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Blogs are getting a lot of press these days, especially as a learning tool in higher ed.  That is, in fact, the motivating factor behind this blog.  It seems that blogs are a logical and convenient format for the development of meta-cognitive skills and for reflection on learning.  Connectivism as a concept would appear to require self-direction which is aided by technology.  In that sense, learning blogs are the perfect manifestation of connectivism. Unfortunately, it can be quite challenging to construct learning blog assignments so that they will have the most productive results.  Privacy issues, intrinsic and extrinsic motivation differences, language difficulties, etc. can lead to only the most superficial posts.

A recent article offers a unique analysis, including very interesting case studies, of learning blogs kept by computer science students.  Robertson, J. (2011). The educational affordances of blogs for self-directed learning. Computers & Education, 57(2), 1628-1644. (http://link.library.nd.edu/gsjsp for ND users).  Students are engaged in design projects and are recording their design progress and struggles, among other things, in the blogs.  I find the article offers not only relevant information from the case studies (frustrations with Second Life resonated with me) but also suggests a detailed framework for mining the educational affordances of blogs.  I highly recommend this for anyone who is considering the use of blogs in a university class.

http://www.flickr.com/photos/kk/5064908/in/photostream/ by kk+

 

2 Responses to “Blogs, Connectivism, Self-Directed Learning”

  1. Laurie McGowan says:

    Let us know how it works out. If it is a good experience, maybe you could share it in a Kaneb program.