<?xml version="1.0" encoding="UTF-8"?><rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
		>
<channel>
	<title>Comments on: Blogs as Research</title>
	<atom:link href="http://weblogg-ed.com/2006/blogs-as-research/feed/" rel="self" type="application/rss+xml" />
	<link>http://weblogg-ed.com/2006/blogs-as-research/</link>
	<description>Learning with the Read/Write Web</description>
	<lastBuildDate>Tue, 19 Jul 2011 20:36:16 +0000</lastBuildDate>
	<sy:updatePeriod>hourly</sy:updatePeriod>
	<sy:updateFrequency>1</sy:updateFrequency>
	<generator>http://wordpress.org/?v=3.3.1</generator>
	<item>
		<title>By: Sanzio</title>
		<link>http://weblogg-ed.com/2006/blogs-as-research/comment-page-1/#comment-7685</link>
		<dc:creator>Sanzio</dc:creator>
		<pubDate>Fri, 08 Dec 2006 16:53:06 +0000</pubDate>
		<guid isPermaLink="false">http://weblogg-ed.com/2006/blogs-as-research/#comment-7685</guid>
		<description>The scientific process involves gathering information from a variety of sources and drawing conclusions based on a number of factors (plausibility, validity, precision, etc). Blogs should not be excluded from this analysis.  Edicts should not be issued declaring sites &quot;reliable&quot; or &quot;unreliable&quot;, there is too much in between.  Teach students the skills to become editors and eventually they will find mistakes in those &quot;reliable&quot; sites.</description>
		<content:encoded><![CDATA[<p>The scientific process involves gathering information from a variety of sources and drawing conclusions based on a number of factors (plausibility, validity, precision, etc). Blogs should not be excluded from this analysis.  Edicts should not be issued declaring sites &#8220;reliable&#8221; or &#8220;unreliable&#8221;, there is too much in between.  Teach students the skills to become editors and eventually they will find mistakes in those &#8220;reliable&#8221; sites.</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: Nate Stearns</title>
		<link>http://weblogg-ed.com/2006/blogs-as-research/comment-page-1/#comment-7590</link>
		<dc:creator>Nate Stearns</dc:creator>
		<pubDate>Tue, 05 Dec 2006 15:24:22 +0000</pubDate>
		<guid isPermaLink="false">http://weblogg-ed.com/2006/blogs-as-research/#comment-7590</guid>
		<description>I&#039;m a little surprised at the elevating of blogs to such a status.  The signal to noise ratio on blogs is so high as to make their use for the classroom very difficult.  A few years ago I had students accessing war blogs from soldiers, Iraqis, and media people and it worked...as long as I gave them a bunch of time to play with it. The information that  they were able to get was ridiculously current, interesting, and powerful; it was also filled with profanity and posts about puppies and kitties.   Currently, I&#039;m planning a unit on Dante&#039;s Inferno and would love to use blogs or wikis to come up with something collaborative but am a bit stymied as to how to make it work in the context of analyzing a difficult work like Inferno.</description>
		<content:encoded><![CDATA[<p>I&#8217;m a little surprised at the elevating of blogs to such a status.  The signal to noise ratio on blogs is so high as to make their use for the classroom very difficult.  A few years ago I had students accessing war blogs from soldiers, Iraqis, and media people and it worked&#8230;as long as I gave them a bunch of time to play with it. The information that  they were able to get was ridiculously current, interesting, and powerful; it was also filled with profanity and posts about puppies and kitties.   Currently, I&#8217;m planning a unit on Dante&#8217;s Inferno and would love to use blogs or wikis to come up with something collaborative but am a bit stymied as to how to make it work in the context of analyzing a difficult work like Inferno.</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: Tom Hemingway</title>
		<link>http://weblogg-ed.com/2006/blogs-as-research/comment-page-1/#comment-7583</link>
		<dc:creator>Tom Hemingway</dc:creator>
		<pubDate>Tue, 05 Dec 2006 07:48:35 +0000</pubDate>
		<guid isPermaLink="false">http://weblogg-ed.com/2006/blogs-as-research/#comment-7583</guid>
		<description>I guess this depends in part on whether you&#039;re focusing on knowing the corpus of a discipline (e.g. chemistry), or on doing the practice of that discipline (e.g. &quot;doing&quot; chemistry), which includes  participation in a community of practice. Blogs and such aside, the more fundamental question is, are you teaching your students to document knowledge or create it?</description>
		<content:encoded><![CDATA[<p>I guess this depends in part on whether you&#8217;re focusing on knowing the corpus of a discipline (e.g. chemistry), or on doing the practice of that discipline (e.g. &#8220;doing&#8221; chemistry), which includes  participation in a community of practice. Blogs and such aside, the more fundamental question is, are you teaching your students to document knowledge or create it?</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: Christel</title>
		<link>http://weblogg-ed.com/2006/blogs-as-research/comment-page-1/#comment-7581</link>
		<dc:creator>Christel</dc:creator>
		<pubDate>Tue, 05 Dec 2006 05:30:45 +0000</pubDate>
		<guid isPermaLink="false">http://weblogg-ed.com/2006/blogs-as-research/#comment-7581</guid>
		<description>I&#039;ve just spent some time working with students who used blogs to discuss important issues.  My thesis analyzed their thinking and I&#039;ve posted part one and two online. My blog up until now has just been a posting of links for other teachers but I&#039;ve decided to take the plunge and join in a few discussions since I&#039;m a social constructivist at heart. I look forward to your thoughts about the work posted.  More to come later.</description>
		<content:encoded><![CDATA[<p>I&#8217;ve just spent some time working with students who used blogs to discuss important issues.  My thesis analyzed their thinking and I&#8217;ve posted part one and two online. My blog up until now has just been a posting of links for other teachers but I&#8217;ve decided to take the plunge and join in a few discussions since I&#8217;m a social constructivist at heart. I look forward to your thoughts about the work posted.  More to come later.</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: John Connell: the blog &#187; Blog Archive &#187; Blogs and Research</title>
		<link>http://weblogg-ed.com/2006/blogs-as-research/comment-page-1/#comment-7556</link>
		<dc:creator>John Connell: the blog &#187; Blog Archive &#187; Blogs and Research</dc:creator>
		<pubDate>Mon, 04 Dec 2006 20:18:29 +0000</pubDate>
		<guid isPermaLink="false">http://weblogg-ed.com/2006/blogs-as-research/#comment-7556</guid>
		<description>[...] I liked the synergy in two posts I happened to read in the same trawl this evening through my aggregator. First there was Will Richardson and then there was Anne Davis. [...]</description>
		<content:encoded><![CDATA[<p>[...] I liked the synergy in two posts I happened to read in the same trawl this evening through my aggregator. First there was Will Richardson and then there was Anne Davis. [...]</p>
]]></content:encoded>
	</item>
	<item>
		<title>By: Tom Hoffman</title>
		<link>http://weblogg-ed.com/2006/blogs-as-research/comment-page-1/#comment-7544</link>
		<dc:creator>Tom Hoffman</dc:creator>
		<pubDate>Mon, 04 Dec 2006 16:47:41 +0000</pubDate>
		<guid isPermaLink="false">http://weblogg-ed.com/2006/blogs-as-research/#comment-7544</guid>
		<description>What if, instead of asking a bunch of rhetorical questions, you pressed your point a bit more?  Could it be that a lot of what passes for internet literacy instruction is flat out wrong?</description>
		<content:encoded><![CDATA[<p>What if, instead of asking a bunch of rhetorical questions, you pressed your point a bit more?  Could it be that a lot of what passes for internet literacy instruction is flat out wrong?</p>
]]></content:encoded>
	</item>
</channel>
</rss>

