Pingback for social blogging


Pingback is een manier om de commentaren van anderen op je weblog te lezen, als ze die commentaren in hun eigen weblog plaatsen. Bijvoorbeeld,

  • Alice een interessant artikel op haar blog heeft en
  • Bob leest het artikel van Alice.
  • Bob schrijft een blogpost op zijn eigen weglog. Bob neemt een citaat op van Alice en linkt dat citaat  naar de weblog van Alice op in zijn nieuwe blogpost.
  • De software van de weblogs maakt nu een link en tekst van Bob zichtbaar op de weblog van Alice.

Officiele website van pingback.

Pingback is a method for web authors to request notification when somebody links to one of their documents.
For example,
Alice writes an interesting article on her blog.
Bob then reads this article and makes a copiy of a quote to his blog and comments about it in his blog, linking the quote to Alice’s original post.
Using pingback, Bob’s software can automatically notify Alice that her post has been linked to, and Alice’s software can then include this information on her site.

In Blogger this is called backlinks  (information)

“… I still never figured out how to auto-cross-post another blog here … ”  Jennifer Verschoor in Multiliteracies.


Why I like blogging. Blog as a Map of learning walk

In a Mooc I do always blog.
It is because my texts and your comments are in one place here in this blog. We could read the history of this blog. Here I save your comments. With this blog We are connected with comments and tags and with pingback. In this way my blog is a map of my learning walk through moocs. In the blog as a map comments are highly valued places of connection to fellow participants and their blogs.
I do copy text from this blog to other places (in comments on blogs, on facebook, and in Google+.
I do like blogging more than Google+ because G+ is a chaotic mass of comments and texts. Slowly g+ is getting better.
With blogging we meet in smaller groups around the subjects we like. (In G+ we get lost because everyone is producing different texts that make us loose direction.

Teachers should encourage students to publish texts in a blog. A blog as a portfolio.

Changing views #cck #mobimooc

This last week of cck11 is a week of saying goodbye to all we met in this MOOC. Meeting you has been  very valuable, I thank you for sharing. Some of you will go on with mobiMOOC , we will meet again.
In this blogpost some remarks on connectivism and MOOC  and of the next things to do.

This last week is a time of reflection. The MOOC was  an adventure and an exploratory expedition. Explorations to Screencast and video, Pingback,  Portuguese language weblogs  and French tweets. Meeting people from all over the world.

In the mobiMOOC I will try to use connectivist principles to mlearning.  This blog will  continue as a mobimooc blog.

The average learning theorist is a topdown thinker, writing about “…Principles of connectivism:…” . (like most philosophers are) The theory for these theorists is of more value than the daily work in learning and teaching. This discussion on the status of connectivism as a real theory is an example of that top down thinking. “… -While it is not a serious learning theory (or let say a well-established learning theory) …”
In real sciences most people think bottom up, the daily problems are the start of thinking and looking for solutions. I would like connectivism to be a bottom up science. (Who wants to discuss the value of computer science as a theory?). So I do like a starting point in “.. the big 3 questions ..”.

Massive amount of participants essential in MOOC #CCK11

amount of possible connections

In a MOOC (with emphasis on the M of Massive) pingback would be an interesting feature if the feature is used by many participants. The amount of participants in a MOOC would make connections in wide directions possible. But in CCK11 most persons who did sign up do not participate as members of the network. The existing network in this MOOC (as I can see it on the internet) is about 50 actively engaged participants. The M for Massive is really important for a MOOC to work. A comment in a blog or website (or on Facebook) is a means to connect to the network, and that is more and different from taking part in a conversation. (comment on blog of  Alan Cooper)

If pingback is used, a comment of Ann on the page of Bernard would be visible to Chris when  visiting Bernard’s page. Chris could now visit Ann’s page and discover a comment of Dave which is very interesting to Chris.  You, do try to make this visible in a network. And try to imagine this A-B-C-D-connections taking place all over the network of 700 participants all using a (hash)tag to flag their content.  Technical solutions like pingback and (hash)tags will help making the network.  “…What about Massive Open Online Network ?” Susan proposes a new name for a MOOC.

The (hash)tag will be visible to some participants when they do a search (on Twitter or on internet or on WordPress). That will make them to connect to other parts of the network.  Eva will connect to Dave and Eva is already connected to Forest and Gerald and Hanna. In this way connections will grow fast and the choice of who will connect immediately to who (commenting) will be abundant. “… Getting Connected …”

In a 50 person network 50*49/2= 1225  connections are possible. (see diagram)
In a 700 person network 700*699/2=244650 connections are possible.

More active participants would enhance the variety of the content and the quality of the content. (Because content is seen by a lot of critical readers quality would grow) “…So there’s an imperative for deep specialization – that comes tight focus in one field – to apply itself to the wider context of the world in which it exists….” writes  Simon Fowler

Question in a MOOC is “How to stimulate people to participate by writing and commenting?”

  • Would a “Help-file” or a “Introduction” be helpful in which people can read that writing and commenting is necessary and using the (hash)tag is more than helpful?
  • A daily  newspaper with a reminder of the importance of connecting and commenting and  publishing could help?
  • New students in a MOOC could be advised to do searches on the internet and find their fellow participants. (I did find some blogs that mention Connectivism of starters that do writ blogs, but do not try to connect to the MOOC-network.
  • New students in a MOOC could be advised not only  to comment to blogs of other people but to write blogposts as a result of their comments, with citations of other blogs texts  (including URL of the source) . This a how a pingback is fired.

Who wants to search all those people who did want to start the MOOC on CCK11 and ask them why they did not go on with it?

Get it #cck11 Light Bulb Experience

We have ample evidence that a proportion of students do eventually “get it”. And once they complete their course and get into practice, a substantial majority get it.  But it’s not clear how we get them to get it, if you see what I mean.  We seem to be trying to teach the unteachable (the ideas, not the students). Atherton J S (2011).  Jenny Mackness blogged about this research on light bulb experiences.

I wonder if networks do make students ‘get it’ better or sooner than teachers in a classic setting? “Sitting next to Nellie” is a way of connecting to people who know and to knowledge.

For Etienne Wenger, learning is central to human identity. A primary focus of Wenger’s more recent work is on  the individual as an active participant in the practices of social communities, and in the construction of his/her identity through these communities (Wenger et. al 2004). In this context, a community of practice is a group of individuals participating in communal activity, and experiencing/continuously creating their shared identity through engaging in and contributing to the practices of their communities.

A Community of Practice  is a tight-knit social construct, and the concept of network has challenged the concept of a tight-knit social construct. Networks are loosely organized structures in which people do not necessarily collaborate or communicate directly. However, the question is what role networks play in relation to learning. A conclusion of this debate is that there exists a form of social interaction – social networking – that learning theories have difficulty explaining. More questions arise: What kind of relations support learning, and, specifically, how do networks support learning?  … Learning takes place through problem-oriented activities, in which students are directed at solving a problem or achieving a goal.

“…Within cooperative online learning a central challenge is to enable students to follow the work of their colleagues. If students are unaware of the activities of fellow students, they might not make use of each other. This problem is reinforced within online education, where students do not meet face-to-face….”  This problem in network learning has to be solved in the network. The network exists thanks to technical possibilities like social media. The possibilities of social media have to be used by students in the network to foster transparency and awareness. This is still a problem  “… Discourse and interaction won’t happen that easily if course participants are too dispersed over different spaces. …” .The problem is not the dispersion, the problem is students did not learn to connect. A forum is not the solution, people connecting  to people is the solution.

One practical and technical solution is to make use of pingback to connect blogging  students.

In cooperative online learning  students must be encouraged to share. “If you don’t share you don’t cooperate, you don’t learn”. Learning is not reading a text twice. Learning is to manipulate information, play with information, until the  the light is shining, a connection is emerging, knowledge is being made.

What do our students need? #cck11

Christine Vaufrey What if students do not have time to “faire soi-même” , do it self?  How to connect when time is scarce?

It is not the school that makes the curriculum and the timetable. Students want their diploma. School wants most students to get a result. The teacher has to solve this problem, being creative. Stephen Downes wrote an article about this role of the teacher

lúcidaTranslúcida How to connect to ideas and information when you do not have the right words for it? l What do students need to connect?

The teacher could use and activate the knowledge in the group. The teacher could connect students. This is done by Lindsay Jordan, she uses concept maps to connect students to their own knowledge and the knowledge of their fellow students.

Doing this, the teacher fosters the autonomy of the student And students learn the method of connecting their knowledge. First question in class: “What do we already know about the subject”.


By adding links of blogs in my own blog a pingback is send to the mentioned blogs.

Pingback is a method for web authors to request notification when somebody links to one of their documents.
For example, Alice writes an interesting article on her blog. I read this article and comments about it, linking back to Alice’s original post. Using pingback, My software can automatically notify Alice that her post has been linked to, and Alice’s software can then include this information on her site.