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An empirically grounded framework to guide blogging in higher education

<21>Our empirical research on the blogging behaviours of e-learning professionals, early career researchers and academics has provided important new insights about how blogging can facilitate public engagement, support reflection and development of academic writing skills. This paper presents a framework to guide the design of blogging activities and provides probes to guide academics and researchers about blogging practices. This paper is a part of our wider research programme on social software and has led to funding from JISC and VITAE; invited keynote (Guardian Higher Education seminar network), expert reviewing for Swiss Research Foundation, and invited reviewer on JISC's e-learning publications.