Just got my course feedback. My students hated my online classes They really wanted me on Blackboard, I wish they knew how much of their data got sucked up. More importantly I want them to understand why they need to #ownyourdata #digped
My student feedback (n <50% of class hated my open pedagogy approach. Feedback was students overwhelmingly wanted back into the LMS.
Yet people still felt it too hard to move around. I embedded an RSS feed, created specific feeds for class updates that fed right onto the homepages and recorded videos all openly availlable on
The cognitive load of learnign course content, learning how to use a blogging platform, navigating RSS feeds, and learning how to learn can be too much for students
Also their lives demand it. My average @scsu student doesn't plan summer and spring break. they pick up extra shifts, at both their jobs, while taking care of family and choosing diaper or rent. Plug in play equals survival
Tech fluency and the ability to be open and private is steeped in privilege
In fact I have been working so hard to model new assessment I rolled out and invented webmention badges with the help of a few folks: bit.ly/2ZrstlD
All my students want number grades, frequently and often. I need to make my ungrading policy more clear
A primary goal of #edu407 is is to be inclusive to our community of readers and writers, with the most varied and diverse backgrounds possible. As such, we are committed to providing a friendly, safe and welcoming environment for all, regardless of gender, sexual orientation, ability, ethnicity, socioeconomic status, and religion (or lack thereof).
From our earliest iterations I moved on to including a code of conduct in our #openpedagogy classes
You interact with this class from your own domain where you publish your data. This might be a blogger account, a wix page, or a WordPress blog but this LMS can't collect your data. You have the right to delete your data at any time.
I actually contrained platform choice by saying I would only provide technical support for WordPress. Privacy and Open are hard and the more platform choice you give the harder it is for the instructor to teach students how to be both private and open
Think about each other when sharing information. Critical feedback helps us grow but keep that to our private stream. Use our public comments on each others blogs to encourage growth of the learner and the community.
If you are a student in my class I will always file for IRB (institutional Review Board)even if you choose to publish much of your data in the open. I will never know if you agreed to be in a study until after grades are submitted.
Even if your data is technically public I will always ask for approval before direct quoting or including any artifact you make in class as part of a study
By definition students are a more vulnerable population. While I received an exemption every time I always file an IRB. I never know who is in the study until after grades are submitted
7. No Notification Policy
When in class I would never ask you not to have a laptop or cell phone. That contains way more computing power than we took to the moon. I do ask for attention. So do a lot of companies who drill into your brain through notifications.
This is new. I want students to understand that being connected and hyper connected are not the same thing. You can be present when building a web presence
You are expressively forbidden to complete any activity or interact with any other person in this class while operating a vehicle. Doing so puts others at risks and therefore falls under unacceptable behavior. Plus its illegal (in Connecticut), so there is that too.
I had to add a no driving policy. While I always try to be positive and not write CoCs in the negative I wanted to be explicit after a number of students noted working on class during their drive commute
This Code of Conduct is distributed under a Creative Commons Attribution-ShareAlike license. Portions of text derived from the Django Code of Conduct and the Geek Feminism Anti-Harassment Policy. Retrieved on November 22, 2016 from http://
This is a remix of the Glitch CoC, which is itself a remix
IUSE: EHR also seeks to support projects that have high potential for broader societal impacts, including improved diversity of students and instructors participating in STEM education, professional development for instructors to ensure adoption of new and effective pedagogical techniques that meet the changing needs of students
This is the long term goal of the project. You can see it hashed out here: Though it went through some revisions as I shopped ideas to RFP's going back to the original focus on teacher prep.
$300k a small budget as well can't get lost in the larger narrative of what I want to scale up to. Going to have to rethink the overall structure of the story into a much more focused lens.
For all the above objectives, the National Science Foundation invests primarily in evidence-based and evidence-generating approaches to understand and improve STEM learning and learning environments
go read past studies for methods used. Not much room for instrumentation and plus I am more interested in studying the spaces we create for sources of evidence
Going to go for the institutional track.
design and study innovative learning opportunities, including cyber-learning;
create, implement, and test program, curricular, course, and technology-driven models;
develop, implement, and test creative approaches for adoption of education research into disciplinary teaching; demonstrate effectiveness of validated practices in a variety of institutional settings; develop and validate assessments/metrics for undergraduate STEM learning and instructional practice;
and conduct fundamental research on issues of undergraduate STEM teaching and learning.
This track supports projects that use innovative approaches to increase the use of highly effective, evidence-based STEM teaching and learning, curricular, and co-curricular practices in institutions of higher education or across/within disciplinary communities. These projects may be proposed by an institution or set of institutions;
Is a public school considered an instution
For example, support from key administrative leaders, ranging from presidents and provost, to deans and department chairs, is often an important factor in affecting the development, impact, and sustainability of change efforts at the institutional level
start working on support letters
need to go look at my budget again. 300k ain't much, want to connect our teacher prep to STEM. Want to get practicing teachers into hyrbid classes.
A competitive proposal will include an evaluation plan that provides formative feedback to guide the development of the project and summative assessment of the effectiveness of the project in achieving its goals as well as expected and unexpected outcomes
think about organizing the evaluation section based on this paragraph.
Time to make the template.
Barbara J. Walker (2003) THE CULTIVATION OF STUDENT SELF- EFFICACY IN READING AND WRITING, Reading &Writing Quarterly, 19:2, 173-187, DOI: 10.1080/10573560308217
Afterall when we talk tech and web with kids we really mean #literacies
same students use cognitive and metacognitive strategies to increase their understanding. Students with low self-efficacy are much less likely to use a combination of strategies such as elaboration and relating concepts.
However, according to Schunk (2003), effective learning does not require that efficacy be extremely high— simply that it be high enough to sustain engagement in present and future tasks.
First, successful learning experiences that are somewhat challenging yet can 174 B. J. Walker be accomplished are a significant means to develop self-efficacy (Pajares, 2003).
When this happens, students’ self-efficacy increase because they believe that their effort and strategy deployment produces the success.
In agentive apprenticeship these goals can mean producing change for others while building for yourself
Teachers can make task-specific comments about student success and attribute that success to using strategies that are learnable (Schunk, 2003). Likewise, positive self-attributions after completing challenging tasks influence the self-regulating behaviors of readers and writers.
Feedback and reflection improve learning which improves efficacy which improves learning. How do feedback loops and reflection work in with agentive apprenticeship? Does doing this publicly? Openly? Privately change anything?
When faced with overly challenging tasks, low efficacious students focus on an outcome of the performance (the goal) such as grades rather than learning something (Linnenbrink & Pintrich, 2003).
Grades have so little to do with learning. In fact agentive apprenticeship may thrive best where exterior and extrninsic awards are minimized.
group (their friends) and intrinsically motivated to save face (Walker, 2000). Using another source of information for developing self-efficacy, students make social comparisons while observing others completing aca- demic tasks (Pajares, 2003);
Learning as social pressure and the desire to fit in may play in agentive apprenticeship even with those with high sefl efficacy. You can see this with tool adoption. though the studies cited were done in in school writing spaces.. Author should have looked for tangential research in third spaces or at least qualified this missing area in the acceptance rejection section of the lit review...
When students choose their books, topic, or response, they expend more effort on these activities.
I taught through "Democracy by Design." My students made a choice along a pre determined path usually to the conclusion I wanted. I Am okay with that. Teacher, student. Adult, child. Network, apprentice. Similar to Amy Burvall's focus on constraint
only seeing a few studies cited repeatedly many fromt he same theoretical lens. Agency and writing isn't my field . Going to need to dig deeper. Need to look at connected learning, should proably read up on Chip Bruce and Dewey and democratic education.