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Designing Instruction Using Blogging: Learner Roles
|
Learner's Role |
Town Crier
|
Recorder
|
Scribe
|
Elder
|
Mentor
|
Performer |
|
EduBlogger Type |
Personal |
Networked |
Private |
Embedded |
Autonomous |
Anonymous |
|
Rationale/Value
|
Inspiration |
Disseminate |
Preserve |
Reciprocity |
Connection |
Creativity |
|
Motivation |
leadership |
sharing |
solitude |
posterity |
empowerment |
entertainment |
|
EduBlog Learning Context |
spiral |
arena |
sanctuary |
sharing circle |
sandbox |
stage |
|
Learning Expectations |
Self-directed; selective |
networking skills mastery; extending professional network, increase social capital |
Integrity of safe space, respect of privacy; feedback given if invited |
Open to others’ views, open to guidance and feedback |
Commitment to personal lifelong learning; seek to expand social learning network |
Unstructured, free from others’ critical judgments; allowed to create and innovate |
|
Process |
re-awaken |
review |
re-invent |
re-invest |
reflect |
re-present |
|
Content |
“Commentary” insights, observations on formal, public events; critiques, reviews of talks, articles |
“Snapshots” reports, commentaries on events; scrapbook pages; discussions within talking circles |
“Memoirs” narratives, reflections, introspective insights, centre-focused |
“Legacies” stories; shared narratives; learning events; celebrates positionality |
“Synergies” extended conversations; dialogue, self-talk, group discourse based on quaternity |
“Stage Acts” public performances; story-telling
|
|
Description |
Combines personal integrity and with professional experience to record own observations for others as formal expert |
Records, observes, acts as witness, summarizes and recounts events for others |
Records recollections, reflections, insights, and revises, re-invents self-narratives over time as part of personal archive |
Leads and facilitates collection of artifacts for posterity and oversees selection process for family, group, cohort, or organization |
Recounts learning processes, makes connections, offers others reflections on professional practice; engages in “parallel conversations” (Siemens) |
Prepares and showcases creative works, entertains and innovates |
Glenn Groulx
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Comments
nice - how can this be cited? Did you develop this on your own or a combination of other material from readings? from research you are doing?
What about another category in Role? I would add Learner and the research I am involved in might be able to inform that category a bit... The professional development courses I design use blogging for a specific learner purpose - partly covered in other of your categories, but hey, it is a specific role!
In reply to: Nathaniel Ostashewski
hi Nathaniel,
I have been doing research on edublogging as an independent student in the MDDE program since September 2009 when I began posting within the Me2U community for MDDE605. Since then, I have posted about 180 contributions to my blog at AU, and another 19 posts in posterous at http://edublogging.posterous.com/ since July 2009.
I am interested more in the cultivation of self-regulated, autonomous blogging, and designed the roles as "archetypes" or ideal types, of how individual learners perceive themselves as they post their ideas. It is important to identify one's core motivation for blogging, and this table has been drawn from dozens of others' posts and research articles. I have a couple of articles submitted for publication at the moment.
I would love to hear more about your work. The use of blogging for PD is a key interest of mine.
At this time my research is focussed on PD activities delivered on www.2learn2gether.ca in the form of mini-courses or Courselets. I have numerous articles being presented at conferences this spring on the Courselets and their design, development and delivery. Not much in the way of blogging is going on in these Courselets, but in one on Robotics in the Classroom I was able to design a specific learner use for the "Group blog" This use was to record teacher learning and "inside your head" talk along a specific activity during the PD activity. Some success for a few teachers, but overall the concept of blogging is not well accepted or understood (don't know which) by teachers involved in the Courselets. However we are still in the very early pilot deliveries of Courselets - so this issue of "motivation to group blog" is a specific design question we are trying to solve...
Are you familiar with the Group Blog concept in a "Group" structure within a Social Networking site?
Are you interested in looking at one of these Courselets and see what we have set up?
hello again Nathaniel,
I think that blogging on the whole is a longer term offering, and it needs to be either aimed at individual would be bloggers to develop skills, or at groups to collaborate with others. The use of the blog for self-talk is quiet effective, but not every learner prefers to reflect in that manner, particularly if it will not be assessed for grading. In my opinion, if the blogging is not an integral part of the grading scheme, it will not be a successful activity.
I would be interested in seeing an example of the courselets you work on. I am interested in using blogs for group activities, and would be interested in doing research on how students move from blogging within courses (group blogs) to within communities (mesh networks, or networks of practice).
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