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H809 : Can blogging be worthy of academic study?

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Edited by Jonathan Vernon, Tuesday, 2 Apr 2013, 12:07

I did a search in my own blog knowing that somewhere I cited an academic who described blogging as 'whatever you can do on electronic paper'.

Chatting about this at dinner my 14 year old son trumped my conversation with his mother as I tried to define a blog and what can go into one with one word 'anything'.

For me there has been a slow shift from text (the weblog-cum-dairy journal thingey), to adding pictures (which have become photo / image galleries, photostreams of Flickr and concept boards of Pinterest), to adding video ... to adding 'anything' - apps, interactivity, grabs, mashups, music ...

My starting place is here.

This 'eportofolio, writers journal, aggregating, dumping ground, place for reflection and course work'.

You see, is it a blog at all? This platform, I'm glad, has its design roots in a Bulletin board.

The limitations of our OU Student Blog platform works in its favour.

I can only put in two search terms. In Google I might write a sentence and get a million links, in my wordpress blog it might offer have the contents.

Less is more.

Here I search 'blog paper' and get 112 posts that contain both words.

I'll spin through these an add a unique tag. My starting place.

But to study blogging would be like researching the flotsam and jetsam that floats across our oceans - after a tsunami.

RESEARCH

Starting with a book published in 2006 'Use of Blogs' I want to read a paper 'Bloggers vs. Journalists' published in 2005. A search finds richer, more up to date content. Do I even bother with this first paper? (ironic that we even call them papers).

I can't read everything so how do I select?

  • Toggle through the abstract, check out the authors, see where else such and such a paper has been cited.
  • Prioritise.
  • Use RefWorks rather than my habit to date of downloading papers that MIGHT be of interest.

Whilst storage space is so inexpensive it is virtually free there is no need to clutter my harddrive, dropbox or Google Docs space.

Which makes me think of one of my other favourite metaphors - kicking autumn leaves into the breeze. That or drowning in info overload, or as the Robert de Nero character in Brazil, Archibald 'Harry' Tuttle, who vanishes in a pile of discared paper ... my mind wanders. We do. It does.

I stumble in the OU Library as I find I am offered everything under the sun. I am used to being offered academic papers only. So far all I'm getting are scanned images of articles in newsapers on blogging. All feels very inside out.

Where's the 'turn off the printed stuff' button?

I fear that just as I have never desired to be a journalist, prefering the free form of your own diary, letters, and of course blogging and forums online, I will struggle to write within the parameters of an academic paper. I'm managing assignment here, so I guess I'm learning to split the two. A useful lesson to have learnt.

Serendipity

Is this a research methodology?

I am looking at a book on bloggin, 'Use of Blogs' (Bruns & Jacobs, 2006). I have it open on p.31 Notes (i.e. references) for the chapter Journalists and News Bloggers.

As I pick through these articles, papers and reviews written between 2002 and 2005 I find several of the authors, a decade on, are big names in the Journalism/Blogger debate. It's as if I am looking at a tray of seedlings.

It strikes me as easier to start in 2006 with 27 starting points when the field of debate was narrow, rather than coming in from 2013 and finding myself parachuting into a mature Amazonian jungle of mixed up printed and digital, journalism and blog content.

Courtesy of the OU Library and RefWorks I have nailed this article after a decade of searching:

Druckerman, P (1999) Ellen Levy Has Got The Write Project For the Internet Age --- It's a Year of Scribbling Down Almost Everything; Ah, Yes, It Was a Raisin Bagel, New York, N.Y., United States, New York, N.Y.

Reading this around 23rd /24th September 1999 prompted me to start blogging

Then I'd been reading blogs for a few months but had a mental block with uploading HTML files and then along came the first 'ready made' DIY blogging platforms.

The last 12 years makes amusing reading - particularly the battle between journalists and bloggers. And who has won? Is there a difference anymore? Journalists blog and bloggers are journalists and entire newspapers are more blog-like from The Huffington Post to the FT ... which within three years will close all its print operations.

To be used in learning and to be a genre to study blogging needs to be part of formative assessment

A blog therefore becomes 'an active demonstration of learning' with cumulative feedback. I've only received ONE Tutor comment in my OU blog and that was to say why was I blogging and not getting on with my TMA. This person had their head so stuffed inside primary school education of the 1960s it made me feel like tossing my cap in the air.

Why MAODE students blog (Kerewella et al, 2009) depends on their perceptions of, and for:

  1. an audience
  2. community
  3. the utility of and need for comments
  4. presentational style of the blog content
  5. overarching factors related to the technological context
  6. the pedagogical context of the course

Cited x30

REFERENCES

'Bloggers vs. journalist: The next 100 year War?' 2011, Public Relations Tactics, 18, 4, p. 17, Business Source Complete, EBSCOhost, viewed 18 February 2013.

Bruns, A. Jacobs, J. (2006) Use of Blogs.

Kerawalla, L, Minocha, S, Kirkup, G, & Conole, G (2009) 'An empirically grounded framework to guide blogging in higher education', Journal Of Computer Assisted Learning, 25, 1, pp. 31-42, Academic Search Complete, EBSCOhost, viewed 18 February 2013.

Rosen, J. (2007) 'Web Users Open the Gates', Washington Post, The, n.d., UK & Ireland Reference Centre, EBSCOhost, viewed 18 February 2013.

 

 

Permalink 4 comments (latest comment by Sharif Al-Rousi, Wednesday, 20 Feb 2013, 23:34)
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Design Museum

Facebook, Twitter & Linkedin: how to use them for e-learning

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Lifelong%2520Learning%2520Venn%2520Diagram%2520May%25202010.jpg

 

Engage, enquire, listen, take an interest, seek out like-minds, involve, share ... respond, reciprocate, develop.

This has NOTHING to do with pushing products or services, this is about developing thoughts, acquiring leads into new avenues of enquiry, dropping hints and serendipity.

Increasinly however these three are functioning in the same way, however different they look.

Like ink drops in a tank of water

The visualised option is YouTube, Flickr and Tumblr (I'm yet to develop content for Pinterest)

Blogs are more sedate, more inclined to asynchronicity, whereas with Facebook I find at various times of the day (depends on the person) the messages become synchronous.

An iPad and iPhone (or any similar device) is crucial. With some people the more immediate the response the great the level of engagement, like one hand being placed on top of another the thoughts come thick and fast.

With many ways into social media I've opted for a paid service. Content Wisdom. For a monthly sub I get to dip into a catalogue of video based, lecture-like presentations as well as joining a regular webinar.

Join me on Linkedin, I'm active in various e-learning groups.

Join me on Twitter 'jj27vv' where I am making various lists to follow conversations on e-learning

Don't come find me on Facebook! Friends, family and face-to-face contact first is my rule here.

Wordpress. 16 blogs and rising, by My Mind Bursts is the main outlet and at last approaching 1,000 entries which are usefully themed on e-learning (post graduate theory and e-learning for business) and creativity (writing and producing fiction, and creative problem solving)

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Design Museum

Use of video in elearning (part 7)

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Edited by Jonathan Vernon, Thursday, 4 Oct 2012, 11:24

Corporate%2520Video%2520SOCIAL%2520RESPONSE%2520SNIP%25204.JPG

What makes an elearning forum tick?

This is the crux of social learning for me, what John Seely Brown calls 'learning at the periphery' or Cox calls 'vicarious' learning and I have dubbed 'learning through serendipity'. As a result of taking part you acquire knowledge, you develop your thinking and underststanind. It was no different for me learning French. The school way was hopeless, what I required was total immersion, which is what I got in my late teens turning up in France on an exchange, making friends and returning ... then wokring a gap year as far from English speakers as possible. This is how I learn, many of us prefer this informal approach. Its something that corporate elearning companies and corporate learning departments have yet to tap into. Perhaps because it lacks measurement, that there appear to be no parameters.

There are many ways to get content noticed. All the traditional tricks of promotion are required here too. Email databases, events, trade promotions, press advertising and business cards; online is not a panacea, neither is it replacement technology. It is part of the world we live in, a choice, something else, that complements other ways of doing things.

The 'long tail' refers to the way content has a life before, during and after being posted. There is a story to tell in its creation and promotion; its release should factor in for a long shelf life, then there is this 'after life', how once posted content may then be picked up by others and developed into different, better and alternative things. Keep tabs on this and content online becomes more like street theatre, or taling from a soap box on Hyde Park Corner, it is an opportunity to engage with an audience.

I like to blog, use Linkedin and Twitter.

Better to be the master of some platforms than a jack of all  trades.

 

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