The Use and Abuse of Blogging as a Course Activity: Three Perspectives, Three Approaches Export

@inproceedings{citeulike:5279662, abstract = {In much of the same way that the media uses discussions in the blogosphere to gauge public opinion, so too can educators use blogs to gauge student progress. The purpose of this exploratory study was to consider the effectiveness of three types of blogging communities—one-blog-centric, topic-centric, and boundaried—as we reviewed our experiences using all three types in different learning situations. We examine the use of blogging as course activity and highlight successes and failures in K-12 and higher education, including bloggers who are English language learners in Japan. Preliminary recommendations for effective uses of blogs are offered. Despite our different approaches, we reach the same conclusion: blogging as a course activity must be situated within learning communities. }, address = {Charleston, SC, USA}, author = {Lansiquot, Reneta and Rosalia, Christine and Howell, Angela}, booktitle = {Proceedings of Society for Information Technology and Teacher Education International Conference 2009}, citeulike-article-id = {5279662}, citeulike-linkout-0 = {http://go.editlib.org/p/31071}, editor = {Crawford, Caroline and Willis, Dee A. and Carlsen, Roger and Gibson, Ian and Mcferrin, Karen and Price, Jerry and Weber, Roberta}, keywords = {blogging, course\_development, pdf\_wanted, weblogs}, month = {March}, pages = {2853--2857}, posted-at = {2009-07-27 10:19:35}, priority = {2}, publisher = {AACE}, title = {The Use and Abuse of Blogging as a Course Activity: Three Perspectives, Three Approaches}, url = {http://go.editlib.org/p/31071}, year = {2009} }

TY - CONF ID - citeulike:5279662 L3 - citeulike-article-id:5279662 N2 - In much of the same way that the media uses discussions in the blogosphere to gauge public opinion, so too can educators use blogs to gauge student progress. The purpose of this exploratory study was to consider the effectiveness of three types of blogging communities—one-blog-centric, topic-centric, and boundaried—as we reviewed our experiences using all three types in different learning situations. We examine the use of blogging as course activity and highlight successes and failures in K-12 and higher education, including bloggers who are English language learners in Japan. Preliminary recommendations for effective uses of blogs are offered. Despite our different approaches, we reach the same conclusion: blogging as a course activity must be situated within learning communities. AD - Charleston, SC, USA EP - 2857 TI - The Use and Abuse of Blogging as a Course Activity: Three Perspectives, Three Approaches PB - AACE T2 - Proceedings of Society for Information Technology and Teacher Education International Conference 2009 SP - 2853 KW - blogging KW - course_development KW - pdf_wanted KW - weblogs AU - Lansiquot, Reneta AU - Rosalia, Christine AU - Howell, Angela A2 - Crawford, Caroline A2 - Willis, Dee A2 - Carlsen, Roger A2 - Gibson, Ian A2 - Mcferrin, Karen A2 - Price, Jerry A2 - Weber, Roberta PY - 2009/March// UR - http://go.editlib.org/p/31071 ER -