Bloggers: A Portrait of the Internet's New Storytellers

Presents findings from a survey that explores how a group of mostly youthful writers and creators are using the new medium of blogging to express their creativity by documenting and sharing their personal experiences

Transforming pedagogy using mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm. Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig

Blogging outside the Echo Chamber

In the current political climate, it's no surprise that a number of sessions at the recent Australian Blogging Conference at Queensland University of Technology in Brisbane focussed on the potential for blogs and other citizen journalism sites to impact on political news and punditry. In a previous article, we've already noted the continuing skirmishes between psephologist bloggers and the political commentators, whose rather unscientific interpretation of opinion poll results that some bloggers have challenged fervently

Five minutes with Patrick Dunleavy and Chris Gilson: “Blogging is quite simply, one of the most important things that an academic should be doing right now”

Following this week’s the launch of EUROPP – an academic blog investigating matters of European Politics and Policy –Patrick Dunleavy and Chris Gilson (also the creators of this blog!) discuss social scientists’ obligation to spread their research to the wider world and how blogging can help academics break out of restrictive publishing loops

The Hidden Side of Transparency among Government Agency Bloggers

This paper shows and discusses blogs as social action in a corporate context by investigating and seeking to understand organizational bloggers’ motivations and discursive behaviors in the contextual and cultural diversity of a\ud blog-setting. Providing empirical findings on the possibilities and limitations that are embedded in an organizational blog in a government agency context, traced\ud through focus group interviews of the organizational bloggers, the paper shows that culturally bound limitations exist and are exposed when implementing an open-source social technology like the weblog. People, even within the same organization, have different goals in relation to the same technology, and the transparency of the blog and the blog comments is managed differently by the internal bloggers. Through the discussion of the different cultural discourses at work in the blog, diverging roles and dilemmas that the blogging employees meet when engaging in corporate blogging are exposed and discussed. The aim of the paper is to discuss the social implications of these different cultural discourses in a corporate blog and how corporate cultural tensions emerge because of the blog. The paper pinpoints the problematic of transparency through pointing out conflicting goals, roles and the resulting self-censorship by bloggers as they operate in an environment that is increasingly transparent, and shows examples of\ud how the group of bloggers with the shared narrative tradition is able to mobilize its members and create subgroups for appropriate blog behaviors and changing\ud behavior due to self-censorship, as well as identification with the key actors in the group

Social media and self-curatorship : Reflections on identity and pedagogy through blogging on a masters module

El uso de los medios sociales se ha extendido notablemente y se considera ya como una oportunidad única para el diseño de entornos innovadores de aprendizaje, donde los estudiantes se conviertan en protagonistas de experiencias de multialfabetización participativas y entre iguales. El trabajo cuestiona la conexión entre los usos sociales de los nuevos medios y las prácticas educativas relevantes, y propone marcos teóricos más rigurosos que puedan orientar en futuras investigaciones sobre el papel de los medios sociales en la educación. El trabajo reflexiona sobre el estudio de caso llevado a cabo en un grupo de alumnos en un módulo on-line como parte de un programa de máster sobre medios de comunicación, cultura y comunicación. Se invitó a los estudiantes a desenvolverse en estrategias de evaluación más allá de las convencionales, con el fin de teorizar y reflexionar sobre sus experiencias con los medios sociales como soporte y materia del curso. El artículo analiza la experiencia de los estudiantes evaluados en el conjunto del proyecto. Durante la exposición de resultados, los autores situaron los argumentos en el contexto del debate sobre las nuevas alfabetizaciones, la pedagogía y los medios sociales, así como en el marco de la teoría emergente de la autogestión del individuo en estos contextos, como marco metafórico para comprender la producción y la representación de la identidad en los medios digitales.The widespread uses of social media have been celebrated as a unique opportunity to redesign innovative learning environments that position students at the center of a participatory, multiliteracy and peer learning experience. This article problemitizes the connection between the social uses of new media and relevant educational practices and proposes more rigorous theoretical frames that can be used to guide future research into the role of social media in education. This article reports on a case study of a small group of students who use an online module to study media, culture and communication as part of a wider master’s programme. The students were invited to reflect in a more reflexive and theoretical manner than is commonly used in a standard course evaluation about their experiences of engaging with social media as both the medium and the subject of the course. The article discusses the student experience as it unfolded in the context of an assessed piece of project work. In discussing the findings the authors locate the arguments in the context of debates about new literacies, pedagogy and social media as well as in an emergent theory of self-curatorship as a metaphorical frame for understanding the production and representation of identity in digital media

Using shared online blogs to structure and support informal coach learning. Part 2: The participants’ view and implications for coach education

In part one of this paper, Stoszkowski and Collins (2015) showed that shared online blogs were a useful tool to structure and support the informal learning of a cohort of final year undergraduate sports coaching students. The aim of the present study was to offer insight into student coaches’ perceptions of their use and experiences of structured group blogging for reflection and learning. Twenty-three student coaches (5 females, 18 males), purposely sampled from the original study, took part in four semi-structured focus group interviews. Interview data were inductively analysed. Student coaches were generally very positive about their learning experiences and the pedagogical approach employed. This was especially apparent in terms of perceived increases in levels of reflection, knowledge acquisition and improvements in coaching practice; changes corroborated by the data presented in part one. A range of reasons emerged for these outcomes, alongside several potential limiters of engagement in shared group blogging as a learning endeavour. Whilst these findings support recent, and growing proposals to systematically incorporate Web 2.0 technologies such as blogs into coach education pedagogy, several key considerations for the process of using such tools are outlined. Finally, the implications for coach educators are discussed