Blog Post #3

I've been (under)utilizing blogs in a couple of the acupuncture classes I teach. Perhaps it is because the students at ICAOM are not tech-savvy, but only a few students requested formally to be members of the class blogs I set up. Originally, I intended to use the blogs as an electronic copy of notes and quizzes I would create for the class (when students were absent from class, it was notoriously difficult for them to get a copy of class notes for themselves; I figured the blog would eliminate the necessity for a "paper chase" on their part). Also, as some material in the class would be videotaped, I felt it would be ideal to post videos on the blog that students could view at anytime, instead of burning DVDs for each and every student (I hadn't the time, nor the resources). Again, I have been under-utilizing the blogs even in this capacity...

As far as utilizing blogs as a collaborative forum... I would have to say that it depended on the subject, and how it was organized. Of course, classical pedagogical models (the didactic model) are precisely NOT suited for collaboration, and would likely only utilize the interactive capabilities of blogging in a very limited way (probably "vertical" interaction, between the teacher and individual students). Also, "projects"/questions that are designed to solicit a single "correct" response are also not as appropriate for blog collaboration; I think that in most cases, the brightest student(s) would contribute their solutions, leaving the remaining students "in the dust."

The collaborative nature of blogging is thus best-suited for projects that are open-ended and creative (i.e., not so clear-cut, "right-wrong", and more about individual expression). I'm aspiring to be an English teacher, so my brainstorms in this regard tend to be colored by my subject:

1) You could have an ongoing creative writing project, in which each contributed post would have to "play off of" and continue the plot of previous posts. At one point in time, I actually contributed to a similar sort of project, back in the days of "listservers" and "newsgroups." It was an interesting experience, allowing for individual creative expression, within the constraints of the existing storyline. The feedback was great as well; the other writers would critique or praise elements of each contribution. The success or failure of this type of venture, of course, depends upon the "spirit" of it; if the teacher or members are too critical and heavy-handed, then it kills the openness and enthusiasm of all students.

2) You could request students to post instances of pop-culture that fulfilled certain criterea. For example, you could ask students to find song lyrics/raps that demonstrated iambic/trochaic meter. Perhaps you could even have students post video/audio of the actual song/rap, demonstrated how the accentuations fell... This, however, is less of a collaborative effort, and more about individual responses to a general query... Nevertheless, this would also work in the blog, because the query solicits open individual responses, not a fixed response.

3) For an analysis of a piece of literature, the class could be broken into different groups, each assigned to research some aspect of the work in question. For example, one group might research the historical context of the work; another might research the work's place in literary history; another might research the work with respect to the author's biography, etc. After each group presented their research on the blog, discussion could be solicited to encourage students to analyze the piece of work with respect to what they see on the blog, a sort of "tying-together" of the researched info. Sounds ambitious, but I think given the right circumstances (and the right students), it could be a fruitful project.

4) Again, this is less of a "collaborative" project; but I think this sort of thing is well-suited for blogs. Over the course of reading through a given piece of literature, students are told to post their impressions and questions, AND respond to the impressions and questions of their peers. The teacher would, of course, view the blog, but as much as possible, would not respond with the "authorative interpretation" (unless, of course, the blog entries began to degenerate into mush). This would force a certain level of collaboration on the part of the students in comprehending and appreciating a work. Care must be given that a spirit of respect be maintained in such a forum; it's always too easy for the "smart student" to put down other students... Perhaps there should be a limit as to how much any one student can post, to give others (perhaps even force others) to respond...

5) Finally, a potentially dangerous use of collaboration. You could use a blog to discuss problems with class organization (what is taught, the syllabus, etc.). I say this is dangerous because it can potentially undermine the "authority" of the instructor (if you're into such a model). However, I believe that in some situations (with some students), this can make the class a truly worthwhile and enjoyable experience. Students can debate about which works should be read and studied and WHY (THEY advocate their literary preferences); they can also debate about what THEY feel is important to know in the subject of English (i.e., they THINK ABOUT what is relevent to their own situations). As with the previous example, a spirit of respect has to be maintained in such a discussion/"collaboration."

Well, those are some of my ideas.

"Collaboration," it should be kept in mind, can swiftly degenerate into chaos if: 1) students don't have a clear idea about the purpose of the collaborative project; 2) students don't have a clear sense of how to participate respectfully in a democratic forum; 3) students either don't have a minimum or maximum requirement of participation (i.e., to avoid both the underrepresentation of the "shy" students and the overrepresentation of the "cocky" students).