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blogs — reflection &
    disruption
      EdMedia 2004
         Lugano


                            rmit hypertext project
                     http://hypertext.rmit.edu.au
                        adrian.miles@rmit.edu.au
2




•   local context of media studies in Australia
•   cohort are academic high achievers
•   graduate into ‘creative industries’
•   need a new literacy in networks of flows
•   this literacy allows the translation of information
    into knowledge




                                          adrian.miles@rmit.edu.au
                                               vogmae.net.au/vlog/
3




•   professional experience is via an apprenticeship as
    a researcher not as a teacher




                                        adrian.miles@rmit.edu.au
                                             vogmae.net.au/vlog/
4




•   professional experience is via an apprenticeship as
    a researcher not as a teacher
•   essays as a knowledge container express the
    ideology and professional practice of the academy




                                        adrian.miles@rmit.edu.au
                                             vogmae.net.au/vlog/
5




•   professional experience is via an apprenticeship as
    a researcher not as a teacher
•   essays as a knowledge container express the
    ideology and professional practice of the academy
•   essays are teleologically constrained




                                        adrian.miles@rmit.edu.au
                                             vogmae.net.au/vlog/
6




•   professional experience is via an apprenticeship as
    a researcher not as a teacher
•   essays as a knowledge container express the
    ideology and professional practice of the academy
•   essays are teleologically constrained
•   essays discourage required learning outcomes




                                        adrian.miles@rmit.edu.au
                                             vogmae.net.au/vlog/
7




•   research blogs versus education blogs
•   externally orientated to and by the network
•   internally orientated as grounded in lifeworld and
    writing




                                         adrian.miles@rmit.edu.au
                                              vogmae.net.au/vlog/
8




•   research blogs versus education blogs
•   externally orientated to and by the network
•   internally orientated as grounded in lifeworld and
    writing
•   encourage reflection and metacommentary




                                         adrian.miles@rmit.edu.au
                                              vogmae.net.au/vlog/
9




research blogs versus education blogs
 •   externally orientated to and by the network
 •   internally orientated as grounded in lifeworld and
     writing
 •   encourage reflection and metacommentary
 •   emergent relations of parts to wholes
 •   reflect, model and participate within contemporary
     media ecologies
 •   these ecologies are knowledge driven

                                          adrian.miles@rmit.edu.au
                                               vogmae.net.au/vlog/
10




“The term ‘knowledge object’ is used to describe an
experience. It is not intended to suggest that
knowledge is a commodity which can be transferred
from teacher to student. Quite the opposite. The whole
essence of the knowledge object is that it is a personal
construction which provides a mnemonic structure to
summarise complex interconnections that have
developed in the process of developing conceptual
understanding.”


                                         adrian.miles@rmit.edu.au
                                              vogmae.net.au/vlog/
11




•   networked knowledge objects express these
    qualities via networked praxis
•   such objects are made from distributed parts that
    form new wholes
•   these parts internally include text, image, sound,
    video
•   parts externally include books, journals, films,
    paintings, photography
•   networked knowledge objects are defined by their
                                          adrian.miles@rmit.edu.au
                                               vogmae.net.au/vlog/
12




•   these objects are student authored
•   connections made are an expression of learning
•   they foreground what is being learnt rather than
    what has been learnt
•   are constituted by relations of part to whole and
    whole to part
•   are experiential, epistemological, and authentic



                                         adrian.miles@rmit.edu.au
                                              vogmae.net.au/vlog/
13




 •   blogs look outwards
 •   external links, blogrolls, comments
 •   writing as the externalisation of thought
 •   writing as the externalisation of causal logic

• blogs are public and this combined with
  writing concretises what is and is not known



                                           adrian.miles@rmit.edu.au
                                                vogmae.net.au/vlog/
14




•   blogs look outwards
•   external links, blogrolls, comments
•   writing as the externalisation of thought
•   writing as the externalisation of causal logic
•   blogs are public and this combined with writing
    concretises what is and is not known




                                          adrian.miles@rmit.edu.au
                                               vogmae.net.au/vlog/
15




•   blogs are inward looking due to the imperative of
    writing
•   document and legitimate the quotidian lifeworld
•   blogs maintain an idea of the author
•   blogs encourage the collection and keeping of
    parts, gleaning




                                           adrian.miles@rmit.edu.au
                                                vogmae.net.au/vlog/
16




•    over time an essay contracts
•    ‘noise’ is excluded
•    research may be broad but essay writing is
     narratively constrained and defined
                  time


    Question                          Conclusion



                                        adrian.miles@rmit.edu.au
                                             vogmae.net.au/vlog/
17




•    over time a blog expands its ideas
•    blogs actively include ‘noise’
•    noise includes ideas, problems, other blogs,
     references, and so on

    time




                                          adrian.miles@rmit.edu.au
                                               vogmae.net.au/vlog/
18




•   blogs are not a panacea
•   good teaching remains good teaching
•   blogs are effective where pedagogy (including
    assessment) supports their appropriate use
•   students must own their blogs
•   assessment is incidental




                                       adrian.miles@rmit.edu.au
                                            vogmae.net.au/vlog/
19




•   learning is doing
•   distance between learning and its expressed
    outcomes is diminished
•   blogs encourage slow conversation within flux and
    change
•   blogs expand the intervals between discovery,
    connection and understanding
•   blogs support students to change their experience
    as consumers of learning to being producers of
                                       adrian.miles@rmit.edu.au
                                            vogmae.net.au/vlog/
20




Carr, W, and S Kemmis. Becoming Critical. Education, Knowledge and Action Research. Geelong: Deakin
         University Press, 1986.
Downton, Peter. Design Research. Melbourne: RMIT Publishing, 2004.
Joyce, Michael. "Siren Shapes: Exploratory and Constructive Hypertexts." Of Two Minds: Hypertext Pedagogy and
         Poetics. Studies in Literature and Science. Ann Arbor: The University of Michigan Press, 1995. 38–59.
McNeill, Laurie. "Teaching an Old Genre New Tricks: The Diary on the Internet." Biography 26.1 (2003): 24-47.
Mortensen, Torill, and Jill Walker. "Blogging Thoughts: Personal Publication as an Online Research Tool."
         Researching Ict's in Context. Ed. Andrew Morrison. Oslo: University of Oslo, 2002. 249-79.
Ong, Walter J. Orality and Literacy: The Technologizing of the Word. London: Methuen, 1982.
Oravec, Jo Ann. "Blending by Blogging: Weblogs in Blended Learning Initiatives." Journal of Educational Media
         28.2-3 (2003): 225-33.
Rosenberg, Terence. "'The Reservoir': Towards a Poetic Model of Research in Design." Working Papers in Art and
         Design 1.1 n.d.
Rudd, Peter, Mark Rickinson, and Pauline Benefield. Mapping Work on the Future of Teaching and Learning:
         General Teaching Council for England, 2004.
Sorapure, Madeleine. "Screening Moments, Scrolling Lives: Diary Writing on the Web." Biography 26.1 (2003):
         1-23.
Stiler, Gary M, and Thomas Philleo. "Blogging and Blogspots: An Alternative Format for Encouraging Reflective
         Practice among Preservice Teachers." Education 123.4 (2003): 7-9.
Ulmer, Gregory L. Internet Invention: From Literacy to Electracy. New York: Longman, 2003.
Wagner, Christian. "Put Another (B)Log on the Wire: Publishing Learning Logs as Weblogs." Journal of Information

                                                                                   adrian.miles@rmit.edu.au
                                                                                        vogmae.net.au/vlog/

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Blogs, Disruption and Reflective Learning

  • 1. blogs — reflection & disruption EdMedia 2004 Lugano rmit hypertext project http://hypertext.rmit.edu.au adrian.miles@rmit.edu.au
  • 2. 2 • local context of media studies in Australia • cohort are academic high achievers • graduate into ‘creative industries’ • need a new literacy in networks of flows • this literacy allows the translation of information into knowledge adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 3. 3 • professional experience is via an apprenticeship as a researcher not as a teacher adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 4. 4 • professional experience is via an apprenticeship as a researcher not as a teacher • essays as a knowledge container express the ideology and professional practice of the academy adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 5. 5 • professional experience is via an apprenticeship as a researcher not as a teacher • essays as a knowledge container express the ideology and professional practice of the academy • essays are teleologically constrained adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 6. 6 • professional experience is via an apprenticeship as a researcher not as a teacher • essays as a knowledge container express the ideology and professional practice of the academy • essays are teleologically constrained • essays discourage required learning outcomes adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 7. 7 • research blogs versus education blogs • externally orientated to and by the network • internally orientated as grounded in lifeworld and writing adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 8. 8 • research blogs versus education blogs • externally orientated to and by the network • internally orientated as grounded in lifeworld and writing • encourage reflection and metacommentary adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 9. 9 research blogs versus education blogs • externally orientated to and by the network • internally orientated as grounded in lifeworld and writing • encourage reflection and metacommentary • emergent relations of parts to wholes • reflect, model and participate within contemporary media ecologies • these ecologies are knowledge driven adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 10. 10 “The term ‘knowledge object’ is used to describe an experience. It is not intended to suggest that knowledge is a commodity which can be transferred from teacher to student. Quite the opposite. The whole essence of the knowledge object is that it is a personal construction which provides a mnemonic structure to summarise complex interconnections that have developed in the process of developing conceptual understanding.” adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 11. 11 • networked knowledge objects express these qualities via networked praxis • such objects are made from distributed parts that form new wholes • these parts internally include text, image, sound, video • parts externally include books, journals, films, paintings, photography • networked knowledge objects are defined by their adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 12. 12 • these objects are student authored • connections made are an expression of learning • they foreground what is being learnt rather than what has been learnt • are constituted by relations of part to whole and whole to part • are experiential, epistemological, and authentic adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 13. 13 • blogs look outwards • external links, blogrolls, comments • writing as the externalisation of thought • writing as the externalisation of causal logic • blogs are public and this combined with writing concretises what is and is not known adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 14. 14 • blogs look outwards • external links, blogrolls, comments • writing as the externalisation of thought • writing as the externalisation of causal logic • blogs are public and this combined with writing concretises what is and is not known adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 15. 15 • blogs are inward looking due to the imperative of writing • document and legitimate the quotidian lifeworld • blogs maintain an idea of the author • blogs encourage the collection and keeping of parts, gleaning adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 16. 16 • over time an essay contracts • ‘noise’ is excluded • research may be broad but essay writing is narratively constrained and defined time Question Conclusion adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 17. 17 • over time a blog expands its ideas • blogs actively include ‘noise’ • noise includes ideas, problems, other blogs, references, and so on time adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 18. 18 • blogs are not a panacea • good teaching remains good teaching • blogs are effective where pedagogy (including assessment) supports their appropriate use • students must own their blogs • assessment is incidental adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 19. 19 • learning is doing • distance between learning and its expressed outcomes is diminished • blogs encourage slow conversation within flux and change • blogs expand the intervals between discovery, connection and understanding • blogs support students to change their experience as consumers of learning to being producers of adrian.miles@rmit.edu.au vogmae.net.au/vlog/
  • 20. 20 Carr, W, and S Kemmis. Becoming Critical. Education, Knowledge and Action Research. Geelong: Deakin University Press, 1986. Downton, Peter. Design Research. Melbourne: RMIT Publishing, 2004. Joyce, Michael. "Siren Shapes: Exploratory and Constructive Hypertexts." Of Two Minds: Hypertext Pedagogy and Poetics. Studies in Literature and Science. Ann Arbor: The University of Michigan Press, 1995. 38–59. McNeill, Laurie. "Teaching an Old Genre New Tricks: The Diary on the Internet." Biography 26.1 (2003): 24-47. Mortensen, Torill, and Jill Walker. "Blogging Thoughts: Personal Publication as an Online Research Tool." Researching Ict's in Context. Ed. Andrew Morrison. Oslo: University of Oslo, 2002. 249-79. Ong, Walter J. Orality and Literacy: The Technologizing of the Word. London: Methuen, 1982. Oravec, Jo Ann. "Blending by Blogging: Weblogs in Blended Learning Initiatives." Journal of Educational Media 28.2-3 (2003): 225-33. Rosenberg, Terence. "'The Reservoir': Towards a Poetic Model of Research in Design." Working Papers in Art and Design 1.1 n.d. Rudd, Peter, Mark Rickinson, and Pauline Benefield. Mapping Work on the Future of Teaching and Learning: General Teaching Council for England, 2004. Sorapure, Madeleine. "Screening Moments, Scrolling Lives: Diary Writing on the Web." Biography 26.1 (2003): 1-23. Stiler, Gary M, and Thomas Philleo. "Blogging and Blogspots: An Alternative Format for Encouraging Reflective Practice among Preservice Teachers." Education 123.4 (2003): 7-9. Ulmer, Gregory L. Internet Invention: From Literacy to Electracy. New York: Longman, 2003. Wagner, Christian. "Put Another (B)Log on the Wire: Publishing Learning Logs as Weblogs." Journal of Information adrian.miles@rmit.edu.au vogmae.net.au/vlog/

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