Transforming scholarly publications into living digital works
Category: Education
👓 Blogging, small-b, Big B | W. Ian O’Byrne
I’ve written quite a bit about blogging, and my creation of open education resources over the past on this website. A lot has changed in my blogging habits, and general digital identity construction since those posts. Most of the response that I get from colleagues, students, and tenure committees is “why in the world would you share that stuff openly online?” As such, I’ve been meaning to write up a post documenting my thinking about why I do…what I do.
One of these days I’ll get around to writing up my larger thesis about using a personal website for an all-in academic samizdat experience to rid academia of the siloed mindset its been stuck in for ages… This post comes relatively close to laying the underlying groundwork for some motivation.
As an academic, I need to regularly have empirical research publications in top-tier, peer-reviewed journals. Nothing else matters. Many senior colleagues bemoan the fact that I need to play double duty…yet the system still exists.
And why can’t your own blog count as a top-tier, peer-reviewed journal?
and serve as pre-prints to work that may live later on, or always exist in their current format
Thinking of a personal site as a pre-print server is an interesting concept and somewhat similar to the idea of a commonplace book.
👓 Self-platforming, DoOO, and academic workflows | Tim Clarke
Tim Clarke (simulacrumbly.com)I see self-platforming as an expression of my own digital citizenship, and I also see it as my deliberate answer to the call for digital sanctuary. The frequency and extent to which educators urge students onto extractive applications is of great concern. Self-platforming offers opportunities to benefit from the collaborative, hyper-textual, asynchronous, and distributed qualities of the web, while diminishing the costs — often hidden to us — of working on proprietary and extractive platforms.
I love that Tim is looking closely at how the choices of tools he’s using can potentially impact his students/readers. I’ve also been in the boat he’s in–trying to wrangle some simple data in a way that makes it easy to collect, read, and disseminate content for myself, students, and other audiences.
Needing to rely on five or more outside services (Twitter, Instapaper, Pinboard, bit.ly, and finally even Canvas, where some of them are paid services) seems just painful and excessive. He mentions the amount and level of detail he’s potentially giving away to just bit.ly, but each of these are all taking a bite out of the process. Of course this doesn’t take into consideration the fact that Instapaper is actually a subsidiary of Betaworks, the company that owns and controls bit.ly, so there’s even more personal detail being consumed and aggregated there than he may be aware. All this is compounded by the fact that Instapaper is currently completely blocking its users within the EU because it hasn’t been able to comply with the privacy and personal data details/restrictions of the GDPR. Naturally, there’s currently no restrictions on it in the U.S. or other parts of the world.
I (and many others) have been hacking away for the past several years in trying to tame much of our personal data in a better way to own it and control it for ourselves. And isn’t this part of the point of having a domain of one’s own? Even his solution of using Shaarli to self-host his own bookmarks, while interesting, seems painful to me in some aspects. Though he owns and controls the data, because it sits on a separate domain it’s not as tightly integrated into his primary site or as easily searched. To be even more useful, it needs additional coding and integration into his primary site which appears to run on WordPress. With the givens, it looks more like he’s spending some additional time running his own separate free-standing social media silo just for bookmarks. Why not have it as part of his primary personal hub online?
I’ve been watching a growing trend of folks both within the IndieWeb/DoOO and edtech spaces begin using their websites like a commonplace book to host a growing majority of their own online and social related data. This makes it all easier to find, reference, consume, and even create new content in the future. On their own sites, they’re conglomerating all their data about what they’re reading, highlighting, annotating, bookmarking, liking, favoriting, and watching in addition to their notes and thoughts. When appropriate, they’re sharing that content publicly (more than half my website is hidden privately on my back end, but still searchable and useful only to me) or even syndicating it out to social sites like Twitter, Facebook, Flickr, Instapaper, et al. to share it within other networks.
Some other examples of educators and researchers doing this other than myself include Aaron Davis, Greg McVerry, John Johnson, and more recently W. Ian O’Byrne and Cathie LeBlanc among many others. Some have chosen to do it on their primary site while others are experimenting using two or even more. I would hope that as Tim explores, he continues to document his process as well as the pros and cons of what he does and the resultant effects. But I also hopes he discovers this growing community of scholars, teachers, programmers and experimenters who have been playing in the same space so that he knows he’s not alone and perhaps to prevent himself from going down some rabbit holes some of us have explored all too well. Or to use what may be a familiar bit of lingo to him, I hope he joins our impromptu, but growing personal learning network (PLN).
Following Mike Caulfield
Networked Learning, Open Education, and Digital Polarization
👓 U.S.C. President Agrees to Step Down Over Scandal Involving Gynecologist | The New York Times
The decision followed a call from students, faculty and alumni for his resignation.
How many scandals can you muddle your way through before you get sacked?
👓 Invisible Labor and Digital Utopias | HackedEducation
Audrey Watters (Hack Education)This is the transcript of the talk I gave this afternoon at a CUNY event on "The Labor of Open"
Interesting to hear that Audrey has now also removed the Creative Commons license from her website now as well as having disabled comments and the ability to annotate using Genius and Hypothes.is. I’m all for this and happy to support her decision despite the fact that it means that it’s potentially more difficult and circuitous to share and comment on some of her excellent work. I’m sad that we’re in a place that people on the web would attack, target, and otherwise bully people into needing to take such steps, but I’m glad that there are ways, means, and tools for blocking out these bad actors. While I might have otherwise reposted and annotated her piece directly, I’ll respect her wishes and her digital sovereignty and just quote a few interesting phrases instead. This being said, you’re far better off reading the original directly anyway.
While reading this I was initially worried that it was a general rehash of some of her earlier work and thoughts which I’ve read several times in various incarnations. However, the end provided a fantastic thesis about unseen labor which should be more widely disseminated.
almost all the illustrations in this series – and there are 50 of these in all – involve “work” (or the outsourcing and obscuring of work). Let’s look at a few of these (and as we do so, think about how work is depicted – whose labor is valued, whose labor is mechanized, who works for whom, and so on.
What do machines free us from? Not drudgery – not everyone’s drudgery, at least. Not war. Not imperialism. Not gendered expectations of beauty. Not gendered expectations of heroism. Not gendered divisions of labor. Not class-based expectations of servitude. Not class-based expectations of leisure.
And so similarly, what is the digital supposed to liberate us from? What is rendered (further) invisible when we move from the mechanical to the digital, when we cannot see the levers and the wires and the pulleys.
As I look back upon the massive wealth compiled by digital social companies for what is generally a middling sort of job that they’re not paying nearly as much attention to as they ought (Facebook, Twitter, et al.) and the recent mad rush to comply with GDPR, I’m even more struck by what she’s saying here. All this value they have “created” isn’t really created by them directly, it’s done by the “invisible labor” of billions of people and then merely captured by their systems, which they’re using to actively disadvantage us in myriad ways.
I suppose a lot of it all boils down to the fact that we’re all slowly losing our humanity when we fail to exercise it and see the humanity and value in others.
The bigger problem Watters doesn’t address is that with the advent of this digital revolution, we’re sadly able to more easily and quickly marginalize, devalue, and shut out others than we were before. If we don’t wake up to our reality, our old prejudices are going to destroy us. Digital gives us the ability to scale these problems up at a staggering pace compared with the early 1900’s.
A simple and solid example can be seen in the way Facebook has been misused and abused in Sri Lanka lately. Rumors and innuendo have been able to be spread in a country unchecked by Facebook (primarily through apathy) resulting in the deaths of countless people. Facebook doesn’t even have a handle on their own scale problems to prevent these issues which are akin to allowing invading conquistadores from Spain the ability to bring guns, germs, and steel into the New World to decimate untold millions of innocent indigenous peoples. Haven’t we learned our lessons from history? Or are we so intent on bringing them into the digital domain? Cathy O’Neil and others would certainly say we’re doing exactly this with “weapons of math destruction.”
📺 re:publica 2018 – Jim Groom: Domain of One’s Own: Reclaim Your Data | YouTube
Jim Groom from YouTubeA Domain of One's Own is an international initiative in higher education to give students and faculty more control over their personal data. The movement started at the University of Mary Washington in 2012, and has since grown to tens of thousands of faculty and students across hundreds of universities. The first part of this presentation (5-10 minutes) will provide a brief overview of how these Domains projects enable not only data portability for coursework, but also a reflective sense of what a digital identity might mean in terms of privacy and data ownership.
The second part of this presentation will explore how Domain of One's Own could provides a powerful example in how higher education could harness application programming interfaces (APIs) to build a more user-empowered data ecosystem at universities. The initial imaginings of this work has already begun at Brigham Young University in collaboration with Reclaim Hosting, and we will share a blueprint of what a vision of the Personal API could mean for a human-centric data future in the realm of education and beyond.
A short talk at the re:publica conference in Germany which touches on the intersection of the Domain of One’s Own which is very similar to the broader IndieWeb movement. POSSE makes a brief appearance at the end of the presentation, although just on a slide with an implicit definition rather than a more full-fledged discussion.
Toward the end, Groom makes mention of MyData, a Nordic Model for human-centered personal data management and processing, which I’d not previously heard of but which has some interesting resources which look like they might dovetail into some of what those in the IndieWeb are looking at. I’m curious if any of the folks in the EU like Sebastian Greger have come across them, and what their thoughts are on the idea/model they’ve proposed? It looks like they’ve got an interesting looking conference coming up at the end of August in Helsinki. There seems to be a white paper outlining a piece of their philosophy, which I’ll link to below:
MyData: A Nordic Model for human-centered personal data management and processing by Antti Poikola (t), Kai Kuikkaniemi (t), Harri Honko (t)
This white paper presents a framework, principles, and a model for a human-centric approach to the managing and processing of personal information. The approach – defined as MyData – is based on the right of individuals to access the data collected about them. The core idea is that individuals should be in control of their own data. The MyData approach aims at strengthening digital human rights while opening new opportunities for businesses to develop innovative personal data based services built on mutual trust.
Based on a quick overview, this is somewhat similar to a model I’ve considered and is reminiscent to some ideas I’ve been harboring about applications of this type of data to the journalism sphere as well.
👓 For now, our own | Music for Deck Chairs
Over the last week I’ve been skirting a significant conversation begun by Maha Bali (“I don’t own my domain, I rent it“) and continued by Audrey Watters (“A domain of ones own in a post-ownership society“). Never far away is Andrew Rikard’s Edsurge post “Do I own my domain if you grade it?”
The question for me is how the idea of “own” works as a metaphor. It’s complicated enough as it is: my own, to own, owned, owned. We own our mistakes, we own our work, we own our politics, and none of this is quite like the way we own our homes—which for most of our working lives means some version of renting, in a funhouse world in which access to credit, like debt itself, has become an asset.
Conceptually, home ownership makes an ironic pass at all this, promising dominion over property that is actually quite a temporary thing in geohistorical time. Home ownership offers a misleading sense of permanence in relation to our provisional space in the world. A home that’s owned is always haunted by both its past and future. Far from sheltering us against the churn of things, it’s a daily reminder that we’re not here for long.
An interesting piece about ownership and the web.
I’ll try to say more about these ideas which have been swirling about the #EdTech space for a bit, but I thought I’d outline a few bits before I forget them.
- 9/10 of the law is about ownership
- Commons is an interesting framework, but perhaps is an outmoded concept given that the majority of ownership is now either private, corporate, or governmental. Commons is now generally part of governmental ownership now rather than the older versions of what commons used to be. We need some oversight, management, and support for the governmental portion now. Perhaps Hacker’s book has something interesting to add here.
- No one is taking the next step to say that either government or educational institutions should be footing the entirety of the bill for marginalized students. Why? Again Hacker et al may have something interesting to say here.
- The analogy of ownership to things like houses is fine, but it’s still only that, an analogy to help people more easily think about an abstract idea about which they’ve not got direct knowledge. What about the lack of “ownership” we get from “free” services like Twitter and Facebook? Recall the example of an editorialist saying roughly that we (rich, privileged Americans) shouldn’t leave Facebook because it will potentially damage service to third world groups which then wouldn’t have anything. (include citation). What does all this look like 10 years hence when more people have direct knowledge and we no longer need the “house” ownership model?
- What could be added to the discussion at the IndieWeb’s longevity page?
- Considerations of evolving complexity and mashups found in examples like When Ideas Have Sex.
- Considerations from Why Information Grows (C. Hidalgo) and the creation of value in links as well as the evolution towards larger knowledge entities.
- The future is already here, it’s just unevenly distributed. The same could also still be said about the Industrial Revolution which is still slowly coming to rural third world countries. Recall that it was only until the early 1900’s that the vast majority of people in the world were subsistence farmers.
👓 Scandal after scandal focuses scrutiny on USC leadership, culture | LA Times
How USC handled the case of a campus gynecologist allowed to practice for years despite complaints of misconduct has sparked outrage and demands for change in the university’s leadership and management culture. To some, it is part of a troubling pattern.
If I were a journalist, I would just start tracking people leaving posts and then dig into what the scandal must surely be. USC is definitely stinking from the head and needs to begin digging itself out of an ever-deepening hole.
👓 What is “Critical Pedagogy”? | W. Ian O’Byrne
In an earlier post, I presented an overview of the literature on critical literacy and how it informs my perspectives on my work, research, and thinking. This was motivated by discussions in which colleagues and students indicate that they know/understand critical literacy, and then go on to equate it with critical evaluation. I think the two are linked, but to me critical literacy is much broader, and (IMHO) much more important.
The cynic in me sees the headline and wants to respond “All students’ reactions to their teachers.”
There is some interesting history and background to come back and read some references here.
🔖 What School Could Be: Insights and Inspiration from Teachers across America by Ted Dintersmith
What School Could Be offers an inspiring vision of what our teachers and students can accomplish if trusted with the challenge of developing the skills and ways of thinking needed to thrive in a world of dizzying technological change.
Innovation expert Ted Dintersmith took an unprecedented trip across America, visiting all fifty states in a single school year. He originally set out to raise awareness about the urgent need to reimagine education to prepare students for a world marked by innovation--but America's teachers one-upped him. All across the country, he met teachers in ordinary settings doing extraordinary things, creating innovative classrooms where children learn deeply and joyously as they gain purpose, agency, essential skillsets and mindsets, and real knowledge. Together, these new ways of teaching and learning offer a vision of what school could be―and a model for transforming schools throughout the United States and beyond. Better yet, teachers and parents don't have to wait for the revolution to come from above. They can readily implement small changes that can make a big difference.
America's clock is ticking. Our archaic model of education trains our kids for a world that no longer exists, and accelerating advances in technology are eliminating millions of jobs. But the trailblazing of many American educators gives us reasons for hope.
Capturing bold ideas from teachers and classrooms across America, What School Could Be provides a realistic and profoundly optimistic roadmap for creating cultures of innovation and real learning in all our schools.
Marked to read after seeing reference in Venture capitalist visits 200 schools in 50 states and says DeVos is wrong: ‘If choice and competition improve schools, I found no sign of it.’ by Valerie Strauss.
🔖 Most Likely to Succeed: Preparing Our Kids for the Innovation Era by Tony Wagner and Ted Dintersmith
From two leading experts in education and entrepreneurship, an urgent call for the radical re-imagining of American education so that we better equip students for the realities of the twenty-first century economy.
Today more than ever, we prize academic achievement, pressuring our children to get into the “right” colleges, have the highest GPAs, and pursue advanced degrees. But while students may graduate with credentials, by and large they lack the competencies needed to be thoughtful, engaged citizens and to get good jobs in our rapidly evolving economy. Our school system was engineered a century ago to produce a work force for a world that no longer exists. Alarmingly, our methods of schooling crush the creativity and initiative young people need to thrive in the twenty-first century.
In Most Likely to Succeed, bestselling author and education expert Tony Wagner and venture capitalist Ted Dintersmith call for a complete overhaul of the function and focus of American schools, sharing insights and stories from the front lines, including profiles of successful students, teachers, parents, and business leaders.
Most Likely to Succeed presents a new vision of American education, one that puts wonder, creativity, and initiative at the very heart of the learning process and prepares students for today’s economy. This book offers parents and educators a crucial guide to getting the best for their children and a roadmap for policymakers and opinion leaders.
Marked to read after seeing reference in Venture capitalist visits 200 schools in 50 states and says DeVos is wrong: ‘If choice and competition improve schools, I found no sign of it.’ by Valerie Strauss.
👓 Venture capitalist visits 200 schools in 50 states and says DeVos is wrong: ‘If choice and competition improve schools, I found no sign of it.’ | The Washington Post
Valerie Strauss (Washington Post)Ted Dintersmith is a successful venture capitalist and father of two who has spent years devoting most of his time, energy and millions of dollars of his personal fortune to learning about — and advocating for — public education and how it can be made better for all children.
Dintersmith has taken a dramatically different path from other wealthy Americans who have become involved in education issues, departing from the approach of people such as Microsoft founder Bill Gates, who was a prime mover behind the Common Core State Standards and initiatives to assess teachers by student standardized test scores.
Dintersmith traveled to every state to visit schools and see what works and what doesn’t — and his prescription for the future of American education has very little to do with what Gates and others with that same data-driven mind-set have advocated.
He thinks the U.S. education system needs to be reimagined into cross-disciplinary programs that allow kids the freedom to develop core competencies through project-based learning.
He discussed his vision in a book he co-authored, “Most Likely to Succeed: Preparing Our Kids for the Innovation Age,” and he funded and produced a compelling documentary called “Most Likely to Succeed,” which goes into High Tech High school in San Diego, where the project-based educational future he wants is already there.
He has a new book being published in April, “What School Could Be: Insights and Inspiration From Teachers Across America,” about what he learned during his travels and school visits.
How can choice and competition improve schools? From a capitalistic perspective one needs to be much more mobile or have a tremendous number of nearby schools for this to happen. Much like the lack of true competition in local hospitals, most American families don’t have any real choice in schools as their local school may be the only option. To have the greatest opportunity, one must be willing to move significant distances, and this causes issues with job availability for the parents as well as other potential social issues.
When it’s the case that there is some amount of local selection, it’s typically not much and then the disparity of people attending one school over another typically leads to much larger disparities in socio-economic attendance and thus leading to the worsening of the have and the have-nots.
Even schools in large cities like the Los Angeles area hare limited in capacity and often rely on either lottery systems or hefty tuition to cut down on demand. In the latter case, again, the haves and have-nots become a bigger problem than a solution.
I’ll have to circle back around on these to add some statistics and expand the ideas…
h/t Eric Mazur
👓 The Web We Need to Give Students | BRIGHT Magazine
“Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the Web.”
Not sure how this surfaced into my feeds again today, but interesting to see it pop up. I’m also noticing that Audrey smartly posted a copy to her own site after it appeared in Bright.
In this article, she touches on some reasons why it’s important for students to have their own domain, but many of these ideas and arguments also work well for almost anyone. It’s interesting to see how similar the philosophy she describes here dovetails with that of the IndieWeb.
❤️ VioricaMarian1 tweet about afternoon classes
Viorica Marian (Twitter)I once taught an 8 am college class. So many grandparents died that semester. I then moved my class to 3 pm. No more deaths. And that, my friends, is how I save lives.
— Viorica Marian (@VioricaMarian1) May 5, 2018
I wonder what a statistical analysis would do to improve peoples’ lives if registrars attempted to put the mass of classes in the middle of the day? Would educational outcomes improve along with peoples’ psyches? Many schedulers are trying to maximize based on the scarcity of classroom resources. What if they maximized on mental health and classroom performance? Is classroom scheduling potentially a valuable public health tool?