I am mulling Blogging FOR Learning over and over. It seems to be the glue that holds the puzzle pieces together in terms of contemporary learning and teaching.
From 1. Documenting (video, audio, text, images, embedded content,manage online work, curated content) to
2. Reflecting (meta-cognitive, connected, goal oriented, as an assessment) to
3. Sharing (published, transparent, making learning/ thinking visible, to teach others and contribute to a network) on to
4. Connecting (for authentic feedback, collaboration purposes, finding mentors and to gain perspective)
Help me re-sketch Blogging FOR Learning. How would you create a learnflow? What would you add? What are your puzzle pieces? How would you visualize for others the flow and benefits of blogging for learning?
This is such a terrific post! As you know, I fully endorse blogging as a collaborative learning and sharing process. My sketchnoting skills aren’t anything to write home about. But what I would add to my notes would be an arrow coming off the curated content box indicating “analysis, comparison, evaluation” (higher order thinking) of curated resources. As part of the reflection process in quadrant two, I would draw an arrow to a marker illustrating the process of “referencing” the post or page to a learning standard. I began doing this to my own posts after reading your post about “Blogs & Labels For Digital Literacy”, still one of my favorite all-time posts! http://goo.gl/KIcxYT You post inspired my follow-up post (connecting), “Take Ownership of Personal Learning With Blogs”; http://goo.gl/tlAO6S Thank you for continually shining a light on the outstanding learning benefits of blogging! Bob
Thank you for your comment. I was thinking the same as you, trying to use the word “connected” to demonstrate the connection to learning standards, resources,the depth of hyperlinks… Regarding “documenting” and curating, I was thinking more in the lines of learning how to manage, arrange and present our own relevant digital artifacts, so they can later be referenced, used for reflection, etc.
You are right that the “OWNERSHIP” piece is another important piece to blogging for learning!
I have no idea how I would sketch the work flow, but for me the most important benefit of blogging for learning comes from the collaborative nature of blogging. Collaboration with a teacher, with peers, with the community or the wider world. I would put it at the centre of my sketch with all the other puzzle pieces as you call them flowing both ways from this. Documenting for example, can comprise a reblog, or information from a site, and is therefore collaboration right from the start. The reflecting stage does often not happen spontaneously and needs teacher input or guidance to make it happen – collaboration again.
I love your informative site, by the way, thank you for sharing your insights.
Thanks for this Silvia. I have some teachers who are beginning to use blogs with their classes and I’ve shared your post with them in hopes of encouraging more.
I think that blogging is definitely a collaborative learning and sharing process among users.You reflect your ideas and share your experience or documents by conducting other user. This will help you to improve and evaluate your own thoughts on any subject.
Thanks for this Sylvia (love the Sketchnotes). Is there something about understanding as a sort of Step 1.5? I only really start to understand something properly when I try to write it down and better still when I try to explain it to someone else, particularly if they ask questions.
@Peter I like your step 1.5! Understanding happens a lot as part of the process… as sorting it out.. as I am writing sentences, paragraphs, adding images, then arranging and re-arranging them in logical (to me) sequence.
Hello Silvia, Thanks for your presentation today.
This will add to my communication and feedback with my students and parents. “Record keeping/documentation and the paper portfolios” will no longer be used in my classroom. Hopefully the learning that happens in my subject will now be permanently available to the student not in a book they return at the end of the year.