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Using Blogs to enhance feedback, learning and assessment

Using Blogs to enhance feedback, learning and assessment. Dr Douglas Chalmers Blended learning co-ordinator Glasgow School for Business and Society. An example of a current blog – Media Ethics 4 th year undergraduate – Journalism and Media students

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Using Blogs to enhance feedback, learning and assessment

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  1. Using Blogs to enhance feedback, learning and assessment Dr Douglas Chalmers Blended learning co-ordinator Glasgow School for Business and Society

  2. An example of a current blog – Media Ethics • 4th year undergraduate – Journalism and Media students • Compulsory for journalism (NCTJ accredited) • Optional for Media • Applies ethical approaches to decisions in the media

  3. Success with student involvement:

  4. Success with student involvement: • Class involvement 50% + for each scenario • Recursive involvement oncedifferent ethical frameworksintroduced • An extension of the classroom • A living record of progress through the syllabus

  5. Using the Blogs for formative assessment • Set class task, and encourage maximum involvement in blog comments • Set aside one teaching slot to critique the comments • Comments are anonymised for this process • Prepare comments/ annotations beforehand using colour coding • Example: • The journalistic case of Nick Martin Clarke (see word document)

  6. From a summative point of view: How to mark? • For best use, need interesting (!) topic • Without real involvement a dimension is missing • To become a real part of the module, the blogs need to be lively • ‘Dead’ blogs only attract zombies…… • Encourage involvement through: • Positive marking (i.e. rule out ‘negative’ marking) • Have period of formative assessment first • Use an approach marking the best 3, or 5 perhaps contributions?

  7. Setting assessment criteria • One approach – Marking through banding: • Undergraduate: E = 35% - 39% D = 40 – 49% C = 50 – 59% B = 60 – 69% A = 70%+ • Use (+ & -) ie B = 65; B+ = 67; B++ = 69 etc

  8. Setting Assessment Criteria 2 • Possible approaches: • Average out ‘best 5’ or best 3 contributions • Ask students to limit themselves to say 300 words (please) • Or: • 2 questions posed for summative assessment. Students requested to post contribution of max 500 on one, and a ‘critique’ of a colleagues posting in 500 words. (have used this for postgrad)

  9. Approach applied to other Programmes • International Events Management (PG) • Multimedia journalism (PG)

  10. Advantages • Complementary to face to face learning • Gauge of Student participation • Tool for peer to peer collaboration • Creates good revision aid for students Issues to be aware of • Needs proper integration (no simple ‘add-on) • Need to provide model of best-use to students • Needs monitoring to ensure full involvement • Not universally applicable to all modules everywhere

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