One the sessions I attended at this weekend’s Science Online ’09 conference was Teaching College Science: Blogs and Beyond. Being an aspiring high school Biology teacher, I figured this would be both interesting and relevant. It was hard to choose sometimes between the simultaneous sessions, but this one was a ‘can’t miss’. I was not disappointed.
The session was hosted by Brian Switek of Laelaps and Andrea Novicki of the Center for Instructional Technology at Duke University. “Official” group notes for the session can be found here. (Thanks to Andrea and Brian for the shout out.)
The session was productive, with the room split into several groups for discussion before we shared our thoughts with each other to produce the notes found there at the wiki. The actual discussion prompt was “How can you use blogs in teaching and learning science?”
I had the distinct pleasure of being in a group of four consisting of Cathy the Chemistry Teacher, Daniel the Biology Instructor, and the larger than life Blake Stacey. It was a bit difficult keeping JanieBelle seated (not on Blake’s lap) and properly focused (not on Blake) of course, but we all managed. (Ok, a gag and handcuffs may have been involved.)
One of the ideas that came up was motivating students to keep blogs, and I want to focus a bit on that. Though we all agreed that this would be helpful to students (it was for me, certainly), there are several hurdles that need to be lept. I encountered some of these myself as a student last semester, trying to Blog my Biology Class. The re-writing of notes when not under the gun of trying to keep up was extremely helpful to me to grasp concepts I didn’t quite get a handle on during the lecture. It was also helpful even when I fell behind on the blog a bit, to rehash mistakes I made on exams and quizzes and see why I missed particular questions.
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