Fellow educators, teachers, specialists, instructional designers, web designers, Domains proponents, programmers, developers, students, web tinkerers, etc.,
Want to expand the capabilities of what your own domain is capable of?
Interested in improving the #OER tools available on the open web?
Want to help make simpler, ethical digital pedagogy a reality in a way that students and teachers can implement themselves without relying on predatory third-party platforms?
Are you looking to use your online commonplace book as an active hub for your research, writing, and scholarship?
Bring your ideas and passions to help us all brainstorm, ruminate, and then with help actually design and build the version of the web we all want and need–one that reflects our values and desires for the future.
I’d like to invite you all to the 9th Annual IndieWeb Summit in Portland, Oregon, USA on June 29-30, 2019. It follows a traditional BarCamp style format, so the conference is only as good as the attendees and the ideas they bring with them, and since everyone is encouraged to actively participate, it also means that everyone is sure to get something interesting and valuable out of the experience.
We need more educators, thinkers, and tinkerers to begin designing and building the ethical #edtech, #OER, and interactive pedagogy systems we all want.
Come and propose a session on a topic you’re interested in exploring and building toward with a group of like-minded people.
While on-site attendance can be exciting and invigorating for those who can come in person, streaming video and online tools should be available to make useful and worthwhile virtual attendance of all the talks, sessions, and even collaborative build time a real possibility as well. I’ll also note that travel assistance is also available for the Summit if you’d like to apply for it, or you’re able to donate funds to help others.
I hope you can all attend, and I encourage you to invite along friends, students, and colleagues.
I heartily encourage those who don’t yet have a domain of their own to join in the fun. You’ll find lots of help and encouragement at camp and within the IndieWeb community so that even if you currently think you don’t have any skills, you can put together the resources to get something up and working before the Summit’s weekend is over. We’re also around nearly 24/7 in online chat to continue that support and encouragement both before and after the event so you can continue iterating on things you’d like to have working on your personal website.
Never been to an IndieWebCamp? Click through for some details about what to expect. Still not sure? feel free to touch base in any way that feels comfortable for you.
We are joined by Chris Gilliard, Professor of English at Macomb Community College. His scholarship concentrates on privacy, institutional tech policy, digital redlining, and the re-inventions of discriminatory practices through data mining and algorithmic decision-making, especially as these apply to college students. He is currently developing a project that looks at how popular misunderstandings of mathematical concepts create the illusions of fairness and objectivity in student analytics, predictive policing, and hiring practices. Follow him on Twitter at @hypervisible.
An interesting episode on surveillance capitalism and redlining.
I’m a bit surprised to find that I’ve been blocked by Chris Gilliard (@hypervisible) on Twitter. I hope I haven’t done or said anything in particular to have offended him. More likely I may have been put on a block list to which he’s subscribed?? Just not sure. I’ll have to follow him from another account as I’m really interested in his research particularly as it applies to fixing these areas within the edtech space and applications using IndieWeb principles. I think this may be the first instance that I’ve gone to someone’s account to notice that I’ve been blocked.
Read Chapters: The Ethics of Design, How Designers Destroyed the World, and Moving Fast and Breaking Things
I was very reticent about this book at first, but it is way more essential than I initially thought! I knew I was going to know almost all of the examples, and I’ve generally been right on that account so far, but he’s going beyond the problems with potential solutions. I was worried it was going to be something that I would appreciate and heartily recommend to others without getting much out of it myself, but it reads quickly and easily and there’s a lot here that I want to come back and ponder about further.
Despite the fact that I don’t feel like a professional web designer by trade, what he’s talking about here are standards of human care and interaction that anyone who makes anything should be thinking about on a daily basis. Whether you’re building or creating things for others or even making your own daily life, at heart, you’re designing something.
I also find myself thinking a lot about how people are building and designing technologies in the edtech space. May of the researchers, professors, and instructional designers I know are immersed in some of the ethics and morals behind using these technologies. Generally I hear them talking about what they “wish” they had as tools, but often they seem to be stuck with things they don’t really want and are then attempting to figure out ways around these technologies after-the-fact so that they can use them in an ethical manner. They really need to stand up, refuse to use what they’re given, and demand better design from the start. Even if they’re incapable of building their own tools, they’re slowly, but surely going to loose the war if they don’t move upstream to where the actual decisions are being made. Fortunately some of the work I see in the OER space is being done at the grass roots where people have more choice and say in the design, but I worry that if they’re not careful, those tools will be siloed off with bad design choices by for-profit companies as well.
Here’s the description of the book from the publisher:
The world is working exactly as designed. The combustion engine which is destroying our planet’s atmosphere and rapidly making it inhospitable is working exactly as we designed it. Guns, which lead to so much death, work exactly as they’re designed to work. And every time we “improve” their design, they get better at killing. Facebook’s privacy settings, which have outed gay teens to their conservative parents, are working exactly as designed. Their “real names” initiative, which makes it easier for stalkers to re-find their victims, is working exactly as designed. Twitter’s toxicity and lack of civil discourse is working exactly as it’s designed to work.The world is working exactly as designed. And it’s not working very well. Which means we need to do a better job of designing it. Design is a craft with an amazing amount of power. The power to choose. The power to influence. As designers, we need to see ourselves as gatekeepers of what we are bringing into the world, and what we choose not to bring into the world. Design is a craft with responsibility. The responsibility to help create a better world for all. Design is also a craft with a lot of blood on its hands. Every cigarette ad is on us. Every gun is on us. Every ballot that a voter cannot understand is on us. Every time social network’s interface allows a stalker to find their victim, that’s on us. The monsters we unleash into the world will carry your name. This book will make you see that design is a political act. What we choose to design is a political act. Who we choose to work for is a political act. Who we choose to work with is a political act. And, most importantly, the people we’ve excluded from these decisions is the biggest (and stupidest) political act we’ve made as a society.If you’re a designer, this book might make you angry. It should make you angry. But it will also give you the tools you need to make better decisions. You will learn how to evaluate the potential benefits and harm of what you’re working on. You’ll learn how to present your concerns. You’ll learn the importance of building and working with diverse teams who can approach problems from multiple points-of-view. You’ll learn how to make a case using data and good storytelling. You’ll learn to say NO in a way that’ll make people listen. But mostly, this book will fill you with the confidence to do the job the way you always wanted to be able to do it. This book will help you understand your responsibilities.
I suspect that this book will be of particular interest to those in the IndieWeb, A Domain of One’s Own, the EdTech space (and OER), and really just about anyone.
How to participate
I’m open to other potential guidelines and thoughts since this is incredibly experimental at best, but I thought I’d lay out the following broad ideas for how we can generally run the book club and everyone can keep track of the pieces online. Feel free to add your thoughts as responses to this post or add them to the IndieWeb wiki’s page https://indieweb.org/IndieWeb_Book_Club.
Buy the book or get a copy from your local bookstore
Read it along with the group
Post your progress, thoughts, replies/comments, highlights, annotations, reactions, quotes, related bookmarks, podcast or microcast episodes, etc. about the book on your own website on your own domain. If your site doesn’t support any of these natively, just do your best and post simple notes that you can share. In the end, this is about the content and the discussion first and the technology second, but feel free to let it encourage you to improve your own site for doing these things along the way.
Folks can also post on other websites and platforms if they must, but that sort of defeats some of the purpose of the Indie idea, right?
I’ll also try to keep track of entries I’m aware about on my own site as read or bookmark posts which I’ll tag with #IWBCMM (ostensibly for IndieWeb Book Club Mike Monteiro), which we can also use on other social silos for keeping track of the conversation there.
Perhaps as we move along, I’ll look into creating a planet for the club as well as aggregating OPML files of those who create custom feeds for their posts. If I do this it will only be to supplement the aggregation of posts at the stub on indieweb.xyz which should serve as the primary hub for the club’s conversation.
If you don’t already have your own website or domain to participate, feel free to join in on other portions of social media, but perhaps consider jumping into the IndieWeb chat to ask about how to get started to better own your online identity and content.
If you need help putting together your own site, there are many of us out here who can help get you started. I might also recommend using micro.blog which is an inexpensive and simple way to have your own website. I know that Manton Reece has already purchased a copy of the book himself. I hope that he and the rest of the micro.blog community will participate along with us.
If you feel technically challenged, please ping me about your content and participation, and I’m happy to help aggregate your posts to the indieweb.xyz hub on your behalf. Ideally a panoply of people participating on a variety of technical levels and platforms will help us create a better book club (and a better web) for the future.
Of course, if you feel the itch to build pieces of infrastructure into your own website for improved participation, dive right in. Feel free to document what you’re doing both your own website and the IndieWeb wiki so others can take advantage of what you’ve come up with. Also feel free to join in on upcoming Homebrew Website Clubs (either local or virtual) or IndieWebCamps to continue brainstorming and iterating in those spaces as well.
Kickoff and Timeline
I’m syndicating this post to IndieNews for inclusion into next week’s IndieWeb newsletter which will serve as a kickoff notice. That will give folks time to acquire a copy of the book and start reading it. Of course this doesn’t mean that you couldn’t start today.
Share and repost this article with anyone you think might enjoy participating in the meanwhile.
I’ll start reading and take a stab at laying out a rough schedule. If you’re interested in participating, do let me know; we can try to mold the pace to those who actively want to participate.
I’ve already acquired a copy of the book and look forward to reading it along with you.
Kate Bowles gave a great Keynote at the Open Education Resources 2019 (OER19) conference in Galway last night. In it she indicates how politicians, economists and even universities themselves measure their growth at the level of imports/exports and even compare it with mining in a cynical way to describe the movement of their educational resources and students.
“What a chilling thing to say about young people crossing the world to learn.” –Kate Bowles (in response to the slide immediately above)
The fact that businesses, governments, and even universities themselves would take such an ugly standpoint on teaching and learning is painful. It reminds me that one of the things that I think the open IndieWeb movement gets right is that it is people-centric first and foremost. If you can take care of people at the most base level, then hopefully what gets built upon that base–while still watching it carefully–will be much more ethical.
The IndieWeb is a people-focused alternative to the “corporate web”.
As a result of this people-centric vision, I’m seeing a lot less of the sort of ills, unintended consequences, and poor emergent behaviors caused by the drive toward surveillance capitalism within the giant social media silos like Facebook, Twitter, Instagram, et al.
I’m reminded of a part of the thesis that Cesar Hidalgo presents in Why Information Grows: The Evolution of Order from Atoms to Economies of the idea of the personbyte and what that looks like at a group level, then a corporate level, and I wonder how it may grow to the next level above that. Without ultimately focusing on the person at the bottom of the pyramid however, we may be ethically losing sight of where we’re going and why. We may even be building an edifice that is far more likely to crumble with even worse unintended consequences.
The Association for Learning Technology (ALT) represents individual and organisational Members from all sectors and parts of the UK. Our Membership includes practitioners, researchers and policy makers with an interest in Learning Technology. Our community grows more diverse as Learning Technology has become recognised as a fundamental part of learning, teaching and assessment.
Our charitable objective is "to advance education through increasing, exploring and disseminating knowledge in the field of Learning Technology for the benefit of the general public". We have led professionalisation in Learning Technology since 1993.
How we define Learning Technology
We define Learning Technology as the broad range of communication, information and related technologies that can be used to support learning, teaching and assessment. Our community is made up of people who are actively involved in understanding, managing, researching, supporting or enabling learning with the use of Learning Technology. We believe that you don't need to be called 'Learning Technologist' to be one.
What we value and what we do
Our current strategy sets out our aims for 2017-2020:
Increasing the impact of Learning Technology for the wider community, strengthening recognition and representation for the Membership at a national level and leading professionalisation for individual Learning Technology professionals in a broad range of roles.
pinging @btopro ...do you know about @Inoreader? it's like the old Google Reader plus the old Yahoo Pipes for remixing (INCREDIBLE remixing) of RSS feeds that you can then send back out as RSS or as HTML clips, which is how I get my blog network to display in different web spaces
I’m curious if you use Inoreader’s OPML subscription functionality at all? It’s kind of like Twitter lists in a sense, but a lot more open and distributed.
Much like your version piped into an LMS, it could be used used to create a planet of all of the participants in a course, but set up in such a way that only one person needs to create and maintain an OPML file that everyone else can use instead of needing to manually find and subscribe to a bunch of feeds or worry about missing out on that one feed of the student who joined the course two weeks late.
I’d be interested to see exactly how you’re using Inoreader–particularly the off-label methods. Have you written up any of the details anywhere? It looks like you’re using tags in Inoreader and piping those details back to the LMS so that you can filter portions of the class content?
I recently documented some of my personal use here: Using Inoreader as an IndieWeb feed reader. A big portion of it is about being able to use Inoreader to interact within its interface, but also have those interactions reflected on my own website (aka digital commonplace book) which sends notifications to the original content on the web instead of just leaving it siloed within Inoreader.
Quotedfrom email about "Policy change in regards to Social Media use for social learning from Centre for Innovation, Leiden University" by Tanja de Bie, Community Manager (Centre for Innovation, Leiden University via Coursera)
The Centre for Innovation of Leiden University has always strongly supported social or collaborative learning in online learning: the interaction between learners facilitating learners, whether that is in discussion forums, peer review assignments or in our Facebook groups, contributes to a deeper understanding of subjects, and prepares learners to apply their knowledge.
Therefore we have decided to close all Facebook groups, Whatsapp groups and Instagram accounts currently under control of the Centre for Innovation, per the 29th of March 2019, and have adjusted our courses accordingly.
On behalf of Centre for Innovation, Leiden University,
Tanja de Bie, Community Manager
At least part of Leiden University is apparently making the moral and ethical call to close all their Facebook related properties. Kudos! They’ve already got a great website, perhaps they’ll move a bit more toward the IndieWeb?
Syndicated copies to:
I’m planning on proposing an OER or other book related session at the upcoming IndieWebCamp New Haven next weekend. If you’re interested or want to propose other ideas for #DoOO or #EdTech, I hope you’ll join us either in-person or remotely.
Listened toRadio #EDUtalk 27-02-19: PressED WordPress and Education twitter conference from EDUtalk
Pat Lockley talking about PressEd the conference about WordPress run completely on twitter. PressEd uncovers many aspects of the use of WordPress in all areas of education.
We discussed some of the aspects and features of running a conference on twitter the previous and upcoming conferences. Pat invites anyone who uses WordPress in any area of education to submit a proposal to the conference.
While listening to John Johnston on this topic, I couldn’t help but think how cool it would be if PressEd, an education related conference that is held online via Twitter, could actually be held on WordPress itself. There was a quick mention by Pat Lockley about their consideration of using the P2 theme to effect this, but they’re right in that P2 has been left behind on the side of the road.
I think that such a conference could be held online and actually use WordPress; it would require more of the participants to be using IndieWeb philosophies and technology/plugins like Webmention and perhaps one of the more modern feed readers that are using Microsub.
Alternately, I could see a place where a platform like IndieWeb.xyz could be leveraged as a location to which all the participants could syndicate their content to a particular sub there (it has the ability to force Webmentions for people who can’t send/receive them yet) and then act as the reader in which the conference was taking place. In this sense IndieWeb.xyz would act a bit like an impromptu planet to aggregate all the conversation. I haven’t looked, but if IndieWeb.xyz also had RSS or other feeds coming back out of individual subs, then it would be a bit more like a traditional planet and people could subscribe in their feed reader of choice, and with WebSub or an occasional manual refresh, a conference like this could be done directly from WordPress (or honestly any IndieWeb friendly platform/website) and have much the same impact. In fact, perhaps a bit more impact since all the presenters and participants would and could have archival copies of the conference on their own websites at the end of the day and the ephemeral nature of such an online conference could tend to disappear.
Incidentally, I could almost hear the gears turning in John’s head as I’m sure he was thinking much the same thing. He carefully restrained himself and managed to keep the conversation on track though.
I loved the short snippet at the end of the episode where Pat Lockley gave a brief bio on his Twitter handle and domain name. It reminds me a bit of the podcast My URL Is, which I hope comes back with more episodes soon.
While sifting through some old bookmarks from CiteULike which is going to disappear from the web soon, I ran across one for this book review of Henry Quastler’s book Information Theory in Biology (1953).
The last page of the review had an interesting information theoretical take on not only book reviews, but the level of information they contain with respect for improved teaching and learning in an era prior to Mihaly Csikszentmihalyi’s ideas about “flow”.
As it isn’t the easiest thing to track down, I’ll quote the relevant paragraphs from page 185:
The purpose of a scientific book (we at least hope!) is to store and convey information in a given field. The purpose of a review is to convey information about a book. It is therefore legitimate to attempt a mathematical theory of writing books and to find the optimal conditions which make a book good. At first it may seem that the optimal conditions consist of maximizing the amount of information per page, that is, in minimizing the redundancy. But a certain amount of redundancy may not only be desirable, but necessary. When presenting a new subject to young students who have never heard of it, a judicious amount of repetition is good pedagogy. Giving an exact abstract definition and then illustrating it by an example already constitutes a logical redundancy. But how useful it frequently is! The minimum of redundancy that is found in some well-known and excellent mathematical books (nomina sunt odiosa!) occasionally makes those books difficult to read even for mathematicians.
The optimum amount of redundancy is a function of the information and intelligence of the reader for whom the book is written. The analytical form of this function is to be determined by an appropriate mathematical theory of learning. Writing a book even in a field which belongs entirely to the domains of Her Majesty the Queen of Sciences is, alas, still more an art than a science. Is it not possible, however, that in the future it may become an exact science?
If a reviewer’s information and intelligence are exactly equal to the value for which the book has been optimized, then he will perceive as defects in the book only deviations from the optimal conditions. His criticism will be objective and unbiased. If, however, the reviewer’s information and intelligence deviate in any direction from the value for which the book is intended, then he will perceive shortcomings which are not due to the deviation of the book from the optimum, but to the reviewer’s personal characteristics. He may also perceive some advantages in the same way. If in the society of the future every individual will be tagged, through appropriate tests, as to his information and intelligence at a given time, expressed in appropriate units, then a reviewer will be able to calculate the correction for his personal bias. These are fantastic dreams of today, which may become reality in the future.
Some of this is very indicative of why one has to spend some significant time finding and recommending the right textbooks  for students and why things like personalized learning and improvements in pedagogy are so painfully difficult. Sadly on the pedagogy side we haven’t come as far as he may have hoped in nearly 70 ears, and, in fact, we may have regressed.
I’ve often seen web developers in the IndieWeb community mention the idea that “naming things is hard”, so I can’t help but noticing that this 1950’s reviewer uses the Latin catchphrase nomina sunt odiosa which translates as “names are odious”, which has a very similar, but far older sentiment about naming. It was apparently a problem for the ancients as well.
Future Trends in Technology and Education is a monthly report. It surveys recent developments in how education is changing, primarily under the impact of digital technologies. Its purpose is to help educators, policy-makers, and the public think about the future of teaching, learning, research, and institutions.
Every month FTTE aggregates recent developments, checking them against previously-identified trendlines. As certain trends build in support and significance, the report recommends watching them for future impact. FTTE also notes trends which appear to be declining in significance.