Learner-centered learning and blogging
Introduction
This wiki explores some of the links between learner-centered learning and blogging.
Learning-centered learning
Learner-centered learning advocates a student-focused teaching and learning environment (Bosch et al., 2008). Developed by the American Psychological Association in the 1990s, the learner-centered framework is based on 14 principles about learners and learning that “provide an integrated perspective on factors influencing learning for all learners” ([1] 2005, p.5). The 14 principles are grouped into four domains or dimensions as follows;
- cognitive and metacognitive;
- motivational and affective;
- developmental and social;
- individual differences (APA, 1997, Learner Centered Psychological Principles section, ¶2).
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McCombs(2005) proposes that the leaner-centered framework implies active involvement by the student in addition to the integration of academics within the student’s total development. She argues that this view of learner-centered learning “is a research-validated paradigm shift that transforms education - including how to best use technology to support the new vision” (p.7).
Social Software and Blogging
Blogging and Learner-centeredness
References
American Psychological Association (1997). Learner-centered psychological principles: A framework for school reform and redesign. Washington, D. C.: American Psychological Association.
Bosch, W.C., Hester, J.L., MacEntee, V.M., MacKenzie, J.A., Morey, T.M., Nichols, J.T., et al. (2008). Beyond Lip-service: An Operational Definition of “Learning-centered College”. Innovative Higher Education, 33(2), 83-98. Retrieved January, 2010, from http://www.springerlink.com/content/2ukr777q88u415tw/fulltext.pdf
Bryant, T. (2006). Social Software in Academia. EDUCAUSE Quarterly, 29(2). Retrieved January, 2010, from http://net.educause.edu/ir/library/pdf/eqm0627.pdf
Dietering, A.M., and Huston, S. (2004). Weblogs and the “Middle Space” for Learning. Academic Exchange Quarterly, 8(4). Retrieved January, 2010, from http://www.rapidintellect.com/AEQweb/5mar2879z4.htm
Dickey, M.D. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based
distance-learning environment.Open Learning, 19(3). Retrieved January, 2010, from http://mchel.com/Papers/OL_19_3_2004.pdf
Dron, J. (2006). Social software and the emergence of control. Proceedings of the Sixth International Conference on Advanced Learning Technologies, New York, 904-908. Retrieved January, 2010, from http://www.brighton.ac.uk/cmis/research/publications/icalt2006.pdf
Du, H.S., and Wagner, C. (2007). Learning with Weblogs: Enhancing cognitive and social knowledge construction. IEEE Transactions on Professional Communications, 50(1). Retrieved January, 2010, from http://130.206.76.27/~joemiro/COE/ParaCrear/Du_Wagner_2007.pdf
Farmer, B., Youe, A., and Brooks, C. (2008). Using blogging for higher-order learning in large cohort university teaching: A case study. Australasian Journal of Educational Technology. 24(2). Retrieved January, 2010 from ERIC.
Glogoff, S. (2005) .Instructional blogging: Promoting interactivity, student-centered learning, and peer input. Innovate, 1(5). Retrieved January, 2010, from http://www.innovateonline.info/index.php?view=article&id=126
Godwin-Jones, R. (2003). Emerging technologies: Blogs and wikis: Environments for on-line collaboration. Language, Learning & Technology, 7(2), 12-16. Retrieved January, 2010, from http://llt.msu.edu/vol7num2/pdf/emerging.pdf
Kadjer, S., and Bull, G. (2004). A space for “writing without writing”: Blogs in the language arts classroom. Learning and Leading with Technology, 31(6), 32-35. Retrieved January, 2010, from ERIC.
McCombs, B.L. (2000). Assessing the Role of Educational Technology in the Teaching and Learning process: A Learner-centered Perspective. The Secretary’s Conference on Educational Technology. Alexandria, VA, USA, September 11-12, 2000. Retrieved January, 2010, from ERIC.
McGee, P., and Diaz, V. (2007). Wikis and Podcasts and Blogs! Oh, My! What Is a Faculty Member Supposed to Do? EDUCAUSE Review, 42(5). Retrieved January, 2010, from http://net.educause.edu/ir/library/pdf/erm0751.pdf
McLoughlin, C. and Lee, M. (2008). The Three P’s of Pedagogy for the Networked Society: Personalization, Participation and Productivity. International Journal of Teaching and Learning in Higher Education, 20(1). Retrieved January, 2010, from http://www.isetl.org/ijtlhe/pdf/IJTLHE395.pdf
Mosel, S. (2005). Self-directed Learning with Personal Publishing and Microcontent. Retrieved January, 2010 from http://www.microlearning.org/micropapers/MLproc_2005_mosel.pdf
Nash, S. (2005). Learning Objects, Learning Object Repositories, and Learning Theory: Preliminary Best Practices for Online Courses. Interdisciplinary Journal of Knowledge and Learning Objects, 1(1), 217-225. Retrieved January, 2010 from http://ijello.org/Volume1/v1p217-228Nash.pdf
Oravec, J. (2003). Blending by blogging: weblogs in blended learning initiatives. Journal of Educational Media, 28(2), 225-233. Retrieved January, 2010 from http://cwi-jan07.wikispaces.com/file/view/Oravec,+Blending+by+Blogging,+J+Ed+Media.pdf
Seitzinger, S. (2006). Be Constructive: Blogs, Podcasts, and Wikis as Constructivist Learning Tools. Learning Solutions e-Magazine, July 10, 2006. Retrieved January, 2010, from http://www.elearningguild.com/pdf/2/073106DES.pdf
Williams, J., and Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232-247. Retrieved January, 2010, from http://ascilite.org.au/ajet/ajet20/williams.html