Asking questions in conversation has become problematic. For example, try saying this out loud: “I wonder when Martin Luther King was born?” If you ask that online, a likely response is: “Just Google it!” Maybe with a snarky link: http://lmgtfy.com/?q=when was martin luther king born?
I love the idea of this… It’s very similar to helping to teach young children how to attack and solve problems in mathematics rather than simply saying follow this algorithm.
Also for math professors…
It’s threads/comments like these that make me think that using Micropub clients like Quill that allow quick and easy posting on one’s own website are so powerful. Sadly, even in a domains-centric world in which people do have their own “thought spaces“, the ease-of-use of tools like Twitter are still winning out. I suspect it’s the result of people not knowing about alternate means of quickly writing out these ideas and syndicating them to services like Twitter for additional distribution while still owning them on spaces they own and control.
I know that Greg McVerry, Aaron Davis, and I (among others) often use our websites/commonplace books for quick posts (and sometimes syndicate them to Twitter for others’ sake). We then later come back to them (and the resultant comments) and turn them into more fully fleshed out thoughts and create longer essays, articles, or blogposts like Jessica Chretien eventually did on her own website.
I wonder if it wasn’t for the nearness of time and the interaction she got from Twitter if Jessica would have otherwise eventually searched her Twitter feed and then later compiled the post she ultimately did? It’s examples like this and the prompts I have from my own website and notifications via Webmention from Twitter through Brid.gy that make me thing even more strongly that scholars really need to own even their “less formal” ideas. It’s oftentimes the small little ideas that later become linked into larger ideas that end up making bigger impacts. Sometimes the problem becomes having easy access to these little ideas.
All this is even more interesting within the frame of Jessica’s discussion of students being actively involved in their own learning. If one can collect/aggregate all their references, reading, bookmarks, comments, replies, less formal ideas, etc. on their own site where they’re easily accessed and searched, then the synthesis of them into something larger makes the learning more directly apparent.
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.
As an example, here’s an OPML file on my own website (through my following page) of all the educators I’m following who are tangentially involved in the IndieWeb movement. If you subscribe to the OPML file in Inoreader, when I update it with additional feeds, you get all the changes synced automatically.
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.
Quoted from email about "Policy change in regards to Social Media use for social learning from Centre for Innovation, Leiden University" by (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.
You can direct any questions or remarks in regards to this policy to MOOC@sea.leidenuniv.nl.
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?