EDPC5003

Research blog
Due date for completion: various
Submission instructions: submit blog URL in Google doc
Detail: Research blog (50%)

Purpose: The purpose of this research blog is for you to reflect in depth on a variety of
topics. Through reading, analysis and writing, you will become familiar with the issues
relevant to the use of the Internet technology for teaching/learning in a specific subject area,
environment or audience. Please note that “teaching/learning”, in this context can be formal
(e.g. teaching/learning in school) or informal (e.g. teaching/learning in a non-education
setting).
Topics: You will select four different topics; each topic will form an individual blog post,
with one topic to be covered per week. You can choose any topic as the focus of your
weekly post as long as it is within the scope of “the Internet and Teaching/learning”. The
following lists some examples of research topics (in alphabetical order). There is a “starting
point” for each topic, which is a published research paper than can be used as the first
reading on this topic. Although this paper may not be one of the most important papers in
the area, it usually provides a reference list from which one could extend his or her research.
“Starting point” papers may be found in EDPC5003 readings in the library website –
http://opac.library.usyd.edu.au/search/r?SEARCH=EDPC+5003
Cultural dimensions of elearning
Starting point: Adeoye, B. & Wentling, R. (2007). The relationship between national culture Teaching, Learning and the Internet 9 EDPC5003

and the usability of an e-learning system. International Journal on ELearning, 6(1), 119-
146.

Design of blended learning
Starting point: Ellis, R., Goodyear, P., O’Hara, A., & Prosser, M. (2007). The university
student experience of face-to-face and online discussions: coherence, reflection and
meaning.ALT-J, Research in Learning Technology. 15(1), 83–97.

Elearning in TESOL
Starting point: Coniam, D. & Wong, R. (2004). Internet Relay Chat as a tool in the
autonomous development of ESL learners’ English language ability: an exploratory study.
System, 32, 321–335.

Social networking sites for learning
Starting point: Vie, S. (2008). Digital divide 2.0: “Generation M” and online social
networking sites in the composition classroom. Computers and Composition. 25, 9–23.

Social dimensions of designing web-based learning
Starting point: Hughes, M., Ventura, S., & Dando, M. (2007). Assessing social presence
in online discussion groups: a replication study. Innovations in Education and Teaching
International, 44(1), 17-29.

Web page design for elearning
Starting point: Whelan, R. (2007). Neuroimaging of cognitive load in instructional
multimedia. Educational Research Review 2, 1–12.

Task: Design and develop your own blog site using a web 2.0 application of your choice.
The size of the site should be a minimum of four web pages:

• An introduction and purpose – describe the purpose of the site; why you have created
the content being housed.
• A professional profile – this is a page about you, e.g. your qualifications, teaching
philosophy, etc.
• Blog posts:
 Weekly critical reflection of the topics outlined above. This must be more than
anecdotal; reference must be made to current literature and theoretical content
(approximately 700 words) Teaching, Learning and the Internet 10 EDPC5003

 Comments made to posts. Each week you will need to read a minimum of two posts
uploaded by your peers and make a 50 – 100 word response. Be sure to clearly state
your position and validate this with reference to the submission and literature.

• Twitter
 As a means of establishing a community of practice, each of you will create a twitter
account. In order to keep your peers informed of your new blog posts, allow them to
offer opinion and advice and promote the sharing of web 2.0 applications, articles of
interest, educational resources and any other tweets that may be of relevance we will
use the hashtag #edpc5003
– Your twitter name must also be present within the blog
– Original tweets must be made on a weekly (minimum) basis
– Retweets must also be made on a weekly (minimum) basis

Due dates: Week 4, 5, 6, and 7 (due Friday, 5pm)

Assessment criteria:

• Suitability of introduction and professional profile
• Entries reflect evidence of reading and research from scholarly journals
• Evidence of inquiry and critique is evident in each reflection
• The suitability of selection of content and examples used to articulate ideas
• Comments are well substantiated and reflect a clear position and evidence of reading,
research and sensitivity to your peers ideas and position
• Clarity and coherence of writing
• Adherence to the word limit
• Selection and application of technologies used
• Demonstration of acquisition of expert ICT skills
• Appropriate grammar and spelling
• Overall level of engagement with technology, i.e. Twitter

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