1. Ms.
Kiran
Budhrani
Enderun
Colleges
Philippines

2. As
teachers,
we
aim
for
our
students
to
achieve
deeper
learning
in
our
classes.

3. Deep
Learning
 Can
explain
what
they
learned
/
understood
 Relate
lessons
to
other
topics
or
situations
 Apply
what
they
learned
 Reflect
/
relate
topics
to
their
own
experiences

4. These
are
students
that
intend
to
understand
lessons
and
topics
WELL.

5. Surface
Learning
 Focused
on
the
amount
of
content
to
learn
 Learns
by
memorization
 Passively
accept
information
 Less
processing
or
reflection
 Aims
to
complete
only
the
minimum

6. These
are
students
who
study
to
PASS
the
exam.

7. How
a
student
learns
is
not
entirely
dependent
on
the
student
alone.

8. Students
perform
depending
on
what
is
expected
of
them
by
the
teacher.

9. Major
influence
on
a
student’s
approach
to
learning
are
the
assessment
methods
we
define
in
class.

10. Aiming
for
deep
learning
requires
teachers
to
move
beyond
traditional
forms
of
assessment.

11. Assessment
in
the
form
of
factual
recall
or
single-­‐response
exams
encourages
surface
learning.

12. Student
assessment
must
come
in
multiple
forms
appropriate
to
achieving
desired
learning
outcomes.

13. Use
of
blogs
to
surface
evidence
of
deeper
learning
among
undergraduate
students.
(Barle'-­‐Bragg,
2003)

15. Areas
to
explore
1. Would
they
blog?
(PARTICIPATION)
2. What
would
they
write
about?
(CONTENT)
3. How
would
they
convey
their
information?
(WRITING
STYLE)

16. Areas
to
explore
4.
How
would
varying
blog
assignment
designs
affect
participation,
content
and
writing
style?

17. Varying
blog
designs
58
students
38
students
STRUCTURED
38
UNSTRUCTURED
GROUP
GROUP

18.
Blog
Assignment
6
blog
posts
on
58
tudents
6
pre-­‐selected
topics
s
on
designated
weeks
38
STRUCTURED
GROUP

20.
Blog
Assignment
6
blog
posts
on
38
s
tudents
any
topic,
anytime
within
the
trimester
UNSTRUCTURED
GROUP

22. Findings
on
Participation

23. A
lot
of
blog
posts
were
generated
from
the
two
groups
STRUCTURED
UNSTRUCTURED
GROUP
GROUP
58
students
38
students
241
blog
posts
203
blog
posts
4
posts/student
5
posts/student

24. A
lot
of
blog
posts
were
generated
from
the
two
groups
STRUCTURED
UNSTRUCTURED
GROUP
GROUP
58
students
38
students
241
blog
posts
4
posts/student
< 203
blog
posts
5
posts/student

25. When
designing
blog
assignments…
 Adding
time
pressure
or
pre-­‐assigning
topics
to
students
did
not
influence
them
to
participate
more.

26. When
did
students
start
writing
?
70%
60%
50%
Quick
start
40%
SG
30%
UG
20%
Slow
start
10%
0%
1/4
Term
Mid
Term
3/4
Term
End
Term

27. When
did
students
start
writing
?
70%
60%
50%
40%
SG
30%
UG
20%
10%
0%
1/4
Term
Mid
Term
3/4
Term
End
Term

28. When
did
students
start
writing
?
70%
60%
50%
40%
SG
30%
UG
20%
10%
0%
1/4
Term
Mid
Term
3/4
Term
End
Term

29. Observations
 UG
had
had
greater
participation
overall.
 Blog
design
with
less
restrictions,
students
would
participate
more
towards
the
end
of
the
term.

30. Findings
on
Content

31. The
blog
post
was
about
something
directly
discussed
in
a
class
lecture
or
student
report

32. The
blog
post
contained
something
“new”,
not
discussed
in
class,
but
sNll
related
to
class
topics
DEEPER
LEARNING

35. Observations
“New”
related
content
came
from:
1. Web
articles
2. Other
blogs
3. Videos
(from
YouTube)
4. Comics
or
jokes
5. News
articles
6. Research
studies
7. Personal
surveys
/
interviews
/
experiments
8. Personal
experiences

36. Observations
Students
who
posted
something
“new”
READ
more
on
their
own
time
RESEARCHED
more
on
their
own
time
ACCESSING
various
information
sources

37. Observations
 Students
related
class
discussions
to
other
areas
 Business
 Marketing
 Education
 Games
 Politics

38. Observations
 Students
did
not
write
a
diary
of
events,
nor
did
they
use
their
blogs
for
note
taking

39. Findings
on
Writing
Style

40. Student
writes
in
a
more
formal,
instrucNonal,
or
explanatory
tone.
Students
provide
enumeraNons,
definiNons,
descripNons,
summaries,
or
explanaNons

41. Student
writes
in
a
personal
tone
with
reference
to
self.
Student
experiences,
personal
stories,
opinions,
viewpoints,
realizaNons,
feelings,
preferences,
observaNons,
or
reacNons.
DEEPER
LEARNING

44. Observations
 Reflective
nature
of
blogs
is
still
present
even
if
they
are
not
maintaining
a
“personal
blog”
but
a
“course
blog”
 Students
write
in
a
more
personal
tone,
with
more
reference
to
self

45. Cross
Analysis
of
Content
+
Writing
Style

49. Before
attempting
to
initiate
a
blog
assignment…

50. Tips
 Know
why
you
need
to
have
a
blog
assignment
 Choose
a
good
blog
tool
 Think
of
your
blog
assignment
design
 Guide
students
how
to
write
well
for
the
web

51. Tips
 Determine
the
“value”
of
the
blog
assignment
to
your
course
 Determine
how
much
“credit”
will
be
allotted
to
blogging

52. As
teachers,
we
must
carefully
select
and
design
assessment
in
our
classes.

53. Take
initiative
to
learn
how
ICT
can
further
aid
assessment
and
surface
deeper
learning

54. Thank
You!
kiranbudhrani@gmail.com