Five stage blogging process by Bartlett-BraggJanuary 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.
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.
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
• 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?
• 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
• 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
• 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?
• 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/
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.