-- Start log: Saturday, February 18, 2006 11:18:35 am English MOO time --

RobK says, "this is a study I conducted involving three ENGL 1101 Comp I classes..."
RobK says, "...At Gordon College, a 2 yr. school in the UNiversity System of Georgia."
RobK displays slide #3 on robjector:
<http://www.gdn.edu/faculty/rkoch/blogassignment.htm>.
RobK says, "Let me give you a few minutes to look over my blog assignment."
Joanna says, "what program is the class index page on?"
RobK [to all]: please note when you're ready for me to continue
RobK says, "We don't use a specific class index page for blogs. All our studnet webpages are lined to the college site..."
Marie [to RobK]: That's very similar to the responses I assign my students--one of the major goals is just to get them writing.
Pam arrives from Conference Center Lobby
RobK [to Marie]: I find that getting them writing, at this particular level, is quite a challenge in and of itself.
Charlotte [to RobK]: do you want us to save questions to the end or shall we start the discussion in between?
Joanna nods at Rob
RobK says, "Let's go section by section according to the web page on display. THere have already been a couple of good questions..."
RobK says, "About the goals..."
RobK says, "I teach at an open enrollment junior college in the University System of Georgia. The school's admissions policy mostly attracts students who are underprepared for college, so I keep my goals modest in an effort to build their confidence."
Charlotte says, "what do you do with students who tell you there is nothing they want to share for fear of having good ideas snatched by others?"
Joanna says, "or are afraid of writing publicly?"
Charlotte nods Joanna wildly.
RobK says, "Good question. I've had that happen in one case, from a studnt who shared her fiction pieces."
RobK says, "In that case, I framed it as an opportunity to publish -- building on the strength of the blog environment as a public medium."
RobK says, "Now, regarding a fear of public content..."
RobK says, "I tell them this in the Instructions.."
RobK says, "" Because blogs are a public forum, do not post anything you do not feel comfortable letting other people read. Any responses you write to each others work should demonstrate respect and maturity."
Joanna says, "okay, but what if they still won't write?"
RobK says, "And you know, it's funny that you ask about the fears, because, not many people expressed that fear to me, and all of my studnets seemed to take to it right away.."
Charlotte says, "and do you have students with a non-US American background in your class for example who may not share as easily as you do?"
RobK says, "Sometimes I give them prompts early on -- a variety, so that they can pick and choose what they write about, and this helps."
Joanna says, "I tried blogging last year and am about to begin it again and in both cases, i have nervous students."
Charlotte [to RobK]: that sounds like a good idea, giving them a selection of prompts to chose from.
RobK [to Charlotte]: we have a small international population at the school, but I didn't have anyone who resisted blogging so vehemently.
Pam says, "Are they intimidated by the technology?"
Marie says, "My students' biggest problem is red-ink syndrome, mostly. They don't seem too afraid of each other. Perhaps because they can see that their peers' work is generally not Shakespeare, either."
Marie nods at Pam!
Joanna says, "Charlottw makes a good point. I have many students who are children of immigrants and are hesitant."
RobK says, "Absolutely. There are some. I had one non-trad who was afraid of the technology, but by the end of semester absolutely loved it!"
RobK says, "this studnet was a 44 yr old woman going to college for the first time."
Pam says, "What measures do you take to make them comfortable?"
RobK [to all]: the assignment has in it some built in fuctions to ease fears about grading, content, etc. Let me show you...
RobK says, "Looking at Instructions..."
RobK says, "I use Blogger for this assignment, even though I know many of my students blog in Live Journal or My Space. I prefer to have consistency in this aspect so that students don't have to worry about any individual nuances created by different software. Blogger also provides clear and easy directions, and I want as low a learning curve as possible on the technology."
Charlotte [to Joanna]: I had it in one course as assignment and, as European, was rather hesitant it is like talking to an open diary. responses to others are less direct than in threaded e-boards. Why do we abandon traditional e-boards and exchange them with blogs?
RobK says, "I explain many of these things to students as we start the assignment. When they all share the same technology, then they learn quickly to help each other."
Joanna says, "yes I use blogger for the same reason"
RobK [to Charlotte]: In my case, it's not about creating a discussion board... it's about getting them interested in writing/journaling/blogging.
Pam nods at Charlotte's question.
RobK says, "For content, I give them a wide berth to call their own shots..."
Joanna says, "[to charlotte], I think that designing assignments that are about learning and discussing coursework rather than personla issues helps."
RobK [to Pam]: and Charlotte again -- I think any technology integration needs to be governed as much by the purpose as the affordance.
Charlotte [to RobK]: but you force them to write publicly whereas the discussions which are public anyway are usually behind some firewall e-boards that does not make sense to me.
Joanna nods to Rob
Pam says, "Good point."
RobK says, "E-Boards are probbly better for discussion, and should not be neglected because they can show varying threads. "
Marie [to RobK]: So what do you see as the difference between "just discussion boards" and blogging?
Pam nods again. This is what I was wondering.
Charlotte thanks Marie for rephrasing her question.
RobK says, "WHen I think of blogging, I think of journaling first -- and a dialogic journal at that. Sure there is a discussion element involved, but for many studnets who already have some familiarity with blogs from Myspace and LiveJournal, even a class blogs seems in some ways "less academic" than a class discussion board."
Pam says, "So it's the "less academic" affordance that helps you better achieve your purpose?"
RobK says, "Yep. And my purpose is to convince them to write -- and to keep writing..."
RobK says, "We build in prompts, and I give them opportunity to respond... that's part of the freedom."
first_Guest says, "How do you build reading into the assignment?""
RobK says, "By having them look back at things they have written, and respond to prior entires, by responding to assigned class texts, and by reading a classmates entry and responding there."
RobK says, "My grade is based on quantity, not quality, so they generally don't worry that I'm going to mark them down for misspellings."
Marie says, "When you add responses in, though, doesn't it just bounce the blog format right back to academia? Even if the interface is 'friendlier,' it's the same thing as a discussion board."
Pam says, "Quantity does have its place...again journaling."
RobK says, "Conventions in blog space are different anyway..."
Charlotte says, "I noticed when I had the blog assignment in a course, that I was basically not reading my peers blogs whereas I always read when they are lumped at an e-board. It is clumsy to call up 10 different URLs. there is something odd about it."
RobK [to Marie]: not necessarily... the response may be academic, but it may also be personal
Joanna says, "A class of bloggers reading each others' work is going to have a much wider choice of what to read, whereas a discussion board is more directed ."
Marie says, "That's an assignment difference, though. I don't see any reason why there couldn't be 'journal,' 'poetry,' and 'fiction' threads on a board."
RobK [to Joanna]: very true -- not everyone reads everyone else's. Most start by reading their close friends' blogs. Let me share with you some of what I discovered in the course of this research... Many of your questions are in fact addressed by my students.
RobK displays slide #4 on robjector:
<http://www.gdn.edu/faculty/rkoch/blogmethod.htm>.
RobK says, "Here are the college demographics and the surveys that I used for the study."
RobK says, "You can see that although our college is pretty well split in gender, my sample wasn't. It was heavier on women aged 18-24"
RobK says, "The survey asks for perceptions of blogs, prior expereinces, as well as opportunity to voice concerns along the way."
Joanna says, "I like that approach--it helps you keep aware of how the students are dealing with it."
RobK says, "Surveys were administered at the start, midterm, and end of the semester. Take a minute and look this over. The next web page will show some of the results"
RobK [to Joanna]: and that's what I was trying to determine... whether or not this very open-ended assignment encouraged them to see writing as something more than a chore.
first_Guest says, "one of your questions is about voicing concerns. What was your eperience? What type of concerns did they have?""
poetcsw arrives from Conference Center Lobby
RobK says, "they had lots o concerns, but all seemed to fall into just a few categories -- will I have enough time? Technology fears -- Topics to write about -- and grading..."
RobK nods to poets
Pam says, "It would be interesting to refine these tools from your experience and then try to get a larger sampling."
RobK [to Pam]: exactly my thought.
Pam says, "It could also serve as a model for testing new c&w technologies as they emerge..."
Marie [to RobK]: Did they seem to mention concerns about their peers' responses? Fear of ridicule or attack?
RobK [to Marie]: no, actually. In spite of the academically unprepared culture which many of them come from, they do maintain a decent level of civility.
Pam says, "My brother aborted his work in an online MBA program because of lack of civility."
Marie [to RobK]: Mine don't seem to concerned about it, and it hasn't been a problem, but I was curious.
RobK [to Pam]: I like the idea of using this as a model to test new technologies for receptiveness... now, let me show you what I found.
Joanna says, "civility and academic preparedness are two different things"
RobK [to Joanna]: true.
Charlotte [to Pam]: this is astonishing...do you think it was lack of leadership by the instructor that aggraveated the situation?
RobK displays slide #5 on robjector:
<http://www.gdn.edu/faculty/rkoch/blogresults.htm>.
RobK says, "the first table shows the total responses."
Marie [to Pam]: Maybe it's a difference in discipline or academic level? MBA students are more sure of themselves than FC students.
RobK says, "the second show the individual "paths" each studnet took in their perception of the assignment over the semester..."
RobK [to Marie]: I think you're probably right about that.
Pam says, "Those responses don't look at positive as I expected."
RobK says, "The responses above demonstrate that over the course of the semester, excitement decreases as apathy increases. This in itself is not surprising. It may also be unsurprising to see that worry sees to be the domain of those people without prior experience. In the end, 12 students (70%) concluded that they liked the assignment, while 5 (30%) expressed a dislike."
Joanna says, "did the apathetic or disliked ones articulate why?"
Pam [to Marie]: Could be. Be in the online grad programs at TTU, we are very civil.
RobK says, "Many of them did, and I'll share their comments in a minute."
RobK [to Pam]: my doc program was extremely civil as well!
RobK says, "moreso than my MA program"
Marie says, "I'm wondering if interest dropped off because of the number of responses they had to write. My students seem to feel I'm pushing it when they have to write 20-25."
Marie says, "Maybe it's just business students, then?"
RobK says, "Marie, that's one of the criticisms I recieved."
Pam says, "I guess I thought they get increasingly excited."
RobK laughs at the idea of uncivilized business students..
RobK [to Pam]: I thought the same thing.
RobK says, "but look at the second chart..."
RobK says, "Of the 10 students who maintained their excitement about the assignment through the semester, eight (80%) liked the assignment, while only two (20%) disliked it."
RobK says, "Of the 10 students who maintained their excitement about the assignment through the semester, eight (80%) liked the assignment, while only two (20%) disliked it. Of the 4 students who felt a sense of apathy about the assignment, three (75%) liked writing blogs, while one (25%) did not."
Marie says, "I noticed that the 'excited' element went way down--that's why I thought it might be the number of assignments. I hear about it a lot from my students even with less than half that."
RobK says, "I heard that too. Many studnets admitted that they got tired of doing it, and that they didn't know what to write about.."
RobK says, "The students who responded with some sense of worry were interesting as well... when they worried early, they tended to like the assignment..."
Joanna says, "but they can say that about anything. . ."
first_Guest says, "i wonder what the perception would be if blogs were directly linked with reflection throughout the course?""
RobK says, "when they worried later -- usually about the fact that they procastinated -- they tended to dislike it."
Pam says, "Different sources of worry."
RobK [to first_Guest]: that's something I'd like to try, since I do build in some reflective texts into the course.
first_Guest says, "it makes sense they would like the assingmetn at the end if they worried early on because it is something that they can show mastery in in very concrete terms.""
Joanna says, "[first guest] I do that kind of writing assignment as emails throughout the course."
RobK [to Pam]: absolutely...
DavidM arrives from Conference Center Lobby
RobK [to first_Guest]: and two of my 3 nontrads fit that category.
RobK says, "Now, I'm going to show you a list of their comments. "
Marie [to Joanna]: I use a discussion board for my Internet classes and require them to respond to one peer response for each of their own postings. It's my way of adding classroom interaction.
Joanna says, "[to marie] that's a good idea!"
RobK says, "after the comments, I've listed a 4 letter code for the student... YEAL, for example, is someone who had prior experience (Yes), was excited, then apathetic, but liked the assignment overall."
Charlotte [to Marie]: that sounds like a good working approach I experienced it in several courses as rewarding.
Pam says, "I like that too, Marie."
Marie grins, "That's pretty easy to follow, Rob."
RobK displays slide #6 on robjector:
<http://www.gdn.edu/faculty/rkoch/blogdiscussion.htm>.
Marie chuckles, "I know I wouldn't read other postings on my own as a student."
RobK says, "let's take a few minutes to read these.."
RobK [to Marie]: except some of them liked having a way to keep up with friends via the blog! it was an intersting dynamic...
RobK says, "though not unremarkable because that's what they are for..."
RobK says, "when you're ready, we can take these secton by section too..."
Marie nods, "Most of the dislike is an issue of procrastination."
Joanna says, "I'm with the NEEL who says that it's better than having a lot of papers! Blogs and emails have helped me stay on top of the grading!"
RobK [to Marie]: exactly! The ones who worried later slacked earlier. The ones who worried sooner worked harder.
RobK [to Joanna]: me too!
Marie says, "I don't think I've had any students who disliked responses as an assignment. Problems seem to come from the students."
Marie [to RobK]: Do you students still write papers?
Joanna says, "I'm thinking of brainstorming categories with my class and then setting up general course-related topics and personal interest topics--like sports, etc"
RobK says, "Marie, that DOES seem to be the case. Dislie for something comes from the dedication of the student... although the assignment CAN be made too cumbersome."
Pam says, "I must slip back to my post in the grill. Thank you Rob. Good session."
Pam leaves for Conference Center Lobby
RobK [to all]: Yes, my students still write 4 4pg essays, a mid term reflective letter, a final relfective letter, and a starting literacy narrative.
RobK says, "I run a bear of a course, I've been told."
Joanna says, "what is a "starting literacy narrative?"
Marie says, "One of my schools requires four essays. I think that rushes students a bit too much. I'd rather have them write 3. Of course, the other school has a 10 pg paper--again, overkill for FC, I think."
RobK [to Joanna]: The Literacy narrative is a 2 page paper they write to start the course -- "What are your experiences with reading and writing?"
Joanna says, "Ahhhhh. "
RobK [to Marie]: it's the conflict of quantity and quality -- they want compelted products, but not enough time to do them.. of course, there is an argument to be made for immersion.
Marie [to RobK]: Do you have the students do anything with the literacy narrative? Do you modify your course around them?
RobK says, "you can see in the last 2 ections of this handout that my students did recommend changes, and that some of them did say they would keep on writing..."
Joanna says, "I find with basic writing students, I have to respond as quickly as possible to the writing"
RobK [to Joanna]: that's right. the longer you wait...
RobK [to all]: are there any questions?
Marie says, "I like the argument to be made for responses. Practice writing, and finished products will come more easily."
Joanna says, "the more they loose interest"
RobK says, "I'll leave the robjector in here so that you can return to these slides if you found anything of interest."
Joanna says, "thanks rob"
Marie says, "I think it'd be interesting if you did this study again with fewer responses. Would you have more interest and higher excitement levels at the end? (Not that 78% liked is bad.)"
RobK says, "Thank you all for bringing such good questions and sharing these great ideas!"
Joanna says, "It was great to talk with you all and share ideas."
Charlotte knocks on her desk in appreciation for Rob's presentation.
RobK [to Marie]: I'm toying with that. I think I will probably reduce the entries to 50 at 1 paragraph, or 50 overall, instead of 100 paragraphs.
RobK bows
RobK [to Marie]: 78% isn't bad at all, I agree!
Charlotte [to RobK]: I hear a sigh in relief from your future students...;-)
RobK laughs out loud
RobK says, "Yeah, they'll be breathing easier!"
Joanna applauds and then goes to break up a real-time/real-space catfight.
RobK says, "Yikes!"
RobK says, "Well, speaking of grading... I have a few stacks I need to get to..."
Marie says, "I like having them do the longer responses. It's not as long as an essay, but it requires more constant thought than a lot of shorter assignments."
Charlotte says, "some may meet in the bar afterwards before the keynote lecture."
Charlotte [to Marie]: yes, building real arguments.
RobK [to Marie]: I think you may be right.
Joanna leaves for Conference Center Lobby
RobK says, "I've also been toying with more sturcture, but I don't want that to cause them to become annoyed with it."
RobK says, "after all, my first purpose is to get them writing!"
poetcsw leaves for Conference Center Lobby
Charlotte [to RobK]: yes, indeed that is the goal, go for it and win.
Marie says, "You could offer a prompt that they could use, if they wanted, or they could free-write."
Charlotte [to Marie]: you mean for the first few blog entries or throughout...?
RobK says, "I do things like that already .. one day our prompt was to critique a favorite cartoon."
RobK says, "I do it throughout."
RobK says, "randomly."
Marie says, "I'm trying that this semester. I generally just ask for a reading response, but I've assigned questions for some of them this semester. I'll see how they like it."
RobK says, "Marie where do you teach?"
Marie says, "San Antonio College"
RobK says, "ok, so Lennie is one of your collegues?"
Marie nods, "That's how I heard about this conference."
RobK says, "excellent!"
RobK says, "He and I were admins on Nouspace together, and I studied his writing classes for my dissertation!"
Marie says, "I need to watch him some. He spends a lot more time in the lab than I do."
RobK says, "I believe it. His classes are pretty complex!"
RobK says, "especially in MOOs and with discussion boards."
Marie nods.
RobK says, "Well, I have chores here at home to attend to. Have a great day!"
first_Guest says, "Great presentation Rob. It's gotten me interested in using blogs in my Comp I course. Thanks.""
RobK says, "you're welcome!"
RobK displays slide #1 on robjector:
<http://www.gdn.edu/faculty/rkoch>.
Charlotte [to RobK]: you have to tell him about your blogs and he will add it to the mix making it still complexer.
RobK laughs
RobK says, "here's my web page at Gordon. If you need to hollar at me, please do!"
Charlotte says, "I'll stop now the recorder...it's time for us to part to make the transition to the key note lecture."

-- End log: Saturday, February 18, 2006 12:16:56 pm English MOO time --

RobK waves goodbye!
Marie chuckles at your 10 tips, "You'd think they were obvious."