The way we teach math in America hurts all students, but it may be hurting girls the most.
Tag: pedagogy
Reply to Greg McVerry on Memes as Lazy Metaphors
Greg McVerry (jgregorymcverry.com)You could choose any picture in the world to represent you and you chose a meme… Day One We started off our #dailyponderances in #EDU522 thinking visually. Each person was asked to post a picture that represented how you felt. The funny memes flooded in I laughed, but I also grasped how frustrated...
As I’ve been reflecting on this further, it does dawn on me that on day one or two of the course many of us had probably just read the Schedule of Assignments/Workflow page of the course site, which also carries the title How The Sausage is Made.
Perhaps we all went to meme-speak because you had subtly primed us to go there? You could try a nice experiment when you teach this course again…
I had almost forgotten that it was not so long ago that I’d outlined how I use Hypothesis to own my own highlights and annotations on my website. For the benefit of those in Dr. McVerry’s EDU522 course, I’ve included a link to it here.
For those who would like to see some examples you can find several below:
Specific stand-alone highlight posts
Specific stand-alone annotation posts
Other posts (typically reads) which I’ve highlighted and/or otherwise annotated things
I created the stand-alone posts using customized post kinds using some custom code for the Post Kinds Plugin.
I’ll begin tagging some of these pieces with the tag “backstage” for those in the EDU522 class that wish to follow along with how I’ve built or done certain things. You can subscribe to these future posts by adding /feed/ to the end of the URL for this tag archive.
To some extent my IndieWeb Collection/Research page has a lot of these “backstage” type posts for those who are interested. As part of the IndieWeb community, I’ve been documenting how and what I’ve been doing on my site for a while, hopefully these backstage posts will help other educators follow in my path without need to blaze as much of it anew for themselves.
Backstage posts are in actuality a very IndieWeb thing:
As we discover new ways to do things, we can document the crap out of them. —IndieWeb.org
IndieWeb technology for online pedagogy
Very slick! Greg McVerry, a professor, can post all of the readings, assignments, etc. for his EDU522 online course on his own website, and I can indicate that I’ve read the pieces, watched the videos, or post my responses to assignments and other classwork (as well as to fellow classmates’ work and questions) on my own website while sending notifications via Webmention of all of the above to the original posts on their sites.
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.
📑 Launching #EDU 522 Week Zero | INTERTEXTrEVOLUTION
Greg McVerry (jgregorymcverry.com)I also think as educators we should own what we make, or at least have it released to the Commons. Copyright on teacher created materials in the public school makes little sense. Nobody wants to steal your stuff and no municipality will ever profit on sales. Give it an open license.
🔖 Timelinely
Create interactive video stories on Timelinely. Timelinely empowers people to go beyond just video.
Highlight interesting parts of a video on a timeline with interactive comments, pictures, links, maps, other videos, and more.
This tool reminds me of a somewhat more commercialized version of Jon Udell’s Clipping tools for HTML5 audio, HTML5 video, and YouTube. I wonder if this is the sort of UI that Hypothes.is might borrow? I can definitely see it being useful functionality in the classroom.
👓 My College Degree as an Open Digital Humanities Project | Mark Corbett Wilson
I’m developing a new model for adult learners so they can avoid the experience I had while trying to improve my skills at a Community College. Combining Self-Directed Learning, Computational Thinking, Digital Pedagogy, Open Education and Open Social Scholarship theories with Open Education Resourc...
This sounds to me to be a bit like an open digital commonplace book.
(I’m noticing, yet again, that Disqus is automatically marking any comments I make as spam.)
👓 Interviewing my digital domains | W. Ian O’Byrne
W. Ian O'Byrne (W. Ian O'Bryne)Alan Levine recently posted a series of questions to help others think through some of thoughts and motivations as we develop and maintain a domain of our own.
I’ve written a lot about this in the past, and I’ll try to include some links to content/posts as I respond to the prompts. This is a bit long as I get into the weeds, so consider yourself warned.
And now…let’s get to it…
Highlights, Quotes, & Marginalia
Having a domain is important to me as I research, develop, and teach.
Highlight (yellow) added on June 21, 2018 at 09:07AM
example of a domain as thinking out loud or thought spaces
blogging as thinking
This should be a space where you can create the identity that you want to have. You can write yourself into existence.
Highlight (yellow) added on June 21, 2018 at 09:43AM
I like this sentiment. Had René Descartes been born a bit later might he have said “Blogeō, ergo sum”?
Most of this work is focused on collaboration, transparency, and working/thinking in the open.
Highlight (yellow) added on June 21, 2018 at 09:44AM
The plan is to use the site to share surveys, interviews, and researcher notes.
Highlight (yellow) added on June 21, 2018 at 09:46AM
Note to self: I need to keep documenting examples of these open labs, open notebooks, etc. in the open science area.
teachers hid their Facebook accounts for fear of being fired.
Highlight (yellow) added on June 21, 2018 at 09:49AM
The sound of this to me know reminds me of the type of suppression of thought that might have occurred in the middle ages. Of course open thought and discussion is important for teachers the same way it is for every other person. However there are a few potential counterexamples where open discussion of truly abhorrent ideas can run afoul of community mores. Case in point:
- Florida public school teacher has a white nationalist podcast | Huffington Post
- Forida teacher says her racist podcast was satire | New York Times
PLN
Highlight (yellow) added on June 21, 2018 at 09:54AM
personal learning network perhaps marking it up with <abbr> tags would be useful here?
luck
Highlight (Gray) added on June 21, 2018 at 09:54AM
lucky
.A
Highlight (Gray) added on June 21, 2018 at 10:09AM
space
I feel like this culture in academia may be changing.
Highlight (yellow) added on June 21, 2018 at 10:14AM
academia is built on the premise (IMHO) of getting a good idea, parlaying that into a job and tenure, and waiting for death. I’ve had a lot of colleagues and acquaintances ask why I would bother blogging. Ask why I share all of this content online. Ask why I’m not afraid that someone is going to steal my ideas.
Highlight (yellow) added on June 21, 2018 at 10:08AM
Though all too true, this is just a painful statement for me. The entirety of our modern world is contingent upon the creation of ideas, their improvement and evolution, and their spreading. In an academic world where attribution of ideas is paramount, why wouldn’t one publish quickly and immediately on one’s own site (or anywhere else they might for that matter keeping in mind that it’s almost trivially easy to self-publish it on one’s own website nearly instantaneously)?
Early areas of science were held back by the need to communicate by handwriting letters as the primary means of communication. Books eventually came, but the research involved and even the printing process could take decades. Now the primary means of science communication is via large (often corporate owned) journals, but even this process may take a year or more of research and then a year or more to publish and get the idea out. Why not write the ideas up and put them out on your own website and collect more immediate collaborators? Funding is already in such a sorry state that generally, even an idea alone, will not get the ball rolling.
I’m reminded of the gospel song “This little light of mine” whose popular lyrics include:
“Hide it under a bushel? No! / I’m gonna let it shine” and
“Don’t let Satan blow it out, / I’m gonna let it shine”
I’m starting to worry that academia in conjunction with large corporate publishing interests are acting the role of Satan in the song which could easily be applied to ideas as well as to my little light.
Senior colleagues indicate that I should not have to balance out publishing in “traditional, peer-reviewed publications” as well as open, online spaces.
Highlight (yellow) added on June 21, 2018 at 10:14AM
Do your colleagues who read your work, annotate it, and comment on it not count as peer-review? Am I wasting my time by annotating all of this? 🙂 (I don’t think so…)
or at least they pretend
Highlight (yellow) added on June 21, 2018 at 10:15AM
I don’t think we’re pretending. I know I’m not!
PDF form
Highlight (yellow) added on June 21, 2018 at 10:17AM
Let me know when you’re done and we’ll see about helping you distribute it in .epub and .mobi formats as e-books as well.
This is due to a natural human reaction to “Google” someone before we meet them for the first time. Before we show up to teach a class, take a class, interview for a job, go on a date…we’ve been reviewed online. Other people use the trail of breadcrumbs that we’ve left behind to make judgements about us. The question/challenge is that this trail of breadcrumbs is usually incomplete, and locked up in various silos. You may have bits of your identity in Facebook or Twitter, while you have other parts locked up in Instagram, Snapchat, or LinkedIn. What do these incomplete pieces say about you? Furthermore, are they getting the entire picture of you when they uncover certain details? Can they look back to see what else you’re interested in? Can they see how you think all of these interests fit together…or they seeing the tail end of a feverish bout of sharing cat pics?
Highlight (yellow) added on June 21, 2018 at 10:29AM
I can’t help but think that doing this is a form of cultural anthropology being practiced contemporaneously. Which is more likely: someone a 100 years from now delving into my life via my personal website that aggregated everything or scholars attempting to piece it all back together from hundreds of other sites? Even with advanced AI techniques, I think the former is far more likely.
Of course I also think about what @Undine is posting about cats on Twitter or perhaps following #marginaliamonday and cats, and they’re at least taking things to a whole new level of scholarship.
Guide to highlight colors
Yellow–general highlights and highlights which don’t fit under another category below
Orange–Vocabulary word; interesting and/or rare word
Green–Reference to read
Blue–Interesting Quote
Gray–Typography Problem
Red–Example to work through
👓 EdX introduces support fee for free online courses | Inside Higher Ed
In its quest to find a sustainable business model, online course provider edX will test charging users for access to previously free content. Observers say the move was inevitable.
👓 The Theranos Story and Education Technology | Inside Higher Ed
A great new book has me thinking about ed tech.
This is an interesting and useful analogy.
In ed tech, schools are the customers, but students are the users.
This also reminds me of the market disconnect between students and their textbooks. Professors are the ones targeted for the “sale” or adoption when the actual purchasers are the students. This causes all kinds of problems in the way the textbook market works and tends to drive prices up–compared to a market in which the student directly chooses their textbook. (And the set up is not too dissimilar to how the healthcare industry works in which the patient (customer) is making a purchase of health care coverage and not actually the health care itself.
👓 Just teach my kid the <adjective> math | Medium
It is astounding to me that mathematics — of all school subjects — elicits such potent emotional reaction when “reform” is in the air…
An interesting take on the changes in math curriculum over the past few years. Takeaway, we need to think about the pedagogy we use with the public and parents as well.
👓 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).
👓 Malu Is Like A Golden Ticket | Christopher Lynn – Medium
This piece is about the fieldwork I’ve conducted the past two summers. I just wrote it the weekend before the first day of class, so, for better or worse, students heard an early draft of this story that may get published on its own somewhere or in a book some day in some form that will probably ultimately be very different than this. I wrote it because I think our work this summer epitomizes the nature of neuroanthropology as essentially biocultural, and because I think this story encapsulates much of our experience of fieldwork this summer. There may be less neuro than you’d expect here, given the course I read it to, but it’s the ethnographic prelude before we’ve finished collecting and analyzing the neuro data.
This was a long read, but utterly fascinating!
👓 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.
❤️ 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?