This type of edublogging might be arguably a very controversial type of blogging within an instructional program, stretching the boundaries of what instructors’ roles should indeed be. Yet the therapeutic blog exists, students do write private thoughts into their journals, some of whom do not mind sharing their innermost thoughts with their mentor, and with … [Read more…]
Edublogging can contribute to shifting learner perspectives in terms of epistemic and psychic distortions. Learners’ communicative competence can be improved through dialogue: self-talk, self-reflection, critical self-reflection, reflection in action, and negotiating meanings and purposes with others. In a former post, I discussed therapeutic edublogging, and questioning what the appropriate role of the educator should be. … [Read more…]
I have set up a few pages at pageflakes.com as supplementary resource pages to encourage collaboration among students and colleagues.One is a computers resource page, and the other, English. I encourage anonymous participation: no names, no course codes, no personally identifying details, no institutional documents – in effect, an entirely anonymous resource page for a … [Read more…]
“Metaphors matter–the metaphor we use to understand learning influences the language with which we talk about learning, teaching, and education” (Tucker, 2008, blog post). I aim to explore the complex topic of edublogging with the aid of metaphor. Why metaphors? Both edublogs and metaphors are about meaning making, creativity, and language play. Edublogs are very … [Read more…]
This is a type of edublogging I personally do not derive great satisfaction from. However, I recognize that the main group of student bloggers require some form of external audience to provide support to them. AS such, embedded edublogging has been the reason for many to claim the blog to be an inadequate type of … [Read more…]