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
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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
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1-23.
Stiler, Gary M, and Thomas Philleo. "Blogging and Blogspots: An Alternative Format for Encouraging Reflective
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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/