Blogs or weblogs are a widely accepted phenomenon on the Internet, because they allow so quick and easy, that anyone publishing in their own space and share ide as with others in the network. 1. The emergence of blogs The phenomenon of blogging has significantly influenced the manners and customs of the Internet. The blog format, weblog or blog is the most widely accepted mea ns of micropublicación, personal space, professional or group, and has even been noticed in other areas such as journalism. As an activity based on communicatio n, teaching is not beyond the influence of blogs as educational and communicativ e tool. Its flexibility makes it adaptable to any matter, subject and grade leve l. In addition, relationships with other formats and applications on the network , are an integral part of what has been called the network ecosystem, inhabited by Web 2.0 applications, social bookmarking (technorati, del.icio.us, Blinklist, iFavoritos , ...), generators and storage of multimedia content (Flickr, Odeo, YouTube, Google Video, Google Maps, ...), P2P networks, and other areas that con centrate the interest of Internet users. The teacher is now facing a generation (Generation Y, Net Generation or Generation Network) that has grown up with the Internet, and requires new educational approaches to develop new skills in line with the requirements of the Information Society. We speak of a necessary digita l literacy, which involves the ability to manage technology as a means of search ing, processing, treatment and production of information, as well as a communica tion tool, and therefore of socialization. The digital medium has transformed th e linear narrative hypertext, which generates a spider web structure, a metaphor for the web. Blogs can contribute to this digital literacy from the time that g reatly simplifies the generation of content due to the easy use of blogs manager s. Basically, a blog serves to present and exchange ideas. It is a publishing and c ommunication tool that is specially prepared for organizing and storing all that information. Your blog Educastur Educastur Blog is an initiative of Educastur area and online educational service s. Its purpose is to provide users Educastur a personal space to publish web con tent using the blog format or blog: http://blog.educastur.es 2. What is a blog? a Blog Outside: Although the visual appearance depends on the design of the template used, the h ome page of a blog has elements in common. From here you can access: • Check or articles Orde- NADOs chronologically, beginning with the current .. • Comments on the various i tems. • Calendar, or files by year / month / day. • Categories or themes in whic h items are classified. • Blogroll, or directory of links to other blogs or webs ites. From inside: A blog is a web application, which is administered through an online control pan el. Includes tools for: • Write and edit articles and pages. • Set different options: writing, reading, discussion, ..., etc.. • Establish the cate gories or topics and links to other websites. • Moderate the comments made by vi sitors. • Managing users and permissions that they are: administrator, editor, c ollaborator, ..., etc.. • Configure the appearance of the blog, through a repert oire of templates. What is a blog? A blog (also called Weblog or blog) is a frequently updated web site, in which t he contents appear in reverse chronological order (ie, recent first). They may c ontain both text and images or other multimedia elements: audio, video and anima tions. 2.0 The blogs have helped to disseminate the changes in the web, promoting a more so cial and multidirectional information. We are witnessing the proliferation of on line tools of multiple services, with which users can produce information and co ntent without much effort. And what is more interesting: they can share with oth er users. This tendency to the socialization of the network is what defines the term Web 2.0. The essence is participation. The network becomes a haven for read ing and writing, and information in conversation. And it facilitates the collect ion and organization of content, with tools such as RSS content syndication. Eve rything is on the network. No need for local applications except the browser, an yone can create content,publish, and share it across the network from anywhere, anytime. You can write, edit and share images, presentations, audio and video w ork in a collaborative virtual desktops; teaching and learning in online platfor ms. Web 2.0 encourages communication and information transmission and processing . The teaching activity can not be left out, and must exploit the educational po tential of these tools. Web 3. The article as a unit of information a Blog The article or post is the unit of information / story on a blog. And as digital media, part of the properties and resources of hypertext. Links and references add additional information without lengthening the visual content, lightness and agility of the post. Also, go directly to sources of information, creating a ne twork of sites, and forming the ecosystem of the blogosphere. The image or media element associated with the post provides a very powerful visual information, s upporting any graphic format, audio and video, and can refer to files hosted on other websites. The best known examples are the free multimedia repositories lik e Flickr, YouTube, Odeo, or Google, whose resources can be viewed on their own p ages on our blog. Though: while respecting the origin and ownership of the mater ials with a proper citation and link. An example of a blog post on the Educational Use of ICT. A brief information, li nks to specific examples and references to sites and articles that expand on the information. At the bottom of the article, the thematic categories that are cla ssified. In the right column, the timing of access to articles for days, and the latest published. All this for easy access to blog content. 4. Features and capabilities of blogs As a means of digital content publishing, blogs have a number of features that m akes them special, and they are very profitable from the field of education: a) hypertext and multimedia content. Transmission logs all file types support mu ltimedia: text, image, audio, video, flash animation ... .. and allow links to d ocuments or other websites. Therefore, they are very appropriate tools so that s tudents develop writing skills hypertext and multimedia. b) Easy to use, separat ing the content of design and technical implementation. Through attendance, mana gement and online platforms designed templates greatly simplifies the process of generating materials. This allows users to concentrate their efforts on content , without installing any software or have advanced knowledge of html editing. Yo u can even send content via e-mail or SMS, which opens the door to mobility and the ubiquity of users. c) chronological and thematic organization of information . All content is organized chronologically and thematically. It is accessible th rough subject indexes, calendar, or search engines. In addition, each article is published creates a permanent link (permalink), which can be referenced directl y from other blogs or websites. The external or blogroll links are also organize d by topic, and help create a network of related sites, an ecosystem or habitat within the blogosphere. The thematic content and chronological files can help st udents to develop habits of organizing information, creating their own categorie s of articles, links, .., etc. d) Exchange of ideas, defined by participation an d user input through comments to individual articles and content, encouraging de bate, discussion and responsible use of cyberspace, noting the proper netiquette . The interactive aspect is one of the most attractive from an educational point of view, especially from a constructive view of learning. Blog Blog Blog Blog blo blo blog blog Blog or blog Blogosphere: The ecosystem is home to the blogs. The community that is related t hrough blogs and content has changed the way of transmitting information on the web, making the web a space both Blog- reading and writing and participation. BlogRoll: Directory of links organized by categories or themes. They are the favorites, or "friendly sites" of the blog o wner. cabulario COMMENT: Notes and observations that users make to the various articles of the b log. Comments introduce the concept of participation and conversation on the blo g, and enrich the content of articles. Folksonomies and social tagging One of the achievements of the logs is the diffusion and global reflection on th e progress of the so-called social web. One example is the classification of con tent through bookmarks, tags, or tags, that are indexed in popular sites like Te chnorati, del.icio.us, Blinklist ... Where are the users who classify content by adding their own tags, which they share with rest of the global world, we talk about folksonomy or social tagging. A term derived from the taxonomy (classifica tion) and folk. (Friend or colleague, in English). The folksonomies are not desi gned a priori, but grow organically according to user input, ie from the bottom up, and therefore do not belong to anyone or monitored by anyone, which introduc es the social and democratic factor classification, as it has controversial aspe ct of anarchic, according to some sectors, such as the librarian and documentary . Social labeling provides users with a scan-based navigation, rather than searc h, and add content semantic content classification. Another step towards the sem antic web. In the words of Jose Luis Orihuela (ecuaderno.com), "When people on a network (social), assign descriptors (labels) to content (semantics) of the sto ries on blogs (Technorati tags), photographs ( Flickr tags), to favorites or boo kmarks (del.icio.us, iFavoritos), or task lists (43 Things), then we are helping to provide semantic value to the information available online. " e) Different levels in the user role, which makes possible the management of sha red or collaborative blog. This, coupled with the possibility of access from any where, at any time, opened up great possibilities for collaborative work, transc ending even the classroom space, and geographical space. Any person at any time and place can assist in any blog. And back to the organization of content, blogs can be an excellent tool to support joint projects as a work diary or logbook. f) content syndication through RSS. This has been one of the drivers of the enor mous popularity of blogs, and has even changed the way people access information The use of readers and news aggregators or RSS feeds allow you with the latest content published on those sites that interest us without having to open the bro wser. g) Relationship with other applications on the network. Above it was noted that blogs are part of a habitat, an ecosystem of the network, with some tradit ions and customs related. For example, blogs, linked to other applications and W eb 2.0 services, multiply the potential to add multimedia content, social bookma rking, or labels (tags) that are read and indexed by other applications. This co mponent of socialization of the web, which has ceased to be a tendency to become a reality, should be used also by teachers. Blog Blog Blog Blog blo blo blog blog Blog or blog Moblogging: Blogs have gone from desktop computers to mobile devices. Moblogging is to add content to the blog using a PDA or a mobile phone. Blog- cabulario Podcasting: It's an audio recording embedded on a blog or website, so you can or ganize or distributed via an RSS feed, so as to enable download and listen on yo ur PC or a handheld device .. POST: each item or entry that is published. The unit of information in a blog. Y ou can include all types of multimedia and links to other posts or external site s. 5. Using blogs in the classroom Taking the above features, we can leverage blogs (edublogs, with an academic cas e) from various teaching-learning situations, including those described as follo ws: a) Blog of the classroom, subject or topic. It is perhaps the most widely used i n education. Sometimes it's the teacher's personal page, but can also be a compl ement to the classroom, with additional information and proposals comlementarias activities, to develop using the resources offered by blogs (writing hypertext, multimedia, reviews, proposing links related, ..., etc.) and taking advantage o f the interactivity of the medium. Blog Mates c) Workshop creative multimedia. Individual or collective, on arguments suggeste d or free with the possibility of including all types of references in text form (writing workshop), audio (radio, hearings), video (TV) or links to other sites . Supports any theme: fact, fiction, short stories, reviews, ..., and the use of multiple media formats.d) Project Management Group. As a collective blog, whet her for teachers, students, or collaborative work between the two, where the tea cher or teachers of different subjects or group advising centers in conducting r esearch. This blog proves to be an excellent daily work that keeps track of the process and progress of the project, and once again, beyond the regular classroo m space. This can broaden the face of the classroom context, and to allow students to wor k at home, in the library, telecentre, ..., etc.. b) students' personal Blog: As an individual newspaper, and concerns about their interests, hobbies, activitie s, ... etc. Free choice by students, caring attitudes of respect (netiquette), a nd citing the resources used. And participate in blogs companions, commenting on its articles and making contributions, proposals, ..., etc.. Agenda Blog- cabulario Trackback: reverse link that allows to know which links point to a particular po st, warning that another blog is quoting one of his posts. Thus, two articles ar e related both each other, mostly because the second appointment at first. RSS: data format use d to syndicate (redistribute) content to subscribers to a website. The programs that read and present RSS feeds or feeds different backgrounds are called aggregators. Using a news aggregator, it is not necessary to open the browser for the latest news from websites that interest u s. e) Ezine multimedia school newspaper, magazine, monographs on various subjects, .., etc. This would take advantage of the power of blogging as a multimedia file management, own or referenced from stores content (Flickr, Odeo, YouTube ...). We have already noted the ease of administration that have the blogging tools th at allow great results with just knowing how to write a simple text editor. Join multimedia potential participation opportunities, which enrich the content with input and comments from other users as; the syndication through RSS, the use of podcasts, ..., etc.. f) Guide of navigation, where sites are discussed, news an d contributions in the form of criticism or commentary on them. It is the metaph or of the logbook or notebook travel: a space where incidents are recorded and d etails of navigation, in this case discussed by the sailors themselves, who advi se, propose and present to their colleagues who have visited the sites and their personal opinion. Hello world! 6. biBLOGteca: Examples of educational blogs BLOG OF TEACHING, LEARNING OR THEME: History Classroom. Mauritius Blog Blog http ://auladehistoria.blogspot.com/ ICT Career of Alejandro Valero: http://www.educa .madrid.org/web/ ies.mariaguerrero.colladovillalba / tic / Give the language. Lo g of Felipe Zayas: FLE d'Artifice http://fzayas.com/darlealalengua/. JM Blog. Fi eld: Renewable energy http://francesvirtual.blogspot.com/. Technology. IES Llane ra: http://web.educastur.princast.es/ies/llanera/wp/ fumble. Blog de Lucía Álvar ez. IES Moreda: http://luciaag.edublogs.org/ Music Education: FOL http://educaci onmusical.blogspot.com/ blog, de Lourdes Barroso http://elblogdefol.blogia.com/ siding. Collective classroom blog: http://www.tinglado.net/ TeKLEEando by Cristi na Navarrete. IES Selgas. Cudillero: http://lapizazul.bitacoras.com/ Dinosaurs. C.P. Lafuerza Guillén. Oviedo: dinosaurs http://www.educared.net/aprende/bitagor a/page/ STUDENT BLOGS: Bloggin 'Away. 5th English. Mieres EOI: http://web.educas tur.princast.es/eoi/eoimiere/myweb/blog/ ePlanet. IES María de Molina: http://ep laneta.blogspot.com/ Save the planet. Collaborative blog. CEIP San Felix. Candid a: http://salvarelplaneta.blogia.com/ Lenguablog 2.0. IES Serrallarga. Blanes ht tp://lenguablog2.blogspot.com/ Loreto Gutierrez. C.P. San Felix. Candida: http:/ /loretogutierrez.blogia.com/ Carlos Alvarez. C.P. San Felix. Candida: Looking ht tp://carlosalvarez.blogia.com/ Words. IES Villena: http://www.fzayas.com/mirarla spalabras/about/ ELECTRONIC PUBLICATION: The Fifth of Five. IES No. 5. Avilés: h ttp://laquintadelcinco.blogspot.com/ Morcín Infonet. C.P. Horacio F. Inguanzo. M orcín: http://www.morcininfonet.blogspot.com/ logbook. C.P. Evaristo Valle. Gijó n: http://cpevaristovalle.blogspot.com/ C.P. The Canal. Luanco: CP http://colegi olacanal.blogspot.com/ News Elena Sanchez Tamargo. Pola de Laviana: http://cpele nasancheztamargo.blogspot.com/ BLOGS OF BLOGS: Aulablog. Collaborative Project: Metro http://www.aulablog.com/ Education: http://www.aulablog.com/planeta/ 7. References • • • • • • • • • • • • Ashley, Chris: The use of logbooks or weblogging: other websites: Nora http://ww w.um.es/ead/red/10/weblogs1.pdf Lizemberg Translation and adapted by Miguel Zapa ta. RED (Review of Distance Education). 2004. Blat, Fernando: The five steps req uired to be given before creating a blog, http://www.tabernadelturco.com/2005/05 /10/ the-5-steps-needed-you-get-it-to- before-you-build-unblog / in Taberna del Turco. 2005. Blood, Rebecca: Weblogs: A history and perspective:. http:// www.re beccablood.net / essays / weblog_history.html. Rebecca's pocket personal Web. 20 00. Bull, Glenn, Bull, Gina, and Kajder, Sara: Writing with weblogs. An opportun ity for student newspapers: http:// www.eduteka.org/Weblogs1.php in EDUTEKA. 200 4. Contreras Contreras, Fanny: Weblogs in Education. www.revista.unam.mx/vol.5/n um10/art65/int65.htm http://. Digital magazine university. Mexico 2004. Educastu r Blog: Blogmanía: bloggers. http:// web.educastur.princast.es / projects / pal / blog /? p = 24, Educational Use of ICT. February 2006. Freire, John, Ideas and Web 2.0 tools to local, http:// nomada.blogs.com/jfreire/2006/04/ideas_y_herram i.html in Wanderer. 2006. Fumero, Antonio: A tutorial on blogs. The ABCs of the blog universe. http://www.campusred.net/telos/articulocuaderno.asp? idArticulo = 1 & rev = 65. Telos, No. 65. October 7 December 2005. García Heras, Francisco, J: Didactic Application of weblog and content management. http://observatorio.cn ice.mec.es/ modules.php? op = modload & name = News & file = article & sid = 380 . Technology Observatory. CNICE 2006. Manzano García, Andrés: Blogs and wikis in educational tasks. http://observatorio.cnice.mec.es/modules.php? op = modload & name = News & file = article & sid = 378. Technology Observatory. CNICE 2006. H assan Yussef: social indexing and retrieval of information, http://www.nosolousa bilidad.com/articulos/indizacion_social.htm in NSU magazine. 2006. Lara, Tiscar: • • • Muñoz de la Peña, Francisco: Anatomy of a weblog: http:// www.uprm.edu/ideal/her mes2005/blogs.pdf O'Hear Steve: How Web Technologies are shaping education: http ://www.readwriteweb. com/archives/e-learning_20.php in ReadWrite web. 2006. Orih uela, José Luis: • • • • Weblogs Workshop: http://www.unav.es/digilab/taller/. University of Navarra. 200 4 / 5 Web Blogs: http://www.unav.es/digilab/taller/. Miniportal of weblogs. eCua derno: http://www.ecuaderno.com/. Personal Weblog cyberculture, media, and blogg ing eComunicación. • • • • Orihuela, José Luis, and Santos, M. Luisa: Weblogs as an educational experience: experiences with student blogs: http:// www.quadernsdigitals.net / index.php? a ccionMenu = hemeroteca.VisualizaArticuloIU.visualiza & article_id = 7751 & PHPSE SSID = 085f3dd10215ef632a02a7887514e6db. Digitals Quaderns. 2004. Ramírez, Jaime : folksonomies, social networks and structured chaos: http://www.infogestores.cl /index.php/2005/05/19/la-web-socialel-caos-estructurado/ in Infogestores. 2005. Robles, Rafael: Learning to speak with weblogs: http:// dewey.uab.es / pmarques / dim / revistaDIM / learning% 20a% 20with% 20weblogs.doc 20expresarse%. 2005. S áez Vacas, Fernando: The technological power of infociudadanos. Journals and com munications at Universal Digital Network. http:// www.campusred.net / telos / ar ticulocuaderno.asp? idArticulo = 4 & rev = 65. Telos, No. 65. October / December 2005. Santamaria, Fernando: Tools for teaching using collaborative web technolo gies: blogs, social networks, wikis, web 2.0 herramientas_colaborativas2.pdf htt p://gabinetedeinformatica.net/descargas/ in Computer Cabinet. 2005. De la Torre, Hannibal educational Web 2.0: http://edutec.rediris.es/ Revelec2/revelec20/anib al20.htm in Edutec. January 2006. • • Blogs for education. Uses of blogs in a constructivist pedagogy. http://www.camp usred.net/telos/ articulocuaderno.asp? idArticulo = 2 & rev = 65. Revista Telos. No. 65. October / December 2005. Weblogs and Education: http://www.bitacoras.or g/bit.php? id = 116_0_1_0_C in Bitácoras.org. February 2005. • Information compiled by: Area portal and Online Services Educastur November 2006
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