The value of reflection and collaboration is broadly accepted within learning and education. Reflective journaling and collaborative work have long been part of ordinary and common learning and studying practice. As with so many aspects of pedagogy the advent of the internet has offered new technological enhancements to augment traditional activities – extending their reach, convenience of use, functionality and a network of examples of good practice. 

In this presentation the way in which OU students use the provided blog tool to reflect and collaborate will be described and insight into how further such activity can be encouraged will be given. 

The blog is potentially, and reportedly, a valuable tool for both reflection and collaboration – the main two aspects considered within this paper (Mohamed 2013, Byington 2011).  The blog can provide a learning journal which cannot be lost, within which there is a search function and which can, if the writer desires, provide support and encouragement to numerous other learners.  The blog could enhance and extend the capacity for collaboration to be less bound by geographical and synchronicity constraints.

Including a blog function within a VLE is a way which institutions can offer access to these benefits to their learners at little expense or effort. However – provision of a tool is not, on its own, enough to guarantee effective use, or indeed any use. A blog tool is not an example of a feature where ‘build it and they will come’ seems have much validity! (Shana, 2015)

There are many reasons learners may not perceive the value of blogging: they may perceive it as an additional and unwelcome chore; they may lack confidence with the technology; or they may simply feel that they have little to contribute. Unless students use the tool neither party gains any benefit.

Yet blogging cannot become a ‘requirement’ and remain useful. Collaboration and reflection cannot be truly effective unless undertaken voluntarily and formulaic reflection or mechanical collaboration will not confer any benefit and may be counterproductive (Chang 2019, Fernsten 2005, Musanti 2010). Institutions can encourage learners to reflect and collaborate (using a blog) in the hope that benefits become obvious and habits form, and for some learners this will be enough to begin their blogging journey with all the associated benefits. For others it won’t be - and those learners may benefit from other tools to facilitate reflection and collaboration.

In this paper there is

This presentation may be of interest to VLE developers, online learning designers, students and tutors.

Key Words: Blogs, Reflection, Collaboration, Learning Design, Virtual Learning Environment

 

Byington, T. A. (2011) ‘Communities of practice: Using blogs to increase collaboration’, Intervention in School and Clinic, 46(5), pp. 280–291. doi: 10.1177/1053451210395384.

Chang, B. (2019) ‘Reflection in learning’, Online Learning Journal, 23(1), pp. 95–110. doi: 10.24059/olj.v23i1.1447.

Fernsten, L. and Fernsten, J. (2005) ‘Portfolio assessment and reflection: enhancing learning through effective practice’, Reflective Practice, 6(2), pp. 303–309. doi: 10.1080/14623940500106542.

Mohamad, S. K. et al. (2013) ‘Pattern of reflection in learning Authoring System through blogging’, Computers and Education. Elsevier Ltd, 69, pp. 356–368. doi: 10.1016/j.compedu.2013.07.031.

Musanti, S. I. and Pence, L. P. (2010) ‘and Navigating Identities Collaboration and Teacher Development ’:, Teacher Education Quarterly, 37(1), pp. 73–90. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ872650&site=ehost-live.

Shana, Z. A. and Abulibdehb, E. S. (2015) “Engaging students through blogs: Using blogs to boost a course experience”, International Journal of Emerging Technologies in Learning, 10(’, International Journal of Emerging Technologies in Learning, 10(1), pp. 30–38. doi: 10.3991/ijet.v10i1.4240.


Tags: h818, conference, blogging, abstract, poster
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Word counts... again!

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I had no idea where to begin with the 2000 word part of my current TMA so I began a narrative describing the process I've been through in producing the first two parts of my TMA and the project I am working on.

Got to 1800 words.

Of just nicely written but unreferenced narration!

Argh!

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Abstract... noun and adjective!

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Part 2 of my current TMA is to produce an abstract about my eventual conference presentation (for which the poster is also a part).

I must have read hundreds of abstracts but somehow I have not got a firm idea on how to produce one myself - especially as it is about a piece on ongoing work and not something which is completed.

We have been given 500 words which seems really long. Most abstracts I have read are a longish paragraph of a maximum of 200 words - more often about 150 I would say. They are, for me, an indication of whether the paper is what I am looking for or if I have stumbled here by using vague search terms or attracted by an intriguing paper title.

The advice we have is, in the OU style, nice and vague! Whilst this has frustrated me a lot in my OU journey I am starting to realise that deliberately vague instructions may be designed to give us plenty of room to manoeuvre rather than as a trip wire!

Anyway - I intend to have a good bash at this abstract tonight. Wish me luck!

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Networking?

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Edited by Anna Greathead, Tuesday, 31 Dec 2019, 18:24

I have been listening to a Tutorial I missed in chunks. I perceived that the first bit was about the poster so I listened to that twice while I was tweaking the poster. I have, once I decided on a format, made steady progress on the poster and it's been the nuts and bolts of actually making it rather than indecisiveness or prevarication about content which has taken the time.

The next step is an accessibility statement to show I have appreciated and made allowances for the needs of people with various disabilities in the creation of the poster. This means I included an audio track, clear graphics and text. The need to think about, and write, this also acted as a catalyst to upload the presentation as a YouTube video (something I have never done before) as I could tell that my iPhone wouldn't play a PowerPoint presentation and assumed that other people's mobile devices may not either. A series of slide images was not what I created and not what I wanted any viewers to see.

Then came the abstract (in progress.... very early progress) and then I listened on the the tutorial. Simon emphasized the importance of networking and how we had to demonstrate that this skill was one we had significantly developed during H818. I panicked a little! Had I done any networking?

So here is my list of 'networking' activities which I think (hope) may count!

Now what else could I do?
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Charting New Waters

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Edited by Anna Greathead, Wednesday, 15 Jan 2020, 13:12

TMA 2 of H818 is proving to be a challenge! So much so that I pursued my time-honoured transition of pretending it wasn't happening for a slightly too long. I suddenly found that I should have done more and that I really hadn't got any clear idea of what I was supposed to do, let alone what I was expected to achieve!

I knew I was doing my overall project - essentially the whole of H818 - on the use of the blog tool with OU students. I knew that the main two benefits of blogging reported in most of the literature was reflection and collaboration so my initial poster simply reflected that:

A large word BLOG with the mirror image reflected in water. Lots of smaller words 'BLOG' interconnected with arrows above.

I liked this poster but, upon seeing the lengths my colleagues were going to, became sure it was too simple. I couldn't see how I could add additional media such as audio or animation as the point of the poster was its simplicity and the room it allowed the viewer to make their own interpretation.

I remembered the TED talk by Amanda Palmer which we viewed a few weeks ago. The point we were supposed to get was about open access models but what most struck me was the power of story telling. The reason I find blogging helpful and one of the reasons I believe blogging is so popular is because of the power of stories. It therefore made sense to give my poster an element of story telling too.

With this in mind I created a narrative path of two people - one of whom blogged for reflection and the other who blogged for collaboration. I wanted to underline that both paths were both theoretical and actual uses and benefits of blogging, and that both augmented and enhanced learning.

Using PowerPoint I have added an audio track which are also on the slide and viewable to anyone not able to hear the audio.

This has been very 'out of the comfort zone' for me... but I guess that's the point! I also having to write an accessibility statement, an abstract and an essay detailing the progress of my project! Argh!

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Storytelling

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Edited by Anna Greathead, Wednesday, 15 Jan 2020, 13:11

My H818 project is to do with blogging. Blogging seems to have become a separate category but it's significant to remember than it's a technologically enabled version of the traditional diary or journal.

The TED Talk by Amanda Palmer was supposed to get me thinking about open source and open access but it actually go me thinking about how powerful stories are. Amanda could have simply told us that she had chosen to change the financing method for her music but instead she told us a compelling and satisfying story. I daresay I will remember a story long after I have forgotten a lecture.

Diaries are deliciously private which is why (maybe!) we love to read them. The Diary of Anne Frank is a world changing book. Other books have been deliberately styled as diaries (think Adrian Mole, Bridget Jones) because, as a species, it seems that we are interested in the mundane lives of other people. The blog simply takes this model online. And opens it up to a much bigger potential audience. Some stories capture the imagination more than others, but each is valid. Some people are more willing to share their stories than others but every story told is a moment in time captured.

I have started to consider how I can present my Blog Project findings in a story format. It could be quite possible to make the point and give the information within this model whilst keeping the readers / audience engaged and entertained.

As for open access and different methods of monetizing creativity - I have to battle again with the ingrained pragmatic assumptions my 46 years have left me with. Another way should be possible - I just find it hard to envision.

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Nerd!

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TMA01 had specific word limits - part 1 was to be no longer than 1500 words and part 2 was to be no longer than 1000 words.

I've taken quite a lot of pride in writing essays of exactly the right length in previous modules - sometimes adding a single adjective or contracting two words to arrive at the satisfyingly even figure!

So - it was 44 hours before submission deadline and I had a part 1 which was 1494 words and a part 2 which was 998 words.... would those crucial eights words be significant? Could they form the sentence which may push the assignment through a grade boundary? Would my tutor roll his eyes at my having handed in an incomplete piece of work?

I ruminated (on social media) and my 22 year old son posted 'Submit it you nerd' - which was nice! You see - he's one of the more relaxed in the human race. He did the last 6,000 words of his dissertation (that is to say all of it) in the last few days before it was due. He didn't set any records but he did pass!

I am sure that somewhere, on the continuum between me and him, is a sensible approach!

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Implementation

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The three subjects up for discussion in H818 are inclusion, innovation and implementation. We are to concentrate on one of them. I have chosen implementation because I think it is the most important. Innovation can happen and inclusion can be a key priority but unless the ideas and tools created by the innovators, and the policies and systems developed by the inclusionists are implemented in some way then none of it makes any difference.

Part of the 'problem' of implementation is that some innovation, and some inclusive policy, is hard to work. It may be badly designed albeit based on a good idea. It may be well designed but not as good as an existing tool or system. It may be brilliantly designed but doesn't actually meet a need as perceived by the learners and practitioners.

I think the main problem with implementation is that it has to not only be good enough to ensure the effort which goes into making practical changes or ideological shifts worthwhile but that it has to seem good enough to those having to make the changes and shifts.

It is much easier to install hardware and software than to make a teacher of many decades change their habits, or a student who is already busy and under pressure adopt a new learning tool. It's a linguistic stretch but I would say that changing the coding (the software) in the people involved - aka their culture, habits, experiences - is the most important step in implementing any change of practice.

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Taking Shape - TMA01, H818

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This TMA is the foundational document for our conference presentation and subsequent EMA. Which means that getting it right will be very beneficial and getting it wrong will create lots of additional work!

I have decided on a few things:

  1. I am doing the blog project. I will investigate the OU blog tool for who uses it, for what and why. I will conduct some primary research for this - both in the form of surveys, questionnaires and interviews and also by analysing a sample of the public OU blog posts which are handily displayed in reverse chronological order on the website!
  2. I will be looking at this through the overall theme of implementation. I am going to assume that blogs are useful both for student reflection and student collaboration (this is not a wild assumption - there is a lot of data) and consider why they aren't used as often or as much as they could be. Where and what are the barriers? How can the barriers be addressed?
  3. My project will be essentially a research project which will be presented as a paper. I hope to create an interesting and attractive poster in TMA02 and an engaging presentation for the conference but the project does not lend itself to the other two formats as naturally
So my hurdle of the week is TMA01. I a writing about implementation - most of the literature I have found seems to concentrate on why institutions and educators might resist pedagogical change or the introduction of technological tools for teaching and learning but I am equally interested in why students may not rush to engage with new methods and new technologies as well.

I wouldn't go so far as to say I feel confident I am on the right track but it's feeling a lot more coherent in my head! (Not always a reliable benchmark if truth be told!).
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Quid Pro Quo

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Edited by Anna Greathead, Friday, 17 Jan 2020, 11:32

Interesting development.

We are all starting to share work in the Open Studio area. The idea is that we share our work, thoughts and so on and get feedback from our tutors and each other.

I have shared a post (similar to the previous blog post) about my ideas for the TMAs, conference presentation and EMA. A few people have fed back to me with encouraging and helpful comments. And I have sought out their work and endeavored to do the same. It just feels right and fair!

Now the logical thing to do would be to look at everyone's work, identify where I had genuine insight and knowledge which may be useful, and contribute mostly in those areas. However - we are not logical creatures. We are relational creatures. I can already see how small communities are likely to form between people who may be working of different kinds of project but who are at the same kind of stage and who have been encouraging and helpful to one another so far.

I have decided to pursue the OU Blog idea for this module. I have found the blog - this blog - to be such a useful tool in my OU journey and I want to see why it's been so great for me and how the tool could be better utilised to ensure other people also benefit from the opportunities for reflection and connection it offers. Not to mention the validation of 30k views and numerous citations in other people's work.

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The Project (capital T, capital P)

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H818 is different to my previous modules. It requires the ongoing development of a single idea / project which is mooted in TMA01, developed in TMA02, presented in the conference and reflected on for the EMA.

The project must have something to do with Openness and also fall under one of the subject areas of inclusion, innovation of implementation.

I have two ideas - neither of which seem ideal but both of which kind of interest me. I am awaiting specific tutor feedback to see which one I should pursue:

1. OU Blogs - who uses them for what

The OU blog has been a revelation for me. I have found it exceptionally useful in a reflective capacity but also for expanding ideas which have piqued my interest and about which I have wanted to explore further. I didn't expect to gain a lot of traction but I have had over 30,000 views of this blog (although far fewer comments and interactions than you might expect). I am really interested to see if other students have found their blogs similarly, or differently, useful and whether the tool is working the way envisaged by the OU initially.

I can imagine getting data from my current and previous OU student groups but also being able to source further OU students through Twitter, Facebook and simply by searching existing blogs for comments and interactions.

I would speak to a small number first to develop good survey questions based on their experiences and comments. Once I had developed a good survey I would place this online and invite as many people as possible to respond. I would include an option to engage in a deeper email conversation for people willing and able to share their experiences more deeply.

Although the OU blogs are not entirely open unless the student allows this they are an example of students producing work which is available to others to reference, discuss and consider. The blog system can promote collaboration and networking as well as promoting reflective practice.

I think that the umbrella here would be implementation and that the presentation of a paper detailing research and findings would be most obvious.


2. Facebook Groups - who uses them for what

My employer administers a number of Facebook groups. A company page, a closed resource page and a private study group page. In total there are over 22,000 members (though obviously many individuals are part of more than one of the groups). The different pages operate slightly differently and garner different levels, and different kinds of engagement. I would be interested to analyse and measure this to see how the groups are being used to distribute educational resources, facilitate collaboration and encourage networking.

It would be difficult to gain consent to use individual's data in the specific report about these groups but as I will be mostly classifying and analysing posts (rather than the people who make those posts) I wonder if this is a less important consideration. I suspect there may be a fine line to tread here and the importance of developing a robust ethical position could not be overstated.

The advantage to this project is that it could enable my employer to better administer and utilise the groups to commercial and educational advantage. This may mean that I am free to use work time to do some of the research!

I think this also most comfortably sits within the 'implementation' area as it is a tool being used to implement many good learning habits and resources. This could be presented as a paper or possibly a workshop on how to best engage people using Facebook.

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Bumps in the Road

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H818 feels quite different to either H800 or H817.

Both of my previous modules felt solidly academic even though the delivery, assessment and teaching was done differently. I basically knew that I had to do the activities, do some extra reading, write an assignment which answered the question and was internally logical and then I would succeed.

H818 feels, already, like it might present of a challenge. There is a very strong push to produce something to 'publish' rather than a piece of work which will demonstrate to your tutor that you have understood the course and grasped the relevant concepts.

The word 'networked' obviously provides a clue but the extent to which we are to be working as a group n H818 scares me a bit! Group work in H817 was difficult!

Plus I am having to get to grips with yet more OU resources which don't quite match proprietary equivalents in terms of usability, intuitiveness or appearance.

Argh.

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The Open Architechtural Studio or the Great British Bake Off

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Edited by Anna Greathead, Friday, 17 Jan 2020, 11:33

The vision of an open studio within which individuals pursue their creative projects in full view of their peers offers, as John Seely Brown explains, opportunities for critique, feedback, individual progress and group progress. I can immediately see how various individuals with special skills or experiences could help those with different skills and experience (and vice versa) to enable improvement in the outcomes for all.

I cannot think of an example where I have been in this kind of environment but I did immediately picture the Great British Bake Off tent! (The analogy would also work with the Sewing Bee, Throw Down and all similar talent shows!). The Bake Off is a competition so participants should not really help one another but they do! (I know it's generous editing but bear with me!) You periodically hear someone ask a question and, from benches around the tent, people call out their knowledge based on their own experiences. Bakers will sometimes look around the tent and see that their competitors are doing something different from them and it makes them second guess or review their own timetable and process. Imagine if all of those participants were not in competition but working in concert with one another - maybe to cater for a huge posh garden party! If all of that skill were pooled then the sum total of, the quality, of the ensuing product would be so much better than it would be when individuals work alone.

I love the theory. However - I am not very good at receiving criticism however constructive! This aspect of H818 may be a challenge!

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Open Scholarship

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Edited by Anna Greathead, Wednesday, 15 Jan 2020, 13:12

I can already see that my personal leap forward in H818 is a renewed grasp of what open scholarship is - not least because of the keynote talk by Martin Weller which opened the H818 conference in 2018.

Martin described how, as the internet began to move into educational settings and learning environments, paradigm shifting predictions were made. When a bleak future is foretold then it is hardly surprising that the steps en route to the predicted outcome are resisted!

As Martin astutely points out - we have not seen the end of the university, nor has the theoretical promise of the MOOC actually altered the landscape of learning forever. We have, however, seen a definite and significant change in the way the learning and teaching is conducted and experienced. We have also seen a similar change in the way the scholarly research and debate.

My studies within MAODE have incorporated quite a lot of thought and discussion about OERs (Open Educational Resources) but I confess that the idea of data being made available for repeated analysis by researchers with different hypotheses had never occurred to me! (I had rather thought that an OER was mostly a sharable and editable lesson plan or learning resource).

The idea of Open Journals seemed to be a non-starter to me as I considered how both authors and journals would be paid for their work but the talk made me realise that many authors may be happy to be 'paid' in citations and reach. (I assume they have income from elsewhere?).

The use of blogs and social media within learning has been a common theme within MAODE but Weller made me consider again that these are not necessarily inferior to journals and conferences in their impact as they may afford a wider reach and greater engagement and connection.

My blog here is close to 30,000 views as of today. I do check the blog counter. I do get some pleasure from the idea that someone, somewhere, has found my ideas and reflections to be valuable. I even like the fact that I know various MAODE colleagues have cited me! Is this blog on a par with an academic journal? Probably not if someone is looking for closely researched and data driven conclusions but maybe if someone is looking for the honest experience and reflections of someone studying, using and providing online education and learning.

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The assumptions of open scholarship

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"open scholarship has a strong ideological basis rooted in an ethical pursuit for democratization, fundamental human rights, equality, and justice."

Ideological or idealistic? My OU studies have continually challenged the commercial setting from which I operate! As part of the capitalist system we provide learning to people who pay! I can personally get on board with the idea of education and learning being a sacred and privilege which should be considered an end in itself with no thought to the means by which it is achieved.... but that's not something I have experienced.

"open scholarship emphasizes the importance of digital participation for enhanced scholarly outcomes."

I can see how the concept of open education has become conflated with digital participation as the latter enables the former. I think this is serendipity and that the theory of open education need not rely on digital participation.

"open scholarship is treated as an emergent scholarly phenomenon that is co-evolutionary with technological advancements in the larger culture."

See comments above!

"open scholarship is seen as a practical and effective means for achieving scholarly aims that are socially valuable."

Practical and effective means of achieving aims? That sounds more familiar to me that the more idealistic vision spelled out in the first assumption. I wonder if this more pragmatic approach may end up achieving more than the more idealistic one simply by being more palatable.

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A final note on H817

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I completed my EMA about social learning analytics with full weeks to spare. (2 of them to be precise!). It came together gratifyingly nicely and I enjoyed it. Of course it's possible that my tutor will disagree and give me a dreadful mark (not due until December!).

But I had mere weeks off from studies and have now begun H818 - The Networked Practitioner. I want to get MAODE done and dusted by the end of 2020 so can't afford to rest on my laurels!

Watch this space for my H818 adventures!

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