Ref your well-researched article I would like to contribute results of my own research into use of such technologies to develop metacognition in adults learning I.T. skills (which in turn refers back to post on Oct 11 regarding IT literacy). With the development of the so-called knowledge society and the need to acquire skills for lifelong learning the lines between training and education are blurring. I created a discussion board (amongst other tools) to facilitate reflection on the learning process but found (like Cogdogblog 09/26/04 “If you build it and e-mail it, they still will not comeâ€). I followed the advice of Edwards & Clear (2001) and incorporated the discussion board into the course design and constantly had to prompt for use. I posted rest results there together with daily assignments, to encourage learners to access the board. I evaluated the responses following Bullen (1998)and found a number of interesting results. Overall the board participants tended to be younger learners and female. The absence of spell-check facilities in most discussion boards inhibited those who were shy about writing for public or peers (even closed group) viewing. This is an advantage that the blog has over the discussion board. Reflection, by definition, is an asynchronous activity, and to do it in writing seemed to many of my learners a particularly personal activity – almost like sharing part of themselves. I then offered several less public alternatives as well as a round-table verbal forum at week end. Overall, the experience resulted in an unprecedented 100% success rate in the exams with no referrals. But it is as Salmon (2002) suggests, the key to success is moderator or facilitator skills (teaching presence?), and this applies whether it is in blog or discussion board format.
Bullen, M (1998) ‘Participation & Critical Thinking in Online University Ed.’ in Journal of Distance Ed., 13, 2.
Edwards, M & Clear, F (2001): ‘Supporting the Collaborative Learning of Practical Skills with CMC’s’ in Education, Technology & Society, 4, 1.
November 12, 2008
7:15 pm
Another sample general comment
says:
Found your “communication dynamics†very valuable. I’m currently teaching two introductory college classes. Each one has half the students using blogs, the other half using wiki’s. So far, I think the wiki’s are more helpful for the students. But I didn’t know about the aggregator application. That would certainly help me to monitor what the students are writing, and I think that it would make the experience more lattice-like for students because it would make it easier for them to monitor each other’s postings.
Ref your well-researched article I would like to contribute results of my own research into use of such technologies to develop metacognition in adults learning I.T. skills (which in turn refers back to post on Oct 11 regarding IT literacy). With the development of the so-called knowledge society and the need to acquire skills for lifelong learning the lines between training and education are blurring. I created a discussion board (amongst other tools) to facilitate reflection on the learning process but found (like Cogdogblog 09/26/04 “If you build it and e-mail it, they still will not comeâ€). I followed the advice of Edwards & Clear (2001) and incorporated the discussion board into the course design and constantly had to prompt for use. I posted rest results there together with daily assignments, to encourage learners to access the board. I evaluated the responses following Bullen (1998)and found a number of interesting results. Overall the board participants tended to be younger learners and female. The absence of spell-check facilities in most discussion boards inhibited those who were shy about writing for public or peers (even closed group) viewing. This is an advantage that the blog has over the discussion board. Reflection, by definition, is an asynchronous activity, and to do it in writing seemed to many of my learners a particularly personal activity – almost like sharing part of themselves. I then offered several less public alternatives as well as a round-table verbal forum at week end. Overall, the experience resulted in an unprecedented 100% success rate in the exams with no referrals. But it is as Salmon (2002) suggests, the key to success is moderator or facilitator skills (teaching presence?), and this applies whether it is in blog or discussion board format.
Bullen, M (1998) ‘Participation & Critical Thinking in Online University Ed.’ in Journal of Distance Ed., 13, 2.
Edwards, M & Clear, F (2001): ‘Supporting the Collaborative Learning of Practical Skills with CMC’s’ in Education, Technology & Society, 4, 1.
Found your “communication dynamics†very valuable. I’m currently teaching two introductory college classes. Each one has half the students using blogs, the other half using wiki’s. So far, I think the wiki’s are more helpful for the students. But I didn’t know about the aggregator application. That would certainly help me to monitor what the students are writing, and I think that it would make the experience more lattice-like for students because it would make it easier for them to monitor each other’s postings.