Replied to Reply to Chris Jones on Twitter by Chris AldrichChris Aldrich (BoffoSocko)
I like @jgmac1106's general idea, but having less overhead to manage and administer appealed to me a lot. Here's some thoughts on what I ended up doing
I have developed a few sites over the years, although not as many as Greg. I have since compressed a number of these into two sites:
Read Write Respond: My main site, with my longer posts
Collect Read Write: My collection from the web
I also use my second site to POSSE.
I haven’t gone to the degree of guiding people as Chris has, but it all there hidden in the code if people want to find it.
If you have any further questions, let me know.
Replied to Focus by Colin Walker (A Personal Journey)
One of the things I want to look at (and hopefully do justice to) is how we went from dreading the home slideshows of other people's holidays to ravenous consumers of holiday snaps and more shared on social networks. The change has been nothing short of remarkable.
I remember going overseas fifteen years ago. I borrowed my parents camera. While away I had the images on the SD card transferred to CD. This was not only so I had a backup and could delete a few, but also so that I could share the actual disk with other people I was away with, as they were from a different hemisphere. Times have certainly changed.

I think that what is lost is the storytelling that is associated with the slideshows. Now we just seem to presume other people know where we have been or what we are up to.

Replied to Austin Kleon’s weekly newsletter: The means of resistance (mailchi.mp)
I really enjoyed Frederic Gros’s A Philosophy of Walking. It’s a sausagefest, though, so I might dip back into Rebecca Solnit’s Wanderlust: A History of Walking, or Keri Smith’s The Wander Society, or I might check out Lauren Elkin’s Flâneuse: Women Walk the City...
This is a great collection of books. Someone who made me think differently about walking was Will Self:

Worth a watch (or listen while walking).

Replied to Dancing in perfect stillness — Rethinking the culture of interventions in schools by José Picardo (Shooting Azimuths)
This year, at Hampshire Collegiate School, we are trialling an approach to exam interventions in Year 11 that focuses more on essential skills and less on the traditional support or revision session. To be clear, we have not eliminated support and revision sessions altogether (they may be sometimes necessary) but we are working on readdressing the balance so that we can target our support more surgically to the specific areas of need.
This is an interesting reflection José. Having taught both Primary and Secondary, I wonder about the difference between the two, especially when it comes to intervention. My experiences have involved removing students from class to work on ‘core’ literacy and numeracy skills presumably not covered in class.

I have yet to meet a teacher who is not happy for their student to be taken out for this form of intervention. However, what this ‘involvement’ means differs. One of the biggest problems I found when I taught it was everyone wants it to happen, but no one actually wanted to take any responsibility for making it meaningful. This meant there was not enough dialogue between the ‘core’ teachers and those responsible for the intervention.

This had two consequences. Firstly, I ended up spending too much time gathering my own data and observations. Secondly, this independence often led to a culture of isolation, where what was done in intervention often stayed in intervention, with limited connection back to what was actually occurring in the classroom. The only benefit of this was that I was not relying on someone else’s idea and impression.

What I learned during my time was that ‘intervention’ is always a choice. Although many schools run differing intervention programs, it does not necessarily have to be this way. For example, in Victoria the number of students in a class is not necessarily dictated by the teacher (i.e. 1 teacher = 25 students). Instead it is a complicated algorithm based on all of the teachers who ‘support students’. This includes specialists, intervention teachers and those in leadership. Schools therefore could choose to choose to scrap some of these programs to make smaller classes or as you have discussed, do it differently.

I need to note, I offer only one fractured experience that has probably changed now. However, I am no longer in that sort of role, so would not know.

Replied to Programming – The Great Game Plan! by gregmiller68 (LEARN AND LEAD)
How are systems and schools assisting teachers with their ‘game day performance’ to nurture students to develop the necessary skills and capabilities beyond core curriculum, literacy an numeracy? It seems to me that you can have the best ‘game plan’ in the world, but unless teachers know about their ‘game day performance’, the ‘game plan’ may not be worth that much!
Greg, this reminds me of previous experiences around locking down an instructional model. You have me wondering how this time could have been better utilised by teachers in reflecting upon their practice. You might be interested in this post from Mark Enser.
Replied to 🔖 Mastodon Webmention Relay by Chris AldrichChris Aldrich (Chris Aldrich | BoffoSocko)
Mastodon Webmention Relay (glitch.com) Remix this glitch. Get a Mastodon API token. Put it into .env (don't worry, it's hidden from non-collaborators). Configure UptimeRobot to hit the /check endpoint. h/t qubyte on GitHub: I made a glitch over lunch to periodically check my...
Chris, wondering if you could provide clarification on his /check endpoint. I am still learning that side of things (still haven’t dived into WebSub side of things.)
Replied to Issue #119 of the TL;DR Newsletter - rethinking the simple bare necessities. by Ian O'Byrne (mailchi.mp)
TL;DR is a summary of all the great stuff I read so you don't have to...but I encourage it. Welcome to Issue #144. The Dalai Lama reminds us that "A lack of transparency results in distrust and a deep sense of insecurity."
Thanks Ian for the mention, thinking I should have put a bit more effort into the title of my post. Doesn’t exactly roll of the tongue. Glad you found it useful. There seems to be some complaints about SNAP, but I haven’t worked out the issue yet.

I am also in the process of adding my Facebook data to my site, however I think that is definitely a case of PESOS. This is all the otherside of the DoOO discussion.

Replied to
I love Zuckerberg’s positivity. Maybe with a bit more grit and determination he might find a few more million. Really must read The Circle again.
Replied to Microcast- Back In class by john john (John's World Wide Wall Display)
Some rather belated thoughts on returning to classroom teaching.
This is an interesting reflection John. Going back into the classroom is something that I aspire to do one day, but I fear how much muscle memory I may have lost. My saving grace is that my wife is a teacher and she keeps me grounded … Or at least tries.
Replied to Virtually the same? by Matthew Esterman (Medium)
What kind of learning experience can ‘other’ realities provide that our physical realities don’t? What effects will (dramatically) reduced cost and much more prolific access to VR equipment mean for schools? What professional learning will be required for teachers, parents and students to fully utilise these kinds of technologies? How do we ensure that we don’t just create a new method of information consumption but critical thinking, collaboration and creativity?
I have written about VR before, from the perspective of Google Cardboard. Some ideas that I thought of were as a means of supporting vocabulary, real life learning, telling stories and sparking curiosity. It is an interesting space.