Abstract: The purpose of blogging in this case is to record, process and publish data. The type of data, taken as a gestalt, captures the process as well as the product of learning. The cognitive schema used in a blog post that records and documents these primary sources (original student-created photos, rich pictures and podcasts) to form a more comprehensive, coherent whole, would differ markedly from the schema used to record secondary sources.Key Concepts: field blogging, mobile devices, podcasts, posterous, e-portfolio, process capture, documenting learning, personal learning objectsURL: http://edublogging.posterous.com/field-blogging-toolkitArtefact Descriptions: 1. Podcast - MP3 (approx. 6 minutes) created by Glenn Groulx, created October 13, 20092. FlyPen Notes Image - JPEG - by Glenn Groulx, created October 13, 20093. Snapshot of devices - JPEG (photo) - by Glenn Groulx, created October 13, 2009Context: This post builds upon the previous post about CIP principles for blogging best practices, particularly the use of multimodal presentations, combining images, photos, audio and text to improve learning and transfer.Reflections on Process: While attempting to upload the files to the e-portfolio using the Me2U, the process was quite slow, clunky, and resulted in poor resolution of the digitized notes captured by the Fly-Pen. I also had to upload the files individually and add meta-tags to each one. I abandoned this process after uploading the first of three files. With posterous, I could hit the send button once, and add notes to accompany those files. The image captured by the Fly-Pen had much higher resolution. Also, I did notice that the files are loaded as they had been uploaded on the posterous site, so next time I need to spend a bit of time reflecting on what the sequence will be before sending/publishing.Future Directions: I will consider further a framework for developing a rubric for personal learning objects, key to self-assessment for private and autonomous blogging. I consider these types of bloggers the "neglected majority" and devising a handbook to facilitate this group of tentative bloggers may be significant to the widespread promotion and adoption of successful independent student blogging.The rubric in question:- needs to include abstract and document metadata;- needs to include audio, visual and process capture (evidence of revising/drafting/outlining) components;- needs to include an organizing schema that provides details on learning context, reflections, and future directions- in some cases where the ideas are connected to a learner's previous post or others' posts, some evidence of way-making history, which includes reflections and impressions of others' ideas, relevant quotes and a concepts summary.