Frankly speaking, I haven’t taken web-based resources and communications like blogging, Twitter, or YouTube seriously as academic resources until last Wednesday. It was due to my lack of pedagogic experiences and knowledge as well as technology, and partly cultural differences from my country, I guess. Although one of my course, which was online, used the blogging activities every week, with just almost same way as the GEDI, I just thought it was because of the limits of the online course.
So, I not only read and watch the materials this week, but also explored what networked learning is, and why it has been emerging as critical teaching and learning methods. I really enjoyed the TED talk particularly, assuming most of you might be the same.
Anyway, they were totally new fields of discipline for me, but I found the fundamental values under the practice would be what I pursue through my research and teaching. I am all for the ideas of sharing and interacting knowledge, information, and materials through open and public channels, so that students can get themselves engaged in the learning activities, and also diverse kind of people are able to access to them. I believe the exclusive access to privileged knowledge would harm social dynamics as well as its quantitative and qualitative development.
In this writing, I would like to pose a possible issue of networked learning that we could face and might already happen. The first one is how that web-based informal information could be integrated into academic environments. For example, so far as I know, universities or scholarly journals might not be allowed for students to use the information and data borrowed from the blogs or YouTube. I’d like to share the blogging, titled “The legitimacy and usefulness of academic blogging will shape how intellectualism develops”. She provides pros and cons of citing blogs as formal academic resources.