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This paper captures through five case studies how blogs and communities have been used in our setting. It extends Deng and Yuen’s (2011) research to consider how multimodal blogs and communities combined with face to face learning events can promote collective learning and reflexivity, and how they can develop teachers’ confidence and skills in using technology in their practice. We have conducted a thematic analysis of five case studies in the teacher education division, which used blogs and communities singularly and in combination to enhance learning.

Course: BA QTS undergraduate computing modules

Assignment: Create and maintain a blogfolio as a reflective journal and multimodal portfolio of work

Tools: Edublogs Pro and Google+ community

Marking strands: use of the blog format, subject knowledge, reflection on pedagogy, contribution to group outcomes

Key idea:

The hybrid MOOC included a number of characteristics of authentic learning as outlined by Herrington and Oliver (2000), and these facilitated both some of the social interactions, changing of roles and ultimately the demonstration of learning which took place. This framework is based on the proposal that usable knowledge is best gained in in learning setting which feature a number of characteristics.The characteristics that were relevant to our CoP are:

To draw these social theories together we identified that Hoadley and Kilner’s C4P framework on how knowledge is created and disseminated by participants in a CoP offered the most flexible framework on which to apply our findings (Hoadley and Kilner, 2005).  The C4P framework is based on the idea that that knowledge is generated and shared when there is purposeful conversation around content within a context. This framework is based on the theory that knowledge and learning exist as by products of social processes that take place in a community of practice (2005, p1).