Abstract:This post is summarizing some key ideas about developing a cognitive schema for learners posting one's way-making experiences. It is an outline that captures the salient points that will be needed later by a student blogger to explore the main points later, and connect them to other ideas. It provides learners sufficient context to “pick up one's own explorations where they left off” irregardless of when they again return to the pause-point, and pick up the path again.Rationale: Guidelines for Way-Making Process BloggingBackground:Instruction should help the learner to: 1.Focus attention to elements of the environment relevant to learning, 2.Minimize cognitive load in order to use the limited resources of working memory most effectively, 3.Rehearse new information in working memory so that it is integrated into existing schemas in long-term memory, 4.Retrieve new knowledge when needed after the learning, and Manage and monitor the meta-cognitive learning processesReference:Title: Designing Instruction That Supports Cognitive Learning ProcessesAuthors: Clark, R., Harrelson, G.URL: http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=164417Reflections: For each post, learners can monitor their own progress and develop one's own blogging activity with the help of the following guidelines: a) structure the content to present relevant ideas first;b) structure each post into standard format useful for quick retrieval/analysisc) ensure that related RSS feeds and bookmarks are clearly included within postsd) include an abstract, keywords, quotes, categories and tagse) include details of learning process context; for example, describe the way-making history (how one got to this point, what was the role of other bloggers, or other posts) One should also identify reasons for posts, as well as explain any relevant elements of one's own personal learning environment.Rationale: Way-Making Process SummaryWay-Making History: used Bloglines Aggregator, referring to TechTicker RSS feed at http://techticker.net/2009/10/08/hyperconnectivity-and-overuse/; connects to Carol Blenkin's post at http://me2u.athabascau.ca/elgg/carolbl/weblog/1462.html 1. Author: Carol BlenkinTitle: Personal (3): Thoughts on blogging (and social presence)Key Ideas: tentative bloggers, lurkers, barriers to participationRelevant Quotes: Carol Blenkin:“Tentative bloggers are reaching out. If they don't touch someone and receive timely positive replies I don't think they are as apt to reach out again. That's why the platform is so important, because if the system fights you and you are tentative that's a double rejection.”“The lurker fits in this category.(fear? uncertainty? insecurity? passivity? lack of interest in the topic? truly having nothing to say? lack of time?)”2. Author: Mike BogleTitle: Hyper-Connectivity and OveruseKey Ideas: implications of using technologies for educators, healthy levels of usage of web for teachersRelevant Quotes: Mike Bogle: “A fact of reality for many educators is there is simply not enough flexibility and space allotted for open exploration of emerging technologies during working hours.”“In certain spheres of education the existence of filters that prevent staff and students from accessing technologies from on campus networks discourages the luke-warm user, while driving the empassioned user under-ground into personal hours.”