V ir t u a l Sch ools a n d Cy be r pe da gogy : t h e H y br ilog a s a
Blon iv e r sit y
Pe dr o An dr a de
FBAUL, Largo da Academ ia Nacional de Belas- Ar t es 1249- 058 Lisboa PORTUGAL Em ail: pandr ade@net cabo.pt
Re su m o
This paper is st r uct ur ed as follow s: 1. A br ief concept ualizat ion about v ir t ual schools and digit al lear ning, t hat aim s t o cont r ibut e t o t he em er gence of a k now ledge t hat speak s about schooling in a differ ent w ay t han t r adit ional educat ion t heor y does. This k now ledge, r egar ding essent ially digit al schools, is cy ber pedagogy . 2. We w ill pr esent her e a new t y pe of blog, t he hy br ilog ( Fig.1 and ht t p: / / w eb.m ac.com / pedr o.andr ade) . An hy br ilog is a blog consist ing of sever al t y pes of blogs, each one based on a differ ent m edia ( e.g. a t ex t v log, a v ideo blog, et c.) . The social spher e w her e blogs oper at e has been r efer r ed as blogospher e. Sim ilar ly, t he social scape w her e hybr ilogs cir culat e can be denom inat ed hy br idospher e. 3. A discussion concer ning inedit ed kinds of lear ning spaces, nam ely t he bloschool or bloniv er sit y , w hich ar e, r espect iv ely , a digit al school or a digit al univ er sit y t hat has t he for m and feat ur es of a blog. For inst ance, t he hybr ilog m ay act as a bloniver sit y , as w e w ill see.
1 . Th e v ir t u a l sch ool a n d digit a l le a r n in g.
I n our infor m at ion societ y, educat ional pr ocesses have been
t r ansfor m ed ir r em ediably aft er t he arr ival of I nt er net . I n fact , digit al
schools const it ut e one of t he social places w her e hyper t ext and it s
r et icular cont ent s ar e configur ing t he ver y nat ur e of m any t ypes of
lear ning pr act ices for sever al year s. I n lat e m oder nit y or post - m oder n
w or ld, digit al w alls m ust be br oken dow n as w ell inside lear ning
act ivit ies ( Bur niske, 2001) . Digit al divide can be surm ount ed by
im plem ent ing open cont ent inside vir t ual lear ning syst em s ( Br eck) .
Digit al lear ning, and specially dist ance lear ning, is closely r elat ed t o
m anaging k now ledge, inst ead of j ust accum ulat ing it . And connect ed
know ledge is m or e useful t han segm ent ed one ( Weigel, 2001) . Digit al
lit er acy, or t he com pet ence t o use digit al devices, languages and
know ledge, is fundam ent al t o ever y cit izen now adays ( Tyner , 1998) .
I llit er acy, m eaning t he lack or deficit in digit al skills, m ust be
sur passed ( Allen, 2002) . Edut ainm ent , t hat is, educat ion t hr ough
int er act ion, m obile lear ning, AI , ar t ificial life, am ong ot her
educat ional t ools ( Pan, 2006) . Et hics is a m ust in digit al age, t o
r egulat e appr opr iat e uses of com put ers, dat a pr ivacy, aut hor pr oper t y
and par t icular ly, t he validit y of st udent w or k ( Johnson, 2003) .
Science and r esear ch also ar e being m odified by t he int er net ( Cor di,
2004) . Vir t ual Science Cent er s ar e som e of t he m ost int er est ing
places w her e digit al science educat ion is being applied ( Tan, 2005) .
David Rose ( 2002) suggest s an Universal Design for Lear ning ( UDL) ,
in anot her w or ds a r esearch- based fr am ew ok t aking in account
lear ning differ ences t hr ough flexible cur r icula.
Schooling cont ext s ar e m ult iple. Online com m unit ies cont r ibut e
t o changing cognit ive skills in individuals, and t o t heir m ode of
par t icipat ion in societ ies ( Renninger , 2002) . One of t he m ost
com pelling lear ning com m unit ies are vir t ual univer sit ies, w her e
innovat ion and challenges m ust occur ( Dut t on, 2002) . For t his
pur pose, digit al cour ses and educat ional m et adat a ar e diffused
t hr ough synchr onous or asynchr onous collabor at ion ( Hazem i, 2001) .
Online lear ning ( Maer off, 2003) is shaping diver se im plem ent at ions of
t he Vir t ual Cam pus and e- learning business, in aspect s like elect r onic
deliver y, t he qualit y of infor m at ion and t he new int er act ion m odes
bet w een t eacher s and pupils.
Fur t her m or e, t he digit al classr oom r equir es an act ive lear ning
( Heide, 2001) . Vir t ual Cor por at e univer sit ies in business schools
( Baet s, 2003) const it ut e ot her cont ext s w her e or ganizat ional and
individual t r aining cont r ibut e for im pr oving hum an capit al. The use of
com put er s m ust not be an excuse for t eacher s t o dem ission fr om
t eaching On t he cont r ar y, digit al inst r um ent s and m et hods m ust be
int egr at ed w it h ot her pedagogical and per sonal necessit ies ( Krav it z,
2004) . For inst ance, inst ead of giving old pr act ices in hight ech
packaging, it is cr ucial t o t r ansfor m inst r uct ion it self, by connect ing
lit er acies, and lear ning w it h differ ent devices like lapt ops, PDA’s and
w ir eless w ays of com m unicat ing bet w een com put er s ( Gor don, 2003) .
Besides t hat , t he libr ar y is a com plem ent ar y pedagogical cont ext ,
com plem ent ar y for t he design of elect r onic cour ses and for pr om ot ing
infor m at ion lit er acy ( Johnson, 2005) .
On t he side of lear ning pract ices, m ult im edia syst em s and
devices ar e being ut ilized t o pr om ot e st udent engagem ent and sk ills.
Never t heless, som e quest ions m ust be posed and pr inciples m ust be
im plem ent ed: for exam ple, t he adequacy of cont ent / ar ea t o t he m ode
of infor m at ion pr esent at ion; t he assessm ent of m ult im edia st udent
pr oj ect s; t he financing of equipm ent and logist ic t ask s in m ult im edia
school pr ogr am s ( ASCD, 2002) . Mult im edia can t r ansfor m lear ning
int o a fun exper ience t r ansm it t ed for inst ance t hr ough st or ies, like
science- fict ion, social com m ent ar ies, et c. ( Ohler , 2004) . Mor eover ,
discussion is cent r al t o collabor at ive lear ning ( Bender , 2003) . On t he
leisur e side, one of t he m ost popular inst r uct ional m et hods is
t eaching t hr ough gam es ( I ver son, 2004; Gee, 2004) . Likew ise,
sim ulat ions ar e specially effect ive in m any lear ning sit uat ions,
because pupils ar e able t o r eact against ‘linear lear ning’ associat ed
w it h classical ‘linear educat ional syst em ’. Last gener at ion is
habit uat ed t o w or k w it h com plex digit al skills even befor e going t o
school. I n t his cont ext , schools need im m ersive lear ning
envir onm ent s t o t each t hose new kind of st udent s ( Aldr ich, 2003) .
E-lear ning sim ulat ion gam es pr ovide t he best of digit al t eaching
m et hods: t hey ar e goal- or ient ed, cont ext ual, int er est ing, challenging
and int er act ive ( Pfeiffer , 2005) . Finally, evaluat ion pr act ices ar e
cent r al, specially r egar ding t o new t echnologies, lik e e- lear ning
( Hor t on) .
The r oles of inst r uct ional agent s is also t r ansfor m ed by digit al
lear ning, at t he sam e t im e t hey change lear ning t hr ough t echnology
cent r al challenges of pr esent t im es ( van Weer t , 2004) . I n our
lear ning societ y , adult lear ning m ay em pow er m or e cit izens, and not
only t hose w ho can fr equent official educat ion inst it ut ions. I nst r uct ion
t akes place as w ell at hom e, at w or k and inside w ider com m unit ies
( Selw yn, 2005) . I n infor m at ion societ y, pupils ar e ‘cyber - savvy
st udent s’, accor ding t o Anne Hir d ( 2000) . This m eans t hat t heir
per cept ion of t he w or ld is st r ongly shaped by t he int er net . Teacher s
oft en don’t have t his kind of cognit ive exper ience. I f t hey don’t adapt
t o t he pupil expect at ions about classr oom lear ning, inst r uct or s m ay
loose aut hor it y r egar ding t eacher - st udent r elat ionship. I n an
educat ional envir onm ent w her e m ost univer sit ies use digit al syst em s
( Moonen, 2001) , flexible lear ning m ay be one of t he answ er s t o new
vir t ual agendas.
2 . Th e Sociology of H y br idosph e r e .
I n t his cont r adict or y er a, w hen m ass m edia conver gence
co-inhabit s w it h publics' diver gence, ‘pur e’ blogs j ust can’t exist .
Now adays, t he blog phenom enon is grounded m ainly on t ext diar ies,
w hich ar e published, fir st of all, t hr ough t ext cast ing, t hat is,
per iodical t ext diffusion by t he int er net . Meanw hile, blogs had
engendered a m ult it ude of descendent s, for inst ance t he vlogs ( Fig.2)
and t he plogs. I ndeed, v ideo- diaries or vlogs ar e t r ansm it t ing
m essages pr incipally t hr ough video clips inst ead of w r it t en w or ds,
t hat is, t hr ough videocast ing. Fur t her m or e, t he t er m 'plog' som et im es
m eans a 'per sonal blog', as it happens in one of Am azon’s ser vices.
Never t heless, t his is a pleonasm , because blogs, essent ially, ar e
per sonal diar ies diffused in t he I nt er net . Ot her t im es, t he w or d 'plog'
is used in t he sense of a 'pr oj ect blog'. A pr oj ect blog is a blog m ade
by a collect ive aut hor . But isn’t t his connot at ion as w ell a pleonasm ,
per spect ive, plog m eans 'poet r y blog', t hat is t o say, a vir t ual poet ic
diar y diffused w or ld w ide by poet r ycast ing.
Let ’s t r y t o clar ify t his m at t er m or e deeply . What has been
happening in t he last t w o cent ur ies is t his: t he per sonal diar y w r it t en
by hand in t he XI X cent ur y w as one of t he ancest or s of t he
cont em por ar y blog. They have sim ilar it ies, but also differ ences. The
m anual per sonal diar y has a pr ivat e nat ur e, at least unt il it is
published, say, in a book. The m aj or it y of blogs ar e pr ivat e w hen
t hey ar e pr oduced, alt hough som e of t hem are alr eady w r it t en in a
collect ive st yle. Never t heless, at t he ver y m om ent t hey ent er in
cyber space, all blogs becom e public, except t hose w ho ar e, in som e
m anner , coded int o a pr iv at e language. Aft er all, blogs ar e diar ies
only appar ent ly pr ivat e, because usually t hey ar e w r it t en on t he sam e
m edia vehicle t hat diffuses t hem t o a w ide audience, t hat is, t he
com put er connect ed w it h t he int er net .
Haber m as cir cum scr ibed t he const it ut ion of t he public spher e
since t he lat e XVI I I cent ur y / beginning of XI X cent ur y. The m oder n
public opinion em er ged at t hat t im e, or iginat ed fr om a for m er popular
opinion. This m oder n public opinion co- exist s w it h a pr ivat e spher e
( and t he cor r esponding pr ivat e opinion) and w it h a sem i- pr ivat e
spher e/ sem i- pr ivat e opinion. The sem i- pr ivat e opinion is deployed
t ypically by collect ive subj ect s, like inst it ut ions, or ganizat ions and
associat ions. Now adays, blogs ar e inhabit ing a special kind of public
spher e, t he cyber space, w her e t hey engender a cyber opinion. Cyber
-opinion is a global -opinion, dist inct from t he for m er m ain t ypes of
public opinion, w hich ar e t he nat ional public opinion and t he local
public opinion.
Mor eover, Mikhail Bakht ine for ged t he concept 'hybr idizat ion’.
Applying t his not ion t o cyber space, w hat w e find in t he int er net , as
t he m ost genuine ent it ies, ar e hybr id t hings. These m ix ed m edia
t hings can be bet t er t hought t hr ough m ediant ing concept s, like ‘vlog’
or ‘plog’ and not only ‘w eblog’ ( or blog) , w hich in it self is alr eady an
hy br id idea. Mediat ing concept s and hybr id concept s const r uct new
and hybr id m eanings, dist inct fr om ‘pur e’ m eanings t hat populat ed
t he m oder nit y ar ena.
So, w hat can w e deduce fr om t hese per spect ives, at least in m y
point of view ? For inst ance, consider t he poet ic- video- diar y I
const r uct ed as one of t he blogs of m y hybr ilog. Being a diar y diffused
in t he int er net , it is a blog. As I use digit al video, t his diar y becom es
equally a vlog. And w hen I com m unicat e poet r y t hr ough it , I
t r ansfor m it in a plog. Synt het ically, t his poet ic- video- diar y r esult s
fr om a m ixed m edia com binat ion of t he pr ev ious diar ies. And it
der ives fr om a m ult icult ur al dialog, as it uses English and Por t uguese,
t w o of t he m or e w or ldw ide spoken languages. Thus, it s m or e genuine
nam e should be ' poet r y- video- blog ' or , br iefly, pvilog, and it s m ode
Fur t her m or e, an ar t blog ( Fig. 3) is a digit al diar y cont aining ar t
w or ks, and deliver ed in a cur r ent sequence acr oss t he net . Such a
st r at egy of planet ar y dissem inat ion of ar t w or ks is nam ed ar t cast ing.
I n t he sam e per spect ive, a hyplog ( fig. 4) can be consider ed a diar y
t hat post s hyper m edia r egular ly inside t he w eb, cir cum scr ibing
hyper cast ing. Finally, a gam elog signifies a t ype of blog t hat diffuses
gam es, in a im m ediat e or at least dur able rhy t hm . This ubiquit ous
st yle of global gam e spr ead is denom inat ed gam ecast ing.
Fig. 3 Ar t blog index page Fig. 4 Hyplog post page
As a cent r al consequence of w hat has been said abov e, w e hav e
t o st op t hink ing in t he blogosphere separ at ed fr om t he m ult iple r eal
and vir t ual w or lds w e live in. Definit ively , w e m ust begin const r uct ing
hybr id public spher es, or hybr idospher es inside t he I nt er net , using
hybr ilogs. Pr oducing an hybr ilog allow s an aut hor t o const r uct a
blended or w ebbed digit al st yle of w r it ing, using t he vir t ualit ies of
differ ent and com plem ent ar y m edia. Conver sely, a r eader m ay
The r esult of t he m ult iple m et hods of cast ing w e m ent ioned befor e is
nam ed hybr idocast ing. Ther efor e, t he blogospher e is no longer based
in an unique m et hod of blogging, and pr esent ly is being t r ansfor m ed
deeply by t he em er gence of t hese plur al m odes of cast ing in t he
I nt er net . A m aj or effect of t his process is t he bir t h of an inedit ed
hybr id cyber opinion developed daily by infonaut s.
( ht t p: / / en.w ikipedia.or g/ w iki/ Hybr ilog) .
3 . Th e h y br ilog a s a blon iv e r sit y .
To conclude, let m e ar t iculat e t he t w o pr ecedent sect ions. We
m ay say t hat t he hy br ilog const it ut e one of t he possible exam ples of
a cr edible digit al school or univer sit y t hat t akes t he for m of t he blog
( bloschoool or bloniver sit y) . As a m at t er of fact , t he blog is t he new
m use not only of our cyber space, but also of our cyber t im e. The
bloschool is one of t he nat ur al ‘sons’, successor s and inher it or s of t he
phy sical school. And an hybr ilog can easily send post s on a dialy
basis, using differ ent m edia m or e efficient ly t han a nor m al blog does,
as w ell inside an inst r uct ion pr ocess.
This gr adual hybr idizat ion, par allel t o t he ‘pedagogyzat ion’ of
blogs, is t est ified in ot her t ypes of blogs, like t he ‘klogs’, or
know ledge blogs. About t his issue, Chr ist ine Boese ( 2003) , applying
Paulo Fr eir e’s t heor y on dialogic pedagogy, st at es t hat “ …klog
int er face feat ur es allow polit ical openings t o change corpor at e
cult ur es in w ays m ost gr oupw ar e never int ended, w it h a goal of a
dialogical, cr it ical pedagogy t hr ough w or k er s helping and t eaching
ot her w or ker s out side t he r ealm of ‘official policy’. Per sonal blog sit es
of j our nalist s in t he em ploy of lar ge, know ledge- com m odit y
or ganizat ions such as Tim e War ner r elease t his sam e t ension int o
public spaces and r eveal t he ver y r eal disr upt ion on a lar ge scale t hat
kinds of blogs, m ay also w or k “ … as a t ool of com pany sur veillance” .
Likew ise, hybr ilogs m ay use dialogical pedagogy, helping differ ent
pr ofessionals in diver se act ivit ies t o inst r uct one anot her about
sever al skills. I ndeed, hybr ilogs are const r uct ed applying m ult iple
sk ills, each set of sk ills cor r esponding t o each t ype of blog t hey lodge.
Let ’s hope t hat no one w ill use a hybr ilog t o spy ot her s.
Concer ning cont ent and language issues, accor ding t o Rebecca
Blood ( 2002) , blogs can be used at least in 3 differ ent w ays: ( a)
shor t - for m j our nals, w her e t he w r it er’s subj ect is his daily life; ( b)
not ebooks, t hat cont ain per sonal or public m at t er s using longer
cont ent pieces t han in j our nals; and ( c) filt er s, w hich or ganize
per sonal infor m at ion ar ound sear ch link s. Kev in Br ook s applies t his
t ypology t o t eaching act ivit ies, not ing t hat : ( a) j our nal blogs ar e t he
m ost popular am ong his st udent s. A consequence of t his is t he
r elegat ion of t he inst r uct ional pot ent ial of t he ot her t w o kinds of blog.
( b) Not ebooks w or k m ainly as a collabor at ive w r it ing inst r um ent
am ong pupils, sim ilar ly t o discussion boar ds. ( c) Filt er w eblogs ar e
m or e dem anding t o st udent s, but t hey ar e poor ly pr esent ed. I n
gener al, Br ooks ( 2003) st at es: “ w eblogging seem s like such a
pot ent ially r ich set of online act ivit ies because it is r elat ively low - t ech
com par ed t o pr oducing hyper t ext or w ebsit es, and it incor por at es
fam iliar w r it ing skills like sum m ar y, par aphr ases, and t he
developm ent of voice.” Teacher s can use t his hybr id nat ur e of t he
blog w r it ing t o bet t er m ot ivat e t heir st udent s.
I n t his classr oom ar ena, ot her blog st yles of w r it ing ar e t he
follow ing: “ r eading r esponses” , t hat is, pieces of infor m at ion t hat
answ er t o quest ions posed by st udent s; a set of “ ar t icles and it em s of
int er est t hat [ pupils] find on t he w eb r elat ed t o class” ; “ r esear ch
r esponses” ; “ per sonal explor at ions on [ diver se ] diver se t opics’
Thus, in cyber space, blogger s, and specially educat ive blogger s,
ar e developing a peculiar st yle of w rit ing t hat w e could call blow r it t ing
or blog w r it ing. I n t his per spect iv e, an hy br ilog can com bine t his
hybr id nat ur e of t he inst r uct ional blog w r it ing w it h it s ow n hy br id
nat ur e, w hich m eans t he fact t hat t he hybr ilog is a m ixt ur e of sever al
t ypes of blog. I n anot her w or ds, t he hy br ilog per m it s t he access t o
each specialized m edia ( and r espect iv e m et adat a) inside each k ind of
blog, and unifies t hese m edia t hr ough it s ow n em br acing nat ur e.
I n a cer t ain sense, in educat ion or in ot her ar eas, t hese plur al
applicat ions of blog vir t ualit ies show t hat w e don’t cope anym or e j ust
w it h hy per m edia, but as w ell w it h hybr im edia. I n fact , t he hybr ilog
uses a sor t of hybr im edia disposif in it s for m and is a m et a- blog
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