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The advantages of blogging in learning

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I did not plan to be an OU blogger but the option of 'access to your personal blog' on the StudentHome page caught my attention and the rest is history. 

I have found blogging my journey with H800 (so far) useful on a number of levels

  • Sometimes ideas occur to me which I want to flesh out a little but which don't really fit into the forums and which I don't imagine my fellow students to be especially interested in (though I am, obviously, happy for them to engage on the blog)
  • As I make notes about tutorials, webcasts, papers etc. then blogging them firstly means I have had to organize my scribblings into coherent sentences and points, and secondly I know I will always be able to find them!
  • I will get very engaged in a specific point which I want to record and reflect upon. 
  • The emotional aspect of studying again after 20 years is considerable. Blogging is a vent to some of those doubts, frustrations and joys
  • If I make my blog posts public (which I do) it is a way for other people to engage with what I am doing - entirely on their own terms (not by me backing them into a corner and talking excitedly about what I am learning for hours!)

TMA2 offers an opportunity for me to write about how blogging is, and could be, used in education and learning, I can anticipate many of the administrative and organizational objections but I can see huge opportunities for a better learning experience, and more effective learning, for learners. 

When blogging was an 'activity' on H800 the response of most students was, at best lukewarm. I got that! It was not exactly required, but it was 'encouraged'. I immediately understood why it would be a useful activity for people but the activity didn't explain it well. It certainly failed to inspire students to use their blogspace. A few wrote a few posts but there was palpable reluctance! 

In the TMA I plan to explore how the reflective and organic nature of a personal blog can facilitate very deep learning - and circumnavigate the ever present threat of 'strategic learning' whereby students learn exactly what is necessary to pass the course, rather than aiming to get a full and deep and broad appreciation of the subject being learned. 

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