Reflective group blogging

Reflective group blogging

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  ALDinHE 2012 CONFERENCE REFLECTIVEBLOGGING A-F Dujardin, Sheffield Hallam University
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  Outline 1. Talking point: case study based on practice 2. Three key concepts 1. Reflection 2. Blogging 3. Community 3. Socio-technical concerns 1. Blog settings 2. Pedagogy 4. Digital literacies
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  Share your views Workshopblog http://aldinhereflectiveblogging.wordpress.com/
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  Hand-out Motivators Barriers Enablers Design Support Assessment (Adapted from Ardichvili 2008)
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  Context Mature e-learners Professional people Reflection on practice as away of pooling experience Digital immigrants?
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  What factors couldinfluence blog use? Motivators Barriers Enablers Design Topic relevance Privacy Training Cultural factors Task briefing (‘face’, modesty) Support Reciprocity Social capital Seeding the blog Emotional Vulnerability Trust support Comments Examples Assessment Sociability as Scholarliness Clear criteria criterion Formative f/back
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  Blogging Reflection Community Three key concepts
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  What is ablog? 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)
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  Reflection Kolb Cycle Schön (1995) A form of mental processing … Reflection as mechanism for that we use to fulfil a purpose or professional development to achieve an anticipated outcome Moon (1999, 2010) … applied to relatively complicated or unstructured ideas … Map of the process largely based on the further Role of dialogue with peers processing of knowledge and Role of emotion understanding and possibly Reflective writing emotions that we already possess
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  Community Community of practice An activity system about which Lave and Wenger (1991) participants share understanding about Wenger (1998, 2000) what they are doing and what it means in Virtual community their lives Rheingold (1994) Preece (2000) Cultural aggregations that emerge from Virtual community of the Net when enough people carry on practice those public discussions… to form webs Ardichvili (2008) of personal relationships
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  Settings Pedagogy Socio-technical concerns
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  Blog settings (1)  Private vs public?
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  Settings (2): sharingblog posts
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  Settings (3) Personal space Community space  Metaphor of the  Metaphor of the diary community  Privacy?  Vulnerability vs  Usability of looking feedback at peers’ blogs  Usability: all posts visible
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  Pedagogy  Authenticity of the  Assessment reflective task(s)  Can reflection be  Connection to practice assessed?  Peers’ role: a ‘real’  High / medium / low audience stakes  Tutor support  A demanding task  ‘seeding the  Reconsider ‘usual’ practice community’  Criteria  Modelling posts and  Reflection responses (Hattie and Smith 1995)  Formative feedback  Connection  ‘Like’  Sociability (Preece 2000)
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  Digital literacies (Sharpe and Beetham 2010)
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  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)
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  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.