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A couple of my thoughts from a participant trespassing on your knowledge landscape:
-Once you are required to blog as part of a class it changes things. No judgement, but the reality remains. Assessment changes our motivation to learn. Mandated blogging is different than blogging. Playing in spaces like is different then getting credit. Not good or bad. Different.

I have seen very few blogs that I assign to students carry on past class. They are put out to pasture on some server farm. Like veal, the young were pumped for early meat and discarded.

Nor do students establish these spaces for themselves after class. I think recreating networked spaces in formal learning environments is difficult. These difficulties are compacted by access and inequity as you look around the world.

If getting students connected was my goal. I fail by every metric you can count.

However, as my first group of teachers approaches graduation they are now thinking about how they curate their identities in online spaces. It isn't about holding the spigot on the bad, its about opening the flood gates on the good.

I hope more students continue blogging. I also think a model of on the ground nodes attached to a much larger global hub is a better approach to bringing in principles of connected learning into the classroom.

If you go and read the few students who did continue to blog after class you will see all the metrics that really count.

I just want more of my students to focus on what counts.

I saw three main points of hesitance of entry:
- An outsider feeling (as both off-putting and motivating).
- Vulnerability in sharing our identities.
-Especially the truth in art.
- Questions of ownership.
- The tool use.

I am coming at this with my own subjectives. Specifically as someone who attempts to shape places like . I want to build off of Maha Bali's column on caring. How do we take into account the hesitance of entry?

You and +Autumm393 have me thinking on this.