Q. So how does this activity build on, and connect with, existing knowledge?
A. Blogging may be seen as a special case of writing a piece for a journal, which all academics are familiar with. Blogging is of course not as rigorous as all that goes into submitting to a peer-reviewed journal. So in that sense it is easier. What does it do? It invites comment before you progress to a full-on analysis, whether before or after a paper. Indeed it permits honing of an idea while still being able to keep it vague…. (again, like in The Long Tail)…. or the follow-up to an article that could become something more….
Q. So how is it better?
A. We could say there are three types of blog, and they each offer something different to extend your current situation:
- Teacher-focused: To increase visibility and reputation, of either research or teaching. This could also develop your graduates’ ‘stickiness’, in keeping in a loop with them.
- Student-focused: To reinforce presentations, and to add longevity to discussions, while including those who prefer the written rather than spoken channels for debate.
- Student-created blogs: Public portfolio. Allows your learners to learn more from each other and for them to take on a more supervisory role of this. Great for the visual arts.
You can investigate further using this article which Bernadette pointed out to me, “Why do academics blog? An analysis of audiences, purposes and challenges“