Blogs, Wiki and LMS

BLOGS, WIKI AND LMS

Y U S U P H K I L E O

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ABSTRACT

This document discussed on the use of blogs, wiki for

instructional purposes. Critical discussion on LMS and

how we can use them for instructional purposes is well

explained on this document.

YUSUPH KILEO Page 1

BLOGS, WIKI AND LMS 2014

HOW CAN WE USE BLOGS FOR INSTUCTIONAL PURPOSES

Blogs have now been used to promote instructors and students to present and demonstrate

varieties of things and extend collaboration

through a type of blog named “Edublogs”.

Edublogs allows students to express their views

and demonstrate what they learn in class base on

their interest. It also allows instructors to deliver

knowledge and open discussion to the students’

base on what have been taught in class.

Instructors can use blogs to replace the standard class Web page to post class times and rules,

assignment notifications, suggested readings, and exercises. Aside from the ordering of material

by date, students would find nothing unusual in this use of the blog. The instructor, however,

finds that the use of blogging software makes this previously odious chore much simpler.

Instructors can link Internet items that relate to their course. For example, maintains a blog to

pass along links and comments about topics related to what have been instructed in

class. Blogging allows instructor to write what are in essence short essays directed specifically

toward students this will also allow students to share their views and suggestion through

comments.

Well organized in-class discussions where by multiple views can be expressed and collaboration

can be extended. At the State University of New York at Buffalo, for example, Alexander

Halavais added a blog to his media law class of about 180 students. Course credit was awarded

for online discussion, with topics ranging from the First Amendment to libel to Irish law reform.

As the course wound down with a discussion of nude bikers, Halavais questioned whether he

would continue the blog the following year because of the workload, but students were

enthusiastic in their comments - Alexander Halavais, "Media Law" course website, February 17,

2004.

Student can also use Edublogs to express view and add research work that will deliver

knowledge to maximize the potential to study more and writing skills.

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Instructors can use blogs to organize class seminars and to provide summaries of readings. Used

in this way, the blogs become "group blogs"—that is, individual blogs authored by a group of

people and Students may be asked to write their own blogs as part of their course grade. Farrell

notes: "It becomes much easier for the professor and students to access the readings for a

particular week—and if you make sure that people are organized about how they do it, the

summaries will effectively file themselves." - Farrell, "The Street Finds Its Own Uses."

What makes blogs so attractive, in both the educational community and the Internet at large, is

their ease of use. A blog owner can edit or update a new entry without worrying about page

formats or HTML syntax. Sebastian Fiedler, a media pedagogy specialist at the University of

Augsburg in Germany, has been monitoring the rise of blogs for a number of years

In summary, instructors can use blogs in their classrooms to provide further assignments for

students to work on to give student ability to do more research and extend learning skills through

private tutors and work in small groups to write and post summaries of content covered in class

to build a compendium for content covered over a semester for collaboration purposes among

students.

Edublogs for classroom projects where students can include videos, clips, audio, text and images

and instructors creating a specific section just for website links and references to other interesting

content online can increase creativities skills to students.

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HOW CAN WE USE WIKI FOR INSTUCTIONAL PURPOSES

Wiki is mostly used and it gives individuals from

different angle to join views and thoughts by

editing the articles to extend collaborations. An

example to this when we were studying, a lecture

gives an assignment were by one article was

created and each individual were contributing

remotely by editing and updating the article and

at the end full article was created.

Collaboration, skill sharing was extended through

wiki. Generally, a student begun a wiki on a topic and invites others to participate in creating

content using an interface that's similar to basic word processing software. Because new content

is continually being added by contributors, wikis are considered fluid works in progress (changes

are tracked as "page history," so it's possible to see the development of the wiki over time). In

addition, wikis typically include forums that let users discuss the content they're creating.

Wikis are extremely flexible tools that have many classroom, professional development, and

administrative uses where by students can use wikis as platforms for collaborative problem

solving; group laboratory reports; "WebEssays" (essays that combine images, text, and

hyperlinks); writing projects; and the creation of a class "textbook." Basically, wikis can be used

to support any type of collaborative student project.

Wikis are handy tools for planning workshops or conferences. Trainers can post documents and

other resources at the wiki prior to the workshop and have participants create and post their own

notes during the event. Later, participants can return to the wiki to further reflect on what they've

learned. Administrators can leverage wikis to allow teachers, technology staff, and others help

create and edit policy documents.

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Examples of LMS (such as Moodle, blackboard, whiteboard etc.)

and how can we use such system in instruction

LMSs have been used by Colleges and

universities and corporate training

departments to deliver online courses,

augment on-campus courses and online

training for cooperates. Blackboard, with

boards and Moodle are some of the examples

of LMS where by web conferencing,

enterprise instant messaging, voice authoring

capabilities and other web delivery of

knowledge has made easy.

Blackboard, white board, Moodle and others provides virtual campuses where

College or university work is completed either partially or wholly online, often with the

assistance of the teacher and professor, or teaching assistant.

Various types of learning activities such as lectures, homework, discussions, readings,

assignments are provided and classes are usually self-paced using online documents and

databases that might be available to them. Tests and other assignments are available online in

specific programs used for online classes.

Whiteboard, Blackboard, Moodle etc. Other methods used in virtual campus are live sessions,

videoconferencing, discussing and sharing various applications to name a few. Individuals are

able to access the materials any time they want under the teacher’s control and are able to access

anywhere online where they’re able to access internet usage.

Email is a big part of the virtual campuses and is often used before, during and after sessions.

This aids individuals in exchanging information and or point them to the right direction that

would be useful in increasing and understanding various methods available to them via

documents and online sources.

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With the use of this technologies instructors and teaching assistants can create classroom, view

blackboard collaborate recordings, assign moderator and participant roles. It also can be used by

lecturers and students to communicate synchronously using a number of methods i.e. audio,

video, text chat, interactive whiteboard, application sharing, instant polling etc. and allows

participants to interact in real-time in a purpose built virtual classroom for education.

Blogs, Wiki and LMS

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