In this first series of posts, I will be exploring the use of online blogging as a form of assessed coursework for undergraduate history students in UK higher education and offering a practical guide to educational blogging for tutors, lecturers and academics who might be considering employing the tool but who are unsure why and how to go about it.
My experience suggests that blogs are relatively straightforward to implement as a form of summative assessment. Furthermore, they substantially repay the effort, as they provide a highly engaging and interactive method of stimulating and assessing learning, while at the same time equipping students with a set of new and highly valuable transferable skills that more traditional methods of assessment do not tend to deliver.
In a world where web 2.0 platforms and multimodal communication are becoming central to the dissemination of knowledge and information, graduate students will increasingly need high levels of digital literacy when seeking employment outside academia and I would argue that blogs provide an ideal opportunity for delivering that.
My insights have been derived partly from my own experiences of using blogging as a form of assessed coursework in several modules that I teach and additional research into the use of digital technology in educational settings.
I welcome constructive comments and discussion about any aspect of learning and teaching practice in higher education and it would be great to hear from people who have similar experiences of blogging.