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Blog is a short term that means web log. Blog authors or bloggers, can use a blog
like a personal diary, a reflective portfolio, or
even a process journal. In this case study, we talked to Tam Nguyen from the University of New South
Wales. Tam uses blogs along side her traditional
four hour face to face studio class, for first year
architectural students. This case study highlights benefits, but
also outlines key considerations you need to be mindful of, when you're
teaching using blogs. >> We spend so much time presenting and
looking at process work, that we had no time to actually look
at concepts, and students would be going home, sitting
in front of a computer or textbook, and still not
understanding what they had to do. And so I changed my strategy and chose to,
use up all the studio time to help them
understand that. And knowing that once they understand it
they can go away, and produce what I wanted them to
produce. So I decided to use blogs as the driving
tool within my course, I had different sections,
for the course. This section that they, did go to the most
was the, blog section. And every student has a personal blog,
their name, appears on the top, and they can see, all the other classmates as well, and they can
click into each other's classmates, and actually
see the work. I think that's important that everything's
on show. It's a little bit Facebook like, and I
think that's what involves them so much. >> It's good to be able to reflect on the
whole process at the end. And the advantage of the blog is also that
you can, you can look back and, see where
you've come from. And you can see the process that you've
gone through. And you can, you can look at other
people's blogs and see the process that they've
gone through. >> So you can see all these posts that are
being placed throughout the session, and as you can see, they
range from images, text, discussions. They use it to for all sorts of reasons,
to present final work. To post process work, to put up some
thoughts some of them actually put lots of poss up,
about their thoughts. Here is a description of who they are,
this one described his weaknesses and strengths and
how they learn best. What they're looking for, what they're
looking to learn by the end of the course. So the blogs, pretty much is a repository,
for work. I ask them to create accounts, through
Flickr and YouTube, to store their videos and
images. The videos housed on YouTube are fed into
it. Image housed on Flickr are also fed into
their blog, and as you can see the sheer amount of posts, throughout the
session actually demonstrates, how much work that we're
generating inside this blog. Now within the first couple weeks I've
noticed that, the students started to comment on each
others work. You really lifted this experience and I
found that they were posting more and more and more, just to
get peer reviewed. >> And we've had even teachers and
students actually commenting on our work and that gives us, that criticism
actually helps us. Through all that criticism, we can improve
our work. >> When I first created the blogs, I did
not think about commenting at all. I thought, I'll just create the blog and
allow the students to post work which I can see and give them
feedback in my own usual way. By the time the session ended, I think in
the last month, we're getting masses of comments in
certain posts. This is a post with a lot of comments, and
19 comments all up. Some of them really nice, very nice video,
you know, encouraging, others are suggestive of other techniques
that the student could use. A pat on the back goes a long way, and they need that, they need that
positive reinforcement. They did post critics, and the students
take it on board, and either defend their decisions, or take it on board and
actually change it and, and feed off of it. >> It's been very helpful, not just for   (sic),
but for all of us. Its a way we can present our work and it's a way where we can show how we've
developed our ideas and the processes we've gone through to
actually finish our work, and it's been really beneficial
I think. >> And from a student's perspective it's,
it's a good, easy to use platform to, communicate ideas
outside of the classroom. >> They'll say things online that they,
which they would never say in class, I know they
wouldn't. They might if, no one was there, and it
was just two or three students, but within a
whole class? I don't see them express that at all, but
they're happy to do that online. It's important that the material is there,
and the basic course design is there. The objectives, the outcomes they're all
important. Things that need to be there way before,
the technology gets used. Do I want them to post process work? Do I want this blog to be reflective? Do I want this blog to be a presentation of their work, a portfolio of their
work? In what context do I want this blog to be? Will it be a weekly thing, a monthly thing
that needs to be regular and consistent? So, that needs to be on the table, way
before the blogs get created. It helps to go and see blogs, and I didn't realize I was actually seeing blogs
all the time. I just did not realize they were blogs. It helps to actually go and see as many blogs as possible just to understand what
blogging, can do. I've had to change my teaching strategies quite a lot to accommodate the online
environment. I've had to actually justify in
a lot of situations, and explain why I'm using it, where they
can actually benefit from. And it's difficult for a student to see those benefits, without actually using
it yet. I think it's a balance. So, for those who actually really do need
to voice their, their work, or need to present their work, face
to face, it's there. But for those who find it a challenge,
then they turn to the online environment. [BLANK_AUDIO] For some situations, you don't need blogs. And for the situations it would be the
perfect, tool to use. It's not something that you can do for
thousands of students, it's near impossible to
monitor thousands of blogs. But, for small course, it has a lot of
benefits. [BLANK_AUDIO]

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