Adopting Blogfolios in Teacher Education

Performance-based portfolios have increasingly become popular in education. They offer numerous benefits: a) fostering self-assessment and reflection, b) providing personal satisfaction and renewal, c) providing tools for empowerment, d) promoting collaboration, and e) offering a holistic approach to assessment. Many educators believe that performance-based portfolios are essential part of teacher education programs. One commonly applied type of portfolios is the Web-based portfolio, which is specifically created for and placed on the Web. Web-based portfolios have some unique advantages, such as: providing a means of storing multiple iterations over time and a mechanism for ease of editing and revisions; allowing instant access from anywhere and at any time; and providing structured presentation that allows a viewer to choose contents from one section to another based on his or her need or preference. In spite of significant benefits, there are some drawbacks of existing web-based portfolios. Typical Web-based portfolios still require users to have the skills and knowledge of using Web authoring software and FTP clients, which can be daunting to many pre- and in-service teachers. Furthermore, traditional Web-based portfolios lack the capability of allowing viewers to leave their feedback and therefore are limited for easy and instant collaboration.

Despite the recent popularity of adopting electronic portfolios in teacher education programs, the question “Electronic Portfolios for Whom?” has been raised by Javier I. Ayala and many other researchers. Javier argued that “the knowledge promoted under the guise of electronic portfolios is hardly student-centered. Very little research exists integrating student voices into the dialogue of electronic portfolios. The voices that are integrated are primarily those of administrators and some faculty.” The literature suggests that reforming a new type of Web-based portfolio, which simplifies the technology part of publishing content and allows developers and peers to share resources and ideas for reflection and collaboration, is essential for teacher education.

With the recent advances of Web 2.0 and the use of blogs in teaching and learning, it is apparent that blogs can simplify the technology part of publishing content. Furthermore, blogs can allow users to reflect, post information and resources, and collaborate with others. Because of the easy of use and the interactive capability of blogs, it comes naturally that blogs can be used for developing and reforming web-based portfolios in education. The blogfolios (weblog-portfolios) will have a great potential in teacher education and support students’ self-reflection and self-evaluation of their learning.

Currently, Professor Harrison Yang at the State University of New York at Oswego and I are conducting a study to examine the effects of using blogfolios on students’ perceptions on interaction and learning. Our blogfolios study is currently in the final stage of data collection. It is anticipated that the study will provide useful information on students’ perceptions on interaction and learning by using blogfolios in their courses. The summary of the findings will be posted in this blog when it becomes available. So, stay tuned…

[Dr. Harrison Yang at the State University of New York at Oswego also contributes to this post.]

Advertisements

About Steve Yuen

I am a Professor Emeritus of Instructional Technology and Design at The University of Southern Mississippi in Hattiesburg, Mississippi, United States.
This entry was posted in Blog, Educational Technology, Web 2.0 and tagged , , , , , , . Bookmark the permalink.

15 Responses to Adopting Blogfolios in Teacher Education

  1. Tim Bryant says:

    I have long thought that there must be a better way. I have seen too much cheating when it comes to e-portfolios. If someone doesn’t know how to do it, they get a friend, or they pay someone rather than taking the time to learn. I would say that if an anonymous study was done on portfolios, most universities would be astounded at the percentage of portfolios that were not 100% created by the student that turned them in.

    A blogfolio does sound like a good idea. Make the person think a little more, and allow them to develop it over a longer period of time. Let it be a little more about them.

    To me many of the papers and portfolios that have to be done are a lot of “busy work”. You really don’t feel that you are getting your money’s worth out of college if you are constantly meeting deadlines and doing “busy work”. Learning, and reflecting on that learning is much more important. Applying it in a real life situation is even more effective. There may be people that hire off a portfolio, but all I’ve ever heard from those do the hiring is that the portfolio “was nice”. They aren’t looking at it when it comes to the hiring, it’s just window dressing.

  2. Farid says:

    I think creating one’s own blog is a very exciting and enjoyable learning experience. I believe a blog is a place where one can think, plan and reflect. My blog forces me to read in order to gather the information for my postings. It is also a place where I play with technology and ideas. In addition, the best thing is that a blog is a full publishing method, it does not require any HTML publishing software, an image editing software or FTP software.

  3. 莊明廣 says:

    我們可以發現教育科技的發展是回應人們的需求,而針對科技工具的使用,提出想法、應用,然後加以研究,是會讓科技的發展形成良好的互動。從老師的文章裡,可以看出Blog的發展是部分滿足了使用的需求,也減化了許多技術性、困難的操作,讓blog變得更簡單而人性化,促使更多人的願意使用他。
    但是,有一點我們也必須認清楚,blog的設計本來就不是專為了教育而做的,他不是教師的專屬工具,所以當我們在介紹blog在教育上運用時,各種不同的聲音便會出現了。
    以我在台灣中小學的經驗,我將他們歸納出幾種現象:
    1 缺乏科技能力的基礎教師,對於blog特性的掌握較困難,無法很容易就將之應用在教學上,通常需要花更多的時間去準備,這會使得他們使用的意願降低。
    2 對於科技工具概念的迷思,老師普偏存在著一種科技萬能的刻板印象,認為一項的新科技產生,一個工具的使用,應該要包羅萬象,可以解決所有的問題,可以達成很多的功能,因此,期待愈大,常常失望也愈大,而產生抗拒的心理。
    3 雖然說,模彷是學習的開始,但一般老師在創意思考的應用上仍顯不足,尤其對於新科技的使用,常期待有一個典範、例子可供參考、彷效。但這也通常限制了一些思考。
    從上述的情形來看,我們將blog應用在教育上,應該給一些正確的概念,尤其是老師,才能引導良性的研究發展。
    Blog有他本身的優點,但也有一些限制存在,我們無法將他們一體通用在所有的領域上,或是所有的學生上,這一點是必須的,因此,老師在觀摩學習別人的blog應用時,必須要能了解其應用的教育原理和概念,才能加以轉化、遷移,而不是模彷、抄襲。這裡舉一個高雄縣鳳山市鳳西國小蕭愛慈老師的部落格為例http://blog.fxp.ks.edu.tw/blog/blog.asp?name=ami。他經營了好幾年,而且都應用在班級經營之上,當做是老師和學生、老師和家長通信的窗口,裡面有學生成果的展現,也有教學現場的照片、教學活動的研究等,大家可以參考看看。
    另外,避免如tim所言,建置blog成為一個 busy work ,我們應該提供老師一些更有用的知識,讓他們更容易運用blog的優點和特性,而避免去重覆別人的錯誤,下面有一個教育委託師大所規畫設立的部落格,或許是一個不錯的方法。

    WIDE-KM教學知識主題部落格http://elearning.ice.ntnu.edu.tw/blog_pfo/knowledge/

  4. 莊明廣 says:

    我們可以發現教育科技的發展是回應人們的需求,而針對科技工具的使用,提出想法、應用,然後加以研究,是會讓科技的發展形成良好的互動。從老師的文章裡,可以看出Blog的發展是部分滿足了使用的需求,也減化了許多技術性、困難的操作,讓blog變得更簡單而人性化,促使更多人的願意使用他。
    但是,有一點我們也必須認清楚,blog的設計本來就不是專為了教育而做的,他不是教師的專屬工具,所以當我們在介紹blog在教育上運用時,各種不同的聲音便會出現了。
    以我在台灣中小學的經驗,我將他們歸納出幾種現象:
    1 缺乏科技能力的基礎教師,對於blog特性的掌握較困難,無法很容易就將之應用在教學上,通常需要花更多的時間去準備,這會使得他們使用的意願降低。
    2 對於科技工具概念的迷思,老師普偏存在著一種科技萬能的刻板印象,認為一項的新科技產生,一個工具的使用,應該要包羅萬象,可以解決所有的問題,可以達成很多的功能,因此,期待愈大,常常失望也愈大,而產生抗拒的心理。
    3 雖然說,模彷是學習的開始,但一般老師在創意思考的應用上仍顯不足,尤其對於新科技的使用,常期待有一個典範、例子可供參考、彷效。但這也通常限制了一些思考。
    從上述的情形來看,我們將blog應用在教育上,應該給一些正確的概念,尤其是老師,才能引導良性的研究發展。
    Blog有他本身的優點,但也有一些限制存在,我們無法將他們一體通用在所有的領域上,或是所有的學生上,這一點是必須的,因此,老師在觀摩學習別人的blog應用時,必須要能了解其應用的教育原理和概念,才能加以轉化、遷移,而不是模彷、抄襲。這裡舉一個高雄縣鳳山市鳳西國小蕭愛慈老師的部落格為例http://blog.fxp.ks.edu.tw/blog/blog.asp?name=ami。他經營了好幾年,而且都應用在班級經營之上,當做是老師和學生、老師和家長通信的窗口,裡面有學生成果的展現,也有教學現場的照片、教學活動的研究等,大家可以參考看看。
    另外,避免如tim所言,建置blog成為一個 busy work ,我們應該提供老師一些更有用的知識,讓他們更容易運用blog的優點和特性,而避免去重覆別人的錯誤,下面有一個教育委託師大所規畫設立的部落格,或許是一個不錯的方法。

    WIDE-KM教學知識主題部落格http://elearning.ice.ntnu.edu.tw/blog_pfo/knowledge/

  5. 鴻如 says:

    部落格(blog)比「bbs」功能更強的地方在於,它是「全網頁作業」方式,使用者可以在網頁上輕鬆地張貼文章、上傳圖片、自訂版型,或引用文章,它最吸引網友的,除了是滿足網友的「書寫」與「發表」欲望之外,更重要的在於它的全個人化功能,用戶可以自己設計出獨具個人風格的網路日誌形式,因此而造成部落格的「網頁日記」特別盛行。
    blog 的特點主要在於:
    (1)開放與分享,為web-based
    (2)標題、永久連結、可尋找、可使用RSS feeds、可comment
    (3)通常為單人維護、多人對話方式、可經常更新、可提供到其他網站的連結
    (4)可依主題「彙整」。無論內容是圖片、聲音、影像、文字或其他任何媒體,也不管這週期是頻繁或稀疏,一定得按照某個方法加以彙集整理起來。
    (5)「靜態鏈結」
    (6)「時間紀錄」:當系統新增或編輯文章時,系統往往會在內部資料庫裡把時間記錄下來;以建立內部的先後順序。
    (7)「日期標頭」:讀者們透過日期標頭,可掌握任何一篇的時空背景。
    Blog在教學上之應用可協助學生撰寫及思考之能力,並創造一個彈性的學習環境與社群,以激發同學之參與感、可立即將作業或工作公告,讓合作與討論更有效率,也利於師生及全方位學習,促進學生多方位訓練且反映想法。
    如:(1) 網路讀書會(2) 影片教學(3) 教學檔案分享(4)課後心得分享
    教學應用尚待努力之處:師生資質素養因素限制(分享意願、資訊能力)、師生線上溝通表達立即性不足(教師的教學型態無法規劃得宜,不僅會喪失學習動機,也容易相互抄襲而交差了事)、硬體設備的限制。

  6. 鴻如 says:

    部落格(blog)比「bbs」功能更強的地方在於,它是「全網頁作業」方式,使用者可以在網頁上輕鬆地張貼文章、上傳圖片、自訂版型,或引用文章,它最吸引網友的,除了是滿足網友的「書寫」與「發表」欲望之外,更重要的在於它的全個人化功能,用戶可以自己設計出獨具個人風格的網路日誌形式,因此而造成部落格的「網頁日記」特別盛行。
    blog 的特點主要在於:
    (1)開放與分享,為web-based
    (2)標題、永久連結、可尋找、可使用RSS feeds、可comment
    (3)通常為單人維護、多人對話方式、可經常更新、可提供到其他網站的連結
    (4)可依主題「彙整」。無論內容是圖片、聲音、影像、文字或其他任何媒體,也不管這週期是頻繁或稀疏,一定得按照某個方法加以彙集整理起來。
    (5)「靜態鏈結」
    (6)「時間紀錄」:當系統新增或編輯文章時,系統往往會在內部資料庫裡把時間記錄下來;以建立內部的先後順序。
    (7)「日期標頭」:讀者們透過日期標頭,可掌握任何一篇的時空背景。
    Blog在教學上之應用可協助學生撰寫及思考之能力,並創造一個彈性的學習環境與社群,以激發同學之參與感、可立即將作業或工作公告,讓合作與討論更有效率,也利於師生及全方位學習,促進學生多方位訓練且反映想法。
    如:(1) 網路讀書會(2) 影片教學(3) 教學檔案分享(4)課後心得分享
    教學應用尚待努力之處:師生資質素養因素限制(分享意願、資訊能力)、師生線上溝通表達立即性不足(教師的教學型態無法規劃得宜,不僅會喪失學習動機,也容易相互抄襲而交差了事)、硬體設備的限制。

  7. Sung-shan Chang(Charles) 張松山 says:

    Fortune Magazine指出,部落格是2005年最新科技趨勢;Harvard Business Review將商業部落格列為2005年最具突破性的發明之一;Business Week亦將部落格議題當作2005年春季號的封面,顯見部落格已成為後知識經濟的趨勢新議題。

    Blog就字面的意義來說,是weblog的簡稱;而weblog一詞中的web是指網路,log則常指程式或系統運作時所產生的紀錄檔,為了和程式人員常接觸的 log 區分,所以多半稱為Blog(部落格),也就是「網誌」,在中國大陸則譯為「博客」(Wikipedia, 2006)。其中,經營Blog與發布/整理 Blog 內容的人稱為blogger。部落格一詞最早出現於1997年,其定義不僅百家爭鳴,亦隨著部落格軟體技術的發展而有所不同(齋藤伸也、小暮正人,2005)。

    部落格運用於教學上,也已經行之有年,由於部落格的簡單易用及操作技術門檻低的特性,對於電腦技能較弱的老師或學生,可以降低因為資訊素養或電腦能力不足,而產生的學習挫折,反而能夠利用如此得心應手的現成網路工具,達到事半功倍的教學效果。

    部落格不只屬於年輕人,也不純綷是好玩而已,有些企業已經把它當作徵才與溝通的工具。從三年前開始,美國微軟陸續推出了幾個徵才部落格。比起傳統的徵才廣告,徵才部落格的內容沒有字數限制,而且形式多元,照片、影像或小故事都有,可以更完整地介紹工作環境與企業文化。如果瀏覽者因而對微軟的工作有興趣,可以透過部落格開始應徵程序。

    曾經負責微軟全球徵才的人力資源專家普瑞妮(Priya Priyadarshini),在人力資源雜誌(HR agazine)上分析,徵才部落格是公司跟求職者產生連結的好方法。部落格快速而且具互動性,讓求職者知道在公司工作會是什麼情況,增加公司的透明性與知名度,尤其適用於電腦世代的年輕人。

    我認為部落格未來在教育上的應用會更加廣泛,諸如學生學習歷程檔案、專業發展、教室管理、教室協調、線上學習指導、社會關係、內外部聯繫、知識管理、師生溝通關係的聯繫、知識傳授加深、加廣、延伸學習及外部資源應用等,如果妥善運用,對於教育應有莫大幫助。

  8. Sung-shan Chang(Charles)張松山 says:

    Fortune Magazine指出,部落格是2005年最新科技趨勢;Harvard Business Review將商業部落格列為2005年最具突破性的發明之一;Business Week亦將部落格議題當作2005年春季號的封面,顯見部落格已成為後知識經濟的趨勢新議題。

    Blog就字面的意義來說,是weblog的簡稱;而weblog一詞中的web是指網路,log則常指程式或系統運作時所產生的紀錄檔,為了和程式人員常接觸的 log 區分,所以多半稱為Blog(部落格),也就是「網誌」,在中國大陸則譯為「博客」(Wikipedia, 2006)。其中,經營Blog與發布/整理 Blog 內容的人稱為blogger。部落格一詞最早出現於1997年,其定義不僅百家爭鳴,亦隨著部落格軟體技術的發展而有所不同(齋藤伸也、小暮正人,2005)。

    部落格運用於教學上,也已經行之有年,由於部落格的簡單易用及操作技術門檻低的特性,對於電腦技能較弱的老師或學生,可以降低因為資訊素養或電腦能力不足,而產生的學習挫折,反而能夠利用如此得心應手的現成網路工具,達到事半功倍的教學效果。

    部落格不只屬於年輕人,也不純綷是好玩而已,有些企業已經把它當作徵才與溝通的工具。從三年前開始,美國微軟陸續推出了幾個徵才部落格。比起傳統的徵才廣告,徵才部落格的內容沒有字數限制,而且形式多元,照片、影像或小故事都有,可以更完整地介紹工作環境與企業文化。如果瀏覽者因而對微軟的工作有興趣,可以透過部落格開始應徵程序。

    曾經負責微軟全球徵才的人力資源專家普瑞妮(Priya Priyadarshini),在人力資源雜誌(HR agazine)上分析,徵才部落格是公司跟求職者產生連結的好方法。部落格快速而且具互動性,讓求職者知道在公司工作會是什麼情況,增加公司的透明性與知名度,尤其適用於電腦世代的年輕人。

    我認為部落格未來在教育上的應用會更加廣泛,諸如學生學習歷程檔案、專業發展、教室管理、教室協調、線上學習指導、社會關係、內外部聯繫、知識管理、師生溝通關係的聯繫、知識傳授加深、加廣、延伸學習及外部資源應用等,如果妥善運用,對於教育應有莫大幫助。

  9. Madelon Gruich says:

    Creating a Blogfolio was a daunting task when I first had to complete one as a course requirement. The concept was new; the structure was new; the blog site was new; blogging was new. I did not look forward to the assignment, but I completed it nevertheless. Because of that initial assignment, I completely agree with the purpose of the Blogfolio. A compilation of assignments and reflections remind the author of all that was accomplished in the course. I find myself rereading that first blog and think, “Wow! I did all that and here’s the proof.” Not only do reflections of each assignment remind me of the work involved in each project, but links to all projects are also attached. The electronic portfolio can be accessed and shared easily, and other pertinent links and information can also be included.

    In an educational setting blogging provides a narrative of how learning takes place. Often when assignments are complex, the blog can provide a step-by-step process which addresses problems and outcomes. Open source Web-authoring software allows the creation of Web-based blogs to be created with little prior knowledge of Web sites. Anyone who wants to create a blog now has the ability and technology available to accomplish that task. Journaling is made simple through this technology, and many uses can be developed for incorporating the Blogfolio into classrooms at all levels. I concur with all of the positive attributes of Blogfolios which were mentioned here and believe that these electronic diaries can be a positive addition to many learning situations.

  10. The concept of electronic portfolios, in my opinion, is the future of college-entry and workforce-entry applications. Further, I believe the practice and use of blogging and blogfolios is running a close race behind. Prior to beginning my master’s, I never had to blog or basically reflect on many of my learning experiences. It has been nice to think about the learning, where it began, my prior knowledge, what I learned and know now, how I will implement the skill/concept into my professional life, and future learning goals I may have. I believe reflective blogging and a compilation of a “blog” folio has great learning potential for students and teachers alike.

    Having students keep an active track record of each project they complete will hold them accountable for a number of things. First, they will be responsible for actually finishing the project in a timely manner and sharing it with their classmates. This, in my opinion, will spark a little bit of “healthy competition” and hold students more accountable for their work—knowing that, not only will their teacher have access to the project for grading purposes, but their peers will be able to view the project and give suggestions or comments to the assignment. Secondly, students will be held more accountable for reflective learning experiences in which they will actually write (or type, in this case) a reflective account of what was mentioned earlier (what they learned, how they learned it, previous knowledge, how they can/may use it, future learning goals they have). Lastly, it will provide students with a “running record” of “What did I do this semester in class? What have I learned?” Students will be able to scroll through to the beginning of the semester and mentally note where they have come intellectually and skill-wise throughout the course of the year.

  11. vivi says:

    如果能真正將部落格運用在建置學生學習歷程上我覺得相當不錯!就像這次在成功大學加開的新興科技教育,老師實際的讓我們經由每一次的上課,將內容、作業、照片、影片、分享、討論與反思…等,都在Blog中記錄下來,藉由歷程檔案的建立,藉此將Blog融入在教學,使課程內容更豐富、過程更活潑,在新興科技的運用中也能藉此與學生更接近,試著讓學生為主導者,在學習的場域上由自己決定學習的方向與內容深度,在不斷的學習過程與試煉中,從實做經驗中去累積、建構自己的知識寶庫。除了學生能不斷的進入自己的部落格中修改與增加內容,老師也能在學期中或是期末進行評量與協助。

    當然,好的網站與部落格的建立及維護都需要時間與動機,所以老師要將部落格融入在教學也別忘了最初的教學目標以及理想跟限時會不會有所衝突與設限,好的軟體若能結合教學而讓教育有所突破,創新教學與學習才有意義!

  12. vivi says:

    如果能真正將部落格運用在建置學生學習歷程上我覺得相當不錯!就像這次在成功大學加開的新興科技教育,老師實際的讓我們經由每一次的上課,將內容、作業、照片、影片、分享、討論與反思…等,都在Blog中記錄下來,藉由歷程檔案的建立,藉此將Blog融入在教學,使課程內容更豐富、過程更活潑,在新興科技的運用中也能藉此與學生更接近,試著讓學生為主導者,在學習的場域上由自己決定學習的方向與內容深度,在不斷的學習過程與試煉中,從實做經驗中去累積、建構自己的知識寶庫。除了學生能不斷的進入自己的部落格中修改與增加內容,老師也能在學期中或是期末進行評量與協助。

    當然,好的網站與部落格的建立及維護都需要時間與動機,所以老師要將部落格融入在教學也別忘了最初的教學目標以及理想跟限時會不會有所衝突與設限,好的軟體若能結合教學而讓教育有所突破,創新教學與學習才有意義!

  13. sirui says:

    This post is talking about something that I am familiar with, blogfolio. In last semester of Dr. Yuen’s IT 644 class, I have the chance to create my first professional blogfolio in instructional technology. The experience of learning how to create professional blogfolio is quite interesting, but from teachers’ perspective, how could we adopting blogfolio in education? and what advantages does blogfolio have in teacher education? In this post, Dr. Yuen illustrtuctes several benefits that offered by performance-based portfolios, like fostering self-assessment and reflection, providing personal satisfaction and renewal, providing tools for empowerment, and promoting collaboration, etc. The combination of web and portfolio are really perfect, blogs’ advantages in reflection and interaction could just be supplement to portfolios’ disadvantage, and portfolios’ advantages, as illustrated just now, could be supplement to blog’s disadvantage, which gives blog a better structure and more professional.

    I would like to share some of my points in adopting blogfolios in teacher education. Web-based portfolio has the benefit in interaction and sharing information. Traditional portfolio could not be shared easily. With paper-version or later CD-ROM format, it was only combined to a small range. But web provides a wider range for sharing portfolio. By putting your artifacts online, you have gained more chances of spreading your ideas and letting more people know you, and at the same time, you give others more chances to learn. The learning and teaching process is interactive. The more interactive the process is, the more success learners could have. Another point is that, I think compared with traditional porfolio, web-based portfolio has the advantage in long-term reservation and easily access. Any time and place has Internet, you can get access to your blogfolio, so do others. You do not need to worry about where to keep your porfolio, and how to keep your porfolio. What you need to do, is creating your professional blogfolio, and sharing it with others!

  14. Hope Drummonds says:

    Blogging in education can have a great impact on the way students and teachers communicate. It can empower students to write a communicate with teachers on a daily basis. Blogging also holds many challenges and limitations in the classroom. Through careful evaluation and proper usage all of the challenges can be easily overcome.

    While being trained to start my internship with DOT USA I was introduced to blogging. During the internship I had the opportunity to train the teachers at Earl Travillion Attendance Center on how to properly implement blogging into their current lesson plans. Many of the teachers were amazed at the various functions that the blog offered. But also had concerns on safety. I suggested to them that they create a list of code names for students to use when posting to the class blog. Once all their concerns were resolved they each began to blog.

    Blogs can provide students with a way to post daily entries, to comment on peer postings, and to collaborate on group projects. There are several ways in which I would use blogging. One particular daily assignment would include a bell ringer on which students would be required to comment on a current event. Another possible assignment would include the communication with students from another country. I would also use blogging to communicate with parents. This will allow parents who aren’t able to attend open house or other school events to keep in touch and know what’s going on in my classroom. I feel like this will encourage parent-teacher communication.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s