Blogs as vehicles for discussion
One of the really significant opportunities in blogs is the multi-directional flow of communication they facilitate. Blogs aren’t just a way to deliver content in the way websites are. They’re mechanisms through which interaction can occur between readers and bloggers – and importantly between readers as well - to the point where a vibrant interactive community develops around the topics covered in the posts.
In this sense the ability for a blogger to present their initial thoughts is important, but the conversations that emerge from this information is arguably as important, if not more so.
The blog post frames the resulting discussion. From there the conversation has the potential to go a multitude of different directions – from clarification and peer support, to disagreement and debate; and from anecdotal thoughts and points to relevant tangents or even transitions into related topics.
Cross talk – In a traditional classroom setting cross-talk is often discouraged because it is viewed as disruptive to the primary discussion or lecture. In blogs, having multiple perspectives and concurrent sub-conversations is a valuable thing because it adds to the context of the discussion and can inspire further exploration into the subject matter by both readers and blogger alike.
Debate – Given a healthy and safe environment, debate can be a very effective means of reinforcing concepts because it requires debaters to argue their point and provide evidence to support it; both of which require a thorough understanding of the intricacies and complexities of the subject matter.
Peer support – In the same vein as study sessions, blogs are a valuable forum where students can work through complex issues together, pose questions to one another, and where students who are having difficulty grappling with a topic can seek assistance or clarification from those who understand it clearly.
As an example, in the case of my “Blogs in Education” post, Rohesia asked me to explain why I thought blogs could reinforce or facilitate student comprehension of subject matter. Instead of providing a rather superficial one-line response, her comment has inspired this entire post, which has forced me to consider and present my thoughts and arguments in a coherent manner. As a result I have developed a better understanding of the subject matter – hopefully she has benefited from the response as well.
Instructors as facilitators of healthy discussion
As the occasional news stories on online bullying, flame wars, and harassment exemplify, the prospect of encouraging student discussions on blogs is not without its challenges. This introduces one of the really critical roles of course instructors in the age of social software and Web 2.0 technology, and that’s as the facilitator.
From an educational perspective, inspiring a culture of well-considered commenting and discussion is really important. So even before the blogs are created, instructors need to emphasise their guidelines and expectations on what is best practice, what is acceptable and appropriate, and what is not.
It’s critical to establish a safe and encouraging environment that nurtures healthy discussion, debate and peer support – and importantly, a means of monitoring, and if need be, policing the discussions that are taking place.
Additionally, on a much more positive note, instructors have an extremely influential role which can be used to inspire discussion where none is occurring; contribute to an existing discussion through injection of a different perspective, related piece of information, online resource, or news article; or provide clarity where there is confusion.
January 31st, 2008 at 4:49 pm
I agree with you and I’m intrigued by your earlier description of Prologue, since it sounds as if it would lend itself particularly well to capitalizing on the strengths of a blog as a vehicle for individual reflection and comment while embedding it into a context that facilitates the growth of a learning community.
If we might delve a little deeper though, you said:
“In a traditional classroom setting cross-talk is often discouraged because it is viewed as disruptive to the primary discussion or lecture.”
Indeed so, and that touches on what is I think the crux of the matter. Silencing learner-learner interaction in favour of teacher-centred discussion, lecturing or the website that just delivers content only makes sense if one holds a certain view of what constitutes worthwhile knowledge, teaching and learning: that is, discovering worthwhile knowledge is the exclusive domain of the expert, teaching involves transmission of that body of knowledge and learning is equated with its memorization, comprehension and (with luck) application.
I oversimplify but not hugely. The point is, the value of blogs (or any teaching-learning medium come to that) and the way one deploys them depends on how one understands those three things - even if one has never explicitly articulated or examined that understanding.
A teacher who sees learners as passive recipients of the knowledge they dispense - the old tabula rasa idea - will use blogs very differently from one operating out of a constructivist or generative model, who sees learning as a process of active construction or selection, to which reflection, exploration, discussion, debate, exchange of ideas and so on are central. Or consider the difference between a teacher who sees student discussion primarily as a means to assess how far they have assimilated the information dispensed versus one who expects the learners to not only bring in worthwhile information of their own but even to generate new insights, individually or collectively, that none of the participants including the teacher had initially.
I’m in the generative camp myself. I’m also very strongly of the opinion that effective e-learning design has to be driven by learning theory then supported by appropriate technology, not vice versa.
And thank you for provoking this enjoyable discussion
[Reply]