Scenario12. Scaffolding learning instudent blogging projects
Note: The two scenarios below address student learning scaffolds (supporting/guiding) and self organised learning. We suggest reading the articles below before commencing with the scenarios:
McLoughlin, C. and Marshall, L. 2000.
Scaffolding: A model for learner support in an online teachingenvironment
Paramythis, A. and and Cristea, A. 2008.
Towards Adaptation Languages for Adaptive CollaborativeLearning Support
Scenario A (Collaborative blog):
About the assignment:
In an undergraduate art course, the tutors created a collaborative blog space on Moodle. The studentswere asked to publish one blog per week for thirteen weeks and provide weekly comments to at least two of their peers per week. Each blog post had a required word length between 200 to 300 words.The students were asked to post around the topic of
How did The Reformation movement in 16
Century Europe impact on Western European art?
The tutors presented clear criteria for the assignment, including learning aims and outcomes and clearlyworded assessment criteria. In addition to the overall learning aims and outcomes, the tutors were keen for the students to develop Web 2.0 literacy. Together, these various project aspects formed the tutors’teaching goals. The goals for the students included maintaining the required number of blog post andcomments as well as an understating of the Web 2.0 technologies they were asked to use. Theyunderstood that the course tutors were not solely look at
“what we did”
(publishing blog posts andcomments) for the assessment criteria - but
“how we did it”
(Web 2.0 tools used) and
“how well we did it”
(consistent quality of the contributions made to the overall discussion).Natasha and Adam got to chatting about the assignment. They realise that neither of them reallyunderstands enough about The Reformation – much less how it might have impacted upon Western art.When they chat to some of their course peers, they quickly realise they are not alone in their lack of understanding. The students decide to post about this problem. The posts don’t receive comments from
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 projectis funded by University College Falmouth's Learning and Teaching Enhancement Programme. © 2012 UniversityCollege Falmouth