Unit+4

**Background/Rationale:** One of the easiest and quickest forms of publishing to the Internet is via a blog. Though this medium and genre have suffered misconceptions over the years, a blog is nothing more than an easy-to-use website that generally lists entries in reverse chronological order. Blogs promote conversation by way of posts, comments, and replying to comments. Because the audience reach of this medium is controllable, students can publish content for certain viewers only, or can publish content for a world-wide audience. The potential for authentic learning then becomes limitless. In addition to being a classroom learning tool, blogs can be used by teachers for professional development, as well as by parents, committees and administrators. While blogs inherently support reading and writing, they are also a form of Web 2.0 technology that allows users to embed various multimedia, enabling the end-product to be much more than just conventional text. Also explored in this unit is the concept of "micro-blogging", or posting short statements in a socially interactive manner on the Internet. **Learner Outcomes** **At the end of this Learning Topic, you will be able to:** 1. Create, publish and maintain a blog/micro-blog as well as identify possible educational uses of these tools. (evaluation - Activity 1, Activity 2 ) 2. Analyze and evaluate how blogging/micro-blogging support 21st century learning. (evaluation - Activity 1, Activity 2) 3. Identify best practices to maximize learning, safety and participation when blogging/microblogging. (evaluation - Activity 3) 4. Evaluate learning theories and thinking skills supported by blogging/micro-blogging. (evaluation - Activity 2, Activity 4) 5. Analyze the adoption rate of these tools within the educational setting and identify factors effecting their inclusion/use. (evaluation - Activity 5) **Readings and Research**: **Blogging/Micro-Blogging** · Carruthers, K. (2009, December 19). Social Media & Its Implications for Education. Scribd.com. Retrieved March 1, 2010, from [] .  ·    · Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. 3rd ed.). Corwin Press. **(Read Chapters 1, 2, 3 and 6)**   ·    · Parry, D. (2008). Twitter for Academia. Academhack.org. Retrieved March 3, 2010, from []   .   · Twitter-Study-August-2009.pdf (application/pdf Object) (2009). Retrieved March 3, 2010, from []    · Tomita, D. (2009). Text Messaging and Implications for its use in Education -Tomita.pdf (application/pdf Object). Presented at the Technology, Colleges and Community Conference, 2009 - etec.hawaii.edu, an online conference. Retrieved March 1, 2010, from []    **Resources**    · Churches, A. (2010). Bloom's Digital Taxonomy. Educational Origami. Educational wiki. Retrieved February 23, 2010, from http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy .  · Hargadon, S. (2010). Support Blogging! Support Blogging! Educational wiki. Retrieved March 1, 2010, from [|http://supportblogging.com] · Index of Learning Theories and Models. (2010). Learning-Theories.com. Retrieved March 6, 2010, from [|http://www.learning-theories.com/.] · Webb, N. (2005). DOK_Chart.pdf (application/pdf Object). Retrieved March 3, 2010, from [] **Blogging Rubrics** · Bretag, R. (n.d.). Blogging Rubric. Retrieved February 25, 2010, from [] .  · Churches, A. (2009, October 8). Quality Blogging for Language Learners - A Rubric. Scribd.com. Retrieved March 1, 2010, from [] .  · Rezac, D. (n.d.). Blog Scoring Rubric. Scribd.com. Retrieved March 1, 2010, from [] .  **Blogging services** [] [] [|http://www.blogger.com] [] [] [] **Blogging Rubrics** · Rezac, D. (n.d.). Blog Scoring Rubric. //Scribd.com//. Retrieved March 1, 2010, from [] .  · Bretag, R. (n.d.). Blogging Rubric. Retrieved February 25, 2010, from [] .  · Churches, A. (2009, October 8). Quality Blogging for Language Learners - A Rubric. Scribd.com. Retrieved March 1, 2010, from [] **Microblogging services** [] [] [] [] **Learning Activities** **Activity 1: Blogging project** Blogging provides an authentic learning tool for students. By providing a format for students to create content, learning is no longer passive. We will look at how blogging relates to learning theory and thinking skills. Teachers can also benefit by using the various blogging tools for professional development. This activity will help you become familiar with blogging and its application in the classroom. Step 1: To better understand blogging, research the definitions of these terms: Blog, Blogosphere. Widgets. Blogroll, RSS subscriptions, and Microblogging. Step 2: Create an account/blog at **//__one__//** of the sites listed below. If necessary, find online video tutorials to help you set up your blog. Search the Internet for tutorials using phrases such as "Blogger video tutorials" or "Wordpress video tutorials". This blog and all your posts will be about "educational blogging". Create an appropriate blog title for your viewers as you create your account. **This project will become an artifact for your final portfolio** **//Ex: Blogging in the Classroom//** If you are a secondary educator...choose one of the following • [|http://www.blogger.com] • [] • [] If you are an elementary educator...choose one of the following • [|http://www.classblogmeister.com/] • [|http://www.21classes.com/] Step 3: When you establish your blog settings, make sure you can moderate all comments before they are published. · Set up your blog with a theme that you feel is appropriate · Add appropriate "widgets" to your sidebar · Add a blogroll that pertains to your blog · You may even want to add a [|Feedjit visitor map] (http://feedjit.com) Step 4: Create a post your new blog •Begin by reading another blog titled " [|33 Ways to use Blogs in Your Classroom and in the Educational Setting]  [|" as found at]  []
 * Learning Topic #4: Blogging/Micro-Blogging**

•Title your first post "10 more ways to use Blogs in Your Classroom". In this post brainstorm/list **10 additional new ideas on how to use blogs in the educational setting**. · Include student, teacher, parent, committee and administrator use of blogs. Be as specific as possible in your examples. · Hyperlink to a minimum of three (3) other sources that support your ideas or experiences in your post. · Include a minimum of one (1) image/multimedia embed/video in your post. · Add tags/labels at the bottom of your post so that search engines can easily direct others to your post. · If others leave comments to this post, reply in a thoughtful way within 48 hours. · Create replies that promote conversation. ·   Step 5:  Create a second post: · Research what is meant by "21st century classrooms" and "21st century learning". ·   · In this post, explain/justify to others how blogging is a great tool to create "21st century classrooms" and "21st century learning". · Hyperlink to a minimum of three (3) other sources that support your ideas or experiences. ·   · Include a minimum of one (1) image/multimedia embed/video, as well. ·   · Add tags/labels at the bottom of your post so that search engines can easily direct others to your post. ·   · If others leave comments to this post, reply in a thoughtful and within 48 hours. Create replies that promote conversation. Step 6: Create a third post that focuses on "best practices in educational blogging". Your post should explore "best practices" for each of the following: · Establishing norms/guidelines for student blogging (student blogging contracts, parental involvement, inclusion of district AUPs or "acceptable use policies", etc.) · Safety issues educators should be aware of when blogging with students ·  · Hyperlink to a minimum of three (3) other sources that support your ideas or experiences. ·  · Include a minimum of one (1) image/multimedia embed/video, as well. · •Add tags/labels at the bottom of your post so that search engines can easily direct others to your post. · If others leave comments to this post, reply in a thoughtful and within 48 hours. Create replies that promote conversation Step 7: Post your blog link in the discussion forum labeled, Blogs in Education as resources, the blog posts and replies will take the place of the course discussion. **Assessment** For information on how you will be evaluated, please see the Blogging Criteria for Project 1, Posts 1 and 2 and 3 **Activity 2** **Discussion- Learning Spectrum** In his book **Blogs, Wikis, Podcasts and Other Powerful Tools for Classrooms**, Richardson (2009) asserts classroom blogging can occur on a "spectrum" (p. 30-31). Discuss the following in regards to this "spectrum", and how blogging relates to learning theory and thinking skills: · What is meant by "connective writing"? · Where on the spectrum does "connective writing" fall? · What learning theories support blogging as a viable learning tool? Is this contingent upon how blogging is used on this spectrum? · How can teachers help students to use this tool (within their posts and comments) to reach the higher Bloom's taxonomy and Depth of Knowledge levels? · Does the use of hyperlinks and/or embedded multimedia in a post "bump" blogging up on this spectrum? Why or why not? Post your initial response to these questions in the discussion forum for this activity. Read and respond to two or more of your colleagues’ responses. **Assessment** Refer to the Discussion Rubric in the Course Resources folder for more information on how you will be evaluated. **Activity 3: Micro-blogging Accounts** In order to understand the social context of micro-blogging tools such as Twitter or Edmodo, it is a great idea to jump in and give it a try. By creating accounts and posting to these sites you will learn more about what the implications are for learning. The limitations of these tools will also be evident. **Step 1: Choose ONE of the following for this post...** A. Create an account at Twitter.com and "friend"/"follow" similar educators as yourself. • For this post, keep a digital journal of your Twitter experiences for at least three days (min. of 20 min. a day). • Explore personal insights and frustrations. • Relate your experiences to the use of this tool in the educational setting and/or for professional development. • Hyperlink to a minimum of three other sources that support your ideas or experiences. • Include a minimum of one image/multimedia embed/video, as well. Add tags/labels at the bottom of your post so that search engines can easily direct others to your post. • If others leave comments to this post, reply in a thoughtful manner within 48 hours. Create replies that promote conversation. **__Or__** B. Create an account at Edmodo.com and explore this micro-blogging tool. • In this post, analyze Edmodo.com's educational features and determine the usefulness of each. • Additionally, share personal insights/frustrations and determine possible uses of this tool within the classroom or for professional development. •   • Hyperlink to a minimum of three (3) other sources that support your ideas or experiences. • Include a minimum of one (1) image/multimedia embed/video, as well. •   • Add tags/labels at the bottom of your post so that search engines can easily direct others to your post. • If others leave comments to this post, reply in a thoughtful and within 48 hours. Create replies that promote conversation. Step 2: Provide a link to your micro-blogging site in the discussion forum for this activity. .   **Assessment** For information on how you will be evaluated, please see the Blogging Criteria  from activity 1 **Activity 4 Discussion**- **Micro-blogging in the Classroom** Step 1: After reading about and experiencing micro-blogging first hand, determine if this tool offers more **//advantages//** or **//disadvantages//** for learning. Create a chart and tally the results for each category. When discussing, consider, but do not limit conversation to, the following: · Academic uses of micro-blogging and business uses of micro-blogging - are the two related? · Statistical vs. anecdotal evidence of micro-blogging as an effective learning tool · Relationship of this tool/genre to learning theory and thinking skills (Bloom's, Depth of Knowledge, etc.) · Classroom management issues · Choice of micro-blogging platform chosen for classroom use (Twitter vs. Edmodo) Step 2: Review your colleagues’ responses and REPLY to two or more of their responses **Assessments** Refer to the Discussion Rubric in the Course Resources folder for more information on how you will be evaluated. **Activity 5 Discussion**- **Technological Adoption Rate and Change in Education** Blogs have been around for over a decade, which in the technology world is a considerable amount of time. Micro-blogging, has become popular only over the last three or four years. Neither are widely promoted or used in educational settings, though each are accepted and used in general society and in the business world. Discuss the following: · What accounts for the slow adoption rate of blogs/blogging as a viable academic tool? · Has micro-blogging's acceptance come easier than the adoption of blogging? · What do you foresee as the future of blogging/micro-blogging in education? · What are some strategies to promote their inclusion? Review your colleagues’ responses and REPLY to two or more of their responses **Assessment** Refer to the Discussion Rubric in the Course Resources folder for more information on how you will be evaluated. Final Project Preliminary Review: Due at the end of Learning Topic 8 Step 1: Summarize what you have learned in this course. Step 2: Create a Voicethread ( [|http://voicethread.com]  [|), Prezi, (]  [|http://prezi.com]   [|), Glogster (]  [|http://glogster.com]   ) or any other creative mixed media presentation format to convey the important concepts you have learned during this course. Step 3: Share your thoughts on why including media is so valuable to teaching and learning. Step 4: Share your project or link with the class. Give your peers feedback on their submissions. **This project will become an artifact for your final portfolio** **Assessment** For information on how you will be evaluated, please see the Final Project Criteria