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Weblogs as Academic Tools: Cases and Cautions

Explore how incorporating weblogs in academic settings can enhance pedagogy and drive student engagement. Learn about different models, practical considerations, and cautionary advice for successful implementation.

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Weblogs as Academic Tools: Cases and Cautions

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  1. Weblogs as Academic Tools: Cases and Cautions Margaret D. Anderson Psychology Department SUNY Cortland

  2. Academic uses Pedagogy drives technology use • tech appropriate to the task • genuine not contrived use • integrated into course grading • not overly rigid assignments

  3. Weblogs • “weblog” – Jorn Barger – 17 Dec 1997 (Wikipedia) • Series of thematic entries – reverse chronological order • Written by one individual • Or thematic, written by many

  4. My academic needs: • Not limited to class enrollment or semester • Customize – insert photos, links, video etc. • Determine security level • Very intuitive structure • Word limit

  5. LiveJournal • Open source • Account levels • Multiple languages • Tec support • Change in template

  6. 1 - Traditional course Weekly journal assignments Hardcopy – problems Web based Needs: • privacy • accountability (date stamp) • interactive (post comments) • simple

  7. Model 1 One-to-one, Two-way communication, Closed System

  8. Closed system of personal communication between students and instructor using LiveJournal CLASS MEMBERSLIVE JOURNAL INTERFACE INSTRUCTOR

  9. 2 - Off site supervision • Student interns • Remote sites • Site supervisor(s) • Faculty supervisor • Confidentiality • Interactive • Ease • Attachments

  10. Model 2 Multi-user, Two-way communication, Closed system

  11. FS SI SS LJ Closed system of communication among student intern, faculty and site supervisor using Live Journal STUDENT INTERN FACULTY SUPERVISOR SITE SUPERVISOR LIVE JOURNAL

  12. 3 - Multiple linked courses • Individual posts • Determine accessibility • Personalize format • Interactive

  13. Model 3 Multi-group, Multi-individual, Two-way communication, Closed System

  14. COR A I / A COR B COR A CPN B CPN A CPN I / A CAP B CAP A CAP I / A COR B I / A PROGRAM COORDINATOR Closed system of communication among six linked courses

  15. 4 - Asynchronous course discussion board as one element of course

  16. Discussion board requirements • Instructor generated question • Students respond to question • Students respond to peers input • Needs: • Ease • Interactive • Security level – limit to class members

  17. Discussion software • Shareware • Free • Easy to structure/maintain • No security • Local sys op • WebCT • Not free • Not intuitive • Sys op • Limited to class members • Limited to semester

  18. Model 4a Multi-group, Two-way Communication, Closed system

  19. Closed system of communication among class members CLASS MEMBERS INSTRUCTOR LJ TOPIC

  20. Model 4b • Expand system • Add other groups (classes)

  21. LIVE JOURNAL “ TOPIC” INSTRUCTOR Closed system of communication among multiple classes CLASS A CLASS BCLASS C

  22. Open system • Open discussion to “digital community”

  23. Model 5 Multi-user, Two-way Communication, Open system

  24. “TOPIC” INST. Open system of communication including multiple classes CLASS A CLASS C CLASS B

  25. Cautions • Determine pedagogical use • Determine logic structure • Select software

  26. Thank you! Questions???? Margaret D. Anderson Psychology Department SUNY Cortland, NY 13045 andersmd@cortland.edu

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