Blogs, Tweets, and Protests: Learning Movement Theory through Online Case Studies

Blogs, Tweets, and Protests: Learning Movement Theory Through Online Case Studies - This article takes the practical inquiry model as an approach to designing a course on social movements that combines self-directed investigation and group discussion as an avenue for deep learning. For the purpose of developing a case study, a guided approach is provided that allows the students to explore theory on their own and make connections to the case material they discover online. In the process of developing the case study, students are required to journal about their experience and what they discover as they comb through their selected sites. The data can include several elements (e.g., blogs, chat rooms, Facebook, twitter, publications, photos, links to other groups, history, etc.).

When i complete in reading this journal i realized that this journal takes the practical inquiry model as an approach to designing a course on social movements that combines self-directed investigation followed by group discussion as avenues for deep learning. The paper provides a guided approach that allows students to explore theory independently and make connections to the case material they find online. Apart from engaging students in theory, our approach also becomes an effective vehicle for demonstrating the work necessary to conduct historical, unobtrusive, and online ethnographic studies without spending much time on the nuts and bolts aspect of research methods. This article presents a guide for developing a case study by using social movement website data. This data not only serves to aid students in completing a case study, but also allows students to explore social movement theory concepts.

Read This One : Blogging at university as a case study in instructional design

Source :
International Journal of Teaching and Learning in Higher Education
2016, Volume 28, Number 1, 119-124
ISSN 1812-9129

Author :
José A. Muñoz From California State University (San Bernadino)
Kenneth R. Culton From Niagara University

Direct Link :
www.isetl.org/ijtlhe/

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Blogging at university as a case study in instructional design

Blogging at university as a case study in instructional design - The potentials of ICT such as blogs seem to be obvious, universities find challenges in using them pedagogically. For example, there is dissonance between blogging and pedagogy, or rather a gap between rhetoric about blog potential and blog practice, which has prompted this investigation and professional development in the use of blogs at the University of New England. Preliminary findings show fundamental implications for professional development in pedagogical uses of Information and Communication Technologies (ICT).

Blogs are primarily personal journal and opinion entries, which enhance a feeling of social interaction. Through a blog, a person gets a feeling of belonging in a wide range of professional activities such as psychological therapy, law, journalism, and research. To provide a justification for the pedagogical use of blogs, Papacharissi considered blogs to be ‘transformational communicative technologies, which, according to Framer et al. allow users to connect and become part of an active social corpus, while exercising and legitimating their personal expressive spaces. Blog users inherently expect social transactions, communication, personal assertion and empowerment through blogs.

Related Journal : Blogs, Tweets, and Protests: Learning Movement Theory through Online Case Studies

The currently described project in the journal that I read is part of a larger research designed to gain a better understanding of how blogs might be used more effectively in university contexts. Further research is necessary and is being conducted in the area of pedagogical use of blogs. The findings reported in this paper have proved to be helpful in structuring the second phase of this research about the adoption of ICT in university education, and the attendant need for professional development in the pedagogical use of ICT tools such as blogs.

Source :
International Journal of Education and Development using Information and Communication Technology

(IJEDICT), 2010,
Vol. 6, Issue 1, pp. 14-29.

Author :
J. W. F. Muwanga-Zake, M. Parkes and Gregory, S.

University of New England, Australia

Original article at :
ijedict.dec.uwi.edu//viewarticle.php?id=796

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Using Social Media to Reinforce Environmental Learning And Action-Taking for School Students

Using Social Media to Reinforce Environmental Learning And Action-Taking for School Students - These class experiences reinforce the research findings but suggest it is not a simple process to fulfill this transfer of learning on a broader scale across classrooms. Unless environmental educators and teachers share a similar conceptualization of the role of trips in curriculum, little follow-up with respect to action-taking may occur.

Trips may become simply a fun self-contained learning experience. Clarifying educational philosophy with the teachers beforehand is important. There is also a contradiction between environmental educators aiming for transfer of learning and action-taking while simultaneously encouraging teachers to dictate their own aims for the trip experiences. Participatory discussions and training involving teachers and environmental educators would seem particularly valuable. Unfortunately in many contexts due to financial limitations and practical pressures, environmental organizations and schools frequently prioritize content and logistical discussions over broader consideration of trip roles and aims.

Related Journal : The Use Of Blogs In Learning English As Foreign Language

Environmental educators typically do not have the resources to provide this additional help for the teachers. The teacher is left to her or his own devices while feeling pressure to move onto additional curriculum outcomes, sacrificing the actual doing of the actions, yet action taking is a key element of developing action competence. If resources are constrained, should organizations cut back on the number of programs they offer so as to direct resources to the follow-up action-taking back at school? These are hard decisions and funding organizations often value number of children participating over the longer term learning impacts.

Social media can have a valuable educational role only if teachers are comfortable with its use and have a clear conception of how to facilitate its use in the classroom. In-service training can play an important role in suggesting the benefits and answering the how-to questions, but it must be participatory in nature if it is to influence those teachers who focus on the negative aspects of technology in children’s lives. Social media provides positive opportunities for environmental educators if they employ it with careful consideration and thoughtful discussion with teachers. Students greatly value and benefit from appropriate social media interaction, the challenge is bringing teachers to this realization and helping them gain the
skills to utilize it.

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The Use Of Blogs In Learning English As Foreign Language

The Use Of Blogs In Learning English AsForeign Language - Actually blogging is one from many c=kind activity that can improve our writing skill. Blogging have so many benefits besides it can earn lots of money it will help to improve our skill and communication through online sharing information.

From this review of studies on the use of blogs in EFL learning, several conclusions can be drawn. 

Strategy To Makes Significant Contribution

First, blogging as a language learning strategy makes significant contributions to enhancing learners’ cultural knowledge and cultural awareness about the target society. In addition, the use of blogs enhances learners’ cultural interactions, competencies and exchanges. 

Developing Learners Interaction And Communication

Second, blogging plays an important role in developing learners interactions and communications in the target language. 

Developing Speaking And Writing Skill

Third, blogs are effective tools for developing speaking, reading and writing skills. However, with respect to speaking skills, while blogs are effective for developing skills related to conceptualization, brainstorming, articulation, monitoring, evaluating, self-presentation and information exchange, they have no effect on fluency, accuracy, language complexity, or pronunciation. Furthermore, the research indicates that the use of blogs enhances reading processes, results in positive perceptions of reading, encourages classroom discussions, and develops literacy and critical thinking skills. 

However, the use of blogs has little effect on learners’ reading test results. Blogging positively affects learners’ writing performance, their ability to monitor writing, their attitudes towards and perceptions of writing, and their interactions and participation in writing. More specifically, blogs are effective for developing rhetorical strategies, improving grammar skills, designing paragraphs and essays, revising written works, giving and receiving feedback and participating in peer review activities. The use of blogs also facilitates academic writing and enhances the sharing and exchanging of knowledge, provides a learning space for learners’ to interact, allows for reflection on learning, develops autonomous learning, and improves self expression. 

The use of blogs has also been found to considerably enhance learners motivation, to affect positively students’ perceptions of learning, and to result in positive attitudes towards learning. However, one study found that students have both negative and positive views regarding blogging. Finally, blogs have been found to enhance autonomous learning and knowledge and information sharing while also serving as a learning space for ELF learners. 

Source : 

Mevlana International Journal of Education (MIJE)

Vol. 4(1), pp. 244-259, 1 April, 2014

Author : 

Selami Aydin

Balikesir University, Necatibey Education Faculty, ELT Department, Balikesir, Turkey.

Direct Link :

http://dx.doi.org/10.13054/mije.13.79.4.1

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Comparing the Effect of Blogging as well as Pen-and-Paper on the Essay Writing Performance

Comparing the Effect of Blogging as well as Pen-and-Paper on the Essay Writing Performance - In today’s world, there are lots of methods in language teaching in general and teaching writing in particular.
Using two different tools in writing essays and conducting a study to compare the effectiveness of these two
tools namely blog and pen-and-paper was the basis of this study. The result of this study showed that the tools by themselves could not effect on the quality of writing essays and improvement in the students’ writing performance. Using technology and in this study, Internet can motivate the EFL learners to write more eagerly since they may like innovation in learning in contrast with traditional old methods of learning writing and practicing it, but it does not necessarily improve their writing performance only because of using computer and Internet.

The Iranian graduate students of UPM found blog more interesting and motivating tool for writing, but it was not as easy using as pen-and-paper for them with which everyone is familiar. This research could find answers to the research questions posed at the beginning of the study and investigated the hypotheses presented then.

Implications of the Study

The findings of this study have various implications for Iran Ministry of Education, EFL university lecturers,
EFL curriculum makers, language schools, and university students. This study can help Ministry of Education of Iran to plan the new methods of teaching writing at schools and universities such as using blogs in essay writing. They can use technology in their syllabus and compare the function with the conventional methods of teaching writing.

Related Journal : Using Social Media to Reinforce Environmental Learning And Action-Taking for School Students

It provides the EFL lecturers better knowledge and understanding about the graduate students needs for writing in English language. They can use blog as a tool for teaching writing in their classes and view the students motivation and eagerness in writing. Since this study had scheduled topics based on five categories of writing namely content, organization, vocabulary, language use and mechanics, the lecturers can focus on each category in each session of their lectures and ask the students to write essay topics based on these categories. If the lecturers give feedback to the students, it will be more beneficial for them and helps them to improve in their essay writing.

Maybe in some day if i being a teacher i will implement this method to improve my student writing skill and trigger their interest in studying English. combining technology and English language is the best way to learn Quickly.

Source : 
International Journal of English Language Teaching Vol. 6, No. 10; 2013
ISSN 1916-4742 E-ISSN 1916-4750
Published by Canadian Center of Science and Education

Author :
Hajar Kashani1, Rosnaini Binti Mahmud1 & Seyed Ali Rezvani Kalajahi

Direct Link :
http://dx.doi.org/10.5539/elt.v6n10p202

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The Effect of Metacognitive Strategy in Reading Expository Text

The Effect of Metacognitive Strategy in Reading Expository Text - Reading is an important verbal skill that needs to be accomplished by students so that they can explore knowledge thoroughly. In the process of reading a text, a reader has to understand the content, information, explanation or facts intended to be delivered by the author. In another words, the reading process can be complex because readers would have to involve the quality of thought for the purpose of understanding the text. Without understanding the text that has been read, the reader will not be considered to have mastered the reading skill (Korabiak & Mete, 2004). This is because reading and understanding are constructive processes that support one another (Yahya & Ghazali, 2010). For an effective reader, the capacity of understanding a text is seen as important even in primary school.

The metacognitive strategy is not something new in the education field. According to Eilers and Pinkley (2006), this strategy is applied and taught to students to enhance the understanding of a text that has been read. The application of the metacognitive strategy during reading and comprehension lessons is also believed to help students to think methodically in all three levels of reading processes, namely before reading, during reading and after reading (Boulware-Gooden et al., 2007).

Check this Picture Bellow :

Constructivist theory of metacognitive strategy

in reading lessons using metacognitive strategies, students are seen to involve actively. Students involvement in using metacognitive strategies to understand texts has turned them into a more motivated and high confidence readers (Wigfield et al., 2008). Students also appear to enjoy activities like discussions with friends and flash back of reading material contents according to individual understandings. This activity can encourage them to interact with friends and teachers based on the reading materials that instantaneously can enhance understanding on the texts. Besides, these activities give opportunity for students to learn from one another in explaining their understanding.

In short, reading lessons using metacognitive strategies give very good effects towards student’s understanding. The exposure among primary school students can be very suitable to train students to understand the text that they are reading more meaningfully (Jafari & Ketabi, 2012; Karami & Hashemian, 2012). This study concluded that reading lesson using the metacognition strategy can help to enchance students with moderate level of understanding on expository texts to understand better and more effectively compared to conventional approach.

Published by Canadian Center of Science and Education

Correspondence: Yahya Othman, Faculty of Education, Universiti Kebangsaan Malaysia, 43600 UKM Bangi,

Selangor, Malaysia. Tel: 603-8921-6231. E-mail: yahya.othman@ukm.edu.my

URL: http://dx.doi.org/10.5539/ies.v7n13p102

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Konsep Dasar Model Pembelajaran, Pendekatan, Strategi, Metode, dan Teknik Pembelajaran

Konsep Dasar Model Pembelajaran, Pendekatan, Strategi, Metode, dan Teknik Pembelajaran - Belajar adalah karakteristik yang dapat membedakan manusia dengan makhluk lainnya, belajar adalah aktivitas yang selalu dilakukan sampai akhir hayat manusia, pepatah sendiri mengatakan bahwa tiada hari tanpa belajar. Belajar merupakan aktivitas yang dilakukan individu untuk mendapatkan perubahan positif dalam dirinya melalui berbagai pelatihan dan pengalaman yang baru. Ciri-ciri yang menonjol dari aktivitas belajar menurut psikologi dan para ahli pendidikan adalah adanya perubahan tingkah laku yang berbeda.

Perubahan tingkah laku itu pada umumnya berupa penguasaan terhadap ilmu pengetahuan yang baru dipelajari, atau  terhadap keterampilan dan perubahan yang berupa sikap. Untuk mendapatkan peningkatan atau  perubahan tingkah laku tersebut, maka diperlukanlah tenaga pengajar yang handal. Pengajar atau pendidik memberikan peran panting dalam sebuah proses pembelajaran. Pendidik yang berkarakter dan baik tentunya akan membawa peserta didiknya menjadi lebih baik pula.

Instruktur, guru atau dosen kerapkali menyamakan istilah pembelajaran dan pengajaran. Padahal jika digali lebih dalam pengajaran lebih mengarah pada kegiatan pemberian pengetahuan oleh guru kepada siswanya yang sering berlangsung secara satu pihak. Sedangkan pembelajaran merupakan suatu kegiatan yang berupaya untuk membelajarkan siswa dengan terintegrasi, memperhitungkan faktor lingkungan belajar, karakteristik bidang studi, karakteristik siswa, serta berbagai strategi pembelajaran, baik pengelolaan, penyampaian, maupun pengorganisasian pembelajaran itu sendiri.
Baca Juga : Pengertian Konsep dasar Pembelajaran Lengkap
Ilmu pembelajaran berpusat pada upaya untuk meningkatkan pemahaman maupun memperbaiki proses pembelajaran. Untuk dapat memperbaiki proses pembelajaran tersebut diperlukanlah berbagai model pembelajaran yang sesuai dengan kondisi pembelajaran. Kondisi pembelajaran dalam konteks ini adalah kendala bidang studi, tujuan bidang studi, dan karakteristik peserta didik yang berbeda tentunya memerlukan model pembelajaran yang berbeda pula.
 
Rumusan Masalah
Bagaimana konsep dasar sebuah pembelajaran?
Bagaimana model, strategi, pendekatan, metode dan teknik pembelajaran serta apa hubungan diantaranya?

Tujuan
Agar mahasiswa mampu memahami konsep dasar pembelajaran.
Agar mahasiswa mampu memahami model, pendekatan, strategi, metode, teknik pembelajaran serta hubungan diantaranya.

Setelah memahami abstrak dan pendahuluan kini kita bisa melanjutkan menuju materi atau pembahasan

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