Conference Mediawijs mediarijk “What’s in it for me” Jan. 22 nd 2015

2 International Business and Management Studies (IBMS Eindhoven) Blogging in Higher Education: “Logical Part of the Personal Leadership Programme” Gerard Sijben, Theo Terwee, Richard Boon, John Sakwe

3 Personal Leadership (Competence 9) To ignite your ambition … To determine your direction …

4 Personal Level 1: “Who am I in my study at IBMS?” Level 2: “Who am I in my internship?” Level 3: “Who am I in my career after graduation at IBMS?” Outline of the PL-Programme

5 1a“Who am I in relation to studying at IBMS?” 1b“Who am I in relation to myself at IBMS?” 1c“Who am I in relation to working in project teams at IBMS?” 1d“Who am I in relation to working in multicultural project teams at IBMS?” PL-Programme Level 1

6 Question for you: What are important characteristics and skills of our future leaders and managers? Building Personal Leadership

7 “Being critical to your and other students’ work, study and personal success is building your PL”. Building Personal Leadership

8 Students handed in their (hard copy) portfolio reflection report at the end of a certain period However: no feedback from peers tutors (SLB) are too less involved not critical enough doubts about honest self-reflection students are difficult to follow when abroad “Old school habits”

9 Personal Branding: Challenge

10 Short for Web-log: “A blog is a Web page that serves as a publicly online accessible personal journal/diary; A PDBlog reflects personality, experiences (positive & negative) and the personal development of the author centred around personal objectives highlighted in the poster! Comments will be posted by peers and your tutor.” Personal Development Blog (PDB)

11 Clear structure: about-page, poster presentation per period and blog page Posts on a weekly basis Comments on weekly basis as well Posts include reflections on personal objectives Personal objectives are derived from exercises made during PL-workshops IBMS Foundation Year set-up (1)

12 Stick to “Netiquette” Invite “trustful” students and your tutor (SLB’er) to assure a safe blogging environment Portfolio reflection should include everything and ends with an overall reflection report (based on guiding questions IBMS Foundation Year set-up (2)

13 Objective 1 and 2: assessment of poster presentation Objective 3 and 4: assessment of portfolio reflection Assessment of the PL-Programme

14 Blog-structure

15 Example About page

16 Example Poster

17 Example Poster

18 Example Blog-post

19 Example Blog-post

20 Find common ground in the team –workload tutors, safe environment for students, appraisal versus coaching Instruction guidelines don’t work –instructions on the spot in computer lab (some students are digitally behind) Blog-posts did start after a last instruction meeting Internal Evaluation after one semester

21 Quality of posts differs Commenting on posts limited –small vocabulary, moulding sophisticated answers, overseeing implications of others’ actions from different cultural backgrounds Increase and decrease of posts and comments before and after assessments (“posts waves”). Evaluation after 9 weeks

22 How should we internalise the habits of sensible and professional blogging (posting and commenting) to create a dynamic (interactive) and effective (learning outcomes) professional “Blogging” environment? Added value of Blogging for your students? Discussion….

23 Blog: Tool or Starting point? Assessment by whom? Clear assessment criteria are of vital importance! ICT in Higher Education?

24 Gerard Sijben & Theo Terwee Thank You!