Blogging Through the Syllabus #FastechUK
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This document discusses using blogging to enhance student engagement and feedback throughout course modules. It notes that blogging can help students work more evenly across modules, increase dialogue and participation in feedback. Students can post individually or jointly to a class blog. Lecturers can also post to provide feedback and get discussions started. Student feedback indicated blogging helped cover more of the syllabus, and provided creative freedom when researching posts.
Blogging Through the Syllabus #FastechUK
- 1. Blogging Through the Syllabus Jodie Atkins, American Studies Student Fellow Camille Shepherd, FASTECH Project Developer (Winchester)
- 2. Pedagogical Uses Students are required to work more evenly throughout and across modules. Effective ‘time on task’ raises student engagement and leads to higher understanding and achievement Creating more dialogue and engagement, enabling students (individually and collectively) to participate in feedback processes. Enhancement of feedback that feeds forward.
- 3. Possibilities! Students can run their own blog, or jointly post to a blog set up for all members of a module or seminar group Students can be required to post comments on other students’ posts ( & comment back to get the discussion going) Lecturers can also post blogs or comments (generic feedback, drafting or formative feedback)
- 7. What students said: Preferred Google Blogger to Learning Network Felt they were able to cover more of the syllabus: “…you can’t set ten different essays, but you can set ten different blog posts” Enjoyed the ‘creative freedom’ they had in doing research for each post