Facilitating Community Blogging Circles
Efimova et al (2009) described the issue of defining the weblog community using Jones’ (1997) theory of virtual community. Weblogs are considered “unedited personal voices” (Winer, 2003). Weblog communities are formed around connections between bloggers, and not as an established Continue reading artefacts (virtual footprints) of self-assessment and ID evaluation
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 Continue reading Benefits of Anonymous (Therapeutic) Blogging
Providing private bloggers with the skills to become more confident to publish for a wider audience, while providing support for embedded bloggers de-motivated by silence, while providing an expanded perspective involving others for autonomous bloggers, all revolves around the central Continue reading Reflections on EduBlogging Pedagogy: Solitude
Private edubloggers will best be served by a skills/tasks checklist – the teacher provides support and content to enable the private blogger to practise the blogging skills necessary to use the blogging tools effectively: tagging, blogrolls, bookmarks, embedded links, RSS Continue reading Edublogging Assessment: Private/Autonomus 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. Continue reading Edublogging Assessment: Embedded/Anonymous EduBlogging