This has been rumbling away for a while with me so it needs a way out… I’m getting a kinda feeling (a bit like Lindon) that things are about to change with blogging and stuff (at least in higher ed).
Things like all of these ‘Weblogs @’ programs, the fact that multi-user weblogging is now a matter of choice rather than possibility, the number of ‘out of the blue’ calls I’m getting from faculty interested in this, the amount of interest in Blogtalk from across the academic spectrum and the number of mentions of blogging that seem to crop up at the last Educause conf (here’s a search, I’ve got some papers but don’t think they’re publically available).
I guess I don’t feel like I’m pushing so much anymore, more that it’s just happening around me. Which is a bit scary but also good but also scary as, I reckon, there are at least two ways that blogging in higher ed can swiftly do itself in, so, starting on the (hypothetical of course) local level and working outwards:
Number 1: The ‘IT Solutions Debacle’
Somewhere in the realms of power all of this seeps through to a VC or DVC and (that’s vice-chancellor and deputy… nothing to do with capital :o) and ‘it is spoken’… weblogs are to be a demonstration of the innovative and wonderful institution we are & this will get us press.
The head of IT is called in and asked to implement a weblog solution (for, after all, are these not the same as email, just another technology, just like our LMS!) they get the web manager who sorts out a template, they figure ‘hey, this is just adding content to a form isn’t it?’ and build it themselves, they put RSS, comments and other such riff-raff as ‘version 2′ (i.e. will never be done) and the spanking new system is unveiled to all and made compulsory to many.
Depression, despair and desolation sets in and blogging is never spoken of again.
Number 2: The ‘Learning Management System Takeover’
After much careful consideration and in being entirely responsive to customer needs one or more of the behemoths (sp?) of the Learning, ahem, sorry, Courseware Management Systems decides that blogging is a definite ‘must have’, as this verges on being a competitive advantage the other one follows them and before you know it every learner has their own blog. Hurrah!
Naturally these are within their authenticated environment. And only last for a 15 week semester (before being archived with the rest of the course) . And are basically form-filling exercises. And have alphanumeric grading possibilities for each post, making them ‘key assessment criteria’. And. And. And.
Can you think of any more?
Two Ways to Kill Blogging in Education
“Incorporated subversion” suggests two approaches - consider yourself warned! ***Number 1: The ‘IT Solutions Debacle’ Somewhere in the realms of power all of this seeps through to a VC or DVC and (thats vice-chancellor and deputy…
This is so very true.
Killing edublogging
James Farmer suggests two ways in which education blogging as a widespread activity may be effectively killed: 1. University-cre [...]
Before the Wake
James is right about these two quick ways to kill off blogging in education. This is partially because of the ubiquitous but unnatural dissection of our education system into years, semesters and courses rather than dividing our education by students, …
Blogging as part of Academia
[via Emerging Perceptions: Before the Wake]:
“Blogging works best when it is a part of a persons life, meaning that it is a way that they work rather th
Some pretty savvy predictions here. I see that Blackboard is adding a blogging feature–and the IT office at my university is offering a seminar on how to use it.
There is some very interesting things to consider here; as a student at UTS my eyes have been opened to the world of blogging in a very short time over the course of the semester. My first hand perceptions of blogging as an educative tool have been mixed. I constantly struggle with technical aspects of creating a user friendly blog. However the reflective process of learning has proven to be effective and instrumental in my learning. This is largely due to my learning style. Overall i think effectively managed learning through blogging is great.
Thanks Kate, that’s great to hear!
Thanks for being such an engaged participant in teh project too :o)
[...] w ideas of my own on trackbacks and comments. I recently commented on James Farmer’s Incoporated Subversion post on ways to kill off blogging in education. The reason i commented on his blog rather t [...]
University Weblogging: Where, With What System (and How Fast)?
[...] From the beginning of the semester I started to read various class blogs, Chrissie’s has been invaluable in providing ideas and insights on everything blog related. When researching I used my own links list as well as the links on both Ula and Chrissie’s blogs. I have commented on the class blogs from time to time over the semester but it was only recently that I ventured outside my comfort zone and commented on blogs outside of the class. Initially it is intimidating to comment on other’s writing that you don’t know personally. I commented on James Farmer’s blog in regard to using weblogs in education. I felt it was more appropriate to use track backs when discussing an article that related to the course content when providing feedback. With comments, responses where received quite quickly and many of the class members lefts comments on my blog forming the beginnings of a network. After reviewing some blogs outside the class such as Stephen’s web and Incorporated Subversion I went on to search through their links lists and found some interesting blogs that I wouldn’t have been able to access through my original hub which was predominantly based around Learning Circuits and various other e-learning blogs (American mind you) which held some interest for me. When commenting on a blog I would add it to my link list for further reference as well as link to the post I was specifically talking about in the body of the text. [...]