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Expanding the Academic Blogging Circle: Suggested Activities
I am moderating a seminar about edublogging for the SCoPE network for the next few weeks, and would like to invite comments and interaction among members within SCoPE and the AU Landing to discuss issues about edublogging.
Reflection/Discussion Activity:
I have categorized bloggers into various types. I have also included a podcast discussing the different types of edublogggers. What type of blogger do you think you are? What types of bloggers are many of your students? Do you think one's blogging type impacts how one provides instruction and feedback about blogging?
Podcast: Transformative Learning Cycle - Rough Version 1 (right-click on link to open new tab, then download to listen.)
Here is the original blog post about with text notes:
Blogging Activity:
You can try a berry-picking post either within your twitter account as a tweet (micro-blogging) or within your blog (for the lengthier example), and add a comment to this post with a link to your blog post or tweet.
Over the next few days, I would like to invite participants to review the suggestions for different types of blogging activities.
Information Sheet: Berry-picking activities
Here are a couple of examples of blog posts demonstrating how I have used the berry-picking process in my own posts:
Glenn Groulx
Tag cloud
Comments
Since MAIS 601 is talking about Erving Goffmann and performance in everyday life this week, I'm inclined to ask about role, position, and context. I could identify myself as an autonomous blogger, a personal blogger, and/or an embedded blogger -- depending on which blog we're talking about. So might a blogging taxonomy apply more concretely to the blog than the blogger?
Hi Mark,
Thank you for your feedback. I admit I have skimmed Goffmann's work, but it is especially relevant to the anonymous and embedded blogger perspectives.
This is a really excellent point. At the time I developed this idea, I had first encountered Erving Goffmann's work, and thought about some of the individual roles I had taken on as a participant in various settings. I felt I was more of an autonomous blogger in some settings.
Under some conditions, though, I would have preferred to have been a private blogger, or at least, an anonymous one. It depended on the course material being worked on, and the overall role I would prefer to take.
I had the chance to "perform" in different ways with the one blog over four different semesters, and the first semester with a cohort was by far the most ambiguous for me. My take on it is one can say, "this is my private space" or "this is my public space" but I notice our roles blurring as we mix up the blogs with the roles they are supposed to play.
I often wonder who is setting the conditions for the role we are supposed to blog. If an instructor has requested that students in a cohort respond to others' work on their blogs, then there is a set (as yet ambiguous) script for how these students ought to behave and interact with others. Despite this script, I have noticed some learners behave differently, some blog on their own, some blog with zeal as long as others are commenting to their posts, some blog with reticence and reluctance, others have opted out, and still others blog grudgingly - it is the same blog - but the conditions are imposed by the instructor and the extent to which a student adjusts to the blogging conditions determines how well they do for this assessed activity.
I think we do shift between the different perspectives of the taxonomoy because it involves the process of changing perspectives over time. Lifelong learning using blogs require us to move through different perspectives - it is not a one-blog--one-perspective pairing.
I will follow up with a post describing my thinking about the various blogger roles based on Jungian archetypes.
Glenn
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