In the past week, I know more about the students in my MA class than I did previously. Suddenly, they have a voice, and a very loud one. That is not to say they did not before (absolutely not), but that their voice has suddenly become louder in the past week. And the two main tools that have facilitated this are blogging and discussion threads.
It makes me ask the question: what is this blogging and discussing all about?
I looked up a couple of articles on blogging, which helped me understand it a little bit better (refer to the links at the end for sources):
‘It is about taking control of your own learning, finding your own voice, and expressing your own opinions. It is about responding to the world around you and listening to the responses you receive in return.’
Without a doubt, I have heard the (fervent) opinions of many people in my class. It has been interesting. Equally, I have been able to state my own opinions, and that has been exciting.
‘This public aspect of blogs also exposes the author's own thoughts to challenges by others as part of the constructivist learning context.
‘It is claimed that in a blogging setting, the sense of community is stronger than that experienced by students in the conventional classroom.’
Words like constructivist and community definitely start to ring some bells. But I must admit, I never really thought that such an informal tool like blogging could really be used in third level education. I am amazed. And yet, it is proving quite effective. Even though I reflected on tools before, I am more inclined to do so now that I feel that someone may be listening (or reading rather). But why do it online?
‘The theory is that learners feel less inhibited about disclosing their true feelings and anxieties regarding their level of understanding because they are not under scrutiny. Avoiding assessment is also suggested to further liberate the learner to take advantage of the private space afforded by the journal.’
We actually are under assessment but sometimes one can forget that they are because the nature of the technology is so similar to social networking sites and forums which many of us are already accustomed to.
No tool is without it’s criticisms. For instance:
‘It should be acknowledged, however, that this can be at the cost of sacrificing of individual freedom to take a stand, disagree with another person's perspective, or explore a controversial topic while secure in the knowledge that what is written will only be seen by the instructor or remain completely confidential. Similarly, compulsion to participate in a public forum may not suit introverts or those for whom the issues to be discussed are novel. This may adversely affect the quality and depth of students' discussions in an online environment.’
One has only to read the discussion that is going on regarding fees for one of our modules to appreciate how uninhibited our class is to online discussion. Perhaps it is because we are studying technical communications that make us more open to it? Or perhaps there are students in the class that are not at all comfortable with it? I’m sure there are.
Anyway, these are just some of my current thoughts on blogs.
In my next blog, I think I would like to reflect upon the best way to write a blog. It definitely seems to be an art. I would like to consider ways in which to promote or gain the interest of readers. Blogging is, quite possibly, a tool we will have to utilise in the future.
References:
Weblog: Learning in public.
http://www.emeraldinsight.com/journals.htm?articleid=1509888
Social software as support in hybrid learning environments: The value of the blog as a tool for reflective learning and peer support.
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5R-4P190F0-3&_user=103702&_coverDate=06%2F30%2F2007&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_searchStrId=1650207822&_rerunOrigin=scholar.google&_acct=C000007923&_version=1&_urlVersion=0&_userid=103702&md5=558c59e98858f2c51ee4966d00cea6f5&searchtype=a#bib27#bib27
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