What's The Frequency, Kenneth (the focus here is?)
If we are writing in general about the use of weblogs, which while is interesting and something I am actively engaged in, I think we drift from the LOVCOP focus. There are plently of blogs about weblogs out there. With a bit of blog experience, one (hopefully) gets to a point of maintaining a theme or topic for their blog, whether it is learning objects or cat fetishes.
I would not agree that a blog entry is a learning object, oh it might be, but it just as easily is not. The work I did with Brian Lamb and D'Arcy Norman, Connecting Learning Objects with RSS, Trackback, and Weblogs put forth a notion that objects and repositories on their own do not provide much context as to how an object is used, but that very easily, a weblog entry could post a description of how an objects is used, and then send an automatic message "Trackback ping" to the repository to record to the object, "This object was discussed over here", and a link back to the blog entry.
We did not just theorize it, we demonstrated it with real (fake) blogs and real objects. We have implemented it completely as "ShareBacks" in our Maricopa Learning eXchange.
A point overlooked most often is that the use and overal all context of an object is rather limited for the person that created it, What I mean is that when someone creates a learning obejct for chemistry, it si for a rather specific purpose. They are the WRONG person to decide what contexts the object might be used in-- I have seen countless times where good teachers have taken something developed for one discipline, and deployed, modified, re-used it in a new, unexpected way in a different discipline.
Context is NOT in the eye of the creator. But the whole repository game is just about collecting obejcts, and trying to slap some arbistrary classification on them... the weblog community clearly shows that a more loose but connected network of people can provide the missing context.
I would not agree that a blog entry is a learning object, oh it might be, but it just as easily is not. The work I did with Brian Lamb and D'Arcy Norman, Connecting Learning Objects with RSS, Trackback, and Weblogs put forth a notion that objects and repositories on their own do not provide much context as to how an object is used, but that very easily, a weblog entry could post a description of how an objects is used, and then send an automatic message "Trackback ping" to the repository to record to the object, "This object was discussed over here", and a link back to the blog entry.
We did not just theorize it, we demonstrated it with real (fake) blogs and real objects. We have implemented it completely as "ShareBacks" in our Maricopa Learning eXchange.
A point overlooked most often is that the use and overal all context of an object is rather limited for the person that created it, What I mean is that when someone creates a learning obejct for chemistry, it si for a rather specific purpose. They are the WRONG person to decide what contexts the object might be used in-- I have seen countless times where good teachers have taken something developed for one discipline, and deployed, modified, re-used it in a new, unexpected way in a different discipline.
Context is NOT in the eye of the creator. But the whole repository game is just about collecting obejcts, and trying to slap some arbistrary classification on them... the weblog community clearly shows that a more loose but connected network of people can provide the missing context.
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