Julie Meloni over at Prof. Hacker has a good rundown of the kinds of questions a professor should think through when he or she integrates a blog into the classroom. I’ve been using blogs in my teaching for several years now, so I wanted to share a few ideas that have worked for me. I’m no expert and I’m still casting about for solutions to some of the more nagging problems, but after thirteen course blogs spread across seven semesters (I just counted!), I have obtained a small measure of experience. In other words, I keep making mistakes, but at least not the same ones over and over.
My university has bought into the Blackboard machine and does not offer any non-proprietary online platform. Since I refuse to restrict access to my content (and by extension, my students’ content), I host all of my class blogs right here, on samplereality.com, using WordPress. Of course not everyone is geeky enough to own their own domain name (although you should, you really, really should), but there are dozens of places where you can host a class blog for free — so don’t feel like you have to use whatever “online educational solution” your campus throws at you. One advantage of hosting everything myself is guaranteed permanency — I have a persistent archive of my online class conversation that I will never lose, because nobody else controls it. And in fact, former students have told me how valuable it is to be able to revisit half-forgotten blog posts long after they’ve finished the class.
I’ve always used group blogs in my classes: one central, collaborative blog where every students posts. I prefer this format over the hub model, in which an official class site links out to individual student blogs spread across the students’ own preferred blogging platforms. If nothing else, the group blog makes my job easier. I can read all the posts in one place. It also makes it more likely that students will read each other’s posts, generating a sense of momentum that is so important to the students’ buy-in of class blogging.
But what about that momentum? How do you get students to post?
How do you get students to do anything?
You grade it.
I don’t mean to sound cynical so much as realistic. It’s a fact: students need to know that what they’re spending their limited time doing is valued by us, their professors. And how do we show we value something in the classroom? At the most superficial level, by grades. So I typically make the blogging a substantial part of the semester grade. For example, in my most recent graduate class on postmodernism, I required once-a-week postings that would add up to 20 percent of the final grade:
Each student will contribute to the weekly class blog, posting an approximately 500-word response to the week’s readings. There are a number of ways to approach these open-ended posts: consider the reading in relation to its historical or theoretical context; write about an aspect of the day’s reading that you don’t understand, or something that jars you; formulate an insightful question or two about the reading and then attempt to answer your own questions; or respond to another student’s post, building upon it, disagreeing with it, or re-thinking it. In any case, strive for thoughtfulness and nuance. To ensure that everyone has a chance to read the blog before class, post your response by midnight the evening before class.
But how do you grade blog posts? Over time I devised a simple five-point rubric, ranging from 0 (no credit) to 4 (exceptional). It’s quick and in roughly 1-2 minutes I know what to rate any given blog post:
|4||Exceptional. The journal entry is focused and coherently integrates examples with explanations or analysis. The entry demonstrates awareness of its own limitations or implications, and it considers multiple perspectives when appropriate. The entry reflects in-depth engagement with the topic.|
|3||Satisfactory. The journal entry is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The entry reflects moderate engagement with the topic.|
|2||Underdeveloped. The journal entry is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The entry reflects passing engagement with the topic.|
|1||Limited. The journal entry is unfocused, or simply rehashes previous comments, and displays no evidence of student engagement with the topic.|
|0||No Credit. The journal entry is missing or consists of one or two disconnected sentences.|
I strive for as much transparency as possible, so it’s essential that your expectations (i.e. the rubric) are explained to the students early on, and always available for them to review later. Once I have a few exemplary posts on the blog, I like to walk the class through what makes those posts exceptional (with the authors’ permission).
I mentioned that grades are a superficial way of showing students what we value. Direct and immediate descriptive feedback does more than a single letter or number can. So to deepen students’ understanding of their own work, I comment on every student’s blogging at least twice throughout the semester. These are public comments, posted below the blog post, again contributing to the collaborative and transparent ecosystem of the blog.
So we have grades, and we have comments, but these alone aren’t enough to make students realize the value of blogging for a class. What we need is some reflection upon the part of the student. To this end, about halfway through the semester I assign students a version of what Sheridan Blau in The Literature Workshop calls an “audit” of their own work. I go meta with this audit, making it a blog post on blogging:
Begin by printing and reading all of your posts and comments (you can access a list of your posts from the Archive menu at the top of the site). As you reread them, take notes, critically reading your entries as if they were written by somebody else (or at the very least, recognizing that they were written by a different you at a different time).
Compose a short analysis and reflection of your posts. This meta-post is open-ended and the exact content is up to you, although it should be thoughtful and directed. Feel free to quote briefly from your own posts or to refer to specific ideas from the readings we’ve studied so far.
Some questions to consider might include: What do you usually write about in your posts? Are there broad themes or specific concerns that reoccur in your writing? Has the nature of your posts changed in the past five or six weeks? What changes do you notice, and how might you account for those changes? What surprised you as you reread your work? What ideas or threads in your posts do you see as worth revisiting? What else do you notice? What aspects of the weekly blogging do you value most, and how does it show up in your posts?
This blogging about blogging invariably ends up being a pivotal moment in the students’ relationship to the class blog. It’s when they begin to have a sense of ownership over their ideas, a kind of accountability that carries over into their class discussion and other written work. It’s also when they truly realize that they’re engaged in a thoughtful, thought-provoking endeavor. It’s when the blog becomes more than a blog.