Blogging as Pedagogy: Facilitate Learning | Langwitches Blog

Blogging should not be an add-on, not an isolated project, but should be seen as PEDAGOGY.

Ann Davis shared a definition of Pedagogy beyond a  simple “method of teaching” (unfortunately I was not able to find a source of the definition… it seems to be floating around in so many spaces without a common attribution or source.)

The strategies, techniques, and approaches that teachers can use to facilitate learning.

Blogging can support the strategies, techniques and approaches to facilitate the learning in your classroom no matter what grade level, age group and subject area. Blogging supports four primary areas:

  1. Reading
  2. Writing
  3. Reflecting
  4. Sharing

In each one of these areas, blogging can be a strategy to facilitate learning

  1. Reading
    1. in digital spaces support students’ skills in our increasingly digital reading environment
    2. becomes a personalized content experience versus one size fits all approach
    3. turns into a collaborative and connected experience
    4. in digital spaces supports organization via archiving, categorizing and tagging of information
    5. blogs is the start that continues to deepen with writing on blogging platforms
    6. is part of research with non- linear platforms
    7. is an essential component of content curation
    8. supports content annotation which links to future writing
  2. Writing
    1. is about more than text (how do we communicate in a variety of media forms?)
    2. gives students choices to communicate ideas in different media platforms
    3. on a blog is writing for an audience
    4. is about a conversation through commenting
    5. becomes multi-layered and non-linear by using hyperlinks to connect ideas, concepts and resources
    6. in digital spaces give students skills for our increasingly digital world
  3. Reflecting
    1. can’t be just for reflection sake, but needs to drive improvement
    2. is the basis of re-evaluating your teaching and practices
    3. techniques can be supported by Making Thinking Visible Routines
    4. is part of a meta-cognitive (thinking about your thinking)  process
  4. Sharing
    1. is part of the feedback loop
    2. is an integral part of the process of learning
    3. is how you disseminate your students’ work to a global audience
    4. as a technique of building and maintaining a digital footprint
    5. is the foundation of a remix culture

blogging as pedagogyHow are you using blogging as a strategy, a technique and an approach to facilitate learning? Let’s make it visible for others contemplating blogging with their students?

Blogging as Pedagogy: Facilitate Learning | Langwitches Blog.

Learning Objectives in MOOCs – Center for Instructional Technology

We are learning more and more about who enrolls in Massive Open Online Classes (MOOCs) and how those students behave.  For example, Harvard and MIT recently released de-identified data from their first 16 MOOCs that ran in 2012-2013 (read more about the Harvard and MIT data sets here and access the actual data here).  The data set includes several variables relating to student activities – for example, whether students visited the course website, watched videos, or completed exams.  These types of measures can tell us a lot about what students do, but it is not clear how much they learned as a result of those actions.

We were interested to find out how much students gained in specific learning objectives as a result of participating in a MOOC.  To do this, we asked students to rate their learning gains in five areas that roughly correspond to Bloom’s taxonomy of learning outcomes.  Bloom’s taxonomy is a classification of learning outcomes that includes both lower-level outcomes (remembering, understanding) and a progression towards higher-level outcomes (evaluating, creating).










We sent a post-course survey to students in Dorian’s Canelas’ Introduction to Chemistry course asking them to indicate the extent to which the course contributed to their progress on five different learning objectives.  The survey was completed by 382 students, and it should be noted that this does not represent a random sample of students in the course.  Rather, the findings generated from this survey are indicative of what some of the more-engaged students experienced.

Of the students who completed the survey, 62% earned a Statement of Accomplishment.  However, even those who did not earn a Statement reported having a very positive experience in the course.  As shown below, when asked to rate their overall experience with the course, the overwhelming majority of all students rated it highly.


The graph below shows student’s self-reported progress on the five learning objectives we asked about.  The percents reported are the percent of students who said that the course contributed “highly” or “very highly” to their progress (other options were “not at all”, “a little”, and “moderately”).


As is typical in a traditional class, most students made significant progress on the lower-level outcomes of gaining knowledge and understanding basic concepts.  However, over half the students reported that they made progress with the higher-level outcomes of applying knowledge to other situations and synthesizing information.  Finally, 42% of students made progress learning to conduct their own inquiry, an objective at the top of the taxonomy.  This group does not include only those who completed the course and earned a Statement.  Of those who did not earn a Statement, 33% said that they made significant progress learning to conduct inquiry.

These numbers highlight the need to think carefully about how we define success in a MOOC.  It is increasingly clear that students who do not earn certificates at the end and who do not meet the traditional metrics of completion are still having meaningful engagements with the course material and accomplishing learning gains.

Learning Objectives in MOOCs – Center for Instructional Technology.