reflective group blogging
DESCRIPTION
ALD in HE 2012 conference workshop: design considerations in setting up a group blog to support reflection on practice in an online MA programme in professional communicationTRANSCRIPT
ALDinHE 2012 CONFERENCEREFLECTIVE BLOGGINGA-F Dujardin, Sheffield Hallam University
Outline
1. Talking point: case study based on practice
2. Three key concepts1. Reflection2. Blogging3. Community
3. Socio-technical concerns1. Blog settings2. Pedagogy
4. Digital literacies
http://aldinhereflectiveblogging.wordpress.com/
Workshop blog
Share your views
Hand-out
Motivators
Barriers Enablers
Design
Support
Assessment
(Adapted from Ardichvili 2008)
Context
Mature e-learners
Professional people
Reflection on practice as a way of pooling experience
Digital immigrants?
What factors could influence blog use?
Motivators
Barriers Enablers
Design Topic relevance Privacy Cultural factors (‘face’, modesty)
Training Task briefing
Support ReciprocityEmotional support
Social capitalVulnerability
Seeding the blogTrustComments Examples
Assessment Sociability as criterion
Scholarliness Clear criteriaFormative f/back
Three key concepts
Blogging
Reflection
Community
What is a blog?
Subjective annotations to the Web (Mortensen and Walker 2002)
The blog concept is about three things: frequency, brevity and personality (Williams 2001)
A tool for interpersonal communication and mass communication (Bortree 2005)
Reflection
Kolb
Cycle
Schön (1995)
Reflection as mechanism for professional development
Moon (1999, 2010)
Map of the process
Role of dialogue with peers
Role of emotion
Reflective writing
A form of mental processing … that we use to fulfil a purpose or to achieve an anticipated outcome … applied to relatively complicated or unstructured ideas …largely based on the further processing of knowledge and understanding and possibly emotions that we already possess
Community
Community of practice
Lave and Wenger (1991)
Wenger (1998, 2000)
Virtual community
Rheingold (1994)
Preece (2000)
Virtual community of practice
Ardichvili (2008)
An activity system about which participants share understanding about what they are doing and what it means in their lives
Cultural aggregations that emerge from the Net when enough people carry on those public discussions… to form webs of personal relationships
Socio-technical concerns
Settings Pedagogy
Blog settings (1)
Private vs public?
Settings (2): sharing blog posts
Settings (3)
Metaphor of the diary
Privacy? Usability of
looking at peers’ blogs
Metaphor of the community
Vulnerability vs feedback
Usability: all posts visible
Personal space Community space
Pedagogy
Authenticity of the reflective task(s) Connection to practice Peers’ role: a ‘real’
audience Tutor support
‘seeding the community’
Modelling posts and responses
Formative feedback ‘Like’
Assessment Can reflection be
assessed? High / medium / low
stakes A demanding task
Reconsider ‘usual’ practice
Criteria Reflection
(Hattie and Smith 1995) Connection Sociability (Preece 2000)
Digital literacies
Access Skills
Practices Identity
(Sharpe and Beetham 2010)
Conclusion
Supports a pedagogy for the network society Participation Personalisation Productivity (McLoughlin and Lee 2008)
Confidence and competence in a core Web 2.0 skills (employability)
References Alterio, M. (2004) Collaborative journalling as a professional development tool. Journal of Further and Higher Education, 28 (3): 321-
332.
Ardichvili, A. (2008) Learning and knowledge sharing in virtual communities of practice: motivators, barriers, and enablers. Advances in Developing Human Resources, 10 (4): 541-554.
Bortree, D.S. (2005 ) Presentation of self on the web: An ethnographic study of teenage girls' weblogs. Education, Communication & Information, 5 (1): 25-39.
Boud, D. & Walker, D. (1998) Promoting reflection in professional courses: the challenge of context. Studies in Higher Education, 23 (2): 191-206.
Hattie, N. & Smith, D. (1995) Reflection in teacher education - towards definition and implementation. Teaching and Teacher Education, 11 (1): 33-49.
Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
McLoughlin, C. & Lee, M.J.W. (2008) The three P's of pedagogy for the networked society: personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20 (1): 10-27.
Moon, J.A. (1999) Reflection in Learning and Professional Development: Theory and Practice. London: Kogan Page.
Moon, J.A. (2010) Using Story In Higher Education and Professional Development. London: Routledge.
Mortensen, T. & Walker, J. (2002) Blogging thoughts: personal publication as an online research tool. In: Morrison, A. (Ed.) Researching ICTs in context. Oslo: InterMedia Report, University of Oslo. Pp. 249-279
Preece, J. (2000) Online Communities: Designing Usability, Supporting Sociability. New York, NY: Wiley.
Rheingold, H. (1994) A slice of life in my virtual community. In: Harasim, L. M. (Ed.) Global Networks: Computers and International Communication. Cambridge, MA: MIT Press. Pp. 57-80
Schön, D. (1995) The Reflective Practitioner: How Professionals Think in Action. 2nd ed., Averbury: Ashgate Publishing Ltd.
Sharpe, R. & Beetham, H. (2010) Understanding students’ uses of technology for learning: towards creative appropriation. In: Sharpe, R., Beetham, H. & de Freitas, S. (Eds.) Rethinking Learning for a Digital Age. London: Routledge. Pp. 85-99
Siles, I. (2011) The rise of blogging: Articulation as a dynamic of technological stabilization. New Media & Society, (online first).
Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
Wenger, E. (2000) Communities of practice and social learning systems. Organization, 7 (2): 225-246.