Blogs, Wikis, YouTubers, and Podcasting(2)

“Online social networking is transforming the way young people communicate” (Wandel, 2008, p. 47) Weblogs, the “new age” diaries of NetGeners are becoming more and more useful in the classrooms of today and most assuredly, tomorrow. Students at present, arriving with their skill in using the internet and social networking tools means that they expect customized and self-paced learning, including a variety of interactivity and special collaborations (Baird & Fisher, 2005). “Blogging” is a form of digital writing that has become the definitive signature item of social software (Alexander, 2006).This participatory media, such as “blogging”, indicates a shift in dogma in modern education, providing new ideas, lively debates, and serious academic conversations (Beldarrain, 2006 ; Wyld, 2008).
From a pedagogical standpoint, according to So & Brush (2008), Web 2.0 platforms such as blogs support both the constructivist learning theory, social constructivism as well as connectivism. For example, social constructivism is based on the idea that an individual person constructs his or her knowledge through the process of negotiating meanings with others. Specifically, this constructivist view of learning is associated with the notion of the Zone of Proximal Development (Vygotsky, 1978), which proposes that a learner’s cognitive development is highly dependent on social interaction and collaboration with more capable and knowledgeable others (So & Brush, 2008). Therefore, because the blogging focuses on students constructing the knowledge, as well as the as having the constructed knowledge base more or less completely concluded through social interactions before, during and after standard classroom time, a technology such as blogging allows the internet to be used not just for information but also as a participatory search (Huang & Behara, 2007). Blogs as tools of reflection and connectivity are further examples of the useful nature of social software in the classroom. According to Siemens (2004) student and teacher reflection are modelled within blogging principles where specific class discussions are able to be immediately modelled to encourage reflective and connective learning principles. For example, the reflection observed in blogging can be connected through previous learning to the modelling of upcoming assignments, as well as directing discussion and student collaboration, all of which have engaged and connected the aspects of the desired learning outcomes (Crie, 2004). It is within this milieu that enables educators to utilize blogs to create “made to order” and mutual learning spaces, where the learners can access people and knowledge in ways that promote innovative and introspective learning practices that extend beyond the boundaries of the classroom, school, and school district and even more so beyond the limitations of the conventional formalized instruction (Owen, Grant, Sayers & Facer, 2006)
This “building block” type learning adaption, which can even be made by those outside of a traditional classroom should and will lead to the furthered discussion that augments the learning of the blogger and also furthers the learning potential of the continued readers . The “building-block” theory previously mentioned is furthered through a Simoes & Gouveia (2008) report that states blogging exhibits cognitive scaffolding processes for higher-end thinking. The building upon previous learning allows for the “scaffolding” to readily take place, which is not always possible with traditional educational resources (Baird & Fisher, 2005). Duffy (2008) states that the furthered social characteristics that allows others to comment on the blogs, post links to other blogs that are in some way connected to the materials represented, demonstrates that blogs can promote higher-level critical, analogical and analytical thinking indicating the users have bridged the initial concepts represented from the original blog.
Examples of classroom blogs
http://emac3326.wordpress.com/
http://outsidethetext.com/arche/
http://slepe.blogspot.com/
http://www.b2rocks.blogspot.com/
http://pbogush.edublogs.org/
“There is only so much you can do to bring students to you and then you have to go to where they are” (Murray & Waller, 2007, pg. 59). A wiki is a web application designed to allow multiple authors to add, remove, and edit content (Cunningham & Leuf, 2001, as quoted in Duffy, 2008). The multiple authorship capability of wikis makes them effective tools for mass collaborative authoring with the opportunity to edit current pages as well as add new ones (Minocha & Thomas, 2007). Student autonomy, self-directed learning, scaffolding and other constructivist philosophies can also be demonstrated using wikis (Achterman, 2006).
For simplicity sake, wikis bring blogging to a different level (Beldarrain, 2006). Unlike weblogs in which content is added chronologically but not usually changed, the content and navigation of wikis can be added to, deleted, or edited (Duffy, 2008). According to Surowiecki (2004) wikis exhibit a key attribute referred to as the “wisdom of crowds”. The individuals involved come to a higher level of thinking as long as four elements are present: diversity of opinions, freedom of opinion, transference of information, and an instrument, in this case a wiki, for aggregating the information (Surowiecki, 2004).
With respect to learning theory wikis offer many of the same connections as do blogs. According to Salen (2007) wikis, along with many other pieces of social software, use dynamic socio-constructivist learning approaches. Furthermore, learning research has shown that students learn best by actively constructing knowledge from a combination of experience, interpretation, and interactions with peers and teachers, all of which are key structural mechanisms of wikis (Bransford, J.D., et al., 1999). Since wikis deal extensively with group associations and partnerships, they fit well into Siemens’ theory of connectivism “with its emergent perspective on how knowledge can be distributed through networks of people and appliances” (Baird & Fisher, 2005, p. 11).
In the end, “the knowledge that students acquire is the knowledge they have actively constructed themselves, not the information transmitted to them ready made” (Crossland, 2006, p.12). Duffy (2008) states that wikis allow teachers and learners to see the evolution of a written task, and to continually comment on it. Furthermore, wikis allow for students and educators to have access to a ubiquitous learning environment where it is possible to search, share, reference, locate and access elements required to foster their learning in a more immediate fashion (Churchill, 2007; Duffy, 2008). According to Heafner & Friedman (2008), data suggests that the use of wikis facilitated a pedagogical shift from traditional teacher-centered instructional approaches to student oriented, constructivist learning, which results in increased student self-efficacy and motivation.
Examples of classroom wikis
http://bothellcampus.wetpaint.com/?t=anon
http://adamsnews.wikispaces.com/
http://armstrong-history.wikispaces.com/
http://awoodbridge.wikispaces.com/
http://bear-den.wikispaces.com/
When students are placed in the passive role of receiving information from lectures and texts, they often fail to develop sufficient understanding to apply what they have learned to situations outside their texts and classrooms (Bransford & Schwartz, 1999). The “YouTube” generation has the unique opportunity to not only be an active partner in their learning, but also to evolve learning into a public art form where they are the primary artists (Young, 2008). According to Bonk (2008), the availability of and access to educational videos can enhance traditional learning , coupled with students potentially being involved in the creation of the said “educational videos”, traditional education and learning can be tailored to fit into a more modern age (Cardine,2008). With heightened awareness towards multiple intelligences, educators realise that visual learners will have an increased retention of information when presented in video format (Fox, 2003). Furthermore, “many educators believe that the act of creating content, in virtually any form, is a valuable learning exercise” (Educause Learning Initiative, 2006).
According to Duffy (2008) video platforms such as YouTube are not an end in itself, but rather a means to an end, eventually achieving the desired learning goals and objectives through using video as the prime vehicle for discovery. Educators at all levels have been experimenting with using YouTube in their teaching, most commonly as short video clips embedded within a lesson either at the beginning to spark discussion or at the end to clue up discussion on a given topic (Bonk, 2008).
Duffy (2008) furthers his discussion on video platforms such as YouTube in detailing that the effect is engaging for both students and teachers alike, and that both will find it to be an excellent medium and facilitator for classroom dialogue. YouTube and like mediums allow individuals to become a part of the Internet and thus a part of their learning with very little technical knowledge and thus become contributors to a larger social network of learning as opposed to being resigned to reading the writing of others( Heafner & Friedman, 2008). Heafner & Friedman (2008) further their argument of the use of Web 2.0 tools such as YouTube with specific reference to K-12 social studies, by stating that they have the potential to help achieve the goal of developing more “active and informed citizens.”
Currently, YouTube is a quickly growing social phenomenon, one with “open communication, decentralization of authority, and freedom to share” (Abram, 2008). Combined with a new-age type of hands “in” learning, where the students are the creators, YouTube can be invaluable for expanding the learning experience and through this incorporation of a medium that is both forceful and more importantly familiar to the students, educators are able to tap in the enthusiasm so as to see students learning whether they realize it or not (Duffy, 2008). According to the Educause Learning Initiative (2006), YouTube allows those who use it to experiment in new forms of media to convey not only information, but their knowledge, be it old or new, to a larger community of learning or practitioners.
On the downside, due to a lack of authority imposed on YouTube, many schools have chosen to block access to the site; others allow educators to act as their own gatekeepers to ensure the validity and proper use of its content in the classroom setting (Lees & Smithhouser, 2007). Fortunately, educational video sharing sites such as SchoolTube and TeacherTube are emerging in direct response to the increased need for safe student video creation and the subsequent publishing to the Internet.
Examples of classroom YouTube videos
http://www.youtube.com/watch?v=R8S6CWFRa3s
http://www.youtube.com/watch?v=-Ht_l6uHfVc
http://www.youtube.com/watch?v=RrfVmJGHldY
http://www.youtube.com/watch?v=-zk_6WhAtV8
http://www.youtube.com/watch?v=nAjzOxWOPKw

Podcasting, according to Lamb & Johnson (2007) combines the simple use of and IPod™ and broadcasting, all the while having direct potential as a communication method (Jowitt, 2008). Furthermore, podcasting is a method for distributing digital video and audio contents over the internet (Lazzari, 2008). According to Lazzari (2008, pg. 2) podcasting can be regarded as a “push” technology, since contents are delivered directly by the source to the clients, rather than requiring users to periodically check a web site and download materials, invariably “podcasters” also offer direct download or streaming of their content, so that newcomers can download archived episodes.
Fox (2008) suggests that when podcasts are linked to specific a web location, learners can access ‘show notes’, video and or pictures, or whatever is required or provided on site. Once more in an online collaborative learning platform such as podcasting, strategies promoting the feeling of connectedness and belonging tom a community of learning have appeared to be critical for learners and the degree of success they encounter(Hara, Bonk, & Angeli, 2000; Kitchen & McDougall, 1998; So & Kim, 2005). Beldarrain (2006) states that although podcasts are asynchronous, they allow students to feel connected to their learning community. Furthermore, Beldarrain (2006) suggests a number of different ways in which educators can benefit from the use of podcasts, such as simply linking to existing educational podcasts, creating their own and immediately modelling to students, or finally having students create their own. Each podcasting experience enhances the learning of all stakeholders involved.
Lazzari (2008) suggests that podcasting offers a new and exciting learning concept that brings with it great pedagogical potential which can invariably improve teaching styles and overall lesson quality. Podcasting requires only limited technical skill;, lectures and other course information can be easily produced and can actually be edited and/or delivered by students themselves, which cultivates collaboration and team building skills and in turn builds on the social-constructivist ideals that are present in communities of practice exhibited by many pieces of social software, including the aforementioned podcasting ( Lazzari, 2008).
Many educators also see the benefits of podcasting as a way in which to transfer desired skill sets such as public speaking, writing, editing and general presentation skills, along with problem-solving, and time and task management (Borja, 2005). Although largely supported as a medium to engage, involve and draw today’s students into learning; studies argue the validity podcasts have in improving or enhancing the desired learning. Currently, due to few studies available it is difficult to assess this podcasting and its overall significance to education.
According to a study by Cann (2007), results show that podcasting, in fact, is not popular among students. Furthermore, according to a Deal study (2007), results show that podcasting does not significantly affect learning, not if it is solely used as an archive of classroom based lectures. Conversely, a study conducted by Kutz, Fenwick, and Ellsworth (2007) concluded that a significant increase in final project grades of students where podcasting was used primarily. Evans (2008) claims that students are additionally receptive to learning material that was provided in podcast format over traditional lectures, furthermore students stated that podcasts were more effective tools for reviewing and more efficient than even their own notes in aiding in their learning.
Examples of classroom Podcasts
http://mellonsbay.blogspot.com/
http://portableradio.edublogs.org/
http://bcpodclassroom.podbean.com/
http://svemedia.podomatic.com/
http://smarthistory.org/blog/114/vam-student-podcasts/








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