This is a response to Tom Haskins blog post: Same Old Class Discussions.I agree that quite often the same potentially dysfunctional dynamics of group-based classroom instruction get moved over to the online venues. I too have often experienced discussions using blogs fizzling out.However, I have seen enough instances where persistence by a student blogger has resulted in deep, meaningful learning, and where a single blogger's voice is clear and confident and persuasive enough to attract and inspire others to read and respond, and to reach out and connect. More often than not, however, student bloggers and their instructors are frequently reluctant, tentative, and unclear what to do or even why they are doing it. As long as learners rely on authority figures in a position to grade them to determine the purposes for writing and waiting for others to provide them with permission to express themselves more openly, they will remain stuck as tentative learners. Edu-logging cannot be successful in a contect of compulsion, where the students limit the blogging activity based on the cues from instructors constrained by roles of arbitor and evaluator. Successful edublogging needs to involve more than this.Simply put, blogging requires individuals to put a bit of their own passionate voices into the conversations if they are to blog in any meaningful, sustained manner.I have realized that blogging is essentially an individual activity that requires self-efficacy, autonomy, and tolerance for disruption, frustrated expectations, solitude and ambiguity.Engaging in personal sense-making is the most compelling activity of edublogging. It provides the rationale for why I think edu-blogs will grow to becoming a central tool in online and blended education.The challenge for educators is to facilitate and support learners to become authentic, autonomous communicators. Student bloggers need to be given strong models to become more resilient, more able to make do, be more willing to reflect on self-constraints, and be provided examples of flexible problem-solving (Weick, Sutcliffe, and Obstfeld, 2005).Title: Organizing and the Process of Sense-MakingSource URL: http://web.gsm.uci.edu/~dobstfel/Articles/Organizing%20and%20the%20Process%20of%20Sensemaking.pdf