy
01 Sep 08

alex yu
journal elearning blogging paper
28 Aug 08

Alicia Cundell
An Article on using blogs in language teaching

blogging efl esl elt profdevelopment writing
25 Aug 08

Peggy George
Sarah 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.

Blog blogging jolt research MERLOT
Lauren O'Grady
Blog blogging jolt
L@jost EU project
pedagogy blogging edu20 for:ggrosseck l@jost
dean groom
blogging Blog journal literacy reference
15 Aug 08

Linda Nitsche
Blog blogging writing
07 Aug 08

elke das
blog
29 Jul 08

Christy Tucker
Examines 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.

blog education highered web2.0 teaching assessment
Michele Gill
Use of Blogs in ONline Education

Blog FST M3
11 Jul 08

Alice Barr
readings usmreadwrite2008 educationblogs professionaldevelopment
23 Jun 08

Joan Vinall-Cox
JOLT MERLOT blogging UTM

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