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Understanding the educational blogs and bloggers.  A while ago I wrote about my process of uncovering the people behind the blogs I was reading.  This was really useful.  Since then I have been more concerned with the management of those people.

Non-linear Reading & Writing

As I began to read various educational blogs I noticed a few things:

• Sometimes I was reading really similar stuff over and over
• Sometimes it was from different angles but mostly it was from one of two poles
• I try really hard to comment lots but sometimes when you’re moving fast it’s hard.  The balance between reading/writing and commenting is hard to find.
• Copyright doesn’t only apply to a book or even to your blog post.  It applies to your comments as well. (link)
• Sometimes when I read something very different I found it easier to get inspired to do something or write something.
• My favourite people to read are those who provide insights into teaching practice as well as web2.0 tools like Larry Ferlazzo’s blog.  It also has links to student work and I find that really useful
• Outside of that I read lots of different blogs from Pyschology Blogs to Pop Culture to Research.

I have tried to find a good process for blogging on a regular basis.  Chris Brogan has a great example of a blogging workflow.  He basically helps you define what you are trying accomplish with your blog and then work from their to identify what you need to write and how to get inspiration.  One of the most interesting questions for me was ‘What’s the point of having a blog if you can’t get a conversation started?’ This is definately something I’m always thinking about.

I think it’s possible that the processes of really realising the benefits of blogging is moving in slowly constricting circles until you are reading blogs and writing your own in a community where their is mutual benefit.

Reading and Writing on The Same Page

One thing that has really helped me understand the close, close link between reading and writing is Zemanta.  Usually how this works for me is that I start off with a few ideas from blogs that I have been reading or something I’m trying to do.  Then Zemanta suggests a few other articles which I might check out for example this one.  As I write more it suggests more.  So I’m literally reading and writing at the same time.  This is something I do without Zemanta but Zemanta makes it much easier and I read much more than I would without it.  Additionally it will suggest Creative Commons pictures from Flickr that might be useful.  The picture above is a Zemanta suggestion.

Zemanta is also a tool that does a number of things to supercharge your blogging.  It can automatically suggest tags and add reference links.

What I’m Still Struggling With In My Writing

• Lack of consistent feedback
• Deciding where I write and for what purpose.  I think I write mostly to remember the context of links and explore my own thinking but… (link)
• I’d like to Focus more on reading and writing in a way that encourages both polarisation, homogeny and diversity (link)
• I’d like to think more seriously about if I’m improving the quality of my writing.  (Chris Brogan again)
• I’d like to find new ways to reuse other peoples content rather than just link to it, for example the Ed Techie’s Eduwomble concept..  I wish I could find the time to make a video or audio file sometimes instead.

People like learning from models but… not just any models. They’re a choosey lot.

• If you want people to engage in the learning experience your offering you should ask what your learners want, you should demonstrate the highest standards for your profession and you should provide ample reason for them to trust you professionally and personally.

Online application – What do you do with different level of experience in your online community? What do you do if you can’t gather enough people together around a common learning experience?

Learning on my own

An individual is only going to be motivated to learn in a group if they believe that it will be quicker than trial and error.

• You can help them understand the value of the learning if you set clear parameters for the learning.
• You need to put thought into how what your teaching in a group context is going to be applied by the learner in their context

Online application – How do you ensure that you give the right cues for how to apply the learning in your own setting?

Comparing myself to others

Individuals sometimes make goals for their learning by comparing themselves to others.

• By providing opportunities for both experts and other learners to demonstrate their knowledge you provide the maximum opportunity for new learners to contribute.
• Another strategy may be to provide opportunities to practice in small groups to test their competence.

Online application – How do you help people find the appropriate person/s for social comparison online? How do you provide opportunities for novices to see the work of experts and other novices as well as practice participation in less threatening environments?

Making judgements

Individuals have a sweet spot where they can learn new ideas outside their pre-conceived goals for learning.

• By providing a safe, genuine, respectful environment individuals are more likely to disclose information that is valuable in determining where the sweet spot is.
• This type of environment also provides the opportunity for the individuals participating to test out new ideas to see if they are useful.

Online application – How do you provide a safe environment online without applying so much control that individuals don’t feel that they can test new ideas?

Self disclosure

Individuals learn through personal stories.

• Sharing of educator and participant stories should be encouraged.
• No-one individual in the group should monopolize the time.

Online application – How do you ensure that the individuals sharing provides contributions appropriate to the medium? Eg some personal disclosure but more focus on learning outcomes.

Self-monitoring

Individuals may either contribute too much or too little depending on their ability to determine the appropriate action for the group.

• Provide information about the value of the learning taking place to make it really obvious to those who may take longer to ascertain the value of the learning
• Provide clear criteria for assessing whether learning is going on

Online application – When developing online learning communities how much focus should be given to helping the learner assess whether learning is going on?

Feedback

Adults can learn from feedback. Feedback is best received when you have broken down any barriers between you and the receiver by developing a trusting relationship.

• Make sure you’ve built trust through disclosure and collaboration first.
• Don’t be judgeMENTAL.
• Keep it confidential.

Online application – How do you avoid hurt feelings and misunderstandings when it comes to giving feedback online? What if you’re the right person to give the feedback in the online community but you haven’t spent time building the relationship, is it still appropriate?

Learning conversations

Discussion and collaboration can provide rich experiences for learning.

• Distribute the air-time equally between the mentors and the learners
• Provide opportunities for all levels of participants to provide supporting evidence for their feedback & link it back to practice
• Questioning skills are also very important to facilitate maximum learning in these conversations

Online application – Can you provide a framework to assist the learners and mentors to improve the quality of their conversations?

Group Dynamics

People can be strongly influenced by belonging to a group. Mostly this works for the growth of the whole. Sometimes it can get out of hand and people can lose their sense of self and responsibility.

• Encourage ‘you scratch my back, I’ll scratch yours type relationships’. They stimulate individuals to work toward the group goals.
• Give opportunities for individuals to share the leadership roles
• Build cohesiveness. Use names, create an expectation of sharing, discuss goals, shared activities.
• Encourage free discussion and debate.

Online application – In an online community how do you engage outsiders to keep the ideas fresh without alienating those who feel strongly attached to the group?

From a review of an article by Saunders, S. (1999). “The Social Psychology of Adult Learning” in J. Athanasou (ed.). The Psychology of Adult Learning, Sydney: Social Science Press.