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MON: Blogging vs Vlogging (Leanne Johnstone)
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12 January 2017
It is important that learning experiences and assessments remain relevant and in line with the way information is communicated in the wider world. Blogging has been increasingly used as a method to communicate and this has been reflected within the education sector. The use of blogs has been shown to allow students to exhibit significant gains in their ICT self-efficacy (Papastergiou et al, 2011) and English language skills (Wong Pei Jun, 2012). A drawback of blogging could be that it can be difficult to implement successfully when students have minimal prior experience of doing such an activity (Kerawalla et al, 2007). Microblogging has been shown to have provide a more effective learning experience than traditional blogging for learners with lower attainment levels (Huang et al, 2015).
Vlogs (video logs) are a more recent method of communication where individuals share information in a short clip that is shared online. Although the process of creating an article would be the same, the output would be different. When vlogging, it has been demonstrated that students produce higher level explanations of concepts when using three-dimensional objects as opposed to static images (Lawrie, 2013). It has been found that students enjoy making videos (Smith, 2014) and that vlogs can allow students to organise and reflect on the outcome of their learning (Hung, 2011). Similar barriers to blogging have been found in that technological difficulties may hinder progress (Hung, 2011).
Both blogging and vlogging present opportunities for peer feedback. When students are given an opportunity to evaluate and give comments on each other’s work, it has been shown to allow them to develop a deeper understanding of the subject (Thomas et al, 2014) and the quality of the feedback can be the same quality of the tutors (Walker, 2013).
It is important that the impact of the use of blogging and vlogging is understood in terms of the skills and knowledge used. Does one provide a more effective learning experience than the other? What considerations should be when deciding to undertake such activities with students? Although currently this project is in its infancy, it is hoped that these questions can be explored and answered in the specific context of FE.
This presentation intends to share with you the initial findings of an action research project involving the use of blogs and vlogs as a method of assessment. Focussing on the experience of the students, which will be gauged though a series of focus groups and surveys, the study aims to further understand the benefits and limitations of both blogging and vlogging as an assessment tool.