The+Academic+Blogging+Journey

The Academic Blogging Journey: A Case Study Glenn Groulx This chapter addresses a number of perspectives about the benefits and concerns surrounding the application of blogging for learners, and introduces the author’s experiences as a student blogger. It is composed of two parts: a theoretical overview and a case study. The theoretical review describes some of the benefits of and concerns about blogging, and explores a number of diverse perspectives: Heimstra’s “construction of self”, Cranton’s “web of connected knowing”, Ganley’s “slow blogging”, Dirkx’s “learning through soul”, and Siemens’ “parallel conversations”, or “dialogue of awareness”. It follows with a discussion of key concerns by theorists such as Downes, Richardson, Levine, Cormier and English about using blogs with learners in any formal learning context, suggesting that students will be turned off by blogging when it becomes contrived, restrictive and forced as might occur within a formal learning setting (Downes, 2004). The case study is composed of an educational biography and an analysis of my own blogging activity using Allan Leonard’s Personal Viable Systems Model (VSM) (2009).

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