Last Friday I had the pleasure to present at OU’s 5th annual Academic Technology Expo with John Stewart. Since our “presentation” was more of a hands-on workshop, titled Mobile Blogging, Scholarship, and Cultivating Student Success, we had participants blog, develop curriculum, microblog and discuss applications of mobile blogging in their classrooms. It was phenomenal, and here’s how we accomplished everything in 50 minutes:
First, John and I started with a Paper Tweet microblogging exercise, asking participants to name and describe their favorite classroom activity in 140 characters or less. Individuals shared some of their examples before we engaged them in a followup discussion.
“Why blog?” and “Why blog using a mobile device?” were the initial questions we posed to the group. And with each inquiry, John and I wanted to establish reasons why instructors might employ blogging and mobile blogging in their classrooms.
Next, John and I asked participants to take their favorite classroom activity—the one from their Paper Tweet—and modify this activity to include a blogging component. We requested participants record these responses as a blog post to let them experience the nuances of writing a post. In other words, we were asking participants to develop curriculum while simultaneously documenting this content as blog posts.
This exercise was the primary logistical challenge of our workshop. For individuals that had their own blog, we encouraged them to use their own digital space to publish responses. For other, John and I brought several tablets to be used to accomplish this task. Following several minutes of collaborative and individual curriculum development, we heard many excellent classroom activities that now included new blogging components.
For example, some responses included having students blog about articles they had to research for assignments. Other examples included having students respond to photographs as blog posts or “live tweeting” during classroom presentations. All that too say, there were several, viable new pieces of curriculum that were outlined and shared in this short period of time.
At this point, John and I led more discussion about mobile blogging. We wanted to know what participants had to say about “how the nature of an assignment is changed when blogging is introduced?” and “how could student success be determined as a blog?” These are a few of the questions that we used to develop the concept of how mobile blogging could be applied in a classroom.
Lastly, John and I spent a few minutes presenting our thoughts on Mobile Blogging. Some of which included:
- Mobile Blogging is cheaper than blogging since capable mobile devices can be acquired for less than $50.
- When blogging, students are engaged with creating and curating information. This synthesis process is among the higher cognitive levels of learnings and more beneficial to knowledge acquisition than rote memorization.
- Blogging allows instructors to publicly document learning, such as study abroad experiences.
- The potentials of mobile platforms are exciting, since entire websites can be built in a few hours using a phone.
Overall, this experience was excellent. Many participants where introduced to mobile blogging and experiencing it for the first time, while others had attended related training. During our workshop, John and I wanted to make sure everyone got to discuss mobile blogging applications in the classroom and generate a piece of curriculum that could be used in their courses. We designed this workshop to be hands-on and give participants an opportunity to produce something valuable—and to accomplish all this in 50 minutes was an exciting challenge!