viernes, enero 01, 2010

Engaging Students with Engaging Tools

En este artículo de Ed Webb - "Engaging Students with Engaging Tools" se recoge su experiencia usando varias herramientas de la Web 2.0 en un curso subgraduado.  A continuación una corta introducción.

"This article records my experiences teaching a new course in early 2009 at Dickinson College, a four-year liberal arts college in Pennsylvania serving around 2,300 undergraduates. The course emphasized newer and emerging media and technologies such as satellite television, the Internet, and mobile telephony. We particularly studied blogging and the role of social media in self-expression and activism. To better understand the read-write web and social media, students were required to write blogs as well as follow blogs using an aggregator. The course was delivered via a wiki rather than a learning management system, to offer a more open learning environment. I also encouraged students to use Diigo for social bookmarking.
In a class of 21, there was naturally a range of responses to the different technologies used, from enthusiastic embrace through indifference to active resistance. But student feedback, formal and informal, was overall more positive than negative, and in some cases strongly supportive. Several students have continued to use tools introduced in the course. I expect to apply the lessons learned in future iterations of this course and in others, including how to better serve students who do not readily embrace all the techniques and technologies used."

Los invito a que lean el artículo donde se reseña el uso de herramientas, tales como, los Wiki, blogs, recursos en el web para presentaciones electrónicas, Diigo, Twitter,

Algunos de los comentarios de los estudiantes en el curso fueron:
Some students were very enthusiastic about the Internet-based content, one saying there should be even more in future versions of the course and commenting that Dickinson “needs more classes like this!” Among the advantages students saw in this approach were the accessibility of people and ideas, including the instructor, “at all times.”
For some students comments on blogs are seen as different from and less useful than written comments on formal essays. One student asked for more assigned papers in order to get more written feedback, but the same student commented that she or he liked the blogs. Another argued for even greater emphasis on blogging and suggested that students be “forced” to blog every few days, and another said “make us blog more.” One student argued that blogs should account for a larger percentage of the final grade due to the amount of time they take, which, on reflection, I think reasonable.
Pueden acceder al artículo aquí.

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