Research

Blogging/User-Created Content

     Blogging is one of many technologies that teachers may choose to use in their classroom.  Many students may already be familiar with blogging and it can be a technique to better engage students.  MacBride and Luehmann, (2008) looked at the blogging assignments of a high school mathematics teacher and his students.  They found that the teacher, through blogging, wanted to create additional ways for students to participate in class and to increase the amount of time students spent with math content.  They concluded that blogging lets students have a real audience so they do their best work, it allows reflection because they can easily look at their previous work, students teach each other content, content discussions are continued after the lesson, and students use their existing Internet abilities (graphing tools, formatting tools and others) to help them express their knowledge of math content.   Another conclusion of MacBride and Luehmann, (2007) I found important is both the teacher and students thought time spent blogging is worthwhile.

     Ellison and Wu, (2008) looked at students’ perceptions of the aspects of blogging (writing an entry, reading other students’ blogs, or reading other students’ comments on one’s blog) to see which was most helpful to understanding course content.  It was found that reading other students’ blogs was considered most helpful for understanding course concepts.  Ellison and Wu, (2008) found a need for more guidance for students on how to review the work of students’ peers and for understanding of their peers’ viewpoints different from their own.  They also state that blogging alone will not increase student learning it must be combined with sound instructional techniques.  The authors suggest that students may come to class with preconceived ideas of how to blog so it is important to give rules and examples for correct blogging.  They also said if students are to give peer feedback they need to be guided as to what is constructive criticism and know that respectful disagreements are ok.  The study concludes that classroom blogs can use teens’ interest and ability in online communication to support learning in a subject area, in this case mathematics.  They said the realized benefits of classroom blogs depended largely on how a teacher chooses to structure and use the blog.

     In a study by Jimoyiannis and Angelaina, (2011) an analysis framework was used to study students’ engagement and learning from blogging.  They found effective blogging happens when the instructor does the following:  shows all students examples of good blogs and how to participate; designs a blog with learning goals, timelines for task completion, and scaffolding; watches what is posted on the blog; encourage all students to participate while giving them support; gives mandatory writing requirements to be posted on the blog; and assess students on their participation in the blog.  Lastly this study suggests that students achieved higher thinking and cognitive levels from blogging. 

     All studies mentioned above indicate that blogging done properly helps student learning.  I think blogging helps not only better understanding of content but also helps boost writing ability.  Blogging can be structured enough to give students clear directions while also giving them the ability to do things their way.  It lets students create and share their writing.  Since the final audience for a blog post is not only the teacher but also their peers, students will most likely spend more time on their writing.

     If I were to implement a blog I would try to use what has been learned through research on blogs.  I would give students examples of good blog posts and comments.  They would be given a rubric listing what is expected for their blog post and comments.  I would decide on a topic and have students write about it in their blog.  I would probably let them post relevant photos and links to other online resources.  After careful direction on how to respectfully and constructively comment on their peers’ blogs I would let students comment on other student blogs.

Blogging lets students become a more active participant in learning because they decide how they will write about a subject.  Since they can also post photos and links this lets students learn visually or from other links containing information on a subject.  Students will need continuing guidance and blogs will have to be constantly monitored but research indicates blogging is a worthwhile learning experience.

References

Ellison, N., & Wu, Y. (2008). Blogging in the Classroom:  A Preliminary Exploration of Student Attitudes and Impact on Comprehension. Journal of Educational Multimedia & Hypermedia, 17(1), 99-122. Retrieved December 14, 2007, from Education Research Complete database.

Jimoyiannis, A., & Angelaina, S. (2011).  Towards an Analysis Framework for Investigating Students’ Engagement and Learning in Educational Blogs. Journal of Computer Assisted Learning, 28, 222-234.

MacBride, R., Luehmann, A. (2008). Capitalizing on Emerging Technologies:  A Case Study of Classroom Blogging. School Science & Mathematics, 108(50), 173-183.

Engagement Learning Theory

Engagement Theory

     Engagement theory originated with Ben Schneiderman’s and Greg Kearsley’s experiences with electronic and distance education, http://resources.chuh.org/chhs/allaboutu/engage.html.  It is intended to be a framework for technology-based learning and teaching, http://resources.chuh.org/chhs/allaboutu/engage.html. Kearsley and Schneiderman acknowledge that engagement can occur without the use of technology but they think technology helps engagement in ways that are hard to accomplish otherwise.  Their fundamental idea behind the theory is that “students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”, http://resources.chuh.org/chhs/allaboutu/engage.html.   Engaged learning means that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation, http://resources.chuh.org/chhs/allaboutu/engage.html.. 

     The theory was not derived from other prominent learning theories but it has much in common with some of them.  It has an emphasis on meaningful learning so it is consistent with Constructivism, http://resources.chuh.org/chhs/allaboutu/engage.html.  Since it emphasizes collaboration among peers and a community of learners it is similar to situated learning theories, http://resources.chuh.org/chhs/allaboutu/engage.html. 

     There are three components of this theory:  relate, create, and donate, http://edutech-hasina.blogspot.com/2011/10/blog-post.html. In this theory learning activities:

1.      occur in a group (are collaborative)

2.      are project-based

3.      have an outside or authentic focus.

     

     Any project is designed around relate-create-donate, http://resources.chuh.org/chhs/allaboutu/engage.html.  In the relate component of engagement theory emphasis is placed on collaboration of the group.  They all communicate, plan, manage and use social skills.  The create component is the problem-solving learning activity.  Students analyze a problem, whose topic may be assigned, and design a solution to the problem by applying ideas.  The thought here is students have more control over their own learning.  The third component or principle of Engagement theory is donate.  Students are supposed to create a project that is authentic or useful to others in the real world.  The emphasis is on nonacademic.   The project is supposed to be “donated” or worthwhile to other students, school, church, community, museums, government agencies or other entities. 

     By combining relate-create-donate students form a successful team that finds a solution to a problem through collaboration.  The tasks in relate-create-donate are similar to what students will encounter when they are in the “real” working world so this way of learning is supposed to be great preparation for what students will face when they enter the workforce.

     Another important thing to note about Engagement theory is that the learner is thought to benefit most when the computer interface in online learning helps a student form connections with other people, https://instructionaldesignfusions.wordpress.com/tag/kearsley-and-shneiderman/.   

      While Engagement theory was formulated from the experiences of online Instructors, it is intended to be a basis for technology-based learning and teaching so I think it may be applied to students using technology in a classroom setting.  I chose this theory to talk about because I think it is interesting and because it lends itself to teaching and learning science concepts, especially when having students work in a laboratory or on a project.   In a classroom outfitted with iPADS and a Whiteboard I can imagine using several of the technology teaching and learning tools we have discussed in EPTP 5000 and applying the Engagement theory.

     As an example of this I would place the students in groups to work on a project ("relate" and "create" components of Engagement theory) designed to investigate a problem in the real world like why new antibiotics constantly need to be developed.  The concepts of evolution and genetics in bacteria would be explored by students to help explain why bacteria develop resistance to existing antibiotics thus creating a need for new ones.  I do not think this is an easy way to teach because the students have to be watched to make sure they are on task and they have to have a basic understanding of the concepts they need to apply to solve their assigned problem!

     I would set up a Wiki containing mashups explaining relevant concepts in evolution and genetics for them to use.  It might also be helpful to develop a Webquest for them to help understand the theory of evolution and the theories in genetics.  I could see where Pearltrees and other websites could be used to explain ideas and see examples of the concepts.  Images from Pearltrees could be used in class presentations too.  The students could develop, as a group, a report of their project using PowerPoint.   Since everyone would have iPADS they would be free to communicate after school to work on their project.  Students could use their own mashups or podcasts in their PowerPoint presentation.  I think the report they would create could be helpful for others students and adults in the community to understand some of the most important concepts in Biology like evolution and genetics ("donate" component of Engagement theory).  Antibiotic resistance is something most people can relate to since it is often in the news.  Understanding why it occurs is truly relevant to most people because of the implications of having antibiotics that no longer work due to resistance.  Evolution and genetics are topics that can be difficult to understand and students sometimes question why they need to be studied at all since they do not appear to be relevant to their life outside school.  They have the same opinion about some of the other topics in science so anytime students can see a reason to learn science it is helpful.  Most students identify with and love using technology like iPADS, cell phones and others.  Using tech to help them learn science might draw in more students who otherwise would not care.