Edu-Blogging Settings

Dron and Anderson (2009) described groups, networks, and collectives, and Downes (2009) refers to the
importance of mesh networks. Efimova (2009) described her efforts as an autonomous, self-regulated
blogger. However, these settings (aside from groups) do not match the current instructional settings that
most new student bloggers encounter when first introduced to edublogging. The learning contexts
described by these academics are assuming that the individual bloggers already possess strong skills to
navigate and collect and filter information, and are experienced in communicating to various audiences in
different settings.

This is not the case with most undergraduate and graduate students newly introduced to blogging. These
newcomers to the blogging tool do not have the previous grounded experience and confidence.
Oftentimes, instead of being a voluntary exploration, as is the case of professional academics, these
learners are asked to navigate between their own individual blog, the class group blog, and other students’
blogs. However, little direct instruction is provided on how to autonomously coordinate their blogging
activities between these three settings.

Thus, the facilitator’s (or mentor’s) role from the outset is to provide the overall coordination of blogging
activities for these learners, modeling and animating learners to engage as participants in specific group
blog settings, with the notable exceptions of the larger learning circles and practice networks. Only
through the development and eventual mastery of skills required for effective knowledge creation and
network construction will student bloggers be confidently able to participate as self-regulated learners
within practice “mesh” networks (Downes, 2009).

Figure 1: Virtual Geography for the Blogging Apprenticeship