B4EE – Blogging Project Checklist for Academics.

The checklist below has been provided below will help you structure a successful and supportive blogging experience for your HE-level students. This template is based upon a template created by Bill Ferriter at digitallyspeaking.pbworks.com.

The Taught Component (Pedagogy)
Questions to consider
(The questions below have been provided to help you determine your preparedness in facilitating student blogging projects for your course)

Your answer (Y/N)

Action points
(You may wish to use this space to list the name(s) and contact information of anyone required to help you complete an action point. You may also wish to put completion dates against each action point. )

1.

Have you thought about how you will introduce the blogging project to your student? Have you also though about how you will introduce students to the concept of blogging – what blogs are and how they are used? Have you thought about the documentation you will provide to students explaining the project – including assessment information, link to learning aims & outcomes, etc? Have you thought about how you will establish prior blogging knowledge and/or skills required for successful blogging (including media creation skills)? How will this be communicated to students? Have you thought about how you will demonstrate blogging best practice? Will you include an inclassroom ‘trial’ or practice blogging and commenting session? Will learners be provided with examples of the kind of work expected of them?

2.

3.

4.

This resource was created by University College Falmouth and released as an open educational resource through the Blogging for Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth.

This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge University College Falmouth and the B4EE project. P a g e |1

5.

Have you created regular opportunities to talk about the characteristics of quality blog posts?

The Taught Component (Pedagogy)
Questions to consider
(The questions below have been provided to help you determine your preparedness in facilitating student blogging projects for your course)

Your answer (Y/N)

Action points
(You may wish to use this space to list the name(s) and contact information of anyone required to help you complete an action point. You may also wish to put completion dates against each action point. )

6.

Have you thought about which blogging format (collaborative/group blog, professional development blog, social blog, reflective learning blog etc) suits the project best – and are you confident that you can articulate your choice to students? Have you thought about whether the blogs should be internally or externally available, along with reasons why? Have you thought about the kinds of blog post entries (More textbased blog posts? More visual? A lot of links to resources?) you expect from students? Will your students have an understanding of the importance of blog components like keywords/tags and categories? Will your students have an understanding of the important role links and comments play in blog posts? Will you introduce the characteristics of good blog comments and links in class? Will your students be able to identify reliable and respected sites to include – or link to – as

7.

8.

9.

1 0.

1 1.

This resource was created by University College Falmouth and released as an open educational resource through the Blogging for Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth.

This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge University College Falmouth and the B4EE project. P a g e |2

reliable information sources? 1 2. Have you modelled the steps involved in starting blog posts, adding links, adding comments, inserting pictures and inserting audio and video widgets or files?

This resource was created by University College Falmouth and released as an open educational resource through the Blogging for Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth.

This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge University College Falmouth and the B4EE project. P a g e |3

The Taught Component (Pedagogy)
Questions to consider
(The questions below have been provided to help you determine your preparedness in facilitating student blogging projects for your course)

Your answer (Y/N)

Action points
(You may wish to use this space to list the name(s) and contact information of anyone required to help you complete an action point. You may also wish to put completion dates against each action point. )

1 3.

Have you modelled the steps for good moderating, blog administration and blog post editing if you are using a collaborative blog? Have you thought about how you will train students for these collaborative blog roles? Have you created handouts detailing the basic steps involved in publishing blog posts? Have you thought about publicising your students’ blog internally and/or externally to drive additional traffic to their blogs? Will this include promoting the blogs to industry? How will industry blog post comments be handled? Will your students understand that their thinking or reflective outcomes may be challenged by the readers of their blog posts? Will they be comfortable with – and open to – being publicly challenged? How will you teach them to challenge the thinking of their peers and/or other online writers? Will you be working with your students to establish realistic and measurable blogging goals (e.g. number of posts, number of

1 4. 1 5.

1 6.

1 7.

This resource was created by University College Falmouth and released as an open educational resource through the Blogging for Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth.

This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge University College Falmouth and the B4EE project. P a g e |4

comments, number of page views, visitors from foreign countries, visitors from industry) for you student blogging project?

This resource was created by University College Falmouth and released as an open educational resource through the Blogging for Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth.

This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge University College Falmouth and the B4EE project. P a g e |5

The Taught Component (Pedagogy)
Questions to consider
(The questions below have been provided to help you determine your preparedness in facilitating student blogging projects for your course)

Your answer (Y/N)

Action points
(You may wish to use this space to list the name(s) and contact information of anyone required to help you complete an action point. You may also wish to put completion dates against each action point. )

1 8.

Will you cover copyright, ethics, moral considerations and plagiarism (written and visual plagiarism) with your students? Will there be progression in the development of knowledge and skills throughout the blogging project, that there is course coherence and that the project as a whole stretches students academically and/or professionally. This should be evidenced in the content of the module, the level of the learning outcomes and in the demands of the indicative assessments. For Collaborative Provision, have you ensured that the appropriate liaison contacts have been established? Will students encouraged to take greater responsibility for their learning as they progress through their learning (Scaffolding)? Will students be provided with opportunities for working within learning communities through collaborative learning and peer interaction? How will this be managed (moderators?) Will students be provided with regular opportunities to receive

1 9.

2 0.

2 1.

2 2.

2 3.

This resource was created by University College Falmouth and released as an open educational resource through the Blogging for Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth.

This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge University College Falmouth and the B4EE project. P a g e |6

feedback (Tutor and peer)?

This resource was created by University College Falmouth and released as an open educational resource through the Blogging for Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth.

This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge University College Falmouth and the B4EE project. P a g e |7

The Taught Component (Pedagogy)
Questions to consider
(The questions below have been provided to help you determine your preparedness in facilitating student blogging projects for your course)

Your answer (Y/N)

Action points
(You may wish to use this space to list the name(s) and contact information of anyone required to help you complete an action point. You may also wish to put completion dates against each action point. )

2 4.

Will students be provided with opportunities for reflection, both individual and social (public)? How are students encouraged to be self-critical and test their own knowledge and assumptions at various points? Will students be stimulated to seek and explore new information and knowledge? How will you encourage/motivate students in going beyond the knowledge/resources provided for them? How will this be managed or encouraged? Will students be provided with opportunities to articulate their learning (to self and others)? Will problems, issues and activities be situated for the student using authentic examples? How will the blogging project help students to see how the current learning can be transferred to other contexts and situations beyond the ones given? Will you emphasise the transferable skills gained through blogging? Will this be mapped to industry/employability? Will you provide scaffolding to help equip students with the

2 5.

2 6. 2 7. 2 8.

2 9.

This resource was created by University College Falmouth and released as an open educational resource through the Blogging for Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth.

This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge University College Falmouth and the B4EE project. P a g e |8

demands of the blogging project? 3 0. Will the project engage with students as individuals? (affective support)

This resource was created by University College Falmouth and released as an open educational resource through the Blogging for Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth.

This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge University College Falmouth and the B4EE project. P a g e |9

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