…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)