Reflection: Blog Reflections as a Journal

Ok, time again to reflect. I've made my way through the learning activities and blogged my heart out for Week 1. It's taken me until 2am, though I thought it was best to keep going while I was on a roll - a decision that might not seem as wise when the children wake me at 6am!

So, this puts me at the second 'row' of the Blog Reflections Scaffold and I am reflecting on theprocess of using my blog as something of a learning journal. Going through the various learning activities and blogging about them actually wasn't too bad in the end. I'm quite sure I have put in more detail than I needed to, a habit I find hard to resist. However, since no one is compelled to read it all, I figure it's really up to me, and if it helps my learning, throw it in! Anyway, now to answer the questions...

Reflections:
My learning: First, I suppose a large part of the value of blogging about my learning, was that I actually went and tried to learn something! To know that I will be blogging about it and other people could potentially read my thoughts made me think that little bit harder about it all. I am also motivated by the fact that other students are doing the same thing as me, and I'm looking forward now to going and reading some of my peers' blogs to compare perspectives.
Potential for my learners: Sharing perspectives could aid learners' understanding of concepts. Blogging in the classroom might offer learners with opportunities to network and work collaboratively on tasks in a way different to traditional group work. Blogging could also be used as a method on instruction for students, to allow for more self paced learning. Using blogging as an instruction method would also allow for a more seamless integration of ICTs in learning experiences.
Constructivism: Completing the online learning styles and multiple intelligence assessments provided information about self which students could then assimilate with their existing self image.
Cognitivism: Many questions posed to students, requiring students to think about and evaluate and analyse information rather than simply 'taking it in'
Behaviourism: Had an end goal for Week 1 (create a series of blog entries), this was broken down into learning activities, and then into steps and questions. This allowed students to follow their progress toward achieving the end goal.
Connectivism:  Sharing thoughts and experiences of activities through the blog, reading others' blogs and fellow students following my own blog. For the 21st Century Learner activity, made use of an information network to read about different perspectives.
Diversity: Visual and verbal learners are catered for, with readings and videos; there are independent as well as partnered activities in Week 1; the course materials are set out so that one could go from top to bottom, reading and completing activities (sequential learners), or jump from one section to the other since sections are independent (global learners).
eLearning: The use of multi literacies - web videos, online articles, online assessments, online discussion and collaborations with peers