Facilitating Community Blogging Circles
This post is an example of engaging in sense-making, weaving ideas from one source into existing ideas and engaging in critical inquiry and analysis. Sources: (drawing from Tony Bates’ academic blogging format) Konrad Glogowski’s Blog of Proximal Development Glenn Groulx’s Overview Continue reading Sensemaking: The Ideas of Konrad Glogowski
How should educators approach assessment for edublogs?
I would say that it depends on many factors, but one crucial question to ask is whether you plan to assess learners in terms of process or product. It also depends on the learning space you design for learners. Continue reading Some Thoughts about Assessing EduBlogs
The extent to which one can successfully weave personally meaningful content into one’s own posts can be best assessed by an individual blogger using what I would refer to as the “tether test”. The tether test idea was inspired while Continue reading Reflections on Assessing Blogging Activity
I think the bigger picture involves a fundamental shift from treating students as objects to be measured or evaluated or changed or filled or improved or assimiliated, to treating students as legitimate co-participants. I have chosen blogging for advocacy to Continue reading Fundamental Shift: Assessment for Learning
The living tree is a metaphor for the cyclical process of lifelong learning. There are four parts: sources and domains of knowledge (roots), individual learning cycle (rings), individual personal development (branches) and community well-being (leaves). Roots: Learners draw upon a Continue reading EduBlogging for Indigenous Learners