Wednesday, June 04, 2003

Just read a post by Doc Searls who revisited a phrase from Cluetrain -- And here's the opening passage of The Cluetrain Manifesto:   A powerful global conversation begun. Through the Internet, people are discovering and inventing new ways to share relevant knowledge with blinding speed. As a direct result, markets are getting smarter — and getting smarter faster than most companies That brings me back to focus -- academic blogging works only if the participants recognize that the model has changed -- we aren't dealing with folks strapped to desks hoping to grab some wisdom from the teacher's utterances.  The assembly line model of education is no longer efficient.  Teachers must also coach (and the best ones always did).  Ooh, gonna pull a Covey - teach them to fish (please excuse me for that.).  Weblogs facilitate the conversation, assist in the learning, catalog the experiences, provide a means to focus the vision. I guess that is what I was hoping to see mentioned in the colloquy. comment [] 2:29:13 PM

Blogging Higher Ed I am watching the colloqy on Academic Blogging hosted by The Chronicle on Higher Education.    Eugene Volokh, of The Volokh Conspiracy, is the guest.  The focus of the colloquy was (it just ended): Do Web logs, or "blogs," contribute to academic discourse? What should academics who want to blog know about the medium? I was disappointed with the depth of Volokh's answers with regards to the second question (he referred them to Blogger but had no knowledge of the breadth of activities in the academic blogosphere).  Though, he did a decent job defending blogs as yet one more tool to add to the traditional tools of peer reviewed journals and conferences to further academic discourse. All in all, the colloquy represents a meager start by The Chronicle on the academic blogosphere.  Now, if the questions and answers from the colloquy were to be discussed in the edublog circle (Sarah?) -- we could get some real substance in this discussion. comment [] 2:08:57 PM