This paper takes a look at blogging and mobile learning, the two technologies that underpin the learner's experience of technology-enhanced learning. Each technology is critically discussed in terms of how it supports teaching and learning and judged against its strength and weaknesses in specific contexts. Based on concrete evidence, including the author's design of the learning activity, key recommendations were given to other practitioners as to how they can use each technology for teaching. One finding is that, as traditional classrooms change, blogging can help students develop the necessary educational skills, but more research is needed to understand the changing nature of teaching and learning as a result of using blogs. To overcome many obstacles related to mobile technology, a solid strategy was recommended. In conclusion, the author found the concept of individual and collaborative learning useful, especially in understanding the experience of learners in a given context.
Table of Contents
I. Digital Technologies
1.1. Blog technology
1.2. Mobile telephone technology
II. Digital Technologies: Recommendations
2.1. Blog technology
2.1.1. Knowing your subject and choosing the right blogging platform
2.1.2. Setting up clear guidelines and expectations
2.1.3. Be realistic, monitor and Integrate class curriculum
2.2. Mobile technology
III. Digital Technologies: Design or Specification
3.1. Blog learning activity
3.1.1. Characteristics of learners
3.1.2. Barriers that learners may face
3.1.3. The schools guideline for a course design
3.1.4. Expected Module Outcomes
3.1.5. Training content, plan and design
IV. Digital Technologies: Individual and Collaborative Learning
Objectives and Topics
This paper examines the role of blogging and mobile learning as critical components of technology-enhanced education. The primary research objective is to analyze how these two digital tools support teaching and learning, evaluate their strengths and weaknesses in specific educational contexts, and provide practical recommendations for educators integrating these technologies into their curricula.
- Critical analysis of blogging in higher education and its impact on student identity and reflection.
- Evaluation of mobile learning technologies, including their benefits for accessibility and potential for distraction.
- Design and specification of learning activities for refugee students in resource-constrained environments.
- Investigation into the synergy between individual learning flexibility and collaborative group interaction.
Excerpt from the Book
1.1. Blog technology
While the use of Web 2.0 tools, specifically blogs are becoming more and more popular in higher education (Garcia et al., 2015 ), and powerful tools in today's learning (Christopher, 2014), this has been a new topic for the learner on the Technology-Enhanced Learning (H800). The fact that I had never written a personal blog before was explained by Bayne (2005) who talks about online identity. The use of different social networking sites being so paramount in my online experience, I found myself preferring to use those which allow users to control their privacy and/or use alias names unlike blogs. By discussing with my peers, reading their blogs and Kerawalla et al. (2008), I was able to understand and use blogs and have ideas about their strengths and weaknesses in promoting learning as well as how such tools may affect teaching and learning.
While some of my peers had written a blogs even before the course started, I had the opportunity to discuss with them the role of blogs in learning and teaching, but I found myself even more reluctant to write my own blog. Fortunately, Cameroon and Anderson's (2006) argument about the blog's long-term learning ability has been very appealing and convincing. For example, while many peers’ blogs were reflecting on their previous learning, I couldn’t even remember the topic covered in previous weeks and the idea was most appealing when we were asked to watch a clip of student teachers who had written reflective blog surrounding their studies (JISC, 2010). I eventually decided to publish my own reflective blog but I seemed to be a very self-conscious writer, trying to pitch my blog based on my peers’. While I was so anxious in reading and commenting on my peers’ blogs, being also uncomfortable with writing my own blogs, I learnt a lot from my colleagues and I now believe, that I learnt the way I would go online and overcame my concerns about how I might be perceived by other learners. I found blog experience very rewarding and intend to keep updating my blog and consolidate my blog learning experience with future modules.
Summary of Chapters
I. Digital Technologies: Provides an overview of blogging and mobile phone technology, reflecting on personal experiences and the broader pedagogical implications of these tools in education.
II. Digital Technologies: Recommendations: Offers strategic advice for practitioners regarding platform selection, the importance of clear guidelines, and the use of reflective and communicative blogging practices.
III. Digital Technologies: Design or Specification: Outlines a specific pedagogical design for a 15-day employability training course for refugee students, detailing learning outcomes and daily training plans.
IV. Digital Technologies: Individual and Collaborative Learning: Discusses the balance between individual work and collaborative learning approaches, emphasizing the necessity of interaction for effective problem-solving in virtual learning environments.
Keywords
Use of Blog in Learning, Online and Distance Education, Mobile Learning, Students and Teachers’ Experience with Technology, Web 2.0 Tools, Individual and Collaborative Learning, Learning Design, Specification, Higher Education, Educational Technology, Reflective Blogs, Communicative Blogs, Peer Interaction, Employability Training, Digital Accessibility.
Frequently Asked Questions
What is the core focus of this research?
This work explores the educational value, challenges, and implementation strategies of blogging and mobile learning technologies within diverse learning environments.
What are the primary themes discussed?
The paper covers Web 2.0 tools, mobile device usage, learner experience, collaborative vs. individual learning strategies, and practical instructional design.
What is the main research question or objective?
The objective is to critically assess how blogging and mobile learning support teaching and learning and to provide evidence-based recommendations for their effective classroom integration.
Which scientific methodologies were employed?
The research relies on a combination of literature reviews, critical reflection on personal experience, and the practical application of learning design principles in a real-world case study.
What is covered in the main body of the text?
The main body examines the benefits and risks of blogging and mobile devices, provides specific recommendations for educators, details a training course design for refugees, and analyzes the role of peer interaction.
How would you characterize this paper with keywords?
Key terms include Blog Learning, Mobile Learning, Educational Technology, Learning Design, and Collaborative Learning.
Why did the author conclude that blogging requires a specific design?
The author argues that without clear guidelines and purposeful integration, blogging can easily lose its educational focus and fail to engage students effectively.
How do the findings regarding refugee students influence the author's tech choices?
Given the limited access to smartphones and personal internet for the target group, the author prioritized computer-based blogging activities accessible through community facilities like cybercafés.
What is the author's stance on the individual vs. collaborative learning debate?
The author believes both are important; while individual work offers flexibility, collaborative interaction is essential for resolving complex problems and fostering deeper learning.
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- Dr. Sixbert Sangwa (Autor:in), 2018, Digital Learning Technologies. Experience and Evidence, München, GRIN Verlag, https://www.grin.com/document/1012752
