Comments on: Traditional Media “Elevating the Conversation” Online http://weblogg-ed.com/2008/traditional-media-elevating-the-conversation-online/ The Read/Write Web in the Classroom Sun, 06 Jul 2008 19:42:20 +0000 http://wordpress.org/?v=2.5 By: Mike Maloy http://weblogg-ed.com/2008/traditional-media-elevating-the-conversation-online/#comment-43060 Mike Maloy Sat, 19 Jan 2008 21:35:37 +0000 http://weblogg-ed.com/2008/traditional-media-elevating-the-conversation-online/#comment-43060 I tend to ignore the "breaking news" story. How often is it so new that we really have no idea what's going on? Having a little time to process and get the story right isn't such a bad thing. I tend to ignore the “breaking news” story. How often is it so new that we really have no idea what’s going on? Having a little time to process and get the story right isn’t such a bad thing.

]]> By: Mike Maloy http://weblogg-ed.com/2008/traditional-media-elevating-the-conversation-online/#comment-43058 Mike Maloy Sat, 19 Jan 2008 21:33:13 +0000 http://weblogg-ed.com/2008/traditional-media-elevating-the-conversation-online/#comment-43058 Bethany's comment reminded me of a Gary Stager post: "Help! I don't know how to blog!" I went to it to refresh my memory. He said..."I struggle constantly with the problem of what I call 'the quick and the unread.' If you don't respond to a blog quickly, almost at twitch speed, your comments have little chance of being read." He also talked about disagreements in comments often getting misconstrued as being mean. The tone of the response (as Will commented) means a lot. Sometimes it's difficult to strike the right tone if you are responding quickly. How many times do you see a comment chain with response, counter-response, and on and on. That's probably a conversation that would have happened face to face. I think its great when people are challenged and then are moved to clarify their original point. It's like whittling a flint until its sharp. Hopefully the conversation gets better as it continues. Bethany’s comment reminded me of a Gary Stager post: “Help! I don’t know how to blog!” I went to it to refresh my memory. He said…”I struggle constantly with the problem of what I call ‘the quick and the unread.’ If you don’t respond to a blog quickly, almost at twitch speed, your comments have little chance of being read.” He also talked about disagreements in comments often getting misconstrued as being mean. The tone of the response (as Will commented) means a lot. Sometimes it’s difficult to strike the right tone if you are responding quickly.
How many times do you see a comment chain with response, counter-response, and on and on. That’s probably a conversation that would have happened face to face.
I think its great when people are challenged and then are moved to clarify their original point. It’s like whittling a flint until its sharp. Hopefully the conversation gets better as it continues.

]]> By: Bethany Smith http://weblogg-ed.com/2008/traditional-media-elevating-the-conversation-online/#comment-42981 Bethany Smith Fri, 18 Jan 2008 14:55:59 +0000 http://weblogg-ed.com/2008/traditional-media-elevating-the-conversation-online/#comment-42981 I actually see this as a common online course issue as well. I am constantly asked, "How do I keep my Discussion Board organized and interesting?" Moderating discussion boards (as I'm sure you have found out with your blog) can be a tricky and time consuming business that takes time and effort. But my best solution, and echoes this post and wikis in a way, is that you need to let the audience organize and patrol themselves. In a classroom environment I suggest rotating and having students monitor. In larger settings I have seen "professional monitors," not only patrol, but keep a board or discussion lively and interesting. I actually see this as a common online course issue as well. I am constantly asked, “How do I keep my Discussion Board organized and interesting?” Moderating discussion boards (as I’m sure you have found out with your blog) can be a tricky and time consuming business that takes time and effort. But my best solution, and echoes this post and wikis in a way, is that you need to let the audience organize and patrol themselves. In a classroom environment I suggest rotating and having students monitor. In larger settings I have seen “professional monitors,” not only patrol, but keep a board or discussion lively and interesting.

]]> By: Brandt Schneider http://weblogg-ed.com/2008/traditional-media-elevating-the-conversation-online/#comment-42977 Brandt Schneider Fri, 18 Jan 2008 13:55:14 +0000 http://weblogg-ed.com/2008/traditional-media-elevating-the-conversation-online/#comment-42977 I remember a story told by an older White House reporter who said they used to collect news all day, refine their story, check sources, edit, edit, edit, and then be on the news at 6:30pm. Now, the same reporter is on the Today show, then on every hour on MSNBC, has to write a blog post, etc... Same is true for NYTimes. They get their stories up instantly now and then continue to edit them during the day. "Todays" news story about Obama could be the 11:07am version or the 11:18am version, etc.. So, when a student turns in a traditional HW or paper and is DONE after one try what exactly are we preparing them for? Here is where the blog is a powerful tool. Editing and participating all in one place. I remember a story told by an older White House reporter who said they used to collect news all day, refine their story, check sources, edit, edit, edit, and then be on the news at 6:30pm.

Now, the same reporter is on the Today show, then on every hour on MSNBC, has to write a blog post, etc…

Same is true for NYTimes. They get their stories up instantly now and then continue to edit them during the day. “Todays” news story about Obama could be the 11:07am version or the 11:18am version, etc..

So, when a student turns in a traditional HW or paper and is DONE after one try what exactly are we preparing them for? Here is where the blog is a powerful tool. Editing and participating all in one place.

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