Weblogs for reflection and instructor feedback

Contenido de la comunicación

1. Introduction

“A blog (short for web log) is a website where entries are made and displayed in a reverse chronological order. Provide commentary or news on a particular subject, such as food, politics, or local news; some acts as more personal online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of most early blogs. Most blogs are primarily textual although some focus on photographs (photoblog), sketchblog, videos (vlog), music (MP3 blog), or audio (podcasting), and are part of a wider network of social media.”

The weblog word is formed by “web” plus “log” that means taking register on a web. Registering events on a website about what is happening, it is not really different to do it in a paper, but the possibilities of using technologies are bigger.

The technological facilities that nowadays offer the blog tools, simplifies a lot all of the administration, design and creation of the web, letting users be focused on the content.

Although it is basically a personal reflection process, and until now it was paper based, today the content that will show our reflections is multimedia. We can use videos, images, music, etc. to complete our ideas. This combination of media widens the reflection process, promoting creativity, and other skills.

From the educational socio-constructivist point of view, students have the protagonist of their learning. It goes from teaching centred on teacher, to a teaching focused on the students. It gives more relevance on the learning process than the teaching one.

All the strategies that teachers will use would be thinking on the student’s needs, the students’ possibilities and their abilities. Also it's important to develop their social skills to be prepared for living in society.

Also the information has changed their support. ICTs are involved in every field of the society, so now teachers are not the only ones who have the information. Teacher's role has changing to a new relation with the information. They will become guides who will help students to discover, organize and manage all the information they can access (that it is growing every second).

If teachers have to give more control and responsibilities to the students, the use of technologies will help in this sense. Students will create their own content, will discuss and develop new materials, and will establish relations with other information sources and with other students around the world interested in the same topics.

This content is not any more plain text, it becomes multimedia (see Wesch’s video “The machines is us/ing us” http://www.youtube.com/watch?v=6gmP4nk0EOE) and this fact implies the maximisation of students abilities and development. They will have to develop creativity, imagination, concept-relations, etc.

In this context, we propose the use of weblogs as a reflective journal, as a space where students can post their experiences, their thoughts, their discoveries, their difficulties, etc. with the final aim to reflect about it and improve their own learning process.

This activity has been done with traditional paper-journal that students showed the last day of the year to professors and they had to read all the journals in one week to evaluate them.

With the help of technology, specifically weblogs, professors can read students' journal every time they post a new topic, giving instant feedback, etc.

Moreover, students can share their journals with others, knowing what and how are their colleagues doing and learning from each other.

“Blogging is built on the concept of self-discovery and expression. It also involves self-discipline, planning, some structure, and goal-setting.”

The use of a blog goes further than just publishing online the work done at class, written in a paperlog. It implies another aspects, from communicative, expressive and socials that will highly enrich the learning process.

Until now, learning was basically an individual act, where teacher was who lead the students' task. With the constructivist learning model, students get the protagonist. They became the centre of the learning and teaching process and professors became guides or coaches that orienter and help students in this process.

Even though the use of technology does not imply getting a better learning situation (Ramsdens, 2005; Gros, 2000), in this case weblogs can be used as a resource and support to promote some aspects of this educational model. Some of those will be the communication, the guidance by teachers, reflection about their own learning, etc.

“…the focus has tended to be on what can be achieved through particular technologies rather than what it is that these technologies themselves can facilitate” James Farmer

2. Blogs in education

Before starting to specify the use of weblogs as a reflective journal, it is necessary to know the use of this tool in general.

As we said before, the use of technologies has to be enclosed with a reflection process about the activities, objectives and the educational approach that we are based on. Only from this reflection we will be ready to start using blogs in our daily practice, answering the question “In what aspects will improve what we have been doing until now?”

Although it can seem an unnecessary and bored step, because to start a blog is very easy, we consider the reflection and familiarizing process essential for the good development of the task and to continue with the proposed objectives, and also to adapt the tool to our specific situation and getting the maximum benefit.

2.1 Weblog characteristics

In this chapter we will focus on the use of this tool as a personal reflection platform, personal experiences portfolio or as a personal self-expression channel.

Weblog has the suitable characteristics to these purposes, but to be really productive, the user has to feel very comfortable using it.

If teachers know deeply the uses of this tool form their experience, will facilitate the use from students. A good training is needed, from the first day and during all the process.

Before starting using the blog with students, it is recommended that teachers get familiarized with the tool. Reading other blogs, following blogroll links, or using blog-search engines (as Technorati, Bloglines, Google Blog Search, etc.) by tag, by popularity, etc. to know a little more deeply what is writing in a blog (what is the structure, what are the regular guidelines,  what are the relations and links, etc.).

Also will be necessary to pay attention and analyze the different platforms to support blogs. There are free and hosted ones (as edublogs.org, blogger, myspaces, wordpress.com). These ones are the easiest way to start, but the user have little options of control and modification.

Other option, for advanced users, is installing the software (for example wordpress, Type Pad or LiveJournal) in a hosting plan (free o for payment).

In the first case, we can easily start blogging and concentrate in the content, but with some restrictions (hosting, uploads, design, etc.). The second option lets users get all the control and personalize the blog as their choice, but a hosting service (there are also free services) and some technical skills are needed.

It is a good idea to start reading blogs from other professors; just searching for edublogs in any search engine we will find hundreds of them. It is important to look how they write, about what, what activities they do with the students through the blog, how they communicate with the students, what is the teacher’s role, etc.

Blog awards are another way to find good blogs in different areas and to analyze the characteristics, how they communicate with the audience, their links, their categories…

To win the shyness and fear that can feel any newbie teacher blogger, is starting commenting in other blogs of our interest, see what happens, what others answer, what we feel writing publicly, etc.

From this first blog contact, we can start using our own blog. It will be necessary to think about the blog platform that we want to use. Ask other bloggers about their preferences, opinions, and having no fear to try and experiment with different systems, until we find the one with we feel more comfortable. This decision will be difficult to change in the middle of the process, not impossible but hard. So we have to think about our specific situation, our abilities and our students needs and try the more suitable platform to these factors.

First posts can be just links to other blogs’ posts that we think are interesting, with a brief explanation explaining what we think about and why we have chosen them. We will start to familiarize with the tool and will start giving a structure (categories, pages, topics, blogroll, etc.). This kind of post is not our purpose of using blogs as a reflective journal, where reflection and critical thinking is necessary, but this is a first step to contact with the tool, knowing it and make firsts contacts into the blogosphere.

With students it is also a good idea starting their own blogs in this way, and here it is more important if we want every student has his own blog and has to maintain it itself.

At the same time, we have to consider what implication level we will be asking to our students. We have to know the real possibilities our students have to access internet, from home or from school, taking care that this will not be a difficulty to anybody.

Deciding about if the blog will continue is open at the end of the year, letting students and others access it, is an important decision that we have tot take before to start. Because of this, we have to choose on kind of blog platform or another (open or private ones) and it is strongly recommended to communicate parents and institution staff why it is important keeping the blog open after the year.

Specifically we want to highlight some points of weblogs that will be very useful using it in education:

• Tags and categories are elements that facilitate the organization and identification of content, becoming more common everyday in a lot of different web 2.0 tools, also known as folksonomy (http://en.wikipedia.org/wiki/Folksonomy)

• Comments let readers express their opinion about written posts, exchanging impressions, to contribute with more information, etc.

• The blogroll is a links list to recommended blogs, establishing a similar topic’s net blogs

• Pings and trackbacks are the notices that somebody is saying something about our blog, connecting posts with similar subjects.

• Content‘s Syndication (RSS: really simple syndication) is the technology that lets centralize all the information (previously selected by user) arriving to the user instead of going for it.

The use of weblogs contributes with new ways of communication. Let extend the channels between classmates (in time and space) and to open to the community (other classes, parents, other schools, experts, etc.). Professors can take advantage of this, giving more content and addition value to the classes’ tasks; for example jobs done in other schools, with participation and help of students of a higher level, or with experts’ collaboration, etc.

Although at the beginning weblogs were not design as an educational tool, teachers quickly have seen different possibilities and started to become popular in this field.

Specifically weblogs can be used to promote control transfer of learning process to the students. As defends the social-constructivist approach, the student has to be the main character of his process.

At the time that this protagonist motivates students, gives them responsibilities. With weblogs, a shared responsibility is obtained (from group-work, for example) and facilitates the participation of all students, helping shy or fearful to participate feeling support from their little group.

This process of giving students control and relevance implies, from teachers, a change on their attitude and role in the traditional way they understood the teacher-student relation (more unidirectional and based on teacher’s knowledge).

To exploit all the possibilities in the teaching and learning process using blogs, it is necessary to design the activities from the student’s point of view. And here repeats the importance of the previous reflection process. And also, the use of other tools as wikis, online forums, etc. can complement perfectly our activities.

2.2 Using weblogs

In addition what we explained above, Richardson (2006) highlights some points why he thinks blogs have a positive impact on education:

• Promoting critical and analytic thinking

• Promoting creativity, and intuitive and associative thinking

• Are a high potential means to access to a quality information

• Combine individual reflection with social interaction

This last point will be the key of this entire chapter; use of weblogs as a reflective journal, where each student can individually express and reflect about their thoughts, their experiences, etc. and at the same time sharing this with his colleagues and receiving teacher’s feedback.

Students learn to read critically, to think in analytic way about the reading and to write in a clear and ordered way. The establish relations with classmates, teachers, tutors, and other professionals through the blog environment.

As a reflective tool it is necessary to motivate and to guide students to reflect about their learning process, but specifically we have to design all the activities in the way that using blogs has sense and usability. It is important having clear objectives to let us evaluate the process at the end.

The fact of having all the work, activities, personal information, reflections, etc. in an organized place, give an favourable conditions because students could reflect about that and teacher, just visiting student’s blog, can follow how is going their development process easily.

The work posted in a blog can be shared with other people interested in similar topics, or with those interested in knowing student’s development (parents, tutors, teachers, etc.).

Using weblogs as learning and teaching tool, educators can promote two kinds of reflection:

• One more centred in the day a day, like a journal, reflecting about the activities and tasks that students are doing. It is related with the field logbook.

• Other more centred in all the process. At the end of the year, they can review the entire job done and analyze the evolution, the learning, the difficulties, results, etc.

In addition to use blogs as a personal portfolio space, it let interaction with others. Student selects their best tasks and reflects about this election (why he chose these, what is important, what is the contribution of this job to his learning?) and then he publish this reflection on the blog to let others read this thoughts, sharing different ways of learning, that in traditional methodology are more hidden.

3. Blogs as a reflexive journal

« People study better when they are involved in the creation of something specific and they have objectives for activity that they can reflect on». Seymour Papert

Focusing in the use of weblogs as a tool to support reflective tasks, we will be centred on the following points:

• Professor’s role

• Student’s role

• Privacy

• Feedback

• Activities

3.1 Professors Role

Based on the socio-constructivist approach, professor has a role of guide and coach of the students’ learning. So using technology we will follow this hypothesis too.

Students will be the centre of the process, so professors have to teach how to use the tool:

• What is asked to do on it

• What will be the evaluation criteria

• If there is a minimum posts per week

• How will be the time managed?

• What is and not is correct to do on the blogosphere?

Professor can not control all the sites students’ visit, neither all the relations they maintain through blogosphere. Although there are filters and protections, the more effective way of keeping students in the safe side is showing them what is happening in the dark side, how they can avoid problems, etc. This will be treated specifically in the next point 2.2.3 about privacy.

If we pretend to promote critical thinking and reflection, we have to keep an appropriate environment to do it. It means a confident relation professor – student, based on the confidence, friendly and respect.

Professor has to give control of the process to the student. It is not easy because of the tradition where professor was who had the knowledge and their function was to transmit this knowledge. Now, transmitting information is not the most important part. With the society of information, students have to create their own representation of the reality, and have to develop skills to manage this information. Professors have to guide this process but letting students having the control.

Educator’s role consists on follow students’ work, commenting when necessary in the sense of helping them to create connections between concepts and tasks rather than evaluating.

Linking to these best students’ posts and ideas in the professor’s blog or in the classroom’s blog, it is a good way to motivate students to write better and to improve their tasks.

3.2 Student’s role

Students will be the centre of their learning process and the protagonist of the tasks. They will have to discover what is happening around.  How ICT society is working and what is their role on it. From education, they will ask to face something new situations, new learning methods and new social relations systems.

Reflecting about their own learning process will help him to be aware of their weakness and strength.

Things like if students can or can not post photos or texts about their personal interests’ topic, being related or not with the activities, are things that we have to negotiate together (teachers and students). On one hand, they will be more motivate to maintain and use the blog, but in the other hand it can difficult the evaluation and confuse colleagues at the time to search matter content, etc.

We have to establish some kind of guidelines, and these things have to be argued.

3.3 Privacy

One of the things that most people say when you tell about blogs, and publish thoughts, ideas, share knowledge, etc. is “but everybody can be able to read it!”

Yes, everybody will be able to read it… if we want.

All blog platforms, content management systems (CMS), learning management systems (LMS), virtual learning environments (VLE), etc. have the option to hide or protect posts. Finally is the user who chose what to show and what to hide.

We use this tool to share knowledge and learn from each other, so some kind of public it is needed, but always it is possible to protect the access (by password, disallowing search engines, etc.)

First of all we have to explain in a very detailed way how will we use the tool, what are the objectives, the benefits, etc. From parents, students, other teachers and other educational staff have to know it and we have to get their approbation.

This activity will let students be trained not only on using this tool, if not also to develop autonomously in the digital society, and this implies knowing what means to write in public, what information they have never publish, etc.

• Using only first names, not family names.

• Never giving mail addresses or information that facilitates their localization or identification.

• Clarifying the blogs’ uses with all the educational community.

• Be sure that all the students know what to do in case of detecting abuses or non desirable behaviours (writing an email to the teacher, telling to parents, etc.).

Using a Virtual Learning Environment (VLE) implies that only registered users can access to the blog content, but this limits  the access to parents, other classes, other schools, etc. with we maybe want to share experiences. As we said, the majority of the blog platforms let protect posts by password, but we have to be aware that all the published content is susceptible of being intercepted and used incorrectly. This will have not to be a difficulty and hinder our purpose. Students spend a lot of time navigating the web and this will be a good opportunity to train them in this field, and this can be a good objective and argument to explain concerned parents.

It is our obligation to teach students what is accepted and secure and what not in the digital society. Writing for an audience in a public way can represent some risk, but these can be minimized with the correct training, information and pacification.

Some institutions have decided to restrict access from their computers to spaces like Blogger, MySpaces, or Xanga to reduce the danger of students visit non desired sites, but in this way they also are restricting the access to hundreds of quality blogs. The alternative to the restriction is by teaching students skills and abilities to navigate in a secure and effective way.

To get the balance between privacy and the benefits of sharing experiences and opening our work to the community is not easy but is an important task to do, and we can revise the process at any time to see if we are in the right balance or not.

To help educators deciding on this topic, it is important think about the potential audience where we want to arrive, adjusting more o less the restriction. 

For example, at the same time that comments can offer a lot of potencial, also can be a focus of intrusion and undesired comments.

3.4 Feedback

Feedback is one of the key points that relate students and professors through the blog.

It is the place where professors can participate in students’ blog and the part that gives sense and makes the difference between using a weblog or the traditional paperlog.

We consider using technologies, such as weblogs, only after a reflection period about their use. We think that blogs can contribute to improve the relation between educators and students, and it lets them to interact and give feedback in context and near in the space bar.

Using blogs as a reflective journal, teachers will see thoughts, ideas and experiences that would be hard to see and to know in other conditions. We have the opportunity to guide our students in their process, helping them to improve their experiences during the process, not at the end, letting them improve and arrive at the end successfully.

Behind the socio-constructivist approach, this tool will let to give the control of the learning process to the students, where educators have the role of orienteering and guidance through this process.

3.5 Activities

We can learn a lot of things using technological tools (social behaviours, communication skills, etc.) that we did not predict and that were not thought to be learnt using these tools.

This kind of learning is also important, because in the information society a lot of new content is created every second and having abilities to manage and analyse this information, will be essential to survive.

Although there will be some things learned involuntarily, to develop activities of self-reflection through the blog, we have to think about the objectives and design very carefully what we want students do and how.

Before start blogging, we can do some activities related to developing critical thinking. It consists on reviewing blogs, trying to identify the validity of the information they expose, distinguishing different points of view from the different sources, etc. This first step will lay the foundation of all the future tasks.

We have no way to be extremely sure if what we are reading is true or not, but we can check some points that will help us to decide if we believe that content or not.

For example checking how many blogs are linking here (via technorati, for example) and what the authority of these linking blogs is. Also knowing if there is an adequate use of images and links, what blogs are in the blogroll, etc. will give us more information.

This is a simple activity but has two benefits. In one hand, we are training students to be safe through internet, having their own resources to believe or not what there are reading, and in the other hand we are starting working on the critical thinking that will be one of the main objective of blogging as a reflective journal.

Now we will show some guidelines for that kind of activities that students can do using blogs as a reflective journal or how to organize a course using this tool.

First of all have to be in mind that the blog will not be the activity by itself. We will do different activities that students will post in the blog. Also, blogs are not the best tool to work together (wikis will be more suitable for these situations) but students can work together at class, and post the results and conclusions in their blog to share with others.

It is very important to use correctly the categories and tags of the weblog. For example one for each activity (activity 1, activity 2, etc.), also one for kind of activities (reflection, evaluation, answers, etc.). All students have to share the meaning of these tags to use them correctly.

Example 1: Educator suggests students to post an article about what they have been doing at class. The post will have three key points that they should answer:

• What are the 5 most important concepts worked during this week? Explain each one in two lines, saying why do you thing that are important to know.

• Explain the relation between these concepts.

• Why do you think these concepts are relevant for our society?

The first point pretends students summarize all the work done during the week.

The second one tries to confirm is they really have been understood the topic and the relations inside.

And the third tries to make students reflect about the utility of this subject with their day a day life.

This could be a summarize activity, where students have to develop all the concepts worked at class and summarize the most relevant in one post. Educators can see easily how are they learning, what concepts are not clear and what are the common confusion, difficulties, etc. to go over and give them extra help in these points.

Example 2:  From example 1, we can do another activity based on the relation between students. Each student has to choose two other blogs, and analyse the post done answering these premises:

• Are his concepts different of yours? Why do you think he have chosen these ones?

• Do you understand the relation that he shows? How would you improve the explanation?

Example 3: This will be a final day reflection post. In this case the key is to analysie what students had been doing during the day at class and what they learnt, what difficulties they found, etc. to accommodate new learning to previous knowledge.

It is as simple as answering these few questions:

• What we learned today?

• Was it difficult to you? Why?

• Were the resources useful to do the task?

• What abilities have we worked doing these exercises?

Example 4: Blogs let us be connected with a big community all over the time, so it is a good place to connect what we are doing at class with what are happening outside. So this simple activity tries to relate news and information all over the world with content learnt at class.

After the classroom, student’s groups must look for news, videos, pictures, articles, etc. related what the content worked, and write a little text explaining why they had choosen this information and how it is related.

Practical example:

We used blogs also as a reflective journal during the practice period those people that are studying to be teachers, and studied the situation.

In that case the activity was more complex because it implies a long process during all the year.

Each student had his own blog, and after an introductory session, they start posting what they are doing in their practical centers guided by standard categories that we proposed, to uses as common ones. Using this six o seven common categories, helped students to focus their information, to organize them and also other students visiting other’s blogs could find easily every kind of information (from personal reflections, to educator’s role in the center, feelings, etc.).

Before using this method, students had to write the day a day experience, presenting at the end of the year to the tutor on paper. Tutor has to evaluate all the period trough this document and the evaluation done by Center-of-practice's tutor, only at the end of the year.

Using a weblog, tutor can give feedback regularly. If students post each week, about their experiences, lived situations, etc. tutor can give a contextualized feedback, helping students, showing how to solve difficulties, etc.
Moreover, students can comment to others what they think about told experiences and learning by what others would done, etc.

At the end of the year we have some conclusions about this experience:

• First of all, it was a new method, for the students and also for professors. At the end of the year both showed their enthusiasm with the project. Professors who did the same matter but were not enrolled in the project, showed they interest to use blogs next year. This experience had created an interest by other professors, without forcing them, and will be standardized next year.

• We expected that students would comment to other’s blogs but finally this was not happened. Probably because they had not enough time and only focused on the readings. They explained that they usually read other’s blogs, but not commenting. If we want to develop this option, we have to plan this very detailed and explain clearly what the benefits are for the students.

• To give a community sense to classroom blogs, we recommend that all students put other’s blog at their blogroll, so from each blog will be a link to others and will be very easy to visit student’s blogs.

• To facilitate the monitoring of the process, professors should use some kind of RSS aggregator such Bloglines or Google Reader, for example. Also students will get more benefits of using these tools, reduce spending time, etc.

• Also it is very important the introduction session, to explain the use of the blog, but also to share the same idea for categories, what kind of information is suitable and what not, terms of privacy, evaluation guidelines, etc. that will influence in the success of the experience.

3.6 Evaluation

All the teaching and learning process has the difficult part of the evaluation. Using technology or not, the evaluation has to correspond with the main objectives and the methodology used during the process.

We think on the evaluation as a process, not as a specific moment at the end of the course. In this sense, we think that a constructivist approach needs a continuous evaluation process, letting teachers guide students during the process, not only telling them what is right or wrong at the end, when they don’t have opportunity to modify or improve their work.

Using blogs the evaluation process will follow the same thesis. We can follow a quantitative point of view, based on number of post, length, comments, etc. or based on the content, the ideas expressed, the reflection, the critical thinking, etc.

And also we can use both, quantitative and qualitative point of view to complement the evaluation.

If we use blogs to support classroom activities, the evaluation will be based on the own activity objectives, that can be complemented with the information that offers the blog.

Using guidelines to help teachers to systematizing the student’s blogs analysis:

• Participation (number of posts, etc.)

• Deepness of the posts (quality of content, information offered, new links proposed…)

• Effective writing

• Level of reflection about the content expressed there

• If they participate on others’ blogs, commenting, etc.

Also, we can use self-evaluation tools or co evaluation. If we go one step backwards, we told about the constructivism approach where students are the main character, so give them the relevance here. Put them on the centre of their evaluation process, promoting their reflection about their learning process and be aware of their good and weak points.

At the same time, if they have to evaluate a friend, we are developing a sense responsibility and respect to others’ works.

As told before, here we show a map of self-evaluation (Konrad Glogowski):

http://www.flickr.com/photo_zoom.gne?id=516978385&size=o

by http://www.teachandlearn.ca/blog/2007/05/27/making-assessment-personally-relevant/

http://www.flickr.com/photos/teachandlearn/473061207/in/set-72157600130707749/

With the following questions that the author proposes:

• My Goal: What do I want to accomplish? What do I want to learn?

• Entries I am really proud of: It is important to be critical of one’s work. To get students to look at their own work and find entries that, in their opinion, are a strong reflection of what they are capable of as writers and researchers.

• Resources I have tapped into: That student identify resources they have found particularly worthwhile.

• Classmates whose work I have been reading: students start to look around in the class blogosphere to find classmates whose work is of interest to them and can benefit them as researchers, which they start to build their own network.

• What I need to/ want to do next: This is about learning to identify that next step. “Do I need to read more, do more research, organize what I have?” etc.

• My progress: students can add a date to indicate their understanding of their own progress.

• Final table: metaconginitive exercise; where am I now? What do I still want to learn? Am I becoming an expert on this topic? Are there things I don’t know? If so, what are they?

4. Conclusion

Although it is possible that a lot of students were using blogs (myspaces, blogger, etc.) it is not usual that were used as a reflection spaces or thinking critically. It is good to cheer up those that were using it and to the others that never have tried it. But they probably will abandon when the course will be over. We have to transmit the idea of life long learning, why it is important to keep blogging and keep reflecting about heir process, without pressure.

In this way we propose the use of weblogs as a reflective space (individual or in teams), where students will go joining in one space all their learning process activities and reflecting about them, to facilitate the accommodation of the new learning.

These are some advantage of make public students’ reflections:

• They can be aware that others have thoughts like theirs, and share concerns, ideas, and new findings.

• Professors and Tutors can know, almost in real time, more about what their students are thinking. Prevent possible future problems, reorganize course structure, renforce difficult content or adapt the class rhythm.

• Also, parents can follow children's development, making easy to help them in theirs problems.

To start using a blog form the technical point it is not difficult, and every day it becomes easier, but writing for an audience (small or big) and getting the habit of reflect, it implies more effort. In this way we strongly recommend that professors use an introductory session to explain the technical issues about blogging and also to share the meanings of categories, blogroll, the evaluation guidelines, etc. to work altogether in one line.

Also a precise and detailed planning will be necessary to success.

Blogging can be an amazing activity, that let students reflect individually and share their points of view and learning from others.

Bibliografía/Referencias

• Farmer, J. (2004) Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments.
  http://www.ascilite.org.au/conferences/perth04/procs/farmer.html

• Blogging tools for educators http://supportblogging.com/Blogging+Options+for+Educators

• Personal reflection vs. Public spaces http://blog.lib.umn.edu/blogosphere/personal_publication.html

• Weblogs, a powerful tool for educatora http://www.sbg.ac.at/zfl/eTeaching_Skills/eTeaching_Weblogs/basics.html

• Blogs as writing practice http://www.bgsu.edu/cconline/barrios/blogs/write/index.html

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