What do I make off blogging?

…or growing up in public!

Laurillard’s conversational framework models learning as an active process in which the student engages in a dialectic with her tutor to acquire and develop her knowledge. Blog tools have an affinity for this kind of activity, if in an asynchronous manner; the student can post about her learning for her tutor to respond to. The obvious point though is that blogging is not a private conversation between student and tutor, but rather a very public activity which any interested party can engage with. This has trememndous affordance for developing personal learning networks – developing a network of people and resources to support learning – but also potentially exposes the student to the risk of censure and castigation from those who are more knowledgable or simply have a psychological disposition to such activities. Conversely the risk is that no-one responds…

This styill leaves blogs as a useful tool for reflective activity because of its immediacy, accessibility and (relative) permanency, and which allows the student to build simple but effective portfolios of reflective activities which can be used to chart academic development.

What is interesting though is developing a voice for this kind of activity. It may not be a requirement to use an rigorously academic style but text-speak will not help establish academic authenticity.

Cooper, M. (2009) The Laurillard Conversational Model & Accessibility, online http://martyncooper.wordpress.com/2009/03/31/the-laurillard-conversational-model-accessibility/ (accessed 3 March 2011)
Downes, S. (2004). Educational Blogging. Online: http://www.educause.edu/ir/library/pdf/ERM0450.pdf (accessed 18 November 2011) in Wintner, R. (2005) Weblogs – A Powerful Tool for Educators. Online: https://www.sbg.ac.at/zfl/eTeaching_Skills/eTeaching_Weblogs/index.html (accessed 1 November 2011)

What I am talking about when I talk about what I do

My main skills cluster around design, which I’m going to arbitarily define as the abilities and/or processes to take bunches of disparate stuff and attempt to bind them together into a coherent form, by identifying commonalities between stuffs or by developing structures which stuff can be sensibly fitted into.
It’s the same cognitive processes whether I’m writing assignments, designing print materials, creating websites or trying to co-ordinate my daughter’s clothes (there is an incredible number of shades of pink which don’t match, with each other or with anything else).
I’m interested in the affordances of constructivist pedagogy for multimedia design and the utility of behaviorism in explaining human interaction with technology.
My technical skils include:

  • Coding in HTML4 and CSS;
  • Adobe Illustrator (illustrationa and design);
  • Adobe Photoshop (image manipulation and design), Adobe Dreamweaver (web design and management);
  • Adobe Indesign and QuarkXPress (desktop pulishing);
  • Adobe Premiere (video production).