The MDDE690 CIDER presentation was another opportunity for me to share my research on edublogging with other educators, this time in a more formal context. I made use of Elluminate to give the presentation, and created the slides using Power-point.  I used a rich picture of my personal learning environment as a slide within my presentation, and included links to my other edublogging resources, including annotated bookmarks using Delicious, my edublog, my posterous site, and links to other edublogs. During the presentation, I compared the use of forums and blogs, described the significance of the private blogger, explored edublogging metaphors, and responded to participants’ questions. This presentation was given to members of the CIDER community about metaphors of edublogging, introducing the topic of instructional blogging to an audience of educators using Elluminate. I addressed questions of participants about the presentation, and provided additional resources. In addition, I followed up with reflections on the presentation and responded to questions in two podcasts.  The CIDER presentation was given to members of the CIDER community about metaphors of edublogging, introducing the topic of instructional blogging to an audience of educators using Elluminate. I addressed questions of participants about the presentation, and provided additional resources. In addition, I followed up with reflections on the presentation and responded to questions in two podcasts. This artifact demonstrates my use of a variety of communication and document sharing tools to create, reflect, and communicate with others. For example, to publicize the event, I posted a number of blog posts in various online communities, such as BC Literacy Forum and Me2U. I sent out a general email to extend an invitation to MDDE605 students, and sent out an invitation email to my Colleagues. After the event, I posted the message in Twitter, and in Delicious, and on my own external blog, netizenship.edublogs.org.

The Field Blogging Toolkit learning object is significant because it is the first blog post in which I used Posterous to combine an MP3 file, a photo, a rich picture drawn with a Fly Pen, and a text description. It is also significant in that it has become one of the most frequently visited artifacts on my Posterous portfolio, with more than 800 visits. In addition, this learning object was created to demonstrate the versatility and flexibility of the Posterous application. The Field Blogging Toolkit is an example of a learning object which uses a variety of communication and document sharing tools to create, reflect and communicate with others. I made use of several devices (Fly Pen, Digital Voice Recorder, a digital camera, and an HTC Bell smart-phone) to create the multi-modal post, and then discussed their advantages and disadvantages for the purposes of blogging under real field conditions. I then also reflected on their use in a podcast also attached to the post. Through a combination of podcasts, pictures photos and text, this learning object has been created that justifies the use of technologies in real-life contexts, backed by theory. This artefact compares the advantages and disadvantages of technologies in various instructional contexts, and acts as an exemplar to model the use of technologies for authentic instructional contexts. To create this artifact and promote it to a number of online communities, I engaged in a variety of communication and document sharing tools to create, reflect, and communicate with others. This learning object has been shared with hundreds of visitors, and has been promoted using delicious.com, through others’ blogs, and within learning communities such as BC Literacy Forum. The Field Blogging Toolkit learning object was written for a more general audience to share with them my own professional experiences in the field using a number of affordable technologies. I combined different file formats such as the MP3 to demonstrate my skill with recording MP3s, a digital camera to upload photos, and a Fly Pen to capture notes and images as a rich picture. This learning object combined a podcast, images, photos, and a text description to describe methods for engaging in field blogging. This artefact describes the use of a Fly pen, a digital voice recorder, and Posterous for easy publishing. During my podcast, I prepared in both written and audio forms a succinct overview for educators interested in blogging in the field. Based on my own experiences, I analyzed and evaluated the application of these technologies (ie. Fly Pen, digital voice recorder) and explored the implications of these technologies for field use. Using my own professional context and experience blogging in the field, I explored the application of these technologies in real-life contexts on the basis theory and research, evaluating them on the basis of their advantages and disadvantages for use in real-life instructional contexts.