 |
Blogs
Erica Brownstein and Robert Klein
 Blogs are reshaping our political, social, and cultural environment. Education is affected by blogs because of their potential for learning and teaching, and also their risks. This article elaborates a set of rules for evaluating and implementing blogs in teaching college science.
“True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.”
—Winston Churchill
“The real act of discovery is not in finding new lands, but seeing with new eyes.”
—Marcel Proust
In the quotations above, Churchill and Proust could have been describing the challenges of teaching college science. As science educators, we strive to communicate the vibrancy and contentiousness of the field, yet often fall short because the discourse seems more monologue than dialogue. In this article, we will describe how blogs can be used to provide students with “new eyes” in the science classroom, and nurture discourse among instructors and students.
Blogs, short for weblogs, can be used as virtual environments where all students can participate in critical discourse on scientific topics. We explore blogging through related definitions, research, and examples. The etiquette, ethics, risks, and resources involved in successful blogging in a science classroom are also addressed.
Blog: Defining the species
A blog is a frequently updated website consisting of dated entries called posts (including text, images, media objects, and data) arranged in reverse chronological order so the most recent entry appears first. Each post can have three basic attributes: title, link, and description (Walker 2005; Brownstein et al. 2005). Examples of blog posts are shown in Figure 1. The first one is a reflection on the use of blogs in a writing course, the second is sharing an inquiry on cleaning pennies, and the third is an assignment from a physics class.
| Figure 1. Examples of blog entries. |
|
Birth of 28 New Bloggers
“It’s that time of semester again. Tonight I introduced blogging to my class of preservice English and foreign language teachers. Their new blogs, mostly without content yet, are here.”
Bernie Dodge’s One-Trick CyberPony |
“The Tabasco Sauce did a good job, but again, no better than the other hot sauces. And it has no tomatoes, ruling out tomatoes as being involved in the cleaning.
That leaves vinegar and salt.”
Cleaning pennies with taco sauce |
“Should we continue to explore space as planned, or redirect some economic resources towards research in HIV/AIDS, cancer, or other human diseases; or environmental issues like global warming? Prioritize your list as to where taxpayer dollars should go pertaining to research and exploration, and defend your choices. Post your blog entry in 200 proofed words by this Friday.”
http://physicsns.blogspot.com |
Typically, blogs are published by an individual or small group of individuals in a personal and informal style. Blogs are native to the web, meaning that they can dynamically take advantage of the interconnected nature of the web. Diaries and journals are native to paper—they can only statically refer to other information sources. Blogs, on the other hand, do more than just refer to other sources; they provide a doorway, through the hyperlink, directly to that idea.
Blogs have been used since the development of the World Wide Web (WWW) when Tim Berners-Lee at Conseil Européen pour la Recherche Nucléaire (CERN) kept track daily of recent additions to the WWW as a list of links with brief descriptions. More recently, blogs have had a much greater impact on lives beyond those of the technorati. For example, blogs became a tool for political mobilization of the electorate in 2004, serving both to educate voters and to motivate their participation at the polls. After the devastation of the 2004 tsunami, survivors used text messaging–enabled mobile phones to post important information to their blogs, creating an invaluable resource for family, rescue workers, and a concerned and connected world. To whatever end blogs are used, the majority of blogs take on the style of online journals.
But unlike a paper journal or diary, blogs generally include space for public comments at the end of each post. Hence, they are motivated by the topic of the thread (general theme of a post) but are nevertheless a form of discussion through ongoing commentary. This progression from post to comments then a new post to more comments in many ways reflects the practice of professionals in the scientific community in which a hypothesis is generated, tested, analyzed (or reviewed), followed by a new hypothesis, and so on. In short, the structure of blogging has great potential to support professional methods of practice in science.
Example
The blog Real Climate by Rasmus (2005) has a posting about “Storms and Climate Change.” The author describes some articles and outlines the debate on whether global warming has an impact on storms. One reader commented to the posting,
There are so few studies out there that actually look at real data, and make no mistake about it, model output are not data. Weather is ingredients-based.
The blogger author, Rasmus, responded with the following,
I would recommend reading the Science article by Kevin Trenberth: “Uncertainty in Hurricanes and Global Warming.” He discusses aspects of trends in hurricanes. I do disagree in the view that model output is not data. The important question is “what do they represent?”
This posting and comment cycle helped clarify and explain posts, as well as challenged ideas and began discussions. This kind of discourse would be exciting in a science course.
How can blogs be useful for science instructors?
Ferdig and Trammell (2004) suggest that “the use of blogs helps students become subject-matter experts” and that “the use of blogs increases student interest and ownership in learning.” Blogging gives voice to students who often feel uncomfortable speaking up in class (Pick 2005; Ganley 2004) and can have a powerful impact on a greater number of students in the classroom as it supports more learning styles. To help in the process of deciding whether or not to integrate blogs into the classroom, two concept maps are included in this article. The first concept map (Figure 2) describes modalities for blogs and the other shows uses for blogs in science classes (Figure 3).
When developing a blog for use in an educational setting, it is important to decide the overriding reason for the blog. Educational blogs often fail due to a lack of focus. The concept maps in Figures 2 and 3 can serve as a guide for identifying the focus of the blog.
Is setup difficult?
Some institutions have environments already set up for blog use. Others either do not support the implementation of blogs, or the implementation requires technical expertise. If an institution does not already have a blogging environment set up, one of the easiest places to create and maintain a blog is www.blogger.com. This is a free web-based service that enables the creator to determine who will and will not see, post, or comment on a blog. The technology expertise needed is limited to getting on the web. It can take as little as five minutes to set up a blog. The blog is advertisement-free and has numerous templates that make for a very polished appearance with minimal effort. In addition, it offers several security options including the ability to limit access for reading and posting on the blog. This allows a professor to tailor privacy and participation rules to meet the goals of using the blog.
Yet, setting up a blog requires more than just technical proficiency. Good design entails finding focus, tailoring language to the audience, tackling assessment issues—in short, many of the curriculum design principles educators should already be addressing. Figure 4 provides eight rules to help guide the effective design of a science blog.
| Figure 4. Rules for an effective blog in a science classroom. |
|
Rule 1: Decide the purpose of the blog. Be specific.
The modalities concept map can help to determine the purpose for your blog (Figure 2). This concept map shows two overall themes with subordinate modalities. For example, in the learning theme, commentary is listed as a modality. An example of commentary in a blog may be the instructor posting about an experiment and students being required to comment on the initial post. The instructor can provide direction for greater structure to the comments (e.g., describe how this experiment relates to the concepts discussed in class) or less structure (comment on this experiment and respond to at least one other student’s comment).
When looking at the modalities concept map, consider which areas align with teaching priorities for a particular class. While each modality is important, determine which one (and only one) is the outcome desired from the blog. For example, if the incentive is for nonscience majors to become engaged in the course, the interaction modality may be the focus. On the other hand, if the goal is using the blog as an extension of science concepts, the learning modality may be the focus. For example, a typical first-year course might focus on building a community of learners whereas a senior-level course might center on an academic discussion of cutting-edge research. In the first case an interaction modality is being used while in the second case a learning modality is being used (Figure 2).
Rule 2: Decide who will be the main author of the blog
The authorship of a blog is an initial consideration for integrating blogs into an educational setting (Figure 3). After deciding the purpose for the blog, determine who will be the main author(s) of the blog: individual students, whole class, or instructor. There are different considerations for each choice.
In some environments, students create their own blog. This approach works well in a class that is centered on individual construction of knowledge or individual project-based classes. Students can construct understandings, reflect on learning, share data and results, comment on related topics, or become active in the learning of the content. For example, a vlog (video-based blog) or a photo blog might be used to demonstrate applications of the concepts learned in class. A student may post a digital image or a video clip of a seesaw when studying forces in physics; then follow up with a description of the connection between the concept and the example.
Whole class blogs are effective in classes that focus on building community. Students can be expected to post and also comment on other postings fairly reliably. Recent research has shown that blogs give voice to students that are normally quiet in class. This in turn increases their social status in class and improves community. Forming a connected community improves motivation and motivation increases learning (Heafner 2004).
Instructor-authored blogs have benefits as well. They can be used to extend knowledge. For example, one instructor posted controversial issues such as, should NASA be funded? (See Figure 1.) Students were then required to post comments in response. While the instructor initiated the opening entries, students had “conversations” with one another through the comments (Lenhart 2005). Instructor-authored blogs also allow outside resources to be available for students in coordination with the topic for the day. If teaching about weather, a link to USDS could be made available. If teaching about moon phases, links to animated models would be helpful.
Instructor-authored blogs can also support professional growth in teaching. A blog can provide a venue for reflecting on teaching. Reflection is an effective tool for improving instruction (McAlpine and Weston 2000). Another use of a personal blog is to summarize action research (research instructors do on their own classrooms). It also could be a commentary on work or professional experience. Putting thoughts out for others to see and comment on can lead to growth as a professional. However it is used, a decision must be made as to whether or not the blog should be anonymous, taking into account issues of privacy and protection for students and instructors. Cases exist in academic and nonacademic environments that demonstrate how blogs have led to employee sanctions and termination (Lorenz 2005).
Rule 3: Give structure to the blog
Establishing structure for the blog will maximize its effectiveness. Students familiar with blogs may have a different interpretation of what a blog is. Despite being the most searched term in the online Webster’s dictionary in 2004, only about 38% of all internet users understand what a blog is (Jesdanun 2005). Students not familiar with blogs will benefit through clear guidelines and several examples.
One form of structure can be made through the assessment of the blog. Students appreciate specifics on how they will be graded. Rubrics can be helpful, even for a simple grading scale (see Figure 5). This rubric may be used on an instructor-led site where students respond with comments to a posting.
| Figure 5. Sample rubric. |
| 3 points |
2 points |
1 point |
|
Comment was:
- posted within 24 hours of initial post
- on task and thoughtful
- directly connected to
topics discussed in class |
Comment was:
- posted within 24
hours of initial post
- on task
- connected to topics discussed in class
|
Comment was:
- posted before next class
- mostly on task
- not at all or minimally
connected to topics discussed in class |
Responsibilities related to the blog help in creating structure. In one class taught by the authors, students are required to post on their individual blogs three times a week. These blogs are graded using a rubric. They also are required to comment on their peers’ blogs. At the end of the semester, a comment often heard was “I was so glad I read that in her blog because it helped keep me from making the same mistake!” and “I felt much better after reading his blog because I knew I wasn’t the only one that didn’t get it.” One student shared that the blog led to a deepened understanding of the concepts.
Rule 4: Determine institutional guidelines
Some institutions have enacted policies or guidelines pertaining to blogs. Others may have helpful how-to sheets or ways to set up the blog on the institutional intranet. Many smaller institutions have not developed policies regarding the use of blogs in the classroom. Check the instructional technology department or the office that coordinates distance-learning classes for assistance. Some resources on guidelines for implementing blogs are listed at the end of this article.
Rule 5: Decide if the blog will be public or by invitation only
Many blogging environments allow the creator to decide who can see the blog and who is permitted to post on the blog. For example, one may wish to have a blog that only members of the class can contribute to, but anyone on the internet can read. In one class student blogs are set up to be viewable only by members of the class. This enables students to freely discuss and debate the concepts they are learning.
Rule 6: Teach students blog etiquette
Blogging etiquette is about more than simple politeness. It is about the safety and well-being of students’ and professors’ identities both online and offline. Even if a blog is a closed blog, it is on the internet and therefore it is still possible for others to read it. For an instructor-led blog, the author and institution usually are available. When students create their own blogs, insist they only use first names (or initials) and they be careful not to give identifying information such as the institution or city.
Although blog etiquette is about more than politeness, being polite matters. A blog is not the place to bash a peer or complain about the class. If it is a blog that focuses on constructing or applying knowledge, a student can certainly be up-front about areas of confusion. Using the blog as a place to vent is inappropriate. This is where two or three examples of acceptable and unacceptable entries might help students have a clear understanding of the etiquette required for a class blog. One resource on blog etiquette is www.isafe.org.
Rule 7: Adapt as needed
As with any pedagogical tool, adapt, adapt, adapt. If something isn’t working, see what you can do to change it. If students aren’t posting, determine what the barrier seems to be. During an initial semester of implementing blogs, students did post entries, but rarely read each other’s blogs. They said they wanted to, but were too busy. So, extra credit was given for those that commented on a peer’s blog. Students reported they were surprised how much they learned by reading each other’s blogs. The following semester, the number of initial posts was decreased and posting comments was added as a requirement.
Rule 8: Have fun
Enjoy integrating blogs into your class. Think of it as an enjoyable way to extend your classroom. Consider your initial focus for the blog and resist the urge to try to accomplish too much with it—is it giving the benefits you desire? Whether you want the blog to increase learning or create a greater sense of community, the impact of this virtual environment can be significant. |
Discussion
In our experience, we have found a noticeable change in both the quality and quantity of learning taking place in the classroom since the introduction of blogs. In particular, the focus has moved from “what” to “why.” Students see knowledge as interconnected as opposed to a set of discrete facts. Two factors contribute strongly to this change. First, the students are shown a set of criteria, specific to the course, that establish an expectation for how they will contribute, and therefore how they will be evaluated. These criteria affect both the style and the content of their posts. Second, students know that the blog has a wider audience than just the teacher and they elevate their personal expectations for the quality of their posts as a result.
We’d love to hear about blogging experiences in your classroom. You can post on our blog at http://capedblog.blogspot.com.
Erica Brownstein (ebrownst@capital.edu) is assistant professor of science education at Capital University in Columbus, Ohio, and Robert Klein (bob@math.ohiou.edu) is assistant professor of mathematics education at Ohio University.
References
Brownstein, E., R. Klein, A. Callahan, M. Streng, and L. Dexter. 2005. An educator’s guide to blogs. Conference presentation at National Educational Computing Conference, Philadelphia, June 27–30, 2005.
De Bruyne, T. 2004. Weblog as an educational third-place, Blogtalk.net. http://blogtalk.net.
Ferdig, R. and K. Trammell. 2004. Content delivery in the blogosphere. THE Journal, www.thejournal.com.
Ganley, B. 2004. Blogging as a dynamic, transformative medium in the writing classroom of an American liberals arts college. Paper presented at Blogtalk 2.0 in Vienna, Austria, July 5–6, 2004.
http://mt.middlebury.edu/middblogs/ganley/bgblogging/002796.html.
Heafner, T. 2004. Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, www.citejournal.org.
Jesdanun, A. 2005. Blog creation, readership rises in 2004. Detroitnews.com, http://detnews.com.
Lenhart, S. 2005. Physics: North Salem High School physics class, http://physicsns.blogspot.com.
Lorenz, K. 2005. Avoid getting fired for blogging. CNN.com, http://CNN.com.
McAlpine, L., and C. Weston. 2000. Reflection: Issues related to improving professors’ teaching and students’ learning. Instructional Science 28 (5): 363–85.
Pick, G. 2005. Blogs versus blahs. Education Week, www.edweek.org.
Pusateri, M. 2005. Cleaning pennies with taco sauce. Cruft, www.cruftbox.com.
Rasmus. 2005. Real climate. www.realclimate.org.
Walker, J. (2005). Weblog. In Routledge Encyclopedia of Narrative Theory, eds. D. Herman, M. Jahn and M. Ryan, p.45. London and New York: Routledge.
 Click here for PDF file.
Copyright © 2006 NSTA
|
|
E-mail to a friend
Vol. 35 No. 6, p. 18-22