Blogs @ anywhereHigh fidelity online communication
James Farmer, Anne Bartlett-Bragg
Zu finden in: Balance, Fidelity, Mobility, 2005
|
|
Diese Seite wurde seit 8 Jahren inhaltlich nicht mehr aktualisiert.
Unter Umständen ist sie nicht mehr aktuell.
Zusammenfassungen
Since early 2001 several institutions and many individual teachers have incorporated blogging
into their online pedagogical strategies. During this time, weblog (blog) publishing
technologies have evolved towards accessibility and ease of use and the technological barriers
preventing adoption have, to a degree, dissolved. Blogs and their associated technologies are
arguably heralding the most significant technological development in online teaching and
learning since the introduction of enterprise level Learning Management Systems (LMS)
(Downes 2004).
This development is all the more significant as a result of the communication dynamics inherent within blog technologies. Whereas an LMS stores and presents all information on a centralised and hierarchical basis, bound within the subject and the organisation, blogs are distributed, aggregated, open and independent. Through the use of blogs, it is suggested that teachers and learners are becoming empowered, motivated, reflective and connected practitioners in new knowledge environments. The balance between individualised and centralised technologies is restored.
The application of weblogs in an education setting will, at best, have a limited impact if due consideration of these developing communication dynamics are ignored. This paper includes a brief review of some of the institutional and individual blog projects that are taking place in higher education. In doing so it examines the different types of blog environments that are being used in terms of their communication dynamics and subsequent impact upon teachers, learners and pedagogy. Further, a more detailed examination is made of the use of blogs in teaching and learning in courses at the University of Technology Sydney (UTS). In light of these studies and examination, possible approaches to implementing blogs in institutional settings are outlined in the form of an alternative Online Learning Environment. In addition, a study to be undertaken in 2006 examining the impact of blogs on teaching and learning at Deakin University will be described.
Von James Farmer, Anne Bartlett-Bragg im Text Blogs @ anywhere This development is all the more significant as a result of the communication dynamics inherent within blog technologies. Whereas an LMS stores and presents all information on a centralised and hierarchical basis, bound within the subject and the organisation, blogs are distributed, aggregated, open and independent. Through the use of blogs, it is suggested that teachers and learners are becoming empowered, motivated, reflective and connected practitioners in new knowledge environments. The balance between individualised and centralised technologies is restored.
The application of weblogs in an education setting will, at best, have a limited impact if due consideration of these developing communication dynamics are ignored. This paper includes a brief review of some of the institutional and individual blog projects that are taking place in higher education. In doing so it examines the different types of blog environments that are being used in terms of their communication dynamics and subsequent impact upon teachers, learners and pedagogy. Further, a more detailed examination is made of the use of blogs in teaching and learning in courses at the University of Technology Sydney (UTS). In light of these studies and examination, possible approaches to implementing blogs in institutional settings are outlined in the form of an alternative Online Learning Environment. In addition, a study to be undertaken in 2006 examining the impact of blogs on teaching and learning at Deakin University will be described.
Dieses Konferenz-Paper erwähnt ...
Personen KB IB clear | Stephen Downes , Jean Lave , Lew Semjonowitsch Vygotsky , Etienne Wenger | ||||||||||||||||||||||||||||||||||||
Begriffe KB IB clear | RSSReally Simple Syndication , Weblogsblogging , Weblogs in educationWeblogs in education | ||||||||||||||||||||||||||||||||||||
Bücher |
| ||||||||||||||||||||||||||||||||||||
Texte |
|
Tagcloud
Einträge in Beats Blog
Zitationsgraph
4 Erwähnungen
- Informal Learning and Digital Media - Constructions, Contexts, Concequences (2006)
- Reflections on pedagogy - Reframing practice to foster informal learning with social software (Anne Bartlett-Bragg)
- EdMedia 2008 (2008)
- A Blog Sphere for Higher Education (Martin Ebner, Behnam Taraghi)
- Can Weblogs and Microblogs Change Traditional Scientific Writing? (Martin Ebner, Hermann Maurer) (2009)
- Teaching and Learning in Higher Education - An Integral Approach (Martin Ebner, Nikolai Scerbakov, Behnam Taraghi, Walther Nagler, Isidor Kamrat) (2010)
Volltext dieses Dokuments
Blogs @ anywhere: Artikel als Volltext (: , 259 kByte; : Link unterbrochen? Letzte Überprüfung: 2020-11-28 Letzte erfolgreiche Überprüfung: 2016-04-11) |
Anderswo suchen
Beat und dieses Konferenz-Paper
Beat war Co-Leiter des ICT-Kompetenzzentrums TOP während er Dieses Konferenz-Paper ins Biblionetz aufgenommen hat. Die bisher letzte Bearbeitung erfolgte während seiner Zeit am Institut für Medien und Schule. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.). Aufgrund der wenigen Einträge im Biblionetz scheint er es nicht wirklich gelesen zu haben. Es gibt bisher auch nur wenige Objekte im Biblionetz, die dieses Werk zitieren. Beat hat Dieses Konferenz-Paper auch schon in Blogpostings erwähnt.