Using Blogs to Share Learner-Generated ContentSean Dowling

Ed Tech Coordinator

Sharjah HCT

Overview

The evolution of blogs

Learner-generated content What is it? Why share it? How to share it?

4P Model – present, practice, produce + publish

Case studies Face-to-face learning environment Online learning environment

The evolution of blogs

Around since 1990s.

2006-2011: 36 million 181 million 1

Early platforms – online diaries (Open Diary, Live Journal)

Later platforms – interactive websites, CMS (WordPress, Blogger)

Microblogs – niche blogs (Tumblr, LinkedIn, Edmodo)

Core feature – simple posts and comments

Blogs for teaching and learning

Learning activities can be posted

Lines of communication open at all times

Record of student work

Allow for sharing of content (learner-generated content)

Learner-generated content (LGC)

Traditionally, content is teacher generated

What is LGC?

content created or found by students as a result of doing learning activities 2,3

“student performance content” 2

blogs allow for sharing of LGC

need for quality control

Why share LGC?

Increase student motivation levels 4,5

sense of ownership / participation / community

Help students develop 21st century skills

Create valuable learning resources for peers 6,7

More capable peers to less capable – ZPD 8,9

Using blogs – knowledge transferred through

“social/collaborative learning” 10

How can blogs be used to share LGC?

Teacher blogs for quality control

guiding and supporting moderating student responses

Student blogs

longer pieces of work ePortfolios

The blogging platform - WordPress

sean@shc

4P Model

11 Dowling, 2013

Publishing LGC

web2english

A sample lesson

Scaffolding and Support

Tracking Learner Activity

Assessment Rubrics

Sharing LGC

Thank you.

Any questions?

References

1. NMIncite (2012, March 8). Buzz in the blogosphere: Millions more bloggers and blog readers. Available: http://nmincite.com/buzz-in-the-blogosphere-millions-more-bloggers-and-blog-readers/.

2. Boettcher, J.V. (2006, February 28). The rise of student performance content. Campus Technology. Available:: http://campustechnology.com/articles/2006/02/the-rise-of-student-performance-content.aspx

3. Peres-Mateo, M., Maina, M., Guitert, M. & Romero, M. (2011). Learner generated content: quality criteria in online collaborative learning. European Journal of Open, Distance and E-Learning. Available: http://www.eurodl.org/?article=459.

4. Ciftci, H., & Kocoglu, Z. (2012). Effects of peer e-feedback on Turkish EFL students’ writing performance. Journal of Educational Computing Research, 46(1), 61-84.

5. Magnifico, A.M. (2010). Writing for whom? Cognition, motivation, and a writer’s audience. Educational Psychologist, 45(3), 167-184.

6. Farhat, A., & Raven, J. (2013). Students constructing iBooks for students: A student centered materials development project. In S. Dowling, H. Donaghue, C. Gunn, S. Hayhoe, & J. Raven (eds.), eLearning in Action, “Redefining Learning”, HCT Educational Technology Series, Book 2. Abu Dhabi: HCT Press. Available: http://shct.hct.ac.ae/events/edtechpd2013/articles/Farhat-Raven.pdf.

7. Trajtemberg, C., & Yiakoumetti, A. (2011). Weblogs: a tool for EFL interaction, expression, and self-evaluation. ELT Journal 65/4, October 2011. Available: http://eltj.oxfordjournals.org/content/65/4/437.full.pdf+html.

8. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes . Cambridge, MA: Harvard University Press.

9. Vygotsky, L.S. (1987). Collected works volume 1: Problems of general psychology (Vol. 1) . NY: Plenum Press.

10. Narayan, V. (2011). Learner-generated content as a pedagogical change agent. Ascilite 2011 conference proceedings, 891-903. Hobart: Australia. Available: http://www.ascilite.org.au/conferences/hobart11/downloads/papers/Narayan-full.pdf.

11. Dowling, S. (2013). Using Blogs to Share Learner-Generated Content (TESL-EJ, 17-2, August 2013)