Fin de la nuit

Just came across this article: Gerstl-Pepin, C. and Patrizio , K. (2009) Learning from Dumbledore's Pensieve: metaphor as an aid in teaching reflexivity in qualitative research . Qualitative Research , 9 (3): 299-308 Perhaps a metaphor for blogging too? Conceptualizing reflective notes as a Pensieve has the potential to expand student understanding... Like a Pensieve, these notes can function as a repository for personal reflections, document changes in understanding, and invite the sharing of memories with others so that one has an opportunity to engage in a more in-depth discussion about experiences and interpretations.

The Week 3 group task involves looking at how I might support the digital and lernaing literacies of students on my course. There's a personal element and a group element. For the personal element, I would like to consider how I could embed the use of Lindked in my MA professinal courses, to intiate and enhance students' social presence, particularly in the induction modules (ie the modules that students first do). Quite a few students have LinkedIn accounts already, but some don't, so I would need to put together a slide presentation (may be with voice-over) to explain: what LinkedIn is what the benefits are (and possible problems) give some hints about how to use the software. My prof comm students are usually very computer savvy, so an issue here could be that some will know more than I do!. Another issue is where to consider about the slide presentation: should it go within the 'walled garden' of the Blackboard environment supported by my university, or out ther...

One of my former e-communication students tweeted today, asking about how often she should blog. Good question! It depends on why she blogs and who her audience is, but my gut response would be to say a minimum of twice of times of week about a well defined range of topics, to keep audience coming back for more. I had in mind a 'personal' blog, like this one, rather than a 'workplace blog, which some people updated everyday. My response was partly based on my practice and expectations regarding online participation in e-learning, where 2-3 main contributions a week are manageable alongside short responses to other participants. As in e-learning, blogging is about maintaining a balance between social presence and cognitive presence (assuming the context is education or work).

One of the blogs I am following talks about students' reactions to tutors using social software... Not all welcome it and some tutors talk of a 'creepy tree house' effect. The blog post has a number of responses (mostly from US tutors) about their positions and their students' reactions. As I only teach mature students on Master's courses, I wonder if the term applies...

I just posted a Bb message about Twitter hashtags to our ELSS tutors. Very kindly they have given their personal tags, although there is also a course tag. In my teaching, I'll probably ask students used a course tag, so that it's easy to locate the contributions. There's also the issue of separate private and professional identity. But then how many tags would I personally need? I can think of two already, just for courses. Best not have one for modules, or I'll be juggling even more virtual id's. And I haven't yet started to use Twitter in earnest...

Lots of interesting thoughts from a fellow teacher: http://steve-wheeler.blogspot.com/

Recording thoughts about the first steps of a socia media journey is a bit like conducting a virtual reflexive ethnography. An ethnographer is always connected to the object of their research, which is why reflexivity is important. But let's not get all 'postmodern'... I am just thinking about Hine's book on Virtual Ethnography . In the ELSS course, we're asked to reflect on learning, with some of the learning also achieved 'by doing' (using SM) as well as by the traditional reading and online discussions. The course isn't about research, but having to maintain a blog reminds me strongly of my MEd project where I did something similar (but without public access). The 'field site' is the distributed environment (to use R&M's phrase) offering a rich social media ecology (Blogger, Flickr, Blackboard, Twitter and probably other platforms in future). Instead of going to a specific field site (eg Bb), I also followed field connections, eg links...