One of my favorite themes to share with educators and administrators in my presentations about learning and technology involves hyperlinked writing. In my workshop about sharing student work online at the 21st Century Learning @ Hong Kong conference two weeks ago, I asked audience members to repeat the following phrase after me: Hyperlinked writing is the most powerful form of writing. Audience members are welcome to disagree with me, but I contend the ability to connect our words to the ideas and thoughts of others as well as online multimedia (via hyperlinked writing) represents communicative power unimagined even a few years ago. For the vast majority of parents and classroom teachers today, who grew up in the 20th century classroom, the concept and power of hyperlinked writing is foreign and unfamiliar.
I’m taking a break from writing up the implications portion of my thesis by coming over here to write some more. I’m beginning to get to the place in my research that I have some definite things to say about what I found out. But I’m having some trouble saying them.
So you have heard about blogging with your students and you are considering taking the plunge but just not sure what or how to do it? I am here to tell you; blogging with my students has been one of the most enriching educational experiences we have had this year, and that says a lot. So to get you started, here is what I have learned: Pick an easy platform , both for you and the students.
In the report " Confronting the Challenges of Participatory Culture " the authors argue that distributed cognition is a key skill that citizens must master to be active in participatory culture. Of course, most writing depends on some form of participation; show me a great writer, and you will likely find that there is a great editor, and quite likely a group of interested readers, providing feedback and support for him or her. While I could quibble that distributed cognition is a thing that happens, rather than a skill to be developed, I think this report is notable because it recognizes that the tools of networking culture help extend our access to other people and technologies, which themselves help enable unique cognitive practices.
21st Century Learning | Feature Strategies for Blog-Powered Instruction Three blog-savvy educators share their best practices for harnessing the unique strengths of blogs to supplement coursework and elevate student learning.
Love it!? Hate it!? Doesn’t really matter what you think of the new Google Reader interface…..
Examining Instructional Blogging Efforts and Lessons Learned. Guest Post by Elaine Hirsch. As instructional blogging made its way into classrooms, student feedback has helped teachers structure methods to use blogs effectively, from elementary classrooms to online PhD programs . A mix of positive and negative feedback has helped illustrate how blogs are useful and how instructors can identify and improve upon challenges that might arise with their usage. In his article, “ Instructional Blogging: Promoting Interactivity, Student-Centered Learning, and Peer Input ,” Stuart Glogoff relays student feedback after the use of instructional blogs in one of his classes. One student reported that reading about new subjects via the blogging format was enjoyable; she found that researching the topics to post on the class blog was helpful to her overall learning experience.
Richard Byrne and I co-hosted an ISTE Unplugged session on blogging at ISTE 2010 in Denver. Thanks to everyone who submitted their blogging questions and here’s my responses — for those who were unable to attend! I’ve focused my responses to student blogging and will do a follow up post on the general blogging questions. What sort of rubric do you use for blogging? There are opposing opinions on whether you should or shouldn’t use a blogging rubric; and if you do use a rubric how you would use it. Konrad Glogowski’s posts are a ‘must read’ to appreciate the need to move the emphasis from grading to focusing on blogging conversations: