Aaron Davis

I am an Australian educator supporting the integration of technology and innovation. I have an interest in how collectively we can work to creating a better tomorrow.

Toca Boca and Digital Toys

Toca Boca and the importance of play

Toca Boca is a suite of applications that provides spaces within which to explore and play.


I often hear teachers complain that all students do on tablets is play games. This is supposedly in lieu of supposed ‘real work’. Although I would not consider myself as being a part of the anti-gamer community, I think that there are some which are more prone to consuming our attention, rather than creativity and critical thinking. (See the recent discussion associated with Coolmaths and Chromebooks) A company trying to counter this focus on consumption is Toca Boca. Started in 2010 in Sweden, Toca Boca create digital environments. The purpose is not to complete games or progress through levels, but instead work within the parameters set to participate in imaginative, open-ended play. As the Björn Jeffery explains:

I don’t think we are going to digitize all play, and it wasn’t our goal, either. It’s just a new way to play, so it has its benefits and its drawbacks. Obvious benefits are that it’s portable, so we do very well on airplanes or dinners, for that matter — situations where parents need to occupy their children. Kids get super-bored after fifteen minutes at a restaurant, whereas parents want to sit for another two hours. Bringing your Lego kit to the restaurant is a little tricky, and so maybe an iPad is more convenient. But, of course, there is also a time and a place.

Some of the different applications that I have explored with my daughters include:

  • House: Users move around a house to complete numerous chores and activities,
  • Town: Users move between a shop, police station, a house and a park. Each space includes different characters and objects to engage with.
  • Kitchen: Working between the fridge, a bench space and a cooking area, users prepare various meals. Through this process they are able to learn about how different produce changes when it is cooked, chopped and blended.
  • Car: Given a small car, users drive around within an environment that has various objects and obstacles jump over or avoid.
  • Band: There is a stage with three tiers, each with their own intensity. Each character plays a different instrument, which users can drag around the stage or they can placed on the top pedestal which allows users to control the particular instrument.
  • Hair Salon: Using a range of tools and products, including scissors, dryer, coloured spray and magic liquid which makes hair grow, users are able to create their own hair styles. Once complete, they can then create their own hairdos.
  • Fairy Tales and Tailor: Users choose clothes, apply various patterns and then accessories in the development of their own characters. They can also capture a snapshot of their finished creation.
  • Lab: Users are provided with a virtual laboratory within which to explore the elements of nature in a fun and playful way. Through a range of virtual experiments, users heat, boil, spin and cool various objects to see what happens.
  • Birthday Party & Tea Party: These apps allow users to lay out a table cloth for a party involving cake and drinks. This can be either played collaboratively or individually. Once someone has eaten or drank what have, you can then give them more. In addition to this, every so often something will spill which you need to clean up before doing anything else.
  • Builders Lab: Something of a take on Minecraft, users are given a blank space on which to build upon. There are a range of robots to help you, each offering a particular skill, whether it be creating a block, moving a block or painting the space.
  • Nature: Similar to Sim City, you are given a plot of land which you can add vegetation too, create mountains and dig out waterways. Once this is done, you can zoom in and go in search of the various flora and fauna that inhabits this created space. There is a range of objects you can collect and then feed the various animals. When you find something there is the option then to take a picture of your discovery.

In many respects these apps are about learning, they have been described as ‘digital toys for children’. This is not learning in the way that Mathletics helps with Maths, but rather applications capturing the different forms of play:

  • Active play, which is like chasing each other, playing sport, running around.
  • Make-believe play, which is imagination and role play.
  • Manipulative play, which is puzzles, construction, building, Lego, making, creating.
  • Creative play, which is arts, crafts, drawing, music.
  • Learning play, which is games and books — they are defined as learning because they are linear. They have a beginning, a middle, and an end.

This collection is continuing to grow and evolve. So what about you? Are there any open-ended applications that you or your students use? As always, comments welcome.


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Googling Libraries

The future of libraries is in research

A collection of ways Google G Suite for Education can be used in the library, including the creation of digital spaces, supporting research, organising thinking and making connections beyond the classroom.


One of the areas that the team that I work in supports is GSuite. This year we have looked to provide for some different stakeholders within school, one of which are librarians. I have written before about the future of libraries, touching on ideas of a hybrid learning space always open. Here then are some further thoughts on the ways that GSuite can support these changes:

Spaces

A significant change in recent times has been the development of virtual spaces. David White describes this intersection between the physical and digital as a coalescent space. Google provides a number of options including: Sites, Plus, Classroom and Blogger. Each application has its own set of features and affordances.

(New) Google Sites is a static website builder that allows a lot of drop and drag. It offers a number of possibilities. It is also now found within Google Drive and allows users to embed a wide range of content. One of the limitations is the ability to converse and the use of mobile platforms to create and update.

Another option is Google Plus. Like Facebook and Facebook Pages, Plus provides the means to create communities where people can meet and share. These can be both public and private. Additionally, Plus allows users to organise resources in collections.

A development over recent years has been Google Classroom. This space allows many of the features of Plus communities, but in a closed environment. A recent addition to classroom has been the ability to engage across domains.

The original Google space is Blogger. One of the original blogging platforms, Blogger allows for an open and dynamic presentation of content. This could be a shared space for different writers, a place to collect links or a space to document news and updates.

There are so many options for spaces. However, rather than choosing one or the other, sometimes the best option is combining different solutions, whether it be a Site and a G+ community or a blog and a Classroom space.

Further Reading

Research.

In an age of abundance, customised content and fake news, one of the more important roles for a library is to develop digital citizenship. For David White, this is about being an “expert at navigating content, not owning it.” A common use of libraries then is to support research and investigation. Google provides a number of tools to support this, such as:

Google has also created a range of material to support the development of research skills. This includes a Power Searching Course, Search Literacy Lesson Plans and the game-based A Google A Day

Another collection of strategies comes via Mike Caulfield and his work around fact checking. In his book Web Literacy for Student Fact Checkers, Caulfield outlines four key strategies:

  • Check for previous work: Look around to see if someone else has already fact-checked the claim or provided a synthesis of research.
  • Go upstream to the source: Go “upstream” to the source of the claim. Most web content is not original. Get to the original source to understand the trustworthiness of the information.

  • Read laterally: Read laterally.[1] Once you get to the source of a claim, read what other people say about the source (publication, author, etc.). The truth is in the network.

  • Circle back: If you get lost, or hit dead ends, or find yourself going down an increasingly confusing rabbit hole, back up and start over knowing what you know now. You’re likely to take a more informed path with different search terms and better decisions.

This book also explains how to use Google Books to track down quotes and use reverse image search to find the origin of an image.

To support these strategies, Caulfield also started a new site, Four Moves. This has been designed to provide prompts and practice to support students with the act of fact checking.

It is often stated that the best firewall is the human sitting using the computer. That is part of the reason Google developed Be Internet Awesome, a program designed to support students to be better online citizens. It is organised around five fundamentals – being smart, alert, strong, kind and brave – and mixes together a curriculum with a series of game-based activities.

It is important to note that Digital citizenship can mean many things to many people. Sometimes the best thing to do is start by defining what it means within your own content.

Further Reading

  • Google Search Presentation – Anthony Speranza provides some tricks to making the most of searching with Google.
  • Be Internet Awesome – A range of resources developed by Google to help kids be safe, confident explorers of the online world.
  • Web Literacy for Student Fact-Checkers – Mike Caulfield provides a range of strategies, tactics and tools, which, properly used, can get students closer to the truth of a statement or image.
  • Four Moves – A collection of activities to support Caulfield’s work with fact checking and digital citizenship.

Beyond Book Reports

The traditional perception of the library are rows and rows of books and with this the age old practice of standard book reports. It would be therefore easy to use technology to just reproduce this. The problem though is it fails to recognise new possibilities associted with the various features and affordances.

One possibility is to explore place using the range of geo tools. Whether it be plotting a narrative with Google Tour Builder, going on a Lit Trip with Google Earth, collating books from around the world with My Maps, exploring places with Google Cardboard or testing your knowledge with Smarty Pins.

Another potential is to use Google Forms to gather student reviews and then publish these with Awesome Tables. These reviews could even be audio or video recordings, collected using the file upload question format. Videos could even be played within a Google Slide, therefore avoiding the need to upload to YouTube.

HyperDocs provide another way of rethinking how students respond to books. They are documents which incorporate different interactive activities, usually involving a range of choice. They help provide the structure for self-determined learners. A creative activity involving hyperlinks is the making of a ‘choose your own adventure’ story. Another format to support thinking and research is the Iron Chef Lesson Plan, which involves working collaboratively to develop ideas and understanding.

Further Reading

Thinking

Libraries are often the space within a school which provides the possibility to go beyond the subject silos. In regards to curriculum, this provides the opportunity to explore other areas, such as the critical and creative thinking curriculum.

Google provides a number of ways to make our critical thinking visible. This can come in many formats, whether it be conducting brainstorms, organising ideas using graphic templates or representing understanding using infographics. For creative responses, you can make poems or digital comics. Two tools useful for working collaboratively with text and visuals are Drawings and Slides.

Gone are the days of libraries being silent spaces dedicated to independent reading and reaearch. Now they are spaces design to spark conversation and creativity. A part of this is the inclusion of makerspaces, but another change is the addition of games and a focus on collaborative problem solving. One possibility in this area is BreakoutEDU. Based on the escape room, BreakoutEDU provides a way of engaging with the wider space, but they can also be a way of developing critical thinking. An extension of this are digital BreakoutEDU experiences.

Further Reading

Connected Classroom

The move of libraries into the digital realm not only opens learning up into different spaces, but it also provides different connected opportunities outside of the school.

Hangouts Meet allows for synchronous video connections beyond the four walls of the classroom. This could include sending out an impromptu invite or scheduling an event beforehand. Whereas previously recordings had to be done using YouTube Live, users can now record with Meet and save to Drive. Virtual connections can be used to connect different classrooms, conduct virtual debates or provide an alternative point of access to classroom material.

Google provides a number ways for sharing video for asyncronius connections. This could be as simple as a presentation with Slides or content added to a blog. Another possibility often overlook is the ability to create a shared channel in YouTube. This allows multiple people to manage things and passing on content if they leave. In addition to uploading video, a channel can be used to share curated playlists of appropriate content. An important topic with the increasing influence of algorithms on what is shown on YouTube.

Further Reading


So there it is, a breakdown of some ways that Google can be incorporated into the library. One thing to be mindful of is not every application is covered by the standard collection notice. I have also excluded some that I am unsure about from educational sense, such as Google Books, as they do not seem to be available in Australia.

So what about you? Would you have structured things differently? Or maybe you have an activity that could be added? Or even a resource? As always, comments welcome or you could even write your own post and send me a webmention.


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Know Thy Limit – A Reflection on Myths and Solutions

Quote about Mythologies

This post is a reflection on the wolves introduced into Yellowstone National Park and the problems associated with focusing on supposed simple solutions


I recently came across this post from Aaron Hogan reflecting upon the reintroduction of wolves into Yellowstone National Park. I too have written about the connections between rewilding and education, discussing the possibilities of removing barriers designed to limit top-level predators. Hogan three points about the impact the wolves are:

A pack had an unmistakable impact on the park.

These wolves had no idea about the scale of their impact.

The wolves can’t not have an impact on the park.

Basically, it seems that the wolves worked collaboratively to make a difference. That seems pretty fair. The only problem is that, as with most things, the reality of the wolves is so much more complicated.

In an article in the New York Times, Arthur Middleton unpacks the great American myth surrounding the wolves in Yellowstone. He believes far too much has been invested in the role the wolves have had.

We now know that elk are tougher, and Yellowstone more complex, than we gave them credit for. By retelling the same old story about Yellowstone wolves, we distract attention from bigger problems, mislead ourselves about the true challenges of managing ecosystems, and add to the mythology surrounding wolves at the expense of scientific understanding.

Middleton instead seeks to paint a more complicated picture:

A few small patches of Yellowstone’s trees do appear to have benefited from elk declines, but wolves are not the only cause of those declines. Human hunting, growing bear numbers and severe drought have also reduced elk populations. It even appears that the loss of cutthroat trout as a food source has driven grizzly bears to kill more elk calves. Amid this clutter of ecology, there is not a clear link from wolves to plants, songbirds and beavers.

I think that this same concerns could also be raised in regards to education.

Hogan makes the point that:

A pack had an unmistakable impact on the park.

It is often assumed that doing things together makes a difference. The problem with this is that it is not the doing things together which makes the difference, rather it is what is done and how. As Alma Harris states in Distributed Leadership Matters:

Too much of what passes for professional collaboration equates with loose or unfocused professional groupings, partnerships, or networks.

Take a simple example, holding a meeting with two or twenty will make no difference if those in the group are not adequately given the opportunity to add their voice, where instead only one person speaks the whole time. In some ways this touches on John Hattie’s argument that class size has little impact if it is not also attached with a change in pedagogy.

This then leads to a second point, that Of change. Hogan states that:

The wolves can’t not have an impact on the park.

However, what is overlooked is everything else that can have an impact as well. Here I am reminded of Pernille Ripp’s recent reflection on reading programs. Too often, like the wolves, they are seen as the solution, a point made all too clear in a recent EdTech survey. However, as Ripp highlights, they are only one part of a bigger puzzle. This is something made clearer using the Modern Learning Canvas:

Using this sort of framework means that there is nothing outside of context. Everything is a part of the assemblage, as Ian Guest recently highlighted:

Bringing a sociomaterial sensibility built on actor-network theory to this study positions me in a particular way. This eschews the notion of a pre-existent reality ‘out-there’ waiting for the knowing subject to discover and explain it. Nor is reality constructed by the distant researcher through a set of discursive practices. Instead, reality is performative, brought into being as a result of the relationships which form and reform when actors, both human and nonhuman, intra-act. As a researcher of and with teachers using Twitter then, I am entangled with a heterogenous mix of educators, software platforms, digital devices, terms of service, time zones, screens, hashtags and notifications. What emerges from the study depends on the knowledge practices which are brought to bear, but these do not solely involve a researcher, research participants and standard qualitative methods, but also an eclectic mix of other nonhuman actors. Together their relational performances constitute ‘methods assemblage’ (Law, 2004), where different realities become enacted depending on the actors which participate. One implication might be that this should not be statement of my positionality, but of ours.

This sphere of influence includes both humans and non-humans in an interconnected web of influence. Therefore, everything has an influence and to isolate one part will always be problematic.


Reading the work of people like Benjamin Doxtdator, Naomi Barnes, Ben Williamson, Jon Andrews, Audrey Watters and Maha Bali has taught me the importance of being critical. I am not saying that teachers do not have an impact or that collaboration does not have the potential of being positive, but it is difficult to separate these things from the wider context. In some respects, Middleton’s post left me wondering what impact Yellowstone itself has had on the wolves? As Yellowstone can’t not have an impact, right?

As always, comments welcome and webmentions too.


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Hidden in the Code

A quote about URLs from Tom Woodward

This is a collection of code that I often turn to when working with WordPress


Every time that I feel comfortable with my level of knowledge associated with WordPress, there is a problem that leads me to discover a particular attribute that I don’t know how I lived without. This time it is the code seemingly obfuscated beyond the WYSIWIG editor and the dashboard.

For some this code is about command line, while others it is about the bashing out the building blocks. My interest here is the everyday code, the little snippets that find there way in here or there while I work with WordPress, many of which have come from wandering through Chris Aldrich’s commonplace blog:

Webmentions

Webmentions are the building block for conversations across the web. However, with WordPress, they often get caught in moderation and/or flagged as spam by Akismet and other spam filter plugins. To prevent this, you can add this PHP snippet to your theme’s functions.php file:

function unspam_webmentions($approved, $commentdata) { return $commentdata['comment_type'] == 'webmention' ? 1 : $approved; } add_filter('pre_comment_approved', 'unspam_webmentions', '99', 2);

Alan Levine has documented the process of creating a child theme, which is useful when customising the code, while Gregor Morrill has developed code to approve webmentions from domains previously approved.

Microformats

Microformats is a data format built upon adopted standards and prior developments. There are a number of specifications, which can be manually added within the existing HTML. It provides the foundation for software to automatically process information. People like [David

Shanske](https://github.com/dshanske/twentysixteen-indieweb) and Matthias Pfefferle have developed plugins and themes to mark-up content in the backend. You can also use this site to check the microformats on your site, while for a more extensive introduction, listen to Tantek Çelik on the future of web apps.

Two microformats I have worked with are comments and rel=me.

Comment

Although the appropriate microformats are usually built into the Webmentions plugin. The plugin for theaded comments can be a bit more tempremental. [Chris Aldrich](http://boffosocko.com/2017/12/15/threaded-replies-with-webmentions-in-wordpress/] recommends manually adding the reply class and URL just to make sure:

 <a class="u-in-reply-to" href="http://www.example.com"></a>

I have come to do this out of habit for replies now.

Rel-me

Another microformat incorperated into many Indieweb sites is Rel-me. It is used to consolidate identity, as well as domain sign in.

<ul> <li><a href="https://twitter.com/aaronpk" rel="me">@aaronpk on Twitter</a></li> <li><a href="https://github.com/aaronpk" rel="me">Github</a></li> <li><a href="https://google.com/+aaronpk" rel="me">Google</a></li> <li><a href="mailto:me@example.com" rel="me">me@example.com</a></li></ul>

Chris Aldrich has taken rel-me to its extremes by creating a page in which he records all his accounts. I have also started my own. For more on rel-me, watch Ryan Barrett’s keynote at IndieWeb Summit 2017.

Page Bookmarks

I remember coming across in plugin in Edublogs that allowed you to add a table of contents. This reminded me of the functionality in Google Docs and one of the things I noticed in both was the presence of a hashtag at the end of the URL. (Interestingly, now every heading in Google Docs has a unique identifier automatically created.) In Docs, this is something that can be added using the Bookmark feature, I wondered if the same could be done in WordPress. I discovered that within the tags, you insert ‘name=”unique-name”‘:

<a name="unique-name">Target Text</a>

This can then be used to guide readers to a specific point in your text.

Custom URLs for Post Kinds

Using the Post Kinds plugin provides a list a unique urls associated with the kinds of posts on the site. Chris Aldrich provides some guides in how to use these to create custom urls to generate a specific post screen. This can then be used to create a bookmarklet:

 http://example.com/wp-admin/post-new.php?kind=bookmark&kindurl=@url

Dariusz Kuśnierek provides some other examples of custom URLs, which help in U deratamding the way urls work in general.

RSS Feeds

RSS provides a means of following a site without checking in all of the time. To access a feed to follow in WordPress, you simply add ‘/feed/’ to the end:

http://www.example.com/feed

As some feeds can contain a range of content, it is possible to hone down to particular categories by adding ‘?cat=[category id]’ to the end.

http://www.example.com/feed?cat=[category id]

This can be useful if you only want to follow a specific subject or area.

Taking this a step further, you can also produce an RSS based on Post Kinds. Although not all blogs use these, for those that do it can be a useful demarcation. Similar to categories, you add ‘?kind=type’ to the end of the feed.

http://www.example.com/feed/?kind=bookmark 

For more on RSS feeds, see this post from Chris Aldrich.

OPML

Where as RSS is used for a single feed, OPML allows a user to aggregate. I have written about them before. It is possible to store an OPML in WordPress. To access this you add the append ‘/wp-links-opml.php’ to the end.

http://www.example.com/wp-links-opml.php

In addition to this, Chris Aldrich has documented how to split a file into categories:

?link_cat=[category id]

I have yet to categorise my links, however Aldrich provides an extensive example.


So what about you? What little bits of code do you use? As always, comments welcome.


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A Kind of Emoji

The power of emojis is in helping us think differently

A reflection on using emojis as a way to provide visual information about blog posts.


I have dived into my latest #IndieWeb venture of saving links on my own site. I thought that I would simply use the Bookmark post kind to save my links, but I soon realised not every link needed some form of commentary and/or extended quotations. For those where the link and quote/summary was enough, I started labelling as a Like. There were also some links where I would write a Reply to the author. With all these additions, the different kinds of writing were lost in my stream. I was beginning to understand why Chris Aldrich’s site starts with a static page, which guides readers to the different kinds of writing. I was not yet interested in going down the static path, I therefore had to think of some other solution to differentiate between the different content I was adding to the site. After some initial exploration of beginning each title with the kind, I turned to the emoji.

I came upon the use of emojis in the work of John Johnston, who added them to some of his posts to provide additional information. I think this may be something built into the Micro.Blogs platform. In addition, I like the way that Audrey Watters uses icons to break up information in her Weekly News posts. There has also been a lot written about the use of emojis to define Google Drive folders. Although most of the emojis I use correspond with the post kinds, there are times when I use them to add more nuance for particular tags and categories. Here is a list of my emojis so far:

As this is a new iteration, I still have a bit of work going back through my posts adding emojis to other kinds and categories, such as events and mentions.

Beyond the visual, the addition of emojis has had a few interesting side-effects. When I POSSE to Diigo, I have discovered that the title is left blank. My workaround has been to manually create the title for Diigo using the Social Network Auto-Poster (SNAP) plugin. There is no issue with other spaces, such as Twitter, where the emoji is happily embedded.

Another issue is the permalink. Most options involve adding the name of the post to the end of the URL, this includes emojis. For some reasons, this creates issues with sending webmentions. The answer seems to be to manually ping the site using the post ID or manually edit the permalink before posting to remove the emoji.

I remember Eric Curts mentioning problems with some emojis:

Emojis appear differently on different operating systems. Because of this, the images may not look the same on every device. If you are using any modern computer or device (Chromebook, Android, iOS, Mac OS, Windows), the emojis should display well. However if you are using an older version of Windows earlier than Windows 8.1, the emojis do not appear in color and many may be missing.

Maybe the issues are associated with this?

So what about you? Do you use any methods for breaking up content within your spaces? Or maybe you use emojis in some other way? As always, comments welcome and webmentions too.



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Reclaiming My Bookmarks

Bookmarks as a part of serendipity

A reflection on using my own blog to reclaim my bookmarks and then syndicate them to other sites, such as Twitter and Diigo.


My one word this year is intent. For me this means many things, one of which is to consider my digital presence. In a post reflecting on Mark Zuckerberg’s attempts to fix Facebook, Doc Searls says that one of the lessons learnt is that we all live digital lives now:

So let’s at least try to look below what big companies, Trump and other dancing figures in the digital world are doing, and try to look at the floor they’re dancing on—and the ground under it. That ground is new and unlike anything that precedes it in human experience. Nothing matters more than at least trying to understand it.

For me, a part of ‘understanding it’ is in reclaiming some of the processes that have been outsourced to third-party platforms. This does not always mean leaving silos completely, but rather not being dependent on them so that if the door shuts or the terms of use change, there is no concern in having to leave. See for example the recent announcement that Storify is shutting down. One recent attempt I have been tinkering with is an effort to reclaim my bookmarks.


Capturing the Web with Radio3

I have been using Diigo for quite a few years. My workflow has gone through a number of iterations, such as emailing links to batch processing favourited sites. This has largely been dependent on my mobile operating system. For example, I have found the Android Diigo app a lot easier to share to than iOS. (Things may have since changed though). My frustration though was that I was completing a number of steps separately.

After exploring the features and affordances of Google+, I came upon Dave Winer’s Radio3 Linkblog, which allows you to push links out to various platforms, whilst also maintaining your own RSS. It involves selecting a site or quote and clicking on the bookmarklet to generate the short post. The creation of a separate feed provides the means to automate processes with IFTTT. This includes saving links to Diigo.

The problem I have with this process is that although I have an archive of my tweets and links via Diigo, I am dependent on these platforms for maintaining an archive of my linkblog. I trialed using an IFTTT recipe to create a weekly digest as well as the built in option to Diigo, however I was not satisfied with any of these solutions. One problem I faced was the inconsistency of the RSS feed produced by Radio3.

I have found that if I save a link with the bookmarklet without selecting any text, there would be no title included in the feed, even if I added or adjusted the description included in the textbox. Whereas, if I highlighted a chunk of text, the title is added. I guess the workaround would be to select the heading if there is nothing specific I wish to highlight? This seems a strange thing to complain about in regards to one of the forefathers to RSS and probably shows a lack of awareness on my behalf for how Radio3 works.

Another frustration with using Radio3 to send links to Diigo is that I really like capturing quotes when I save links. This is something that I have done for a while and one of the reasons that I like Radio3. I could not figure out how to bring these into the description in Diigo consistently, let alone as annotations. I even took to annotating the quotes with the Diigo browser extension. I wonder if Zapier would do a better job, but until I fork out the money for a paid subscription I am not going to know.

In the end, I could probably make Radio3 work for me. Probably deploying a script to collect everything, as Tom Woodward does with Pinboard, but I feel that I am almost doing that manually with the creation of my newsletter. I just feel apprehensive moving forward depending upon something held together by Dave Winer’s very good will. If it were open sourced, this may be different, but it is not.


Collecting Bookmarks

The next step then in my bookmarking journey has been to test out the idea of saving links on my own site and then syndicating them elsewhere. I have been exploring various post kinds lately, however yet to tinker with bookmarks.

One of the inital challenges was how to syndicate. Like most, I had installed –Jetpack and used that to publicise to various social media sites. This is a relatively easy process where you activate the various connections by giving permissions. However, Jetpack is limited in what sites it supports. There is no option to connect with Diigo.

I therefore installed the Social Network Austo-Poster (SNAP) plugin. Although I could generate a custom feed based on my bookmarks and use this with IFTTT, I would prefer to do something within my own site. One of the differences between SNAP and Jetpack is that rather than just give access you need to go through the process of generating API keys. This to me is closer to Searls’ call to understand our digital reality. Although this might seem daunting for some, the plugin provides thorough documentation to support users.

What I like about SNAP is that you can set a default structure for auto-posts, combining a number of predefined ingredients, but you can also quickly customise these when needs be. So if you want to share with a specific user or hashtag on Twitter, but not on Diigo, then you can adjust the Twitter description.

The last thing to consider with using my own site is developing a clear process for saving bookmarks. My first step was to create a bookmarklet using Chris Aldrich’s Post Kinds template. Also, I setup a process for sharing via Mobile using URL Forwarder app. This was a part of the puzzle missing with Radio3.


What Next?

I like the idea of collecting my bookmarks on my site. However, it has forced me to reflect on a number of things. One is the ability to properly syndicate to Diigo and Twitter. With Radio3, the publicised links connect to the corresponding site, whereas when I bookmark using my site, it shares the link to my post rather than the original site. This has me rethinking why I bookmark and POSSE. Maybe I do not need to share links to the original source, especially when my bookmarks have secondary information.

Another interesting feature to using my blog has been the ability to link to other sources within my descriptions. This is something that I do with my newsletter. On the other hand, I wonder if every link needs this level of detail. An answer to this maybe to utilise some other response post kinds, such as Likes and/or Favourite to support my blog as a resource.

This also leads me to wonder about the place of my Wikity blog. I really like the concept of constructing knowledge and ideas over time, however, I do not connect with other Wikity sites, one of the features Mike Caulfield built into the theme. I therefore wonder if these posts could be added as Notes or Articles, as I like having a title and in some themes the title of notes is chopped off.

Maybe rather than using Likes or combining my Wikity posts I maintain these other spaces, such as Radio3 and use them for specific purposes. Or maybe I need to dive into Known again, even if it seems that people are leaving? I think for now I might continue bookmarking with my site and see where it all goes.


So what about you? What process do you use to bookmark links for later? Has it changed over time? As always, comments welcome, especially if you have any tips or tricks that might help me on my way.



Also posted on IndieNews


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Reflecting on the Voices in the Village 2017

Comments are the power of the village

A reflection on the comments on my blog(s) that have pushed my thinking this year


So often at this time of year people publish lists of posts that received the most views, what interests me though is not the number of hits on my site, but the comments that have pushed my thinking. As Robert Schuetz explains,

Comments are like the marshmallows in Lucky Charms, the sugary goodness that adds flavor to our day. Comments turn posts into conversations.

For the last two years (2015 and 2016) I have looked back at this sugary goodness. Below then is a summary of the comments that I received in 2017. For those whose words they are, thank you. For those that I may have missed, sorry.


Context is crucial in shaping everything we do.

George Gilchrist in response to There Are Many Parts to Redefining Schools


Idt’s complicated. A topic in isolation can provide focus, yet only in isolation is artificial. Focus should maximise learning.

John Casanova in response to There Are Many Parts to Redefining Schools


I hadn’t really noticed it until now but I do use the Eisenhower Method. In my early career I worked as a clerk in an investment and I kinda flipped this idea around and called it “prioritising based on what tasks have the capacity to cause us the most amount of pain” (but in more colourful language).

Response to Getting Work Done


Glad you like Blood Meridian, and I second the idea that this one will remain indelibly burnt on my imagination. The passage of the horribles is enough to make the hair on my neck stand at attention.

Jim Groom in response to They Kept on Teaching


Switch by Dan & Chip Heath is a great choice, in my opinion. The section on motivate the elephant connects with your quote from S. Sinek above. Take a look at my ThingLink I made after reading Switch.

Dan Gallagher in response to Reading Leadership


Every conference and workshop these days seems to include, and rightfully so, discussions of flexible, engaging, physical learning spaces. We also need to spend time learning more about digital learning spaces. What makes them interactive, engaging, and impactful? You’ve introduced key elements of a new area of study, “modern geography” perhaps?

Robert Schuetz in response to V is for Visuals


Images are a part of today’s culture — so finding ways to create a visual style that resonates with people is a quick and easy way to communicate messages that resonate. In fact, without visuals, I’m not sure that you can really communicate effectively in today’s world. That raises a huge question: What are we doing to teach kids to create provocative visuals?

Bill Ferriter in response to V is for Visuals


I remember Bob Sutton’s books really impacted my work as a principal, most notably Scaling Up Excellence and Good Boss, Bad Boss… along with his other NSF edu-titled book

Lyn Hilt in response to Reading Leadership


I appreciate your response to Couros, whose original post seemed to focused on ’personal branding’ as a way of marketing the self which can close off possibilities for being an active citizen online. The idea that we should have our ’professional purposes’ first in mind when we are online leads to the relative silence of many edtech / innovation gurus on political issues (Audrey Watters has written about this), which is an ironically inauthentic use of social media.

Benjamin Doxtdator in response to Supporting Digital Identities in School


The #edublogsclub series has me wrestling with a deeper question, “do we manipulate our digital learning spaces, or do they manipulate us?” My original intent with digital V/R mapping, thank you Dave White, was to invite social interaction in the pathways of my digital footprints. What it has become is a reflection activity. Where is my education occurring? Why is it in these spaces? How is my map changing over time? Am I driving this, or is it driving me? To what degree are we responsible for our templates? The fact that I don’t know will fuel my next blog post.

Robert Schuetz in response to Supporting Digital Identities in School


The About.me page is static, and in this fast changing environment it might be more useful to consider the role of the online identity for personal and professional purposes. Many young people can not separate what happens online and the reflection of negativity or positivity on their actual identity. We see this though tragedies caused by online bullying. Perhaps the skill of discerning online content about the self is invaluable.

Raegina Taylor in response to Supporting Digital Identities in School


Your post reminded me of a challenge I see every time Couros posts about students having those three aspects of a digital identity: no matter how much we as educators may encourage this, ultimately it is up to the students to make it part of their lives. I have been blogging with my students for some years now, and when it is not a class requirement, they stop posting. I think part of this digital presence that we want students to establish – the ”residency,” as Robert Schuetz said in the recent blog post that led me here – is not always happening where we suggest. I know my students have an online presence – but it\’s on Instagram and Snapchat, not the blogsphere. Perhaps instead of dragging kids on vacation to where we think they should set up shop, we need to start following them to their preferred residences and help them turn those into sturdy, worthy places from which to venture out into the world.

Christina Smith in response to Supporting Digital Identities in School


I think transformation means a transition from one form to another, not a complete exchange. Often I see new ideas and methods taken up with little regard for what went before. That is doomed for failure. As you say, change takes time and commitment, and definitely balance. But schools need to step us into the future, not tie us to the past. Balance with one foot on the past as we stretch forward into the future.

Norah Colvin in response to Generous Orthodoxy and Educational Change


Being mindful of the consequences is so important – and I think that’s a shortcoming of Edtech generally.

Benjamin Doxtdator in response to Breaking the EdTech Machince


Google Sheets has always been an amazingly powerful tool for me but a difficult one to get lots of people to think about outside of simple number operations.

Tom Woodward in response to Tips, Tricks and Sheets


Last year I used forms embedded in a site to have staff sign up for PD sessions, then had a master sheet that pulled in data from the sheets connected to the forms. The master sheet was then embedded on the site along with the sign-up forms, so that people could refer back to see what they’d signed up for and see what others were doing. I’m not sure that anyone used it (they still just rang me to ask. Isn’t it always the way?), but I was very pleased with the elegance of the whole setup.

Eric Jensen in response to Tips, Tricks and Sheets


You have given voice to so many through your blog. So much research and insight goes into each one and the edu community is the beneficiary!

Steve Brophy in response to Towards Collective Innovation


I think as more individuals advance their learning, while sharing and connecting with other learners, the education institution must move forward.

Robert Schuetz in response to Towards Collective Innovation


You mention the use of hashtags in the context of emotions; I never thought about that! Are you saying the hashtags are used here in a similar way to emoticons? To imbue a tweet with a sense of emotion … but perhaps with more subtlety than an emoticon might? If that is the case, why do people feel the need to do that; what’s the gain or payback? And for whom?

Ian Guest in response to Did Someone Say … Hashtags


There is no doubt that I use hashtags for the “tribes” or community purpose. Your post made me think a bit about that, and I came to the realization that that’s almost the only time I use a hashtag. Thank you for your useful analysis. Now I will need to further analyze my own use. Your post makes me think I may be avoiding hashtags.

Algot Runeman in response to Did Someone Say … Hashtags


Portfolios are a cornerstone of authentic assessment. The opportunity for reflection and longitudinal tracking drives personally impactful, transferrable learning; good for students and teachers alike.

Robert Schuetz in response to Picking a Portfolio Platform


This is a helpful typology. The enabler abdicates responsibility while authoritarian limiter allows no freedom. Mentor implies cooperation.

Benjamin Doxtdator in response to What Sort of Teacher Are You?


Is there a missing dimension? Two dimensional interpretations may prove inadequate when describing our learning networks.

Robert Schuetz in response to Making an Online Learning Hub


digciz as hospitality: one with choice: one among many; one with many; one beside many; one from many; one without many. What will I choose as the “one”?

Sheri Edwards in response to Risk of Hospitality


A balance, though, might be worth considering. Use the comments you see and hear to spur your own thoughts. Take a walk while disconnected and mix the sights and sounds of nature around you with those gleaned thoughts of others. Make something new as a result.

Algot Runeman in response to Questions for Cal


I try to notice when I am told something (or read something) I don’t fully understand, and ask questions for clarification or more information. With the world now at our fingertips there is no reason to not know what we want to know.

Norah Colvin in response to Daily Habits


Do the words of Alex Pentland help to explain why collaboration is scant in education?  The ideas of natural law that teach us that humans are basically competing all the time?

Simon Kiely in response to


I would also argue that sometimes teachers who see blogging as ‘another thing’ could do away with some old habits or practices they don’t need anymore.

Kathleen Morris in response to Obstacles Associated with Blogging


Why must it be a choice? I use both for consuming information, the mobile often for acquiring media (images, video, audio). I find most writing cumbersome (sloppy on the tiny keys, and the sheer challenges of copy/paste). One tendency is to make a line between a platform for consumption (mobile) vs creation (a “real” computer), yet that’s suspect. You can certainly create a fair amount of things on a mobile device. To a point.

Alan Levine in response to Death of the Desktop Computer?


I firmly believe that no individual device is the answer for all needs – choosing the right tool for the job, that’s the key.

Heather Bailie in response to Death of the Desktop Computer?


Bosses need to understand there is greater access to information and expertise than ever before. This makes it easier to challenge the voice of authority. Today, meaningful change occurs through crowd-sourcing.

Robert Schuetz in response to My Way or the Highway?


Personal beliefs about leadership are that they are meant to inspire and empower, not be about control and power. Sadly that is not the case in every school.

Steve Brophy in response to My Way or the Highway?


Sometimes the compromise is worth it, other times it’s better to leave and see what new opportunities arise.

Sue O’Connell in response to My Way or the Highway?


Starting PD by immediate upskilling is always my preferred plan. It’s so tempting to just grab the mic though.

Jon Corippo in response to Professional Development, Awesome or Awful?


Often those presenting (like teachers who are being ‘inspected’ as they teach) feel that they need to perform & be visible.

Dr Deborah Netolicky in response to Professional Development, Awesome or Awful?


Not sure I want awe about me or the content (but this needs to be compelling) – I want awe at their own insights through workshop experiences.

Chris Munro in response to Professional Development, Awesome or Awful?


I wonder what the effect would be if PL providers/deliverers (incl academics) would be paid only after the impact of their work is seen?

Matt Esterman in response to Professional Development, Awesome or Awful?


I think there’s a fine line between inspiring an audience, sharing moonshot ideas but not making Ts feel as though those ideas are out of reach for them and their organization. Show what’s possible without frustrating.

Lyn Hilt in response to Professional Development, Awesome or Awful?


The way sheets can pull in and parse info from the web is pretty exciting as is the way the spreadsheet can be made accessible online to other web things.

John Johnston in response to Organising Data with Forms and Sheets


Although I like tinkering and making stuff I also like things that last a long time, a bit of a tug of war in my head.

John Johnston in response to Developing a Writing Workflow


I spent many years advocating blogging in schools – espoused a variety of purposes and clear outcomes. I still advocate for them but I am met with resistance from so many. An opportunity lost in my humble opinion.

Celia Coffa in response to Blogging the Digital Technologies Curriculum


Another path would be to be fancier in Google sheets and write a formula that grabs all the month’s elements with whatever HTML/markdown wrappers you want and then make that sub-page public on the web and set a cron task and php page to grab it every month and create a post.

Robert Schuetz in response to Laying the Standards for a Blogging Renaissance


A big issue is even if we wanted to train entrepreneurs the skill set is not there for teachers to direct 100+ small enterprises.

Lucas Garth in response to Learnification and the Purpose of Education


I feel (and fear) that the silos have answered the “how do I publish this on the internet?” question so effectively, for so many people, that the impetus to learn and make things — as I learned NucleusCMS — almost two decades ago, is all but gone. Discovering content management systems and weblogging, after hand coding a clunky monthly newsletter, was almost magical. I doubt that today’s “publishers” feel anything like the same satisfaction, but I get it again from the IndieWeb.

Jeremy Cherfas in response to My #IndieWeb Reflections


You’re right that the concepts used in the IndieWeb haven’t yet solidified into something that less technical users can grasp. I guess that’s what makes it fun for more technical people to play with, and yet is a frustration for those just looking for something that works.

Malcolm Blaney in response to My #IndieWeb Reflections


Today, the easier pared-down standards that are better and simpler than either of these old and and difficult specs is simply adding Microformat classes to HTML (aka P.O.S.H) to create feeds. Unless one is relying on pre-existing infrastructure like WordPress, building and maintaining RSS feed infrastructure can be difficult at best, and updates almost never occur, particularly for specifications that support new social media related feeds including replies, likes, favorites, reposts, etc. The nice part is that if one knows how to write basic html, then one can create a simple feed by hand without having to learn the mark up or specifics of RSS.

Chris Aldrich in response to Laying the Standards for a Blogging Renaissance


I wouldn’t call it “an alternative way of working on the web”, but as the original way of working on the web. True to the methods of the original web that made all this possible.

Christopher Küttner in response to My #IndieWeb Reflections


The Thermomix as ‘all-in-one’ cooking machine strikes me as an excellent example of assemblage Aaron, perhaps even a learning assemblage. It (and the various configurations), the instructions, the ingredients which go in, the food which comes out, recipes, you, your family, are completely entangled together and assemble differently when one of these actors changes … or a new one becomes involved. An allergy that emerges in a family member would change the assemblage completely. One might argue, well OK, that doesn’t change the Thermomix, but in assemblage thinking, that wouldn’t be the point. The Thermomix is not an isolated performer in the Davis household food prep, it is part of the assemblage. If wheat or dairy products had to be excluded, then the assemblage would shift to accommodate it. One might even say it learned.

Ian Guest in response to Learning Technologies


I thoroughly enjoyed this post. Although our musical tastes differ, like you, I crave the stimulation music provides. I appreciate the algorithms Google music crunches because, with Google’s help, I am constantly expanding and diversifying my playlists. Whether it’s at the gym, in my truck, or in my office, music is part of my divided attention routines. Within the last month, I have made a daily, hour-long commitment to learning how to play guitar, fingerstyle. As a result, my listening focus has shifted to pickers like Mark Knopfler, Lindsey Buckingham, Jerry Reed, and of course, Chet Atkins. I guess I am on a quest to show old dogs can learn new tricks. Thanks for the song suggestions – I’m searching Google Music now!

Robert Schuetz in response The Music of 2017 in Review, or The Year I Discovered Jack Antonoff


I think the line about bending history into a linear narrative is very apt. I always think of Ian Hunter’s work here – the school exists as it does because it is adequate to society’s ed needs.

Greg Thompson in response to Is This the End of School as we Know It?


There is plenty of invented history in education to justify arguments for apparent new-ness, to perpetuate polarisations in debates, and to sell a ‘better way’.

Deb Netolicky in response to Is This the End of School as we Know It?


Of course, technology impacts schools, but much of what schools need to be for kids is irrespective of technology. I favor a 4th option: schools adapt to new circumstances as we find out what works and what does not.

I’m not a big believer in deliberate disruption for the sake of disruption. Schools can be improved, but it’s a mistake to think that every change is evolution. We need to take care if we care about what we end up with.

Audhilly in response to Is This the End of School as we Know It?


it’s important for us to have conversations about our values and beliefs regarding school and learning. If nothing else, it helps establish some common vocabulary in the spirit of change.

Robert Schuetz in response to Why Would You? – Using Questions to Extend Understanding


So they were some of the voices that made a difference to me last year. I must admit that I did not know where to start with my other blog, particularly my conversations with Chris Aldrich. So what about you? Who were the voices in your village that changed the way you thought last year? As always, comments welcome.


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My One Word for 2018 is Intent

Maybe goals are about intent, rather than measurable outcomes

For a couple of years now, i have been moving away from the idea of listing a whole heap of goals and new year resolutions to instead focus on one word. Goals and yearly reviews are still a practice in my workplace, but I find the structure slow and somewhat stifling.

In 2016, my word was capacity. Stemming from my experience of supporting teachers, I realised that it was no good having a whole heap of ideas and ideals if those I was working with were not in a position to take them anywhere.

Developing on this, my word in 2017 was communication. I felt that one of the challenges associated with building capacity was how to actually communicate this change. This was a message that had been made clear on a number of fronts so was therefore an obvious focus.

Ever since I wrote my reflection on communication I have been struggling to think of a word for 2018. Unlike previous years, there has not been anything that stands out. This is not to say that I do not have areas to develop, but to collect these into one word is hard.

Then I read this by Seth Godin:

You can live on old habits for a while, but the future depends on investing in finding and building some new ones with (and for) your customers. Or your family. Or yourself.

The most powerful insight is that you can do it with intent. You can decide that you want some new habits, and then go get them.

I realised that my word for 2018 is intent. For me, this is about many things, including:

  • The stories I am adding to through my actions and the choices I make or are made for me. This includes the projects and ventures I participate in.
  • Outcomes being worked towards, whether it be a better web or supporting schools with technical efficiency.
  • How I reflection upon my learning. Although this blog is a part of that process, I still need to work on being more structured.

So what about you? What is your word for 2018? Are there any books or resources that you would recommend to support mine? As always, comments welcome.


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Read Write Review – Voices from the Village in 2017

Read Write Respond

Maybe there were some things that I would have changed, however considering the current state of things, I was again pretty lucky this year.

Personally, our children have continued to grow up. The youngest has progressed from learning how to climb the ladder to get on the trampoline to now utilising a range of objects to seemingly climb anything. Nothing is out reach as I learnt when she poured my coffee all over her resulting in an ambulance trip. Our eldest also had a trip to the emergency after standing on glass. It is moments like this that I am reminded how lucky I am living in Australia to have access to a quality public health system (although we do have private cover as well.) We also went on a couple of trips, including a couple of weeks in New Zealand and a weekend in Warrnambool.

At work, I saw my role change from that of a technology coach to becoming a ‘subject matter expert’. I think when you are working within an agile project you do what needs to get done. This has included:

  • Working collaboratively in the creation of a series of online modules
  • Exploring ways to automate the creation of school timetables
  • Leading the deverlopment of a biannual reporting solution with the help of Tom Halbert
  • Comparing different models for online learning hubs
  • Increase understanding data literacy

I have enjoyed the challenges associated with my job this year, however I must say that I miss working with students and teachers. Being removed from the school environment, it can be strange telling people that I am an educator.

With my learning, I presented at two EdTechTeam Summits, the National Coaching Conference and EduChange17. I was lucky enough to be invited to present on flipped learning.I also met a few more connected educators in real life, such as Darrel Branson, Alan Levine, Richard Wells and Andrea Stringer.

In regards to my writing and thinking, I would saying that there are three themes that have existed across my posts this year:

TRANSFORMATION

I have wondered a lot about the complexities and parts associated with change and transformation in Education. Whether it be the conditions that are created or the questions we ask.

WORKFLOWS

I have explored different ways of working and improving digital workflows, whether it be automating the creation of timetables and the summary of data. smartphone. I have tinkered with a better web. This included spending a month in Google+, participating in #DigCiz and exploring some of the obstacles associated with blogging. I have also developed new spaces, such as Wikity and a site for re-claiming my online presence.

APPLICATIONS

I continued to reflect on the feautres and affordances of various applications, such as Google Drawings, Google Sheets, Facebook Pages, Google’s Explore Tool, YouTube and Global2 . I also wrote some curated posts on portfolio platforms and ongoing reporting.


In regards to my newsletter, here are some of the posts that left me thinking this year:

Learning and Teaching

Establishing a culture of inquiry through inquiry – Kath Murdoch encourages teachers to begin the year with questions that can then be the start of a short inquiry, rather than the usual regimented style. For Edna Sackson this involves starting with the child. Sometimes the challenge with inquiry, as Sam Sherratt points out, is having permission.


Inquiry into Inquiry by mrkrndvs is licensed under CC BY-SA

Why I Hate Classroom Themes – Emily Fintelman reflects on classroom themes and wonders what impact they are really having on learning. She suggests that our focus should be on how spaces are structured and strategies that can be used to give students more voice.


Classroom Themes by mrkrndvs is licensed under CC BY-SA

The skill, will, and thrill of Project Based Learning – Bianca Hewes reflects on here experiences with Visible Learning and Project Based Learning. She highlights the similarities, such as a focus on stages and structure. The post finishes with a call to work together to strive for a better education for all. It is interesting reading this alongside the David Price’s analyses and a useful introduction to Project Based Learning.


PBL vs VL by mrkrndvs is licensed under CC BY-SA

Why Journalism Might Actually Be the Class of the Future – John Spencer suggests that the true makerspaces are found in creating texts, an activity best captured by journalism. To support this, Spencer provides a range of practical suggestions to turn every student into a budding journalist. This reminds me of Michael Caulfield’s writing about creating the web and connecting ideas. I wonder how it fits with the Digipo project and whether domain of one’s own is the greatest form of journalism?


Journalism by mrkrndvs is licensed under CC BY-SA

This free course can teach you music programming basics in less than an hour – Quincy Larson discusses Ableton’s free interactive music course that runs right in your browser. Having taught music a few years ago, I found this as a much more engaging method of grappling with the different principles of music in an interactive way.

If you enjoy listening to music, but don’t know much about how it all works on a structural level, this course is for you. It will teach you some of the principles at work in popular songs like Queen’s “We Will Rock You” and Björk’s “Army of Me”.

Catch the Flipgrid fever! 15+ ways to use Flipgrid in your class – Kayla Moura provides an introduction to Flipgrid, an application for visual feedback. To support this, she lists some potential uses, such as a debate, an exit ticket or a book report. In some ways it reminds me of Verso and the way that users can share and respond in a centrally managed space. The main difference is that Flipgrid is built around video.


Catch the Flipgrid Fever by mrkrndvs is licensed under CC BY-SA

Here (with 2 Years of Exhausting Photographic Detail) Is How To Write A Book – Ryan Holiday unpacks the process involved in developing a book, from the initial proposal to the published copy. This lengthy reflection is a great example of ‘showing your work’. Holiday shares a number of tips, such as recording quotes and ideas on notecards, as well as breaking the book into smaller chunks. It is a reminder of the time and effort involved in developing quality writing, something Mike Caulfield touched on.


Ryan Holiday ‘Here (with 2 Years of Exhausting Photographic Detail) Is How To Write A Book’ by mrkrndvs is licensed under CC BY-SA

Using ‘Visitors and Residents’ to visualise digital practices – David White and Alison Le Cornu have published a paper continuing their exploration of digital belonging and the problems with age-based categorisations. One interesting point made was the blur that has come to the fore between organisations and individuals. It is interesting to consider this model next to White’s work in regards to lurkers, as well as the ability to ‘return the tools’ without inadvertently leaving some sort of trace.


‘Using Visitors and Residents to visualise digital practices’ by mrkrndvs is licensed under CC BY-SA

Asking the right questions – Alice Leung unpacks a range of question types and their place in the classroom, including no hands up and higher order. I have written about questions in the past, while Warren Berger’s book A More Beautiful Question is also an interesting provocation.


Asking the Right Question by mrkrndvs is licensed under CC BY-SA

Twist Fate – The Connected Learning Alliance challenged teens to pick a classic story and create an alternate scenario through art or story where a famous hero is the villain or an infamous villain, the hero, with the finalists collated in a book. For further insight into the project, Sara Ryan and Antero Garcia provide a reflection on the some of the stories and the project.


Twist Fate @mizuko ‏ by mrkrndvs is licensed under CC BY-SA

How colonial violence came home: the ugly truth of the first world war – Pankaj Mishra pushes back on the myth that World War I was largely a white European affair, instead suggesting that it was the moment when violent imperial legacies returned home. Along with Nafeez Ahmed’s reflection on Thanksgiving, these critiques remind us of the many forgotten voices during memorial days and national celebrations. Interestingly, TripleJ have decided to move the Hottest 100 Count from Australia Day, ‘a very apprehensive day’ for the Indigenous people of Australia. This is all a part of what Quinn Norton describes as ‘speaking truth’ against racism.


How colonial violence came home: the ugly truth of the first world war by mrkrndvs is licensed under CC BY-SA

Use Maps & Mapmaking in Your ELA Classroom – Kevin Hodgson discusses the power and potential of maps in extending comprehension and representing understanding. I have written before about visualisation before, however Hodgson’s post provides a range of ideas I had not considered.


@Dogtrax on Maps by mrkrndvs is licensed under CC BY-SA

Edtech

Don’t Blame the Tools – Jose Picardo points out that blaming technology overlooks that the tool is only one part of the pedagogical canvas. I think things like SAMR can confuse the conversation. Instead, we need to start with a wider discussion of education.


‘Don’t Blame the Tools by mrkrndvs is licensed under CC BY-SA

Against Expressive Social Media – Mike Caulfield makes the case to break with our dependence on the social media generated dopamine hits to develop the type of critical collaboration needed for the future. Reflecting on his own history of the web, Caulfield suggests that we need new ways of working that challenge our collective thinking, not just confirm our biases. Along with Audrey Watters’ post on edtech in the time of Trump, these posts ask many questions to address for a different imagining of educational technology and a democratic society. It also provides a useful background to the intent beyond such tools and technology as Hypothes.is, Wikity and Smallest Federated Wiki.


Against Expressive Social Media by mrkrndvs is licensed under CC BY-SA

Dear Twitter. It’s not me, it’s you – David Hopkins reflects on some of the changes that have occurred lately within Twitter, both socially and technically. There seems to be a lot of talk around Twitter of late, whether it be around alternatives, possible changes or how it is being unbundled.


On Twitter by mrkrndvs is licensed under CC BY-SA

Reconceptualising Online Spaces To Build Digital Capacity – In notes from a webinar Naomi Barnes presented, she explores the question of integrating digital technologies. Building on the work of Marshall McLuhan, she discusses the idea of dialectics. This reminds me of Belshaw’s eight elements of digital literacies. Along with Jonathan Wylie’s presentation on good technology integration, these posts offer some alternatives to the usual reference to the SAMR model as the solution to talking about technology.


Technology by mrkrndvs is licensed under CC BY-SA

What should teachers understand about the snapchat back-channel? – Benjamin Doxtdater questions the place of Snapchat and other such backchannels in the classroom. Sachin Maharaj goes a step further to calling for it to be actively banned. For Steve Brophy, this is about waterholes. This takes me back to the question about what sort of teacher you are: limiters, enablers and mentors. However, as Bill Fitzgerald’s investigation into Edmodo demonstrates, there is also an ethical side to be considered. This was also highlighted by Twitter’s changes to privacy.


Benjamin Doxtdater ‘What should teachers understand about the snapchat back-channel?’ by mrkrndvs is licensed under CC BY-SA

A Sociology of the Smartphone – Adam Greenfield shares a portion of his new book, Radical Technologies, unpacking smartphones. In this assemblage of parts he looks at what actually makes smartphones work, the changes they have brought to our habits and the impact on our environment. On this matter, Kin Lane documents the valuable bits in a smartphone that everyone wants, Doug Belshaw discusses email and notification literacy, Aral Balkan asks who owns the data, while Mike Caulfield rues the impact smartphones have had on research. Greenfield’s essay also serves as an example of how technology can construct a ‘templated self’. This is timely with the tenth anniversary of the iPhone. In another extract from Greenfield’s book, he reflects on the internet of things.


A Sociology of the Smartphone by mrkrndvs is licensed under CC BY-SA

I Deleted All But The Last Six Months Of My Gmail – Kin Lane describes his process of taking back control of his digital bits from the algorithms. He is doing this by deleting archived data often used to develop marketing profiles. In addition to Gmail, he has documented cleaning up Facebook and Twitter. Lane and Audrey Watters also discuss this further on Episode 62 of the Contrafabulists podcast. Coming at the problem from a different perspective, the Guardian Tech Podcast discussed the new movement of platforms designed to support people in archiving their digital memories and moments.


Kin Lane ‘I Deleted All But The Last Six Months Of My Gmail’ by mrkrndvs is licensed under CC BY-SA

What Do You Want to Know about Blogging? – Silvia Rosenthal Tolisano responds to number of questions about blogging, such as how to start out in the classroom, setup precautions, develop a habit and extend your thinking beyond the simple view of blogging. Kathleen Morris’ post on why every educator should blog, Marina Rodriguez’ tips for student blogging and Doug Belshaw’s guide how to write a blog post add to this discussion.


What Do You Want to Know about Blogging? by mrkrndvs is licensed under CC BY-SA

Why RSS Still Beats Facebook and Twitter for Tracking News – David Nield provides an introduction to RSS and why it can be better than social media for consuming content. One of biggest benefits is that it is unfiltered by the stacks. Nield provides some strategies for working with RSS, such as IFTTT and feed readers. Alan Levine lifts the hood on RSS, explaining how it works and what OPML is, while Bryan Alexander states why he decided to rededicate himself to RSS reading. In the end, it comes back to Doug Belshaw’s question of curating or being curated?


RSS Still Beats FB by mrkrndvs is licensed under CC BY-SA

We Are All Using APIs – Kin Lane explains how APIs are a part of our daily existence. Although we may not be able to do APIs, we need to be aware that they are there and what that might mean. This focus on the ethical as much as the technical relates to Maha Bali’s post about adding humanity back to computer science and Ben Williamson’s call to explore the social consequences associated with coding. Providing a different take on the ‘Hour of Code’, Gary Stager explains that the epistemological benefit of programming comes over time as we build fluency.


We Are All Using APIs @APIEvangelist by mrkrndvs is licensed under CC BY-SA

Learning Machines – Ben Williamson takes a dive into machine learning. He breaks his discussion down into three key areas: algorithms, hypernudges and personalised learning. Associated with this, Williamson also wrote about wearable brainwave training. Approaching this from the perspective of automating education, Naomi Barnes provides her own thoughts and reflections.


Learning Machines by mrkrndvs is licensed under CC BY-SA

Storify Bites the Dust. If You Have WordPress, You Don’t Need Another Third Party Clown Service – Alan Levine reflects on Storify’s announcement that it will be shutting down. He provides a number of options of what to do, including downloading the HTML content and stripping the links from it. This is a reminder why #IndieWeb and owning your content is so important


Storifried by mrkrndvs is licensed under CC BY-SA

Storytelling and Reflection

Media, Technology, Politics – Data & Society: Points – In light of technology, fake news and democracy, a group of researchers led by danah boyd have applied their thinking to a range of issues with some attempt to make sense of the current state of being in the US (and the world at large).


‘Did Media Literacy Backfire? by mrkrndvs is licensed under CC BY-SA

Will the AFLW herald changing times for gay players in the men’s game? – Kate O’Halloran reflects on first openly gay AFL players and wonders whether this will bring about a change in the men’s game. I have been left wondering what other impacts that the women’s competition might have on AFL and women’s sport in Australia in general. All of the sudden women are not only playing prime time, but also getting involved off the field in areas such as commentary as experts. In a sport that has seemingly pushed women to the margins, I am left wondering what impact AFLW will have on such jocular institutions as The Footy Show? As a father of two daughters it leaves me with hope.


Changing Times by mrkrndvs is licensed under CC BY-SA

Clash Of Ideas: The Tension Of Innovation – David Culberhouse outlines the importance of tension to foster innovation. Coming back to the ‘learning well’, he highlights the importance of difference and the way in which heavily managed environments undermine this.


Clash of Ideas @dculberhouse by mrkrndvs is licensed under CC BY-SA

Collaboration – Gary Stager considers all the hype surrounding Google Docs and it’s collaborative edge. In discussing his decades of experience, he suggests that writing is selfish and collaboration should not be forced, rather it needs to be natural. Along with Peter Skillen’s reflections on technology, these posts offer a useful provocation in thinking about modern learning.


Collaboration by mrkrndvs is licensed under CC BY-SA

No Me Without Us: Reflections After the UNIR #SelfOER #OpenTuesday Webinar – Reflecting on the call in regards to OER, Maha Bali discusses some of the challenges associated with the privilege around sharing. This is a continuation of a discussion around OER as a way of being.


@BaliMaha ‘No Me Without Us’ by mrkrndvs is licensed under CC BY-SA

Tweeting and blogging: Selfish, self-serving indulgences? – Responding to Clare Narayanan and her critique of the guru teachers who spend their time at Teachmeets and on Twitter, Deb Netolicky discusses finding balance between self care, family time and service to the profession. This is a reminder that being online is a choice with consequences. Something Claire Amos touches upon. Benjamin Doxtdater also suggests, maybe our primary focus should be on self-care and private journals.

Tweeting and blogging: Selfish, self-serving indulgences? by mrkrndvs is licensed under CC BY-SA

Competition – Dale Pearce highlights three key factors involved in creating a culture of competition in Australian schools: increased funding to non-government schools, public reporting to celebrate ‘winners’ and residualisation of public education. None of these aspects have been addressed with Gonski 2.0, (although Gonski has been brought on to help identify what practice works best.) To me, this is a part of a wider conversation about education, involving issues such as managing stress, providing the appropriate support, dealing with the rise of digital abuse, working together as a system and engaging with what it actually means to be a teacher.


Competition in Education by mrkrndvs is licensed under CC BY-SA

#rawthought: On Ditching the (Dangerous) Dichotomy Between Content Knowledge and Creativity – Amy Burvall explains that the key to joining the dots is having dots to join in the first place. Reflecting on the dichotomy between creativity and critical thinking, Burvall illustrates arts dependency on knowledge and skills. The challenge is supporting students in making this learning experience stick. Deb Netolicky also discusses some of these points in here discussion of ‘21st Century Learning’, while Bill Ferriter questions what comes first.


On Ditching the (Dangerous) Dichotomy Between Content Knowledge and Creativity @amyburvall by mrkrndvs is licensed under CC BY-SA

Tackle Workload. This bandwagon actually matters – Tom Sherrington discusses the problem of workload piled on the modern teacher. He highlights a number of elements to reconsider, such as report comments and pointless assessment. Considering the problem from the perspective of the teacher, Jamie Thom advocates becoming a minimalist and cutting back. Steve Brophy suggests looking after our own wellbeing by putting on your oxygen mask first. One thing that matters is our own development.


Tackle Workload by mrkrndvs is licensed under CC BY-SA

Should men or society stop the Harvey Weinstein’s of this world – Marten Koomen explores where to now with Harvey Weinstein and the way women are treated in society. He suggests that we need a collective effort by government to develop legislation and policy. Along with Rebecca Solnit’s post on blaming women for men’s actions and Julian Stodd’s investigation of the wider cultural problem brought out in the #MeToo movement, they touch on a wider problem around gender and inequality. On the Gist podcast, Mike Pesca discusses the challenges associated with reporting such topics. Jenny Listman adds a reminder that such power is abused by regular people too.


Should men or society stop the Harvey Weinstein’s of this world @Tulip_education by mrkrndvs is licensed under CC BY-SA

Bias Thwarts Innovation – Harold Jarsche explains why gender equity is so important when fostering a culture of innovation as it provides more dots to connect. This is a clarification of an initial post Jarsche wrote about our networked future. I have touched on the importance of gender equity before. Julian Stodd also wrote a useful post that breaks innovation down into six ‘thoughts’.


Bias Thwarts Innovation by mrkrndvs is licensed under CC BY-SA

Excuse Me While I “Just” Go Innovate – Pernille Ripp pushes back on continual call to just innovate, arguing that she innovates every day when she teachers, plans and contacts home. The problem is that these things do not count as innovative in many experts eyes. Bill Ferriter adds his own take on the reality of the classroom teacher, explaining that he does not check his emails during the day, that he is responsible for a range of people and that working with children is his number one priority. It is interesting to compare this with the discussion between Will Richardson and Bruce Dixon on the Modern Learners podcast in regards to the failure of teachers to engage with learning how to learn, as well as Richardson’s call from a few years back that the system is broken. For more on Ripp’s work, read Jennifer Gonzalez’s profile.


Just Innovate by mrkrndvs is licensed under CC BY-SA

FOCUS ON … Books

I did not read as many books this year, but here those that I did:


So that was 2017 for me, what about you? Who have been the voices that have stood out for you this year? As always, comments welcome.


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Co-claiming and Gathering Together – Developing Read Write Collect

Chris Aldrich on developing a better web

A reflection on developing a site building upon the ideas of the #IndieWeb to bring together all my disparate pieces around the web in one place.


Just when I thought I had enough sites, I decided to create another one. A feed that could be used in a platform like Micro.blog. My intent this time was to create a space where I could reclaim my pieces on the web. In part I was inspired by Tom Woodward’s API driven portfolio, as well as Alan Levine’s concept of co-claiming.

I was also interested in exploring the possibility of WordPress beyond the standard post format and the implications that this has with the choice of themes. Associated with this, I wondered if there was a possibility of automating the sharing of content created elsewhere, such as videos and images.

I started the site by creating three key categories: participation, posts and creations. Each offering the potential to be broken down further.

Participation

My first step was to focus on presentations and publications. This involved transferring my various slides, resources and publications from a single page on my main blog to separate posts. The focus on one page worked in the beginning, but started to become busy as more and more items were added, even if I added Page Jumps.

My next step was to capture the various references and contributions on the web. Similar to what Audrey Watters does with her ‘In the News’ posts. These extracts include:

Although I am still thinking about how I could visually present all these posts to tell a clearer story, as Tom Woodward and Ian O’Byrne have done, I think splitting them into individual posts is more functional. It also means that when I present I can link to resources that might be kept on an event page, rather than continually update a particular blog post all the time.

Posts

When I started Read Write Collect, I wondered about creating a feed of all my posts, whether it be on social media, my Wikity site, contributions to other blogs and posts from this blog. I also wanted to somehow automate this process.

I started by dragging in content from sites that I was no longer using. For example, a few years ago, I created an instance of Known for shorter, incomplete thoughts and ideas. It was framed around the question of ‘what if’? I decided to import this content.

I also decided to make a copy of my two newsletters (Read Write Respond and eLearn Updates) posted in third-party sites, such as Tiny Letter and Global2. I was not sure whether to publish these or to keep them private. However, I made them public and maybe will stop using those other spaces when I have worked out a clear workflow.

In regards to other content spread around the web, such as my Diigo bookmarks and Wikity cards, I have yet to work out how I will manage these pieces. I started exploring Zapier and some built-in solutions, but have since fallen back to IFTTT. I am mindful though of depending on third-party solutions.

For the posts on this site, I have yet to find a workflow I am happy with. In part, I am unsure what Post Kind I should use – Article or Bookmark – and how I would structure each post. I guess I could close the comments and provide a summary, this is something Doug Belshaw does when sharing his DML Central articles, but I am not sure how I would do this for all my 400+ posts, especially as writing extracts has only been a new addition to my process.

It feels that the further I have dived into the site, the more my priorities changed. I began to explore other aspects of the #IndieWeb. I had installed the plugin when I set the site up, something I had done with this site and had therefore done out of habit. However, I started to wonder what else I could do. My desire to automate was replaced by an interest in control over my presence. This led me to start replying to posts from my blog. Although it can be argued that this process involves more effort, it has resulted in me being more mindful of the comments that I leave. This is something Chris Aldrich touches upon in his introduction to the IndieWeb.

Many in the IndieWeb community have found that they post more interesting and thoughtful pieces of content when they’re doing it on their own site rather than the “throw away” content they used to post to sites like Twitter. They feel a greater sense of responsibility and ownership in what they’re posting about and this can have a profound effect on the future of the internet and its level of civility.

It also touches on Audrey Watters’ call for a more ethical (and equitable) practice in her rethinking of comments:

It’s perfectly acceptable to say to someone who wants to comment on a blog post, “Respond on your own site. Link to me. But I am under no obligation to host your thoughts in my domain.”

I would like to think that as there is more take-up of the microformats standards that things like this will become more of the norm as further generations take it up.

Creations

The other pieces that I wanted to collect together were my various creations on the web, whether they be images, videos and audio. I have tinkered with posting to Flickr before with another Known instance, but gave up when it seemed to break. I think that this was as much frustration at the workflow as it was lack of perseverance. I therefore wonder about co-claiming by posting to Flickr and then collecting a weekly or even monthly summary on my own site. I know that this is something Tom Woodward does. As with my bookmarks, I am currently tinkering with IFTTT for this, but would like my own solution in the long run.

Like Flickr, I find publishing to YouTube an easier solution in regards to the few videos that I have. One of my interests was exploring the possibility to generate posts for older videos. Although IFTTT will create a post for videos just published, I was after an automated workflow that might go back through a channel and produce a post for each video. I found a plugin that said it would do it, but I have not managed to get it to do anything so am sceptical about purchasing the premium version. I also tested out posting via RSS, but this failed to embed the content.

In addition to images and video, I have been a long contributor to other people’s podcasts, but never really found the time and space to do my own. I was therefore taken by the idea of microcasting. The intent behind microcasting is that recordings are meant to be short recordings with minimal production. I have therefore taken to recording with Voxer and posting the MP3 in a post. I also syndicate this to Huffduffer so that others can listen as a podcast.


So that is my new site so far. In my next iteration, I am interested in investigating ‘Post Kinds to further to document other elements, such as what I am listening to and reading, especially in regards to long reads. This may replace my Awesome Tables, especially if they start charging. I am also interested in capturing more of my creations, such as my Instagram posts and gifs shared at Giphy. I am not sure if that constitutes a ‘commitment‘, but it is at least a start.

So what about you? What is something you are working on at the moment? Do you have any thoughts and suggestions for my new space? As always, comments welcome.


Also posted on IndieNews


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