Building blogging learning communities: what can we learn? Julie Hughes j.hughes2@wlv.ac.uk

1. Building blogging learning communities: what can we learn? Julie Hughes j.hughes2@wlv.ac.uk The University of Wolverhampton ESCalate (Higher Education Academy) HEA National Teaching Fellow 2005 e-Learning in Professional Contexts University of Dundee 14th May 2010

2. What might a learning community look/feel like? What the FD students say...

3. Rollercoaster – the pedagogical being is fragile...it is brittle, liable to shatter suddenly’ (Barnett, 2007 p.29)

4. The PGCE blog lifeboat HMS Hardwork Being an eportfolio learner gave me the opportunity not only to explore new ways of learning, but to become part of a community that has supported and encouraged each other throughout our journey to becoming new teachers. The blog ...allowed us the safe space to share thoughts, feelings, anxieties, laughter and tears and because it was a shared space we could see the value in the perception of thoughts and opinions of others in the group. (It)... provided a reassuring glow of a nightlight that was always there. (Hughes and Purnell 2008)

5. How do we begin to explore, conceptualise and theorise identity/perception shifts evident in blogging ? ‘I’m only a Teaching Assistant – me, going to University?’ ‘…the person that started back in September is not the person I recognise now’ and ‘as I unwrap this part of myself I come to realiseI see others as well as myself with different eyes.’ I belong here. In relation to learning, ontology trumps epistemology. That is to say, the student’s being in the world is more important for her learning than her interests in developing knowledge and understanding in a particular field. (Barnett 2007, p.6)

6. How last year’s FD students (EYS and SIP) felt at the start of their HE study – fragile pedagogical beings.

7. What’s new? What’s grown? Transformation potential in blogging – pedagogy exploiting the technology? (Hughes, Lamond and Worsley) May 2009

8. The FD intervention 2007 to date Introduced e-portfolio-based learning from pre-induction and negotiated and modelled the ‘netiquette’; Emphasis upon blogging as reflective critical thinking (ePDP)– exploration of self as learner/as practitioner/as group member; Aligned the learning outcomes, learning and teaching methods and assessment to our commitment to integrative learning (Cambridge 2008) and to exploring the interface between the delivered, experienced and lived curriculum (Yancey 1998); Supported colleagues and students in the development of the technical skills and in the culture shift to an iterative and dialogic learning and teaching model.

9. Intro to me E-portfolio mentor – supporting individuals and teams at local, regional and national levels - across disciplines. E-portfolio teacher – FD, PGCE and M level with teaching mentors - 2004 to now. Started with 15 students now working across teams, partners, stakeholders and professional bodies. E-portfolio learner – used ep for appraisal and CPD – recently attained QTLS with e-portfolio application. INCEPR III – 10 US and Canadian HEIs and 2 UK HEIs E-portfolio researcher – using e-portfolio to mentor and data-gather- using ep as a writing tool/companion with both students and colleagues. E-portfolio consultant JISC & ESCalate E-portfolio embedding. Curriculum development – revalidation and pedagogy shift.

10. Theoretical and methodological framework • 1. Pass-it-on – the need to grow your own: • Importance of developing community/communities; • Capacity building through mentoring and support groups; • Sustainability beyond the early adopter. • It’s a marathon not a sprint – like a game of snakes (chutes) and ladders. • 2. Theory/practice nexus: • E-portfolio-based learning as pedagogic shift; • SOTL; • Evidence -informed practice; • Focus on the ‘user’ experience/ethnography. • 3. Exploring how the use of e-portfolio-based learning might begin to explain the tag-cloud shifts.

11. A will to learn and pedagogy for uncertain times? (Barnett 2007) Students must come into a felt relationship with uncertainty in a space which supports a “will to learn” (Barnett 2007, p.1). The main pedagogic task is, simple to state and near impossible to achieve. It is that of releasing students that they come into themselves, in relation to their curricula challenges. They become beings-for-themselves…They have their own will to learn. ” Barnett’s vision (2007, p.7) for HE for the contemporary world inhabits a vocabulary “that includes terms such as excitement, passion, self-confidence, journey, travel, will, energy, being and becoming.”

12. But first....framing statements – positioning Old wine in a new bottle? In teaching and learning currently, we tend to use technology to support traditional modes of teaching... We scarcely have the infrastructure, the training, the habits, or the access to new technology to be optimising its use just yet. (Laurillard, 2007) We must acknowledge that pedagogy needs to be ‘re-done’ at the same time as it needs to be ‘re-thought.’ (Beetham and Sharpe, 2007)

13. Many things are changing, however, as our everyday environments become increasingly digitized. This invites us, challenges us – to develop new conceptual beliefs and knowledge orientations and approaches to our everyday world. (Lankshear and Knobel, 2006) E-learning is often talked about as a ‘trojan mouse’, which teachers let into their practice without realizing that it will require them to rethink not just how they use the particular hardware or software, but all of what they do. (Sharpe and Oliver, 2007)

14. We are witnessing ‘a new model of education, rather than a new model of learning’ as ‘our understanding of e-learning matures, so our appreciation of the importance of theory deepens…we see how learning can be socially situated in a way never previously possible’ (Mayes and de Freitas, 2007, p.13) My teaching has completely and utterly changed, totally from how I was taught on the Cert Ed – paper based ...sometimes I walk in and there’s just images on the screen (on the blog) and that is the T and L of the day – students don’t cope well now with other formats, “we were talked at for an hour and a half – we go off and do our own learning or you talk to us in a different way”, my teaching has completely altered in just a very short space of time. Annie (HE in FE, FD EYS teacher) Blogger since Sept o9

15. University of Wolverhampton Widening participation HEI 22 000 students 2004 - development of pebblePAD 2005 - first HEI to make ep available to all staff and students SEd part of: CETL project (2005-10) Critical Interventions to Enhance Learning Pathfinder project (2007/8) ePDP ePortfolio used in various ways, including ePDP, learning, teaching and assessment UoWlv UoWImage adapted fromhttp://home.amaonline.com/teacherstuff/schoolhouse.gif

16. A brief exploration. What is an e-portfolio?Well it’s... • A systematic and organized collection of evidence used by the teacher and the student to monitor the growth of the student's knowledge, skills, and attitudes.(Cole et al., 2000) • What is produced when persons collect, select, reflectivelyinterpret, and/or presenttheir own evidence to support their assertions about what they have learned, know, and can or should do.(Cambridge, 2003) • Emerging consensus (JISC, 2008 p.6) processand product – digital ringbinder and learning landscape - inherent contradiction? • a genre and a set of practices supported by a set of technologies. (Cambridge, 2008)

17. (e)portfolio ways of being When teachers began developing portfolios over a decade ago, we knew what we were about – with process writing and collaborative pedagogies and, not least, portfolios – was pretty ambitious; it was, in fact, nothing short of changing the face of American education. (Yancey & Weiser, 1997, p.1) Baume (1999, 2003 p.4) conceptualised the developmental portfolio as, “a compost heap…something refined over time, enriched by addition, reduction and turning over.“ Messy, non-linear – getting your hands dirty!

18. E-portfolio-based learning (JISC 2008) Behind any product, or presentation, lie rich and complex processes of planning, synthesising, sharing, discussing, reflecting, giving, receiving and responding to feedback. These processes – referred to here as ‘e-portfolio-based learning’ – are the focus of increasing attention, since the processof learning can be as important as the end product. The use of ...e-portfolios... can promote more profound forms of learning which can improve understanding of the self and the curriculum, engage and motivate learners – individually and as part of a community of practice, personalise learning and promote reflective practice (JISC 2008, p5).

19. JISC 2008, p.11 Adapted from Hartnell-Young for BECTA Talking not telling. A dialogue-based pedagogy and model of/for reflective learning.

20. The journey reflected again– what it feels like to learn in these spaces that’s because it’s still ongoing, it’s still ongoing…I think it’s like invisible, I know it’s really strange - I can’t describe I just think it’s invisible this. You think you haven’t moved on but ….you have. Bev (FD 2007) It’s like emptying a big jigsaw and building it slowly in pieces. Finding pieces of work that fit together and building from there and then maybe trying a different area afterwards. There's no logical, symmetrical or linear route but emphasis upon drawing out the best points and building upon them. Claire(PGCE 2004)

21. Our e-portfolio system, pebblePAD. What does it feel/look like? E-portfolio-based learning is a set of practices and processes that may occur in other spaces – the focus is upon process not product.

22. Personalising – making it mine Being able to personalise the appearance has a huge impact on student ownership and engagement.

23. Not just an eportfolio? This is where the debate about what an e-portfolio is gets interesting - this system supports a set of practices which are very much about process, review and reflection.

24. It’s vital to model and value the practices. I’m not asking students to engage in something that I don’t do myself. Being an eportfolio teacher . Using technology for teaching – information push – still old wine in a new bottle? But – group blog and other module webfolios linked.

25. Each cohort (year) has their own webfolio that is a combination of webquests, blogs, videos, literature separated out into each module with a diary of events to show where we’ve started to where we’ve got ... some sessions purely online – blog spaces, chat spaces, and assignment spaces. I saw the model at Uni – one for each module. I’ve combined so that everything is in 1 place – they don’t have to be flitting around –they have recognised that it is now simpler. It’s ...what’s the opposite of disjointed? ...it’s... Caroline (HE in FE, FD EYS teacher) Blogger since February o8

26. FD first writing/ PDP activity in week 1 – a structured blog entry with prompts. Encouraging reflections on the personal and the professional. It’s vital to provide prompts and scaffolding for these PDP activities – reflection is hard to do and it needs nurturing and support to be meaningful and developmental.

27. Further creating the conditions and expectations for dialogue – rapid, supportive tutor feedback – questioning for growth – requiring talkback to feedback. Issues Literacies/netiquette? Typos/spelling mistakes/ inconsistent use of capitals…… thinking through your fingers.

28. Rethinking blogs as critical incident sharing – situated learning. Blogging as conversation and critique – deepening PDP reflections upon self as a learner

29. Using individual blogs to share workplace successes. Integrative Learning (Cambridge 2007) FD bringing the outside in – not just the academic – Lucia’s lived curriculum – moving beyond the delivered and experienced. (Yancey 1998) Dialogue/talk-based ePDP/learning and teaching needs time and effort – and a relationship. Blending = instead of NOT as well as?

30. Moving to a group activity – a shared webfolio Developing sense of self as HE student through group working and presentations – making formative assessment explicitly developmental Breaking down boundaries – self as legitimate subject for reflection – powerful stories of becoming

31. Developing buddying cultures

32. Trying to build learning cultures - FD 2008 as case study Start from your values and the curriculum – will the technology intervention enhance the learning experience? What we did • Pre-induction blogging and transition activities – using Garrison et al. as guide – vital to develop social presence; • Lots of scaffolding and IT access built into the curriculum; • All students had an individual private blog shared with the tutor group (5 tutors); • All students had access to the whole programme blog; • All students were assessed on their contributions to the small group reflective practice blog.

33. Back to the tagclouds from FD – how did the reflective dialogic blogging make a difference? 85% of the cohort responded to the anonymous online survey – when asked to rank and compare their development they responded:

34. Which specific pedagogic interventions were valued? The feedback on blogs from tutors was important to my Personal and Professional Development 98.58% agreed or strongly agreed Having the opportunity to reflect ongoing on my PPD was important 92.4% A/SA The feedback on blogs from peers was important to my PPD 87.37%A/SA Having blog contact with my tutors supported my transition into university 95.03% A/SA Having blog contact with my peers supported my transition into university 88.35% A/SA The online blogging activities have contributed to my achievements in semester 1 82.53% A/SA

35. Lessons learnt Start with the curriculum and your pedagogic values – be realistic and start with simple activities Consider • How might the student experience be enhanced by using some of these tools and practices? • How manageable is this? • What support can I and my students access across a differentiated range? • Is there whole team-buy in and management support for this approach? • Am I gathering and listening to the student and staff experience? • Am I acting on it? • Who can I ask in the e-portfolio community so that I don’t reinvent the wheel? Mantra to self – it’s a marathon not a sprint

36. What we have learnt from engaging in reflective, evaluative dialogue with our FDs • One size does not fit all and differentiated support is required when moving to a blended curriculum; • Some students (and colleagues) may feel out of their depth initially (and not just with the technology) – this is a culture shift to a dialogic learning and teaching approach; • The rapid, personalised feedback from tutors is highly important to students’ transitions and to their perceptions of their development and achievement; • The ePDP activities support the becoming and belonging needs of year 1 FDs; • Being able to share experiences with others in the cohort and receive feedback and support fr0m peers – similarities and differences - is key to FD’s development as HE students; • The collaborative enquiry-based learning model supports integrative learning and there is substantial evidence of transferability to work-based learning.

37. Final thoughts – back to the students of course – the potential In the second semester we began to share our critical incidents via Pebble Pad. This has proved much more beneficial to me because it meant that I could compose myself, think about the incident and then tell my story. I found the distance to be liberating because I could subdue the feelings of inferiority I had when listening to my peers. I could write down my experiences in my own time, set at my own pace, rather than at the set time given in the face to face discussions. Amy (PGCE 2008) Help is only just a click away. (FD anon) But it’s not just developing like um a learner, it’s developing as a person. (FD anon)

38. References Barnett, R. (2007) A Will To Learn. Being a Student in an Age of Uncertainty. Berkshire: Open University Press Beetham, H. & Sharpe, R. (2007) (Eds.) Rethinking Pedagogy for a Digital Age. Designing and delivering e-learning. London: Routledge Cambridge, D. (2008) Models of ePortfolio Practice. TLT Workshop. (accessed 13 July 2008). Available from: <https://admin.acrobat.com/_a738382050/p87097382/>. Hughes, J. and Purnell, E. (2008) Blogging for beginners? Using blogs and eportfolios in Teacher Education.  Sixth International Networked Learning Conference Proceedings, Halkidiki, Greece, May 08. JISC (2008) ‘Effective Practice with e-portfolios: Supporting 21st Century Learning’. Lankshear, C. & Knobel, M. (2006) New Literacies: Everyday Practices & Classroom Learning. Second edition. Berkshire: Open University Press Laurillard, D. (2007) Comment on the text 48b. Conole, G. and Oliver, M. (eds) (2007) Contemporary Perspectives in E-Learning Research. Themes, Methods and Impact on Practice, London: Routledge. P.48. Lillis, T.M. (2001) Student Writing. Access, Regulation, Desire. London: Routledge. Sharpe, R. & Oliver, M. (2007) Designing courses for e-learning in Conole, G. & Oliver, M. (2007) Contemporary Perspectives in E-learning Reseach. Themes, methods and impact on practice. (Eds.) London: Routledge pp.41-51 Yancey, K.B. (1998) Reflection in the Writing Classroom. Utah: Utah State University Press.