Inspired by some of the blog posts that have recently come through my reader on the topic of classroom blogging, I thought I’d throw my hat in the ring. In particular, I wanted to respond to some of the concerns raised in the comments to Mark Sample’s post regarding the “hub and spoke” method, where students maintain individual blogs that are linked through the teacher’s hub blog. Can this model work with a large number of students?
Over the course of several semesters using such a model in Intro to Philosophy and Intro to Ethics classes, I’ve hit on a couple of techniques that have made it easier to deal with somewhere between 60 and 70 students (from two sections of the same course) blogging roughly twice per week. Here are some thoughts, in no particular order.
Groups – On the right hand side of http://boonebgorges.wordpress.com, you’ll find a link to the blog of each student in the class. The links are organized into groups of five or six students each. The students’ first assignment at the beginning of the semester is to register for a wordpress.com blog and to email me its URL. As these URLs land in my inbox, I number them 1-7 (in sections of 35 or so students, seven seemed like the right number of groups). The blogroll is then split into groups, using Wordpress’s link categories.
In practice, the groups serve several purposes. First, membership in a group give individual students a more focused and manageable reading load. That’s because the syllabus requires students to read only the blog entries of their group members. As the semester progresses and students get to know each other, their blog reading (as evidenced by, among other things, the scope of their commenting) increases dramatically, but this is self-motivated rather than required. Second, focused groups mean that each student has a guaranteed audience. If all students were assigned to read all blogs, then only the most popular blogs (or those appearing first in an alphabetical list!) would get regular readers and commenters. Groups make sure things are more spread out. Third, dividing the class into blog groups provides ready-made groups for in-class work as well. I’ve found that the camaraderie that forms in a blog group (see these comments for an example of what I mean) translates very nicely into in-class work, and vice versa.
“In the blogs” and classroom integration – When my students first started blogging a few years ago, I would make a habit of finding a few posts that caught my eye before most class sessions to discuss with the class. Bringing the blogs to the center of the classroom experience does a couple of things: it highlights good student work (I try to talk about everyone’s blog at least once per term), it creates the impression that the blogs really are a crucial part of the class, it’s a good way to revisit issues that went either unexplained or underexplained in the previous session, and it makes future blog posts better when blog authors believe that their work might be discussed in class.
Since I was going through the process of picking out and making notes about interesting posts anyway, I figured I might as well make my notes available to students before class. So I started writing “In the blogs” posts, digests of what caught my eye that day, and a brief description of why. I’d generally try to post this at least twelve hours before the class session where the posts would be discussed. After a few weeks of doing this, I noticed that many students had actually read the posts that I blogged about (though I didn’t require it). Comment counts on those posts also tended to be a bit higher.
Near the beginning of the term, I deliberately overdid it with In the blogs, in order to give students the sense that the blogs were really significant intellectual spaces and important to the class. See, for example, digests from the beginning, the middle, and the end of the semester.
RSS and grading – The purpose of the blogs in these classes is to give the students a space for reflection that they take seriously (publicness does this) but that is low-stakes enough to allow for risk-taking and experimentation. Thus my pass-fail grading: if the blog post is on time, and demonstrates even a modicum of thought, you get full credit. The happy byproduct of this arrangement is that a close reading of every blog entry and comment is not necessary. Early in the semester I try to read every post relatively carefully and comment on most of them – largely so that I can model the kind of thoughtful but not-too-formal commenting that I’d like the students to adopt – but as the term progresses the community generally takes care of itself pretty well. By the end of the semester, I hunt and peck my way through the blogs at my leisure, much like the students do.
I used Google Reader to keep track of the students’ blogs, so that at the end of each blog grading period (every two or three weeks, I think), I could scan back through the feeds to see that they were on time. Comments work in a similar way: I subscribed to the comment feed of each blog, and at the end of every grading period would scroll through the comment feeds, keeping a tally of comment authors (this makes comment counting a bit more time-consuming than post counting).
Requiring such prolific blogging with so many students is not for the faint of heart (or, perhaps, for those with a 5-4 load), but I’ve found that some of these techniques – and especially the general rule that doing a lot of work early in the semester means that a self-sustaining community will develop – make the job much more manageable.