Tag Archives: blogs

Blogs are NOT airy-fairy, soul-searching, self-indulgent

You know how you can’t let some things go?

Well, the back of my mind is often processing ways to demonstrate to people the value of reading and writing blogs. Recently I read an educator’s comments about introducing teachers to Web 2.0 practices, where he says he wouldn’t start with blogging, but provide teachers with examples of great blogs to read. Often people considering blogging will say that they don’t know what to blog about. It’s a bit like a student getting an open essay topic; it’s difficult because it’s undefined. That’s why reading blogs of people who share your interests is a good starting point for new bloggers or even sceptics. What I’m actually saying is – you don’t know what you’re missing – there are people out there who are really worth knowing, in all parts of the world and in many spheres of life and occupation.

John Connell linked to a series of blog networking interviews by Lilia Efimova in his post about passionate bloggers. People whose blogs centred around knowledge management topics were interviewed by Lilia about how they used blogs for networking. What’s particularly interesting is the variety of backgrounds represented. Lilia’s interviews covered the following:

  • professional background of a participant and characteristics of her network in KM field prior to blogging
  • changes in the network or networking practices because of blogging
  • uses of weblogs for developing, maintaining and activating relations as a starting point for articulating stages of the process at more granular level
  • place of the weblog in the ecosystem of networking tools (mainly focusing on what weblogs are good for and when they do not work).
  • important networking-related issues that haven’t been discussed

Here are some examples:

Brett Miller, a system engineer, says

 “I know more people in different areas of KM when I knew before.” Blogging helped him to reach people he wouldn’t be able to reach otherwise.

Dave Snowden is a founder and a Chief Scientific Officer of Cognitive Edge, a consulting company focusing on complexity, sense-making and narratives. He was formerly a director of IBM Institute of Knowledge Management and founder of the Cynefin Centre for organisational complexity. He has about 50 science bloggers in his RSS reader.

“They scan journals for me, so I don’t have myself … I’ve learnt to trust them over the years … it’s much better than summarisation surface”.

Euan Semple is an independent advisor for social computing for business (www.euansemple.com). He started blogging with his personal weblog The Obvious. He says:

“Previously I was subject to geographical constraints or social constraints or organisational constraints as of who I was likely to meet and suddenly with online networks I’ve been able to connect to […] the whole bunch of interesting and interested people whom I suddenly had an access to in a way in a normal life I would never ever had that chance. I could then establish relationships and (and again something I get very hot about) is that these are not pretend or unreal or virtual relationship, the real relationship, where you build up trust and affect and those powerful things that make people work together. Online.”

And also:

[Blogging] is “a collective pointing that helps to find stuff, once you have an established group of bloggers you read and trust. And their ability to find a good stuff to point to it, increases your signal to noise ratio on the web … Blogs do that better than other tools because of the context – you have to say why that is important, why are you pointing to something”.

Luis Suarez works at IBM as social software evangelist. He is located in Spain, but travels frequently for his work. He says:

Weblogs allow you to get beyond what people publish and to get as sense of what a person is like – to build a profile of a person as a person, not a business entity. Not how long you have been married, but how people write articles. When you write a blogpost you are giving yourself out as a person. The line between life and work is going to disappear.

The question of blogs developing trust is an interesting one. Luis says that trust is developed through a ‘willingness to expose what you don’t know’, and ‘a willingness to learn not yet finished thinking’ or ‘taking a radical position that invites criticism’, ‘being brave and bold’. He added that ‘there is something special about somebody coming to your place to leave their words there’.

Talking about changes in professional network as a result of blogging, Monica Andre, who worked in a research lab in Lisbon focusing on information behaviour and information management, says:

“I didn’t realise that linking and giving credits to someone’s work would extend my professional network extended very quickly.” She then told a story of being contacted by a municipality government from Spain who wanted her to speak at an event. “I didn’t know I was followed by them. If [people] leave comments, you have a clue, a footprint. It turns out that guy who was reading my blog suggested the government that I would be a good person to talk as a keynote speaker”. When she received an email she thought it was a joke, but they called to confirm.

These are only a few examples of what people had to say about blogging in Lilia’s interviews, just to whet your appetite. You can read all interview summaries on Lilia Efimova’s blog Mathemagenic.

It’s difficult to ‘convert’ people to reading and writing blogs and to online networking in general for a variety of reasons I’ve spoken about many times in previous posts. It may be as difficult as religious or political conversion. To those of you reading this post, I’m preaching to the converted, I know. So please tell me, have you had successful experiences in converting those resistant to blogging that you would like to share?

Blogs, Twitter and the read/write evolution

I recently (five minutes ago) discovered this blog and read an analogy I liked between blogging and music formats. The author was discussing a possible reason for the recent slowing down of blogging:

I probably see blogging now as the album format with something like Rejaw or Tumblr as the EP format (macro-blogging?) together with Twitter and others (status updates) being analogous to the single in digital download format. Dubious though my analogy may well be I hope it illustrates that I see this dissipation as all being part of the same offering.

Well, I’ve come to blogging late and it seems, according to some, I’ve almost missed the boat. Should I stop embarrassing myself with the long blog posts which are apparently so passe? Or should I continue to indulge myself, knowing that my novice posts are a necessary part of my early stages of evolution, a purging perhaps, an outpouring of the silenced thoughts of previous decades?

Twitter I’ve only recently added to my online life (told you I was a latecomer), and I still feel like an outsider there, posting the odd tweet in the hope of being heard, of being accepted into a conversation. Mobile computing is not part of my diet yet, and that may change in the future if I reinvent my commitment to the latest technology. I agree with the abovementioned author that the initial overwhelming addiction to regular blogging is slowly receding –

I don’t have that mania for a daily post as perhaps I did in the past. I’ve allowed various social networking and micro-blogging outlets to soak up a range of smaller spontaneous thoughts.

The blog is still, for me, the place that I call my own, where I can take the time to express ideas and share interesting finds, whereas the microblogging is a little like fast food – it’s quick and it fills the spot, but you wouldn’t savour it.  As said author has stated so well –

My point is that it’s all just platforms, formats, vehicles or just another tool. It’s either the evolution of blogging or the slow dilution of a once powerful creative outlet into a series of side alleys and cul-de-sacs.

Military blogs? An authentic voice for the history class

military-blogs

 

Make no mistake, military blogs will be part of American History.  There are hundreds (if not thousands) of blogs already archived online, published books, the Library of Congress has a Veterans History Project, students are studying military blogs in the classroom, thesis papers being written, and so much more.

Milblogging.com is the world’s largest index of military blogs – searchable by a variety of attributes. Milblogging.com currently has 2,172 military blogs in 41 countries with 6,762 registered members.

Some recently added blog posts include: life as a military wife; patriot missive; four fans of freedom; salute to your service, and many more.

Amongst other things you’ll find personal diaries of Vietnam war veterans. Here’s a unique perspective of history, an authentic story for the history class. What is it about these blogs that add an extra dimension to learning?

What is significant about this particular wartime diary is the fact that this soldier arrived in Vietnam on Jan. 23, 1968, one week before the Tet Offensive, which engulfed South Vietnam and is considered by many to be one of the turning points of the war. Assigned to Military Assistance Command Vietnam (MACV), this young soldier had a front-row view of one of the significant events of the United States’ long involvement in South East Asia.

 

This is a goldmine of personal accounts that give an insight into history which would otherwise take much longer to be published.

Unfortunately, to show up in the history books, usually years and years have to go by first, so you might have to wait a little while before you see the writings of 365 and a Wakeup or Wordsmith at War in a History Book. 

 Read in the Washington Post how blogging became therapy for Captain Danjel Bout:

When Capt. Danjel Bout lost three comrades in a single day while on an October 2005 mission in Baghdad, he stifled his grief and remained focused on what seemed to be the longest day of his life.

The next day, he let it out.

 Blogs come from many perspectives – Afghanistan frontlines, Iraq frontlines, US army/navy/airforce, marine corps, military veteran, civilian, military spouse, military parent, foreign national military, etc.

 There is a wealth of material for teachers of English, History, Geography, and many other subjects, especially with a little imaginative application.

 




Making parents our partners in 21st century learning

If we want to shift learning and teaching into the 21st century, there are a number of people we need to take with us. Apart from teachers and school administrators, we can’t ignore parents in this move, and we really should be thinking about how we do this. The K12 Online Conference 2008: Kicking it up a notch tackles the subject of parents as partners – Parental Engagement in the 21st Century – Leveraging web 2.0 tools to engage parents in non-traditional ways – giving much food for thought, as well as practical suggestions of ways to move forward.

Lorna Constantini and Matt Montagna connect from afar online and ask how we can move forward from teachers’ and parents’ fear of the internet. They remind us that parents haven’t been brought up on the internet, so it’s natural for them to fear something that is foreign. The question is, what can we say to parents that will influence them in a positive way about their children’s online lives? I like the way Lorna and Matt have brought it back to what parents can understand – that we are all social beings, having an innate desire to connect with people and develop relationships, and that social networking is just a new form of traditional social connections.  As Matt points out,

 although online networks can be playful, they can also be powerful, enabling people to meet others with similar interests, solve problems together, create software programs together, participate in social and professional discussion with people we may not know in the physical world, etc. Our kids do this instinctively and fluently, posting content, interacting with content posted by others, learning from and teaching one another, having conversations with people all over the world – the opportunities to learn are tremendous. If we look at this new focus for young people, we should realise that they’ve moved away from what has long been the criticism of passive television viewing, and found new engagement in an interactive environment. If parents understand the positive aspects of social networking, they will realise that this shift is enormously powerful.

A major concern for parents is safety on the internet. Matt and Lorna talk about reassuring parents that young people are better at warding off potentially harmful situations than we give them credit for. They also ask a serious question, one that we need to discuss in schools: Who is guiding and mentoring our young people online now? Who is rolemodelling ethical and effective online interactions? And the answer is, apart from isolated individuals, nobody.

Schools may think they are by using filtering software, but it doesn’t encourage responsible use. All it does is encourage kids to find ways around filters, and it also blocks valuable and educational content. On the whole, parents don’t know what their kids are doing on the internet, so they are unable to provide guidance. This needs to change! Why? In every aspect of kids’ lives, parents provide key guidance that their kids need.

Here’s the best suggestion for parent PD that I’ve heard – why not get parents to set up Facebook accounts, blogs, and interact with some of the other Web 2.0 applications. This is a great way demystify their kids’ online socialising, enabling parents to shift from policing to mentoring their kids. Rather than lecture parents about the theory, we should just urge them to give it a shot.. give the example of email, which was new once, but we’re now used to it and depend on it.

And what a great idea to use new tools and platforms to reach out and connect to parents. Parents as partners is a Facebook group set up for parents – an online forum for questions and support which also models new technologies. I think modelling is the best way to teach someone. Just as important as modelling, transparency is a great way to let parents in on what their kids are up to. Have a look at the live video broadcast of kids away on an excursion, where parents can chat with their kids. Lastly, the NING network allows ongoing communication and collaboration between parents and teachers. Interestingly, the parents who were involved in the NING are the ones who were not involved in school in any other capacity – another example of the power of online tools.

We might feel isolated in our schools in advocating mindset change, and connecting with each other, either online or in person, is a powerful thing to do. But we’ll be banging our heads against the wall if we don’t find a way to effect a mindset change in all members of the school community. If we get parents on-side, they’ll be our partners in supporting students in 21st century learning. As it says on the Parents as partners blog, students achieve better when parents are involved in their child’s education.

Why blogging is a selfish activity


This image compliments of Dean Shareski

One of the things that made me pause for thought during the PLP Kickoff yesterday, was when Will Richardson and Sheryl Nussbaum-Beach told us to participate in the NING environment just for ourselves for the time being.

I was talking to someone recently and we were discussing how blogging and participating in Web 2.0 applications is such a joy for educators because it’s feeding us. Teaching can be exhausting. Teachers are giving non-stop but not always replenishing their own supplies. The best part about learning through connected networks, Twitter, NINGs,etc. is that you get so much out of what others put out there. It’s the interconnectivity (long word for connection, I think) that is so good for you. And so much choice, you don’t know where to start. If you don’t refuel, you eventually stop.

We need to be selfish, that is, to feed ourselves as well as our students. To take time to read, think, discuss and wait before giving out. That’s not as selfish as it sounds. Fact is, when we’re bursting with ideas from meaningful interaction with others, people around us can’t fail to see this. Modelling Web 2.0 functioning is like sending sparks out.

Web 2.0 supermarket – let’s go shopping!

There’s a veritable cornucopia of Web 2.0 goodies on this site. It’s the Web 2.0 comprehensive directory to a TON of social networking sites presented by Jake McAuley from GO2WEB20.net THE BOOK. This is version 2 updated 16/09/2008.

Here are some applications I thought might be useful just from the first few pages.

1K: Read and Write Short Stories
1000Keyboards is a website created for writers to submit, share, critique and communicate in an environment tuned to promote growth and exposure.
http://1000keyboards.com
Tags: share,create,communication

12 seconds : Share Short Videos
12seconds.tv allows friends and family to record and share short video updates about what they are doing or where they are. You can use a webcam or a cellphone. It’s a free, easy, and fun way to stay in touch.
http://12seconds.tv
Tags: video,TV,webcam,mobile

22 Books : Create and Share A List of your Favorite Books
22books is dedicated to the creating, sharing, and viewing of book lists. Start out by browsing some of the featured lists to the left and then open a free account and start creating lists of your own.
http://www.22books.com
Tags: book,share,list

280 slides : Create & Share Presentations Online
Create beautiful presentations, access them from anywhere, and share them with the world. With 280 Slides, there’s no software to download and nothing to pay for – and when you’re done building your presentation you can share it any way you like.
http://280slides.com
Tags: presentation,create,build

3D Package : 3D Box Maker
3d package is a 3d-box graphic generator. 3d package lets you instantly create 3d-boximages online, free. Just upload pictures for cover and sides and then get 3d-box in you favorite imageformat (JPG, GIF, PNG supported). Post them in your blog or anywhere else.
http://280slides.com
Tags: generator,3D,package

5min : Life Videopedia
5min is a place to find short video solutions for any practical question and a forum for people wanting to share their knowledge. 5min aims is to create the first communal Life Videopedia allowing users from all over the globe to contribute their knowledge by sharing visual guides covering variety of subjects.
http://www.5min.com/
Tags: knowledge,video,share,tool,Israel

99 Polls : Free Online Web Polls Generator
99Polls offers a simple approach to making Web Polls, which you can post nearly anywhere on the Web. 99Polls.com poll-creation tool requires no knowledge of HTML or coding, and once made, the poll can be posted on blogs, Web sites, and social-networking profiles such as: MySpace, Facebook, Bebo, Xanga and more…
http://www.99polls.com
Tags: poll,generator,social,Israel

All That : The Search that Never Stops
Allth.at will keep looking for your item on the sites you select and report new search results back to you. You can also choose to have new results emailed to you or, you can subscribe to the RSS feed and have your new search results delivered right to your RSS reader.
http://allth.at
Tags: search,engine,track

Alltop : All the Top Stories Covered all the Time
Alltop is a directory of stories from the most popular blogs on the Internet. Updated constantly.
http://alltop.com
Tags: content,link,aggregator

And I’m only selecting from the A list. This list will boggle your mind, distract you from the task at hand, and possibly ruin your relationships. Browse at own risk.

Art Education 2.0

Art Education 2.0 is a global community of art educators exploring uses of new technology.

Art Education 2.0 is for art educators at all levels who are interested in using digital technologies to enhance and transform art teaching and learning experiences. The aim of Art Education 2.0 is to explore ways of using technology to promote effective art education practices, encourage cultural exchanges and joint creative work, and support artistic projects, curricular activities, and professional development opportunities deemed important by our members.

When you sign up, you can avail yourself of all the usual socialnetworking options, for example, you can invite friends, upload photos or videos, or start a discussion. At a glance from the homepage you can see current projects, forum discussions and recent blog posts. The format is well organised and easy to read, eg. the post ‘Sir Ken Robinson & creative thinking’ , a post about Ken Robinson’s well-known TED talk, ‘Are schools killing creativity?’, is followed by several clearly displayed comments. I suppose, what I’m trying to say, is that it’s all there, and it’s easy and enjoyable to browse. A late night for me recently while I explored the blogroll – always dangerous to jump into hyperlinks, branching out evermore into oblivion.

New Web 2.0 resources in the right-hand navigation offer such delicacies as Andrew Douch’s video on the benefits of podcasting; Vizu, an interactive poll that can be added to a website or blog; 12 seconds, where you can record and share short videos about what you’re doing or where you are, etc.

On the left, there’s a chat option, featured websites, an option to share photos or videos, a section with a blog called ‘educational paradigms’, which includes posts such as ‘Keeping your teaching experiences fresh’, ArtsJournal , where you can check out daily art news, and more. You can also join groups, such as ‘first year art teachers’, or ‘Voicethread in the artroom’.

Digital art is popular with students, and teachers can get support for this by joining ‘Digital design’ . ‘Teaching animation’ supports teachers in a discussion of ideas, strategies, and tools for teaching animation.

I’ll definitely be telling my art faculty about this supportive art community. Makes me want to be an art educator!

Can intelligent literature survive in the digital age?

The Independent featured an article with this poignant question – can intelligent literature survive in the digital age? As the article says, ‘Is the paper-and-ink book heading the way of the papyrus scroll?’ This is indeed a question worth devoting more than a couple of minutes to.

The crucial question is – whether all our online reading – the fragmented, stylistically-challenged emails and microblogging – has taken its toll on our attention span? Nicholas Carr of ‘Is Google making us stupid?’ fame has added to the debate by claiming that the internet is responsible for his downward spiral in longterm concentration: ‘Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.’

Scott Karp, who writes a blog about online media, claims he used to be a voracious reader, but has now stopped reading books altogether. Is the internet to blame? Other people quoted in this article admit that they are now unable to concentrate on more than a couple of paragraphs at a time, and that they skim read, rather than read and think deeply.

A recently published study of online research habits , conducted by scholars from University College London’ claims the following:

‘It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.’ Still, the article does maintain that we are reading more now than when television was the preferred (only?) medium. Personally, I find it difficult not to skip around when links abound and I’m torn between too many tantalising directions.

Carr supports this behaviour with the following observation:
‘When the Net absorbs a medium, that medium is re-created in the Net’s image. It injects the medium’s content with hyperlinks, blinking ads, and other digital gewgaws, and it surrounds the content with the content of all the other media it has absorbed. A new e-mail message, for instance, may announce its arrival as we’re glancing over the latest headlines at a newspaper’s site. The result is to scatter our attention and diffuse our concentration.’

But is this fear of change typical of the fear each generation experiences?
‘In Plato’s Phaedrus, Socrates bemoaned the development of writing. He feared that, as people came to rely on the written word as a substitute for the knowledge they used to carry inside their heads, they would, in the words of one of the dialogue’s characters, “cease to exercise their memory and become forgetful.’ That may be so, but in today’s ‘information age’, it would be foolish to try to carry all the knowledge we read inside our heads, especially when access is so easy.

If the internet and Google are wired for quick knowledge-access, then surely, we realise that we don’t just read for knowledge. We read fiction, for example, as we regard art, to enter into a transformed, deeper(?) reality; to savour language and perceptions; to gain insight into the human condition; to gain moral, social and philosophical truths; to experience many things besides.
Are we losing/have we lost something in our move to 21st century literacies? Is it a matter of a lost language or genetic traces that will never be repaired? Even avid readers will necessarily read less traditional, hard-copy literature, if only because they are also keeping up with blogs, wikis and RSS feeds? Are we becoming ‘pancake people’, as the playwright, Richard Foreman, suggests?

Now, according to The Independent, many serious writers complain that challenging fiction doesn’t appeal – “difficult” novels don’t sell. To sell now, ‘books evidently need to be big on plot and incident, short on interior monologue.’ What are the consequences for teachers and librarians, trying to encourage young people to read? Are we trying to keep grandma alive? And besides, if we admit it, our own reading patterns are changing to some extent. And yet, websites that give exposure to books can only increase readership. Just think about all the literature you might be tempted to read after reading somebody’s passionate review or after searching Google Book Search.

If only you had the time or could get off the internet!

Blogging about blogging; and before you know it, I’m thinking about PLP

What do young people think about blogging? Let’s have a look; here’s what one 18 year old has to say. This one happens to be my son, but I don’t think that prevents him from representing his generation:

‘People no longer are just able to blog, but blogging is increasingly becoming accepted as a legitimate medium of information; albeit quite different to others. At the cost of the credibility associated with major news services and other more traditional ways of getting our information, a whole new world is opened up- of personal opinion, a perspective into the lives and experiences of others and original creativity. When subjective experience and opinion is sought over objective fact, blogging becomes a medium very difficult to beat.’

Here’s the recognition of the value of the input, not of academics or editors, but of people like any other people, all contributing to whatever kind of information is important to them. Here’s a preference for what people have to say about something, for collective advice by people who care about their interests.

Technical applications are seen as enabling more direct ways of communicating, showing, connecting.

‘Photographers can take photos of their home city or holidays and post them on Flickr, along with geotags (so that people may see exactly where the photos were taken); performing artists can upload audio or video recordings of themselves on services such as Youtube to increase their exposure; political commentators can by series of hyperlinks to other blogs and news services critically analyse current affairs and provide explanations, arguments and challenges to what is reported in traditional established media. All of these forms of expression can be directly embedded into blogs, providing an individual with a space in which to express themselves- in the case of writers, musicians, etc…, to publish their work for free (or close to it)!’

All in all, there’s a noticeable excitement about the possibilities and the connectedness; about the possibilities for the individual’s self-expression. But could you imagine a similar passion from a young person if asked to talk about the possibilities in school education? What do you think? Are students encouraged to become involved in socialnetworking for learning? Are they encouraged to use Web2.0 applications to present their ideas and opinions? What do you think?

With this in mind, I’m thinking ahead to my school’s involvement with the Powerful Learning Practice program, and looking forward to making a difference to the mindset and teaching habits of teachers (including my own). Jenny Luca posts about PLP from the Learning 2.008 Edubloggercon conference in Shanghai:

‘Why do I feel alright about where we are? Because we are at least being proactive and have ourselves involved in Powerful Learning Practice . We are going to be immersing our staff in a learning community, and community is going to be what drives change. It’s not a discussion about the latest Macbook Pro that is important. It is a discussion about the connective relationships our students can form and learn from that is going to be the tipping point for many of our schools.’

‘Connective relationships’ – this is what it’s about. Information becomes meaningful through our relationships with people. Learning becomes meaningful through connective relationships.

If you’d like to read more of the authentic, passionate literacy that springs from real interest and involvement, read the rest of this new blog.

ePals – connecting globally

I was talking to one of our Indonesian teachers, and he asked about the possibility of connecting his class to one in Indonesia. At a recent SLAV PD, Camilla Elliott suggested ePals. It’s a secure place for teachers to connect their students to classrooms around the world, taking advantage of a cultural exchange far beyond the limits of the textbook. You can connect with classrooms either through the forum on the project index page or the search box on ePals’ home page. Through ‘classroom match’ I typed in ‘Indonesia’ and the age range of the students. There were many results such as this one:

I’m an English teacher at one of the middle school in Padang West Sumatra Indonesia. Our first language is Indonesia and Minangkabau but we learn English as our foreign language. My students are very interested in English and want to…

ePals is supported by project ideas and forums, eg. The way we are:

What makes me who I am? In this project, students will engage in a collaborative learning experience. Through email exchanges, students learn about the daily lives, cultures, climates and geography of children who live in other regions of the world.

The project structure includes essential questions, objectives and culminating activity. The 4-part project elements include pre-activity prior knowledge and context-building questions, an exchange of 4 emails with ePals, a presentation of information about ePals’ countries, and a reflection/assessment activity. Each of these steps is well supported for teachers with detailed suggestions, estimated time taken and links to resources. In the culminating activity, students create digital presentations about themselves and their ePals which reflect their newly found cultural knowledge.

There’s a project index
including topics such as The way we were; global warming; habitats; maps; natural disasters; water. Links to information are supported by National Geographic. The home page also includes featured teacher, video and forum, and top 10 ePals activities. There’s a running list of new classrooms that have joined, showing their flag for easy identification.

It’s a great way to use blogging for authentic communication and global connection, be involved in collaborative projects, use technology and build literacies. And it’s safe and protected by blocking spam, pornography and offensive language, and managed by teachers and administrators.