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This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge the B4EE project.
wither the tutors or those students who have a grasp on the subject matter. The students think the tutors will respond and the tutors think that the students fellow classmates will respond. After a week, the problem is addressed in-class by the tutors who offer suggestions and advise to the students (suggested reading, an in-class debate and online research materials). During class, the tutors instruct the students that, whenever possible, questions posted to the blog should be answered by the students themselves, in the first instance. Tutors would only intervene or contribute if the class, as a whole, was struggling with a concept or issue.
Key questions
How have you designed the assignment to meet the needs of your students? What instructional strategies (e.g. modelling procedures, group work) will you incorporate into your blogging assignment? Why have you selected these strategies? How will you guide students learning for your blogging assignment? What resources, tools and/or expertise will you provide? What value does the technology bring to the assignment? What might your students learn as a result of your efforts to integrate technology?
This resource was created by University College Falmouth and released as an open educational resource for University College Falmouth through the Blogging For Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth's Learning and Teaching Enhancement Programme. 2012 University College Falmouth
This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge the B4EE project.
Consider how you might conduct the same assignment without technology. a. How does the use of technology alter the assignment? b. What kind of technology preparation would you and your students need prior to the assignment? What kind of pre-requisite Web 2.0 and blogging knowledge do you believe you students will have? c. What could you do to get them and you prepared?
How will you support learner development and their independent learning/study strategies? How will you monitor engagement and progression through the assignment/ at what point would you intervene if engagement is lacking or the appearance of a problem? How will you encourage and monitor peer feedback? How will you encourage learner control / self-direction / learning autonomy? And what tools will you supply to facilitate this? Will you provide formative feedback? In stages? And when? What format will your feedback take? What will be the delivery platform (e.g. posted comments, a document, audio file, etc)? Will your feedback be general in nature or specific? Will the assignments information be presented in one format or alternative format (e.g. document only, audio only, documents and audio, etc)? What guidance or support will there be to allow students to self-assess their work?
This resource was created by University College Falmouth and released as an open educational resource for University College Falmouth through the Blogging For Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth's Learning and Teaching Enhancement Programme. 2012 University College Falmouth
This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge the B4EE project.