Main

Blogging Possibilities Archives

October 8, 2007

Blogging need not be time consuming

Amy Gahran offers some advice about how to blog without the time sink.

Her three big tips:


  • Blog your initial brainstorming.

  • Blog your research & discovery.

  • Blog your interactions.

Amy justifies the reasons for those techniques:

The clincher to all this is to use your blog as your backup brain — or at least as a public notebook. Why not get more mileage out of work you would have done anyway by changing your habits toward managing information and communication publicly? Instead of keeping your thoughts, notes, and conversations to yourself, post them.

The second advantage is that this information will probably become more findable and useful to yourself as well as to others. Ever tried to find that old notebook where you stored conference notes from three years ago? See what I mean? And, as I mentioned, adopting blogging into your existing processes can speed and enhance your learning process as well as increase your visibility and influence.

Cheers to Stephen Downes.

August 6, 2007

BlogWatch: Biological Sciences students' blogs

Siva at Habitatnews, highlights three blogs by students from the Department of Biological Sciences.

Arthroplog is a blog about Arthropods. These consist of insects, arachnids (such as spiders), crustaceans and the like. Just one post at this point in time but the has great potential to grow.

The Chek Jawa Mortality and Recruitment Project, by Loh Kok Sheng, is a blog which reports on "the mass mortality and recruitment of macrofauna" at Chek Jawa. Kok Sheng intends to carry on this blog beyond the time-frame of his assignment.

Johora singaporensis is Daniel's honours year thesis project blog. He thinks out loud, shares observations and posts photos of this local crab species on his blog.

Some benefits of student blogs:

  • easy way to keep track of students' progress, particularly with project work
  • sharing information with and educating the world at large
  • possibility of coming across people in similar areas of study/research

July 19, 2007

Blogs and Wikis in Teaching and Learning Presentation

Presentation at the 2007 CIO & Digital Library Forum, National University of Singapore.

Photo credits

July 6, 2007

BlogWatch: s/pores - New Directions in Singapore Studies

s/pores is a new e-journal run by a group Singaporean academics, mostly based in NUS:

This e-journal aims to provide a much-needed multi-disciplinary platform for the dissemination of works investigating different aspects of historical and contemporary Singapore society. Moving beyond statist perspectives, the journal encourages research that opens up space for recalibrating the status quo in Singapore....

s/pores is an interplay of the short form, the lower case, the plural, the backslash-the informal, the non-elite, the multiple, the oblique. Pronounced ‘spores’, our title also denotes the dispersal of seeds of ideas, some of which should fall on fertile ground. s/pores is therefore simultaneously a declaration of authorial positioning as it is a statement of our hopes for a more variegated Singapore.

The first issue touches on pre-1965 Singapore as a starting point to explore alternative narratives to the Singapore Story.

A Tomorrow.sg post highlighted Hong Lysa's The Continuing Saga of Singapore's Story, which uses S. Rajaratnam's passing as a focal point to examine the lack of diversity in our foundation stories. This article is heavy going for a blog format, as are the others, but they are worth the time to read.

The s/pores team also invites contributions:

Contributions should be the result of scholarly research, but need not be presented with the full formal conventions of an academic product. In fact, the injunction is that intimidating academic-speak is out. We want to provide room as well for reflective essays, proposals and tentative findings for new areas of research.

This is one blog that I will definitely continue reading.

UPDATE s/pores now offers PDFs for printing. PDFs for Vol 1 Issue 1.

July 5, 2007

Snippets

Blog2Learn Wiki by Anne Davis

I'm glad that it's Blog2Learn instead of Blog2Teach. We're all learners! Anne's blog is a wide-ranging collection of links to edublogging resources and projects (K-12 through to tertiary level). Click on the SideBar link to see the navigation menu. Anne teaches writing, and she says this about blogs:

[They] give us an avenue to teach writing (blogging) as a cluster of complex thinking and writing behaviors that provide ownership to the student and the possibility of getting a multitude of responses from others. We have to orchestrate that. Yes, it takes time but we can truly model this process through our own blogs and provide the type of environment to support young writers and give them the challenges necessary to foster writing development. What a joy!


Mobile Learning, Vol 8, No 2 (2007), The International Review of Research in Open and Distance Learning via elearnspace

Mobile learning is an area in educational technology which is fraught with issues. The emphasis tends to be on how content can be delivered via mobile devices. This brings with the the problem of compatibility: operating systems, file formats, screen sizes, battery life, storage capacity... you get the drift. On the other hand, those that want to exploit the use of mobile devices in classroom projects need to overcome issues with sufficient and equitable access to the necessary tools. Regardless of what you conceive m-learning and how it will affect education, this issue of IRRODL has a number of peer-reviewed journal articles which explore mobile learning.


Reflections from EduBloggerCon07: Crafting a Compelling, Cogent Message for Change by Chris Sessums

Chris Sessums summarises a session he participated in at EduBloggerCon07, bringing together the thoughts of the participants:

For many educators who are actively engaged in the blogging process, weblogs have reportedly transformed the way they learn; it has challenged them about the ways they think about themselves individually, as well as the way they think about teaching and learning.

For many educators at this meet-up, blogging extends their ability to connect to other people and ideas, enhancing both personal and professional relationships. Weblogging has reportedly challenged them to learn more about themselves as well as challenging the way we think about a variety of subjects.


Two Zs: Zotero and Zentation

Zotero is a browser extension which "helps you collect, manage, and cite your research sources" from within the Firefox. I've not installed it yet, but it might be a handy tool. No harm trying - it's free!

I've mentioned Slideshare a few times previously. It's been called the YouTube of PowerPoint, and it works as advertised. But a presentation slides are just that: presentation slides. Where's the actual presentation?

Zentation promises to change that. You can upload your slides to Zentation and upload the video recording to Google Video (chosen for its ability to jump to any point of the video during streaming). Zentation puts them together. You get an shareable online webcast. Very nice if you're not on campus.

UPDATE: Slideshare allows you to load an accompanying audio file. I have not checked it out, but I gather that the audio and slide synchronisation is an issue.

May 22, 2007

Links for Blogs as a Teaching Tool in a Tertiary Institution Presentation

May 3, 2007

Student blogs get article writer's attention

Christopher Fahey, "an artist, designer, teacher, and captain of industry", noticed that one of his online articles was required reading in Raghavendra Reddy's NM4210 User Experience Design module. Fahey notes:

In browsing the official site for the course, I was struck by the comprehensiveness of the reading lists and the depth of the course itself. Reddy’s students are required to create their own blogs, and all class assignments are to be submitted as blog posts. It is in the student blogs where I found these students to be remarkably thoughtful and insightful about interaction design and the power of good user research.

I know almost nothing about Singapore, but if this course and these students are representative of their education system, I’m duly impressed.

Fahey joins the conversation too, commenting on at least one of the students' blogs. I browsed through that blog and found it to be highly readable. I just wish the students would comment more on each others' work though!

Cheers to Kevin for highlighting Fahey's post.

April 30, 2007

Sivasothi reflects on his Module Blog

N. Sivasothi, from the Deparment of Biological Sciences, reflects on his usage of the Animal Behaviour Module Blog:

NUS Module Blog I tried it out and a blog is more visual than the forum. Useful when highlighting web sites or material I cite. It is a dedicated page which is suitable for this particular cross-fac modules which has, as a significant objective, an awareness-raising component.

Next semester however, four modules beckon - marine biology, life form and function, biodiversity and ecology. These are for biology and not cross-faculty students. It might be better to blog in just one site as some of the posts may be relevant across modules. The Biology Refugia already exists and blogger has tags now. Might be simpler. For my non-blogging colleagues however, NUS Module might just be the thing, which is sort of its intent.

Siva uses the Animal Behaviour blog to highlight interesting articles, photos and videos of animal behaviour. He makes it clear that the content is not examinable, so the blog works as informal and fun place to learn about animal behaviour from real-life examples.

April 4, 2007

Book on classroom blogging available in Central Library

There are a few books about blogs in NUS Libraries. Most of them deal with either personal blogging or business blogging. Yes, blogs are being used in public/customer/corporate relations and in marketing. However, I couldn't find any books on blogging in education, which surprised me because we are an institution of higher learning.

To rectify this anomaly, I sent a request to purchase new books. I'd never used this service before, so I wasn't sure what the outcome was going to be. I was pleasantly surprised when the library notified me that the book I requested was available in the Central Library. Kudos to the librarians in NUS!

Blogs, wikis, podcasts and other powerful web tools for classrooms looks to be an easy read. Just skimming through, I can see that Will Richardson explains new concepts in plain language. He gives a quick overview of each tool, goes through how to set it up and shows how they can be used in the classroom. Although many examples are from the K-12 (primary and secondary school) environment, I believe the concepts are applicable to higher education. The content page gives you some idea of what Will touches on:

  1. The read/write Web p. 1
  2. Weblogs : pedagogy and practice p. 17
  3. Weblogs : get started! p. 45
  4. Wikis : easy collaboration for all p. 59
  5. RSS : the new killer app for educators p. 75
  6. The social Web : learning together p. 89
  7. Fun with Flickr : creating, publishing and using images online p. 101
  8. Podcasting and screencasting : multimedia publishing for the masses p. 111
  9. What it all means p. 125
  10. Epilogue : the classroom of the read/write Web p. 135

I see that there's already a request for the book. Better make use of the upcoming long weekend to read this and return it to the library so that others can get their hands on it! Oh yes, the call number: LB 1044.87 Ric 2006.

P.S. Some of the links mentioned in the book can be found at Will's wiki. It's too tedious to copy URLs from a print source.

March 29, 2007

Philosophy, blogs and forums

In her article about using blogs to teach philosophy, Linda E. Patrik touches on the blogs vs forums issue, in the context of learning management systems. (For Blackboard, substitute IVLE.) Her blogging model involves student blogging. This is the approach which Alex Mitchell and Kevin Lim have taken. The model is feasible when the class size is small. That said, Kevin is trying to work around the time limitation of reading and assessing a large number of student blogs. Alex Holbo's workaround is to get his students to post comments (they needn't comment on every post) of his module blog, instead of their own blogs.

But I digress.

Linda summarises her thoughts on why and how she uses blogs in her philosophy class vis-à-vis forums:

Several course management programs have a Discussion medium that is similar to a blog, but most of these programs require students to participate in the same blog (e.g., Blackboard’s Discussion Board). The professor sets up the questions for discussion and debate, and then asks students to log in and comment on the questions. Course chat rooms are also a common online venture, lacking the individual character and control that separate student blogs have. The advantages of grading individual blogs outweigh the ease of grading discussions gathered in one blog or one chat room, considering that each student learns to write for a public beyond the professor; in addition, students can more easily compare their online work to that of others. Grades for individual blogs make more sense to students than do grades on what they have contributed to a common blog or chat room.

March 23, 2007

Four motivations for blogging

Likehack.org highlights Tom Haskins' different motivations for blogging:

  • Distraction blogging
  • Archive blogging
  • Conversation blogging
  • Democratic blogging

Distraction blogging falls squarely into the myopic view that the mainstream media loves to propound. The "It's all about me" type of blog, as Haskins puts it.

As educators, the next two motivations are pertinent:

Archive blogging: Sometimes we are motivated by our own expertise and continuing, passionate pursuit of those subject areas. We want to share what we know in ways that help other people. We have found our expertise functions as solutions and effective strategies in many contexts. We build up an archive of our wisdom and watch it get searched long after we wrote the postings. We offer our gifts generously and unilaterally for the good of anyone who can benefit from them.

Conversation blogging: Often our motives are reciprocal. We get by giving. Our sharing comes back around. We are growing, changing, learning and creating in the process of giving. Mutual benefits abound. Everyone involved is affected by our exchanges and collaborative explorations.

What drives your blog?

March 20, 2007

Science on blogs

We don't have many science-related blogs in NUS, which is somewhat surprising considering that science matters, particularly their impact on society, are highly bloggable.

There's Habitatnews, a natural history news blog maintained by N. Sivasothi of the Raffles Museum of Biodiversity Research. During the previous semester, Dr Victor Tan maintained a module blog for MA1505 Mathematics 1.

And that's about it. At least to my knowledge. (If you know of more, do let me know.)

What would a science blog look like? ScienceBlogs might have the answer:

From climate change to intelligent design, HIV/AIDS to stem cells, science education to space exploration, science is figuring prominently in our discussions of politics, religion, philosophy, business and the arts. New insights and discoveries in neuroscience, theoretical physics and genetics are revolutionizing our understanding of who are are, where we come from and where we're heading. ScienceBlogs is a portal to this global dialogue, a digital science salon featuring the leading bloggers from a wide array of scientific disciplines. Our mission is to build a community of like-minded individuals who are passionate about science and its place in our culture, and give them a place to meet.

As a layperson, I find that the articles posted there are highly readable, posts which I can consume during leisure time. That's the beauty of these blogs: they make seemingly inaccessible subjects accessible to the commonner.

At first glance, it can be a bit daunting (ScienceBlogs is a metablog, something like the front page of NUS Module Blogs.) ScienceBlog's home page shows excerpts from the various blogs within ScienceBlogs. Scroll down to 'More recent posts by channel' and explore away!

UPDATE There have been lots of science blogs in NUS, particularly by students, since this post first appeared.

March 15, 2007

Blogging for Education

I've thought long and hard about highlighting this post by a former NUS student. Kian Ann was a Computing student who has now gone full-time into promoting blogs for marketing. He writes about his sociology lecturer:

What the lecturer did was he used a blog for us to keep updated with his announcements, and used the blog comments for us students to post our questions. It was wildly successful. Because of the lecturer’s own participation (and its back to the basics - transparency, authenticity, and building relationships), it was fun for the students to discuss online. The lecturer also frequently posted jokes related to the module, so we could really enjoy studying the module.

Nothing wrong with that. In fact, I fully agree, which is why I run this blog. Kian Ann implies that files and resources uploaded to the blog have context - another very salient point. However, Kian Ann also has some criticism about IVLE and these Module Blogs. Once again, nothing wrong there.

The thing is, I generally agree with his criticism, particularly about IVLE.

What Kian Ann hints at, but does not fully express, is that learning management systems (LMS) such as IVLE are almost diametric to many Web 2.0 tools such as blogs and wikis. At its most basic, the former is a closed system and the latter are open.

What happens when a student leaves NUS? His/her account is shut down. And with it, access to the LMS. Hardly a model for reflective and lifelong learning.

Blogs and wikis, on the other hand are truly learner-centred and learner-driven. If lecturers and students are encouraged to blog their learning, what they have pondered and articulated remains with them. Almost as important, their blogs remain freely accessible on the internet, so that others can gain insights, responding and building on what has been expressed.

March 14, 2007

Reframing the Blogs vs Forums debate

I've been asked many times what's the difference between the two. I suppose it's a consequence of structuring these as module blogs. If we look at blogs through that lens, then yes, blogs are similar to forums in many respects.

But I want you to look at blogs from a different angle today. Think of blogs as websites.

Which is what they are, of course!

But as websites, blogs are much better because:

1. You don't have to deal with code.
Yes, everything in blogs are templated. You fill in a text field to create content. No more dealing with HTML (unless you want to). Even if you have to edit HTML, it's mostly to copy-and-paste code for things like YouTube videos and the like.

2. Your content gets archived automatically.
Since blogs are presented in reverse chronological order, content is time sensitive: the most pertinent thing is displayed on top. The older posts go further down the page and eventually go off the front page. But it's still on the blog as every post is automatically archived. You can find them later through: (a) browsing the categories (if you have categorised the posts), (b) going through the monthly archive or (c) my favourite way: the search field on the blog. You don't need to worry about moving stuff from your website.

3. You can change the website's design without affecting the content.
In blogs, the form is separate from content. You can change the look of the blog without touching the content. Try doing that with a normal website; even with templates, it's not easy.

4. You can also create static information pages, just like a website.
First off, I have to admit that Community Server does a bad job with pages. Most of the templates make no provision for the display of the links to these pages. For example, the Using Module Blogs FAQ is a page, not a post. It never appeared on the front page of the blog. However, the link never appeared anywhere on the blog either, so I've had to manually add the link in the sidebar.

That being said, creating a page is dirt simple. You just use 'Create a New Page' in Community Server. You'll be presented with a text field, similar to the one for creating a post. (You can even name the page, as I have done for the FAQ. Check 'Advanced Options' > Click Options tab > Type in the name in the Name textbox. Once you've created the page, grab the URL and paste in into your sidebar. (Reminder to self: Post a mini tutorial about this.) Here are detailed instructions about how to create a static page.

5. You become good friends with Google.
Search engine optimization is a complex field. Suffice to say, Google likes blogs. I suppose this is because bloggers tend to link to other bloggers' posts. Since linking is very much part of Google's search algorithm's, blogs rank highly. Also, there's usually a constant flow of related content which gets picked up by Google's spiders. Incidentally, one of my previous posts is ranked No. 1 in a Google search for Blogs v Forums. (A slight change in the search parameters changes the result though.)

6. You can be part of a worldwide, multi-disciplinary forum.
It's called: the blogosphere. Writing blogs, reading others and commenting opens up a new world. I don't know how to stress this. I've met many others with similar professional and personal interests through blogs. I sincerely hope that you will too.

March 8, 2007

First Bahasa Melayu post & more about Blogs vs Forums

Most of the NUS Module Blogs are written in English. However, there are a few foreign language blogs such as Basic Translation and Advanced Translation - both Chinese language blogs. A couple of days ago, we had the first module blog post in Bahasa Melayu!

This post highlights the work of a student taking LAM2201 Malay 2. In the post, he talks about the significance of eating kuaci during Chinese New Year.

Incidentally, I emailed Aishah, who teaches Malay 2. In our email exchange, she wondered how blogs and discussion forums are different. I thought it would be good to share some resources which I pointed out to her.

March 6, 2007

Students blogging to learn

Alex Mitchell, from the Communications and New Media Department, has been getting his students to blog as part of their assignments. Kevin Lim, down the road at SIM, does likewise. A few days ago, I came across a Pei Hwa Secondary School group project blog: The Jalan Kayu Trail, via yesterday.sg.

The secondary students from 3E3 seem to be doing a good job of documenting personal accounts regarding the Seletar area, with interviews and photographs.

What's the idea behind student learning blogs?

At the most basic level, it's about getting students to organize their thoughts, to share findings and to reflect on progress.

Through the blogs' RSS feeds, facilitators can easily keep track of the latest submissions.

It is motivational when students find out that people are reading their work. That can lead to further conversations and insights, especially if the content is compelling.

Further along, students who consistently blog about their interests and areas of expertise might even stand a higher chance of getting employed. Think of the blog as an extension of resumes.

However, there is a caveat about classroom blogging. Both Alex and Kevin have found that the workload for themselves and their students increases dramatically with weekly blog assignments and other assessed work. Kevin suggests that peer review might be the way to go. (Sorry, I can't seem to find the link to this, nor do I know if Kevin has gone ahead with his suggestion.)

Nevertheless, directed student blogging can be an invaluable tool in the classroom.

February 28, 2007

Weighing the Pros and Cons

Elizabeth Lawley, Director, Lab for Social Computing at Rochester Institute of Technology (New York), blogs about a conversation she had with a few colleagues, one of whom offered two reasons not to blog: A sense of obligation to keep on blogging once you've started and the need for academics to develop ideas in private, only revealing them when they are fit for review. She disagrees, pointing out that the benefits outweigh the (perceived) costs:

Yes, I feel stress about "producing" on a regular basis. Yes, I've been burned when offering ideas that weren't yet ready for prime time. But in return, I've become part of an amazing, supportive "invisible college" of colleagues, from inside and outside of academia. I've had input into ideas that have helped me shape my research agenda before I've gone too far down a blind alley, I've found people to work with on papers and conference presentations, I've found encouragement when I've been stuck on a tough problem.

This is more applicable to general academic blogging, rather than the current module blogs setup. But I feel if you're passionate about your work, you should be sharing it with the world.

February 26, 2007

Conversational Blogging

Blogs are about conversations. While most people conceive blogging as writing your own blog, it's very much about reading others' blogs and responding.

Google the area of your interest; you'll probably find blogs about it. Then follow Darren Rowse's tips on engaging with other bloggers. Read his post.

  1. Highlight what they said well.
  2. Show what they missed.
  3. Answer questions.
  4. Summarise what others are writing.
  5. Show how it applies to you/your students.
  6. Extrapolate to the future.
  7. Reflect on the past.
  8. Build on ideas.
  9. Be the opposition.
  10. Ask: what if?
  11. Be the Devil's Advocate.

Through the conversations you develop, you'll find that over time, you've built a community which can be invaluable to you.

February 23, 2007

Blogs in the YouNiversity

Henry Jenkins, Director of MIT's Comparative Media Studies Program puts forward the concept of the YouNiversity, suggesting that blogs will play a central role:

Blogs represent a powerful tool for engaging in these larger public
conversations. At my university, we noticed that a growing number of students were developing blogs focused on their thesis research. Many of them were making valuable professional contacts; some had developed real visibility while working on their master's degrees; and a few received high-level job offers based on the professional connections they made on their blogs. Blogging has also deepened their research, providing feedback on their arguments, connecting them to previously unknown authorities, and pushing them forward in ways that no thesis committee could match. Now all of our research teams are blogging not only about their own work but also about key developments in their fields.

Original photo by Matt Kaliner from here, reproduced under a cc by 2.0 license.

February 8, 2007

Web 2.0, Biodiversity and Viral Videos

The video about Web 2.0 I posted a couple of days ago keeps on popping up on the blogs that I read.

NUS student, November Tan, highlighted it too, reflecting on how she uses the read/write web to help build environmental awareness and interest in Singapore's rich biodiversity:

Indeed, the way the environmental "movement", ideas of conservation, of environmental awareness, outreach, sharing, inspiration, motivations, passing on of information in Singapore has changed tremendously and in fact expanded by leaps and bounds thanks to the wonders and beauty of Web 2.0.

For example, I can upload my photos of my beachflea trip to Hantu and tomorrow somebody searching for "hantu" tags might be introduced to the beauty of our southern shores and from there he might then see my blog and then linked on to the many issues by looking at tags, through del.icio.us or other such aggregators. Somebody can then submit it to tomorrow.sg or any other blog aggregators and then the word is spread. Likewise, photos and videos can be linked and shared with ease on a user-created wikipedia entry on Pulau Hantu and then contribute the information they have on the great biodiversity on Hantu and then linking other bloggers like the Hantu Blog, they find out about reclamation projects. That is the beauty of Web 2.0 connectivity.

Inside Higher Ed examines this viral video hit (cheers to collegewebeditor), interviewing Michael Wesch about it. He makes an interesting point regarding how the video came about:

As part of an article on Web 2.0 that is intended to appear in a journal of anthropology, Wesch created the video to appear on the publication’s Web site.

“I was trying to explain this stuff in the traditional paper format, and I thought, ‘This is ironic,’” he said. “I can illustrate this much better in a video.”

In trying to find a more effective way to explain Web 2.0, Michael came up with what is now a seminal video. This does not detract from his future journal article but adds to it.

Likewise, if you're passionate about what you teach, blog about it. Use all the technological tools you have at your disposal to find new and more effective ways to make a point. Michael Wesch did and the results are there for all the web to see.

February 7, 2007

Blogs as a student reporting tool

mixed reality lab website

Like Instructor Alex Mitchell over at the Communications and New Media Programme, Associate Professor Adrian David Cheok, Director of the Mixed Reality Lab, gets his students to blog.

The MXR Blog is a group blog running on Mambo, where team members of various projects report on their progress and reflect on their learning. While Alex lets his students create their own blogs and subscribes to their RSS feeds for updates, Adrian maintains a blog platform on the Mixed Reality Lab servers so that all the blog entries are in one location.

Although NUS Module Blogs are by default for staff posts only, we can enable student posting. However, there are a couple of caveats. The most important one is that our blogging platform, Community Server, does not distinguish between posting permission and blog management permission. That is, if you can post, you can also manage the blog. Enabling student posts will require a great deal of trust as they will be able to edit and delete each others' posts and comments (among other things).

Also, group blogs are less effective in classes with large attendance. If you have a small class and have specific learning outcomes in mind, then a group blog becomes more suitable. Let us know if you have any ideas for a group blog for your module.

January 19, 2007

What do you get when you cross an philosophy blog with an outreach programme?

Collegewebeditor.com points out The Question, a blog by the Philosophy Department from West Virginia University.

The concept is simple: throw up a philosophical question, then get readers to give their thoughts in the comments. A few of their posts also have guest philosophers - young students of primary school age and more recently, their academic staff.

Most of the questions are sports-related, reflecting WVU's predilection for sport. Nevertheless, it's an interesting way to promote an academic discipline and to get people interested in philosophy.

P.S. I don't think this would work as a forum. ;)

December 29, 2006

Learning, marketing and blogging go hand in hand

I got this YouTube video of a performance rehearsal from a friend's blog. She's a Double Bassist who will be performing with the NUS Symphony Orchestra in January. So, why did I post this here?

In her words:

The double bass ensemble rehearsed today. We had taped a segment of it down so that we can review our playing and work on improving our item.

In one fell swoop, she has demonstrated a way to share and learn from recorded experience and a way to publicise a niche event.

Academics in NUS can likewise learn from recordings of their webcasts to improve lessons. While you can't share the webcasts like YouTube videos - personally, I feel that someone should be looking into this - you can blog about your lesson observations as a form of professional development.

But enough about blogging. Please support my friend and the University's very own symphony orchestra!

A Journey Through Time
By NUS Symphony Orchestra
Wed, 10 Jan 2007, 7.30 p.m.
NUS Theatrette, Lecture Theatre 13 (LT13)
Free Admission
For enquiries, please call Tel: 6516 4041.

December 19, 2006

Deploying social software in teaching and learning environments

Slideshare is a relatively new (and free) web application which allows viewing and sharing of slides, a la YouTube.

Steven Warburton, ICT and e-Learning manager at King's College London, uploaded a presentation about social software in teaching and learning to Slideshare. His presentation focuses on educational blog use and includes a small case study about blogging in a fully online postgraduate course.

Via ELSUA - A Knowledge Management Blog.

December 6, 2006

Journal article on educational blogging with respect to forums

One of the more frequent questions CIT receives is about the difference between blogs and forums or threaded discussions.

In the November issue of the International Journal of Instructional Technology and Distance Learning, Donna Cameron and Terry Anderson deal with this question in their article comparing blogs to forums in the online education environment.

Weblogs or blogs are being heralded as the “next big thing” in education. In this article we examine the advantages and disadvantages of this form of Internet-based interaction using the Community of Inquiry model with its focus on social, cognitive and teaching presences. We conclude that blogging has distinct advantages over more common threaded discussion in its support of style, ownership and identity, and its public nature may enhance resolution phases of cognitive presence. However, its lack of safety and the current inefficiencies of linking and threading messages present greater challenges than the more familiar threaded discussion or email list. Perhaps the blog’s greatest relative advantage is for non formal and open education that takes learning beyond the traditional course.

November 29, 2006

Academic blog lists

I came across a couple of academic blog lists this morning via The Chronicle of Higher Education's Wired Campus blog.

Crooked Timber, to which pioneer NUS academic blogger John Holbo contributes, maintains an extensive list of academic blogs. These cover political science, political theory, sociology, public policy, economics, finance, philosophy, linguistics, psychology, law, history, computers, media, communication, anthropology, geography, education, business administration, marketing, industrial relations, literature, language, culture, the Classics, religion, library science, music, biology, medicine, physics...

UPDATE: Crooked Timber's list has been removed.

And I'll stop here because I'm out of breath. Suffice to say, the blogs cover the breadth of the main academic disciplines.

I mentioned a couple of resources. Here's the second. Academicblogs.org is another place to look for academic blogs in your respective field. Although it claims to draw on various sources, including Crooked Timber, the various subsections seem to be shorter (quality control at work, perhaps?) than Crooked Timber's list.

What's interesting about Academicblogs.org is that it is a wiki. This means that it is freely editable, and you can contribute to it.

So visit your fellow academics' blogs and be inspired!

P.S. Some of the featured blogs are the authors' personal blogs. Not that personal  is impertinent.

October 30, 2006

Edublogging: an annotated bibliography

Sharon Stoerger, a PhD student at the School of Library and Information Science, Indiana University has come up with an annotated bibliography about educational blogging (via Educause):

Blogs, by their very nature, support the development of reflective learning skills, foster collaboration, and encourage students to take ownership of their learning. As educators, like Will Richardson and Pam Pritchard, experiment with the technology, the number of innovative applications for teaching and learning will increase (Richardson, 2004). If done correctly, edublogging appears to have the potential to lead to generalizable knowledge by providing opportunities for faculty coaching, student collaboration, and self-reflection (Brown, Collins, & Duguid, 1989). The hope is that edublogging will empower students to assess their own understanding and extend their learning beyond the walls of the classroom.

This annotated bibliography is by no means an exhaustive resource. It is, however, an attempt to pull together and examine a corpus of the available literature on the topic of edublogging. Articles that concentrated solely on blogging technologies or that did not consist of substantial information about the concept of edublogging were not included. The articles that are summarized below examine a wide variety of topics including the following: the use of blogs in an educational setting, reactions to the technology by teachers, students, and administrators, issues and concerns surrounding the use of this type of tool, and the potential transformations edublogging may have on student learning.

Do take a look if you are interested in reading more about how academics and educators are using blogs for teaching and learning.

October 26, 2006

Have you put it on your website?

Steve Beard, an edublogger, reflects about his attitude towards sharing vis-a-vis blogging:

Whenever someone tells me something interesting, something that I think the wider audience would like to hear about I say ‘have you put it on your blog?’. This seems strange as previous to me maintaining my blog I maintained part of a website, but I never said to people ‘have you put it on your website?’. Is it the medium that has made the difference or my philosophy that we should share and publish more and more.

The medium isn't the message, unlike what Marshall McLuhan says. But the medium surely makes a difference.

October 13, 2006

Should all learning professionals blog?

This is Learning Circuits Blog's Big Question for October.

George Siemens, who runs elearnspace, has this to say:

I'm not exactly sure how a learning professional is defined. Is it a consultant? Or the equivalent of the generic "knowledge worker"? Is it a learner in a course or program? I'll answer the question as "should everyone be blogging".

Short answer: not everyone should blog...but everyone should engage in the activity that blogging enables or affords - critical thinking, reflection, meaning making, pattern recognition, etc. If I find blogs do this for me - great. Others might find it through a pen/paper reflective journal. Or weekly meetings with colleagues. The value of blogging is not that we are writing - it's that we are thinking (with the added benefit of enabling others to interact with our ideas in their own spaces).

Feel free to continue the discussion.

July 28, 2006

Food for thought - Blogtalk Downunder Papers and Presentations

Blogtalk Downunder is a blogging conference that was held in May this year. Some of the presentations and papers looked at blogging in an academic setting. We highlight some of the pertinent ones here:

July 3, 2006

Australian academics and blogging

The Age, an Australian broadsheet, published an article today about Australian academics who blog. The article, Adventures in blog land, touches on a range of issues, particularly the utility, efficacy and caveats regarding blogging in an academic environment.

via Tama's eLearning Blog.

About Blogging Possibilities

This page contains an archive of all entries posted to CITations in the Blogging Possibilities category. They are listed from oldest to newest.

Announcements is the previous category.

Campus is the next category.

Many more can be found on the main index page or by looking through the archives.

Powered by
Movable Type 3.35