University College Falmouth Academic Project Lead: Alex di Savoia: alex.disavoia@falmouth.ac.

uk Blogging for Educational Environments Course Structure and Session Breakdown March 2012
Units and aims and outcomes Sessions Resources lists/links needed for Preparation (indicate where required for more than one session)

IPR for EE Structure and Content Outline

1. UNIT ONE : INTRODUCTION TO BLOGGING AIMS: To gain an overview of blogging in an educational context/environment OUTCOME: Understanding its strategic relevance to curriculum enhancement

1. What is blogging? Why is it important for me as an educator? Preparation: content summarising steps to understanding blogging. Summary and list of defining resources, glossary, video, audio, etc Activities: assess academic understanding multiple choice, auto marked (also available as a resource for teaching) - complete personal audit online quiz - explain why you need to know about blogging in an educational context research/teaching/project planning/ your position?

Resources covering: why bother? new formats, trends and professional conventions; as a teacher you will have to engage shopfront

2. It gives students transferrable skills Preparation: Resources covering: transferrable skills (writing, writing for digital platforms, digital content creation, etc), reflective practice, new types of student, new types of learning, new types of networks. Activities Write a short case study of a scenario in which tutor can embed blogging as a transferrable skill. Identify weaknesses in tutor understanding

Resources covering: Transferable skills, new forms of student learning (particularly online), learning communities, new formats, independent / deeper learning, critical thinking, critical evaluation (peer community + peer learning), knowledge transfer

3. Learning Aims & Outcomes Preparation: Resources including FAQs around identifying issues related to embedding blogging into curriculum, delivery and the student experience; blogging as a teaching resource. Activities: Review a potential use of blogging as a teaching resources and identify media use, delivery and audience.

Blogging Guidelines (don't just tell students to blog - give guidance and 'how to' basics) Curriculum design, constructive alignment, Atherton, Leeds met assessment for learning.

4.: Supports different learning styles Preparation: Resources including FAQs around the benefits of blogging to support different learning styles. Activities: Template.

Studies, information + case studies about how blogging supports different student learning styles.

5.: Peer Review: How to build a responsible online learning community) Preparation: Resources including FAQs around identifying issues related to creating online learning communities; learning by doing; learning by sharing Activities: Review a potential use of blogging as a form of online community building.

Curriculum design, constructive alignment, Atherton, Leeds met assessment for learning.

2. UNIT TWO: CONTEXTS - HOW TO BUILD A BLOG

1 Goal Setting Preparation: Toolkit resources covering different planning methods.checklists.pros and cons of getting students to build a blog (how to help students set the goals for their blog) Activities: Select an approach, Start to design project plan what needs doing, who do you go to and how do record.explain whybespoke template also audit trail.

AIMS: To understand the contexts influencing process of planning in relation to blogging and curriculum OUTCOME: A project plan

2. Choosing a blogging topic./subject Preparation: resources overview understanding how to assist students' in identifying a blogging subject/topic; course requirement vs student interests Activities: identify potential risk and add into template

3. Creating a blogging environment Preparation: resources overview assisting students in laying down the foundation for their blog - resources, requirements, etc Activities: identify potential risk and add into template

4. Online resources Preparation: resources overview online tools to assist students blogging Activities: identify potential risk and add into template

5. Building student commitment Preparation: resources overview understanding how to engage students with blogging - getting their commitment Activities: identify potential risk and add into template

6. Assessment Preparation: Understanding methods and approaches to assessing student blogs Activities identify potential risk and add into template

7. Ethical considerations Preparation: rights and responsibilities, resources outlining scope of ethical issues students work, work in progress, dissemination, forums, social media considerations, link to moral rights; bullying, cyber stalking, flaming, spamming, comments moderation Activities: scenarios of using work in public space/visibility - our own courses, other case studies. Identify consideration and relevance to own project.

3. UNIT THREE: DEVELOPING CONTENT AIM: To understand how to develop your 1. Abstract/summary new knowledge and getting your students Preparation: blogging Activities: Outline project content and plan Critiques and feedback OUTCOME: Delivering the student blogging experience 2. Blogging basics: Preparation: The Do's and Don'ts of Blogging (best practice). Activities: Using checklist prepare your students to blog

3. Blogging platforms: Preparation: Pros and Cons of Wordpress, Tumblr, Blogger, etc. Activities: tbc

4. The Video blog (VLOG) + Podcasting: Preparation: What is a Vlog and why are they a good alternative to the written blog. Activities: Vlog & podcasting quiz + template

5.Reflection on process and learning Preparation: How to evaluate / assessment Activities: tbc

BUNCE/CASH/PARSONS

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3/12/2012