BIM: Why and What?

BIM

http://bit.ly/bambim

http://www.flickr.com/photos/nolifebeforecoffee/124659356/

Activity module for Moodle 2.x

Why?

What?

BIM




BAM

Into

Moodle

BIM




BAM

Into

Moodle

Blog

Aggregation

Management



Why?

http://www.flickr.com/photos/iamroco/6880096005/

The learning journal group obtained significantlyhigher marks than the control group(McCrindle & Christensen, 1995, p. 184)

Reflective learning journals are recognized as asignificant tool in promoting active learning(Thorpe, 2004, p. 327)

http://www.flickr.com/photos/anieto2k/5346367901/

Usage in USQ courses in 2012?

20 – diary

2 – learning journal

10 – reflective journal

Assessmentn/a to 50%

http://www.flickr.com/photos/anieto2k/5346367901/

EDC3100 - 2013

Semester 1 – 339 studentsSemester 2 – ~90 students

http://www.flickr.com/photos/pasukaru76/4307189567/

Reflective learning journals are demanding and time-consumingfor both students and educators

(Thorpe, 2004, p. 339)

http://www.flickr.com/photos/notionscapital/3961139526/

Blogging as a medium

(Freeman & Brett, 2012)(Keawalla et al, 2009)(Osman & Koh, 2013)(Ross, 2012)

BIM/BAM

(Jones & Luck, 2009)(Reaburn et al, 2009)(Coghlan et al, 2007)

http://www.flickr.com/photos/notionscapital/3961139526/

I’ve been using BIM for the past year at the University of Canberra and it has saved me hours and hours of work… I cannot go back to marking Word documents ever again, but without BIM blogs become terribly difficult to manage… (de Percy,

n.d.)

- 26 offerings, 7 courses- 2790+ students- 20,000+ blog posts



What?


Students create and register blogs/feeds


They answer questions (or not)


BIM aggregates and mirrors the student posts


BIM “allocates” posts to questions

Unallocated

Submitted


BIM shows students what it knows about their posts


BIM provides a management interface










BIM integrates with the Moodle gradebook


BIM generates OPML feed for staff

http://www.flickr.com/photos/80417459@N00/2471314610/


http://www.flickr.com/photos/annarbor/4350627292/

Coghlan, E., Crawford, J., Little, J., Lomas, C., Lombardi, M.,

Oblinger, D., et al. (2007). ELI Discovery Tool: Guide to Blogging: EDUCAUSE.

Jones, D., & Luck, J. (2009). Blog Aggregation Management:

Reducing the Aggravation of Managing Student Blogging. Paper presented at the World Conference on EducationMultimedia, Hypermedia and Telecommunications 2009. from http://www.editlib.org/p/31530.

Freeman, W., & Brett, C. (2012). Prompting authentic blogging practice in an online graduate course. Computers & Education,

59(3), 1032–1041.

Kerawalla, L., Minocha, S., Kirkup, G., & Conole, G. (2009). An empirically grounded framework to guide blogging in higher education. Journal of Computer Assisted Learning, 25(1), 31–42.

Ross, J. (2012). Just what is being reflected in online reflection?

New literacies for new media learning practices. In L. Dirckinck-Holmfeld, V. Hodgson, & D. McConnell (Eds.), Exploring the theory, pedagogy and practice of networked learning (pp. 191–207). New York, NY: Springer New York. .

Thorpe, K. (2004). Reflective learning journals : From concept to

practice. Reflective practice: International and Multidisciplinary Perspectives, 5(3), 327–343.

McCrindle, A. R., & Christensen, C. a. (1995). The impact of learning

journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5(2), 167–185.

Raeburn, P., Muldoon, N., & Bookallil, C. (2009). Blended spaces,

work based learning and constructive alignment: Impacts on student engagement. Same places, different spaces, 820-831.

Osman, G., & Koh, J. H. L. (2013). Understanding management students’ reflective practice through blogging. The Internet and

Higher Education, 16, 23–31.