blogs — reflection &    disruption      EdMedia 2004         Lugano                            rmit hypertext project     ...
2•   local context of media studies in Australia•   cohort are academic high achievers•   graduate into ‘creative industri...
3•   professional experience is via an apprenticeship as    a researcher not as a teacher                                 ...
4•   professional experience is via an apprenticeship as    a researcher not as a teacher•   essays as a knowledge contain...
5•   professional experience is via an apprenticeship as    a researcher not as a teacher•   essays as a knowledge contain...
6•   professional experience is via an apprenticeship as    a researcher not as a teacher•   essays as a knowledge contain...
7•   research blogs versus education blogs•   externally orientated to and by the network•   internally orientated as grou...
8•   research blogs versus education blogs•   externally orientated to and by the network•   internally orientated as grou...
9research blogs versus education blogs •   externally orientated to and by the network •   internally orientated as ground...
10“The term ‘knowledge object’ is used to describe anexperience. It is not intended to suggest thatknowledge is a commodit...
11•   networked knowledge objects express these    qualities via networked praxis•   such objects are made from distribute...
12•   these objects are student authored•   connections made are an expression of learning•   they foreground what is bein...
13 •   blogs look outwards •   external links, blogrolls, comments •   writing as the externalisation of thought •   writi...
14•   blogs look outwards•   external links, blogrolls, comments•   writing as the externalisation of thought•   writing a...
15•   blogs are inward looking due to the imperative of    writing•   document and legitimate the quotidian lifeworld•   b...
16•    over time an essay contracts•    ‘noise’ is excluded•    research may be broad but essay writing is     narratively...
17•    over time a blog expands its ideas•    blogs actively include ‘noise’•    noise includes ideas, problems, other blo...
18•   blogs are not a panacea•   good teaching remains good teaching•   blogs are effective where pedagogy (including    a...
19•   learning is doing•   distance between learning and its expressed    outcomes is diminished•   blogs encourage slow c...
20Carr, W, and S Kemmis. Becoming Critical. Education, Knowledge and Action Research. Geelong: Deakin         University P...
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Blogs, Disruption and Reflective Learning

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slides from my panel presentation at EdMedia 2004, Lugano.

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  • Blogs, Disruption and Reflective Learning

    1. 1. blogs — reflection & disruption EdMedia 2004 Lugano rmit hypertext project http://hypertext.rmit.edu.au adrian.miles@rmit.edu.au
    2. 2. 2• local context of media studies in Australia• cohort are academic high achievers• graduate into ‘creative industries’• need a new literacy in networks of flows• this literacy allows the translation of information into knowledge adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    3. 3. 3• professional experience is via an apprenticeship as a researcher not as a teacher adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    4. 4. 4• professional experience is via an apprenticeship as a researcher not as a teacher• essays as a knowledge container express the ideology and professional practice of the academy adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    5. 5. 5• professional experience is via an apprenticeship as a researcher not as a teacher• essays as a knowledge container express the ideology and professional practice of the academy• essays are teleologically constrained adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    6. 6. 6• professional experience is via an apprenticeship as a researcher not as a teacher• essays as a knowledge container express the ideology and professional practice of the academy• essays are teleologically constrained• essays discourage required learning outcomes adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    7. 7. 7• research blogs versus education blogs• externally orientated to and by the network• internally orientated as grounded in lifeworld and writing adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    8. 8. 8• research blogs versus education blogs• externally orientated to and by the network• internally orientated as grounded in lifeworld and writing• encourage reflection and metacommentary adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    9. 9. 9research blogs versus education blogs • externally orientated to and by the network • internally orientated as grounded in lifeworld and writing • encourage reflection and metacommentary • emergent relations of parts to wholes • reflect, model and participate within contemporary media ecologies • these ecologies are knowledge driven adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    10. 10. 10“The term ‘knowledge object’ is used to describe anexperience. It is not intended to suggest thatknowledge is a commodity which can be transferredfrom teacher to student. Quite the opposite. The wholeessence of the knowledge object is that it is a personalconstruction which provides a mnemonic structure tosummarise complex interconnections that havedeveloped in the process of developing conceptualunderstanding.” adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    11. 11. 11• networked knowledge objects express these qualities via networked praxis• such objects are made from distributed parts that form new wholes• these parts internally include text, image, sound, video• parts externally include books, journals, films, paintings, photography• networked knowledge objects are defined by their adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    12. 12. 12• these objects are student authored• connections made are an expression of learning• they foreground what is being learnt rather than what has been learnt• are constituted by relations of part to whole and whole to part• are experiential, epistemological, and authentic adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    13. 13. 13 • blogs look outwards • external links, blogrolls, comments • writing as the externalisation of thought • writing as the externalisation of causal logic• blogs are public and this combined with writing concretises what is and is not known adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    14. 14. 14• blogs look outwards• external links, blogrolls, comments• writing as the externalisation of thought• writing as the externalisation of causal logic• blogs are public and this combined with writing concretises what is and is not known adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    15. 15. 15• blogs are inward looking due to the imperative of writing• document and legitimate the quotidian lifeworld• blogs maintain an idea of the author• blogs encourage the collection and keeping of parts, gleaning adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    16. 16. 16• over time an essay contracts• ‘noise’ is excluded• research may be broad but essay writing is narratively constrained and defined time Question Conclusion adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    17. 17. 17• over time a blog expands its ideas• blogs actively include ‘noise’• noise includes ideas, problems, other blogs, references, and so on time adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    18. 18. 18• blogs are not a panacea• good teaching remains good teaching• blogs are effective where pedagogy (including assessment) supports their appropriate use• students must own their blogs• assessment is incidental adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    19. 19. 19• learning is doing• distance between learning and its expressed outcomes is diminished• blogs encourage slow conversation within flux and change• blogs expand the intervals between discovery, connection and understanding• blogs support students to change their experience as consumers of learning to being producers of adrian.miles@rmit.edu.au vogmae.net.au/vlog/
    20. 20. 20Carr, W, and S Kemmis. Becoming Critical. Education, Knowledge and Action Research. Geelong: Deakin University Press, 1986.Downton, Peter. Design Research. Melbourne: RMIT Publishing, 2004.Joyce, Michael. "Siren Shapes: Exploratory and Constructive Hypertexts." Of Two Minds: Hypertext Pedagogy and Poetics. Studies in Literature and Science. Ann Arbor: The University of Michigan Press, 1995. 38–59.McNeill, Laurie. "Teaching an Old Genre New Tricks: The Diary on the Internet." Biography 26.1 (2003): 24-47.Mortensen, Torill, and Jill Walker. "Blogging Thoughts: Personal Publication as an Online Research Tool." Researching Icts in Context. Ed. Andrew Morrison. Oslo: University of Oslo, 2002. 249-79.Ong, Walter J. Orality and Literacy: The Technologizing of the Word. London: Methuen, 1982.Oravec, Jo Ann. "Blending by Blogging: Weblogs in Blended Learning Initiatives." Journal of Educational Media 28.2-3 (2003): 225-33.Rosenberg, Terence. "The Reservoir: Towards a Poetic Model of Research in Design." Working Papers in Art and Design 1.1 n.d.Rudd, Peter, Mark Rickinson, and Pauline Benefield. Mapping Work on the Future of Teaching and Learning: General Teaching Council for England, 2004.Sorapure, Madeleine. "Screening Moments, Scrolling Lives: Diary Writing on the Web." Biography 26.1 (2003): 1-23.Stiler, Gary M, and Thomas Philleo. "Blogging and Blogspots: An Alternative Format for Encouraging Reflective Practice among Preservice Teachers." Education 123.4 (2003): 7-9.Ulmer, Gregory L. Internet Invention: From Literacy to Electracy. New York: Longman, 2003.Wagner, Christian. "Put Another (B)Log on the Wire: Publishing Learning Logs as Weblogs." Journal of Information adrian.miles@rmit.edu.au vogmae.net.au/vlog/

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