You are here:

Networking to learn: blogging for social and collaborative purposes PROCEEDINGS

, Queensland University of Technology, Australia

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study employs a case study model to documenting the evolution of a Masters course in technology and language learning for in-service teachers using a social constructivist pedagogical approach, from completely face-to-face (f2f) to predominantly online. The focus is on learners' use of social networking software for collaboration and the formation of a community of learners and practitioners. Reflective and social computing tools included chat, blogs, and wikis. Based on grounded research methods, techniques such as surveys, problem-based focus groups and short answer responses were used to collect data on learners' experiences. Information collected from these instruments is presented and compared to the reflective pieces produced by students in their blogs, and the projects they created. Due to the multinational composition of the class, some commentary on intercultural perspectives on experiential pedagogy and working with social networking software is also offered.

Citation

Hoven, D. (2007). Networking to learn: blogging for social and collaborative purposes. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1819-1828). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2018 from .

Keywords

View References & Citations Map

References

  1. Blythe, S. (2001). Designing online courses: User-centered practices. Computers and Composition, 18, 329-346.
  2. Bower, J and Christensen, C (1995) Disruptive Technologies: Catching the Wave. Harvard Business Review, 17 (1), 43-5.
  3. Brook, C. & Oliver, R. (2005). Exploring pre-existing factors and instructor actions influencing community development in online settings. Conference of the Open and Distance Learning Association of Australia (ODLAA) 2005, Adelaide, South Australia. Http://www.unisa.edu.au/odlaaconference/PDFs/40%20ODLAA%202005%20-%20Brook%20 & %20Oliver.pdf
  4. Christensen, C. (1997). The Innovators Dilemma. Boston MA: Harvard Business School Press.
  5. Ducate, L. & Lomicka, L. (2005). Exploring the blogosphere: Use of weblogs in the foreign language classroom. Foreign Language Annals, 38 (3), 410-421.
  6. Garrison, R., Anderson, T. & Archer, W. (2000). Critical enquiry in text-based environment: Computer conferencing in higher education. The Internet in Higher Education, 2 (2-3), 87-105.
  7. Gibson, J.J. (1986). The ecological approach to visual perception. Hillsdale, NJ: Lawrence Erlbaum.
  8. Hannon, J. & D’Netto, B. (2005). Cultural perspective in online learning. Conference of the Open and Distance Learning Association of Australia (ODLAA) 2005, Adelaide, South Australia. Hoven, D. & Sussex, R. (in press). CALL: Disintegration, integration, reintegration. CALL Journal.
  9. Hoven, D. (2006). Communicating and interacting: An exploration of the changing roles of media in CALL/CMC. CALICO Journal, 23 (2), 223-256.
  10. Hughes, J. (2005). The role of teacher knowledge and learning experiences informing technology-integrated pedagogy. Journal of Technology and Teacher Education, 13 (2), 277-302.Kanuka, H. & Anderson, T. (1999). Using constructivism in technology-mediated learning: Constructing order out of the chaos in the literature. In Radical Pedagogy, 1 (2): http://radicalpedagogy.icaap.org/content/issue1_2/02kanuka1_2.html [ accessed 18 January 2006].
  11. King, K.P. (2002). Educational technology professional development as transformative learning opportunities. Computers& Education, 39 (3), 283-297.
  12. Knapp, L. & Glenn, A. (1996). Restructuring schools with technology. Boston, MA: Allyn & Bacon.
  13. Kreijns, K. & Kirschner, P. (2001). The social affordances of computer supported collaborative learning environments. Paper presented at the 31st ASEE/IEEE Frontiers in Education Conference, Reno, Nevada.
  14. McLoughlin, C & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australian Journal of Educational Technology 16 (1), 58-72.
  15. Oxford, R.L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston, Mass.: Heinle & Heinle Publishers.
  16. Passi, B. & Mishra, S. (2004). Selecting Research Areas and Research Design Approaches in Distance Education: Process issues.. The International Review of Research in Open and Distance Learning, 5 (3). [accessed 24 July 2006].
  17. Reiner, R. (2005). The influence of media on the learning process– are we evolving or just revolving? Conference of the Open and Distance Learning Association of Australia (ODLAA) 2005, Adelaide, South Australia. Http://www.unisa.edu.au/odlaaconference/PPDF2s/124%20odlaa%20-%20Reiner.pdf [accessed 18 December
  18. 2005].Richardson, V. & Placier, P. (2001).Teacher change. In V. Richardson (Ed.), The handbook for research on teaching. (4th ed.), Washington, DC: AERA, 905-947.
  19. Scholfield, K. (2005). The Magic Umu? Open and distance learning in three Pacific Island countries. Keynote presentation at the 2005 Conference of the Open and Distance Learning Association of Australia (ODLAA), Adelaide, South Australia.
  20. Thorne, S. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning and Technology 7 (2), 38-67. Http://llt.msu.edu/vol7num2/thorne/default.html [accessed 18 December 2005].
  21. Tu, C.H. (2001). How Chinese perceive social presence: An examination of interaction in online learning environment. Education Media International, 38 (1), 45-60.
  22. Tu, C. & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16 (3), 131-150.
  23. Van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In Lantolf, J.
  24. Willig, C. (2001). Introducing qualitative research in psychology: Adventures in theory and method. Buckingham: Open University Press. Willing, K. 1989. Teaching How to Learn. Learning Strategies in ESL. A Teachers Guide. Sydney: National Centre for English Language Teaching and Research.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.