Using Blogger to enhance classroom learning

Using Blogger to enhance classroom learning
darwin k glassford
4-Feb-2011
Distance education by necessity is pedagogically innovative because of its commitment to enhancing accessibility to educational programs. During the last thirty years the pace of pedagogical innovation has increased dramatically due, in part, to two unrelated events.

The first event occurred in 1975 with the publication Malcom Knowle’s booklet Self-Directed Learning: a guide for learners and teachers was published. In a clear and practical manner, Knowles articulated his understanding of Andragogy – adult learning theory. Knowles believed that the focus should be on learning rather than teaching. In short “Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value” (http://tip.psychology.org/knowles.html). Knowles identified adults as self-directed beings and emphasized the need to cultivate life-long learning skills.

The second event impacting pedagogical innovation was the transition from Web 1.0 to Web 2.0 in c. 2005. The transition involved a shift in how the Internet was viewed. Web 1.0 used the Internet as a medium for content delivery; Web 2.0 shifted the focus to collaboration.

It is important to remember that the use of technology andragogically , whether it is a chalk board, white board, sympodium or smart board, is a tool, and that tools can be used correctly and incorrectly. As I explain how I’ve used two tools available to us in Google Apps, it is important to note they were adopted as a means to give students more control over their learning and as a resource for promoting learning in the classroom context.

The two tools I will demonstrate are blogging and Google Wave. Moving student reflections to the electronic context has made it easier to access and interact with the student writings in a timely manner.
The first tool I will explain is Blogger. I currently use this tool in two classes.

In one class I ask students to Blog on their learning experience as it relates to Scripture, Theology, Church History and Specialization at CTS. The guiding questions are, “The high points of your learning in regards to Scripture were?” and “What do you wish you would have learned?” The student grants me access to her blog, and I read them and comment. My comments are generally affirmative and seasoned with questions to help them reflect more on their learning experiences.

The second tool is Google Wave which I use in lieu of a discussion board. (Unfortunately, Google Wave is no longer available or supported.) Google Wave is more dynamic and allows students to share resources and collaborate much easier. (It also has a better notification system.) I use Wave for group projects and reading reflections (CTS has recently adopted CANVAS from Instructure and its discussion board is robust.). For the course reading(s) each week I ask students to post their assessment of the reading, noting why they agreed or disagreed with the ideas presented. I then ask them to respond to two other posts. Prior to class I read through the posts; write a brief response that affirms the key ideas in the posts and includes questions designed to propel the discussion forward. (I try to ask questions that connect the current readings with the next ones.) Google Wave keeps the entire discussion before the students. After reading the posts I frame the class discussions, focusing on misunderstandings, areas of controversy, and implications for ministry as well as incorporating key points into my presentation and other learning activities.

The online environment provides a venue for students who need to process information; who are more comfortable processing information by writing; and who are discovering and learning how to engage in public discourse to organize their thoughts. In addition, it allows me to provide timely feedback to students and encourage them to critically engage ideas in a constructive manner. When used appropriately, tools such as Blogger and Wave can be employed to enhance learning outside and inside the classroom context.

This material was originally presented to the CTS faculty during the Spring 2010.