Thoughtful Storify curation = context

art critic explaining chaos theory to other art critics

–Bookmarking for future reference–

Reading through a recent EdSurge post, I came across a Storify by @mwmcneal. I particularly liked how the tweets were prefaced by the session’s topic and further discussion. Great idea to keep in mind when sharing ideas from conferences. On the flip side, you would need to carefully think about whose voices make/do not make the curation cut…

Virtual and face-to-face: working through disruptive #edtech

How can virtual [relationships, mentoring, networking…] compare to face-to-face [relationships, mentoring, networking…]

I like the thoughts about this topic that the author brings up.



I’m in the process of setting up TAGS as a personal archive of my tweets. I currently send them out via either my personal website or a Known site, so I can keep track of them on the front end so to speak. However, it does not seem that either of those options provide a easy way to corral them from a data analysis perspective. Eventually, I’d like to see about merging my Twitter archive with the TAGS sheet to see about visualization options.

Syndicating this post to Twitter, and then hopefully it will appear on the newly-created archive…


@vconnecting and #dlrn15: session archives

Video tape archive storage

Because imitation is the sincerest form of flattery (right?) when I came across AK’s recap of Virtually Connecting videos, that prompted me to follow suit. (Thanks for the idea, AK!)

Digital Learning Research Network: Oct 2015

Session: Indie EdTech: Impact, Relevance, and Growth of the Reclaim Movement with Jim Groom and Adam Croom

This time, I was a virtual participant. If you’d like to find out how to join in the conversation at upcoming conferences, check out the list of events via Virtually Connecting.

@vconnecting and #opened15: session archives

archive studies

Open Education Conference: Nov 2015

Participants: Jen Ross, Amy Collier, Viv Rolfe, Laura Gogia, Mandy Honeyman, and many others in the hangout (Popular session!)

This time, I was an onsite conference attendee (in the room, but slightly off camera). If you’d like to find out how to join in the conversation at upcoming conferences, check out the list of events via Virtually Connecting.

@vconnecting and #dlrn15: session archives, Round 2

Archive (album jacket)

Digital Learning Research Network: Oct 2015

Session: breakout discussion with Bonnie Stewart

This time, I was a virtual buddy. If you’d like to find out how to join in the conversation at upcoming conferences, check out the list of events via Virtually Connecting.

2016 adventures in reading

12x12 Challenge #3 - 3

As the close of the current year draws near, I like to reflect on my plans, goals, accomplishments…typical change of the year stuff…and start to think of a couple new challenges to add to the mix. One of the ideas I had for 2016 was to tackle my goodreads list. Each month, I will randomly pick a number and read the book on my list that corresponds with that number. So, to start the year I have the following book on hold:

jan 2016 book selection

After finishing each book, I plan to post a short reflection, which led to some exploring of POSSE options for goodreads and personal webspaces…looks like there’s a couple options either in development or that would work if one had enough tech chops to set it up…although a bit beyond my current skill level. Always something new to learn 🙂 webinar: notes and further ideas

Writing this now while it’s still fresh in my brain…

do not dump BRAINS to river.

I joined today’s Hypothes_is webinar, hosted by Jeremy Dean with several English professors who have used the tool in various ways in their courses.

Elisa Beshero-Bondar

  • Explained how her students used the tool in the course
  • Shared a short example of how a student incorporated her annotations into her final paper
  • Goal was to encourage students to think and work as scholarly editors
  • Concerns: quality control
    • alleviated through building a good research assignment and creating standards, such as using library databases

Larry Hanley

  • Used plug-in for his WP multisite class site
  • Anno-tate-a-thon (want to find out more about this…)
  • Provided students with a sense of agency
  • Built up a rich dialogue between the students
  • Headless class! (reminded me of the headless ds106 offering…)

Robin DeRosa

  • Led with an overview of in the larger context of open and why this is part of what it means to use open pedagogy
  • Showed examples of how authors could interact with students via annotations
  • Assessed peer review and reflection on class annotations
  • The rest of her slides

The questions from the other viewers were amazing…I cannot remember if they come through after a Hangout on Air is concluded, but the panelists had about ten minutes or so to respond after their prepared remarks concluded. Some of the respondents and participants mentioned student voice, agency, trolling, and the public nature of web annotations. It seems like it could be tricky to float between class audience and potential wider audience beyond the class. How to bring in the context without the class to support it?

One of the reasons I’m exploring this tool is to see how web annotations could be used in the context of ongoing training and development for student workers – to build a localized codex of information, for example. How might this function as a type of intermediary space between public-facing content (perhaps a wiki) and…something else, TBD…This may end up being part of the digital badges/ePortfolio project I’m hoping (planning) to roll out with our student workers.

Another way I would envision using this would be as part of a study group. Imagine how useful it would be to co-construct the study guide for your PhD prelims with a trusted group of peers…

Catch the recap and join the conversation: @hypothes_is

Replicable educational research?

Last week the Chronicle ran an article that discussed how a sample of psychology studies’ results could not be reproduced. While the article was focused on psychology, it spoke to something that I’ve been increasingly wondering about – the reproducible quality of higher education research about online learning.

There does not seem to be much discussion around this – perhaps as I’m now moving into the methods and focused seminar courses in my grad program this topic will come up. However, it seems that graduate students are encouraged to come up with new ideas and carve out a niche in the field. Is that one of the issues…too many niches, not enough research that leads to significant results? Many studies have been conducted with sample sizes that are too small to generalize the results, and as one of the findings, call for more research in this area. Perhaps instead of more research, the authors could challenge others to reproduce their work.

This is one of the ideas that my colleagues and I have been talking about as well, and thinking about how our group could contribute solutions to the research replicatory issues in the field of higher education online learning.  Definitely more to come…

Photo by Sukanto Debnath

DiGiWriMo planning

Blast Off Burlesque

In less than two weeks, I’ll be taking part in a new-to-me initiative: DiGiWriMo.

I have a loose idea for a digital literacy piece to complete during this month-long writing challenge, and am planning to use it as a starting block for personal and professional projects.

Also hoping some of the intrepid SAAJE members will join me…