Bookmarked Be careful with Seesaw by Written by sherrattsam (Time Space Education)

A friend of mine returned from Canada recently having been shocked by the proliferation of home-monitoring technology since his last visit and the number of his friends and family who now engage co…

Sam Sherratt stops to consider SeeSaw and the rise of digital documentation. He raises concern about introducing things because they are possible, rather than purposeful. He provides two key questions to stop and think about:

  • When we post something on Seesaw, what are we communicating about the type of learning we value?
  • When people see what we post, what will they learn about the type of learning we value?
Liked Pedagogical Documentation: Sharing Stories of Meaning (Technology Rich Inquiry Based Research)

According to Rinaldi (2004) documentation, does not mean to collect documents after the conclusions of experiences with children but during the course of these experiences. It is not about recording memories for archiving but a way to create and maintain the relationships and the experiences. In Reggio, “we think of documentation as an act of caring, an act of love and interaction”. When I think about documentation as an act of love, Rosalba Bortolotti’s documentation of the Tomato Project stands out. The annual tradition of making tomato sauce as a way to build relationships within the community is documented in Beautiful Stuff from Nature: More Learning with Found Materials edited by Cathy Weisman Topal and Lella Gandini. Rosalba will have her documentation on display at the February 15th, 2020 event. We know that the opportunity for dialogue inspired by the documentation will be rich. Evident from these four examples, are the voices of the children as they theorize and narrate their understanding of the natural world.

Bookmarked Child-Initiated Play and Learning: Teacher-Framed Documentation and Reflection by Diane Kashin (Technology Rich Inquiry Based Research)

When photos are added there is another layer of documentation to interpret. Photos alone are not enough. Photos with interpretation of learning that includes the voices of the children should provide the teacher with enough data to reflect. The key is to be reflective and to interpret. Take initiative to go beyond making statements that the child enjoyed or had fun during the experience and consider what the child was thinking and what interested the child during the experience being recorded. What was the child curious about?

Diane Kashin highlights that documentation is not about the technology, but rather the reflection and interpretations.
Replied to During Documentation Phase: Encourage “Capturable” Thinking by Silvia Rosenthal Tolisana (langwitches)

There are three phases for the documentation OF/FOR/AS Learning process that Janet Hale and I advocate for in our book A Guide to Documenting Learning. This blog post explores a little the “During Documentation” phase and ways to encourage “capturable” thinking in our students.

I was taken by this remark Silvia:

The actual moment of documentation changes one’s perspective when one is cognizant of the task of later reflecting and sharing that same moment. One does not just glance over moments, but strategically becomes aware of documentation opportunities that later on will help tell a particular story. The eye is honed to be aware of details, filter and discern opportunities to capture learning.

It has me reflecting upon the association between documentation and flânerie . It has me wondering if ‘capturable’ is in the mind? Really should read your book.

Replied to Are Your Students Sharing and Amplifying Their Learning? by Kathleen Morris (Primary Tech)

Silvia and Janet have provided a helpful framework in their book that demonstrates degrees of amplification: sharing with oneself, sharing face to face, sharing strategically online and sharing globally

I have not gotten to Silvia and Janet’s book, although I have read a number of posts associated with it. On a side note, I recently came upon an interesting discussion associated with the idea of sharing from Adam Grant. It takes a different approach to the problem and argues that what often matters is the culture we create around sharing and sharers. The question I was left wondering is whether everyone has to share? What is the place of the elegant lurker?
Replied to Practical Documentation: What the Indieweb Needs for WordPress by Brad Brad (Brad Enslen)

What the Indieweb really needs is some practical, plain language documentation to lead end users through the forest of plugins, jargon and bailing wire setups to get the mainstream blogger to the promised land of Indieweb goodness.

I agree with you about the frustration associated with #IndieWeb. However, if there was a simple answer then I think that it would have been implemented by now. I really respect the work being doing at the moment by Chris Aldrich and Greg McVerry, I am also mindful that many of these plugins and approaches are seemingly managed by a handful of individuals. Fine there could be additional documentation, but unless more people are willing to put their hands up (myself included) then it will likely remain this way.

In regards to G+, do Google even offer the appropriate APIs to connect? For example, SNAP doesn’t provide direct link. IndieWeb is awesome, but isn’t it still dependent on third party silos. That is why it no longer works with Facebook, right?

Bookmarked Establishing a Culture of Thinking (It's About Learning)

Some simple ways to begin practicing documentation include:

  • Sharing a short video clip of documentation at the start of class or a meeting by displaying a brief clip and then asking students their thoughts about it.
  • Taking a photo of an especially powerful learning moment to revisit with students by using the classroom walls to display the documentation.
  • Jotting down a provocative or insightful quote from a student to share with the class via speech bubbles on the walls.
  • Cameron Paterson provides a useful introduction to Ron Ritchhart’s Cultures of Thinking and the notion of documentation. Along with Silvia Tolisano and Diane Kashin, I have written about Project Zero and the routines of thinking before. I was also left thinking about the power of documentation during a recent session with Amy Burvall, where we critiqued our creative thinking. However, Cameron’s post also left me wondering about the place of thinking and documentation outside of the classroom?
    Liked Sometimes They Come Back by Jim Groom (bavatuesdays)

    Documenting my work on this blog has basically defined my career. There is no way I would have remembered this assignment, no less gotten kudos from strangers more than a decade later, if I hadn’t taken the time to blog it. I am increasingly convinced that blogging is a long-term investment in your soul, and this is the most recent dividend.

    Bookmarked API Life Cycle Basics: Documentation (apievangelist.com)

    API documentation should not be static. It should always be driven from OpenAPI, JSON Schema, and other pipeline artifacts. Documentation should be part of the CI/CD build process, and published as part of an API portal life cycle as mentioned above. API documentation should exist for ALL APIs that are deployed within an organization, and used to drive conversations across development as well as business groups–making sure the details of API design are always in as plain language as possible.

    Kin Lane as the API Evangelist on the importance of documentation, this is a part of his work on API Basics