Essential Update #5 Collaborative intelligence concept – blogs

Within the e-learning ecologies, the bog as e-learning tool has the capacity to facilitate reflection as part of collaborative learning (Jacking et al, 2015). The affordances offered by E-learning ecologies have contributed to the enhanced possibilities of group work with regard to the development, delivery and assessment of learning outputs (Sumsion and Goodfellow 2004). Also in higher education, lecturers have been working on the development of appropriate learning activities which can utilize the affordances of technology. One of the e-learning tools which has been proven to be of use, is blogs (Hourigan and Murray 2010).

Using blogs as an educational tool can be linked to constructivist theory and, according to Cameron (2012), could promote interactive and collaborative learning experiences which incorporates higher order thinking. They provide the students the opportunity to ‘learn by doing’ and interact with others to create meaning. In addition, Munday (2010) states that blogs implore students to take responsibility for contributing and documenting their learning, showcase it to others and motivates them to improve their work. Clark & Hardham (2010) found that the use of blogs enhanced learning outcomes in collaborative learning situations. All of these enables a student to evaluate his/her own learning.

Challenges within my learning environment include obstacles like lack of language skills and associated literacy gaps, as also reported in studies by Wang & Mai (2011). Within my environment, I found it important to use small self-selected groups to lessen anxiety. The small groups assist me in getting all students to participate – nobody can hide!

As an example, I have used blogs for students to reflect on different aspects of the learning process: I use weekly blog entries in which students should reflect on their experience of collaboration. At the end of that part of the module (e.g. after 4 weeks) they had to post on their overall learning experience. I also provided web links to prompt them in what was expected from them.

REFERNCES:

Cameron, M. (2012). Economics with Training Wheels’: Using Blogs in Teaching and Assessing Introductory Economics. The Journal of Economic Education 43, (4): 397–407. doi:10.1080/00220485.2012.714316

Clark, L., & Hardham, G. (2010). “Eportfolios – Reflecting on the Evidence.” In: A. Poot (ed.) (2010) Effective Use of PebblePad: A Collection of Case Studies from PebbleBash. Telford: Pebble Learning.

Hourigan, T., and L. Murray. (2010). Investigating the Emerging Generic Features of the Blog Writing Task across Three Discrete Learner Groups at a Higher Education Institution. Educational Media International 47 (2): 83–101. doi:10.1080/09523987.2010.492674

Munday, J. (2010). Embedding Eportfolios into an Undergraduate Degree Program. In: A. Poot (ed.) (2010) Effective Use of PebblePad: A Collection of Case Studies from PebbleBash. Telford: Pebble Learning.

Summers, M., and S. Volet. (2008). Students’ Attitudes towards Culturally Mixed Groups on International Campuses: Impact of Participation in Diverse and Non-diverse Groups. Studies in Higher Education 33, (4): 357–370. doi:10.1080/03075070802211430

Sumsion, J., and J. Goodfellow. (2004). Identifying Generic Skills through Curriculum Mapping: A Critical Evaluation. Higher Education Research & Development 23 (3): 329–346. doi:10.1080/0729436042000235436.

Wang, Y., R. Harding, and L.-W. Mai. (2011). Impact of Cultural Exposure on Young Chinese Students’ Adaptation in a UK Business School. Studies in Higher Education 37, (5):621–639. doi:10.1080/03075079.2010.536528