June 5, 2012 – In our EdTech 597 readings for week one, Stephen Downes (as he quoted his sources) made an interesting point about how blogging is failing in certain learning environments. Click here for a complete list of my notes on this and the other week-one articles.
Downes’ point about blogging being a product of reading online, reflecting, and then commenting resonated with me because I discovered this quickly when I started my blog. I only have so much to say, unless I’m responding to someone else, then my type four personality kicks in. Enough said.
Downes (again, quoting his sources) noted that assigned writing that does not originate from the interests and experiences of the learners will fail to produce the reflective, constructed learning that blogging is capable of facilitating.
Sounds simple enough to me. I can tell that our EdTech 597 course is setup in this manner.
Wise man should have said (maybe he did), “In learning, he that marches to the beat of his own drummer marches without compulsion.”
Fellow edtech-ies (and other bloggers out here in cyberspace), I am not allowed by my current employer to use blogs in the classroom (for good reasons), but in other teaching endeavors I hope to soon try it. For those of you who have used blogging already, how have you successfully inspired students to read, reflect, and blog on their learning experiences without compromising assessment? What do you think of Anne’s 5-stage approach? Have you had to use as much structure as she has?