Published on February 20, 2014
Web 2.0 and Assessment in Diplomatic Studies Steven Curtis, Discipline Lead for Politics
Web 2.0 tools in my teaching Blogs Twitter Wikis YouTube Google Bookmarks 2
Blogs: benefits of writing in public Motivation: ‘It makes you want to do more’ Encourages reflection and participation Discourages plagiarism? (cf. Tekinarslan 2008) Unleashing creativity and ‘giving students the chance to excel’: ‘student as producer’ (Neary and Winn 2009) ‘Student inherited research and horizontal learning’ (www.essl.leeds.ac.uk/roundhouse/) Peer, tutor and expert formative feedback (or ‘feedforward’) (Dippold 2009) 3
A pedagogy for diplomatic studies A pedagogy for politics generally: writing about change and developments in current affairs (Craig 2012; Lawrence and Dion 2010) Proliferating online materials Not the most contentious subject, relatively speaking Communication and representation as subject matter Public diplomacy 2.0: tools used by practitioners; practical skills and employability 5
Blogging, assessment and feedback Across all three levels with reductions in scaffolding: within VLE with questions (first year); public blogging with themes (second year); public research-based blogging (final year) Group blogs of 8-10 students At least five posts and six comments over the year Entries selected, revised and submitted in portfolio for marking (students become their own editors) Penalties for late and/or insufficient posts/comments 6
Some issues There is always one: some coercion required An instrumental approach to online exchanges (penalties for not commenting)? Some training of students necessary Making time for the additional burden of commenting Overcoming qualms about public criticism of students’ work 7
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them more deeply with their studies. Despite the many differences, ... says Steven Curtis. ... other dimensions of Web 2.0 to open