Blogs@Baruch Semester in Review: Part Three, Course Blogging

Blogs@Baruch was used in approximately two dozen courses this semester, in disciplines that included Fine and Performing Arts, English, Sociology/Anthropology, Journalism, Library Information Systems, Communication, History, and Management.

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WPMu continues to provide a flexible platform for our faculty members to structure and explore online communication and composition in their courses. Course blogs this semester have been used to aggregate individual student portfolios in a Do-It-Yourself Publishing course, for students to share and comment upon Shakespeare Scene Studies, to blog about journalism internships (password protected), to write about food and sustainable agriculture, and to show off their multi-media reporting. Students have debated current events on a blog devoted to reading and discussing the New York Times (password protected), blogged about blogging as journalists, and added stories to Writing New York. Some faculty members have been using Blogs@Baruch as their course management system, while others have used it to try to create public writing opportunities for their students.

For a full listing of course blogs, see our “projects” page.

One project in particular embodied the excitement some faculty members and students bring to their work on Blogs@Baruch. Professor Shelly Eversley, in the English Department, had her American Literature students produce pod and vodcasts that analyzed texts they had encountered over the course of the semester. Buoyed by Cogdog’s “The Fifty Tools”, I did an hour in class on free digital story telling tools (including Voice Thread, Yodio, Gabcast, and Podcast People), and also gave some advice on how to construct a story that balanced narrative, analysis, and style. The students produced amazing work, which they collected here in advance of their voting for the initial American Literature Podcast Awards (the ALPs). They ended the semester with an awards ceremony, and have continued to post their thoughts about the class to the blog in the week since.

Here’s two of my favorite videos from the class:

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Prof. Eversley’s project exemplifies the useful energy that multimedia tools can help students invest in their coursework. These projects are not substitutes for the critical engagement with a text or a canon that some might argue can only be attained through writing an essay; rather, they are additional paths towards that engagement. These students were excited about showing off their work, used the city as a laboratory and an archive, helped each other master the technology, and showed deep engagement with their chosen texts. This is good teaching and learning, and we’re happy to support any faculty member who challenges herself and her students to use a variety of tools and literacies in their effort to produce knowledge.

Kudos to all of our intrepid faculty and their students for providing us with yet more examples of innovative pedagogy on Blogs@Baruch. We look forward to Spring 2010, and in particular two film courses that will be taught on the system. Blogfessors, come on down!