What are your thoughts about blogging or threading?
According to King and Cox (2011), hyperlink integration and date stamped blog entries separate the distinction between discussion threads and blogs. Perhaps that was the case when this book was published. However, LMS like Canvas allows links and date stamped threads today. Therefore, I am unsure of the differences between discussion boards and blogging. I consider myself a novice at blogging to make a fair assessment of the technology platform.
However, according to Oravec (2002) “Bloggers offers you instant communication power by letting you post your thoughts to the web whenever the urge strikes” (p.,617). King and Cox (2011) suggest that blogging creates a sense of empowerment for adult learners. The establishment of learning communities inspires learners to share insights freely. Blogging offers the opportunity for a learner’s authentic voice to emerge and build upon peers in the learning environment (King & Cox, 2011). This creates a chance for learners to understand perspectives better because personal connections develop between learners.
However, according to Oravec (2002) “Bloggers offers you instant communication power by letting you post your thoughts to the web whenever the urge strikes” (p.,617). King and Cox (2011) suggest that blogging creates a sense of empowerment for adult learners. The establishment of learning communities inspires learners to share insights freely. Blogging offers the opportunity for a learner’s authentic voice to emerge and build upon peers in the learning environment (King & Cox, 2011). This creates a chance for learners to understand perspectives better because personal connections develop between learners.
The discussion boards allow asynchronous postings from critical reflective thinking supported by credible sources. The structure of blogging and discussion threads may appear the same. However, Learning Management Systems offers privacy standards not applicable to blogging sites.
A few cons regarding blogging are the unintentional use of intellectual property, release of personal preference and copyright infringement (Oravec, 2002). Like discussion boards, blogging does not allow for the emotions as discussed in week two discussion threads.
As for the pros in blogging, it opens the voice of the blogger to share reflective perspectives into a topic (Oravec, 2002; Witte, 2007) which supports the occurrence of learning in social and cultural practices (King & Cox, 2011). This suggests that learners build communities on topics of interest through the building of relationships. I am curious to learn about how to create learning communities in a structured blogging platform. I am interested to learn about other's perspectives on this topic.
A few cons regarding blogging are the unintentional use of intellectual property, release of personal preference and copyright infringement (Oravec, 2002). Like discussion boards, blogging does not allow for the emotions as discussed in week two discussion threads.
As for the pros in blogging, it opens the voice of the blogger to share reflective perspectives into a topic (Oravec, 2002; Witte, 2007) which supports the occurrence of learning in social and cultural practices (King & Cox, 2011). This suggests that learners build communities on topics of interest through the building of relationships. I am curious to learn about how to create learning communities in a structured blogging platform. I am interested to learn about other's perspectives on this topic.
References
King, K. & Cox, T. (2011). The professor’s
guide to taming technology. Charlotte, NC: Information Age Publishing.
Oravec, J.A.
(2002). Bookmarking the world: Weblog applications in education. Journal of
Adolescent & Adult Literacy, 45(7), 616-621.
Witte, S.
(2007). That's online writing, not boring school writing: Writing with blogs
and the Talkback Project. Journal of Adolescent & Adult Literacy,
51(2), 92-96.
Rhonda, I enjoyed reading your post. I am definitely in the novice category as you and we are ripe for learning! What resonated with me in reading your post were two concepts you brought up: reflective perspectives and a sense of empowerment for the learner. To me, these are powerful tenets of technology-infused learning. In a traditional class room setting, the educator has complete control. As assignments are given and completed, it creates a one-on-one relationship between the instructor and student or between instructor and an assigned group of students. Although new to the program, I am quickly learning the role of instructor has evolved.
ReplyDeletePer King and Cox (page 22) the instructor has to relinquish the role of absolute power and focus. I believe this new role as facilitator takes more energy and thought but the benefits to the students are magnified. I,too, look forward to reading our peer students’ postings!
Have a good weekend,
Kevin
King, K and Cox, T. (2011). The a professor’s Guide to Taming Technology. Charlotte, NC:Information Age Publishing, Inc.
Thanks for responding OKieKCarrel,
ReplyDeleteWe have similar views on instructor control. However, King and Cox (2011) refer back to the six assumptions on how adults learn, but I like the framework presented from the instructor's perspective. The integration of technology requires knowledge acquisition from the instructors perspective. Depending on the motivation to learn, one could argue the instructor has control of how and what they learn. Would this also be the same for the student if they have the motivation to learn then Goal-oriented, activity-oriented or learning-oriented initiated from the learner's motives (King & Cox 2011)?
Rhonda,
ReplyDeleteYou mentioned being interested in how to build a learning community in a structured blogging platform, and I thought I would mentioned that you should look on Youtube. I was just searching Youtube to share a thought on Christa's blog and I came across so many tutorials. Maybe a blogger on Youtube would offer some insight!