Tomorrow at 12 PM Eastern/ 9 AM Pacific I’ll be be hosting a Connected Courses discussion that will explore the IndieWeb movement as a people-centered response to the corporate web. How do core IndieWeb principles such as owning your content, remaining better connected, and redefining control online intersect with the values of connected learning? Take a bit of time tomorrow and join myself, Mikhail Gershovich, Ben Werdmuller, Erin Jo Richey, and Simon Thomson to find out more.
I particularly love how they all underline the humanity that should and does underlie the web. This is certainly a classic for the area of IndieWeb and education. I’m not sure how I hadn’t seen this before.
[Withknown is] the posterchild of the IndieWeb.
— Jim Groom
I’ll agree that it is pretty darn awesome!
Some slight rephrasings from Ben in the video that I thought were spot on:
IndieWeb: allowing people to connect online without caring about what platforms or services they’re using.
IndieWeb puts the learner first. The LMS, which primarily serves an administrative function, should not be the center of the process.
Fleming College faculty (and anyone else who’d like to add!) are building a community patchwork of ‘chapters’ into a quasi-textbook about pedagogy for teaching & learning in college. This space is that work in progress. Each patch of the quilt/chapter of the book (let’s call it a patch book) will focus on one pedagogical skill and be completed and published by an individual faculty member. Wherever possible, we’d like to have the student perspective embedded in the work as well.
I want to hear it from them.
The Open Faculty Patchbook is an ongoing collection of stories by post-secondary educators about their teaching. It was meant to serve as a community collaboration of how-to-teach tips and tricks that can be patched together to form a sort of manual on how to teach.
A rainbow handful of carrots graces the cover of Peter Hertzmann’s new book. But, as I discovered when I spoke to Peter, you can’t judge a book by its cover. Or even, apparently, by its title: 50 Ways to Cook a Carrot. Because although all the methods (not recipes!) feature carrots in one form or another, they’re intended to offer techniques that, Peter insists, you can apply to many other vegetables, fruits, and even meat and fish.
There is, indeed, much to be learned from the book, even for an experienced cook, and I have already successfully applied one of the methods to some leeks. The UK edition of the book, published by Prospect Books, is available now, but it won’t be available in the US for a couple of months. However, Prospect kindly agreed to send a copy to one lucky winner.
Next Monday (28 October) I will pick someone at random from all of those who subscribe to Eat This Newsletter. If you’re already a subscriber, you don’t need to do anything, although I would appreciate if you spread the word and thereby diminish your own chances. If you’re not a subscriber, do sign up now, and feel free to diminish your chances too by persuading friends to sign up.
This podcast always sparks such joy for me. Sadly I love it so much that I can not just consume it in the same gourmand way I do the vast majority of the podcasts I listen to. I always feel the guilty-pleasure-need to carve out specific time to sit down and listen to it so that I can be a far more active listener than not. The worst part is that it means I’m not listening to it as frequently as I’d like. Sometimes you just can’t win.
I have to say that I whole-heartedly agree with Peter Hertzmann’s view of cooking pedagogy. It’s NEVER about the recipe, instead it’s all about the method. If you have the knowledge of the methods of cooking and know some ingredients then you’re set. Now of course when it comes to baking and a few other small sub-areas then having the proper ratios of ingredients becomes useful too. The rest is just taking the science of cooking and bring it up to the sublime level of art.
I’ve got a copy of the book on pre-order for it’s release on January 14, 2020 and based on Jeremy’s interview I suspect it’ll take up residence on the shelf right next to McGee’s On Food and Cooking and Ruhlman’s Ratio.
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.
At the June 4 meeting of the Tackling a Wicked Problem instructors group, we were asked to develop an action plan to lay out things we need to learn about and/or do between now and our next meeting on July 30. Here is my action plan.
I increasingly find myself going to write replies to people on Twitter where I accidentally end up writing an essay, so I just decided to make a quick Wordpress so I can actually be vaguely effective in expressing myself? Anyway, here's a post:https://t.co/vKnEvXC89j
Should I post this in the CPLC moodle? I don't even know my dudes. Not gonna lie, I'm 10000% more comfortable writing this stuff on Twitter bc it feels less formal & therefore doesn't have to be "organized" or "actually good" & can just sometimes end up being surprisingly useful?
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.
In his recent post criticising the Creative Commons Certificate, which I won’t comment on, Stephen Downes repeats a claim he has made before about the scalability of the connectivist approach, stating:
One of the major objectives of our original MOOCs was to enable MOOC participants to c...
1. Begin with You
Ghandi never said "Be the change..." still doesn't mean it ain't great advice. We need to be the web we want to see.1
In fact in my recent efforts into #OpenPedagogy (my approach to getting at #ProSocialWeb) I have focused on the words of another Yogi (correctly attributed)