When I’m done with the course I’ll have my own archive of everything I did for the entire course (as well as copies on the Internet Archive, since I ping it as I go). His class website and my responses there could be used for the purposes of grading.
I can subscribe to his feed of posts for the class (or an aggregated one he’s made–sometimes known as a planet) and use the feed reader of choice to consume the content (and that of my peers’) at my own pace to work my way through the course.
This is a lot closer to what I think online pedagogy or even the use of a Domain of One’s Own in an educational setting could and should be. I hope other educators might follow suit based on our examples. As an added bonus, if you’d like to try it out, Greg’s three week course is, in fact, an open course for using IndieWeb and DoOO technologies for teaching. It’s just started, so I hope more will join us.
He’s focusing primarily on using WordPress as the platform of choice in the course, but one could just as easily use other Webmention enabled CMSes like WithKnown, Grav, Perch, Drupal, et al. to participate.
IndieWeb technology for online pedagogy
@jgmac1106 #edu522 #edtech #IndieWeb #DoOO #dh #digped #phdchat
boffosocko.com/2018/07/31/ind…
Yes! This! I think we can really simplify the whole credentialing thing with webmentions. #OpenBadges.
Syndicated copies:
This class could easily have well defined and measurable objectives. I could, for example, analyze your writing to see how many times you used and attributed evidence from the readings in your post (not enough yet BTW).
We could watch your understanding of HTML grow. Many of you, as we explored meme culture over the last few days, built your first website. I heard someone so amazed when they threw the url to their Glitch project into Slack and the url appeared like a working website.
It was, it is a working website. All that is measurable.
Yet that isn’t the objective. You are the objective, the rest of us were just the content to get you there.
So in a long tradition of borrowing from David Cormier I ask you to define your learning subjectives. You can work to remixing an activity and using my course template, but you don’t have to. Want to use Omeka to curate a collection, cool. Want to write a book proposal and chapter in Scalar. Want to build a unit on equivalent fractions feel free to use my template. Go crazy. All the tools are available for you to install with a button.
What you can not install is purpose. Your mission in this class must involve you wanting to accomplish something with digital teaching and learning.
My Learning Goal for #EDU522
I want to be able to send and receive webmentions from my class website. What Chris Aldrich is doing makes me rethink assessment and badging. We can capture a lot of learning with webmentions.
My goal with the course template I designed for EDU522 was to always have simple easily remixable template based on simple easy to navigate instructional design. I have gotten there.
Now I need the webmentions.
I will use this piece by Aaron Parecki on sending your first webmention and this Ruby on Rail App I started at the IndieWeb Summit.
I may not finish by the time class is over. That’s okay. I am going to document and share my learning as I go.
I am looking forward to seeing what everyone commits to building, and if that’s nothing more than building your domain that is a plenty fine subjective.
Measures flickr photo by M A N O N – shared under a Creative Commons (BY-NC-ND) license
Syndicated copies:
This class could easily have well defined and measurable objectives. I could, for example, analyze your writing to see how many times you used and attributed evidence from the readings in your post (not enough yet BTW).
We could watch your understanding of HTML grow. Many of you, as we explored meme culture over the last few days, built your first website. I heard someone so amazed when they threw the url to their Glitch project into Slack and the url appeared like a working website.
It was, it is a working website. All that is measurable.
Yet that isn’t the objective. You are the objective, the rest of us we’re just the content to get you there.
So in a long tradition of borrowing from David Cormier I ask you to define your learning subjectives. You can work to remixing an activity and using my course template, but you don’t have to. Want to use Omeka to curate a collection, cool. Want to write a book proposal and chapter in Scalar. Want to build a unit on equivalent fractions feel free to use my template. Go crazy. All the tools are available for you to install with a button.
What you can not install is purpose. Your mission in this class must involve you wanting to accomplish something with digital teaching and learning.
My Learning Goal for #EDU522
I want to be able to send and receive webmentions from my class website. What Chris Aldrich is doing makes me rethink assessment and badging. We can capture a lot of learning with webmentions.
My goal with the course template I designed for EDU522 was to always have simple easily remixable template based on simple easy to navigate instructional design. I have gotten there.
Now I need the webmentions.
I will use this piece by Aaron Parecki on sending your first webmention and this Ruby on Rail App I started at the IndieWeb Summit.
I may not finish by the time class is over. That’s okay. I am going to document and share my learning as I go.
I am looking forward to seeing what everyone commits to building, and if that’s nothing more than building your domain that is a plenty fine subjective.
Measures flickr photo by M A N O N – shared under a Creative Commons (BY-NC-ND) license
Syndicated copies:
Replied to a tweet by Remi Kalir (Twitter)
For a bit more context on this, perhaps start here: IndieWeb technology for online pedagogy.
Syndicated copies to:
Syndicated copies:
You provided evidence in your post of meeting the stated criteria in module one. Your post described your goals for the class and you successfully sent a webmention
I’m still evolving what my version of the future of digital teaching and learning looks like, but I am certainly enamored of the idea of mixing in many ideas of the open internet and IndieWeb ways of approaching it all. Small, open, relatively standardized, and remixable pieces can hopefully help lower barriers to teachers and learners everywhere.
The ability to interact directly with a course website and the materials in a course using my own webspace/digital commonplace book via Webmention seems like a very powerful tool. I’m able to own/archive many or most of the course materials for later use and reflection. I’m also able to own all of my own work for later review or potential interaction with fellow classmates or the teacher. Having an easier ability to search my site for related materials to draw upon for use in synthesizing and creating new content, also owned on my own site, is particularly powerful.
Certainly there are some drawbacks and potential inequalities in a web-based approach, particularly for those who don’t have the immediate resources required to access materials, host their own site, own their own data, or even interact digitally. William Gibson has famously said, “The future is already here — it’s just not very evenly distributed.” Hopefully breaking down some of the barriers to accessibility in education for all will help the distribution.
There’s also questions relating to how open should things really be? How private (or not) should they be? Ideally teachers provide a large swath of openness, particularly when it comes to putting their materials in the commons for others to reuse or remix. Meanwhile allowing students to be a bit more closed if they choose to keep materials just for their own uses, to limit access to their own work/thoughts, or to potentially limit the audience of their work (eg. to teachers and fellow classmates) is a good idea. Recent examples within the social media sphere related to context collapse have provided us with valuable lessons about how long things should last, who should own them, how public should they be in the digital sphere? Students shouldn’t be penalized in the future for ideas they “tried on” while learning. Having the freedom and safety to make mistakes in a smaller arena can be a useful tool within teaching–those mistakes shouldn’t cost them again by being public at a later date. Some within the IndieWeb have already started experimenting with private webmentions and other useful tools like limiting audiences which may help these ideas along despite their not existing in a simple implementation for the masses yet.
Naturally the open web can be a huge place, so having some control and direction is always nice. I’ve always thought students should be given a bit more control over where they’re going and what they want out of a given course as well as the ability to choose their own course materials to some extent. Still having some semblance of outline/syllabus and course guidelines can help direct what that learning will actually be.
Some of what I see in EDU522 is the beginning of the openness and communication I’ve always wanted to see in education and pedagogy. Hopefully it will stand as an example for others who come after us.
Written with Module One: Who Am I? in mind.
IndieWeb for Education is the application of indieweb principles to one’s personal site with a particular emphasis on use cases for education, pedagogy, research, academic samizdat, and collaboration.