翻译《如何在教室中使用网志》
How to Use Blogs in the Classroom
如何在教室中使用网志
i just came across two sites giving good
advice on how to use (and not use) blogs in the classroom. James Farmer
has two posts, one on how to use blogs and another on how not to use them. And Doug of Borderland comments on Farmer's posts.
我只遇到两个网站，为如何在教学中使用网志提出了好建议。农展有两篇帖子，一篇关于如何使用网志，另一篇关于如何不使用。这里是边界网站的道哥对农展的帖子的评论。
On how not to use blogs in education, Farmer's main points (my summary of his summary of his paper "Blogs @ Anywhere: High fidelity online communication") are:
关于如何在教学中不用网志，农展的主要观点（我对其论文《网志无处不在：高保真在线通讯》中综述的总结）是：
- Don't use
- blogs as "discussion boards, listservs or learning management systems"
- group blogs
- blogs for something they're not made for
- And don't forget RSS
- 不要用
- 网志作为“论坛、邮件列表或者学习管理系统”
- 小组网志
- 网志来记录一些对他们没有用处的事情
- 不要忘记RSS
On how to use blogs in education, the main points are to use:
对于如何在教学中使用网志，其主要观点是用来：
- blogs "as key, task driven, elements of your course" (that is, provide structure and purpose)
- assessment that promotes, or at least allows, personal pursuits and expression
- blogs for what they are good for
- blogging tools that work (Farmer covers 9 major multi-user blogging tools here.)
- 网志“作为引导，任务驱动，涉及课程内容”（即，提供结构和目的）
- 评价当中应该鼓励，至少要允许，个人追求和表达
- 记录他们愿意做的事情
- 好用的网志工具（在这里，农展提及九种主要的多用户网志工具。）
On not using group blogs or blogs as discussion boards, etc., at the
university level, Barbara Ganning has a different perspective. See her BlogTalk paper, "Blogging as a Dynamic, Transformative Medium in an American Liberal Arts Classroom",
in which she discusses her use of blogs in the classroom, including a
class blog that ties together students' individual blogs,
communication, and class management.
关于不要使用小组网志，或者将网志用作论坛，在大学一级，甘蕾有不同的看法。详见其BlogTalk论文《在美国文理课程中，写日志是一个动态的、有改造能力的媒介》，期间他讨论了他在教学中对网志的使用，包括班级网志，可以起到将学生个人网志联系起来，通讯和班级管理的作用。
Doug supports Farmer's main points with his own experience, although
noting that more centralized management systems are appropriate for
younger learners. Along these lines, he notes the need for more
conversation on using blogs in elementary schools, giving several
examples, one of which is more teacher oversight at the lower levels:
道哥用他自己的经验支持农展的主要观点，集中管理系统最适合年轻学习者。沿着这条思路，他指出，在小学使用网志，需要更多的谈话，并给出了好些范例，其中之一是很多教师犯下的低级错误：
Mainly, younger kids have a very different notion about private vs.
public information. I know this is an issue for all students, but
younger kids have a harder time recognizing personal boundaries. A
kindergartener, for instance, would be far more likely to tell her
classmates that her mother is in jail than would a 5th grader, for
instance.主要是，关于私有和公开信息，小孩子有着非常不一样的概念。我知道，对于所有学生，这都是一个问题，但是小孩子更难认识到个人的界限。比如，一个幼儿园孩子，相比于五年级学生，更有可能告诉同学自己母亲在蹲监狱。
It makes sense to use technology for what it does well and also to
take into consideration the age and background of the students. Not
paying attention to this point may result in little impact on students'
involvement or learning, as Farmer, based on his reading of others' use
of blogs in education, asserts in his paper:
这对于用好技术，以及考虑学生的年纪和背景很有意义。不重视这一点会对学生的参与或学习产生一些小的冲击，比如农展，基于他对其他在教育中使用网志的文章的阅读，在其论文中断言：
While the resulting feedback indicated a degree of satisfaction and
no objection to the use of blogs, there was little to indicate any
significant shift in student perceptions and activity in the learning
environments. While it is beyond the scope of this examination to argue
hard and fast rules, this could be attributed, along with other factors
such as the nature of assessment, to the use of blogs as collaborative
areas without the use of aggregation.虽然产生的反馈表明了满意的程度，也并不反对使用网志，但几乎没有显示，在此学习环境中对学生的认知和活动有什么明显改变。虽然这超出了考察的范围并被认为规则过于严格，这可能是因为，与其他因素比如评价的本质一道，以合作而不是聚合的方式使用网志。
There are quite a few comments on Farmer's pages, indicating that
the environment affects the implementation of Farmer's guidelines. With
respect to foreign language learners, in particular, we need to be
careful. Still, let me emphasize Farmer's point on keeping RSS in
students' minds. As he says,
这里有不少对农展论文的评论，表明环境会影响到农展指导下的实施。尤其在外语学习方面，我们必须小心。不过，我要强调农展关于在学生头脑中建立RSS的观点。如他所言：
Ignore RSS at your peril: Probably the biggest mistake that adopters
tend to make is to ignore RSS or just through it a casting glance. The
problem is that these people aren’t bloggers and just don’t understand.
Without RSS blogs would pretty much just be extensions of geocities
pages. Your learners are NEVER going to surf each others sites everyday
and the majority of them won’t even go to that funky web-based
aggregator you set-up.忽略RSS对你的危害：使用者倾向于忽略RSS或者仅仅认为只是一个无关紧要的东西，这可能是最大的错误。问题是，这些人不是博客，也不懂。没有RSS的网志仅仅是增强版的个人网页。你的学生绝不会每天去查看每一个网站，他们中的大多数甚至不会去你设定的那个时髦的基于网页的聚合器。
RSS, or news, feeds are like subscribing to a newspaper or magazine:
it comes to you instead of you going to the corner store to buy a copy.
Why use news feeds? Well, mainly (1) to save time and (2) to be exposed
to a variety of opinions. More concretely on time, you, and your
students, can subscribe to all of the class blogs and other blogs of
interest so that instead of clicking on 10, 20, or more different
sites, all new posts are aggregated at one's own site (and perhaps
another aggregation at a single class site). On the latter reason, you
and your students can create search feeds for news groups and news (via
Google News or Yahoo News)
and for websites and blogs that can keep a current flow of information
on topics related to class studies, projects, or personal interests.
Participating in knowledge networks is crucial for students to develop
an awareness of audience, competing values, and diverse perspectives,
which, in turn, is essential for learning to write thoughtful and
complex responses to and essays on an issue.
RSS，或者新闻订阅源，类似于订阅新闻或者杂志：它直接送到你家，而不是要你走到街角商店买一份。为什么要使用新闻订阅源？嗯，主要是为了【一】节省时间，以及【二】接触更多观点。具体而言，对于你和你的学生，可以订阅所有班级网志和其他感兴趣的网志，这样就不用在十个二十个甚至更多个各式网站上不停点击，所有新帖子都被聚合到一个网站上（也许在你聚合的某一个单一班级网站上有另一个聚合）。对于后一理由，你和你的学生可以为新闻组和新闻（通过Google新闻或者Yahoo新闻）以及网站和网志创建搜索订阅源，这样可以保持与班级学习、课题或个人兴趣相关的最新信息流。参与到知识网络，对于学生得到观众的了解，建立竞争价值，以及形成不同观点，至关重要，而这，又是学习就某个问题，写出深思熟虑的、复杂反应的论文，必不可少的。
For more info on news feeds, see my brief introduction here. For an introduction on possibilities in higher education, go here, and for different RSS platforms, read "RSS readers: best of breed picks". And, again, be read Farmer's article.As Farmer notes,
更多有关订阅源的信息，参见我的相关简介。对于在高等教育中使用的可能性的介绍，参见此文，对于不同的RSS平台，请阅读《RSS阅读器：最佳选择》。以及，再一次，阅读农展的文章。正如农展所注意到的，
The development of knowledge through learning to self-publish and
comment on postings that adhere to the protocols and norms of behaviour
in the chosen communication network is expected to enhance the
learners’ reflective, meta-cognitive and written skills as well as
management of their learning.通过发帖子来学习自我出版和评论，从而形成知识，并在发帖过程中，鼓励坚守所选通讯网络的习惯约定和规则，可以增强学习者的反思、元认知以及写作技能，以及对其学习的管理。
In a nutshell, the combination of blog writing and news feeds helps
connect students to one another and to others outside the classroom,
creating networks of learning that promote reading, writing, and
critical thinking.
总之，结合网志写作与新闻订阅源，有助于学生之间以及与校外彼此联系，创建学习的网络可以促进阅读、写作以及批判性思维。
http://secondlanguagewriting.com/explorations/Archives/2006/Jun/HowtoUseBlogsintheClassr.html
August 9th, 2007 at 11:20 am
Wow, what a fantastic post, full of examples and ideas. You are so generous with your blogging, Graham
哇！这是一篇精彩的帖子，这么多范例和创意。老魏，你在写作上真大方！
August 9th, 2007 at 5:15 pm
Jo, it’s a bit like baring your soul at times - but, I cannot talk about teachers needing to open about their practice and learn by reflecting on their teaching if I don’t do it myself. Part of it is also having enough guts to admit that not everything flows as it should, than there is always room for improvement and that unconscious hypocrisy runs through every teacher’s veins.
乔，有时候这就像敞开心怀——但是我并不是说教师需要在反思教学的时候公开谈论他们的实践和学习，事实上我就没有这样做。部分是因为要有足够的勇气承认，并非所有事物都会按计划进行，相反总有可改进的余地，并且每个老师的心底都有自己所不知道的虚伪。
August 9th, 2007 at 6:38 pm
The choice/constraints issue is a very tricky thing to manage, and I’m glad you mentioned it. A good project has some of each, I believe, and finding that balance is key. I especially liked the quote at the end. What I want to see in my own students is the realization, for themselves, that they’ve changed, been enlarged somehow, and accomplished something that they didn’t think they could do before they started. I’m organizing my classroom this week getting ready for meetings and planning (for real) next week. Gearing back up. This was helpful.
在管理中，选择/限制问题是一件非常棘手的事情，我很高兴你能说出来。一个好的项目两样都会有一些，我想，找到平衡是关键。我尤其喜欢文章末尾的引文。我想在我自己的学生身上看到的东西是，为了他们自己做出成就，他们有所变化，在各方面都有进步，并且完成了一些东西，而他们在动手之前认为自己无法完成。我这周组织我的班级准备会议，为（真实的）下周做计划。多做回顾。这很有用。
August 9th, 2007 at 8:52 pm
Helping schools plan student inquiry so we avoid “all the children are lost in a tunnel of goats” learning outcomes is part of the day job and close to my heart Graham
帮助学校规划学生探究，这样我们可以避免“所有孩子都挤到一堆”，每天都要产生一份学习成果，老魏，这让我很感兴趣。
I think when we undertake inquiry with young kids we have to be pretty clear about our purpose – if we are after “learning” then most of us would accept that learning involves a change in long term memory – and although I am certain that many of our students are “engaged” during inquiry learning I am uncertain whether inquiry in schools often leads to any significant changes in content or process memory of the students involved -
我觉得，当我们研究你的孩子们的时候，我们必须非常清楚我们的目的——如果我们在“学习”之后进行，那么我们大多数都会接受学习涉及改变长期记忆这个观点——即使我很确定我们许多学生在研究学习过程中很“忙碌”，我不确定学校内的研究是否能导致学生所涉及的内容或过程上的任何重大改变。
Since we still have no research to show that students who experience inquiry based learning environments have an understanding that is deeper, more integrated, more coherent and at a higher level of abstraction than students who learn in “one size fits all” environments – when we choose inquiry over other pedagogical approaches we should be mindful of the problems identified with inquiry learning
由于我们一直没有研究表明，基于学习环境体验探究的学生，与在“一刀切”环境中学习的学生相比，对知识的理解程度是否更深、更完整、更连贯，并达到更高层度的抽象水平，当我们选择基于其他数学方法的研究，我们应该留心研究性学习带来的问题。
The things we ask our teachers to consider when they are planning inquiry topics for kids is how they will avoid the following:
我们要求我们老师考虑，当他们为孩子们规划研究性课题的时候，他们是如何避免以下问题的：
1. Learners experience a cognitive overload when they need to do both “knowing that” AND “knowing how” thinking. Stahl et. al recommend that students gain at least an overview of content knowledge in the area before research begins. (Otherwise they “research” to learn content and tend to add little new if first source is informative/easy to understand, including ignoring conflicting evidence etc). This suggests students using research to learn new concepts may compromise using it to learn research competencies.
1. 当学习者需要同时“知其然”并且“知其所以然”的时候，他就能体验到认知超载。斯塔尔等人建议学生在开始研究之前至少应获得该领域的内容概述。（否则，当第一来源很丰富、易于理解的时候，他们就会“研究”学习内容，并倾向于增加一点儿新东西，包括忽略矛盾的证据等。）这暗示了学生使用研究来学习新概念，可能会危害到用其学习研究能力。
Stahl, S., Hynd, C., Britton, B., McNish, M., & Bosquet, B. (1996). What happens when students read multiple source documents in history? Reading Research Quarterly, 31 (4), 430-456.
斯塔尔等人（1996）。当学生阅读多个来源的历史文档时，会发生什么事情？阅读研究季刊，31（4），430-456
2. There is all that …. unease over minimally guided instruction through constructivism and inquiry learning to consider - and teh realisation that inquiry is not suited to all abilities in the primary classroom
2. 这一切都是……通过建构主义和研究性学习需要考虑的，最低限度教学带来的不安——并且认识到在小学，研究性学习并不适合所有能力。
Mayer, R.E. (2004) Should there be a three strikes rule against pure discovery learning? Am Psych 59, 14
迈耶（2004）对于纯粹的发现式教学，是否应该有三个反对意见？《临床心理学》，59，14
Kirschner, P. A., Sweller, J. & R.E. Clark. (2006) Why minimal guidance during instruction does not work: Educational Psychologist. 41 (1) URL retrieved May 2006 from http://projects.ict.usc.edu/itw/gel/Constructivism_Kirschner_Sweller_Clark1.pdf
柯续科等人（2006）为什么在教学中的最低限度并不起作用：《教育心理学》，41（1）2006年五月链接见上。
3.Then the real chance that at the end of the inquiry learners may not have been confronted with the “to be learned” material Klahr and Nigam Psych Sci 15 661 (2004)The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning.
3. 然后，在探究结束时的真正机会，学习者可能并未面临克莱尔和倪淦“需要学习的”素材。《心理科学》15 661（2004）在早期科学教育中，学习途径的等价物：直接教育与发现式学习的效果。
4. De Jong at the 2006 ICCE 2006 Keynote Address in Beijing showed us research suggesting that learners overemphasise communicative activities in inquiry – that is - more time is spent on communicating the new learning than is ever spent on gaining the new learning in the first place - depends what you are after - new learning or mastering powerpoint presentations
4. 德容在2006年ICCE北京主题报告中显示，我们的研究暗示出，学习者过分强调探究中的交流活动——也就是说——大多数时间花在交流新知识上，而非放在第一位的获得新知识——这取决于你追逐什么——新的知识还是精通演示文稿。
5. And his research teams have shown that 15 to 19 year old learners have problems with ALL of the processes associated with inquiry – both transformative and regulative processes, which makes me fret over what younger students might be missing when they do inquiry
5. 并且他的研究团队显示，15到19岁的学习者在所有与探究相关的过程都有问题——包括转变和调整过程，这让我很担心年轻学生可能会在探究的时候迷失。
de Jong, T. (2006) Technological Advances in Inquiry Learning VOL 312 SCIENCE pp532-533
德容（2006）探究性学习中的技术性进步，《科学》312卷，pp532-533
We encourage our teachers in New Zealand to plan inquiry learning with great thoughtfulness – it is much harder work for teachers than direct teaching - all relevant cognitive processes are triggered and scaffolded for - and they work to ensure the right kind of domain is used – student inquiry for intuitive deep conceptual knowledge rather than operational factual procedural knowledge.
我们鼓励我们新西兰教师规划探究性学习的时候请谨慎——对教师而言这比直接教学更难——所有相关认知过程被触发，并为学生探究搭设了支架——并且他们的工作确保涉及到的领域是正确的——用于直观深刻的概念性知识，而非实际的业务程序性知识。
If the kids are after factual and procedural knowledge they’d be better of with pedagogies of direct instruction and practice.
如果孩子们追逐实际的、程序性知识，他们最好得到直接教学和实践的教学法。
Since all the reserach suggests that inquiry works best when kids are already experts in the domain – we do a lot of front loading, pre teaching etc ito ensure appropriate prior knowledge is available either with the co learner or in the system.
因为所有的研究表明，最好的探究工作是在孩子们已经成为领域专家的时候进行——我们已经做了大量的前端引导、预先教学等，以确保不论对于合作学习者还是整个系统，都有适当的预先知识可用。
Then and only then will kids get deep learning outcomes from the goals and questions they set themselves.
只有这样，孩子们才能从他们为自己设置的目标和问题中得到深入的学习成果。
Even enthusiastic inquiry learning teachers will acknowledge that inquiry processes take longer than direct teaching so finding the reliable and valid advantages of inquiry over other pedagogical approaches - and scaffolding the learning experiences for them - is pretty important
即使是狂热的探究学习教师，也承认探究过程比直接教学花的时间更长，因此，找到探究方法比其他教学方法更可靠的、有效的优点，并为学生们的学习体验搭设支架——是相当重要的。
August 9th, 2007 at 11:00 pm
Arti, I actually get nervous when you offer insight here on my blog because it’s offering my process warts and all that leaves me feeling quite vulnerable because of your day job expertise and background. You always point me towards great resources and I would have to admit that I do not read enough educational texts - when edubloggers quote Postman and Ilich and Gatto, I have no idea because I haven’t read any of their oft quoted work. (Actually likewise when Bill Kerr quotes Alan Kay.) I would actually be interested in your opinion on what we have done and whether I am actually kidding myself and wasting the kids’ time. Your points that you outline are exactly what I need to be thinking about (along with all the other things my job entails) and to get to specifics, I think it would be great to have a Skype chat with you if you could spare the time.
1. “Knowing that” if I understand it correctly is navigating a chosen topic successfully because the student has some familiarity and confidence in knowing where to look and knowing if something answers their question and “knowing how” is the process of generating questions, topics, collecting information, making sense of that information and then structuring it into a solution or maybe a presentation(???). Therefore, while working with a topic of their own choice the “knowing that” aspect works better than if they are then forced into a new topic where the familiarity factor is gone. It would be a bit like first getting kids to go from Point A to Point B in their own neighbourhood, then next time dropping them in a foreign city and asking them to go from A to B again. And if I am getting everyone in my class to pursue totally different topics, then the front loading is nearly impossible - all of a sudden my colleagues corralling their students into one topic with choices within that topic look pretty smart. However, if my goal is to get the kids thinking about effective ways to communicate information and ideas to others (mastering powerpoint or any sort of multimedia might be a goal
2. Your articles point to the concept of guided discovery being a superior method as opposed to minimal guidance discovery learning. Looking back at last term’s work I can see that the research part could be classified as the “discovery approach” while the modelling, explicit hands on design work, rubric driven presentation process the class worked on could be termed “guided discovery.” With a process and expectations for presentation (and yes, that is also worthwhile learning although it could not be reasonably be termed “inquiry”) in place, is abandoning the idea of a previously encountered topic a recipe for disaster because it will be impossible to “front load” 30 students at once? It certainly is easy to model expectations in how to communicate their final content - but is one topic for the whole class the way to go? How is that topic or issue identified? More questions for me as my high moral ground is swamped by the high tides of effective practice!
3. In a task that allows students to choose their own topic, the “to be learned” component is extremely difficult to standardise across the class.
4. This point seems to be challenging me (rightly so). What exactly do I want the students to gain from this exercise? How to communicate to others, effective public speaking, designing supporting visuals, giving appropriate feedback to others, preparing for the presentation - all worthy learning goals straight out of the English curriculum. What about the inquiry component? I suppose I was wanting to put the students in the position of being able to share interesting learning with their peers and expose them to ideas and topics that they might not naturally gravitate towards. This term’s approach was meant to be a challenge to expand their boundaries using inquiry questions to work towards gaining a basic understanding of a new concept and once again, share it with their peers. Are my expectations too high? I was working on the idea that there are so many possible things to explore that gaining skills that enable students to track down likely resources and navigate through the information overload with discriminatory skills would be a realistic way to impart information literacy skills.
5. Maybe my take is that the younger students start grappling with inquiry methodology then by the time they get to be 15 -19 years of age, they will be more proficient practitioners then those who have been hand fed information and concepts without any choice along the way.
It’s been a challenge for me to embrace my own “discovery learning” via the internet. I have been an online reader and investigator of ideas and topics for over a dozen years but leveraging the web using read/write tools has changed the way I can learn - like I’m doing right now. The “digital natives” I teach are not very information savvy - I am trying to get them manipulating and making judgements about the validity of their own interests and possible interests (you don’t know what you don’t know about!) - unfortunately, as Darren Draper wrote recently on his blog (I can’t find the exact quote), the more I blog the less I realise I know. You yourself, Arti, have pointed out that terrier-like, I interrogate my own practice and hold it up the light to see of it is on track. I know you wouldn’t waste your precious time leaving a comment that won’t be taken on board and while I can’t promise that I’ll plug all the holes in my inquiry practice in quick time, you can rest assured I know that they are there and need addressing. Thanks again for taking the time. I really appreciate and value it.
And Doug, we’d better consider Arti’s points well before we launch into any cross cultural exchanges!
August 10th, 2007 at 9:38 am
Here’s a bit of a thought I had earlier today, before I read Artichoke’s comment, which I think is worth careful study. The idea of there being a “how” and a “what” to consider in teaching refers to the need to account for both declarative and procedural knowledge, both of which are necessary in any creative endeavor. Depending on what you want kids to learn, you can hold one, both, or neither of those things constant. In other words, you can specify the subject matter, the process to be followed, or both, or none of the above. We get the “tunnel of goats” phenomenon when nobody knows what’s going on, but everyone seems to be busy with it. The way inquiry pedagogy has gained acceptance among progressive educators seems to be an example of what I learned yesterday is called politician’s logic: : Something must be done; this is something; therefore, we must do it. Reformers of all stripes put this principle to work on a regular basis.
Guided inquiry is a broad term that might involve the class and teacher in doing a whole group project that’s mapped out every step of the way - as a demonstration, more or less - so kids get the idea of what we want them to do. Loosening the reins a bit and allowing the kids choices of subject matter assumes that they know how to identify problems, ask focused questions, locate resources, test hypotheses, generalize conclusions, report their findings, and evaluate what they’ve learned. That’s a lot to ask of anyone who isn’t particularly interested or experienced. I think there are ways of leaving options open for choosing, but I also think that inquiry as a concept has to first be embraced by teachers as an overall stance toward everything they do.
Taking it slow, and keeping a tight rein seems like the only sensible approach. I am too loose, as I’ve mentioned elsewhere, with the planning end to responsibly manage what would otherwise be chaos. And too often that’s what I get; things spin out of control even when I start out with a tight grip on them. Last year I had an aha moment when I discovered that the word ‘research’ means nothing to kids. Of course, there is also the possibility that inquiry itself is reduced to a cookbook response to a prompt. What’s the use of that?
The most concise way that I can express my current view of inquiry pedagogy, or any pedagogy, is to say that I prefer to see lots of structure, with just a little bit of wiggle room. I am not a specialist in any of this, and there are few examples of effective inquiry pedagogy in my personal experience, as both student and teacher. Direct instruction is sometimes the very thing necessary in order to move forward, and it needn’t be discredited as somehow regressive. In everything I do, I want to proceed with caution and skepticism. Even the sacred cow of constructivism is being roasted in my thinking these days. But that’s a story for another day.
August 10th, 2007 at 4:45 pm
[…] and New Zealand were making with it in their educational efforts. Moreover, I learned that students in these regions were truly being encouraged to actively participate in taking ownership of… My first impression was that once again, the US educational system was being outclassed. Further […]
November 16th, 2007 at 4:16 pm
[…] Does all that writing about things that are important to me personally detract from the curriculum? I don’t think it does. I do think, however, that it redefines what we mean by curriculum. It redefines the curriculum because it shows the students that any topic is of value if it studied in reflective manner, if it is approached as a field to be explored. Northrop Frye once said that “it takes a good deal of maturity to see that every field of knowledge is the centre of all knowledge, and that it doesn’t matter so much what you learn when you learn it in a structure that can expand into other structures.” In other words, knowledge is not a series of fragmented and carefully compartmentalized units (although school does a great job of presenting it that way). Young people who see that their teacher blogs about things he finds meaningful are more likely to see blogs as personal spaces where they can be themselves and explore ideas that are personally relevant. They begin to see their blogs as a powerful medium for research, communication, expression, and reflection. (For a very insightful glimpse into a classroom where personal engagement works very well, check out Graham Wegner’s Starting Next Round Of Personal Research Projects. […]