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When 'Forced Blogging' Flourishes

Northwest Regional Instructional Technology Showcase 2013 / E3: Efficiency, Effectiveness, and Engagement
by

Daisy Pignetti

on 27 February 2013

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Transcript of When 'Forced Blogging' Flourishes

When 'Forced Blogging' Flourishes Dr. Daisy Pignetti
UW-Stout
English & Philosophy What
are blogs? To Discover and Make Sense of What We Read.
To Continue Class Conversations Outside of Class.
To Experiment with a New Genre.
To Connect with an Audience & Build an Online Persona.
To Create a Public Archive that Future Students Can Reference. Why Assign Blogs? "The 'forced blogging paradigm' is the resistance that results when even voluntary bloggers feel hampered by the imposition of academic rules and standards. It’s also the resistance that results when students who don’t really want to blog at all are forced to do so." (Jerz 2004) Forced Blogging? Digital Humanities has both large-scale initiatives & lower-case and personified ones. As such, it is a burgeoning academic field that reframes our mundane interactions with new media as points of connection and collaboration. (Trettien 2010) Blogging & Digital Humanities What to do? Jerz suggests:
In Class, Refer to Student Blogs.
Begin Oral Presentations from Blogs.
Give Flexible 'Forced Blogging' Assignments.
Blog During Class. Deploy both theoretical reflections on and technical uses of digital media in interpretive inquiry
Articulate the social, cultural, and/or developmental impacts of technologically mediated communication PCEM.DH Program Goals
The blog was a good tool to engage students in the class and in the writing process.
Dr. Pignetti allowed latitude in blog posts to allow students to explore some of their own interests.
I liked the open posts – it allowed me to do research in the field that I was interested in. I’m not a big fan of doing lots of research for class, but this made it easier because I could usually focus on social media and topics I thought were interesting. Journal Writing + Public Writing Student Comments:
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