Reflections of a blog........

     Looking back and reflecting on what I will be taking away from this assignment has been almost as beneficial as completing the assignment.  It is hard to believe that this assignment has lasted almost 6 weeks and after re-reading my first blog it is somewhat funny (to me) to see how much I have actually learned.  The whole process of maintaining a blog/reflective learning journal has done just that; helped me to reflect on what I have learned.


     My first blog discussed Kurtz & Sponder's article on synchronous and asynchronous communication, seems to have been written so long ago in both time and knowledge.  To think that these two terms were completely new and foreign to me and now are second nature proves to myself how far I have already come this semester.  Moving forward from Module 1, I was still apprehensive on Web 2.0 (even though I use it daily via Facebook) and the educational benefits it provides to both teachers and students.  The next Module helped to clear up both what Web 2.0 is and also some of the benefits.


     The next entry in my blog did cover Web 2.0 and its many different applications (Facebook, MySpace, Twitter, blogs and wikis) and also conveyed some of its educational benefits.  Some of these benefits are the ability for students to engage each other and also the instructor outside of the classroom from separate locations (Anderson, 2009).  The second topic that I felt relevant and broached in my second blog was the advantages of blogs.  Pang, presented a strong case for the use and upkeep of blogs to not just assist the students in reflecting on their learning, but to also keep the instructor up-to-date on the thoughts and feelings of their students.  


     My third attempt at blogging referenced the Duffy article concerning Web 2.0 in education, specifically the benefit of educational blogging.  Duffy's article brought up many of the positive points that blogging provides for students.  These points (time to reflect on the material presented, availability of information and the chance to work with others) are all true, but have also been incorporated into use in this class and that is where the true benefit is.  Not just in reading about the benefits, but in seeing them used in an actual class to benefit the students and the instructor.


     The fourth blog that I posted is by far, my favorite.  Not because it was the penultimate post, but because of the information that was presented from the article read.  Anderson (2003), put forth a term that was new to me, but reflected on my learning style.  Vicarious interaction.  No longer was I a lurker, reading, learning and taking new information from my classmates postings without commenting, I was now learning and interacting vicariously.  


     This assignment has shown not only the benefits of taking the time to reflect on what is being read and taught in a class, but when one must write on these readings and teachings even more learning does take place.  Would Web 2.0, synchronous and asynchronous communication made as much sense to me had I not had to write about it?  More than likely it would have, it just would have taken longer for the concepts to sink in and for me to keep them straight.  This assignment has been so beneficial to me as a student, that by week 2 I actually looked forward to finding articles to blog about and for staying on task with my work so that I could blog at regular intervals. 

References

Anderson, T. (2003). Modes of interaction in distance education: Recent 

     developments and research questions. In M. G. Moore & W. G. Anderson 

     (Eds.), Handbook of distance education (pp. 129-144). Mahwah, NJ: 
     Lawrence Erlbaum Associates, Publishers.



Anderson, T.  (2009).  Social networking in education.  A draft paper to STRIDE 

     handbook for The Indira Gandhi National Open University (IGNOU).  

     Retrieved:  April 27, 2009, from:

     http://terrya.edublogs.org/2009/04/28/social-networking-chapter/

Duffy, P.  (2008).  Engaging the YouTube Google-eyed generation: Strategies


     for using Web 2.0 in teaching and learning.  Electronic Journal of e-Learning, 

   
     6(2), 119-129.  Retrieved from Education Research Complete database.

Kurtz, G., & Sponder, B.  (2010).  SoTL in online education: Strategies and 

     Practices for using new media for teaching and learning online.  International 

     Journal for the Scholarship of Teaching & Learning 4(1), 1-6.  Retrieved from 

     Education Research Complete database.

Pang, L.  (2009).  Application of blogs to support reflective learning journals.  
     Retrieved:  May 21, 2009, from:

     http://deoracle.org/online-pedagogy/teaching-strategies/application-of-

     blogs.html

Gemini, Cancer, Vicarious Interaction?

     While reading Anderson's Modes of Interaction in Distance Education, I came across an interesting term that I had never heard before, vicarious interaction.  What truly resonated with me when reading this term and its definition is that I found it defined who I feel like I am as a student and how I learn.  Vicarious interaction describes a method of learning where students learn more through hearing others interact or through reading others interaction (Anderson, 2003).

     Students who learn through vicarious interaction do not always contribute to the conversations for multiple reasons.  Some of these reasons are because they feel that what they have to say might not add any new points of view to the conversation or simply did not want to (Anderson, 2003).  With this being said the theory of vicarious interaction is not new nor specific to distance education (Anderson, 2003).  But must be considered as a real form of interaction and one that I find truly benefits many students.

Reference

Anderson, T. (2003). Modes of interaction in distance education: Recent 


     developments and research questions. In M. G. Moore & W. G. Anderson 


     (Eds.), Handbook of distance education (pp. 129-144). Mahwah, NJ: 


     Lawrence Erlbaum Associates, Publishers.

A blogger by any other name......

     When I first read the assignment that we were to create and keep a blog for our reflective learning journal, my first thought was "maybe a wiki will suffice since I am already keeping one for my other class."  With a little research (and help from Les Pang) it became obvious that there is a distinctive difference between the two besides the fact that both require original thought, reflection and work.  Now that I have blogged (and wiki'ed) a few times, it has gotten easier and I can admit that I do see the advantages to maintaing a blog.

     The blog is a requirement for this class and as someone new to the world of blogging the advantages by far outweigh the fact that this is an assignment.  Blogging is not a solitary endeavor, the intention of a blog is for others to read and comment on it.  As a whole, more and more people are online; reading, working, socializing, playing and even learning.  The blog and blogger are finding their niche in people's lives and in education (Duffy, 2008).

     Duffy (2008), references work done by Fernette & Eide (that is cited by Richardson (2006)) that names some benefits (educational) of keeping a blog.  Some of these benefits have validated the way I have been thinking and feeling about blogging.  Three that truly resonated were: the potential for deeper and more critical thought, the chance for both collaborative and independent interaction and also the opportunity for access to more information (Duffy, 2008).  These three benefits are realized every time I read and write a blog and every time I read and comment on my classmates blogs.  This assignment has become one of the things that I look forward to every week as a chance to reflect on what I have learned, to share what I have learned and to see what others are learning.

References

Duffy, P.  (2008).  Engaging the YouTube Google-eyed generation: Strategies

     for using Web 2.0 in teaching and learning.  Electronic Journal of e-Learning, 


     6(2), 119-129.  Retrieved from Education Research Complete database.

Pang, L.  (2009).  Application of blogs to support reflective learning journals.  

     Retrieved May 21, 2009, from:  http://deoracle.org/online-pedagogy/

     teaching-strategies/application-of-blogs.html

The web of the future?

     Most of the readings for this module have dealt with Web 2.0 and the many different technologies that it is comprised of.  Prior to these readings, I was still apprehensive on what Web 2.0 was, but also on its uses.  After these readings one of the key advantages (that I feel) of Web 2.0 is the ability to socialize and work with one another without instructor encouragement, be it through Facebook, Twitter, MySpace, a blog, wiki or other means.  According to Terry Anderson the lack of support via learner-learner interaction prior to Web 2.0 technologies contributed to high attrition rates in distance education (2009).  With the inception and incorporation of Web 2.0 technologies, distance education students can actively engage each other on Facebook, Twitter, MySpace, blogs and wiki's to work together or to just provide support for one another.  Anderson (2009) also goes on to state that students no longer need to wait and see what their classmates are reading for class, they can post links and information on their readings via Web 2.0 which also presents a way to organize and quickly retrieve information.  This clearly shows that socialization web sites can be used for educational purposes.  When looking at Web 2.0 one might not first see the benefits of these sites in the classroom, but upon further research the benefits are presented.  It has been proven time and again that collaboration enhances the learning process (Anderson, 2009) and Web 2.0 clearly shows that.

     Blogs have become more and more popular in academia and with their popularity comes advantages and disadvantages.  Les Pang has listed some of these advantages and disadvantages to blogs and some have really struck a chord with me (2009).  One advantage that I did not consider is that by not only keeping a blog, but by updating it the instructor can gain insight into where the students are struggling with information and allows for the instructor to provide more individualized feedback to help those that need it (Pang, 2009).  Another suggestion that Pang makes which resonates with me is that if the instructor keeps a blog and makes it available to the class they might find additional information or clarification on issues they are facing (2009).  Blogs are not just the (public) diary of the future, they can be used as educational tools to engage the student to reflect on their learnings and to share those learnings with others.

     The readings for this module have not only clarified what Web 2.0 is, but they have also proven the importance of this technology.  Gone are the days of waiting for class to begin to ask a question of the instructor or a friend.  Blogs, Facebook, Twitter, MySpace and wiki's provide a sounding board for ideas and interaction among students that is not always provided in face-to-face instruction.  Because many distance education students already utilize the computer and internet for education it is only an extension of this to use Web 2.0 to enhance the learning environment.

Missy

References

Anderson, T.  (2009).  Social networking in education.  A draft paper to STRIDE 


     handbook for The Indira Gandhi National Open University (IGNOU).  

     Retrieved:  April 27, 2009, from:

     http://terrya.edublogs.org/2009/04/28/social-networking-chapter/

Pang, L.  (2009).  Application of blogs to support reflective learning journals.  

     Retrieved:  May 21, 2009, from:

     http://deoracle.org/online-pedagogy/teaching-strategies/application-of-

     blogs.html

I think I am in sync.......

     After completing the required readings for Module 2a, I feel I can safely say that this information is starting to make sense.  For the longest time, synchronous and asynchronous (communication), pedagogy and Web 2.0 were all Greek to me; I can say with the utmost of confidence that I comprehend and understand synchronous and asynchronous (communication) and even pedagogy.  Web 2.0 is still a bit confusing (I understand that applications/websites such as Facebook and Twitter are considered Web 2.0, but it is not yet clicking in my brain housing group what exactly sets them apart).  
     One of our required readings really brought to light a fact that I know I have been overlooking.  Kurtz & Sponder (2010), in their explanation of asynchronous communication stressed that learner and teacher are separated not only by time, but also by location.  I know that myself personally, I take the separation of location for granted as if it is a given and I need to remember that it is a significant part of what designates asynchronous communication.  
     I make the time to do the required readings and I set aside time for the conference participation, but in reflection I need to set aside time to think about what was read and what it truly means.  Writing this blog actually helps because it is forcing me to admit if I understood what was covered in the readings and what we (as students) were supposed to learn.  Hopefully, I will be able to take what was not only learned from the readings and be able to apply it in real life, but that I will also be able to remember to sit back for a minute and digest (if you will) what was just read or taught or even said......


Missy

Reference

Kurtz, G., & Sponder, B.  (2010).  SoTL in online education: Strategies and 

     Practices for using new media for teaching and learning online.  International 

     Journal for the Scholarship of Teaching & Learning 4(1), 1-6.  Retrieved from 

     Education Research Complete database.