Download the supporting PDF file for this episode http://bit.ly/bH53dD from the Learning to Teach Online project website.
This Learning to Teach Online http://bit.ly/d18ac5 case study features Tam Nguyen from The University of New South Wales, describing how a blog was used in one particular teaching context to promote peer-to-peer interaction, feedback and discussion. Tam's students also integrate YouTube and Flickr into their blogs, maximising the potential of both social media and a learning management system. While the case study does examine one particular teaching application of a blog, the principles discussed can just as easily be applied to any teaching situation where the ability for individuals to chronologically record a learning process, collate different learning resources such as text, video and audio, and increased peer feedback or discussion between students is desired. This episode will examine the context, planning and teaching within the case study, and highlight any issues that were encountered, and benefits that make this type of online teaching worthwhile.
Type of Material:
Workshop and Training Material
Recommended Uses:
The best of use of this material is for self-paced, professional development. It could also be used in a professional development workshop. it is useful for educators seeking to enhance interaction in their classrooms (face-to-face, blended, and online).
Technical Requirements:
Must be able to download .pdf files and view online video.
Identify Major Learning Goals:
The major learning goal is to teach educators how to use blogs in their online classrooms.
This case study presents the pros and cons of using a blog as a supplemental tool to enhance student to student and student to teacher interaction in a four hour in-person class for architecture students.
Target Student Population:
This material would be useful for educators considering the use of social media in their classrooms.
Prerequisite Knowledge or Skills:
Knowledge of how to create a blog would be helpful in applying the information.
Content Quality
Rating:
Strengths:
This is an honest portrayal of the positives of using blogs as a way to enhance student-to-student communication and student-to-teacher communication in a traditional class. Students found the blog very helpful but it did take time for the teacher to monitor.
Concerns:
There are no citations to indicate that the information that is presented is informed by scholarship. The case study is based on the personal experiences of the two faculty members and students in the video. Blogs were a part of the learning management system used. Not every LMS has this capability, though it is easy to create a class blog online.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
The material explains the procedures that are needed for incorporating blogs during each step of the teaching process from planning to execution.
Concerns:
The teacher admits that monitoring the blog takes a LOT of time, especially with a big class.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
The video is visually appealing and easy to understand. There are signs to organize the segments.
Concerns:
The video and the text material were great but the Closed Captions need to be edited. It is easy to do and helps student who want to see the content but not bother others.
Creative Commons:
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