Quote from Barry Wellman, from Little Boxes, Glocalization, and Networked Individualism: This is a time for individuals and their networks, and not for groups. The proliferation of computer-supported social networks fosters changes in “network capital”: how people contact, interact, and obtain resources from each other. The broadly-embracing collectivity, nurturing and controlling, has become a fragmented, … [Read more…]
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…]
Terry Anderson commented on the model describing edubloggers as autonomous and anonymous. He wrote an excellent comment: One concern with the model is the advance from Autonomous to Anonymous. I associate autonomous from its use as an ideal in distance education – self motivated and all that. Anonymous seems to be the opposite of net … [Read more…]