Group items tagged

technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).

The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?

Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.

The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.

The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.

Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.

The technologies we block in their classrooms flourish in their bedrooms

Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.

I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.

As far as the ego thing goes who cares. Your blog's this mine is that. Whoopdy do! If you're learning and growing your PLN that is what counts.

Charlie A. Roy said.

I feel similar frustration. If the point is about learning than reading and commenting is a great way to add to our own creative potential.

Tennessee

Great response to a burning question/statement that most of us (well probably all of us)feel at one time or another.

Many of the people that I have learned the most from are not the ones involved in the "cocktail party" but rather those in the trenches doing what I love to do each and every day, just like you!

agree that developing a readership takes time.

Carolyn Foote

Scott McLeod

Re: the depressing aspects of 'comment intensity,' I actually meant it to be an affirming post rather than a depressing one

I think that the comment intensity idea is important in this respect: I often see laments from bloggers that they don't get many comments on their posts. What the table above shows is that even those of us who are fortunate enough to have large readerships often don't get many comments. My personal median over the past 20 posts, even WITH the big spike of 89, is still only 2.5. Ewan, your blog and Vicki Davis' are similar. The point is that many, many posts don't get a lot of comments, even those by the more widely read bloggers.

tom said...

Thanks for bringing this up. This has been an issue for me personally as well. OK, so nobody's IN, but the (pseudo?) community nature of blogging makes it feel that way.

But, like other artists, we have to work a little every day whether we feel like it or not, and whether we get validation that day or not.

I think many of us are working at blogging because there's an element of self improvement, which implies self evaluation. Without feedback from others it's easy to be hard on ourselves.

Christopher D. Sessums

For me, the conversation is hardly closed; it is simply a matter of having something to say, something to share.The emotional commitment is another aspect of the conversation that is easily glossed over.

MIke Sansone

I've found (both with myself and those educators I've worked with in their blogging starts) that the edublogosphere is open and welcoming -- but as we engage in any cultural group (even offline), patience really is a key.Still, we sometimes measure our success by the interaction from those we look up to (esp. teachers - many of whom were probably the best students in their class, yes?)

Sometimes we don't see the comments -- because the talk happens offline.

Britt

I get very few comments on my blog but see through the clustermaps that I have readers each and every day, so continue to feel that the blog is benefiting me through reflection and may even be benefiting others as well.

atruger

I NEVER get to share tools I discover because someone ALWAYS beats me to the punch...but I am ok with that.

I truly connect with what you write even though I am one of "those" people who reads but rarely comments. YOU do make a difference and so do I!

Bego said...

the whole cocktail party analogy is just a grown up version of the kickball line-up in elementary school.

In the blog world, change is effected by good content, and while good content isn't always noticed at first, it does eventually get a respectable position--sometimes because the cocktail group points them out.

How could I think to be in the same boat as John Scalzi who started in 1998 if I've only been blogging since 2007?

I found your blog, Vicki, because a project you do for Atomic Learning mentioned you, and your name is on the movies they use.

jeanette tranberg

2005 - you were the only ones out there to follow

Oh yes, I have felt the cocktail chill at times. I'm a norwegian edublogger, that have been following your brunks (blogdrunks) for a while. To start with - in

Wes told me once I twittered, that nobody should twitter alone and I could not agree more - so I don't.

So, from the outer side looking in: Anybody stopping by in Second Life tonight (which is today for you) for a virtual edu cocktail?I'm aka Kita Coage at Eduisland II, waiting to cocktail connect with you c",)

Paul Hamilton

For most of us, blogging is very much a personal venture.

I suspect that we all have a deep desire to be heard and to be accepted. The longer I'm involved in the edublogosphere, however, the more impressed and encouraged I am by the level of acceptance that there is here. It is a good thing that we don't always agree with each other. Disagreement is often at the heart of constructive conversation

At the same time, we are no different than the kids in our classrooms. We educators need to know that we will be accepted, no matter what we have to say and no matter how well we are able to express it. I think we help to make the edublogosphere a "safe place" for each other as we try to keep it positive and as we take advantage of the numerous opportunities to be affirming.

Jim Dornberg said.

I don't at all feel excluded from the blog "cocktail party", because just like a real cocktail party, I am drawn to the people who have something important, and engaging to say and I am content to listen and learn from them. I have seen a few of the "big names" at conferences, and even met a few of them in person. I have emailed several of them and others, or left an occasional comment, and I have been very pleasantly surprised at the thoughtful responses I have received.

I read many blogs, but comment rarely, and I suspect that those who read my blog do the same. So I don't feel at all excluded. I'm just happy to occasionally be part of the conversation.

Alfred Thompson

When I was at EduBloggerCon last spring I felt quite the outsider. There were famous people there and I was unknown. I still feel that way in the broad edublogsphere. But honestly the broad sphere is not who I am blogging for. I blog for a niche - computer science teachers. The event for that niche is SIGCSE and there I (blush) feel a bit like a star. Few of the people there know the edubloggers with much larger readership or Technorati ranks. And really reaching the CS teachers is my goal not reaching everyone who teaches general subjects.

There is, I believe, room for more at the top if only because the number of teachers reading blogs is still very small but we all hope it is growing. We are still at the ground floor. That makes edublogging different from tech blogging I think.

Jason Bengs

I think we need to all remember our focus for blogging. Mine is for reflection. I use my blog as a tool to improve my teaching. If others start to read and can learn from it, great. To my knowledge I am the only one seeing my blog right now. Which is fine with me. I don't think blogging should be a popularity contest and having a large number of readers is great, it must mean that you, and others, have something to offer that others want to emulate.

prof v said

I think you could have added three additional points. First, a suggestion on how to increase readership. I think new bloggers (myself included) are still trying to figure out how to make the connections that allow for conversations within blogs. I go back to your list of 10 tips for successful blogging, and still find things I never noticed before

would love to see an updated list that perhaps would include how to make sure your blog is part of an RSS feed and how to set up subscriptions for potential readers to make it easy for them to subscribe to your blog.

I think even you have realized that it is more difficult to break into the edublogger field as there is now so many new bloggers (just in the last two years).

Finally, I am surprised that you did not point out how you have helped new bloggers by both asking for new voices and then publishing them in your own blog. I think this is an indication that you are trying to open up the "party".

Dean Shareski

Isn't the whole point of web 2.0 is that it exudes democracy and equality? Those that get all concerned about rankings and ratings are, as you've suggested missing the point.

We often quickly want to find ways of ranking. Reminds me of the evils of current assessment practices. We tell kids to do their best and work on improving performance and yet continue to use ranking systems that is clearly a mixed message.

Anonymous said.

I'm new to this world as of Monday...yes, 4 days of immersing myself in as much ed. tech, web 2.0, online collaboration "stuff" that I can. (thanks to Lisa Thumman at Rutgers U.) Cocktail party or not, your blog and the comments people have left have increased my list of people to follow. Even a discussion about "being on the outside" has led me to the "inside". I'm thrilled to be in the company of such great minds and promise to start contributing once I wrap my brain around it all! Thanks to everyone for sharing! cmtvarok

Mrs. V.

thanks for coaxing me out of my blogger drought!

Vicki A. Davis

I believe that this "post" has been made stronger by the comments, which have added to the post greater depth of meaning.

All over this conversation I see the change in society. We are all going through the emotions of becoming accustomed to something new... kind of like I first experienced when the Internet first came out.

And while, when I began blogging, I didn't really set my sights or aim for a large readership... now that it is here, I will seriously consider and appreciate each individual reader and take my job seriously

@tennessee -- Those in the trenches are my most important reads... I just wish there were more of us. It seems as if many teachers view blogging as a way out of the classroom when they should see it as a way to improve the classroom!

@scottmcleod - I believe the comment intensity is highly correlated to controversiality AND immediacy. If a lot of people SAW someone recently, they want to interact and comment (immediacy.) If someone says something very emotional or controversial, people want to comment and interact (controversiality.) While I guess looking at these stats are fine, I've found in my very short time blogging that looking too much at numbers of any kind removes my focus from what is important. When I focus intently on conversation, my blog traffic and numbers just grow. I always say "whatever is watered, grows." If I water my investigation of stats, I become a good statistician... if I water my blog but also commenting and participating in the blogosphere as a WHOLE, I become a good blogger. I'd rather be the latter. And while the post was meant to be encouraging... I have to admit I'm a competitive perfectionist and always have to reign in that aspect of my nature.

@christophersessums - I think the emotional nature of something is like the proverbial elephant in the Net -- it is there. It always stuns me the number of people who discuss their feelings on this when it comes up... it means that many of us are experiencing the same thing.

Offenders rarely deceive victims about their sexual interests.

promises of love and romance

99% of victims of Internet-initiated sex crimes in the N-JOV Study were 13 to 17 years old, and none were younger than 12. 48% were 13 or 14 years old. (115)

My (Liz B. Davis ) Summary of Key Points (All are quotes directly from the article): Online "Predators" and Their Victims. Myths, Realities, and Implications for Prevention and Treatment. by: Janis Wolak, David Finkelhor, and Kimberly J. Mitchell - University of New Hampshire and Michele L. Ybarra - Internet Solutions for Kids, Inc.

it was those 15-17 years of age who were most prone to take risks involving privacy and contact with unknown people. (115)

take place in isolation and secrecy, outside of oversight by peers, family  members, and others in the youth's face-to-face social networks (115)

Most of the online child molesters described in the N-JOV Study met their victims in chatrooms. In a 2006 study, about one third of youths who received online sexual solicitation had received them in chatrooms. (116)

Youth internet users with histories of offline sexual or physical abuse appear to be considerably more likely to receive online aggressive sexual solicitations. (117)

..Although Internet safety advocates worry that posting personal information exposes youths to online molesters, we have not found empirical evidence that supports this concern. It is interactive behaviors, such as conversing online with unknown people about sex, that more clearly create risk. (117)

Online molesters do not appear to be stalking unsuspecting victims but rather continuing to seek youths who are susceptible to seduction. (117)

maintaining online blogs or journals, which are similar to social networking sites in that they often include considerable amounts of personal information and pictures, is not related to receiving aggressive sexual solicitation unless youths also interact online with unknown people. (117)

Boys constitute 25% of victims in Internet-initiated sex crimes, and virtually all of their offenders are male. (118

Some gay boys turn to the internet to find answers to questions about sexuality or meet potential romantic partners, and there they may encounter adults who exploit them. (118)

..child molesters are, in reality, a diverse group that cannot be accurately characterized with one-dimensional labels. (118)

Online child molesters are generally not pedophiles. (118)Online child molesters are rarely violent. (119)

Child pornography production is also an aspect of Internet-initiated sex crimes. One in five online child molesters in the N-JOV Study took sexually suggestive or explicit photographs of victims or convinced victims to take such photographs of themselves or friends. (120)

Youths may be more willing to talk extensively and about more intimate matters with adults online than in face-to-face environments. (121

it may not be clear to many adolescents and adults that relationships between adults and underage adolescents are criminal. (122)

Simply urging parents and guardians to control, watch, or educate their children may not be effective in many situations. The adolescents who tend to be the victims of Internet-initiated sex crimes many not themselves be very receptive to the advice and supervision of parents. (122)

We recommend educating youths frankly about the dynamics of Internet-initiated and other nonforcible sex crimes. Youths need candid, direct discussions about seduction and how some adults deliberately evoke and then exploit the compelling feelings that sexual arousal can induce. (122)

Youths need candid, direct discussions about seduction

Many prominent libraries have accepted Google’s offer — including the New York Public Library and libraries at the University of Michigan, Harvard, Stanford and Oxford. Google expects to scan 15 million books from those collections over the next decade.

many in the academic and nonprofit world are intent on pursuing a vision of the Web as a global repository of knowledge that is free of business interests or restrictions.

libraries and researchers worry that if any one company comes to dominate the digital conversion of these works, it could exploit that dominance for commercial gain.

“One is shaped by commercial concerns, the other by a commitment to openness, and which one will win is not clear.”

The Open Content Alliance is the brainchild of Brewster Kahle, the founder and director of the Internet Archive, which was created in 1996 with the aim of preserving copies of Web sites and other material.