Building a Better Blogging Assignment Redux

photo credit: Mike Licht, NotionsCapital.com via photo pin cc

One of the sessions at last week’s THATCamp dealt with the issue of designing a better model of student blogging. You can view my Storify of the session here.

I thought that I would add some of my own ideas and discuss how I address some of the issues raised during the session (since, unfortunately, I couldn’t be there).

As noted on the session’s Google Doc, a major problem with requiring students to blog is that the large majority of them are unfamiliar with blogs, so we need to identify effective methods for acculturating them to the genre. Since I’m an advocate of immersive learning, I’ve found that many students begin to “get” blogging by spending a good deal of time actually doing it. But I’ve developed a few orientation assignments that help them get off to a good start.

  • Require students to locate, deconstruct, assess, and subscribe to blogs on topics that interest them: As homework during the first week of class, I have students locate several blogs on a topic that they’re interested in. They pick the best three and subscribe to them. While exploring blogs on their topic, they create a list of criteria for an effective blog. We use a class meeting to collate their criteria into a master list that they can then use as a checklist for their own blogs. Next term I’m planning to expand this assignment by having students work together to deconstruct a blog.
  • Teach them how to comment: This is something that I still struggle with. I provide students with several resources on commenting, including those mentioned at the session; nonetheless, many of them provide largely superficial comments. Next term I plan to have students read and assess comments on the blogs they’ve subscribed to and add their own comments. Similarly to the assignment above, students will work together to establish criteria for effective commenting.

A second, and equally important issue, is the logistics of blog management, both for yourself and the students: controlling pacing (so that you don’t have to deal with an influx of posts and comments at the last minute), encouraging engagement with the blogs (both their own and their peers’), and assessing the blogs.

  • Establish submission guidelines (and stick to them): I establish strict deadlines for post submissions and stick to them from the very first post. I generally make the deadline the night before class in the case of totally face-to-face courses. For my hybrid courses, the deadline is on the day that we do not meet. Either way, I set the deadline for a time well before I and other students need to access the blogs.
  • Encourage engagement with peers’ blogs: I require that students subscribe to each others’ blogs and read and comment on a certain number of them each week. I’ve tried to encourage more depth to their comments by staggering the due dates for posts and comments (generally they have 12-24 hours after the blog post deadline to read and respond to peers’ posts). I’ve had even better success this past term with combining this with rotating students’ roles between posters and readers/commenters. This allows them to fully focus on and engage in their role. This method requires reducing the number and frequency of posts for each student, but I think that the pay-off will be worth it, especially by placing as much emphasis on their comments on others’ blogs as on their own blog posts (which means that I’ll have to invest more time into assessing their comments somehow).
  • Make the blogs an integral component of the course: I try to immerse students in their blogs as much as possible because I’ve found that the more they blog, the better bloggers they become. I now require that all of their writing be done on their blog and I ask them to blog and comment on blogs as frequently as possible (at least once a week). I think that it’s a major mistake to have students blog but then not integrate the blogs into the classroom interactions in some way; this encourages students to view the blogs as secondary to the other class work. In my literature courses, the students’ blogs become the fulcrum for the class discussions. I encourage students to pick the most thought-provoking for us to look at together in class. In my FYC courses, I pick one model post each week for us to critique as a class, asking students to assess the post in small groups, looking for reasons why I selected the post as being a good model. Since the class uses Google+ as a virtual learning space, I also “plus 1” those posts that are especially thought-provoking, well written, and/or visually appealing (I encourage students to do this, as well); this provides students with almost instantaneous feedback and encourages those who might not have read and/or commented on the posts to do so. This also results in a type of gamification of the blogs, as some students begin to work to earn “plus 1’s” from me and their peers. Next term, I plan to also encourage students to use other social media to promote and “like” their peers’ posts.
  • Involve students in the assessment of their blogs: In a previous post, I outlined how I require students to self-assess their writing. I have been happy with the way I’ve asked students to create a portfolio of their blog posts to submit to me at the end of term, rather than assigning a grade to each individual blog post (I’ve tried to eliminate traditional grades as much as possible in my classes). Normally, I have students do this via a final assessment form that they fill in and submit to me via email, hyperlinking to specific posts that they want to include in their assessment, and discussing in detail why they selected them and how they demonstrate what they’ve learned about writing. But I’m considering remixing Mark Sample’s idea of a blog audit; I think that making their reflections public on their blogs will encourage an even deeper consideration of who they are as writers and what they’ve done as bloggers over the course of the term, mirroring the way that many bloggers use their blogs as reflective spaces. I also like his idea of having students revisit and revise some of their old posts, which is something I used to encourage students to do with their writing before I switched to blogs, and would like to re-incorporate into their portfolio creation.
  • Utilize formative and peer assessment: This is still something that I’m tweaking. So far, I’ve found my method for providing formative assessment effective (and students have indicated the same). What I haven’t been able to integrate as effectively is peer assessment. I would love to use a badge system, like Mozilla’s Open Badges, but I haven’t had the time to figure out the best way to do so (or if it’s even possible, since I don’t know how to code or if it’s necessary to know how to do so to use the program, two issues I’m hoping to remedy soon). In the meantime, I’ll encourage the use of readily available social media feedback systems such as Facebook’s “like” and Google’s “plus 1” buttons.

A third issue that seems to have been prevalent during the session is that of how to allow for disruption and alternatives within the blogging domain.

  • Allow/encourage alternative uses for blogs: Since I require that students publish all of their writings for the class to their blog, this means that sometimes their blog posts contain nontraditional material (although I always try to help students understand that, with the advent of photoblogs, vlogs, and podcasting, there is no longer such a thing as traditional blog content). For example, this term I’m requiring my FYC students to use Storify to create their annotated bibliographies and then embed their stories into their blogs for comment by me and their peers. Last term, my students participated in DS 106, which meant that their blogs became populated with memes, mashups, animated gifs, and sound clouds.
  • Disrupt the digital environment: Interestingly enough, as participants were discussing Mills Kelly’s ideas about disruptive pedagogies and then subsequently considering ways to disrupt student blogging, I was blogging about Paul Fyfe’s theory of teaching naked and considering how to disrupt the digital environments within which I ask my students to work. One idea that I blogged about that serendipitously showed up on the blogging session Google Doc is that of requiring students to engage with and use their blog posts in non-digital ways. I think that this is an aspect of student blogging that needs more attention and I hope that a conversation can develop around it.

These are just a few of the blogging methods that I have found effective and, as indicated, I’m still working at improving some of them. I encourage those who require their students to blog or who are thinking of doing so to help continue the conversation here, on my Storify of the THATCamp session, on Mark Sample’s THATCamp blog post, or on Twitter (use the #thatcamp hashtag).

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