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We found BlogEd easy to use

Creative & Performing Arts KLA Keira High Stage 5 Visual Arts Unit Blog ‘Looking Through’ (an overview of how we approached blogging with our classes). We found BlogEd easy to use

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We found BlogEd easy to use

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  1. Creative & Performing Arts KLAKeira HighStage 5 Visual Arts Unit Blog‘Looking Through’(an overview of how we approached blogging with our classes)

  2. We found BlogEd easy to use • We made students in all three classes blog authors and members so that we could communicate the same message to everyone

  3. After setting up the blog, we met with students across the classes to familiarise us all with blogs and blog ‘etiquette’ (we made this our first ‘post’). BLOG ETIQUETTE • EVERYTHING you post/comment is public • It is read not only by your class mates and teachers but also by other teachers/people at DET • The blog manager (ie your teacher) reviews each and every comment and chooses whether or not it should be published • Write wisely and in the way you would speak in a classroom • This means no inappropriate language – even in txt language eg OMFG • This is NEVER the place to make negative comments about other people or their work • Doing so has a number of consequences, the least being that your comment will not be published.

  4. The blog home page- photo taken by Karen looking through the M5 tunnel

  5. Initially, posts were made by the two staff teaching the unit, then one of us went on leave, and our casual teacher, “Ms A” became a fan

  6. Student work samples were posted to the blog, and everyone was asked to comment on each others’ work. (Because “Ms A” wasn’t a permanent member of the school community, she had to post under an ‘author’s’ name - one disadvantage of the blog)

  7. The following slide contains some comments made by staff and students about Kirsty’s lino (left) and Emily’s lino (previous slide) We were impressed (and relieved) at the positive and encouraging nature of student comments. Students from across all three classes commented on each others’ works

  8. Students commented on all three forms of printmaking coverd in the unit We posted images (and students commented) on all three forms of printmaking covered in the unit. At left, Sean’s monoprint

  9. Monoprints, collagraphs and linoprints were posted for comment

  10. It was REALLY encouraging to read the students’ comments on the blog- but this was just practice for the next step.....

  11. It was time to attempt using the blog to begin the critical/historical task- involving online groups. • This proved a HUGE challenge for students! • We had to extend the task due date until after the holidays: some students didn’t even access the blog at first, but some were great at organising others......

  12. We decided to set up individual group blogs to facilitate communication. Students were made blog authors, and had the ability to change the blog design.

  13. Finally, students began to communicate via their own group blog! We were VERY happy

  14. Final results...... • On the due date there were tears and hair-pulling, as many students claimed they weren’t informed as to the nature of the task , the use of the blog etc. Some managed to complete the written task using the online groups. Many didn’t

  15. Group 12 managed to co-ordinate their contributions online & complete the task

  16. EVALUATION • Validity of data was achieved through: 1. Student focus group discussion 2. Practicum student observations and comments 3. Teacher evaluation and discussion 4. Student participation in online sruvey

  17. Survey Monkey- some comments

  18. DATA ANALYSIS: WHAT WORKED • Using the laptops for research • Having the blog to communicate and see works across the classes • Positive comments of the students about the work of their class mates • Virtual gallery –when we work out how to do it • Survey monkey • QT: deep knowledge/ higher order thinking /metalanguage/ explicit quality criteria/ engagement (in practical)/ high expectations/ social support/ self regulation/ student direction – to an extent/ inclusitivity – to an extent/ narrative (sort of)

  19. DATA ANALYSIS: WHAT DIDN’T • Lack of engagement with blogging • Ambivalence towards group work (yet research proves that collaborative work is the most productive way of learning/solving problems etc) • Students not understanding what was required in terms of group project – great slabs of writing lifted straight from web/not coordinating with others • QT: deep understanding/ substantive communication/ knowledge integration /engagement /connectedness/ background knowledge/cultural knowledge (conventions of printmaking)

  20. DATA ANALYSIS:FUTURE DIRECTIONS • more explicit teaching of blogging • more explicit teaching/ explanation/ class discussion about the demands of the research • follow up in a designated lesson to see that all have connected with groups/ know how to use blog • explain to kids our rationale (eg what higher order thinking is/ why they need it/ how laptops can enhance their learning – make them feel they some sort of ownership for the project).

  21. Looking Through...some collagraphs

  22. Looking Through...some monoprints

  23. Looking Through...some lino prints

  24. Hmmm.... • This was a great project to be involved in! • We learned a lot of stuff that we wouldn’t have otherwise: blogging, yammer, survey monkey, prezi, • We revisited the Quality Teaching model and found it as useful as ever • We plan to present to our staff at the end of this term, and hope to share some stuff we’ve learned with them

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