1. Blog, blog, blog Experiences with Web logs in communication classes

2. Types of blogs n Micro-journal: similar to diary n Notebook: like journals (example) (example) n Filter: include hyperlinks to related sites (example) (example) n Web journal: include writer’s opinions, links to sites supporting that position (example) (example)

3. Research questions n How do communication/journalism students learn to create blogs? n How can blogs help students learn about communication topics?

4. Methodology n Research design: Ethnographic educational evaluation n Participants: 48 undergraduate students in two Online Publishing coursesOnline Publishing n Data sources: Field notes, e-mail interviews, web logs, course evaluation, reflexive journal (example) (example)

5. Findings n Students learn about blogs by modeling n Students learn about web design, current events by modeling, social interaction n Results support social-cognitive learning theory (Bandura)

6. Findings - three themes n Technical difficulties: creating blogs, time management n Communication: among students, with instructor n Writing quality: finding the blog voice, producing content

7. Technical difficulties n Some students had problems creating their blogs n Some students did not have enough time for the blog project n Some students wanted more detailed instructions on the project.

8. Communication n Students found opportunity to freely discuss web sites with each other in filter blog project n Students were open in conversations with me about filter blog project n Little or no interaction took place with notebook blog project

9. Writing quality n Many treated blog as form of e-mail n Some found active, personal voice (example) (example) n Content and critical analysis was lacking in some notebook blogs (example) (example) n Filter blogs took on conversational tone among team members in first class. (example)example

10. Recommendations n Provide detailed instructions on creating blogs, requirements for blog projects n Model examples of good blog writing n Make blogs public to attract audience n Invite professionals to join blogosphere n Write blog entries in word-processing program for spell, grammar checking

11. Assessment n Evaluate several times over semester n Use student self-assessments n Use rubric to grade on content, writing n Instructor joins in blog discussion, assessing content and writing as part of blogging process

12. Future uses n For opinion-writing courses - link to pro/con articles n For current events courses - cover how to evaluate Web sites for credibility n For graphic design courses - link to examples of newsletters, logos, etc. Critique designs.