Abstract:
This paper presents initial results from my PhD study that investigated the variation in
adult learners' experiences of developing personalised, collective learning networks
using weblog technologies. A pedagogical framework developed from practice
underpinned the research which was designed to test the original model. The
qualitatively different ways of experiencing weblogs is described by categories of
description which highlight critical aspects of learning that can inform further expansion
of pedagogical strategies.
The research contends that learning through self-publishing in a collective learning
network has the potential to produce a deep approach to learning that enhances
reflective, meta-cognitive, and critical writing skills.
