Replied to 🎧 Tom Woodward | Gettin’ Air with Terry Green | voicEd (BoffoSocko)

Join Terry Greene as he and his guests get some air time to discuss technology-enabled and open learning practices in Ontario Post-Secondary Education.

Chris, you might also like going back to an interview with Tom prior to Domains17:

Otherwise, completely agree with going back into Tom’s archives. So many great thoughts and ideas scattered in there.

Replied to Podcast discovery, Huffduffer, and listen feeds (BoffoSocko)

Do you have a listen feed I could subscribe to? Perhaps a Huffduffer account I should follow? How do you discover audio content online? 

That is a really good point about Huffduffer Chris, I had not really thought of that aspect. Personally speaking, I like the serendipity of the collection feed, even if somebody has not listened or liked a particular podcast.

I completely agree about the micropub point. I currently use Podcast Addict on Android to listen. Although it has a lot of functions I find useful, I get rather frustrated with workflow for creating listen posts. I am wondering if you have a particular workflow?

Replied to An Online Student Dashboard by gregmiller68

Any student online dashboard will need to be far more interactive than a semester report. It will need to provide more information and be far more more readily available, more often. However, 24/7 access will not be something that St Luke’s will provide. The last thing any child needs is a parent or teacher hovering over them for incremental steps that may take days or weeks to notice and record.

This sounds really interesting Greg. I really like your point about being both interactive, but also managed in regards to when information is available. My question with a dashboard is always what data? How is it structured? Is there any possibility it could be misinterpreted?

I also wonder how this fits with the idea of digital portfolios and student voice? Is it a case of who controls the data controls the learning?

Liked

Replied to

Linda, your point about rigor reminds me of the recent piece by @LydiaDenworth on the need for more nuance and research
Liked a post by Ryan BarrettRyan Barrett

Shh, don’t tell, I’m afraid some low level product manager at Twitter will discover this and “fix” lists like they “fixed” the home timeline a while back.

I have been following a list for a while in my reader and wondered about the purpose of ‘following’ other than some sort of hat tip. This reminds me of Anil Dash’s effort to start from scratch, but different.
Bookmarked Fraidycat

Fraidycat is a browser extension for Firefox or Chrome. (Just those right now – it’s brand-new, quite experimental.) I use it to follow people (hundreds) on whatever platform they choose – Twitter, a blog, YouTube, even on a public TiddlyWiki.

Along with other applications like Granary, Aperture and Indigenous, Fraidycat offers a different way of consuming the web. I just wonder about the possibility of adding OPML files, rather than links one at a time.
Liked Climate crisis stories must be human centered by Ben WerdmüllerBen Werdmüller

We live in a consumerist society where everything is presented in terms of products. So, let’s talk products. Tim Burton’s Batman was released 30 years ago. So was Indiana Jones and the Last Crusade. And, yes, Star Trek: The Next Generation is thirty-two years old. In less time than that, it could all be over.

Liked

Liked HEWN, No. 329

I’m not sure what ISTE gains by buying Edsurge, to be honest. Edsurge, for its part, gains a lifeline. Despite years and years of losing millions and millions, the publication won’t go away. Not yet at least. There’s more, some seem to believe, to squeeze out of the brand. Apparently the ed-tech industry — and ISTE is certainly part of that industry, despite being a non-profit — has determined that its storytelling function is too valuable to go away. Or perhaps it’s just cheaper for the industry to fund one marketing vehicle rather than two. And that’s an interesting determination, considering all the pronouncements that finally! the ed-tech “revolution” has arrived.

Liked The Predator That Makes Great White Sharks Flee in Fear (The Atlantic)

An orca, then, is an apex predator’s apex predator. No wonder sharks flee from them. But orcas don’t actually have to kill any great whites to drive them away. Their mere presence—and most likely their scent—is enough. Many predators have similar effects. Their sounds and smells create a “landscape of fear”—a simmering dread that changes the behavior and whereabouts of their prey. The presence of tiger sharks forces dugongs into deeper waters, where food is scarcer but cover is thicker. The mere sound of dogs can keep raccoons off a beach, changing the community of animals that lives in the tide pools.

Bookmarked Open Ed, Digital Pedagogy Lab & the Challenge of Education Conferences (Sean Michael Morris)

Sometime before her joint keynote with Chris Gilliard at Digital Pedagogy Lab 2017, Maha Bali wrote to me that, if I wanted to invite marginalized people to take the spotlight, I had to be prepared to let them change the very nature of that spotlight. The stage, the spotlight, the keynote itself, are symbols or approaches to teaching, instruction, performance, leadership that are grounded in a white supremicist, patriarchal, capitalist academic model that doesn’t just eschew the work of education done in non-white, indigenous, queer, and other communities, it is blind to them. The keynote both presumes the hegemony of the expert, and reinforces it. Asking someone who doesn’t benefit from white supremicist, patriarchal, capitalist academe to benefit from exactly that, under the auspices of generosity and representation, is just another way of centering whiteness.

In a reflection on the sudden closure of the Open Ed Conference, Sean Michael Morris explores the place and purpose of the educational conference.

I see educational conferences like Digital Pedagogy Lab (and others: HASTAC, #RealCollege, etc.) as moments in time, gathering spaces for educators and students who, on the daily, are too overwhelmed with their work, their research, the balance of teaching, learning, and personal life, their concerns for the future of education, their ongoing and sometimes relentlessly necessary inquiry into educational technology, justice and equity, that they are unable to stay in touch with the community which, while diverse in its activity and approaches, supports them. For a time, Twitter provided some reprieve and support—on hashtags like #digped and #educolor—but that platform is now too perilous for too many. So, conferences, events, gatherings, these are the places where educators can sit down, take a meal, learn together, connect, re-connect, begin or continue collaborations, and more.

He focuses particularly on aspects such as keynotes and how they perpetuate power and patriarchy. Although we may enourage different voices, unless we also allow for different practices we risk creating another means of ‘centering whiteness’. In closing, he offers some questions to consider in critically examining the notion of the educational conference:

David Wiley is right. We need to critically examine all of our assumptions about conferences. How they are run. Who leads them. What kind of learning should happen there? Why are they convened? What is the gathering meant to accomplish? What is the pedagogy for conferences now, in a landscape where keynotes should be something more than talking heads, where organizers who are white and male need to cede not just the stage but the design of events to make way for new ways of knowing, teaching, and learning? Where expertise does not win the day, but a willingness to ask does?

This all has me rethinking conferences and whether my spark talk from DigiCon16 in which I used voices to define the village simply reinstated my own power and position?