For Faculty -- Instructional Blogging
Review Instructional Blogging: Best Practices and Case Studies to learn the different ways that UA faculty and instructions have used blogs in instruction.
Request a blog. For a consultation call 520.626.5347 ltc@email.arizona.edu
Why Instructional Blogging?
Instructional blogging turns passive participants into active participants. Blog templates make it easy for both students and faculty to publish to the web. Blogging offers excellent opportunities for faculty to provide direct feedback to students, and for students to read and comment on each other's entries.
Instructional Blogging Promotes
- Greater sense of community
- Extended discussions
- Student collaboration
- Instructor-student communications
- Direct feedback to students
Faculty Testimonials
"The interactivity breathed new life into my students' writing in both a large Gen Ed class and in a graduate seminar. Students felt they were writing to a critical audience, one that would hold them accountable for views, positions and logic, but not judge them by the restrictive standards of formal writing." Leila Hudson, Near Eastern Studies
"Blogging has given my distance students a sense of community - a cohort sharing experiences. It's a great tool that is proving useful in education." Sharon Ewing, Nursing
"The technology was absolutely suited to my Freshman Comp class. I was particularly pleased with how well it promoted peer review." Bill Endres, English
Learn more about blogging and what courses at the UA are using the LTC's instructional blogging service at the website Blogging @ the Learning Technologies Center.
