Presentation on theme: "Blackboard Student Blogs M. Lanaghan March 1, 2012 What - Why - How?"— Presentation transcript:
Blackboard Student Blogs M. Lanaghan March 1, 2012 What - Why - How?
WHAT: BB Blog vs “regular blog” Similar to a generic “blog” in that: – personal writing by one person – discrete entries ("posts") – published on www Different from “regular blog” in that: Regular Blog (wordpress, blogspot)Blackboard Student Blog Most content is from teacher Open access Most content is from STUDENTS Course participants only
vs Other BB tools BB Discussion BoardBB Journal New tool – introduced w/blog tool (9.0) one-on-one communication between Teacher and Student Suitable for: Reflective journals One to one communication bw T & S Other? Original tool – also in prior versions of BB Suitable for: Sharing opinions Brainstorming Fluency building Other – maybe some overlap
BB Student Blog How it works… Designed for student content Organized by group or individual Suitable for: Wide variety of tasks I used it for publishing longer, composed pieces
Summary of WHAT BB Blog possibilities Group blog – for whole class or smaller groups for individuals students can post compositions Can comment on classmate’s work can include media, photos, design
WHY? Why WRITE at all? Important question, many answers – expression, function (we each have thoughtful reason/s) Why BLOGS? Socialization/education is based on multimedia Authentic audience increases results Encourages development of voice (but they still plagiarize) Multiple learning styles – storytellers – designers Why a BLACKBOARD blog? Easy - students are already enrolled in your course – no registrations needed Restricted membership – no privacy issues Way to create community Technical support resources – helpdesk, Dmitri Community of users – Mary, Dmitri, Shehab, Pam, Ed, Huw, Ann, others?? Could link into other platforms
HOW - Teaching Tasks should fit/incorporate unique features of the technology – It’s a publication, so….. pre-writing ?….. editing ? – There is an audience, so…. relevant to audience – Allows for design/formatting, so…. – Allows interaction, so… Suggestions – Apply principles of task design (i.e., keep it simple, clear) – Give plenty of lab time for technical steps – typed handout – Do 1 or 2 practice/extra credit tasks before you assess one – Assessing– decide how, if comments will be included Example assignments – “About Me” – – “True Story” – “How-to” article (future HW for Level 2) – Others? Report on an interview – Others – NOT?
Other Teaching Issues Plagiarism – 2 students “texting” language Posting in the wrong place
Reflection – so far Summary Even a small project seemed to interest students It was motivating for teacher Practice makes progress (for students and teachers) Questions for Future Focus: Do students write more if they write online? Should errors be pointed out in comments? Over time, as T gets better, will students participation improve?
Images downloaded from: Images downloaded March 2012 Pace University http://ctlt.blogs.pace.edu/2011/01/discussion-board- don%E2%80%99t-click-save-draft/http://ctlt.blogs.pace.edu/2011/01/discussion-board- don%E2%80%99t-click-save-draft/ University of the Arts London http://www.arts.ac.uk/mybbsite/guides/communication/discussion.html http://www.arts.ac.uk/mybbsite/guides/communication/discussion.html Title slide design by Joshua Miller Background slide image www.getcliparts.comwww.getcliparts.com