While I certainly encouraged my bloggers, discussed their work in class, and posted comments to involve my students in instructional conversations, I have always been absent as a person. This year, I want things to be different.

This year, I want my personal voice to be present in the community. I will, of course, continue to be present as Mr.Glogowski, the grade eight Language Arts teacher. I will be present in my didactic and supportive role of an educator, of a classroom teacher who guides and explains. At the same time, I want to be present as Konrad Glogowski, the human being who has his own interests and views. I want to be present as an individual, not an individual reduced to one role.

In other words, I want the students to see me as yet another blogger in their community, as someone whose reason for being there is not only to support and instruct but also to learn. To learn from and with my students.

My own blog in our class blogosphere has always been used to post updates, assignments, commentary on student work, and words of encouragement. For years, it was called “The Language Arts Blog,” or “Mr. Glogowski’s Blog” or something equally official and unimaginative. The name of my blog has always reflected my one-dimensional presence in the community - the voice of a teacher. I don’t think my students ever perceived it as a blog - a place where the author shares his thoughts, ideas, or experiences and engages in meaning-making. It was a place that my students would visit regularly to read their latest assignment or download a rubric. I don’t think they ever learned anything from my own blog.

Better Writing from Text Messaging and Blogging Teens

The debate is about who should determine the design and choice issues in the way students learn - Siemans says:

Open standards (or software) and APIs enable mashups and re-creations beyond what initial designers had planned. The end-user, not the designer alone, determines what can be done.

 and goes on to argue that:

Too much of our learning is being designed as if the choices of the learners didn’t matter. We design LMS’ to lock learners into our format, our model. When the learners leave our institution, we eliminate their choice of further access to learning materials. When a learner would like to demonstrate competence in a certain way (for assessment purposes), we instead require a 2000 word essay. With education, the design of learning should follow a similar model as with any other design process: namely to balance the needs and intent of the designer with the end user. In terms of educational design, the choice has traditionally rested with the institution.

He suggests that this is the attraction of social software: 

The draw of blogs, wikis, podcasting, video logging, social bookmarking, and other social tools for educators arises from direct observation of what happens when learners are given choice. It’s enormously motivating to watch learners learn through dialogue - forming connections with learners and experts beyond the walls of a classroom (or LMS)…seeing passion replace routine, engagement replace passivity.