Wopereis, I., & Sloep, P. B. (2013, January-February). Weblogs as learning tools for aspirant reflective practitioners. Position paper presented at the Workshop on Technology support for reflecting on experiences and sharing them across learning contexts at the Alpine Rendez-Vous 2013, Villard-de-Lans, France.Weblogs, a mainstream social software, allow for externalizing thinking processes and subsequent review, and thus offer rich opportunities for modelling, reflection and feedback. We studied the assumption that weblogs are suitable tools to support and stimulate reflection on action in teacher training in the Netherlands. At the Alpine Rendez-Vous we would like to discuss the findings of our study, which include moderate positive findings with regard to reflection learning and technology use. Both (instructional) design issues and concerns related to the implementation of weblogs will be presented (e.g., the relation with e-portfolio).  In addition, we would like to consider the redefinition of teacher training expertise needed for using weblog technology and the role of the (incipient) expert in the context of Web 2.0-powered changes in knowledge creation

Sloep, Peter

Wopereis, Iwan

English

Weblogs, a mainstream social software, allow for externalizing thinking processes and subsequent review, and thus offer rich opportunities for modelling, reflection and feedback. We studied the assumption that weblogs are suitable tools to support and stimulate reflection on action in teacher training in the Netherlands. At the Alpine Rendez-Vous we would like to discuss the findings of our study, which include moderate positive findings with regard to reflection learning and technology use. Both (instructional) design issues and concerns related to the implementation of weblogs will be presented (e.g., the relation with e-portfolio). In addition, we would like to consider the redefinition of teacher training expertise needed for using weblog technology and the role of the (incipient) expert in the context of Web 2.0-powered changes in knowledge creation

Open University of the Netherlands Research Portal

Open Universiteit www.ou.nl Weblogs as learning tools for aspirant reflectivepractitionersCitation for published version (APA):Wopereis, I., & Sloep, P. (2013). Weblogs as learning tools for aspirant reflective practitioners. Paper presentedat Workshop on Teacher-led Inquiry and Learning Design, Villard‐de‐Lans, Vercors, France.Document status and date:Published: 01/01/2013Document Version:Peer reviewed versionPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 15 Jul. 2023  1 Weblogs as Learning Tools for Aspirant Reflective Practitioners  Iwan Wopereis & Peter Sloep Centre for Learning Sciences and Technologies Open University of the Netherlands   Abstract  Weblogs, a mainstream social software, allow for externalizing thinking processes and subsequent review, and thus offer rich opportunities for modelling, reflection and feedback. We studied the assumption that weblogs are suitable tools to support and stimulate reflection on action in teacher training in the Netherlands. At the Alpine Rendez-Vous we would like to discuss the findings of our study, which include moderate positive findings with regard to reflection learning and technology use. Both (instructional) design issues and concerns related to the implementation of weblogs will be presented (e.g., the relation with e-portfolio).  In addition, we would like to consider the redefinition of teacher training expertise needed for using weblog technology and the role of the (incipient) expert in the context of Web 2.0-powered changes in knowledge creation.   Extended summary  At the Alpine Rendez-Vous 2013, we would like to discuss weblogs, a mainstream social software, and focus on their use for reflective practice in teacher education. Weblogs allow for externalizing thinking processes and subsequent review, and thus offer rich opportunities for modelling, reflection and feedback. Their ability to display developmental processes in a structured way and the opportunity they offer to others (experts and peers) to comment on captured (learning) acts make weblogs powerful tools for learning and development (Deng & Yuen, 2011; Sim & Hew, 2010; Wopereis, Sloep, & Poortman, 2010). As tools for learning, weblogs particularly fit learning environments that adhere to social constructivist views on teaching and learning (cf. Palincsar, 1998).  Based on the results of an exploratory study by Wopereis et al. (2010), where student teachers reflected on their teaching practice during an 8-week internship, we would like to highlight (and discuss) the redefinition of teacher training expertise needed for using weblog technology and the role of the (incipient) expert in the context of Web 2.0-powered changes in knowledge creation. With respect to the former, we would like to focus on the importance of present-day technological pedagogical content knowledge (TPCK; Mishra & Koehler, 2006) regarding reflective weblog use. A teacher trainer who wants to make use of weblogs to supervise the co-construction of professional teaching competences, needs skills to design, construct, and implement weblog-based learning environments. Further, additional expertise in online monitoring of learner-learner, learner-expert, and learner-content should be gained (cf. Chou, 2003). The importance of monitoring skills for teacher trainers touches our second research topic: the role of the expert in the context of Web 2.0-powerd changes in knowledge creation and dissemination. In a weblog-based learning environment the learner constructs knowledge in interaction with a variety of sources: self (earlier written posts), peers, and experts. In case the weblog learning community is further   2 opened to other professionals, the teacher trainer is no longer the ‘almighty expert’ who dictates what is good and what is wrong, but transforms into a learning coach who can evaluate the trustworthiness of weblogs contributors (peers and other experts) and content (weblog post, comments, and other sources)(Lieberman & Pointer-Mace, 2010; Wopereis & Van Merriënboer, 2011).  Our research on weblog use for reflective practice in teacher education will be used to illustrate the aforementioned issues (Wopereis et al., 2010; Kirschner & Wopereis, in press).   References  Chou, C. (2003). Interactivity and interactive functions in web-based learning systems: a technical framework for designers. British Journal of Educational Technology, 34, 265–279. doi:10.1111/1467-8535.00326 Deng, L., & Yuen, A. H. K. (2011). Towards a framework for educational affordances of blogs. Computers & Education, 56, 441-451. doi:10.1016/j.compedu.2010.09.005 Lieberman, A., & Pointer-Mace (2010). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education, 61, 77-88. Kirschner, P. A., & Wopereis, I. G. J. H. (in press). Mindtools for teachers: Do you know the way to Web 2.0? In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. C. Herring (Eds.), Learning, problem solving and mindtools: Essays in the honor of David H. Jonassen. New York, NY: Routledge. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054. doi:10.1111/j.1467-9620.2006.00684.x Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-375. doi:10.1146/annurev.psych.49.1.345 Sim, J. W. S., & Hew, K. F. (2010). The use of weblogs in higher education settings: A review of empirical research. Educational Research Review, 5, 151–163. doi:10.1016/j.edurev.2010.01.001 Wopereis, I. G. J. H., Sloep, P. B. , & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18, 245-261. doi:10.1080/10494820.2010.500530 Wopereis, I. G. J. H., & Van Merriënboer, J. J. G. (2011). Evaluating text-based information on the World Wide Web. Learning and Instruction, 21, 232-237. doi:10.1016/j.learninstruc.2010.02.003  

Weblogs as learning tools for aspirant reflective practitioners

Open Universiteit www.ou.nl Weblogs as learning tools for aspirant reflectivepractitionersCitation for published version (APA):Wopereis, I., & Sloep, P. (2013). Weblogs as learning tools for aspirant reflective practitioners. Paper presentedat Workshop on Teacher-led Inquiry and Learning Design, VillarddeLans, Vercors, France.Document status and date:Published: 01/01/2013Document Version:Peer reviewed versionPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 12 Oct. 2022  1 Weblogs as Learning Tools for Aspirant Reflective Practitioners  Iwan Wopereis & Peter Sloep Centre for Learning Sciences and Technologies Open University of the Netherlands   Abstract  Weblogs, a mainstream social software, allow for externalizing thinking processes and subsequent review, and thus offer rich opportunities for modelling, reflection and feedback. We studied the assumption that weblogs are suitable tools to support and stimulate reflection on action in teacher training in the Netherlands. At the Alpine Rendez-Vous we would like to discuss the findings of our study, which include moderate positive findings with regard to reflection learning and technology use. Both (instructional) design issues and concerns related to the implementation of weblogs will be presented (e.g., the relation with e-portfolio).  In addition, we would like to consider the redefinition of teacher training expertise needed for using weblog technology and the role of the (incipient) expert in the context of Web 2.0-powered changes in knowledge creation.   Extended summary  At the Alpine Rendez-Vous 2013, we would like to discuss weblogs, a mainstream social software, and focus on their use for reflective practice in teacher education. Weblogs allow for externalizing thinking processes and subsequent review, and thus offer rich opportunities for modelling, reflection and feedback. Their ability to display developmental processes in a structured way and the opportunity they offer to others (experts and peers) to comment on captured (learning) acts make weblogs powerful tools for learning and development (Deng & Yuen, 2011; Sim & Hew, 2010; Wopereis, Sloep, & Poortman, 2010). As tools for learning, weblogs particularly fit learning environments that adhere to social constructivist views on teaching and learning (cf. Palincsar, 1998).  Based on the results of an exploratory study by Wopereis et al. (2010), where student teachers reflected on their teaching practice during an 8-week internship, we would like to highlight (and discuss) the redefinition of teacher training expertise needed for using weblog technology and the role of the (incipient) expert in the context of Web 2.0-powered changes in knowledge creation. With respect to the former, we would like to focus on the importance of present-day technological pedagogical content knowledge (TPCK; Mishra & Koehler, 2006) regarding reflective weblog use. A teacher trainer who wants to make use of weblogs to supervise the co-construction of professional teaching competences, needs skills to design, construct, and implement weblog-based learning environments. Further, additional expertise in online monitoring of learner-learner, learner-expert, and learner-content should be gained (cf. Chou, 2003). The importance of monitoring skills for teacher trainers touches our second research topic: the role of the expert in the context of Web 2.0-powerd changes in knowledge creation and dissemination. In a weblog-based learning environment the learner constructs knowledge in interaction with a variety of sources: self (earlier written posts), peers, and experts. In case the weblog learning community is further   2 opened to other professionals, the teacher trainer is no longer the ‘almighty expert’ who dictates what is good and what is wrong, but transforms into a learning coach who can evaluate the trustworthiness of weblogs contributors (peers and other experts) and content (weblog post, comments, and other sources)(Lieberman & Pointer-Mace, 2010; Wopereis & Van Merriënboer, 2011).  Our research on weblog use for reflective practice in teacher education will be used to illustrate the aforementioned issues (Wopereis et al., 2010; Kirschner & Wopereis, in press).   References  Chou, C. (2003). Interactivity and interactive functions in web-based learning systems: a technical framework for designers. British Journal of Educational Technology, 34, 265–279. doi:10.1111/1467-8535.00326 Deng, L., & Yuen, A. H. K. (2011). Towards a framework for educational affordances of blogs. Computers & Education, 56, 441-451. doi:10.1016/j.compedu.2010.09.005 Lieberman, A., & Pointer-Mace (2010). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education, 61, 77-88. Kirschner, P. A., & Wopereis, I. G. J. H. (in press). Mindtools for teachers: Do you know the way to Web 2.0? In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. C. Herring (Eds.), Learning, problem solving and mindtools: Essays in the honor of David H. Jonassen. New York, NY: Routledge. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054. doi:10.1111/j.1467-9620.2006.00684.x Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-375. doi:10.1146/annurev.psych.49.1.345 Sim, J. W. S., & Hew, K. F. (2010). The use of weblogs in higher education settings: A review of empirical research. Educational Research Review, 5, 151–163. doi:10.1016/j.edurev.2010.01.001 Wopereis, I. G. J. H., Sloep, P. B. , & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18, 245-261. doi:10.1080/10494820.2010.500530 Wopereis, I. G. J. H., & Van Merriënboer, J. J. G. (2011). Evaluating text-based information on the World Wide Web. Learning and Instruction, 21, 232-237. doi:10.1016/j.learninstruc.2010.02.003  

DSpace at Open Universiteit Nederland

  1 
Weblogs as Learning Tools for Aspirant Reflective Practitioners 
 
Iwan Wopereis & Peter Sloep 
Centre for Learning Sciences and Technologies 
Open University of the Netherlands 
 
 
Abstract 
 
Weblogs, a mainstream social software, allow for externalizing thinking processes and 
subsequent review, and thus offer rich opportunities for modelling, reflection and feedback. 
We studied the assumption that weblogs are suitable tools to support and stimulate 
reflection on action in teacher training in the Netherlands. At the Alpine Rendez-Vous we 
would like to discuss the findings of our study, which include moderate positive findings with 
regard to reflection learning and technology use. Both (instructional) design issues and 
concerns related to the implementation of weblogs will be presented (e.g., the relation with 
e-portfolio).  In addition, we would like to consider the redefinition of teacher training 
expertise needed for using weblog technology and the role of the (incipient) expert in the 
context of Web 2.0-powered changes in knowledge creation. 
 
 
Extended summary 
 
At the Alpine Rendez-Vous 2013, we would like to discuss weblogs, a mainstream social 
software, and focus on their use for reflective practice in teacher education. Weblogs allow 
for externalizing thinking processes and subsequent review, and thus offer rich opportunities 
for modelling, reflection and feedback. Their ability to display developmental processes in a 
structured way and the opportunity they offer to others (experts and peers) to comment on 
captured (learning) acts make weblogs powerful tools for learning and development (Deng & 
Yuen, 2011; Sim & Hew, 2010; Wopereis, Sloep, & Poortman, 2010). As tools for learning, 
weblogs particularly fit learning environments that adhere to social constructivist views on 
teaching and learning (cf. Palincsar, 1998). 
 Based on the results of an exploratory study by Wopereis et al. (2010), where student 
teachers reflected on their teaching practice during an 8-week internship, we would like to 
highlight (and discuss) the redefinition of teacher training expertise needed for using weblog 
technology and the role of the (incipient) expert in the context of Web 2.0-powered changes 
in knowledge creation. With respect to the former, we would like to focus on the 
importance of present-day technological pedagogical content knowledge (TPCK; Mishra & 
Koehler, 2006) regarding reflective weblog use. A teacher trainer who wants to make use of 
weblogs to supervise the co-construction of professional teaching competences, needs skills 
to design, construct, and implement weblog-based learning environments. Further, 
additional expertise in online monitoring of learner-learner, learner-expert, and learner-
content should be gained (cf. Chou, 2003). The importance of monitoring skills for teacher 
trainers touches our second research topic: the role of the expert in the context of Web 2.0-
powerd changes in knowledge creation and dissemination. In a weblog-based learning 
environment the learner constructs knowledge in interaction with a variety of sources: self 
(earlier written posts), peers, and experts. In case the weblog learning community is further 
  2 
opened to other professionals, the teacher trainer is no longer the ‘almighty expert’ who 
dictates what is good and what is wrong, but transforms into a learning coach who can 
evaluate the trustworthiness of weblogs contributors (peers and other experts) and content 
(weblog post, comments, and other sources)(Lieberman & Pointer-Mace, 2010; Wopereis & 
Van Merriënboer, 2011). 
 Our research on weblog use for reflective practice in teacher education will be used 
to illustrate the aforementioned issues (Wopereis et al., 2010; Kirschner & Wopereis, in 
press). 
 
 
References 
 
Chou, C. (2003). Interactivity and interactive functions in web-based learning systems: a 
technical framework for designers. British Journal of Educational Technology, 34, 265–
279. doi:10.1111/1467-8535.00326 
Deng, L., & Yuen, A. H. K. (2011). Towards a framework for educational affordances of blogs. 
Computers & Education, 56, 441-451. doi:10.1016/j.compedu.2010.09.005 
Lieberman, A., & Pointer-Mace (2010). Making practice public: Teacher learning in the 21st 
century. Journal of Teacher Education, 61, 77-88. 
Kirschner, P. A., & Wopereis, I. G. J. H. (in press). Mindtools for teachers: Do you know the 
way to Web 2.0? In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. C. Herring (Eds.), 
Learning, problem solving and mindtools: Essays in the honor of David H. Jonassen. 
New York, NY: Routledge. 
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A 
framework for teacher knowledge. Teachers College Record, 108, 1017-1054. 
doi:10.1111/j.1467-9620.2006.00684.x 
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual 
Review of Psychology, 49, 345-375. doi:10.1146/annurev.psych.49.1.345 
Sim, J. W. S., & Hew, K. F. (2010). The use of weblogs in higher education settings: A review 
of empirical research. Educational Research Review, 5, 151–163. 
doi:10.1016/j.edurev.2010.01.001 
Wopereis, I. G. J. H., Sloep, P. B. , & Poortman, S. H. (2010). Weblogs as instruments for 
reflection on action in teacher education. Interactive Learning Environments, 18, 245-
261. doi:10.1080/10494820.2010.500530 
Wopereis, I. G. J. H., & Van Merriënboer, J. J. G. (2011). Evaluating text-based information on 
the World Wide Web. Learning and Instruction, 21, 232-237. 
doi:10.1016/j.learninstruc.2010.02.003 
 


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