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Five stage blogging process by Bartlett-Bragg

January 23, 2007

In my search to web 2.0 learning practices i have popped to the article by Marica Ševelj
Sevelj, M. (2006). All eLearning in the same basket? Challenging a social constructivist ‘fit for all’. Paper presented at The Distance Education Association of New Zealand Biennial Conference, 3-5 July 2006, Auckland University of Technology (AUT), Auckland, New Zealand

She is referring to the educational stages in blogging process. The descriptive stages are constructed using analogy to G. Salmon 2000 model of e-Tivities.
e-Tivities model by G.Salmon
The stages seem nice but not convincing me that it is the actual process what would take place in blogs. It seems that by copying the stages of e-Tivities some aspects that are not common to blogs have been involved that do not suit with blogging framework.
5-stage blogging model by Bartlett-Bragg
This model is presented without any evidence, so i would not take it too seriously. But there are some interesting aspects that are related with our development in blogging.

Using blogs with learners: the five stage blogging process (Bartlett-Bragg, 2003)
Bartlett-Bragg, A. (2003, December). Blogging to learn. The Knowledge Tree: An
e-Journal of Flexible Learning in VET, Edition 4. Retrieved March 6, 2006, from
http://knowledgetree.flexiblelearning.net.au/edition04/html/blogging_to_learn_intro.html

Stage 1
Establishment

• Blogs are set up
• Practice of recalling and recording learning events initiated
• Structured questions are provided as a guide
• Learners encouraged to share their blog URL with others
• Lecturer makes clear she will not read the blogs on a regular basis
• Entries are clearly intended for the lecturer to read
• Postings express sentiments not expressed in the contact classroom

why do they think the learners will not read each other’s blogs?

Stage 2
Introspection

• Encouraged to continue recording learning events
• Starting to pay attention to their emotions and evaluation of the experience
• 15 minutes allocated at the beginning of the classroom session
• Structured questions provided
• Focus on introspection
• A shift away from consciously writing for the lecturer
• A growing awareness that blog can be read by anyone

Stage 3
Reflective monologues

• Reflective process beginning to happen
• 15 minutes still allocated at the beginning of the classroom session
• More responsibility handed to learners for their posts – only topic suggestions are given
• Most learners are making more frequent postings and spending allocated time in class to summarise these
• Surface learners display resistance towards reflective deeper learning and express their feelings about this in their blogs

This seems deterministic claim

• Emotions are expressed relating to their learning and are not directed towards the intended reader
• Evidence of well thought out short paragraphs and development of questioning techniques in blog posts
• Writing appears to be for themselves

Stage 4
Reflective dialogue

• Encouraged towards a deeper reflective process
• Asked to consider their style of expression, intended audience, and publication of their thoughts
• No classroom time allocated for blogging
• Intentional push towards self-directed blogging and learner takes full responsibility for content
• Some learners stop contributing to their blogs. These learners may require more time in Stage 3.

A claim without any evidence!

• Learners acquire their ‘own voice’
• Learners are personal knowledge publishing in a more considered writing style
• The learners are constructing a type of learning conversation or dialogue

Would it be the dialougue with their own reflections? Or is it the comments they consider the dialogue?

Stage 5
Knowledge artefacts

• Learners are reflecting on the knowledge learned and they are providing guidance to readers
• Learners are reading each others blogs and they are commenting in them by sharing their experiences and opinions
• Learners are totally aware of the blogosphere as both writers and readers of blogs

It seems a bit strange that the learners get awareness only in this stage

• Evidence of critical thinking and deep reflective qualities of learning in their blog posts

Another interesting part from this article is the reference to some self-directed learning practices that emerged by keeping research-blog. It seems quite similar how i feel my own blog progressing.
This article is an interesting and well-written pierce definitely worth of reading! It goes far beyond the comments referred below.

Mortensen, T., & Walker, J. (2002, March). Blogging thoughts: Personal publication as an online research tool. In A. Morrison (Ed.), Researching ICTs in context. InterMedia report. University of Oslo, Oslo. Retrieved June 29, 2005, from http://www.intermedia.uio.no/konferanser/skikt-02/docs/
Researching_ICTs_in_context-Ch11-Mortensen-Walker.pdf

Mortensen and Walker (2002) wrote about their personal experiences of using blogs for research purposes. Both women were undertaking their PhDs and a considerable amount of their research was done online. They began to blog as a way of focusing while online but ‘they soon developed beyond digital ethnographers’ journals and into a hybrid between journal, academic publishing, storage space for links, and a site for academic discourse’ (Mortensen and Walker, 2002, p.250). They found that their blogs became tools which they utilised to think about their research, its values, connections, and links to other aspects of the world.

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2 comments

  1. Hi!
    Indeed you may say my blogging process was without evidence – however, if you review the context, the paper was a brief overview based on practice (since 2000) and observation of what appeared to be occurring.
    This was the start of a systematic research process for my PhD studies and when I review it now, it seems very naive!
    For a more developed model (and certainly more complex) there is another couple of papers and book chapters available – grounded in research methodology.
    Reflections on Pedagogy, 2006
    A more detailed paper is forthcoming in Handbook of Research on Digital Information Technologies: Innovations, Methods, and Ethical Issues – due to be published June 2008.
    And also my paper from the BlogTalk ReLoaded conference in 2006 in Vienna reports on the early findings from the research.
    My PhD will be published by the end of 2008 (fingers crossed!)
    Thanks for reading the 2003 paper – and your comments.. it’s come a long way since then!
    Anne BB 😉


  2. Hi Anne,
    I am really happy you wrote, you know this posting even if it was with some criticism) is one of the most up-ranking ones, so people have lots of interest what you wrote . As a matter of fact, we share a mutual friend Sebastian Fiedler. I will take a look at your papers. We have had two years of extensive testing with different blogs at international courses and also at national university courses. Basically i believe that the the last stages you mention, eg. reflective dialogue can be done but rarely. It is more common i shared blog than if to use personal blogs at the course.



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