Original PDF Flash format educational-blogging  


Educational Blogging

By Stephen Downes
Blo
E D U gg
C A T I O N A L
“I think it’s the most beautiful to ing
ol of the world
and it allows us the most magic thing...”
—Florence Dassylva-Simard, fifth-grade student
The bell rings, and the sets of weblogs,or blogs:a classroom Web of online learning: the use of weblogs to
halls of Institut St-
space, where announcements are dis-
support learning. And even though the
Joseph in Quebec
played and work of common interested is
world of fifth grade may seem remote to
City echo the clatter
posted; a public, personal communica-
educators in the college and university
o f t h e f i f t h - a n d
tion zone, where students post the results
system, these students, when they enter
sixth-graders. Some
of their work or reflection; and a private
postsecondary education, may have had
take their chairs in
personal space, reserved for students’
more experience writing online for an
the more traditional
thoughts and teacher guidance.
audience than writing with a pen and
classroom on the lower floor. Others
Dominic Ouellet-Tremblay, a fifth-
paper for a teacher. Such students will
attend to their projects in the large, open
grade student at St-Joseph, writes: “The
bring with them a new set of skills and
activity room upstairs, pausing perhaps
blogs give us a chance to communicate
attitudes.
to study one of the chess games hang-
between us and motivate us to write
Writes Asselin in his own blog, Mario
ing on the wall before meeting in groups
more. When we publish on our blog, peo-
tout de go: “The school administration’s ob-
to plan the current project. A third
ple from the entire world can respond by
jective with this weblog initiative was to
group steps up a half flight of stairs into
using the comments link. This way, they
offer students and teachers a support tool
the small narrow room at the front of
can ask questions or simply tell us what
to promote reflective analysis and the
the building, one wall lined with pictures
they like. We can then know if people like
emergence of a learning community that
and plastercine models of imagined
what we write and this indicate[s to] us
goes beyond the school walls.”3 The blogs
aliens, the other with a bank of Apple
what to do better. By reading these com-
fit the bill perfectly. “I see more than 2,000
computers.
ments, we can know our weaknesses and
posts and nearly 3,000 comments,” says
This last group of students, eight or so
our talents. Blogging is an opportunity to
Asselin. “Because of that, I am able to
at a time, fire up their browsers and log
exchange our point of view with the rest
name what they do and see where it comes
into their cyberportfolios, a publication
of the world not just people in our imme-
from. I can also figure out the directions
space that Principal Mario Asselin calls a
diate environment.”2
they are taking and how they do it.”4
“virtual extension of the classroom.”1
The students at St-Joseph are reflec-
Institut St-Joseph is an unassuming,
This virtual space is composed of three
tive of a trend that is sweeping the world
yellow-brick school on a tree-lined road
Stephen Downes (http://www.downes.ca) is a Senior Researcher with the E-Learning Research Group, National Research Council Canada, Monc-
ton, New Brunswick.
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© 2 0 0 4 S t e p h e n D o w n e s
I l l u s t r a t i o n b y J a s o n H o w a r d S t a t t s , © 2 0 0 4
S e p t e m b e r / O c t o b e r 2 0 0 4
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15
While nobody can say for sure just how many
students are blogging, inside the classroom
or out, it seems clear that their numbers are
impressive.
in the west side of Quebec City. The stu-
from three major directions. First, the
chockablock with first-hand info and
dents inside may be early adopters, but
blog that began as Stephen’s Web (http://
spirited commentary about what was
they are far from alone in their use of
www.downes.ca) and that eventually be-
going on. . . . For my money, some of the
blogs. The phenomenon known as blog-
came OLDaily originated as a better
best stuff was being served up in this
ging, or weblogging, is sweeping the In-
means for me to store bookmarks. Sec-
most unlikely venue.”9
ternet. A February 2004 report published
ond, the blog that became NewsTrolls orig-
I myself spent the two days following
by the Pew Internet & American Life
inated as a series of posts by Pasty Drone.
9/11 updating NewsTrolls. Although we
Project noted that at least 3 million
Called Media Rant News Trolls, these were
had covered and commented on the tech
Americans have created blogs, with
posted on the old Hotwired Threads.
boom, world events, and a presidential
similar numbers being seen world-
When eight of us, including Pasty and
election, the events of September 11
wide.5 And schools have not been im-
myself, decided to leave the site in 1998,
brought home to me the immediacy of
mune from this trend. While nobody
we adopted Pasty’s format and name. And
blogging. We ran ongoing coverage, sub-
can say for sure just how many students
third, when I created The Brandon Pages
mitted via SMS to my e-mail, as one of our
are blogging, inside the classroom or
site, about the city of Brandon, I created a
own made her way from the dust and de-
out, it seems clear that their numbers
blogging tool to announce new links and
bris of New York’s financial district to her
are equally impressive.
events.
home on the west side. Blogging not only
In his day job, Will Richardson is
Today, the weblog is frequently char-
allowed us access to the event; it made us
the supervisor of instructional tech-
acterized (and criticized) as (only) a set of
part of the event. And with that, the form
nology at Hunterdon Central Regional
personal comments and observations. A
had indeed finally come into its own.
High School in Flemington, New Jersey.
look at the history of weblogging shows
Barger’s original definition of a weblog
But online, Richardson is known as one
that this isn’t the case. As Rebecca Blood
reads as follows: “A weblog (sometimes
of the leading proponents of blogging in
observes: “The original weblogs were
called a blog or a newspage or a filter) is a
education and the maintainer of the
link-driven sites. Each was a mixture in
webpage where a weblogger (sometimes
Weblogg-Ed Web site. “More and more
unique proportions of links, commen-
called a blogger, or a pre-surfer) ‘logs’ all
teachers and schools are starting to ex-
tary, and personal thoughts and essays.”
the other webpages she finds interesting.
periment with the technology as a way to
Bookmarks, rants and raves, news, events:
The format is normally to add the newest
communicate with students and par-
all were fodder for the weblogger.
entry at the top of the page, so that repeat
ents,” he writes. Blogs are used to “archive
Weblogs (so named in 1997 by Jorn
visitors can catch up by simply reading
and publish student work, learn with far-
Barger in his Robot Wisdom Web site)
down the page until they reach a link they
flung collaborators, and ‘manage’ the
began to be recognized as such in 1999
saw on their last visit.”10
knowledge that members of the school
when Jesse James Garrett, the editor of in-
The personal journal, also widely
community create.”6
fosift, began compiling a list of “other sites
popular in the late 1990s, actually devel-
And the number of educational blog-
like his.” Garrett sent this list to Cam-
oped independently of weblogs. Personal
gers is growing daily. The Educational
World’s Cameron Barrett, who published
journals, or online diaries, were de-
Bloggers Network, sponsored by the Bay
it on his site. Soon after, Brigitte Eaton
scribed by Simon Firth as “direct, per-
Area Writing Project and Weblogger.com,
compiled a list of every weblog she knew
sonal, honest, almost painful to read and
is a community of some 120 teachers and
about, creating the Eatonweb Portal.8 There
yet compelling too,” but by the time
educators involved in blogging. The fol-
is no doubt that these early lists were in-
Firth’s article in Salon was written in July
lowing announcement on the site, by San
complete; weblogging was springing up
1998, personal journals were on the verge
Diego State University’s Bernie Dodge, is
around the Web more quickly than any-
of extinction. “Many of the biggest jour-
typical: “It’s that time of semester again.
one realized.
nal ‘fans’ began online journals them-
Tonight I introduced blogging to my class
Many writers assert that blogs came
selves, and soon everyone ended up
of pre-service English and foreign lan-
into their own only after the events of
mostly writing about each other. Some of
guage teachers.” The result: twenty-eight
September 11, 2001. As Charles Cooper
them got famous, others got resentful.”11
new student blogs.7 This same pattern is
writes, “If you were scouring the Internet
The confusion between these two
being repeated in schools and universi-
for news and context during those first
distinct forms is evident in the observ-
ties across the United States and around
terrible hours, you could have done a lot
ations of commentators such as Cather-
the world.
worse than eavesdropping on the free-
ine Seipp. “In general, ‘blog’ used to
In my own case, blogging evolved
wheeling mini-universe of Web logs
mean a personal online diary, typically
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A blog is characterized by its reflection of a
personal style, and this style may be reflected
in either the writing or the selection of links
passed along to readers.
concerned with boyfriend problems or
ically ordered content would be useful,
other students. They discover, in a non-
techie news,” she writes. “But after Sep-
blogs have stepped to the fore. Crooked
threatening way, their similarities and dif-
tember 11, a slew of new or refocused
Timber’s Henry Farrell identifies five
ferences. The student who usually talks
media junkie/political sites reshaped the
major uses for blogs in education.14
very loud in the classroom and the stu-
entire Internet media landscape. Blog
First, teachers use blogs to replace the
dent who is very timid have the same
now refers to a Web journal that com-
standard class Web page. Instructors post
writing space to voice their opinion. It
ments on the news—often by criticizing
class times and rules, assignment notifi-
puts students in a situation of equity.”17
the media and usually in rudely clever
cations, suggested readings, and exer-
Fourth, some instructors are using
tones—with links to stories that back up
cises. Aside from the ordering of material
blogs to organize class seminars and to
the commentary with evidence.”12
by date, students would find nothing un-
provide summaries of readings. Used in
But this definition—which tries to
usual in this use of the blog. The instruc-
this way, the blogs become “group
characterize the blog by what it con-
tor, however, finds that the use of blog-
blogs”—that is, individual blogs authored
tains—seems to miss the point. Com-
ging software makes this previously
by a group of people. Farrell notes: “It be-
menting on Seipp’s statement, Meg
odious chore much simpler.
comes much easier for the professor and
Hourihan takes a different approach:
Second, and often accompanying the
students to access the readings for a par-
“Whether you’re a warblogger who works
first, instructors begin to link to Internet
ticular week—and if you make sure that
by day as a professional journalist or
items that relate to their course. Mesa
people are organized about how they do
you’re a teenage high school student wor-
Community College’s Rick Effland, for
it, the summaries will effectively file
ried about your final exams, you do the
example, maintains a blog to pass along
themselves.”18
same thing: you use your blog to link to
links and comments about topics in ar-
Finally, fifth, students may be asked to
your friends and rivals and comment on
chaeology.15 Though Mesa’s archaeology
write their own blogs as part of their
what they’re doing. Blog posts are short,
Web pages have been around since 1995,
course grade. Educational Technologist
informal, sometimes controversial, and
blogging allows Effland to write what are
Lane Dunlop wrote about one class at
sometimes deeply personal, no matter
in essence short essays directed specifi-
Cornell College: “Each day the students
what topic they approach.”13 The defini-
cally toward his students. Effland’s en-
read a chunk of a book and post two para-
tions of blogging offered by bloggers, as
tries are not mere annotations of interest-
graphs of their thoughts on the reading.”
opposed to those offered by external
ing links. They effectively model his
In another class, French 304, students
commentators, follow this theme. Blog-
approach and interest in archaeology for
were given a similar exercise. Using a
ging is something defined by format and
his students.
French-language blogging service called
process, not by content.
Third, blogs are used to organize in-
Monblogue, Molly, a business student,
A blog, therefore, is and has always
class discussions. At the State University
posted a few paragraphs every day.19
been more than the online equivalent of a
of New York at Buffalo, for example,
What makes blogs so attractive, in
personal journal. Though consisting of
Alexander Halavais added a blog to his
both the educational community and the
regular (and often dated) updates, the
media law class of about 180 students.
Internet at large, is their ease of use. A
blog adds to the form of the diary by in-
Course credit was awarded for online dis-
blog owner can edit or update a new entry
corporating the best features of hyper-
cussion, with topics ranging from the
without worrying about page formats or
text: the capacity to link to new and useful
First Amendment to libel to Irish law re-
HTML syntax. Sebastian Fiedler, a media
resources. But a blog is also characterized
form. As the course wound down with a
pedagogy specialist at the University of
by its reflection of a personal style, and
discussion of nude bikers, Halavais ques-
Augsburg in Germany, has been monitor-
this style may be reflected in either the
tioned whether he would continue the
ing the rise of blogs for a number of years.
writing or the selection of links passed
blog the following year because of the
“Many lightweight, cost-efficient systems
along to readers. Blogs are, in their purest
workload, but students were enthusiastic
and tools have emerged in the personal
form, the core of what has come to be
in their comments.16
Webpublishing realm,” he writes. “These
called personal publishing.
Mireille Guay, an instructor at St-
tools offer a new and powerful toolkit for
In the hands of teachers and students,
Joseph, notes: “The conversation possi-
the support of collaborative and individ-
blogs become something more again. The
ble on the weblog is also an amazing tool
ual learning that adheres to the patterns
Web is by now a familiar piece of the edu-
to develop our community of learners.
of contemporary information-intensive
cational landscape, and for those sites
The students get to know each other bet-
work and learning outside of formal edu-
where personal publishing or chronolog-
ter by visiting and reading blogs from
cational settings.”20
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The blogging tool is, at its heart, a form
template for your blog, and access to
name that speaks to the side of blogging
with two fields: title and entry—and the
some built-in accessories. Your blog is
that began as an online diary. Far more so
title field is optional. Learning Media
hosted on the hosting service (hence the
than any other service, LiveJournal at-
Consultant Jay Cross captures the con-
name), and the URL will typically reflect
tempts to foster a community of users, a
cept with his Bloggar tool. “Blog software
the hosting service’s URL. In a way, blog-
strategy that used to be reflected in its
comes with a personal Website for those
ging hosting services are very similar to
terms of use: “LiveJournal relies on the
who don’t already have one. The software
the services that allowed people to host
community it creates to maintain an enjoy-
captures your words in dated entries,
their own Web sites (services such as
able journaling environment. In order to
maintaining a chronological archive of
GeoCities or Angelfire) or their own dis-
encourage healthy community growth,
prior entries. In the spirit of sharing in-
cussions (services such as Yahoo! Groups
new free accounts must be sponsored by a
herent to Net culture, the software and
or ezboard).
present member of LiveJournal.” Live-
the personal Websites are usually free.”21
The best-known (and one of the earli-
Journal reports more than 3 million ac-
What needs to be kept in mind here is that
est) hosting service is Blogger (http://
counts, with about half that in active status.
with respect to blogging tools, anything
www.blogger.com), founded by Pyra
Other major blog hosting services in-
other than the entry field is a bell or whis-
Labs. When the company was bought by
clude GrokSoup, Salon Blogs, and Type-
tle. Since the essence of the blog is found
Google early in 2003, it reporting having
Pad. Major international hosting services
in individual, dated entries, the essence
about 1.1 million users.22 The Blogger in-
include FarsiBlogs, for Iranian writers,
of the blogging tool is the entry field.
terface is not much more complicated
and BlogsCN, for Chinese contributors.
Blogging software breaks down into
than Jay Cross’s Bloggar: the large field at
Installed Applications. A remotely in-
two major categories: hosting services
the top allows you to submit an entry,
stalled application is a piece of software
and installed applications.
while instructions and some options are
that you obtain from the provider and in-
Hosting services. A hosting service is a
provided in the lower pane (after you
stall on your own Web site. These systems
Web site that will give you access to every-
post, the help disappears, and you can
are similar to Web-based applications
thing you need in order to create a blog. It
view and edit your previous posts).
such as ColdFusion or Hypermail. Be-
will offer a form for you to input your en-
Another major hosting service is Live-
cause of this, the number of users is
tries, some tools that allow you to create a
Journal (http://www.livejournal.com), a
much lower, but those who do use them
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tend (arguably) to be more dedicated and
products are also open- Figure 1. Movable Type
more knowledgeable than those who use
source in nature. This
hosting services. Installed applications
allows us to customize
are also more suitable for institutional
some of the features,
use, since access can be controlled.
rather than having to
Probably the best-known remotely in-
write something from
stalled application is Six Apart’s Movable
the ground up. We were
Type (http://www.moveabletype.org).
also able to set up an ad-
As shown in the screenshot from the
ditional security system
Learning Circuits blog back-end (figure 1),
using this interface by
Movable Type offers numerous options
using Linux’s default se-
for the blog author, including extended
curity features. A private
entries. Most school blogs use Movable
blog, viewable only by
Type. “We used this product because it is
the teacher and a singu-
free for use by educational institutions
lar student, can be set
such as schools,” says the National Re-
up this way. This allows
search Council’s Todd Bingham, who with
the student and teacher
Sébastien Paquet has just completed work
to have a private means
with Le Centre d’Apprentissage du Haut-
of feedback, as opposed
Madawaska, an elementary school in
to the public blog open
northern New Brunswick, providing
to the public.”23
Weblogs to all its students and teachers.
In mid-May 2004,
“In addition to its semi–open source na-
however, Six Apar t
ture, Movable Type is written in Perl and
changed its pricing strategy for Movable
a storm of protest from a blogging com-
can be back-ended by a MySQL database
Type, dramatically increasing costs for
munity fearful of even greater licensing
system,” Bingham adds. “Both of these
sites with multiple blogs. This prompted
changes, as typified by Mark Pilgrim’s
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Blogs allow ideas to be based on merit, rather
than origin, and ideas that are of quality filter
across the Internet, “viral-like across the
blogosphere.”
remarks: “Movable Type is a dead end. In
Systems, an electronic voting-machine
didates, software company executives,
the long run, the utility of all non-Free
manufacturer, on his blog. The memos
and magazine writers, who all, in turn,
software approaches zero. All non-Free
suggested that the machines faced nu-
hear opinions of people they would
software is a dead end.” And although
merous problems, and the company
never otherwise hear.30
Movable Type recanted, many bloggers
threatened legal action against Slater and
The students at Institut St-Joseph
moved to an open source blogging tool,
Harvard University.27
learned about the communicative power
WordPress (http://wordpress.org/).24
Though the company retreated, the
of blogs firsthand. “In the beginning, stu-
Another major installed application,
potential for conflict between a blog
dents anticipated the audience in a re-
and one of the earliest available, is User-
writer and an institution’s administration
stricted circle,” notes Principal Asselin.
Land’s Radio (http://radio.userland
remains. In addition to posting copy-
“According to the comments about their
.com). This is an updated version of more
righted or protected information, stu-
work, they realized that a lot of people
comprehensive site-management tools
dents can get into trouble for libelous
could react and be part of the conversa-
such as Frontier and Manila. Instead of
content. For example, a Valley High
tion. Each student received more than ten
running on a Web server, Radio runs on
School student in Nevada was repri-
comments related to their posts. They
the user’s desktop and displays through a
manded for writing, “Kill Alaina!” (a class-
had not fully realized that the entire
Web browser; blog entries are then up-
mate he found irritating) and for making a
world could read them.”31 Imagine the
loaded to a Web site. In addition, “Radio
vulgar comment about a teacher. In an-
young students’ surprise when, some
includes a powerful newsreader that al-
other case, a student at St. Martin High
time after posting a review of a circus on
lows you to subscribe to all of the sites you
School in Mississippi was suspended for
their blog, someone from the circus read
like. Radio will automatically go out onto
three days after using her blog to call a
the review and wrote back!
the Web and find new updates to sites like
teacher “perverted.”28
But perhaps the most telling motiva-
the NYTimes, the BBC, and weblogs that
Despite the risks, teachers and students
tion for blogging was offered by Mark Pil-
you subscribe to every hour.”25
alike feel the benefits make blogging well
grim in his response to and elaboration on
UserLand’s software was used to
worthwhile, if for no other reason than
“The Weblog Manifesto”: “Writers will write
launch a high-profile blogging experi-
that blogs encourage students to write. As
because they can’t not write. Repeat that over
ment, Weblogs at Harvard Law, which
Rosalie Brochu, a student at St-Joseph, ob-
and over to yourself until you get it. Do
was created when UserLand’s founder,
serves: “The impact of the blogs on my day
you know someone like that? Someone
Dave Winer, became a Berkman Fellow.
to day life is that I write a lot more and a lot
who does what they do, not for money or
Arising from a conference in November
longer than the previous years. I also pay
glory or love or God or country, but simply
2002 called “What Is Harvard’s Digital
more attention when I write in my blog (es-
because it’s who they are and you can’t
Identity?” it was intended, at least in part,
pecially my spelling) since I know any-
imagine them being any other way?”32
to establish “intellectual community”
body can read my posts.”29
Pilgrim’s moving declaration should
among “the University’ disparate schools
In one sense, asking why anyone
be read as a cautionary note. The warn-
and centers.”26 Launched in February
would write a weblog is like asking why
ing is not about bosses who don’t want
2003, it allows anyone with a harvard.edu
anyone would write at all. But more
employees to write weblogs (though
e-mail address to create a weblog, and a
specifically, the question is why anyone
that danger exists), but this: writing
hundred or so staff and students have
would write a weblog as opposed to, say, a
weblogs is not for everybody. In particular,
done so, including Philip Greenspun,
book or a journal ar ticle. G eorge
if you feel no empathy, no twinge of
John Palfrey, and an anonymous blogger
Siemens, an instructor at Red River Col-
recognition, on reading Pilgrim’s
known only as “The Redhead.”
lege in Winnipeg and a longtime advo-
words, then writing a weblog is proba-
Harvard’s experience illustrates one
cate of educational blogging, offers a
bly not for you. This does not mean that
of the pitfalls of hosting such free-
comprehensive list of motivating factors.
you are not a part of the weblog world.
ranging media. Though the university
In particular, he notes, weblogs break
It merely means that you participate in
administration had intended not to inter-
down barriers. They allow ideas to be
a different way.
fere with blog content—sometimes a
based on merit, rather than origin, and
And herein lies the dilemma for
challenge, since staff and students can be
ideas that are of quality filter across the
educators. What happens when a free-
openly critical—it was forced to step in
Internet, “viral-like across the blogo-
flowing medium such as blogging
when Derek Slater, a student, posted in-
sphere.” Blogs allow readers to hear the
interacts with the more restrictive do-
ternal memos from Diebold Election
day-to-day thoughts of presidential can-
mains of the educational system? What
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Blogging is about, first, reading. But more
important, it is about reading what is of
interest to you: your culture, your community,
your ideas.
happens when the necessary rules and
versation. And for a conversation to be
terests them and write about why it does
boundaries of the system are imposed
successful, it must be given a purpose
and what it means.”37
on students who are writing blogs,
and it must remain, for the most part,
The jury is still out, but as Richardson
when grades are assigned in order to get
unconstrained.
suggests, “It’s becoming more clear just
students to write at all, and when posts
One of the criticisms of blogs, and es-
what the importance of blogging might
are monitored to ensure that they don’t
pecially student blogs, is that the students
be.” As Smith writes, “It is through quality
say the wrong things?
write about nothing but trivia. Examples
linking . . . that one first comes in contact
After returning from a writing
can be seen all over the Internet. And how
with the essential acts of blogging: close
teachers’ conference with sessions on
many students, when facing the blogging
reading and interpretation. Blogging, at
blogging, Richard Long, a professor at
screen, feel like “Matt,” who writes: “Now
base, is writing down what you think
St. Louis Community College, ex-
each time I warily approach writing a blog
when you read others. If you keep at it,
plained the issue this way: “I’m not
entry, or start writing it, or actually write it,
others will eventually write down what
convinced, however, the presenters
I end up thinking ‘what is the point?’—
they think when they read you, and you’ll
who claimed to be blogging are actu-
and, after all, what is?” When given their
enter a new realm of blogging, a new
ally blogging. They’re using blogging
own resources to draw on, bloggers, espe-
realm of human connection.”38
software, their students use blogging
cially young bloggers, can become frus-
But it is more than merely assigning
software, but I’m not convinced that
trated and may eventually report having
t o p i c s t o bl o g ab o u t . A s Je r e m y
using the software is the same as blog-
“committed the ultimate blogging sin of
Hiebert, a Web designer and graduate
ging. For example, does posting writ-
losing interest in myself.“35
student in Canada, comments, “I’ve
ing prompts for students constitute
As Richardson says, blogging as a
seen evidence of this in courses with re-
blogging? Are students blogging when
genre of writing may have “great value in
quired e-portfolio or reflective journal
they use blogging software to write to
terms of developing all sorts of critical
elements. . . . As soon as these activities
those prompts?”33
thinking skills, writing skills and infor-
are put into the context of school, fo-
After three years of experimentation
mation literacy among other things. We
cused on topics the students are unlikely
with his Weblogg-Ed blog, Will Richard-
teach exposition and research and some
to care about much, they automatically
son also expressed his doubts: “By its
other types of analytical writing already,
lose a level of authenticity and engage-
very nature, assigned blogging in
I know. Blogging, however, offers stu-
ment. These disengaged students (non-
schools cannot be blogging. It’s con-
dents a chance to a) reflect on what they
writers and writers alike) won’t get the
trived. No matter how much we want to
are writing and thinking as they write
main benefits of true reflective learning
spout off about the wonders of audi-
and think it, b) carry on writing about a
no matter how good the instruction and
ence and readership, students who are
topic over a sustained period of time,
tools are.”39
asked to blog are blogging for an audi-
maybe a lifetime, and c) engage readers
Despite obvious appearances, blog-
ence of one, the teacher.” When the se-
and audience in a sustained conversa-
ging isn’t really about writing at all; that’s
mester ends, “students drop blogging
tion that then leads to further writing
just the end point of the process, the out-
like wet cement.” Richardson wants to
and thinking.”36
come that occurs more or less naturally if
teach students to write with passion,
Good conversations begin with listen-
everything else has been done right.
but he notes: “I can’t let them do it pas-
ing. Ken Smith, an English teacher at In-
Blogging is about, first, reading. But more
sionately due to the inherent censor-
diana University, explains: “Maybe some
important, it is about reading what is of
ship that a high school served Weblog
folks write flat, empty posts or bad diary
interest to you: your culture, your com-
carries with it.”34
posts because they don’t know any other
munity, your ideas. And it is about engag-
It seems clear that although blogging
genres (they just aren’t readers, in one
ing with the content and with the authors
can and does have a significant and
sense) and because [they] aren’t respond-
of what you have read—reflecting, criti-
worthwhile educational impact, this
ing to anything (that is, they aren’t read-
cizing, questioning, reacting. If a student
impact does not come automatically and
ing anything right now).” It’s like arriving
has nothing to blog about, it is not be-
does not come without risks. As many
late to a party: the first act must be to lis-
cause he or she has nothing to write about
writers have noted, writing a weblog ap-
ten, before venturing forth with an opin-
or has a boring life. It is because the stu-
pears in the first instance to be a form of
ion. Smith suggests, “Instead of assigning
dent has not yet stretched out to the larger
publishing, but as time goes by, blog-
students to go write, we should assign
world, has not yet learned to meaning-
ging resembles more and more a con-
them to go read and then link to what in-
fully engage in a community. For blogging
24 EDUCAUSE r e v i e w
S e p t e m b e r / O c t o b e r 2 0 0 4
The process of reading online, engaging a
community, and reflecting it online is a
process of bringing life into learning.
in education to be a success, this first
6. Will Richardson, “Blogging and RSS—The ‘What’s
2004, <http://radio.weblogs.com/0110772/2004/
must be embraced and encouraged.
It?’ and ‘How To’ of Powerful New Web Tools for
04/16.html#a1539>.
From time to time, we read about the
Educators,” Information Today, January/February
24. Mena Trott, “It’s About Time,” Mena’s Corner, May
2004, <http://www.infotoday.com/MMSchools/
13, 2004, Six Apart Web site, <http://www
potential of online learning to bring
jan04/richardson.shtml>.
.sixapart.com/corner/archives/2004/05/its_about_
learning into life, to engender workplace
7. Bernie Dodge, “Birth of 28 New Bloggers,” One-Trick
time.shtml#>; Mark Pilgrim, “Freedom 0,” Dive Into
learning or lifelong learning. When Jay
CyberPony, January 20, 2004, <http://home
Mark, May 14, 2004, <http://diveintomark.org/
.earthlink.net/~bdodge/blog/2004_01_18_archive
archives/2004/05/14/freedom-0>; Mena Trott, “An-
Cross and others say that 90 percent of
.html#107466556022679878>, cited in the Educa-
nouncing Pricing and Licensing Changes to Mov-
our learning is informal, this is the sort of
tional Bloggers Network: <http://www.ebn.weblogger
able Type,” Six Log, June 15, 2004, Six Apart Web
thing they mean: that the lessons we
.com/>.
site, <http://www.sixapart.com/log/2004/06/
8. This short history and the quotation come from Re-
might expect to find in the classroom
announcing_pric.shtml>.
becca Blood, “Weblogs: A History and Perspective,”
25. “Radio UserLand v8.0.8,” PC World, July 6, 2004,
work their way, through alternative
Rebecca’s Pocket, September 7, 2000, <http://www
<http://www.pcworld.com/downloads/file_
means, into our day-to-day activities.
.rebeccablood.net/essays/weblog_history.html>.
description/0,fid,22898,00.asp>.
Blogging can and should reverse this
9. Charles Cooper, “When Blogging Came of Age,”
26. Beth Potier, “Berkman Center Fellow Dave Winer
CNET News.com, September 21, 2001, <http://news
Wants to Get Harvard Blogging,” Harvard Gazette,
flow. The process of reading online, en-
.com.com/2010-1071-281560.html?legacy=cnet&
April 17, 2003, <http://www.news.harvard.edu/
gaging a community, and reflecting it on-
tag=bt_bh>.
gazette/2003/04.17/13-blogging.html>.
line is a process of bringing life into learn-
10. Jorn Barger, “Weblog Resources FAQ,” Robot Wis-
27. John Harvard’s Journal, “Creating Community, On-
dom, September 1999, <http://www.robotwisdom
ing. As Richardson comments, “This [the
line and Off,” Harvard Magazine, vol. 106, no. 3
.com/weblogs/>.
(January–February 2004), <http://www.harvard-
blogging process] just seems to me to be
11. Simon Firth, “Baring Your Soul to the Web,” Salon,
magazine.com/on-line/010464.html>.
closer to the way we learn outside of
July 3, 1998, <http://archive.salon.com/21st/
28. Lisa Kim Bach, “Internet Diaries: School Discipline
school, and I don’t see those things hap-
feature/1998/07/cov_03feature.html>.
Questioned,” Las Vegas Review-Journal, November 10,
12. Catherine Seipp, “Online Uprising,” American Jour-
2003, <http://www.reviewjournal.com/lvrj_home/
pening anywhere in traditional educa-
nalism Review, June 2002, <http://www.ajr.org/
2003/Nov-10-Mon-2003/news/22546246.html>;
tion.” And he asks: “Could blogging be the
Article.asp?id=2555>.
“Miss. School Suspends Student for Calling Teacher
needle that sews together what is now a
13. Meg Hourihan, “What We’re Doing When We
‘Perverted’ in Online Journal,” Student Press Law Cen-
Blog,” O’Reilly Web Devcenter, June 13, 2002, <http://
ter, January 29, 2004, <http://www.splc.org/
lot of learning in isolation with no real
www.oreillynet.com/pub/a/javascript/2002/06/13/
newsflash.asp?id=736&year>.
connection among the disciplines? I
megnut.html>.
29. Mario Asselin, quoting the student, e-mail to the au-
mean ultimately, aren’t we trying to teach
14. Henry Farrell, “The Street Finds Its Own Use for
thor, March 25, 2004.
our kids how to learn, and isn’t that
Things,” Crooked Timber, September 15, 2003,
30. George Siemens, “The Art of Blogging—Part 1,”
<http://www.crookedtimber.org/archives/000516
elearnspace, December 1, 2002, <http://www
[what] blogging is all about?”40 e
.html>.
.elearnspace.org/Articles/blogging_part_1.htm>.
15. Rick Effland, “The Treasure Fleet of Zheng He,” Rick
31. Mario Asselin, e-mail to the author, March 25, 2004.
Effland Blog, April 4, 2004, <http://apps.mc
32. Mark Pilgrim, “Write,” Dive Into Mark, October 1,
Notes
.maricopa.edu/blogs/asb222/reffland/archives/
2001 (no longer extant); “The Weblog Manifesto,”
My thanks to the many educational bloggers who con-
cat_something_to_share.html>.
Talking Moose, September 29, 2001, <http://
tributed to this article and without whom it could not
16. Alexander Halavais, “Media Law” course website,
talkingmoose.manilasites.com/2001/09/29>.
have been completed: Will Richardson, Jeremy Hiebert,
February 17, 2004, <http://alex.halavais.net/
33. Richard Long, “Back from San Antonio,” 2River,
George Siemens, Todd Bingham, Rod Savoie, Mario As-
courses/law/>.
March 28, 2004, <http://www.2river.org/blog/
selin, Mireille Guay, Dominic Ouellet-Tremblay, Flo-
17. Mireille Guay, e-mail to the author, March 26, 2004.
archives/000077.html>.
rence Dassylva-Simard, Hugo De Larochellière, Jean-
18. Farrell, “The Street Finds Its Own Uses.”
34. Will Richardson, “The Blogging in Schools Ques-
Philippe L. Côté, and Rosalie Brochu, and to all the rest of
19. Lane Dunlop, comment, Crooked Timber, September
tion,” Weblogg-Ed, April 13, 2004, <http://www
my friends in the blogosphere—you know who you are.
18, 2003, <http://www.crookedtimber.org/
.weblogg-ed.com/2004/04/13#a1699>.
1. Mario Asselin, “Weblogging at the Institut St-
archives/000516.html>.
35. Matt, “Circle Limit II,” Walky Talky, September 25,
Joseph,” Mario tout de go, September 1, 2003, <http://
20. Sebastian Fiedler, symposium leader, “Introducing
2003, <http://walkytalky.net/archives/000062
carnets.ixmedia.com/mario/archives/002425
Disruptive Technologies for Learning: Personal
.html>.
.html>.
Webpublishing and Weblogs,” Ed-Media Meeting,
2. Visit the Institut St-Joseph public spaces online at
36. Will Richardson, “Metablognition,” Weblogg-Ed,
June 24, 2004, <http://static.cognitivearchitects
<http://cyberportfolio.ixmedia.com/carriere/> or
April 27, 2004, <http://www.weblogg-ed.com/
<http://cyberportfolio.ixmedia.com/>.
.com/gems/Seblogging/EdMediaSymposium.pdf>.
2004/04/27>.
3. Asselin, “Weblogging at the Institut St-Joseph.”
21. Jay Cross, “Blogs,” Learning Circuits, April 2002,
37. Ken Smith, “CCCC Waves and Ripples,” Weblogs in
4. Mario Asselin, e-mail to the author, March 25, 2004.
<http://www.learningcircuits.org/2002/apr2002/
Higher Education, March 30, 2004, <http://www
5. See Amanda Lenhart, John Horrigan, and Deborah
ttools.htm>.
.mchron.net/site/edublog_comments.php?id=
Fallows, “Content Creation Online,” Pew Internet &
22. Dan Gillmor, “Google Buys Pyra: Blogging Goes Big-
P2636_0_13_0>.
American Life Project, February 29, 2004, <http://
Time,” SiliconValley.com, February 15, 2003, <http://
38. Will Richardson, “Reading and Blogging,” Weblogg-
w w w . p e w i n t e r n e t . o r g / p d f s / P I P _ C o n t e n t _
weblog.siliconvalley.com/column/dangillmor/
Ed, March 31, 2004, <http://www.weblogg-ed.com/
Creation_Report.pdf>; and “Content Creation
archives/000802.shtml>.
2004/03/31>; Smith, “CCCC Waves and Ripples.”
Online,” Pew Internet & American Life Project
23. Todd Bingham, e-mail to the author, April 14, 2004.
39. Jeremy Hiebert, e-mail to the author, April 22, 2004.
press release, February 29, 2004, <http://www
See also Sébastien Paquet, “Weblogs Enter New
40. Will Richardson, e-mail to the author, April 27,
.pewinternet.org/PPF/r/77/press_release.asp>.
Brunswick School,” Seb’s Open Research, April 16,
2004.
26 EDUCAUSE r e v i e w
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