Audiocasting - Confusion in Motion

I love rock music in most of its forms, but I'm gonna be frank.
I don't even know what some of the songs are about.
There was even a time where songwriters literally wouldn't tell you what the song's message was. I have listened to interviews from songwriters like Don McLean. He was asked what "American Pie" was about.
And he won't give a straight answer.
I always enjoyed "Talk Shows on Mute" by Incubus, and I feel like, in listening to it, now, I have a bit more of a sense. I certainly hadn't read "1984" yet when I first heard this song. So, mabye it's a context thing. Maybe you have to have more pop culture knowledge to get the song.

Contrast "Talk Shows on Mute" with this super-sweet Foo Fighters song, "Best of You":
No ambiguity there.
King & Cox (2011) recommend that podcasts can be used to dive deeper into more difficult content, but Brookfield (Brookfield, 2015, p.25) notes that traditional college-age students can feel like their learning journies are making them "leave their own identities in the past." This might seem like a tenuous link to the songs and the texts. However, selection bias acknowledged, I'm a big fan of challenging the learners I work with.

In my own experience as a musician, I have an involuntary negative reaction to being coached on thing I already know.
The negative reaction is mostly against myself... Why didn't you do what you already know to do so that the coach/director could tell you something new? So, I tend to watch what they do, find the part that isn't working, and challenge them to overcome what is preventing their success. Like the college students that Brookfield describes, I have a way of challenging people to be more than they thought.
I think that I, as King & Cox (2011) mention is the case with faculty, am definitely in the camp of facilitators who feel far better about their skills of communicating face-to-face.
Key pro of podcasting
Listening to Catt's podcast, I felt struck that a real advantage of podcasts is the human interest. I will say, quite bluntly, that I often find myself disinterested with late-night talk show guests; I just want to see the monologue of the comedian, laugh, and move on with my life. But, perhaps with education podcasts, my mind can be opened by learning from people who aren't in the "rich and famous" demographic. So, for my chorus, I think I need to make more effort to reach out to my friends in the barbershop world to bring them in to our Zoom meetings like I have thought about doing to add interest.

Cons? Maybe "cautions" is a better word

As an artistic coach, entertainer, and speech judge, I try to keep my mind as open as I can to people's ideas; my way is likely not the best way for that particular presenter or ensemble, and for my chorus, I certainly can't think of everything.

But, I think what needs to be considered for integrating audio into a classroom setting is caution. It comes down to patience, and I have my own definition for patience:

Patience is the wisdom of understanding timing.

The biggest caution is choosing the right time to share your exciting content. In my podcast from the past course module week, my uncle describes how he loves being creative in putting his powerpoint podcasts together. I think anyone who loves their subject is going to love creating a work of deliberate instruction, but just because we have made it doesn't mean that we can use it right away. I believe the professional educators refer to this as "sequencing."


A question for you, dear reader:
Anybody else get frustrated writing a post like this by thinking that you're falling short of saying enough? There are so many angles to this discussion. I find that the longer I go into this program, the more I feel like saying because I know more angles to look at topics.

But, especially with text content, brevity is key. You just kinda have to take an athlete's mindset and say, "well, I put my heart into it and did what I did within the time I had. I will have to accept feeling like I failed in some way."

I reflect on the pro and caution that I have shared, and I think... man, I still don't know. The longer into this program I go, the more I think I feel that knowledge isn't even a real thing. I think I'm just becoming more comfortable with uncertainty, with stating what I see and what I feel. After that, whatever happens happens. I think that the goal of using in courses asynchronous audio like podcasts should be to live in that nebulous space between the strange, uncertain world of "Talk Shows on Mute" and the super-blunt, emotional rawness of "Best of You".

I hope that some of that makes sense.
I confess my brain is fried from picking up extra shifts the last few days ands trying to squeeze this in.
I may read this tomorrow morning, horrified at my own ambiguity.

References:

Brookfield, S.D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco: Jossey-Bass.

King, K. & Cox, T. (2011). The professor’s guide to taming technology. Charlotte, NC: Information Age Publishing

When High Self-efficacy and Technical Difficulties Collide

Rest in piece, classmate
A frustrating story

The podcast

First, though, you're here for the podcast!
The Quotable Dr. Mallet

This is my uncle, a research scientist and instructor at the University of North Texas Health Science Center.
He's a real character!


The Self-efficacy & Technical Difficulties Collision

After spending most of my Sunday finishing my responsibility share for my group Wiki project (I considered my role to be spit-shining to make everything look and read professionally), I turned my attention to clipping and editing my podcast.
I interviewed Dr. Mallet over a week ago. I have learned that I am generally either a work-ahead or work last-minute kinda human, so this story is, you could say, on brand for Michael Tate.


I was asked to cover an overnight shift at work (the job typically has some downtime), and so I arrived, got settled, and began working at clipping out the pieces of the interview that I wanted to use.

You see, I was a copy editor, and editor-in-chief, of my college newspaper.
I grew up with computers and the internet. I generally believe that I can execute what I need to on the internet.

But, sometimes, computers and the the internet laugh at you.
Because... capitalism? Obsolesence?
Here's what happened.
First, I got caught up clipping out "uh"s and "um"s. I should have just scanned the file for the pieces that I wanted to include and then tidied up.
But, I spent too long on that part. "No big deal. It's just a simple YouTube upload. I've done this thing before, and it'll be a small file.
So, I stop editing (for my non-classmates, we had a midnight deadline) in order to get the podcast linked to my blog in time.
I go to export the audio project file as an .mp3 so that I can attach it to a simple movie file with some simple image to display.
A comedy of errors ensues.

1. Audacity doesn't have the encoder I need to export as an .mp3.
2. "No matter; I've done this before. I'll just download it really quickly. Small file, super simple."
3. Audacity online: "You can't download the encoder cuz the license has expired. We just include it in new versions of Audacity."
4. More from audacity online: "Your Mac OS is too old for the new version of Audacity."
5. Me: "Ok, fine. I'll just export it as another file type."
6. (exports as .ogg)
7. Tries to upload the .ogg to YouTube. File type not supported. Hey, it was worth a shot.
8. Repeat steps 6 and 7 with .wav file. Also fail.
9. Alright, let's turn this into a simple movie.
10. Mac App Store: "You can have a free movie editor, but it only lets you make 5-minute films for free." (Assignment is, of course, 10 minute max length. This is Michael Tate we're talking about, so my clip is 9:58. Again, on brand to squeeze in under the requirement.)
Also App Store: "You can't have this free App cuz your OS is too old."
FINE. I'll fire up my Windows laptop.
Wait. Where's "Movie Maker"? There is another program now? Ok. I'll try it.
It's now past midnight, and I'm losing points from my grade, but this is about getting the project done and in, more than anything. So, I keep trying.
Open app, try to start using it. App shuts itself down.
Try again. And again. And again. Shutdown, shutdown, shutdown.

Sometimes in life, you just have to laugh, or you'll cry.
FINE, I'll try this on my phone. File uploaded to the Cloud, check. Display image uploaded to Cloud, check. Download files to phone, check.
...
...
The movie creator app I installed on my phone won't find the cover image file. The app doesn't seem to respond to anything I do.
I try a Google Chrome movie-maker extension, but can't make heads or tails of it. At a loss, I go to bed, wondering how I'm going to get this assignment in.

I go for a run after work to clear my head (yes, I did get some sleep), and I think, "why don't I just use a file converter or web-based movie maker? Or ask my great friend Devin, professional photog/videographer if he has any software recommendations. I try this. I tell him this tale of woe. Simultaneously, we begin typing messages that get at the ultimate solution. He offers to slap the file together for me just as I was typing a message to ask if he could. I send him the files.
A couple hours later, he has completed the task and sends me the link so that I can download my file. After I get done delivering a vehicle and make it to my next job, I sit down at this computer and upload the file. Devin being Devin, he spruces up the image so that it doesn't look like a 1990s 5th-grader working on Windows 95's "Paint" program made it (I actually used Paint 3D!). I totally get the impulse. If someone puts text copy in my metaphorical hands, I'm GOING to want to make it nice and shiny. (see: group Wiki project. It's what I do.)
So, there you have it. My high self-efficacy self had to ask for help because every direction I turned had a roadblock.
Methinks I may have to break down and buy a professional computer that serves all my needs.
Thanks for reading! Hope that you enjoy listening to my unlce, if you haven't already!
~Michael

Central Kansas Chapter - Morphing to a Web 2.0 World

Hello, friends and cohorts in the new world order of Web 2.0!
Don't you just love those little epiphanies?

Who among us hasn't been frustrated searching for information in an email? I've spent unnecessary amounts of time searching for information in emails that I sent!
Maddening.
After I discerned last week that wikis are like digital dry-erase boards (upon further reflection, they could also be seen to double as announcement boards), I called the president of my chapter (the organizational umbrella over the chorus) and asked him if I could present a proposal to the board that the chapter move to using a wiki instead of email communication. More on that later. You're here to see my plan!

(1) Initiating the "Central Kansas Chapter Hub" Wiki

(2) Target audience - My chorus members

(3) Learning/Training objectives - West & West (2009) advise using Bloom-Taxonomy-type words. (Bloom, 1956; Anderson & Krathwohl, 2001)
A. Posting Text:
After successfully logging in, the chorus members will compose a question on either the "FAQ", "questions for the board", or "questions for the musical director" tab.
B.Editing Text from others. The chorus members will critique errors on an error-filled draft (West & West, 2009) by changing the text from errors made by the director intentionally and posting to the "edits made" tab what they did.
C.The chorus members will post a hyperlink to something they dig on the chapter wiki page. Note: members will be invited to post a time-specific youtube link and/or a zoom meeting link.
D. Posting image, Week 1. The chorus members will post a picture of a map to their church to the chapter wiki page.
E. Posting image, Week 2. The chorus members will post sheet music sample of a tag to the chapter wiki page. Note: could include partial screen shot, downloaded image, etc. This will take some instruction.
F. The chorus members will demonstrate ability to see past editions of the page, scroll through the tabs
G. The chorus members will copy & paste something of interest to them from the wiki into an email, social media timeline, or social media message.
H. The chorus members will insert a video of a barbershop/general a cappella song they love to the chapter wiki page.

(4) Rationale for the use of wiki;
A. Advantages over email. - so. much. time. saved.
No searching for contacts. No finding old emails to reattach documents. With some guidance to members, current news will always be on top. Simple "CTRL + F" lets you find what you're looking for.
B. Advantages over corporatized social media.
Far more freedom for members. Everyone in chapter can get to the info even without being a member of FB, Twitter, etc. No inconvenient ads.
C. Controls for disadvantages. West & West (2009) remind us that wikis don't have to be out-of-control spaces. If we set it to where only people with login credentials can view and/or edit the page, we will have relatively the same amount of security as email.

(5) Details on how wiki is used;
I see the prospect of a chapter wiki site as nearly limitless to what it can do for us. Many choruses use sophisticated software like Groupanizer. Many sub-organizations have long chains of emails, like extreme quartetting rallies, when we are coordinating our events.
I intend to use our chapter wiki for the following purposes: upcoming gig logistics - song list, attire, time to report, etc.; important announcements; meeting agendas; business meeting minutes. We could have a private wiki page and a public wiki page that functions as our chorus website.

(6) Suggested wiki-related learning activities/practices/schedules;
Do the collective-encyclopedia thing (West & West, 2009). Invite members to post their tips that they've learned over the years.

(7) Wiki Activity Evaluation (rubric, grading criteria, etc.).
After each week, musical director (that's me!) will send out an email complimenting all of the attempts made. The goal is motivation and transitioning to an easier system, not really giving grades.

Something pretty personally revolutionary happened for me with this post.
In the aforementioned call, I gave the president a general summary of the potential advantages that using a wiki would have for us. He was very polite, and sounded interested to hear my proposal. His openness excited me even further, and, you guys, I wrote the rough draft for this post days ago. Yes, I've added sources and more details, but hey. Turns out I can use my editorial tendencies to still find ways to be creative even if I feel like I might be painting myself into a corner by starting a post before doing the readings. Turns out, it's possible to harmoniously rough-draft (verb) and then read the content to make it better.
Who knew??
Thanks for reading!
~Michael

(8) References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educa- tion goals: Handbook I, cognitive domain. New York, Toronto: Longmans, Green.

West, J. & West, M. (2009). Using Wikis for online collaboration: The power of the read-write
web. San Francisco, CA: Jossey-Bass

Wikis: Digital Grease boards

Welcome back, everyone and anyone.

Background and Philosophy

In a super-sweet book on personal connections in the digital age by Nancy K. Baym, called Personal Connections in the Digital Age, Dr. Baym argues for social constructivism, that social media platforms such as Facebook, last.fm, and Twitter are what we humans make them. (Baym, 2015). Wikis, when used by groups, become a de facto social media site, though it's a bit hazy because the wiki platform itself may not be where the intra-group discussion takes place. Still, constructivism fits collaborative learning with wikis.

Colleges, in a sense, have always been built around the social aspect of learning. Despite the classic image of the pontificating instructor, a secondary glance reminds us that universities have always been built around coming together, around discussion, around community. We might think that collaboration is new, but have you ever heard of "study groups"? Ever heard of the famous arguments among members of academia? Ever noticed how community-ist people get about their college alma mater, to the point where some people won't even date a person who attended the rival school?
Though I have not yet come across any research articles refuting or supporting this claim, I will say that it seems to me, 'lil ol' me, that pop culture perceives college as a guru-on-a-hill situation because that's easy to dramatize in entertainment media and because, well, if you study something long enough, you like talking about it, so there undoubtedly have been course instructors who droned on endlessly.

So, now that you've had some adieu, I shall go no further with it.

Grease Board Drama

Wikis are a tool. Most of us have seen media where the scholars in question write long equations on grease boards. In an episode of "The Big Bang Theory", Leslie, a tangential rival of Sheldon's, changes an equation on his dry-erase board at home. Sheldon, being Sheldon, is furious despite the fact that she "fixed the problem [he] was having." This calls to mind a chief fear that new Wiki-worker-onners have... they're afraid that they'll screw up someone else's work. (West & West, 2009). However, this trepidation aside, generally allayed by the fact that wikis allow you to see prior versions and revert if necessary (I am a data point to confirm the fear-to-allayance progression, by the way... Had it with my first wiki in the "Characteristics of the Adult Learner" class).
So, to make this ranking of pros and cons fun, drawing on my personal experience with wikis as a user, and taking a speculative stab at how I feel about the prospect of using them as a chorus director and/or future college course facilitator, here we go on features of Wikis. I don't want to just call these traits strictly pros or cons because, as in the anecdote above, a perception of goodness or badness may just be based on selective endpoints. This is to say, I might think it's bad today, but time might change my mind. Further, the lens of learner and facilitator is very different.

So, in this scaling, my value is on longterm retention for the learner and enjoyment factor for, and this is key, my personal guess at how I will/would feel about this trait of using wikis as an instructor. Note the very strong difference in these factors. Put bluntly, I'm using wikis to facilitate learning, how much sacrifice of personal enjoyment would I be making to use Wiki? The student learning is the reason for the job, so that comes first, but one does want to like the gig.

If a trait gets a positive score, it's a net pro, and vice versa.

Wiki traits -

Clarity of Grading Expectations in a Collaborative Project: 0. The whole prospect of grading shared content is murky for the learner and the instructor, but K-State facilitators Dr. Collins and Dr. Kang navigated it nicely. We were asked how much our group members contributed, and this helped determine the overall grade. However, I'll be blunt. It's nice to get a good grade, and I deeply appreciate the instructor's feedback, but if I contribute to the group with my whole heart and get a B instead of an A, it just means I have more room to grow. Part of learning is learning how to work.

Creativity Flexibility: +4. It's been super-fun-times making wikis. I think, as an instructor, I'd really like to see more than text and pictures. Makes memes, write jokes, tell how the learning affects you personally. I think I'd have a hard time getting students to come out of their shell.

Appearance of Wikis: -2. Similar to printed books without pictures, ya gotta spruce these things up, and you gotta organize them well. It's hard when you're worried about showing that you've learned something to also put the audience first, treating the whole project like a presentation for communication rather than simple show-and-tell. Being frank, on the whole, I think we students could be better in making our wikis visually appealing.

Learning Retention: +3. It's been about 6 months since I did my first wiki. The strongest thing I remember is how much fun it was to work with my cohorts. All 3 ladies were so nice and supportive. For my one-person wiki for Curriculum Design, I think the learning was very strong. Having to process the info is super key. I think out loud/as I write, so it's very good for me. I remember a fair bit learning about Gilligan and her work. I remember really zoning in to do my part, reading primary sources and such, to hold up my part of the project.

Ease of use: +3. I actually find Wikis challenging. But, I came to grad school to be challenged. As a leader and facilitator, it appears to me that emotionally-charged situations stay in the mind better; this is part of why music is such a great way to teach.

Overall, then, as you see, I give Wikis a +10. They are not the be-all-end-all of online and collaborative learning, but they are a nice tool to use. I plan to seek ways to incorporate using Wiki into my chorus... Which, as you see hinted at in the meme above, should be a high-road transfer (Foley & Kaiser, 2013) for my guys in the sense that they are used to collaborative learning, even if doing so digitally might be new. I will work to show them the advantages, while mitigating the disadvantages, of the internet's grease-board.
References:
Baym, N. (2015). Personal connections in the digital age (2nd ed). Malden, MA: Polity
Foley, J. & Kaiser, A. (2013). Learning transfer and its intentionality in adult and continuing education. New Directions for Adult and Continuing Education, 137. 5-15.
West, J. & West, M. (2009). Using Wikis for online collaboration: The power of the read-write Web. San Francisco, CA: Jossey-Bass

Quick Tips

 

Just wanted to say thanks to all of those who were so kind and supportive with their comments on my blog post. You all were so nice, in fact, that I felt I wanted to share the few things I know that make my life a whole lot easier.
I was thinking, "geez, I don't know that much about what I'm doing; if these folks like what I'm doing, maybe they'd like doing it, too. I'd better tell them how, in case they want to join in the fun."
What I'm saying is, please don't take me for a know-it-all. I do the things listed below and they make my life easier, and I want yours to be easy, too, and maybe not everyone knows these things.

While I am not an expert (you're basically about to read everything I know), I wanted to share a few keyboarding tips that help me get around the internet and type in my blog without having to take my hands off the keyboard; I find it makes things more efficient once you get used to them. If you're in html mode, you can do the following things:

Italics: just type < i > (without the spaces) before your text and < / i > (same thing. no spaces to make the "tag" work) after it. It's very important to do the second step... otherwise everything in your post after it will be in italics. These days, blogger lets you know when you've forgotten to "close your tag". This means that you didn't type the < / i >< b >
Bold: < b > before your text and < / b > after it. Same story about closing the tag.
Underline: < u > and < / u >
Start a new line of text: just type < b r >. You don't have to close this one.


If you're in compose mode, you should be able to just hit ctrl and i or command and i... b for bold, u for underline.


General internet keyboard shortcuts.

Back shortcut: If you want to go back to the previous page, you can hit ALT and the left arrow key on a windows PC or Command and back arrow on a Mac. Do the same thing but with the right arrow key to go forward to the page you went back from. Find in page: this one makes discussion board searching and syllabus searching very fast if you know what you're looking for. Just hit CTRL and F in Windows or Command and F on a Mac.

Get your exact search terms: just in case you weren't as lucky as I was to be taught this in middle school... put quotation marks around something in a google search if you want those precise words and in that order. The quotes basically turn phrases into single words.For example, if you are looking up song lyrics, you could get a lot of random results if you just typed the words do you want me sugar lyrics in the search box. But if you type "do you want me", any results you get will have those words in that order.


I'm having great fun working with everyone! See you on the disc... I mean, blog posts.

~Michael B. Tate

P.S. If you're on a site like Facebook or Twitter that doesn't let you customize the text, use all caps for bold/to shout at people (pretty generally known... again, forgive me if you already know this) and surround with asterisks the text you want to emphasize. E.g. If I want to write "I really need to get this reading assignment done!" on Twitter, I will write "I *really* need to get this reading assignment done!"

Of whittling and waxing willy-nilly... blogging and discussion board posting for the scholar

To anyone who's viewed my blog before, thank you for your patronage. 

To my cohorts at K-State Global in our Integrating Tech class, thank you for your quasi-compulsory patronage.

    Our fearless leader, Dr. Kang, asks us if blogging is the same as discussion board activity, and what the pros and cons are to blogging for us as adult learners. 

Are Blog Posts Like Discussion Board Posts?

    I can straight-up answer this question with personal experience. I've had social media blogging handles for nigh 15 years, and I've written a handful of blog posts to boot.

    For me, discussion-board activities for school are professional enterprises. I write mostly formally. A blog post, however, is entertainment writing. A segue in formal writing is along the lines of "Therefore", "first", "getting back to the question". A segue here might be a one-liner or a pun. I tend to play with words in a blog post; I do it less in a discussion board post for school. In my master's program so far, I have found that whittling my writing down is more challenging than giving, shall we say, a book report. 

    Grad school writing is like being told to go collect the best sticks in the forest and then whittle them into whatever you want to. Then, we all put our heads together and decide how we can make other people's whittling a little bit better, simply praise the job, or say, "hey, those 3 sticks you whittled look great; I'd really like to see 2 more right now."

    MacPhail makes the case, using her (first name Theresa; probable pronoun there) experience that assigning creative projects personalizable by the individual - in lieu of formal papers - leads to smarter arguments. In my case, that's for others to judge. I have my ego, so I always think I have a good point. I do agree that posting publicly makes me more likely to try to shape my image, but, really, we do that without Web 2.0, anyway (Baym, 2015).

    Ok, but what about ye olde academic literature? Two studies, one quantitative and one mixed (qual and quant together like Marvel's Defenders, teaming up despite not always liking each other), paint a picture that students can perceive blogs as increasing their self-efficacy in their learning. One of these was a small-sample-size study of African American students, largely non-traditional, who liked communal learning (Kuo, Y.-C., Belland, B. R., & Kuo, Y.-T., 2017). Another got a fairly large sample of UK and US students and asked them a nice, rounded sample of anchored questions. (Garcia, E., Moizer, J., Wilkins, S. & Haddoud, M.Y., 2019). 

    In the afore-cited really cool book called "Personal Connections in the Digital Age", Baym (2015) argues that people have the power to shape technology because we have needs. Put plainly, technology is a tool that we use how we need to, and how tech is perceived comes after. I agree with her. When I generate a discussion board post, I need to be word things professionally and formally in the most parsimonious way possible. In a blog post, I feel the need to add a little flair, a little more me. This is not to argue that there is not creativity in parsimony. There absolutely is, as anyone who's tried to distill 5 hours of reading into 500 words on a Wednesday night after working the first 3 days of the week can attest. The creativity of a discussion board post is, in my case, in the selection and ordering of content; with a blog post, I am also molding and discovering a personalized writing style. 

Blogging as Coursework: Good and Bad Stuff

The Good Stuff

    

    Blogs encourage expressive freedom. (See: my hodgepodge verbosity in all its... glory?) (MacPhail, 2019).

    Personalizing your project might make you try harder. (MacPhail, 2019)

    Blogs make you feel super cool cuz "look what I can do!" (Me, not in a formal paper, just now)

    People are watching you, and you want to craft that image (Baym, 2015), so you make it count

The Bad Stuff

    Frankly, who knows? I have a hard time being very impressed with a study that shows how Web 2.0 usage might have links to our belief in how well we can learn. It makes sense to have a quantitative study keep its internal validity by asking survey respondents how they feel blogging helps them. Garcia and friends (2017) do this very well and in great detail. But, c'mon. Dunning-Kruger, people. Just because we feel like we can and are "doing it" doesn't mean we're really getting the content.

    Still, if upon further study, Kuo et al's results can be generalized to people of all skin tones/ethnicities (and did anybody else catch if they said how they determined who was African American? I would think it would be via self-identification, but I might have missed where it was said), feeling like you're having a better learning experience due to communal involvement might keep you in the game. If you keep throwing darts in the dark, you're bound to hit the target eventually, amirite? Let me be clear, dear reader: I'm not saying that you aren't learning better by blogging. What I am saying is, rather self-interestedly, I'm largely in this Master's program for me, and I know I am prone to overconfidence. I don't know if I'm learning better by blogging. I can't do this alone, so I need y'all to call me out if I'm off base.

    So, like a lolcat, I'm begging, "I can haz comments, pleaz?"

References:

Baym, N. (2015). Personal connections in the digital age (2nd ed). Malden, MA: Polity 

Garcia, E., Moizer, J., Wilkins, S. & Haddoud, M.Y. (2019). Student learning in higher education through blogging in the classroom. Computers & Education, 136(1), 61-74. Retrieved from: https://www-sciencedirect-com.er.lib.k-state.edu/science/article/pii/S0360131519300776

Kuo, Y.-C., Belland, B. R., & Kuo, Y.-T. (2017). Learning through blogging: students’ perspectives in collaborative blog-enhanced learning communities. Journal of Educational Technology & Society, 20(2), 37–50. Retrieved from: http://search.ebscohost.com.er.lib.k-state.edu/login.aspx?direct=true&db=aph&AN=122353858&site=ehost-live

MacPhail, T. (2019, April 9). Tell me a smart story: On podcasts, videos, and websites as writing assignments. Retrieved from: https://chroniclevitae.com/news/2183-tell-me-a-smart-story-on-podcasts-videos-and-websites-as-writing-assignments?cid=VTEVPMSED1