A Handout (or two) About Connected Learning Blogging

I’m in the process of developing handouts and workshops around blogging and tweeting in Connected Learning contexts. One handout is aimed towards community researchers; the other towards students in higher education settings…although the points are applicable to anyone who is considering writing a blog post, I think.

The handouts I’m about to share are CC-licensed (as stated on the bottom) and were developed in Canva which is my go-to, open source, easy-to-use graphic design platform of choice (for better or worse).

Let me know if you like them or don’t. You can find the pdfs for download academia.edu –

For the student handout, here.
For community researchers handout, here.


For Community Researchers –

For Students –


4 Comments Add yours

  1. Laura Gogia says:

    A colleague asked me to explain my reasoning for my choices about what to put on the student handout vs. the community researcher handout. She also wanted me to provide more info about what tags were and more information around point 1 on the community researcher handout. Here's what I told her:

    “For students, I chose to focus on key pedagogical activities: connecting ideas, contextualizing their ideas, thinking outside the box of text, learning how to comment.

    For community researchers, I chose to focus on data dissemination – signal amplification, contextualization of ideas, making things relevant and accessible, choosing form that allows for function.

    The students for which this handout was really created have already created their blogs (a freshman requirement and supervised at some level by faculty) and are using them almost exclusively for class assignments/reflective blogging. If they are doing anything fancier, they are likely doing it on their own time or are far beyond needing this handout.

    The community researchers who will see this handout do not have the general guidance/support that students have in setting up their blogs. They don't have structured blogging assignments like students do. They will be using their blog for things other than reflective blogging. Their needs will vary widely based on their context, so they need to think about their structural needs before they even get started. This contrasts with students, who are usually started (by faculty) with a simple post-centric blog, and then students change it up on their own when (if) they become more digitally literate/savvy.

    The problem with handouts is that you have to choose a limited amount of info to put on each one. They are like figures in a paper – while we say they should be able to stand on their own, they will always be enhanced by being reviewed in the context of the paper in which they live. Handouts are provided to supplement sessions. For those who don't understand tags, tags would be mentioned in the session; alternatively they can be googled; alternatively, context clues. For those who don't understand that blog templates critically impact the presentation of information (your point about “forefronting”)…I can't fit that in on a handout, but it's important that they know that it's an issue and that they should figure it out/ask someone about it. It is also better explained in a session. Once people go through the process of choosing a template, it becomes obvious that some templates focus on posts and some display pages more easily. Templates are built for specific purposes, usually described in the descriptions of the templates. But I'll think about the wording further.”


  2. jhon says:

    SOOO helpful, thank you! I'm about to relocate to Budapest in late August and this makes me feel a lot more confident about the whole situation.

    Where is the best place to live close to UCLAN | Leighton Hall Preston


  3. Laura Gogia says:

    Well ok! I'm glad :). Thanks for letting me know and best of luck to you!


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