Anne and I have been working on getting our journalists together, her third graders and my high schoolers, and I’m hoping it will come about this week. The plan right now is to have my students mentor hers as they work through a research project. They’ve been doing some great Web logging already on their NewsQuest site (linked above.) I’m hoping maybe my kids can help them through the reporting process by sharing their own experiences so far and giving some supportive feedback to what Anne’s kids are doing and writing. If anyone has any creative ideas to add to this loose plan, please feel free to post. (AND, I’m working on getting a surprise guest collaborator as well…more a little later.)

This is one of the coolest applications of Web logs, I think. My students can become teachers without leaving the classroom. And what better way to learn than to teach? I’m looking forward to seeing how this plays out, and as Anne said in a recent e-mail, ” I have a feeling something good will develop from this that you or I might not even have thought of yet.” Oh, the possibilites!!
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Joe says:

I’ve been thinking a lot about weblogs (or web logs) and EBN as I’m reading this and how we spread the word. The TechLearning article was excellent publicity but it’s imperative that our work reach more and more print publications in coming months…I still don’t share Will’s optimism about how quickly weblogs will become more pervasive but publishing more in print publications will push the boundaries of the current audience for this work. Digital work is best represented and promoted in a digital environment but for some outside our current audience, print still lends and added sense of legitimacy.

I agree, and this is what I mean when I say we need to market this idea. I don’t mean it to make money; I mean it to spread the word. (Call it evangelism if you like.) I’ll go back to Wendy’s books and how hard we worked to get the word out, to let people know that we were out there with what we thought was a great product.

But here’s the challenge…we need to make sure we have a “product” as well, not a book or something to sell or an “enterprise level initiative” as Pat puts it. Our product has to be support, documentation, ideas, knowledge that educators can use when they catch a touch of the virus. I keep thinking about the readers of the TechLearning article…sure they can go to any one of our sites and get a great deal of information about Web logs and education, but let’s face it…none of our Web logs is dedicated to informing a potential convert about the basic hows and whats and whys of edublogging. You have to do some serious wading to get to that stuff.

Pat says:

Rest assured that the design of the eBN home blog, this site, is in good hands- in those of none other than Bryan Bell, Manila Master. Meanwhile, let’s get some more members, individual and organizational, in here to participate in revising whatever design first appears.

Bryan has done some great work. I’m looking forward to seeing what he and Pat come up with.

Gave my journalism kids an hour long presentation on Web logs as J today, and at the end, half of my class signed up for Blogger accounts and started posting away. It was really fun to watch their enthusiasm. What’s even more fun is being able to bring the concept into the curriculum not just as a tool but as part of the study. Showed a clip from Media Matters on PBS that does a really good job of introducing and exploring the potential. There’s no doubt that this digital printing press is empowering people in ways never before imagined, and I’m going to get my students to do some thinking about that as I start prepping for the Web Logs as J presentation during the New Media Studies program at Middlebury this summer. It’s nice having 22 research assistants…

On a similar note, Pat sounds like his teachers and students are having some fun as well. That’s the way it should be.

Pam breaks some new edublog ground with audio blogs. (Darrick’s reading made me want to get Tess starting her own Web log…maybe this weekend.) And then Sarah offers up a link to Wired’s overview of the mobile blogging field.

What strikes me is that there is just no way to predict where blogging in general and edublogging specifically will be next year or five years down the road. Video blogging can’t be too far off, and I can’t imagine what’s next. For the longer term, Web logs will be providing much more than just digital paper, and isn’t it fun to think of all the possibilities?
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John Robb of Userland muses:

Wow. It’s amazing how many private weblog communities that are in development. Excellent. Soon, every site, organization, school, and company will have weblogs running on their servers and desktops.

It’s heartening that he includes schools in the list, and I don’t doubt that he’s probably right. What a cool idea that every school would adopt Web logs in some form. For that to be Manila, however, Userland still needs to do some work. (BTW, I wonder if John could give us a list of the educational institutions currently using Manila…)
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The good news:

The comments feature adds a link next to each news item on your home page which, when clicked, opens a new window with a form for posting comments and reading comments posted by others.

The bad news:

Enable the Radio Hosting feature: Go to the Radio Hosting preferences page and click Yes next to the question, do you want Radio Hosting enabled, and then click the Submit button.

Huh? A search of the Newbies site returns no results for “Radio Hosting.” No idea where to find those preferences.

Once again…it shouldn’t be that hard to do.

Ok, in terms of shared writing space, I’d agree that wikis are about as easy as it gets. And from this article I get that the log of changes is the key to keeping wiki ne’er-do-wells at bay. I guess if I just didn’t like what Pam added to the FAQ yesterday I would erase the changes and hope that at some point she would give up.

Wiki is an intelligence test of sorts to be able to edit a Wiki page. It’s not rocket science, but it doesn’t appeal to the TV-watchers. If it doesn’t appeal, they don’t participate, which leaves those of us who read and write to get on with rational discourse.

From the standpoint of truly collaborative space, a wiki is a pretty intruiging concept. I did try to have groups co-author in Manila, and I’m not sure I was real happy with the results. It was a little too hard to keep track of. Not so with the wikis we’ve been using. I guess in the name of intellect, I might just have to give it a shot with my journalism kids at some point. Now, any ideas on how I create one???

BTW, here is the first wiki.
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Dave Winer today in Scripting News:

As my attention is turning to Harvard, it’s also returning to Manila. It’s a good piece of software but there are a few obvious modernizations needed. For example, the Discuss link on every news item really should be Comments with the number of comments in parens. When you click on the link a window should pop up, with the comments for that post. After you close the window the number should change. It’s actually turned out to be quite easy because we already have Manila set up as a comment server for Radio.

Maybe we should start a Manila Wish List in the Wiki….there…done.
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I’m staring at 26″ of snow outside my window, gearing up for some serious shoveling, but thinking about Wikis instead. What really are they? How do you create one from scratch? And what uses could they have in the classroom? The site linked above is the first that I have found that really uses wikis to any real degree in the classroom. All of Matt’s students have their own wiki pages where they have classwork and photos and all sorts of stuff. He’s even created a wiki where his students are all wikiing about the writing process. Some pretty interesting stuff to be sure.

But I keep coming down to this…I could pretty much go into any one of those pages and change the content at will. I guess I could erase all of it. Yeah, it would be archived in some way. But I could create some serious havoc with the content if I wanted to.

Working in a Wiki with eBN has been pretty interesting too. But why not use a collaborative Manila site for doing it? Seems like the only additional step would be to add the members you wanted to work with and then let them have at it. Sure, it’s nice to see the revision history, and I can see how that might be effective in a writing class. But am I missing something here? What do you get from a Wiki that you wouldn’t get from a Web log and a whole lot more?
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Joe and Charlie are asking some good questions. Here’s Joe:

The increased attention given to educational applications of weblogs is encouraging and gives reason for hope but I find it difficult to make the leap to the day where weblogs are used by more than just a handful of individuals in their schools. I think the Best Practices gallery will grow rapidly, but many will remain unmoved. How much time should be spent on blog evangelism as opposed to growing our support network and creating more examples of best practices for others to see?

And I know Pat is trying to figure out how all of this is going to shake out as well:

There are sea dragons and wet beasties and minefields waiting for any Enterprise level organization on this disruptive tech ocean. If eBN works right, it will never take on the work of metatag-ing its constituent parts or participants. It’ll stay light, well balanced (ballasted), able to lead a fleet, crewed by a constantly changing bunch of ne’er-do-well early adopters, and able to wander around strange archipelagos and dangerous straits and vast empty windless spaces that require digital rowing.

I know I’ve been falling more to the evangelize, do big things side of this discussion, and I’ve been thinking a lot about why. Some of it, I’m sure, stems from my more fortunate circumstance…I have the support and the money and the general receptiveness to new ideas that I think most of the rest of us don’t. Through my rosy tinted monitor, I forget that what might be easy for me is much harder work for others. The other piece of it, I think, is that I have found so much enjoyment, and reaped so many rewards from my participation in this group and this idea that on some level I fear we’re going to lose our edge if we don’t organize and establish ourselves more formally.

I do believe, both in the technology and it’s adoption on a wide scale. It’s too good of an idea, too good of a classroom tool to stay under the radar for long. (Google buying Pyra is a pretty good indication of the value on a different level.) Yes, we have much to learn and work out. And as the early adopters, we’re challenged to do most of the heavy lifting. I think back to Pam who early on wanted to see the quantitative evidence that Web logs actually improve teaching and learning. At the time I said I was in the “Do No Harm” phase of trying to just see if this works on a technical level. But, we’re past that, I think. We know it works. I know I have to start answering that question more formally…my gut is no longer good enough. And positive student responses are only going to get us so far.

But I guess my vision of eBN encompasses all of that. It’s evangelism, support, hosting, research…one stop shopping for those interested in bringing Web logs into their classrooms, in setting up collaborations, in improving their teaching and their students’ learning. I think that can be done without creating an unruly monster.

Here’s hoping I still have power when tonight’s chat cranks up…20+ inches of snow on the way…
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Finally online! References to this site aside, I really think this is a pretty good article in terms of setting up the need that we all see Web logs filling.

Publishing student writing, however, has yet to gain widespread adoption in middle and high school English classes, a fact that seems particularly striking when you consider the advantages of inviting readers to respond to student-authored work…The challenge, as it so often is with new uses of technology, is integration. How do educators take advantage of the Web’s publishing tools with limited time and resources and in keeping with the standards? Enter a promising new use of technology called Web logs-or blogs, for short. Part Web site, part journal, part free-form writing space, blogs have the potential to enhance writing and literacy skills while offering a uniquely stylized form of expression.

Obviously, the rest is worth the read as well.

Web logs in Education FAQ

If you are new to the concept of Web logs in education, read through this FAQ for some basic answers and examples. If you want more information, or you have questions, please e-mail me at:

wrichard at hcrhs dot k12 dot nj dot us.

What is a Web log?

Who uses Web logs?

How have Web logs been used in the classroom?

How do Web logs impact learning?

How do I create a Web log for myself or my classroom?

Do I need to know HTML?

What are the technical and cost issues surrounding weblog implementation?

What is the eBN?

What other Web log software are eBN members using?

What is RSS and why is it important to educational use of Web logs?

What is a Web log?
Web logs are easily created, easily updated Web pages or Web sites that can be accessed and edited from the Web browser of any Internet-connected computer. Think of them as digital paper.

Who uses Web logs?
Almost anyone can create and maintain a Web log with minimal technical experience. For that reason, in an educational setting, Web logs are used by students and teachers of all ages, k-16.

How have Web logs been used in the classroom?
Classroom uses of Web logs are many. They can be used as online student portfolios or filing cabinets where assignments and projects are stored. They can be class portals where teachers keep homework assingments, links, handouts, syllabi, etc. Teachers have also used Web logs as collaborative writing spaces where students read and give feedback to one another. Web logs have served as reader’s guides for literature study, as newspapers, and as project sites where students create and contribute all content. See the list of sample Web logs linked below.

School Website
Classroom Portal
Composition Instruction
Literature Study
Student Research Logs
School Library Site
Student Portfolios
Collaborative Learning

How do Web logs impact learning?
In a broad sense, the advent of easy-to-use web publishing tools like Web logs has effectively lowered the technology barrier, allowing teachers and students to take full advantage of the promise of the Internet. Features like integrated tools for discussion and feedback, automatic archiving of materials, and content syndication establish weblogs as ideal spaces for the presentation and discussion of knowledge and information. The open, flexible nature of weblogs encourages dialogues among many participants; many faculty Web log users, or “bloggers,” have invited professionals and mentors from around the world to participate in their classes via their Web logs. In the hands of creative teachers, Web logs can enable students to connect their classroom experience to the “real world.” This has had an extremely positive effect on the students, who quickly realize that they are writing for or having a dialogue with a community larger than the teacher or the class. (http://www.nitle.org/newsletter/v2_n1_winter2003/features_weblogs.php)

How do I create a Web log for myself or my classroom?
There are a number of Web log software applications available to Edubloggers depending on their level of technical expertise and support, the number of Web logs they wish to create, and their budget. See What other Web log software are eBN members using? for more information on Web log software applications.

Depending on which blog software you ultimately choose, there have recently been several books published on the basics of blogging. Many of these books cover the basic Web log packages.

The Weblog Handbook by Rebecca Blood
We Blog: Publishing Online With Weblogs by Meg Hourihan, Matt Haughey and Paul Bausch
Essential Blogging by Doctorow et al

Do I need to know HTML?
While a knowledge of HTML code helps, you do not need to know HTML to use many Web log software packages. In fact, Web logs have been embraced for that very reason – publishing to the Web is as simple as filling in a form and pushing a button.

What are the technical and cost issues surrounding weblog implementation?
Hosting for your weblog is dependent on which software you choose and the level of technical support at your disposal.

A hosted service is the easiest and quickest way to start. Services like Blogger allow new users to set up an account (for free or a premium version for $35 per year) and begin posting literally in a matter of minutes. Blogger can host the blog, or the user can post to his/her own site.

A remotely installed blog is perhaps the most involved to setup. If you have access to a server that allows you to run CGI scripts and/or mysql, Movabletype is a full-featured blog solution (free for non-commercial, $150 for commercial). Some technical skills are required to configure the blog and database. Documentation, however, is excellent for Movabletype. Installation is also offered for a fee. MT can be installed for $20 dollars.

Desktop blog programs are installed on a user’s computer, and posts are then uploaded to a host server. Radio Userland is a desktop program for $35.95, which includes hosting and upgrades for a year. Start up process for desktop blogs is almost as simple as hosted services like Blogger.

School weblog hosted services:

Manila blog software, hosted on Frontier, is a full-featured, out-of-the-box content management solution. Although Manila hosting sites exist (Weblogger.com, $19.95 per site, per year), many schools have chosen to buy Manila/Frontier to run on an on-site server. The Manila/Frontier bundles can be purchased from UserLand for $299 a year (academic pricing). Manila is used to create this site and is used by many members of eBN.

What is the eBN?
The Educational Bloggers Network is a collaborative of teachers and organizations using weblogs in education. Its purpose is to help its members kindergarten through university, to access and use Web log technology for the teaching of writing and reading across the disciplines. The network provides a forum for educational professionals who use Web logs, an array of opportunities for teachers to continue their professional growth, and a framework for cooperation to deal with issues that affect the integration of Web log and other digital technologies into teaching and learning.

What other Web log software are eBN members using?
Blogger, Movabletype, and Radio Userland are only a sampling of available blog programs. For a complete listing of blog resources, visit the Weblogs Compendium.

Before you decide on a particular blog tool, it’s also helpful to keep in mind that not all blog tools are created equal. In the best case scenario, you should have an idea of what you’d like to do with your blog, and choose a blog tool based on its feature set. For example, if you’d simply like to have students post their work to the Web, all of these are viable solutions. However, if you’d like to have your students then discuss their work on the blog, tools like Blogger and Radio, that don’t come with an integrated discussion tool, won’t meet your needs. Check the eBN site soon for a complete rundown of Web logging software and their features.

What is RSS and why is it important to educational use of Web logs?

RSS stands for Rich Site Summary, or Read Simple Syndication, depending on who you talk to. Either way, RSS is a powerful tool for educators in a number of ways. Whenever you see the little orange XML box, you know that the content on the site you are reading is being syndicated, meaning it is possible to read the content without actually going to the site. Instead, you use what is called an aggregator that allows you to read RSS feeds from dozens or hundreds of sites all in one place. So, instead of spending hours clicking through all of the sites you like to read, you need only minutes to scan through the collected posts from all of those sites in your aggregator.

The implications in education are many. First, RSS facilitates the sharing of information by bringing content to you instead of you going to find it. Teachers could “subscribe” to many RSS feeds of sites in their subject areas and be able to keep abreast of resources or news in their specific fields. Those who are subscribed to the feed from a school library could be instantly updated when a new book is added to the collection. Parents could subscribe to the feeds of their sons’ or daughters’ Web logs, allowing them to follow along with their work. Similarly, classrooms could easily go paperless as teachers could read all the work done in students Web logs by simply accessing their aggregator. Leave those stacks of paper behind!

While many aggregators have found favor with educators , the easiest way to aggregate news feeds right now is by using Bloglines.com. With their web interface, you can access your news from any computer with an Internet connection and a browser. With stand alone aggregators, you need to make sure you have it loaded on every computer you use.

Many publications including the New York Times and Rolling Stone, as well as sites like About.com and Amazon have RSS feeds that you can subscribe to. And many more are on the horizon.

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Anne’s kids are reflecting on their Web log experience, and what good things they have to say. My kids are really into it too, and I can just feel the way this thing is going to spread when the virus really takes hold. Anne notes the subhead of the TechLearning article (which should be online any day now):

That is nice, isn’t it? To be part of an emergent genre? To be blazing the trai1? The only downside is the huge investment of time and energy it takes, not to use Web logs, but to think, and plan, and dream Web logs. As Pat so perfectly says today “I need a job where I can do this full time, or a life where I don’t want to do this.

Amen, brother.
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Sarah rightly observes that “It really is an exciting time to be an edublogger.” But now that the dam is breaking, it’s getting harder and harder to keep up with it all, and I fear my job and family are due for further neglect. Witness this NSF grant from Elizabeth Lawley at RIT that I found through Jim Flowers who found it through Sarah. Pay particular attention to page 6 of the .pdf where she discusses educational uses of Web logs. (The rest is pretty interesting reading though more aimed at scientific research uses of Web logs.) Then check out her site to find a whole bunch of student blogging going on. (All using MT btw.)

And, if you haven’t seen it already, the Harvard site is blooming with links to edubloggers and even eBN! Another new phone book!!! (Now if we can just get that stinkin’ eBN badge on there…)

Some of the kids in my journalism class are doing some great work in their Web logs. (BTW, while I’m still liking the RSS feed from their blogs that I set up, I’m not loving it. The serious advantage is that even though the feed may not be clean, it still reads it. Most of my kids get kicked out at Amphetadesk. Any suggestions?) I’ve even got them creating links in the nav column on their sites. Another small step, but proof that even though Manila may be bulky, kids can get it. And I have to say, the more I work with it, the more I like it, flaws and all. (I’m still praying the Bellerico boys take pity on us and throw some wizards our way.)

I’ve had a couple more ideas that I’ve roped some of my students into trying. A piece by Dan Gillmor introduced me to the concept of “Pro Blogs” which are in essence “nano publishing” or niche publishing sites. (See Gawker as a pretty cool example.) I’ve been having my students follow a beat during class, but what I’m thinking is having them create separate space for their beats, or maybe even localizing them (i.e. teen night life in our area) and become the experts or “Pros.” How cool would it be if we had student reporters blogging the various scenes or beats, with sites handed off year after year to new editors? It pretty much would render irrelevant the print paper that we throw together under deadline each week. And I still think, despite the potential problems, that we can involve our audiences in those discussions to a meaningful degree. As Pat says, the synapses are firing.

One more journalism Web log note. Sarah has asked me to do a workshop up at Middlebury this summer on “Web Logs as Journalism” (or something like that) so if anyone has any ideas on topic, feel free to throw them my way.

[Picture from "The Truth Laid Bear" which is a very cool newspaper looking Web log using MT.]
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