Skip to main content

Stop Blogger Redirecting to Country-Specific URLs

I set up my blog in Malaysia about five years ago; I moved to Singapore and maintained my blog. Most recently, I came to Qatar.

My Blog address, as stated in the settings of my Blogger dashboard is:


Google, however, redirects Blogger blogs to country-specific domains.

For instance, if you open blogspot.com in your web browser, it will change to blogspot.co.uk if you are accessing the blog from UK, or, as in my case, when I was in Singapore, I had the address mrshollyexploringlearning.blogspot.sg, and now I have mrshollyexploringlearning.blogspot.qa.

For the past two and half years in Qatar, and for the years I had my blog before moving here, this has not been an issue. Until today. 

I submitted my latest Masters assignment on my university VLE, and, as I often do, wrote a blog post about it. I was able to access my dashboard, write, edit and publish. I previewed my post and then, when ready, pressed publish. All this was fine.

As always, I wanted to Tweet out a link of my latest post to my online PLN. When I clicked on VIEW BLOG to navigate to the specific URL for my latest post, I found I was locked out. I kept getting the message:
I was on my iMac, so I checked on my MacBook Pro. Same. 
I got my husband to check on his MacBook Air. Same message. 
I checked on my iPhone. Same. Until I turned off WIFI and used cellular - then I had access. This made me think it was my actual IP.

I read up on a few articles - some suggested it was my proxy settings, I needed to reset my WIFI etc. None of these proved problematic. 

Eventually, wanting to test the IP theory, I went into my browser history and found a blog I had accessed yesterday. My hunch was confirmed: When I clicked the link and it opened in my omnibox, it initially displayed with the ending .qa and wouldn't open, briefly showing the same 'This site can't be reached' message, as above. Then, just as quickly, the ending changed to .com - and the blog opened!

I figured the problem may be the .qa because country-specific redirection is done to allow selective censorship – this allows to easy censorship or blocking of a blog post, or other entire blog site, in one country but still allow access to them in other geographic regions.

I knew people had been viewing my blog today, as I could see my stats from the new post I had just published and people had already been viewing it, even if I myself couldn't!


This confirmed my feeling that content removed due to a specific country’s law will only be removed from that country - meaning I wasn't able to see it here, but people outside of Qatar were still able to view it. 

I decided that my easiest course of action was to remove or disable the .qa ending. 

I found an easy way to do it through a little bit of code written by Amit Agarwal.

If you want to keep the .com ending for your Blogger account, wherever you might be in the world, follow these easy instructions:-

1) Navigate to your Blogger Dashboard and choose Template. 
2) Click the  “Edit HTML” button:

3) Click 'Edit Template':


4) After the tag, paste the following code:

5) Click 'Save Template'.

And you're done! My shortened URL: bit.ly/mrshollyblog still works too.

Being able to share my teaching experience with other educators globally and locally is very important to me. I don't know why my blog stopped being accessible, I do know that changing it from .qa to .com made it accessible again. 

--------------------------
Thanks to:
“Prevent Blogger from Redirecting Your Blogspot Blog to Country-Specific URLs.” How to Prevent Your Blogger Blog from Redirecting to Country Domains, 15 Sept. 2015, www.labnol.org/internet/prevent-blogger-country-redirection/21031/. Accessed 17 Feb. 2017.

Comments

Past Thoughts

CONNECTION

We had our kick-off meeting last week on Tuesday 5 February 2013. I was able to connect using Blackboard Collaborate , something I had not used before, but unfortunately had to leave as I was at school. However, with it being Chinese New Year I have had an extended weekend, so was able to catch up and watch the full recorded version. I have also had a cold so have not felt up to tackling the mountain of marking, but have caught up on my reading for the next meeting, namely Chapters 1-3 of the book, ' Flattening Classrooms, Engaging Minds '; my Tweets about the most interesting salient points for me personally, can be found under @MrsHollyEnglish under #flatclass. Having reached the end of Chapter 3, I have come across my first 3 of the 15 Flat Classroom Challenges. Having taken part in the survey assessing my current connectivity, I feel confident that I am currently in a good position - I already have established a sound PLN that I build on when I can and have added s...

Creativity Runs Wild

“There’s probably no better example of the throttling of creativity than the difference between what we observe in a kindergarten classroom and what we observe in a high school classroom.” (Levine) Wherever in the world I have been teaching, one of the most common observations of my classroom by other teachers is that it is "like a primary classroom". This is, more often that not, said in a derogatory and dismissive way, as if the colourful and expressive landscape of learning created through explorations of language and literature is a negative thing. That I cannot possibly be teaching a secondary curriculum if they seem to be creating so much..."mess" (as it has also been called). I have never paid much attention to this; I believe that my IB Diploma English Literature class learnt a great deal about the symbols, motifs, characters, language, themes and setting through the mural we painted all over the classroom. They learnt to problem solve and collaborate...

What Are We Learning?

Reflections on the First Week of Classroom Observations This year, classroom visits are framed by a Looking for Learning approach. The premise is simple: rather than focusing on what the teacher is doing, a small set of questions is used to gain a deeper understanding of the students' learning experience. Over the course of the year, the lens is through these four guiding questions: What are you learning today? Why do you think you are learning this, and how does it connect to what you have done before? How is your thinking shifting? How will you know you have been successful in your learning? These questions are deceptively simple, but they open windows into clarity, purpose, metacognition , and self-assessment. For this first phase, however, I deliberately chose to begin with just one: What are you learning today? At the start of a new academic year, it did not feel appropriate to press students yet about how their thinking was shifting or how they would evalua...

From Binary to Both/And: Deepening Clarity and Feedback in Classrooms

This week marked my second cycle of Looking for Learning visits. One of the greatest joys of this process has been the conversations that follow. Teachers have welcomed me into their classrooms with openness and trust, and our discussions afterwards have been equally generous and insightful. This culture of dialogue, where wonderings are met with reflection and opportunity, is a bright spot in itself. It reflects our shared belief that we are already strong educators and  that we can continue to grow together.  Across classrooms, several patterns of strength emerged: Clarity of learning: Many students were able to explain what they were learning and how it built on what had come before. They were not only describing the task but also connecting it to prior knowledge, showing they were constructing new understanding. Intentional design for collaboration and concept formation: I saw varied and purposeful groupings, where students were supporting one another’s learning....

Habits of Learning

Habits of Learning:  Responsible, Reliable Management of  Online Activity For Module 3: Citizenship, of the Flat Classroom Teacher Course, we have been assigned 'Quadblog' groups; this gives us a taste of what it is like to try to work asynchronously towards a common goal with people we don't know and who are in different time zones. My group has been assigned the topic of Individual Awareness ,  which is one of the areas of awareness that permeate every area of digital citizenship. Within each of the five areas of awareness - technical, individual, social, cultural and global - there are four "rays of understanding": Safety, Privacy, Copyright, Fair Use, and Legal Compliance; Etiquette and Respect; Habits of Learning: Responsible, Reliable Management of Online Activity, and Literacy and Fluency. For the Quadblog group, I am tackling the understanding of Habits of Learning: Responsible, Reliable Management of Online Activity within the concept of individu...

Collaboration: The Legacy

Dipping my toes... For the first three months of 2013, I took part in my first MOOC, 'Designing a New Learning Environment' offered by Stanford University via an initiative called Venture Lab . I signed up because it ties in with my Octopus's Garden Project and also because I wanted to experience this Flat Classroom-global-type of learning for myself. The course required us to watch weekly lectures and complete readings; for assessment we had to submit five individual assignments, one final team assignment and five peer assessments of other final projects. We signed up for teams of our choice and developed an area within new learning environments; developing our final project design based on our findings, readings and experience. Leading & Contributing I became team leader late on in the project as the original one, the one who set up the actual topic, went quiet and dropped off the radar. Having 40000 people taking part in a course makes it hard to communicate wi...

It's all about Choice and Voice

Collaborative Planning in PBL In Phase 3 of The Octopus's Garden Project, Grade 7 and Grade 8 have been working on the importance of visuals in getting their message across clearly and effectively to their audience. They recently collaborated to decide how to proceed with their final design presentations. Using the feedback and reflections from their Phase 2 presentations, along with some lesson on slide design and visual story-telling, they created a list of  guidelines  to guide their final designs.    Introduction to Slide Design: 7 Rules for Creating Effective Slides from Alex Rister Lots of critical thinking happened as learners made important decisions about how teams would be formed, how the presentation would work, what would be included and the order each section would occur in. Learners took part in a poll to decide on team formation for this Phase and then, using the guidelines and learning from the slides above, worked on planning out...

Building Feedback Literacy: Quantitative Insights into Feedback, Rubrics, and Formative Assessment

Feedback has long been recognised as one of the most significant factors influencing student achievement. Quantitative evidence, particularly from large-scale meta-analyses, consistently demonstrates that feedback interventions produce some of the highest effect sizes of any educational practice (Hattie & Timperley, 2007; Wisniewski, Zierer, & Hattie, 2020). Yet, these same studies reveal a wide variation in outcomes, with some forms of feedback accelerating learning substantially, while others appear ineffective, or even detrimental. This paradox highlights a crucial challenge for educators: the mere presence of feedback is insufficient. Its impact depends on how clearly it communicates goals, how effectively it guides students’ next steps, and whether learners possess the capacity to interpret and apply it. This capacity is increasingly described as feedback literacy; the skills and dispositions students require to make sense of, use, and seek feedback to improve their learni...

The Octopus's Garden - Inspired Creativity

I was amazed today at how much a simple rearrangement of the learning has rearranged the thinking space. Immediately today, my Grade 8s utilised all the different possibilites - the make-shift Chrome Books (though we have some issues there regarding speed and applications), the Macs, the floor, the paper and paint and crayons - they were painting, sculpting with paper, making collages, Prezis and Pixton cartoons; they shared work and gave feedback and collaborated more than they ever had - it was awesome and made me even more exciting to roll out the project. Look what has happened with a shift of furniture. Imagine the possibilities when we rethink and customise the whole space... :)

Teacher Geeks: Technology Professionals

In the latest module of my Masters in Education and Instructional Technology, we studied "Administration of Technology Initiatives: Planning, Budgeting, and Evaluation". This involved us exploring how to research and write for grants, as well as design and plan at both classroom and school initiative level. As many schools are implementing technology into their curriculum, it is important that we think about the role that educators and technology integrators can play in successful technology use in the classroom. This following is my research into technology professionals conducted during the summer of 2016. I have since gained employment elsewhere and am no longer working at the school mentioned in this paper. ------------------------------------------------------------------------------------------------------------- --> Technology Professionals: The ‘Interview’ With the advent of technology becoming more prevalent in schools, many establishments...