** My Intellectual Flakes **

I found my mind evolving on the issues of assessment and participation lately. I guess this is a question that never promises a quick and simple answer. This dilemma of voluntary vs. compulsory participation becomes especially salients when it comes to blog given its core nature as personal publishing vehicle. I guess it’s necessary to put together some arguments on this issue.

“… when blogging is used by teachers in a prescriptive way, such as, ‘write a blog on the subject of XXX’, the value of blogging is very much constrained and it becomes another writing exercise. As many writers have noted, blogging is, at its best, a conversation and needs a purpose and an audience, but not prescribed topics.” ( Mason & Rennie, 2006. p. 15)

Downes (2004) also maintained that compulsory blog-writing was at odds with the spontaneous and authentic nature of blogging.

I agree with them. I also want blogging to be sustained and continuous. But the reality is making blogging voluntary and giving students freedom and control don’t guarantee the sustained and continuous practice. Without a suggested topic or areas, students’ writing can be lack of focus and purpose. Yes, the conversation needs a purpose and focus, that’s what glue the community members together. Of course it will the great if the focus and purpose emerge naturally. But a question arises here is how about it doesn’t? What we as educators or researchers can do to facilitate and promote it?

References:

Downes, S. (2004). Educational blogging. Educause Review, 39(5), 14-26.
Mason, R., & Rennie, F. (2006). Elearning: The key concepts. London; New York: Routledge.