Using blogs for learning logs
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The document discusses a study that explored using blogs as learning logs for students in a seminar. It investigated whether blogs were accepted as reflective tools, how useful they were, and whether performance increased from using prompted vs. naive learning logs. Key findings were that blogs took too much time and effort, students did not continue blogging after the seminar, and there was insufficient data to determine the impact of prompted vs. naive learning logs. The conclusion was that blogs show potential as learning logs but need improved usability and prompts to stimulate reflection.
Using blogs for learning logs
- 1. Using Blogs for Learning Logs Martin Homik, Erica Melis www.activemath.org ePortfolio 2006, Oxford, UK Saarland University German Research Center for Artificial Intelligence (DFKI GmbH)
- 3. Identify/Close Learning Gaps … by learning logs (studies provide evidence) … naïve learning logs are sub optimal wrt. (meta-) cognitive learning (Nückles et al., 2004) … Prompting: answering questions … can increase learning as they help to activate background knowledge (Pressley et al., 1992) … the whole of a person’s knowledge, including explicit and tacit knowledge, metacognitive and conceptual knowledge (Dochy & Alexander, 1995). … (Meta-) Cognitive prompts (Berthold et al., 2006)
- 4. Electronic Learning Logs Electronic diaries exist for a long time Blogs became a popular platform Use blogs for writing learning logs (with Elgg) Knowledge Bloggers report about: Current work Research ideas Learning progress Exploratory study: using blogs for learning logs Investigate usage and acceptance of blogs … … Effects on retention and comprehension … Compare naïve learning logs with prompted learning logs
- 5. Experiment Setting 10 computer science students; 7 tutors Three-session seminar: Read and present publications 30 minutes talk + 10 minutes discussion Two groups (instructed by e-mail): Instructed informally; write 300 words for each talk; summary plus thoughts, ideas, assessment Instructed to answer (meta-) cognitive prompts Post-test. Second/Third session. Recall key ideas of two selected talks. 15 minutes time.
- 6. Cognitive Prompts Organisation. What is the story line of the talk? Describe the motivation, the goals, and the path to the goals. Elaboration. Make up own examples, counter examples or illustrations. Did you come across the presented techniques in a different context? If yes, where? Critical Reflection. What did you find interesting, useful, convincing, inspiring? Is there anything you criticise?
- 7. Metacognitive Prompts Monitoring. What did you not understand about the talk? Self-diagnosis. What is the likely reason? Self-regulation. How would you overcome your deficiency?
- 8. Example
- 11. Research Question 1 Are blogs accepted as reflective tools in short-term learning? How useful are blogs in a seminar? Recall and memorise learned material Structure and organise own thoughts Read about their fellow students’ views Discuss raised open questions and opinions … in comments
- 12. Research Question 1 Are blogs accepted as reflective tools in short-term learning? How useful are blogs in a seminar? Careful reviews Bad talks were related to possibly bad publications Students created own communities Tutor was not aware Too few (active) members to organise communities Work upload into e-portfolio file folder Tutor was not aware
- 13. Research Question 1 Are blogs accepted as reflective tools in short-term learning? How useful are blogs in a seminar? Time-consuming They wrote because they were supposed to After the seminar nobody continued to blog Usability (no notification, no hierarchical views) Our own students in the research group did not blog
- 14. Research Question 2 Do students believe that their performance increased by using learning logs? Yes … In general, active bloggers dealt in depth with … and gained a broad overview (documented by blogs) But … Success cannot be fully confirmed by post-test One student was very active but a poor post-test
- 15. Research Question 3 How do students reflect in naïve learning logs? Insufficient and diverse data, hence no tendency Only summaries; one brief, reflective paragraph on his own talk One general remark; one summary; some points raised in the discussion; no reflection Assessed the presentation (comprehensive, easy to follow, logically structured, well thought, convincing); related to other experience; recommended further reading
- 16. Hypothesis 1 We expect an increased motivation to blog if students know that their blogging activity is graded. Blogging was minor part of the grade Cost-benefit ratio was too high Blogging activity was hindered by usability: No notification No hierachical views Reject hypothesis.
- 17. Hypothesis 2 We expect a better performance in the post-tests for students who were instructed to use prompts. Insufficient data Students did not follow the prompt schema Students skipped sessions Good students who blogged actively Performed well in post-tests Cannot generalise to all active students
- 18. Hypothesis 3 We expect that students who write naive learning logs switch to the prompt schema after the second session . Only one candidate. Did not know anything about the other group. Combined summaries and reflections according to his own preferences. Not many examples for adaptation as the students with prompts did not follow them.
- 20. Tutors refuse this medium Lack of time!!! Too much effort to follow activities One tutor followed but was not tempted to contribute Lack of notification In contrast, e-mail communication works It took the tutor an amount of time for writing (think, question, write) Tutor stopped blogging after third session (time)
- 21. Discussion Decrease cost-benefit ratio (time, effort) Thread hierarchies, notification … why not use forums (phpBB)? … integrate into LMS, e.g. OSP and Sakai … Learning logs for each subject? Tutors have time constraints: Stop using Restrict posts to a few post types (e.g., open questions) Leave community to itself
- 22. Discussion Sustainable and vivid community: Comprises volunteers with common interests Essential for forming a learning landscape Prompt templates for blogs: Though prompted, students did not structure their entries Experiment setting: Don’t let all students write.
- 23. Conclusion Exploratory study on using learning logs with a blog-based e-portfolio system. Initial experience / few data Idea is well accepted. Cost-benefit ratio too high … decreases motivation Sophisticated workflow mechanism are needed Maximum usability To stimulate (meta-) cognitive processing Prompts in form of template blog entries
- 24. Questions?
Editor's Notes
- #2: Today, I’m going to present results from an explorative study on “Using Blogs for Learning Logs”