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94
Social software and participatory learning: pedagogical choices with technology affordances in the Web 2.0 era”, ICT: Providing choices for learners and learning
- Proceedings ascilite Singapore
, 2007
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Using Wikis and Weblogs to Support Reflective Learning in an Introductory Engineering Design Course
, 2005
"... An observation and a pedagogical challenge often found in project-based design courses is that students see what they have produced but they do not see what they have learned. This paper presents preliminary findings from an NSF-sponsored research project which experiments with the use of weblogs an ..."
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Cited by 35 (0 self)
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An observation and a pedagogical challenge often found in project-based design courses is that students see what they have produced but they do not see what they have learned. This paper presents preliminary findings from an NSF-sponsored research project which experiments with the use of weblogs and wiki environments, two open source tools, to facilitate student integration and synthesis of learning in Designing the Human Experience, an introductory freshman seminar on design engineering at Stanford University. Coupled with Folio Thinking, a coached process of creating learning portfolios and supporting reflection, this study explores how the combination of this innovative pedagogy along with these new forms of social software can positively influence students’ knowledge, awareness, and skills in design engineering.
Using blogging for higher order learning in large cohort university teaching: A case study
- http://www.ascilite.org.au/ajet/ajet24/farmer.html Garfinkel, S., (2003), The Myth of Generation N, viewed 16 August 2008, http://www.msnbc.msn.com/id/3078940/ Proceedings ascilite Melbourne 2008: Full paper: Farley, Jain, Thomson & Mulready 294 Instone,
, 2007
"... The small but developing literature on weblogging underscores its potential as an effective learning resource for use in higher education. This paper contributes to these discussions through an initial case study of the authors ' experience with the on going development of an educational bloggi ..."
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Cited by 24 (0 self)
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The small but developing literature on weblogging underscores its potential as an effective learning resource for use in higher education. This paper contributes to these discussions through an initial case study of the authors ' experience with the on going development of an educational blogging resource for use in a large cohort, undergraduate liberal arts subject. Detailing the theoretical aims, design, implementation and incipient evaluation of the project, the paper supports the argument for the educational use and value of blogging but also highlights potential limitations and problem areas.
Wikis to support the “collaborative” part of collaborative learning
- International Journal of Computer-Supported Collaborative Learning
, 2009
"... Abstract Prior research has highlighted the value of using wikis to support learning. This paper makes the case that the wiki has several properties that are particularly amenable for constructing applications that support the “collaborative ” part of a variety and range of different time/different ..."
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Cited by 9 (0 self)
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Abstract Prior research has highlighted the value of using wikis to support learning. This paper makes the case that the wiki has several properties that are particularly amenable for constructing applications that support the “collaborative ” part of a variety and range of different time/different place student collaborations. In support of the argument, the paper presents the WikiDesignPlatform (WDP). The WDP supplies a suite of awareness, navigation, communication, transcription, and analysis components that provide additional functionality beyond the standard wiki feature set. Two case studies are presented, which have different coordination, communication, and awareness requirements for the “collab-orative ” part of the students ’ collaborative learning activities. The evidence shows that under both conditions, a prefabricated wiki provides a sufficiently rich intersubjective space that adequately supports the students ’ collaborative work.
Blogs - the new source of data analysis
- Journal of Issues in Informing Science and Information Technology
, 2008
"... Blogs – the new source of data analysis Blogs are a new and intriguing form of communication and personal expression. Researchers are only just beginning to realise the value that these media present as sources of data for research. This paper begins to unveil the untapped potential that the blogosp ..."
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Cited by 9 (1 self)
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Blogs – the new source of data analysis Blogs are a new and intriguing form of communication and personal expression. Researchers are only just beginning to realise the value that these media present as sources of data for research. This paper begins to unveil the untapped potential that the blogosphere provides for research. The paper begins by introducing blogs, explaining their evolution and the important role they play in society. A major contribution to knowledge comes from the paper’s analysis of the motivation behind blogging – providing a framework of seven different motivational schemes. Building on this, the paper explores why blogs are a valuable and reliable source of data for analysis. The paper illustrates how blogs can be used for analysis, highlighting the advantages and disadvantages of their use. The paper concludes with a brief note on some of the ethical considerations of using blogs for research.
Undergraduate perceptions of the usefulness of Web 2.0 in higher education: Survey Development
- In D. Remenyi (Ed.) Proceedings of 8th European Conference on E-learning, Italy
, 2009
"... Abstract: Recent research has highlighted how teaching and learning can benefit from the inclusion of Web 2.0 applications like blogs, wikis, and social bookmarking in higher education. However, there is insufficient empirical evidence to support the discipline-specific usefulness of certain new tec ..."
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Cited by 8 (2 self)
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Abstract: Recent research has highlighted how teaching and learning can benefit from the inclusion of Web 2.0 applications like blogs, wikis, and social bookmarking in higher education. However, there is insufficient empirical evidence to support the discipline-specific usefulness of certain new technologies over others. This paper reports on the development of a pilot survey that assesses undergraduates ’ use and their perceptions of the usefulness of Web 2.0 technologies in higher education. Focus groups were conducted with undergraduates (n=21) from different disciplines (Arts, Communication, Education, Mathematics, Engineering, and Sciences) to get digital native input for the proposed survey. The term ‘Web 2.0 ’ was deemed by participants as problematic and not commonly understood by undergraduates. They suggested the use of the term ‘new technologies ’ and specific names of applications, e.g. Facebook instead of ‘social networking’. Likewise, participants discussed several interpretations of ‘Web 2.0 use ’ in higher education, resulting in more clarity in survey questions and options. The importance of subject-matter or learning goals when teaching with Web 2.0 became clear as participants highlighted the usefulness of certain Web 2.0 applications over others for their respective disciplines. Online discussions or blogs, audio or video podcasts of classroom lectures, and collaborative document sharing (Google Documents) were found to be the most useful technologies across disciplines. Students ’ prior use of new technologies in on-campus courses greatly influenced their perceptions of their usefulness in higher education. Participants in the focus groups as well as the resulting pilot survey (n=26) did not perceive social networking tools to be useful to teaching or learning. Despite the small sample size, both the focus groups and the survey pilot described here provide insight into the digital native perspective for instructors seeking to integrate Web 2.0 tools into their teaching.
The Role of Blogs In Studying The Discourse And Social Practices of Mathematics Teachers
"... This paper introduces a rationale for change in roles and practices of the participants in mathematics education MA courses and their instructor, based on the integration and use of a web log, both as a medium for asynchronous communication, and as a mechanism for provoking professional reflection, ..."
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Cited by 8 (0 self)
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This paper introduces a rationale for change in roles and practices of the participants in mathematics education MA courses and their instructor, based on the integration and use of a web log, both as a medium for asynchronous communication, and as a mechanism for provoking professional reflection, through changes in the discursive style and the social practices of participants. It reports research carried out with 48 mathematics teachers, as students of two six-month academic (MA) courses. A framework for research and practice in on line learning (Garrison & Anderson, 2003) is related to theoretical constructs from the fields of mathematics education and online learning and is used as a first analytical filter. In terms of identifying kinds of discourse, the analytical categories used have aided in clarifying specific patterns. The first seems to be that of the development of different writing genres and the informal discursive style embedded in teachers ’ narratives. The second is the effort of participants to engage in communicatively demanding situations, adopting different roles and behaviours. These roles and behaviours are summarised in three profiles: the “blog enthusiast”, the “blog frequent visitor ” and the “blog sceptic”.
. THE USE OF ONLINE SOCIAL NETWORKING FOR HIGHER EDUCATION FROM AN ACTIVITY THEORY PERSPECTIVE
"... Social technologies including blogs, wikis, social bookmarking sites, photo sharing, video sharing and social networking sites (SNS) have been widely used to facilitate online social networking (OSN). We define OSN as a range of activities enabled by online social technologies and operationalised by ..."
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Cited by 8 (1 self)
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Social technologies including blogs, wikis, social bookmarking sites, photo sharing, video sharing and social networking sites (SNS) have been widely used to facilitate online social networking (OSN). We define OSN as a range of activities enabled by online social technologies and operationalised by a group of people. OSN is widely popular for non-educational purposes among students. However, OSN also has the potential to be appropriated and repurposed to support teaching and learning delivery in a formal learning environment. Despite the availability of implementation cases and trials, detailed studies on why and how lecturers and students appropriate and repurpose social technologies for OSN in education are still lacking. In addition, these understandings are seldom guided by any
Using Blogging in Support of Teacher Professional Identity Development: A Case
"... This case study explores the affordances a weblog (blog) offered to “Ms. Frizzle, ” an urban middle school science teacher and exceptional blogger, to support her profes-sional identity development. The 316 posts she wrote over 1 school year were sys-tematically analyzed and triangulated with data f ..."
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This case study explores the affordances a weblog (blog) offered to “Ms. Frizzle, ” an urban middle school science teacher and exceptional blogger, to support her profes-sional identity development. The 316 posts she wrote over 1 school year were sys-tematically analyzed and triangulated with data from e-mail exchanges and inter-views with Ms. Frizzle and her colleagues. Ms. Frizzle used her blog to tell stories of herself and her classroom, reflect on her practice, work through dilemmas, solicit feedback, and display competence, among other things. By doing so, she was able to wrestle with many issues that are central to the practice of urban science teaching and be recognized by herself and others as a “reform-minded ” teacher committed to ex-cellence and equity in education. To realize these benefits, however, Ms. Frizzle in-vested significant time and energy into her blogging and made certain uses of blogging features. Thus, although this study empirically supports the potential of blogging for teachers ’ professional identity development, it also indicates that the way in which teachers use blogging will determine the extent of the benefits they can derive from this practice. A weblog (or “blog”) is a frequently updated personal online space (a type of Web page) where an author (“blogger”) publishes a series of “posts, ” engages others in discussions of his or her posts, and collects and shares resources. These posts are searchable by category and archived over a long period of time, usually in reverse chronological order (Nardi, Schiano, & Gumbrecht, 2004). Teachers are beginning to use blogs in a number of different ways. For example, a search for blogs that
Contextblogger: learning by blogging in the real world
- In Proc. of the ePortfolio 2007 Conf. October
, 2007
"... Abstract: In this paper we represent one specific instantiation of contextualised mobile social software for learning called contextualised blogging. Contextualised blogging combines the community aspects and flexible content access of a mobile blog with the adaptation to real-world settings made po ..."
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Cited by 5 (2 self)
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Abstract: In this paper we represent one specific instantiation of contextualised mobile social software for learning called contextualised blogging. Contextualised blogging combines the community aspects and flexible content access of a mobile blog with the adaptation to real-world settings made possible by contextualised computing. By combining both social and physical context information, we aim to improve current informal learning approaches. A special kind of data matrix symbols, called semacodes, is used to relate information from a blog to physical objects. The contextualised blogging application in this paper is developed in three steps. First, a conceptual model of the problem domain will be described. Second, a general technical framework based on this conceptual model will be developed. Finally, a specific instantiation of the technical framework called “ContextBlogger ” is presented. The paper concludes with a description of the planned evaluation of the software, a summary, and a conclusion of the results so far.
