edtech | Chris Aldrich

Notes from the DoOO October Meetup

The October Domain of One’s Own meetup is starting in just about 45 minutes. Get your tea or coffee ready and join us for some conversation. #DoOO #EdTech #WordPress #Grav @withknown https://boffosocko.com/2020/10/02/domain-of-ones-own-meetup-october-2020/
The conference room is open for the meetup for socializing prior to the meetup: https://events.indieweb.org/2020/10/domain-of-one-s-own-meetup-october-2020–GvlqwJBN66xn
Had a good, but smaller meeting this week and talked with @jbj and others about uses of webmention.

A Domain of One’s Own Meetup | July 23, 2020

I’ll be hosting a Domain of One’s Own meetup on Thursday, July 23, 2020 at at 10:30 AM Pacific / 1:30 PM Eastern / 7:30 PM CEST. Everyone who is interested in the topic is welcome to attend. We expect there will be students, teachers, designers, web developers, technologists, and people of all ages and ranges of ability from those just starting out with a domain to those running DoOO programs at colleges or even people running their own hosting companies.

We’ll use Zoom for this online meetup (here’s the link to the room which should be active about 15 minutes before we start). We’re planning on using an Etherpad for real-time chat and note taking for the event.

Attendees will be expected to have read and agree to the IndieWeb Code of Conduct which will apply to the meetup.

We will

Have discussions about A Domain of One’s Own and the independent web;
Get to know other colleagues in the space;
Ask colleagues for help/advice on problems or issues you’re having with your domain;
Find potential collaborators for domains-related projects you’re working on;
Explore new and interesting ideas about what one can do or accomplish with a personal domain;
Create or update your domain

Agenda

Welcome
Introductions: short 2 minute introductions of attendees with an optional brief demonstration of something you’ve done on your domain or purpose for which you’re using your domain.
Group photo for those who wish to participate
Main meetup: Ideally everyone should bring a topic, demonstration, question, or problem to discuss with the group. Depending on time and interest, we can try to spend 5-10 minutes discussing and providing feedback on each of these. If questions go over this time limitation, we can extend the conversation in smaller groups as necessary after the meetup.

RSVP

To RSVP to the meetup, please do one of the following:

Make a comment to indicate your attendance below;
Tweet your RSVP reply to this Tweet;
Comment your RSVP on the Reclaim Hosting Community post about the event;
RSVP to the event on events.indieweb.org
Publish an indie RSVP on your own website/domain and send a webmention to this post

Future meetups

While the time frame for this inaugural meetup may work best for some in the Americas, everyone with interest is most welcome. If there are others in Europe, Asia, Africa, Australia, or other locales who are interested, do let us know what dates/times might work for you in the future and we can try to organize a time to maximize some attendance there. I’m happy to help anyone who’d like to take the leadership of other time zones or locales to leverage some of the resources of the IndieWeb community to assist in starting future meetings to cover other areas of the world.

🎉 Invitations 🎉

Tim Owens, Aaron Davis, Cathie LeBlanc, Kartik Prabhu, Amber Case, Amy Guy, Greg McVerry, William Ian O’Byrne, Jim Groom, Kimberly Hirsh, John Johnston, Robin DeRosa, Audrey Watters, Ken Bauer, Will Monroe, Jeremy Dean, Nate Angell, Jon Udell, Adam Procter, Amy Guy, Kris Shaffer, Anelise H. Shrout, John Johnston, Mark Grabe, Rick Wysocki, Doug Holton, Jeffrey Keefer, Rayna M. Harris, Davey Moloney, Vicki Boykis, John Carlos Baez, Dan Scott, Taylor Jadin, Kathleen Fitzpatrick (mb), Blair MacIntyre (mb), Doug Belshaw, Adam Procter, Dan Cohen (mb), Dave Cormier, Scott Gruber, Kay Oddone, Kin Lane, Martha Burtis, Lee Skallerup Bessette, Adam Croom, Sean Michael Morris, Jesse Stommel, Cassie Nooyen, Stephen Downes, Ben Werdmüller, Erin Jo Richey, Jack Jamieson, Grant Potter, Ryan Boren (mb), Paul Hibbits, Maha Bali, Alan Levine, John Stewart, Teodora Petkova, Lora Taub-Pervizpour, Clint Lalonde, Clint Lalonde, Sonja Burrows, Jonathan Poritz, Chris Long, Mo Pelzel, Michelle S. Hagerman, Anne-Marie Scott, Tim Clarke, Amy Collier, Laura Pasquini, Martin Hawksey, Zach Whalen, Daniel Lynds, Tom Woodward, Mark A. Matienzo, Laura Gibbs, Autumn Caines, Chris Lott, Jess Reingold, Terry Green, Erin Rose Glass, Trip Kirkpatrick, Meredith Fierro, Lauren Brumfield, Helen DeWaard, Keegan Long-Wheeler, Irene Stewart, Christina Hendricks, Bill Kronholm, Xinli Wang, Tineke D’Haeseleer, Martin Weller, Jeremy Felt, Jane Van Galen, Tanis Morgan, Library Carpentry

Know someone who would be interested in joining? Please forward this event, or one of the syndicated copies (linked below) to them on your platform or modality of choice.

Hashtags: #phdchat, #DoOO, #edtechchat, #literacies, #higherED, #dh, #ds106, #educolor, #WPCampus, #openscience, #clmooc, #digped, #altc

Featured image: Hard Drive Repair flickr photo by wwarby shared under a Creative Commons (BY) license

Replied to a tweet by

Martha Burtis (Twitter)

Shucks. I kind of want them to do both (well, maybe not *Drupal*). But I take your point.
— martha (@mburtis) June 25, 2020

I want it all too! If you’d like to join us at IndieWebCamp this weekend (free online), let’s have a session there to brainstorm how we can have our cakes and eat them too.

I think some of the POSSE (Post on your Own Site, Syndicate Elsewhere) model may work to smooth some of this over. For example, I can write my response to everyone on my own WordPress site and fairly easily syndicate it to Twitter to have the best of both worlds.

If this weekend isn’t convenient, let’s host a pop-up session or mini-conference in a bit to discuss it and see what we can hack together.

Replied to a tweet by Dave Cormier (Twitter)

That is probably it. Still feels like I'm cheating :P
— dave cormier (@davecormier) June 21, 2020

If you’re free, next weekend we’re having an online IndieWebCamp. Come join us for some web tinkering as it relates to the #EdTech space. Proposals are already open if you have ideas.

Read Fall Scenario #13: A HyFlex Model (Inside Higher Ed)

The challenge of flexibility.

It’s important to note that the goal of HyFlex is two make both the online and in-person experiences equal. ❧

There are some pieces of this that immediately make me think that this model is more of a sort of “separate, but equal” sort of modality. Significant resources will need to go toward the equality piece and even then it is likely to fall short from a social perspective.

Annotated on May 21, 2020 at 01:27PM

Finally, the best HyFlex classrooms have someone assisting the faculty member. ❧

This is the understatement of the year. Faculty members will require extensive training and LOTS of assistance. This assistance SHOULD NOT come from student assistants, graduate students (who are likely to be heavily undertrained), or other “free” sources.

Annotated on May 21, 2020 at 01:35PM

These assistants could also be work-study students who are assigned a particular classroom (or digital space) or they might be volunteers from class who are given credit for assisting in the delivery of the course. ❧

And of course, the first pivot (even in the same paragraph!) is exactly to these “free” or cheap sources which are likely to be overlooked and undertrained.

If a school is going to do this they need to take it seriously and actually give it professional resources.

Annotated on May 21, 2020 at 01:38PM

Incidentally there is some pre-existing research about the measurable fairness of court proceedings being held online that would tend to negate the equality that might be dispensed in online courseware.

See https://www.wnycstudios.org/podcasts/otm/episodes/are-online-courts-less-fair-on-the-media for some references. ❧
Annotated on May 21, 2020 at 02:42PM

This fall needs to be different. We need to ask students to be part of the solution of keeping learning flourishing in the fall. This includes asking them to help manage the class if it has a virtual component. ❧

This is moving education in exactly the WRONG direction. Students are already ill-prepared to do the actual work and studying of education, now we’re going to try to extract extra efficiency out of the system by asking them to essential teach themselves on top of it? This statement seems like the kind of thing a technology CEO would pitch higher education on as a means of monetizing something over which they had no control solely to extract value for their own company.

If we’re going to go this far, why not just re-institute slavery?

Annotated on May 21, 2020 at 02:46PM

Replied to A thread on Hypothes.is in relation to Audrey Watters' Top Ed-Tech Trends of 2015: Indie Ed-Tech by Audrey Watters, Jeremy Dean, Dan Whaley (Hack Education / Hypothes.is)

it supports students and teachers and schools in managing their own infrastructure, their own labor, their own data.
—Audrey Watters

Ok, so is hypothes.is doing this? How can it?

my annotations must be better accessible/organizable --the current "My Annotations" is not enough

annotation must be exportable

—jeremydean on Dec 30, 2015

And ultimately, you need to be able to completely run your own annotation infrastructure, but create and access it through a universal client.

—dwhly on Dec 30, 2015

Sure. Less clear to me how that looks/works and what that I do today online is similar in "ownership." But does your "you" refer to students or teachers or schools or all of the above?

The first two (I list) seem key in terms of practical adherence to these principles for everyday users.

—jeremydean on Dec 30, 2015

It's similar in character to the Domain of One's Own initiative. From a long term perspective, you might be better off taking ownership of your own infrastructure, that you can carry with you and guarantee will be available over long time periods (decades to centuries). Hypothes.is should at the very least permit you to do so if you prefer-- regardless of whether we continue to provide an annotation service at scale (which I very much think we should).

Your question around "you" is an important one. I might for instance, set up my own annotation server for my personal notes-- with the confidence that I'll always be able to find a reliable hosting provider for those. Similar to how I have my own web domain, and I host it at one place now, but I can always move it if that location goes out of business-- and my website will be identical to its current form in the new place. In the same way, my current personal email is through an address at my own domain. I don't need to depend on gmail being around forever.

As a teacher, I might use a more common service provider (like Hypothes.is) for class lessons-- one that my students are already likely to have accounts on. As web travelers, we're really accustomed to browsing seamlessly between servers-- it's understood to be the essential architecture of the web. Bringing it to the world of annotations has extraordinary benefits (IMHO) and will serve to foster more adoption and more diversity of applications.

—dwhly on Dec 30, 2015

I’ve been thinking over some of this question for the better part of a decade and even more pointedly since November.

Some of what I’ve been looking at relates back to the renaissance ideas of the commonplace book as well as memory techniques dating back to ancient Greece and even further back. There are ideas like wikis (personal as well as public–Audrey references a great post by Mike Caulfield in her article) and online notebooks tools like Evernote, OneNote, TiddlyWiki, Roam Research, etc. If a student could quickly add all their highlights/annotations into their website, online notebook, Zettelkasten, or other related learning tools, then they could use them for reading, reviewing, or even spaced repetition as provided by platforms like Anki, Mnemosyne, or NeuraCache.

Going back to Jeremy’s original question though:

Ok, so is hypothes.is doing this? How can it?

Hypothesis could immediate do this and quite effectively if it supported the W3C recommended Micropub spec. In short, it’s a standard and open source method for publishing data to a broad spectrum of surfaces so that developers don’t need to build custom solutions for each of thousands of snowflake platforms.

That is, in addition to its current functionality, you could add some code to make Hypothesis a Micropub client!

The quickest and most flexible approach I might suggest would be to allow users to publish their annotations/highlights not only to their accounts, but have UI to trigger a micropub request to their website, online notebook, or other platform.

There’s nothing more I’d want than an easy way to own all the data I’m collecting with Hypothesis and Micropub could quickly add it for a wide variety of set ups and systems. There are already implementations of Micropub servers for a variety of CMS software including WordPress, Drupal, Known, Craft, Jekyll, Kirby, Hugo, Blot, and Micro.blog with others being added, including Grav. Some of us are actively working on adding it to Wiki-related software as well. Since large portions of the Domain of One’s Own movement are built on these handful, you’d have some pretty quick coverage of not only all this space but even more.

I suspect your dev team could build an implementation in just a few days and it would open up a huge advantage for allowing users to more easily own their H related data on their own websites or in other online locations (while still utilizing the Hypothesis platform for more complex functionality).

There’s some solid documentation and a wealth of open source clients you could look at or borrow code from as well as a test suite. I suspect the IndieWeb Dev chat channel would surface a few additional developers to answer questions about any other issues as they crop up.

If you’d like a quick 5-10 minute demo of how this works for a handful of other clients in conjunction with something like WordPress, I’m happy to volunteer the time and spitball some potential ways Hypothesis could dovetail it and leverage its power.

I’m not as well-versed in the history of educational technology as those like Audrey Watters, but after reading the opening of chapter 10 of The Art of Memory by Frances Yates, I’m prepared to call Pierre de La Ramée (aka Petrus or Peter Ramus) as the godfather of EdTech for his literal iconoclastic removal of the artificial memory from rhetoric and replacing it with his ‘dialectical order’.

To be clear, “Godfather of EdTech” is a perjorative.

TWELVE

By taking the content AND the conversation around it out of the hands of “big social media” and their constant tracking and leaving it with the active participants, we can effect far more ethical EdTech.

TWO

For a variety of reasons (including lack of budget, time, support, and other resources) many educators have been using corporate tools from Google, Twitter, Facebook, and others for their ease-of-use as well as for a range of functionality that hadn’t previously existed in the blogosphere or open source software that many educators use or prefer.

This leaves us and our students open to the vagaries and abuses that those platforms continually allow including an unhealthy dose of surveillance capitalism.