JOLT - Journal of Online Learning and Teaching
Popularity Report
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Saved by 19 people (0 private), first by anonymouse user on 2008-06-23
- Vosssm on 2009-10-26 - Tags no_tag
- Midwifepam on 2008-12-20 - Tags no_tag
- Lornacos on 2008-12-15 - Tags no_tag
- Weanders on 2008-11-18 - Tags education , edTech , web2.0 , blogs , eLearning , reflection
- Mapjdlinks on 2008-11-17 - Tags Blog , blogging , education , JOLT , MERLOT , jolt , e_learning , online
Public Sticky notes
Brown and Adler
(2008) tell us that “the
most profound impact of the Internet, an impact that
has yet to be fully realized, is its ability to
support and expand the various aspects of social
learning.”
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According to Lenhart, Madden, Macgill and Smith
(2007) of the Pew Internet and American Life
Project, 93% of American teens use the Internet, and
of those teens online, 28% have created their own
journal or blog. Fifty-five percent of online teens
have a profile on a social networking site such as
Facebook or
MySpace.
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O’Reilly defines a range of Web
applications as level 0 to level 3 according to the
degree to which they use the Internet interactively.
At the bottom of the scale are applications that,
while available over the net, do not depend on the
net for their function, and would perhaps function
just as well offline as online. At the top of the
scale (level 3) are applications that exist only
through the network and the connections it makes
possible between people or applications.
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Or, to cite Bugeja
(2008), in our
attempts to engage today’s students,
“we have embraced
consumer technologies on the flawed assumption that
students want to learn through the same devices that
amuse and distract them.”
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Another factor to take into account when reflecting
on the natural tendencies vs. assigned use of social
software is a little tip-of-the-iceberg idea from
Ben McConnell (2006) called the “1% rule.” Looking
at statistics from Wikipedia
and
Yahoo,
McConnell estimates that for every one hundred
visitors to a collaborative online environment, only
one will add content. That’s ninety-nine silent
lurkers for every visible contribution, which means
that even very successful and highly visible social
networks have extremely low levels of direct
participation from the larger reading (lurking)
community.
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it
takes effort and ingenuity to implement a
collaborative environment
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A class blog with blog posts but no comments,
potentially considered a failure
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Consequently, in order to create a successful class
blogosphere, “the first task of the e-learning
teacher is to develop a sense of trust and safety
within the electronic community.
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This is significant in the context of blogs
contained within LMS environments because, compared
to blog environments such as
Wordpress or
Blogger, for example, they currently offer very
little in the way of personalization of the virtual
learning space. Becker and Henriksen (2006)
attribute this lack to LMS designs based on 19th
and 20th-century pedagogical models that
fail to recognize the potential in social
constructivist models for learning.
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Furthermore, as long as the instructor comments,
even if no one else from the course does, the
instructor can ask questions that will point both
the original author and any other readers in the
right direction, without necessarily rejecting the
post out of hand.
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Public Comment