“Nice content to throw right?”
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This is what we normally hear with some near career vloggers or someone in that pursuit.
Its a painstaking journey, and it might pay off; I admit; but I still believe that it does not offer the benefits what ‘blogs’ offer. Moreover, taking a standpoint of situated critique, I have hence tried to materialize my arguments in written form – points listed below for pro blogs in blogs versus vlogs discourses. I would rather start podcasts than vlogs if I really needed to connect with potential audience.
1. You have to invest a great deal of – finance, time, energy and brain just for few minutes of content.
2. You might become addicted, in the name of being popular.
3. You can not choose to have low profile.
4. Audience might feel that you have been stealing their time (not a crime though, however, even serious than that – think of your reputation despite your painstaking project). I (as a viewer of vlogs) do not have option to do what I really do during skim reading.
5. Researches have come up with evidence that reading the text, writing the text have helped a lot in deep learning 0 and this is being established. Are you a superficial learner? – Continue watching vlogs that trades off with your minimum reading time!
Since I am an edublogger, I would like to jump to implication of eduvlogs in the school life (and while out of schools premises). Videos aimed to teachers and students might help them, but we really do not expect the delivery of every (teacher) training and (students’ / teachers’) learning materials through video. Reading and writing have some critical value. We invented writing and reading long before we used important mineral resources for creating gadgets. What about e-waste? What about organising discussion? or student circle on some topic? Aren’t video logs too one way? We must acknowlwedge the importance of videos (educational videos) – students who struggle to get opportunity for safe marine-life learning can get to watch the videos from marine divers and videos filmed by them. However, videos and moreover videologs should not trade off other styles (I would say ‘strategies’) of learning. People must talk to each other !
So, one might ask me – “What is so appealing about edublogs?”. Well, I would pompously boast on the advantages of written blogs. However, I attempt here to put my neutral argument forward.
1. Edublogs can provide texts – as alternative to those on papers. (This accounts wide access to WWW – both for publishing and reading.)
2. Edublogs can be used by teachers to network with each other (They can learn from others, network, collaborate and more.)
3. Edublogs do not steal time from audience. They are free (not) to engage, and (not) to have patience. However, a culture of edublogs aiming teachers and students might add to the opportunity of interpersonal / professional engagement for a cause – learning.
4. Edublogs can be used as space to claim and reinforce agency of teachers. They can hence motivate youngsters to opt faculty of education / school of pedagogy – after high school.
5. You do not need huge set of equipmens and skills for this. Just a content (perhaps a lesson-planning) and access to a device (PC or handheld smart device) can offer opportunity for edublogging.
Before concluding, I must acknowledge the issues that might come up as negative dimensions of edublogging:
1. One can not maintain utmost low profile. However, they can choose not to display real photo (perhaps a cartoonized profile picture) and other details. Nevertheless, it is expected that a teacher must be open enough to provide professional details to the wider community if they are digitally engaged on their professional interests.
2. One might feel frustrated to discover himself / herself as only one, or among very few of the fellow professionals available in wider demographic scale that choose to remain ‘conventional’ in teaching and learning approaches. Rhetoric of collaboration is real, provided with sheer volume of e-collaboration and inconsistency in doing things.
3. One might rely uncritically on the claims, information and arguments provided in edublogs. This is not a scientific pursuit of knowledge cocreation.
4. We can not rule out the possibilities of internet-based abuses when the exchanges of communications shift the focus from content- and agenda-centred to interpersonal.
Hence, let us remain safe and utilise the power of WWW in educational pursuit – happy edublogging !