Tips for Encouraging Anonymous Blogging

I think it is important to allow learners to interact anonymously if they so choose. The edublogs.org application enables the use of student avatars. I would recommend, however, that the use of anonymous learning activities be tied to specific codes of conduct to clearly outline the rules, etiquette, and methods of enforcement for users, and warnings for rule-breakers, including suspension of service. An excellent example where the anonymous blogs would serve learners is the use of debates, where learners engage others in roles, taking on the opinions and attitudes and character of the specific characters from Greece/Rome/Mock Commons/League of Nation, etc. historical trials. They would then engage each other in “gladiatorial” discussion/combat. In addition, the participants would need to work as teams, sharing resources and ideas for portraying these characters realistically based on the research they did. In effect, for the men in this context, the opportunity to compete in verbal exchanges in character would motivate them to read, do research, collaborate, and engage in debate while adopting another’s perspective.

This type of activity is for the performer, the individual who thrives on rehearsal and adopting roles and running with them for the purpose of sharing their persona (their performance, not their own selves) with a public other. For the independent learner seeking to demonstrate learning under the shroud of anonymity, such an activity encourages self-rehearsal and performance as a self-instruction and monitoring strategy.

I have given this example of how these specific learners can engage each other anonymously as debators within a group blog. In their own individual blogs, they would reflect on the process and their experiences, free to share their thoughts (or not) with others and with the instructor. Again, for them to blog autonomously, a great deal of scaffolding and modelling needs to be provided over an indefinite period of time, not limited to typical semester-length courses, but instead extending over years.

Description of Anonymous EduBlogging

Anonymous Edublogging involves learning within a public blog. However, the learners’ profiles are restricted. This enables learners to engage in anonymous group interaction. Within this anonymous space, students are offered a space in which to improvise, try on new perspectives and ideas, and rehearse a number of roles. These activities involve the following 4R’s of edublogging: reading, reflecting, responding, and revising.

The metaphor of the “Stage”, or “Persona”, permits learners to participate as actors, performing a series of roles and practice as apprentices. These activities enable learners to adopt a persona, or alter-ego. Case studies, role plays, storytelling and creative prose or poetry, slideshows, imagined scenarios are examples of problem-based situated learning are all centered around active learning, in which the individual learner plays a role as a participant in a social learning event. Link sharing and commentaries on others’ works; ideas, as well as critiques on assigned readings provide learners with authentic opportunities to write from another’s perspective

Example of Reading EduBlog

Example: http://anne.teachesme.com/literature-circles-and-literacy-technol

Example of Anonymous Blog

Example: http://harleyspaws.blogspot.com/

Benefits of Anonymous (Therapeutic) Blogging

Somolu (2007) explained that blogging is empowering as it provides a venue for self-expression and meaningful connection. The ability to write anonymously is a vital factor that promotes sharing personal experiences and opinions honestly and openly. In addition, anonymous
blogging can play a powerful role in fostering conversations that gives a voice to the unheard. Through story sharing, encouragement, strong positive images are promoted among learners.

Edublogging Assessment: Embedded/Anonymous EduBlogging

Both the Anonymous and Embedded bloggers are learners working within a group. These bloggers thrive on interaction with others, yet the difference between them is that embedded bloggers interact out in the open, whereas anonymous bloggers’ personal profiles are shielded.

Communicative competence, interacting with others, and the act of performance and disclosure, all involve the development of specialized skills and attitudes. How to present ideas clearly and provide feedback to others are essential skills.

The embedded blogger needs to be assessed by peers as well as through self-assessment – there would be a tasks/skills checklist for bloggers to monitor/track their learning. Because of the public nature of the exchanges, specific rules of conduct must be discussed and agreed upon by participants. Creation and propagation of memes, corrdination and organizing of learning celebrations, group projects requiring learning to work with one another, group presentations, discussions, are all part of the learning activities that will be assessed. Learners will determine the nature of assessment, with the teacher acting as expert advisor, observer, and discussion moderator.

The anonymous blogger will be assessed in many ways like the embedded blogger, except that there will be no peer assessment. The self-assessment, along with the assessment of posts during discussions and debates, will require learners to be pulled out of their comfort zones, and take on new roles they might not feel comfortable with. These learners require guidance by their teacher, such as rubrics, and the teacher engages the learners in discussions as an equal, setting the quality of interaction through modelling expert discourse. How the teacher moderates, enagages others, supports ideas, argues points, act as a model for engagement for the learners to imitate.
The assessment for the anonymous blogger, then, will consist of a summative self-assessment and exchange of private emails with their instructor after the anonymous blogging has ended.