Embody "Innovation Pedagogy": Aesthetic Practices in Blogging and Virtual Teams

Frank YU
City University of Hong Kong, Hong Kong

City University of Hong Kong, Hong Kong


Blogging communities and virtual teams foster "innovation pedagogy" through students' immersion in the "aesthetic practices" that simulate such innovation-conducive environment: (1) where students of different fields are in daily contact, negotiation, and confrontations to appreciate uncertainty and differences characterized by innovation process, (2) where students master creativity and problem solving skills through embodiment rather than regurgitation of lessons, (3) where enthusiasm for trying new methods of learning, doing, and being would self-sustain through surprises, disorientations, and dissonance.

Blogging makes learning independent of time and place. Students can learn from each other's blogs outside of classrooms, allowing students time to reflect. Second, blogging encourages students to use multimedia, making learning more fun. Third, blogging helps students take pride and assume accountability for their work; the students become authors who interact with other authors in the classroom and the rest of the world. Forth, blogging makes learning interactive and collaborative. A blog provides a wonderful forum for peer reviews and community dialogues on topics of interest. It creates a discovery-based learning through collaborative participation and interaction among peers and communities.

By putting all assignments with different topics on online blogs, each of the teams in class can learn about the many different topics which other team have chosen, multiplying the number of cases for educational purposes. By commenting on each other's blogs and responding to comments, students learn to engage in interactive experiential learning where they are both consumers and producers of knowledge in a global learning village where curiosity is the only limit:

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