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Ximena Gallardo

Hub-and-spoke blogging with lots of students - 1 views

teleogistic.net/...blogging-with-lots-of-students

blogs assessment pedagogy

shared by Ximena Gallardo on 02 Jun 11 - No Cached
  • The blogroll is then split into groups
  • In practice, the groups serve several purposes. First, membership in a group give individual students a more focused and manageable reading load.
  • Second, focused groups mean that each student has a guaranteed audience.
  • ...7 more annotations...
  • Third, dividing the class into blog groups provides ready-made groups for in-class work as well.
  • Bringing the blogs to the center of the classroom experience does a couple of things: it highlights good student work (I try to talk about everyone’s blog at least once per term), it creates the impression that the blogs really are a crucial part of the class, it’s a good way to revisit issues that went either unexplained or underexplained in the previous session, and it makes future blog posts better when blog authors believe that their work might be discussed in class.
  • I started writing “In the blogs” posts, digests of what caught my eye that day, and a brief description of why. I’d generally try to post this at least twelve hours before the class session where the posts would be discussed.
  • Near the beginning of the term, I deliberately overdid it with In the blogs, in order to give students the sense that the blogs were really significant intellectual spaces and important to the class. See, for example, digests from the beginning, the middle, and the end of the semester.
  • he purpose of the blogs in these classes is to give the students a space for reflection that they take seriously (publicness does this) but that is low-stakes enough to allow for risk-taking and experimentation. Thus my pass-fail grading: if the blog post is on time, and demonstrates even a modicum of thought, you get full credit.
  • The happy byproduct of this arrangement is that a close reading of every blog entry and comment is not necessary.
  • Early in the semester I try to read every post relatively carefully and comment on most of them – largely so that I can model the kind of thoughtful but not-too-formal commenting that I’d like the students to adopt – but as the term progresses the community generally takes care of itself pretty well.
Ximena Gallardo

A Rubric for Evaluating Student Blogs - 3 views

chronicle.com/...27196

rubrics blogs assessment

shared by Ximena Gallardo on 02 Jun 11 - No Cached
  • in a recent graduate class on postmodernism, I required once-a-week postings that added up to 20 percent of the final grade:
  • Because these posts are online well before class meets, I am able to skim them for recurring themes or concerns, which I often use as beginning points for class discussion.
  • In my efforts to quickly and fairly evaluate blog posts, I developed a simple 5-point scale, which rates each post according to the level of critical thinking and engagement displayed in the post.
  • ...3 more annotations...
  • Rating Characteristics 4 Exceptional. The blog post is focused and coherently integrates examples with explanations or analysis. The post demonstrates awareness of its own limitations or implications, and it considers multiple perspectives when appropriate. The entry reflects in-depth engagement with the topic. 3 Satisfactory. The blog post is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The post reflects moderate engagement with the topic. 2 Underdeveloped. The blog post is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The post reflects passing engagement with the topic. 1 Limited. The blog post is unfocused, or simply rehashes previous comments, and displays no evidence of student engagement with the topic. 0 No Credit. The blog post is missing or consists of one or two disconnected sentences.
  • I strive for as much transparency as possible, so it’s essential that my expectations (i.e. the rubric) are explained to the students early on, and always available for them to review later. I also let the students know what their grades are for each post, using my university’s officially sanctioned method of transmitting student grades (that is, Blackboard).
  • in order to deepen students’ understanding of their own work, I comment on every student’s blogging at least twice throughout the semester.
Priscilla Stadler

Teaching Tool: Blogging a Mass Killing - 1 views

chronicle.com/...8920

blogs pedagogy tools writing students

shared by Priscilla Stadler on 20 Nov 09 - Cached
  • Unfortunately I think the process closely resembles the standard model of think, write, and discuss since blog entries are typically written in isolation. You had your students create their blog entries in the same room at the same time after witnessing the same event. This is far from typical. A better idea might have been to have students respond to the same blog post via commenting. This is where you more commonly see multiple opinions/voices related to the same theme - a singular blog entry.
    • Priscilla Stadler
      Priscilla Stadler on 20 Nov 09
       
      though the activity was very powerful in terms of students' individual expressions, this commenter has an excellent observation/suggestion
  • Priscilla Stadler on 20 Nov 09
     
    see comments for criticism re: the way this professor used blogs
Priscilla Stadler

Community 2.0 - 0 views

lagccnetworks.blogspot.com

shared by Priscilla Stadler on 29 Jan 13 - Cached
  • It is not so difficult to use technology to deliver instruction, but a bit challenging to use it to teach a concept.
    • Priscilla Stadler
      Priscilla Stadler on 29 Jan 13
       
      Yellow = faculty learning Pink = examples of connecting students
  • The benefits for students were anecdotal but nonetheless strong from the very first time I connected a composition class with another composition class—I believe the very first was my ENG 101 with an ENG 099 Ximena was teaching. Students saw the process of offering feedback to another set of students, people who were not in the class, as an authentic, meaningful experience serving real needs. Peer review within the classroom could not compare to connecting with another person whose blog and personalization of it revealed a character yet unexplored. There was no mystery in looking at a classmate’s paper any more than there was in their looking at their own—they were all hoops to jump through set by the professor. For reasons I do not pretend to fully understand, the same text posted somewhere as a blog entry produces different reactions. Maybe we (or the students’ generation for certain) live in an era where such online identities are real identities—it is of little importance for my exploration. What did matter was that in that interaction students produced feedback far better, in quality and quantity, than they did in the confines of the single traditional classroom.
  • One semester I taught a particularly unruly liberal arts cluster using blogger and these kinds of interactions. There were many moans and groans which frequently had me question whether the class was indeed benefitting in a way worth all the trouble; a couple of semesters later, I had two of the same students in my ENG 102 class. Because it was a Fall II class and I wanted the short session to be different anyway, I conducted that class with no 2.0 tools. At the end of the first week, one of the students from the previous semester came to my office and asked “what happened to the blogs.” I responded that given the complaints, I would have thought nobody missed them. His response pointed to an aspect I had never even considered. He told me that when he wrote in the blog and he knew that others would read it and respond to it, he never felt like it was a lonely homework endeavor in which he was engaged. Thus began my own shift in focus.
  • ...6 more annotations...
  • Students have gotten back their essays and I've asked them, while preparing for their final reflection in-class essay, to decide what they think are the two best paragraphs in their NYC neighborhoods papers; we'll have an extra credit session in my office next week to turn the submissions from participants into a map of paragraphs. 
  • We discussed how our platforms were an integral part of the activities and contributed to the learning process (of both the students and instructors). Bass and Elmendorf suggest that at the heart of their theory of "social pedagogies" is the development of "authentic tasks," which allow for the "representation of knowledge for an authentic audience" and contributes to the "construction of knowledge in a course" (2). We found that our activities necessitated the creation of an authentic audience, which is crucial for the process of peer and individual learning. There were several challenges that we faced such as timely responses/feedback, lack of participation/promoting discussion, and lack of in-depth responses. The solution is to assign cross-section pairings and use platforms that facilitate interactivity collaboration, and accountability.
  • What was interesting is that I have had to repeatedly remind students that, after they uploaded their videos, the task was to compare and contrast and comment on others’ videos.  Students seemed reluctant to do this.  I couldn’t understand if this had to do with the perception that they were “critiquing” each other’s videos (because that was not the assignment) or not.  They were to reflect on the videos and see what connected their community to other communities. 
  • As I've written in greater detail my previous post ("Update, May 27), here are some things I'd do differently next semester: 1) provide my students more guidance and practice with peer review; 2) start connecting earlier in the term; 3) use Google Drive to supplement Facebook. This semester has been a surprisingly enjoyable rough draft
  • If I had the chance to do this activity over, I'd spend some time at the beginning of class to model feedback
  • When I first told my students that another class would be reading their essays and commenting, it quickened stragglers' resolve to finish (already!) setting up their blogs.
Ximena Gallardo

Evaluating Research Blogs - 1 views

thedigitalwriter.blogspot.com/...evaluating-research-blogs.html

rubrics blogs assessment pedagogy

shared by Ximena Gallardo on 02 Jun 11 - No Cached
  • Ximena Gallardo on 02 Jun 11
     
    Criteria for evaluating whole blogs (Portfolio-style)
Priscilla Stadler

Avoiding the 5 Most Common Mistakes in Using Blogs with Students - 4 views

campustechnology.com/...Using-Blogs-with-Students.aspx

blogs pedagogy

shared by Priscilla Stadler on 10 Nov 09 - Cached
  • Priscilla Stadler on 10 Nov 09
     
    good advice from a professor who's used blogs w. students
Priscilla Stadler

Cathy Davidson's blog - 1 views

www.hastac.org/...cathy-davidson

shared by Priscilla Stadler on 02 Dec 09 - Cached
  • Priscilla Stadler on 02 Dec 09
     
    Blog Posts from Cathy Davidson (Duke Prof & HASTAC Co-FOunder)
Priscilla Stadler

Blogging Rubric by Ryan Bretag - 1 views

docs.google.com/Doc

blogs rubrics assessment

shared by Priscilla Stadler on 06 Jul 10 - Cached
  • Priscilla Stadler on 06 Jul 10
     
    by Ryan Bretag; from Prof. Hacker link
Priscilla Stadler

Integrating, Evaluating, and Managing Blogging in the Classroom - 2 views

chronicle.com/...22626

assessment blogs pedagogy

shared by Priscilla Stadler on 06 Jul 10 - Cached
  • Priscilla Stadler on 06 Jul 10
     
    helpful Julie Meloni Prof. Hacker column - 081309
C. Jason Smith

Marc Prensky's Weblog: Make those You Tubes! - 1 views

www.marcprensky.com/...000065.html

blogs

shared by C. Jason Smith on 11 Sep 09 - Cached
  • But with You Tube and Flip videocams (and, of course cell phones that take video), the latter problem, at least, has been solved. Now all that has to happen for sharing is for a teacher to ask a student to point a video camera at them, and for the teacher to say, in 30 seconds, exactly what they typically tell me in person: "I'm doing this really exciting program where we...". Add two students talking and a shot of the classroom, and you're ready to post (which the student can also do) Total time elapsed: 15 minutes tops.
    • C. Jason Smith
      C. Jason Smith on 11 Sep 09
       
      I am going to try this in my Media cluster next week!
  • C. Jason Smith on 11 Sep 09
     
    I was on a panel with Prensky in the Spring. He is a big advocate of teaching through Youtube.
Priscilla Stadler

Agile Teaching with Technology -Derek Bruff's Blog about Classroom Response Systems - 1 views

derekbruff.com/teachingwithcrs

clickers blogs twitter pedagogy

shared by Priscilla Stadler on 02 Nov 10 - No Cached
  • Priscilla Stadler on 02 Nov 10
     
    presentation by Vanderbilt's Derek Bruff on classroom response systems
Priscilla Stadler

21st Century Teaching and Learning-Michelle Pacansky-Brock's blog - 1 views

mpbreflections.blogspot.com

pedagogy blogs

shared by Priscilla Stadler on 15 Apr 11 - Cached
  • Priscilla Stadler on 15 Apr 11
     
    Michele uses voicethread for online teaching very effectively 
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