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My quick thoughts, back stage, and rants as I try to Teach kids about the Web while learning how to help others build a better Web.

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Greg McVerry

Planning the first #edu106 module

#edu106 Tell Your Story2019-09-04-2019 until 2019-10-02Goal Build a website to share media you create to tell your story.Objectives: Examine the selfie as an artifact of identityExplore

3 min read

Tell Your Story
2019-09-04-2019 until 2019-10-02

Goal Build a website to share media you create to tell your story.

Objectives:
Examine the selfie as an artifact of identity
Explore learner identities and the impact this has on learning.
Explore the impact learning and education have on identitied.
Annotate a research article for descriptive statistics

Key Vocabulary:
Bell Curve, Kurtosis, Skewness, D(d)iscourses, remix, creative commons

Technology Fluency 1 stuff hit:


Activities
3 daily creates a week: http://tdc.ds106.us/

learning activities
shapes of stories
Read
    https://www.youtube.com/watch?v=oP3c1h8v2ZQ&feature=youtu.be
Write
    Think of a story you know well- a novel, a song, a TV show, and see if you can create an diagram showing the shape of that story, and annotate it as well with plot points at key points on the curve. You can do this in graphic software or sketch on a piece of paper and take a digital photo of your curve.

    Write a blog post that describes how that shape influences the effectiveness of the story and tag/label it as storyshape (see what happens with that link as more people publish their posts).
Participate
¬†¬†¬† Now that you‚Äôve considered the shape of a story, meet with a group and choose¬† other forms of communication you do might have a ‚Äúshape‚ÄĚ ‚Äď what is the shape of an email message? a syllabus? a lesson plan? a research paper? a conference presentation?

    Think about how you might apply some of the ideas from story shape to these forms of communication. Each person should blog about the communication format before you discuss the shape. Then comment back and forth on each other's post.
Selfies and Identities
Read
¬†¬†¬† ¬†Amber Case‚Äôs ‚ÄúWe Are All Cyborgs Now‚ÄĚ & Read ‚ÄúThe Selfie & and Self‚ÄĚ
     https://www.buzzfeed.com/annehelenpetersen/the-track-everything-revolution-is-here-to-improve-you-wh...
schools and identities
Read
     boyd, d. (2014). It’s Complicated: the social lives of networked teens. Yale University Press. Chapters 1 and 2.
     Donna Alvermann Reading Adolescents Reading Identities
     John Dewey: Chapter 1:The School and Social Progress
Write
    Did you have a good identity as a learner? OR Write a story about two people one who has a positive view of learning and school and one does not. Explore their backstory to explain this world view.
Participate:
    Complete threee daily creates a week.
Make Cycles
    Every week there will be something for you to create.
         4-11  Make Cycle One: Selfie
         11-18 Make Cycle Two: Build Your Website
         18-25 Make Cycle Three: Timeline
         25-2  Make Cycle Four: Customixe Your Site

Greg McVerry

Updates Outline/Notes for Agentive Apprenticeship Article

in apprenticeship learning target skills are not only continually in use by skilled practioners, but are instrumental in completing meangingful taskslearning of skills and knowledge

2 min read

in apprenticeship learning target skills are not only continually in use by skilled practioners, but are instrumental in completing meangingful tasks

learning of skills and knowledge embedded in social and functional context 456

The biggest difference between agentive apprenticships and cognitive apprenticeship is the focus on growing the network and spaces of learning rather than focusing solely on strategy use by the individual learner.



cognitive apprenticeships:
-"designed to teach the process experts use to handle complex tasks p. 457"

agentive apprenticeships
-designed to support community goals through learner growth

cogntivie apprenticeship
-learning through guided experienced

agentive appretniceship
-learning through a networked exeperience

cogntive apprenticeship
-require extensive techniques to encourage the development of self correction and monitoring skills 458

agentive apprenticeship
-these skills are encouraged, documented, and parsed using blogging and social media tools

Network Technologies and Abstracted Replay
-blogging
-chat rooms
-
Cognitive Apprenticeship was so much about how to deliver feedback. (see the tehcnical reports from Brown, Collins, Dugiuid) and to encourage metacognitive stretgy use. Even here the metacognition was usually focused on outcome driven feedback.

If you look at you can see how these feedback loops emerge.

For these we utlized Gee's Circuit of Reflective Inquiry to operationalize how feedback occurs in agentive apprenticeship.

Increasingly times this feedback is provided my non human actors. In the IndieWeb community for example participants use parsers to check to see if their websites are built correctly. In these feedback loops are strengthened with a wide network of alumni and enthusiasts who may coem across a post by  a student after it was shared by a bot.


Sequencing in Agentive Apprenticeship
Complexity
Diversity
Global before local skills

Sociology of Learning in Agentive Apprenticeship
Situated Learning
Culture of Expert Practice
Intrinsic Motivation
Exploiting Cooperation
Exploiting Competition

Outline Draft

Greg McVerry

Responses on XMCA listserv on question of Implicit and Explicit Knowledge

In reply to My convulted stream Hi Greg, This question and distinction originally interested me when I was trying to work out what intuition is. "Implicit" hides

6 min read

In reply to My convulted stream

Hi Greg,

This question and distinction originally interested me when I was trying to work out what intuition is. "Implicit" hides a variety of meanings and sense, whereas explicit is narrower in range and can be connoted with sign, and hence this aspect can be linked with Vygotsky.  To the extent that I have studied Peirce, his object and interpretant seem to have agreement too.


From wikipedia: "Tolman also promoted the concept known as latent learning first coined by Blodgett (1929)"
Polanyi (1958) referred to tacit knowledge quite extensively.  There were a number of other authors that I read contemporary with Polanyi.

P. I. Zinchenko's (1939) study on voluntary and involuntary learning gives experimental accounts of these two different methods of learning.

Best,
Huw

On the hunt

Keith Johnson, one of the professors on my MA at University of Essex,used the distinction between implicit and explicit on the one hand, and the J.R. Anderson model of DECPRO, PRODEC on the other. He didn't say anything about conditional knowledge, but from Anderson I gather it's something to do with the passive reception/active production distinction (that we Halllidayans reject). 
I never heard him use both of them together, in a matrix, so that there was implicit and explicit declarative knowledge, implicit and explicit procedural knowledge, and implicit and explicit conditional knowledge. But Keith was very GRAMMATICAL. It seems to me that if you apply it to PHONOLOGY, there isn't any reason we can't talk about implicit and explicit declarative knowledge (knowing THAT a sound is a /d/ and not a /t/ implicitly and being able to express that idea in phonological terms) and it is also possible to talk about implicit and explicit procedural knowledge (knowing HOW to distinguish them without thinking about it, and knowing HOW they are distinguished by the movements of the articulators). I don't see any reason in principle why you couldn't do the same thing with conditional knowledge either, although I'm not really sure that all these distinctions are relevant to teaching. 
All of this, and a lot more, in his 19i96 book Skill Learning and Language Teaching (Blackwell).
David KelloggSangmyung University

New Article: Han Hee Jeung & David Kellogg (2019): A story without SELF: Vygotsky’s
pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives byKorean children, Language and Education, DOI: 10.1080/09500782.2019.1582663To link to this article: https://doi.org/10.1080/09500782.2019.1582663
Some e-prints available at:https://www.tandfonline.com/eprint/KHRxrQ4n45t9N2ZHZhQK/full?target=10.1080/09500782.2019.1582663
All of this is in his 1996 book Skill Learning and Language Teaching (Blackwell). Greg,
I'm not sure about implicit *knowledge*, but the earliest studies on implicit *learning* were conducted by Arthur Reber in the 1960s. I had the good fortune of being a graduate student at CUNY Graduate Center in Developmental Psychology in the 1980s when Arthur was there as a visiting scholar. He was studying implicit learning of *grammar* by adults and children. What struck me about the phenomenon (then and now) is that subjects in experiments are unaware that they are engaged in implicit learning - and when asked to think about the task they are performing while they are learning to infer patterns implicitly, their performance deteriorates significantly. It would seem that implicit and explicit learning are activities that conflict with each other.

This info may not be at all relevant to your question, but I thought I should mention it.
Cheers,PeterI think you'd need to qualify that statement, Peter, for it to be correct.
The use of the phrase "involuntary" in P. I. Zinchenko's work pertains to "without volition" rather than "against one's volition".
Best,Huw

mike cole

Jun 14, 2019, 1:05 PM (3 days ago)
   
 

The same distinction can be found usefully in the work of Giyoo Hatano which you might find useful,Greg. A distinction is found in Wright's book on Envisioning Real Utopias between ideologyand culture.
Odd query:  Earth worms have an enormous effect on their environments and hence ours. Earth worms could not do this if they did not have "wiggle room." Would you attribute thetunnels and soil transformation of earth worms to them "having" agency? 

Also, I believe Palermo and Weiner made this distinction in the late 70s.  I would check their classic textbook on cognitive psychology (if it’s still around.)  And, Polanyi addressed these issues too.  Best, ag

 

Artin Goncu, Ph.D

Professor, Emeritus

University of Illinois at Chicago

www.artingoncu.com/

Can the earthworms consider the consequences of wiggiling this way or that and predicting the consequences of these choices or do they follow an almost programmatic biological following. If so is this agency and still learning in emodoed ways? 
I do keep a worm box those worms are more than cared for but not free? Are they missing agency?
----------I think I will disagree. Bits of explicit learning embedded into implicit events when you have explicit goals make a difference.
Meaning in the two spaces I am studying and people engage in explicit learning all the time. They need to make a gif or learn CSS. 
Yet other times folks muck about trying new things.
In each of these events people may have an overarching goal... As I type I am drawn to Dewey and Art and Experience. 
I do find embedding skills in a passion whrn I teach web development is key. Is Passion implicit learning or the most explicit imaginable?

Yes, when there is even flow, you feel entirely free, its our way or the highway. :-)And yes to dewey!

mike

Kind of why I wish I did not have to name things. Just say they "learn" then we don't cut knowledge off to the world.
I am going to try to grab thos thread and concurrent threads on Twitter and try to mix them together 
Thank you to all, All the books in thread requested through my library. 

 

Vygotsky showed in his work on child development (Problem of Age, for example) that the will is not born free all at once, and is in fact never free absolutely. Hegel gives us an extended discourse on free will in The Philosophy of Right, beginning with the transformation of the 'natural will' into the 'free will' with the creatures who use culture to control their own activity. But is takes social transformation to take the will beyond a Spinozan/Stoic resignation.

Nature-given drives and culture-given norms do not cancel freedom of will absolutely, but I think it makes no sense to talk about "agency" or freedom of the will other than actions passing through consciousness, with or without conscious awareness. But of course, if you are an Althusserian or Foucauldian, "agency" is taken in the sense of being the unwitting agent transmitting a disease, under which meaning, the earthworm has as much agency as Napoleon.

Andy

https://www.ethicalpolitics.org/ablunden/pdfs/Article_on_Teleology.pdf

Greg McVerry

Seven Steps to #ProSocialWeb

1. Begin with You Ghandi never said "Be the change..." still doesn't mean it ain't great advice. We need to be the web we want to

7 min read

1. Begin with You

Ghandi never said "Be the change..." still doesn't mean it ain't great advice. We need to be the web we want to see.1 

In fact in  my recent efforts into (my approach to getting at ) I have focused on the words of another Yogi (correctly attributed) 

Change yourself and you have done your part in the changing the the world. Every individual must change [their] own life if they want to live in a peaceful world. Paramahansa Yogananda

The web is no different. Be pro-social if you want the web to be pro-social.

I also think beginning with you in terms of learning goals strengthens the . When you have shared goals with others in your network people learn. Humanity always worked this way.

The web is no different. Constantly model learning and reflection. Ask for help when needed and offer when asked.


YOU! flickr photo by Marcy Leigh shared under a Creative Commons (BY-NC-ND) license

2. Create Innovation Systems

Recently I have focused my efforts on the idea of innovation systems. I remixed this concept remixed from those who take an ecological viewpoint of sociotechnical systems

According to Freeman (1987) Innovation Systems are ‚Äúnetworks of institutions, public or private, whose activities and interactions initiate, import, modify, and diffuse new technologies.‚ÄĚ This is usually towards a shared goal.

Massive corporate powers have quickly created market-based systems. I am not one to think these goals are diametrically opposed to (but some do) yet they are different. The goal of a corporation is the stock price. In fact in the United States it is a legal obligation for corporations to focus on profits. Sometimes, often, people suffer.

The web is no different. We need to focus on change but this change occurs at the system level only after a swelling at the agent level.


Climate Change flickr photo by garlandcannon shared under a Creative Commons (BY-SA) license

3. Use What You Build

The will only thrive when you have your own space online that you control, preferably from your own domain. The silos built for the masses and the web suffered.

I'd rather have a tent in the fields I own than rent a room is a Castle with someone else's rules....where I toil all day for someone else to profit.

Also something happens when you write from your own place. Folks are not as willing to write graffiti on their own house or shout profanities from their door step. But is more than that. People find an immersive joy in owning and shaping their own truth.

The web is no different. These tools and ways of being exist. Step one in a web is to build out your personal cyberinfrastructure. 

You will never know all the tech and we should never expect people to do the same. Instead, we want folks to know what they do not know and then how to go out and ask the right people to learn it. What Castells and Cardoza called "self programmable learners"

The web is no different. You have a goal and want to learn something just get a website or blog and start documenting the journey.

If you need help just ask us.


workshop flickr photo by martingautron.com shared under a Creative Commons (BY-NC) license

4. Keep it Purpose Driven

Find your niche and you can find your community. For many of us we hang in academic spaces or creative writing spaces ike and . Our crew, our people, our tribe.

A shared purpose unites us and this aligns with our personal goals. 

The web is no different. Network around ideas and not people.


2010113-purpose flickr photo by Chris Piascik shared under a Creative Commons (BY-NC-ND) license

5. Focus on Diversity and Inclusion

Many find controlling and owning your space online to beyond their means "in financial cost, ability, time, and confidence."

This has always been the case with literacy. I consider literacy to be one of the great equalizers in society (up there with birth control, suffrage, expanding markets, and open borders). We need to fight for basic web literacy as a human right. A means not building FOR the most vulnerable but building WITH everyone to ensure we do not recreate the past.

Silos provide both a haven and a hell for marginalized people. When the web was born people did their identity work building the web. Now, this identity work gets sold back to us.

When we claim we can not "do tech" in communities of color or expectations of owning your content do not recognize historical inequities we end up reinforcing these equities.  

We simply can not name the problem. We must actively work to solve the issue.

Yet even today the Open Source community is the whitest and most male of the tech sector. We can not fix this in the board room or through outreach. Efforts must begin in the classroom and the community. This is where always developed

The web is no different. Make the "Community the Curriculum." We must focus on web literacy across the globe. The time is now. 

This why I think the is more local than decentralized. I keep putting in grants to bring and to local schools and libraries....where we always taught literacy.


Rainbow flickr photo by Michael M Stokes shared under a Creative Commons (BY) license

6 Go gLocal

Not sure where @wiobyrne got the idea or who he lifted the meaning from but the has strong local nodes (like Antogonish) and these Local networks connect to a much bigger global one. Either with direct relationships or as allies. Go gLocal Ian says.

Creative Commons is trying this approach right now. Mozilla tried with Clubs but looked for VC like growth overnight, their more successful Reps programs and Firefox contributors, in general, reflect a gLocal approach. IndieWeb has been running camps for nine years with minimal funding.

EdCamps, as an innovation system may represent the best model. 100s of camps occur each year and 1,000s of teachers get connected

The Web is no different. Build strong local groups connected to a global movement. 


It's our world too... flickr photo by tim ellis shared under a Creative Commons (BY-NC) license

7. Post Positive 

We all struggle with what to write. The tyranny of the blank screen can drive many into the welcoming arms of social silos. Yet the simplest way to support a is to Post Positive

Be a good person. Say nice things. Document the good you and others do. The lesson we learned in preschool can still teach us much.

The web is no different.


A Balance of Healthy Words flickr photo by Carol (vanhookc) shared under a Creative Commons (BY-SA) license

1. h/t to Tantek for pointing out the misattribution of Ghandi and sending me into a months long rabbit hole into famous misquotes.

2 To read more check out the hashtags , , and  .

Syndicated to Indie News

Greg McVerry

Finding a Refuge for #ds106 and #clmooc

Educators loved Google+ networks. Early on the network created a close simulation to what an open web of writers could look like.Heck before Google Apps

6 min read

Educators loved Google+ networks. Early on the network created a close simulation to what an open web of writers could look like.Heck before Google Apps for Education was a thing we created a Google+ group "Using Google as a Free LMS."

Then as teachers, all being on boarded to Google's domination in the k12 market, turned to Blogger and Google+, and fell in love.

Everything worked, with one identity. You had a blog and when you published a post it syndicated to Google+ and when people commented on Google+ the comment was backfed to as a reply to your blog post. Coolest thing I ever saw (until webmentions). Then when people tried out WordPress a comment plugin did the same.

Our blogs became part of network. Not just link syndication with link bait titles but integration into the community.

Then you had the one button push for documents, the photographers, the voice chat, the video chat, Hangouts on Air. Everything that teachers wanted for online learning finally existed.

Until it didn't.

The unrolling started in 2015 but yesterday Google+ died....

Except for some educators. The networks on Google+  for teachers were (are?) massive. Google decided anyone with a GAFE account could stay, except many of us joined distributed communities from our private emails.

Places like and . The Google+ groups are dead but They will live on. is for life and transverses physical spaces all the time.

But where to go?

Fantasy of the Frictionless Fiend

Owning your house takes work, but you know your landlord won't kick you out. Websites ain't much different. It does take work, and like hoiuse ownership is fraught with systemic racism and bias that we must overcome.

Yet you will hear people on social media wailing how the masses will never build for themselves.People who spend too much time talking and not building.

Show me a time when that is true in history.

Honestly I read comments like these and I feel sad for folks who have that little faith in humanity. Has to stink walking around the world and thinking majority of people you see aren't willing to do the work to make the world better.

I won't accept that.

Not on the street and not on the web. A thirst for knowledge makes us humans and just becuase corporations control the taps doesn't mean we can't dig our own wells.

So yes shoveling takes work, but it beats being knee deep in the shit of social media.

An alternative to Google+ one button push and everything works isn't quite possible and I am okay with this fact.

Define success not by creating the plumbing for the world but sitting down with a friend after a days work and dipping your cup into a cool stream you two redirected together.

Easiest Approaches

Use a Splot. Alan's WordPress themes could work for a wonderful community creation tools. Nobody would have to do much but visit this site.

Install a multiuser Known instance (or any open source network). This would require people to create a username and someone would be storing the data.

Create an RSS Planet. These are easy but they are read only.

Use a social reader like https://unicyclic.com/. This allows us to create a shared reader where can add feeds and reply to post. It would work best with blogs (see below) but handles RSS fine.

Moderate Approaches

Get a shared Mastodon host. Some work to set up and I would rather have things drive from our blogs.

Encourage people to use tools. We don't need to "build" anything. It already exists. If people have websites with microformats, the metadata of the modern social web, everything would just work.

I mean just like Google+ work...well not video streaming for obvious reasons (though getting close with jitsi). Private posting isn't 100% solved yet but the stuff, the way it works is awesome

This would take a lot of work though for WordPress users. There are currently only a handful of themes that work with all the IndieWeb plugins and only one theme in the WordPress.org repository. You use a 2016 variant...so you could install iwc16 (avaiilable on GitHub).

Networked Approaches

We could go a step further and create a network of sites. Honestly the way works once you have a blog properly set up 95% of the stuff works but we can add more.

  • I am working with the https://goifoundation.org on creating an network. We could do a simlar approach. They all get a blog (everyone in clmooc already has one...or we can help).
  • We create a wiki as a shared knowledge base, long term place to file away makes and lesson plans.
  • We add a chatroom using Riot.im which is a matrix client and can connect to other chat rooms.

This realy is not that difficult to spin up. The hard part is making sure your website is optomized for the modern social web.

Micro.blog is turnkey everything just works for $5.00 a month. We have created tutorials for Blogger and WordPress.com. There are tutorials for installing WordPress and Known on Reclaim Hosting. Check out the getting started page to learn more.

Remember the Vision Jim Stole from Gardner

I follow the "Law of Groom." If Gardner Campbell had an idea good enough for Jim Groom to steal and bake into the DNA of and   reason stands that I should do the same.

While I also love it because it sounds so cheesily  dated the idea of a "personal cyberinfastructure" was always the point.

We never thought we had to build tools so our "lazy, stupid, uninterested, or too busy" level four students could use them with a press of the button. No.

The lesson was always the work is worth it.

So let's learn our lesson on the death of Google+ and not head to another silo.

Honestly even if we do nothing now if we keep blogging and just using RSS we will be fine but if we want to grab the shovels we could easily divert away from social media and carve out a cool stream.

Also on Indie News

Greg McVerry

Submitted Application for the @Mozilla Responsible Computer Science Challenge

Concept Description:   The Computer Science Department, Research Center on Computing and Society, and School of Education at Southern Connecticut State University propose this work to fund

21 min read

Concept Description:

 

The Computer Science Department, Research Center on Computing and Society, and School of Education at Southern Connecticut State University propose this work to fund the creation of a Virtual Reality recording and editing studio, with accompanying coursework on storytelling and WebVR.

Specifically, this project will fund the creation of the VR lab and openly licensed pedagogical materials other computer science departments could use to learn ethics, WebVR , or both. Through these courses students will create scalable, remixable content around issues of ethics in computer science in order to leave our program understanding of ethics as a first-design principle.

The project will proceed in two stages. The Responsible Computer Science Challenge award will fund the first stage. During the first stage we will develop the animation and WebVR lab as well as the curriculum. Successful results of this stage will lead us to seek follow up funding to design a dual-purpose Virtual Reality live recording studio while maintaining planetarium functionality.

Stage One, funded by the Responsible Computer Science Challenge, is a formative design research project that revolves around the  pedagogical goal of understanding how perspectives, history, and personality shape ethics and technology. We will develop a class cross listed in philosophy and computer science will teach digital storytelling through narratives of ethics and revise computer science classes in web design and security to include WebVR.

SCSU  is uniquely qualified for this award. Our Research Center on Computing and Society, founded and led by Terrell Ward Bynum, has explored the ethics of computer science and technology since 1988. Dr Heidi Lockwood, Professor of Philosophy, will join the project. Dr. Lisa Lancor, Professor and Chair of the Computer Science Department will serve as Principal Investigator on the Project. Dr. Greg McVerry, Assistant Professor, Curriculum and Learning, and long-time Mozilla contributor, will lead our efforts to facilitate the development of course curricula  that align our long history of exploring ethics and computer science with theories of open pedagogy.

Theoretical Principles

We draw on John Dewey and see digital literacies and ethics in computer science as necessary for efforts in democratic education. The pedagogy used will center around production-based inquiry methods. We will also encourage all participants to reflect openly on a blogging platform. We will encourage further involvement of the larger Mozilla WebVR community in the project

Why WebVR

We believe webVR has the greatest reach and impact when teaching ethics. While the cost of full virtual reality rigs and the computer to power these systems are out of reach for most of the global population, WebVR is accessible to anyone with a phone and Mozilla’s virtual reality web browser.

Open Pedagogy

Every participant will have their own website domain and a  content management system. Our theoretical underpinning is that agency and belief in oneself as a writer is essential in order to engage in the reflective thought required in ethics education. In today’s networked society (Castells & Cardozza, 2006), a new set of skills and practices have emerged, and we must design for diversity and inclusivity by acknowledging computer science has not been a safe space (boyd, 2018) (1,137 characters)

Formative Design

Collect Baseline Data

We will begin with focus group interviews with students who have completed CSC 235 Web and Database Development and ask about how they felt the class integrated lessons of technology and allowed them to develop their own space online. This class will include introductions to building A-Frame as students learn HTML.

We will also collect efficacy data about how participants feel towards storytelling. They will be asked to choose a picutre from a set and explain how the picture represents how they feel about their skill level. 

Develop Learning Interventions

We will then create and file the necessary paperwork for our new and revised courses. These courses will be designed in conjunction with our students and assigned a license that allows for . We will work with Mozillians already creating content on Glitch to develop WebVR tutorials.

Implement Interventions

We will then implement the courses and collect student feedback. The class will be open to SCSU for credit but open to global participants to play and contribute. Data will be triangulated using their blog posts and plus delta charts at multiple time points.

Analyze Data

After the first run of classes we will analyze the data to determine which factors inhibited and which factors supported our pedagogical goals.

Iterate on Learning Interventions

We will then revise the coursework and run the classes again.

Analyze Data

Finally, we will analyze  data one last time using content analysis to identify themes that brought us closer to our pedagogical goals.

 

 

 

Working Open:

 

We will open this project to the wider computer science and WebVR world. In fact, as we write this proposal, we welcome Pull Requests and issues at GitHub

Open Begins on Your Own Domain

As we develop this project, all participants will be encouraged to blog and share their reflections and learnings.  We believe working open involves not only "documenting and sharing your concept with broader audiences",  but inviting  audiences to get involved and help shape both the project and our openly networked space for learning.

To this end, all participants from the PI to each student will be given a url and a blog. We will use a social reader and technologies called to connect learners.

Open Pedagogy

The two courses designed for this class will carry an open license. In fact, they will be built using readily available tools. Members of Mozilla's WebVR community have already expressed interest in both designing and taking the course.

Open Data and Privacy

No participant will be required to share openly and will have full control to license their own content as long as they meet the requirements of any reused code or previously licensed content.( 

 

 

 

Internet Health:

 

In a recent survey on Internet Health, specifically the future of connected devices, Mozilla found that those who identify as ultra nerds are more optimistic about the web than those not always online. This result mirror's danah boyd's twentieth anniversary critique of John Berry Barlow's original manifesto. Ultra-nerds come from a place of privilege, and this usually means white, male, and from the global north. We never designed the web for diversity because the original designers had never felt threatened, were never stalked. This explains why, even today, Amnesty International find female journalists get attacked every ten seconds online

In college I did have a stalker. It was a very scary experience. I come to technology with a different perspective because of that experience. It is not a matter of techno panic but a matter of self-preservation....lots of people in Silicon Valley who have never had a Stalker. They are not thinking like that. If you get more people involved that have had …well…Diversity improves technology in a way that makes regulation less necessary Stacey Higginbotham, This Week in Google.

We seek to improve internet health by ensuring that ethics, especially the areas of diversity and inclusion, gets taught as a principle of first design. WebVR provides a useful avenue for this approach as we can put hypothetical characters in situations that would not be ethical to do to real humans. Furthermore, early research into counseling, PTSD, and autism finds virtual reality may help to improve empathy.

We will utilize a series of case studies as models and encourage students to record and create A-Frame content. The use of a WebVR first approach also allows us to reach a much larger audience with our message of ethics in computer science. While the price point on high end virtual reality rig  the cost makes it inaccessible to almost 100% of the world population. Anyone with a smartphone and a compatible lens can use WebVR.

Our MVP case studies we propose and will develop with our students include:

  • Greening the Web: Do you really need React or Blockchain when HTML will do?
  • Code of Conduct: Better conferences or Kangaroo Court?
  • False Positives: Do Algorithms protect us?
  • HTML First: A Matter of ?

Our students will then work in distributed teams with open participants across the web to create additional case studies.

 

 

 

 

A scan of scholarly articles and a survey of virtual reality and computer science specialists found no evidence of anyone else trying to teach ethics through the use of WebVR. We posted messages to GitHub repos, Telegram, Twitter, and Slack in communities that focus on webVR.

While we did not find anyone currently doing similar work, we did find a large expressed interest from people who want to contribute. In fact, we are already collaborating with the two most popular A-Frame  teachers in the greater Mozilla networks.

However recent outreach on Twitter https://twitter.com/jgmac1106/status/1088453939861712897 lead to emergin connections to other researchers in the State of Connecticut may lead to partnerships on scale up efforts. 

 

 

 

 

Key Personnel

Dr. Lisa Lancor (an 8.3% effort, or 1.0)will enable her to oversee course development and program instruction as well as administration of the project funds. Dr. Lancor will also revise courses following their operation and analyze data collected.

Co-PI Greg McVerry (a 9.4% effort, or 1.13 Academic Months). He  will act as a pedagogy and instructional design expert helping to design courses. Dr. McVerry will also coordinate with third party developers creating learning tools. He will also devote 0.5 Summer Months above and beyond his normal duties to the project, for an additional 4.2% effort

Additional salary support for Co-PI Heidi Lockwood (a 2.7% effort, or 0.3 Summer Month) 4% of time will provide assistance in applying the philosophy of ethics to our course design.

Other Personnel

Student 1 $15 per hour for 20 hr/wk. This student will help to record and edit instructional videos, data collection, provide four hours of open online office hours for help, and spend four hours documenting the program through our website and social media.

Student 2 will be paid $12 per hour for 10 hr/wk  He or she will handle  office logistics and filing of university required paperwork. They will provide technical assistance in the lab during class time. 

Fringe Benefits

Fringe benefits for are protected under the Collective Bargaining Agreement. Dr. Lancor  64.70% rate on summer work; Dr. McVerry 83.47% rate on course release and 49.72% rate on summer; Dr. Lockwood  72.73% on summer work. Students do not receive fringe during the academic year.

Materials and Supplies

Insta360 Pro II Spherical VR 360 8K Camera, Extra Battery & Charger Kit, $6,000

 Audio recording equipment $4,000

3 Garmin VIRB 360 Action Camera $2,100

Audio remixing and studio equipment, $2,900

5 high-end desktops or laptops $20,0000

Other

  • Professional Installation, 2000 for the set-up of the audio recording studio
  • Developer, Malcom Blaney,¬†[FJ1]¬† at $75 for 65 hours.; Create a ledger and micropub client for issuing and recording webmention badges. and HTML.
  • Developer, Grant Richardson, $9,000 at $75 for 120 hours; Create a lightweight blogging CMS using nodejs. Include webmentions, indieauth, and micropub endpoints. Create a microformats parser for tracking class participation.¬†

Indirect Costs: SCSU maintains a negotiated indirect cost agreement with DHHS. Copies of SCSU’s NICRA are available upon request.

 

 

Risks:

 

As a university sponsored project, all research activity funded by this grant will require approval from the SCSU  Institutional Review Board and any consent and assent from participants.

Humane Tech isn't Engineered

Mindsets do not shift easily. Many developers look to engineer their way to the perfect social solution. This world belief that "Code can save the world, but only I can write it" traces its roots, as Sara Wachter-Boettcher (2017) points out, back to bias engineered into computer science since the 1950's when  identified loner men as the most apt for programming and then built assessments to identify these types of employees. Yet  of bias of perfection, impostor syndrome to explicit bias around competition, verbal discourse, and neurodiversity have weeded their way through all of our history (Banaji & Greenwald, 2017).

We cannot code our way to better community. While what we engineer reflects our bias, engineering alone can never overcome perspectives and pasts. Instead we must carve anew; placing our principles before our pull  requests. To overcome the risk of settled mindsets we will first put a focus on listening to voices who tech does not serve or has not served safely.

We will then root the story of ethics in Computer Science into the narratives of at-risk populations. We will study the shape of the story and come to understand how the prescriptive technologies (Ursula, 2004) control the shape of stories we tell. We will then create narratives through the webVR case studies.

This does introduce the risk of too many possibilities. Amy Burvall notes that constraints lead to greater creativity. We will mitigate this risk by first focusing on creating webVR using A-Frame technologies as a proof of concept before scaling up to a full virtual reality recording studio.

However, we will provide everyone with a Domain  of their own and a blog to ensure they own their stories.

Interdisciplinary Approach

Our use of webVR and A-Frame will require computer science engineers to study digital storytelling and narratology while English and education majors study computer science. The populations served by many community colleges and state universities in the United States have multiple jobs and families to raise. Adding additional domains of knowledge to already crowded curriculum can add stress to the lives of students.

To mitigate these risks, we will add additional scaffolds, a network of open participants, bi-monthly face to face meetings, and on-demand video tutorials.  We will also stress importance of community in Open Pedagogy and encourage participants to rely on each other and the knowledge we create and curate together.

Open and Privacy

Online communication, such as tweets, blog posts, and comments are generally out in the open and technically ‚Äúpublic‚ÄĚ and available for researchers to analyze and quote. Internet researchers have, however, documented how a particular communication may be technically public but viewed by the individual who posted it as meant for a more limited or private context.

Even if an individual feels that they have ‚Äúpublished‚ÄĚ in public or have consented to be part of research, they might still feel like trust has been violated if their words are taken up and re-framed in a way that they feel is out of context or misrepresented. While this study will seek IRB approval, we also have stringent rules around users:

·       We will analyze and publish data that is de-identified or aggregated in ways that cannot be traced back to an individual.

  • Any identifiable quotes or descriptions of activities will not be used in a research publication or presentation without the permission of the individual. This includes anonymized or pseudonymized quotes, because they can be linked back through a search engine to an individual public posting.

Participants may also be contacted and recruited to participate in surveys and interviews for specific research studies. In these cases, we will offer a clear explanation of the consent and privacy procedures, how the data will be used, and what benefit the research will provide to the individual and the community. We will also allow interviewees the opportunity to review transcripts and quotes.

No student will be required to join the study. In fact, someone beside the class instructor will collect permissions and the teaching professor will not know who agreed to be included until grades are submitted.  Participants may be asked to complete an additional consent form that will be reviewed and approved by our Institutional Review Board..

 

 

Student Audience:

 

At Southern Connecticut State University, we design for a future where there is no separate tech industry, for we embrace the truth of the present that every industry is now a tech industry. Therefore, our entry level class in the program will be offered to all students as part of our Liberal Education Program. This class will focus on the structure of storytelling, character development, and storytelling.

We will fork and also participate in the online class . This distributed learning community is the longest continuously running MOOC  and will connect our Southern students to open web advocates from across the globe. These students will be invited to join our efforts at developing ethical case studies using traditional new media.

All of our Computer Science undergraduate and graduate students take a class in computer ethics. All the case studies developed as part of this grant will be deployed in this class to be used by all of our computer science classes.

We will also revise our graduate level ethical hacking class to include case studies specifically around the ethics of privacy and security. Every computer science graduate class offers this program.

We will also develop and propose a new class on learning A-Frame and WebVR. While students will not complete case studies in this class, they will take storyboards and scripts students wrote in DS106, apply greater disciplinary and tier-three academic language, then develop the webVR files using the editing studio funded by this grant.

 

All the material we create from this class, including participant blogs, will be made openly available on the Glitch platform and GitHub. We have already started to work with collaborators who have created A-Frame tutorials and host these files on Glitch as well. Participants will maintain the right to license their content  however they choose.

This strategy of providing locally curated content that we also open to the web at large will lead to the greatest number of students to be involved in the grant. Working openly also provides a greater voice for our students to get involved in the design of the classes and the projects. The SCSU computer science club has expressed an interest and reported to the department they would like instruction in virtual reality. Any student member can join the steering committee simply by showing up to a meeting or filing a pull request on the team repo.

We also hope computer science, philosophy, business or education schools take up and use the case studies developed by our students. While we believe the learning and knowledge students gain by creating, editing and animating their videos will lead to greater knowledge growth, we will also develop the curriculum for programs that would just like to utilize our series of case studies.

The tutorials on A-Frame and WebVR that we will develop in conjunction with the Mozilla Virtual Reality community will also reach thousands. Having  tutorials framed around e ethics will further reinforce the concept that diversity and inclusion need to be a first design principle.

While traditional instructional design places a priority on learning objectives, ethics in computer science can never work this way. Inclusion should never be a rubric. No one should get a ‚Äú2.7 proficient in diversity‚ÄĚ score. Creating a culture of ethics as a first principle of design requires us to reshape society and not learners.

As Gary Stager points out (2005 pg 3), a focus on instructionalism, the measurable objective, direct instruction, forced response assessment, in education using the web leads to "delivering re-purposed content to students via the Internet. Communication, collaboration, community and construction are afterthoughts graded onto modern correspondence courses."

This data fetishization is a symptom of society rooted in the same problem that lead to the lack of ethics in computer science. Being inclusive doesn't exist on a Likert scale; it develops on a human scale

Therefore, rather than specific learner objectives, we will work with participants to set their "subjectives" (Cormier, 2015) and let them determine the goals in a class that is

¬∑¬†¬†¬†¬†¬†¬†¬†Collaborative¬†‚Äď everyone, including the instructor, learns together and takes responsibility for everyone else‚Äôs learning.

·       Documented - the processes of learning are more important that the specifics of the knowledge constructed. The learning process, therefore, is documented in the...

·       Open - by exposing learning to colleagues and the public, students take the first steps in taking control of their digital identity and expanding their horizons as connected learners-John Becker, 2016.

Community we create will teach more about ethics than specific content. By utilizing case studies, we can connect with multiple perspectives and allow for growth and self-remediation yet we must live these lessons to the spaces and tools we build.

 

 

Measuring Success:

 

Measuring Success

Space as Variable of Interest

As our focus is more on measuring success in our spaces of learning, we will ask learners to plot how they feel the class supports learners in growing on the following scales:

  • Lead
    • Learn
    • Teach
    • Innovate
    • Evangelize
    • Organize
  • Communicate
    • Inquiry
    • Identify
    • Position
    • Empathize
    • Engage
  • Think
    • Question
    • Reflect
    • Analyze
    • Decide
    • Change
  • Create
    • Build
    • Test
    • Iterate
    • Differentiate
    • Scale

 

We will  will create a simple web app for participants to record not where they feel the majority of students engage with the participatory learning environments. After each class students, will simply click on across each of the four scales. We will use this data to iterate on how we meet our pedagogical goals.

Curating Evidence of Success

Each week all participants will be asked to select a picture and write a brief not explaining how the picture captures how they feel. Using content analysis and semiotic analysis we will explore the visual metaphors participants choose. This will provide evidence of knowledge growth from participants. This task is also designed to reinforce visual thinking in the creation of case studies.

Parsing for Growth

Because A-Frame is written in declarative HTML, we will be able to track knowledge growth by using HTML parsers and a type of metadata called microformats. These will be included in both the case study templates, student blogs, and the A-Frame starter kits.

We will also be able to track the number of changes students make using the history available to us in both Git and Glitch.

Webmention badges

We will also create a platform to issue badges. These have been piloted and successfully deployed. All class instructional pages will accept webmentions. Students will apply for a badge by writing a post in reply to the course explaining how they met criteria. If they met the criteria a webmention badge will be sent in reply to the application and to the student’s badge display page.

Circuit of Reflective Inquiry

Ethics requires a study of self and society through a process of self-remediation and democratic education. As we try to measure success of these efforts in Computer Science, we attempt to use multiple pieces of evidence that still put agency in the learner to focus on their subjectives. In this approach we hope to measure growth through Gee's circuit of reflective action:

We formulate a goal (and the goal could be answering a question) and then we take an action in the world. We see how the world responds to the action, ask ourselves whether this response was good or not for the accomplishment of our goal, and then, if need be, act again on better information or a redefined goal. The circuit of reflective action is an interactive conversation with the world.

Greg McVerry

Challenges in Open Source Blogging Communities

As open source communities we need to keep each other energized and engaged.Many people contribute on volunteer time. Squeezing in opportunities to code around children

2 min read

As open source communities we need to keep each other energized and engaged.Many people contribute on volunteer time. Squeezing in opportunities to code around children and career.

Committment takes love and energy. We allowed a narrative of the loner coder pushing commits from a dark basement to define us for far too long. Let us redefine what open source communities look like in more inclusive terms. Let's build in supports for each other.

Blogging can provide this cathartic release for open source contributors. Yet, how do you we harness a digital hug, encourage friendly games, or allow for creative venting without putting undue pressure on an already busy day?

Use the blogs to uplift the community through fun. Make them simple. Design relevant task.

Blogging Challenges

You can add weekly, daily, or monthly challenges to your community or classroom. These challenges have existed since the dawn of the web. Both open pedagogy classes and open source communities have used have effectively used challenges to keep members engaged.

In this began with a daily shoot with a challenge to post a photo everyday. We ee similar types of games in social media streams all the times, but when playing along from a blog you can rest assure that contributing to your project doesn't mean social media silos get to suck up all of your data. They now have the infamous daily create bank that randomly tweets out a challenge every day.

In the community,  set a goal of having someone release gifts of code or content that is openly licensed well-documented and useful for others throughout the month of December in 2018.

Challenges You Can Try:

  • Six-word memoir-Post your reasons you open source in six words.
  • Daily quote (stay away from picture quotes to allow for inclusion..better yetteach accessibility rules first)
  • Hardest/Latest/First thing you learned
  • First/Latest/Most proud contributions
  • Daily photo challenges
  • 150 words a day/week/month
  • Parent challenge-Share memories or rants of open source work and parenting

You have to create a community around yoru code. Do not expect contributors to stick around pushing commits without the contaigon of fun.

To help try and provide a communal release in your open source community try blogging challenges.

 

Greg McVerry

Tracing Pathways of Perspective and Broken Promises #LRA18

Perspective. Too often it's just the 250 words you can allot before describing yoru study, or worse the views of someone paying your tuition bills. Yet

5 min read

Perspective. Too often it's just the 250 words you can allot before describing yoru study, or worse the views of someone paying your tuition bills.

Yet when we think of design and building off of theory much of thw world is trying to replicate what we once meant by having a theoretical perspective drive your design.

I have tried to reclaim this aspect of my research over the past year.

Teacher Education Research Study Group

I had originally planned on working with the TERSG study group on work on culturally proactive pedagogy. Joy Meyers, Carin Appleget, Courtney Hokulaniokekai Shimek, Breanya Hogue. Awesome people I had let down.

Last year at LRA it was my first time trying not running a study group in five years. It felt liberating. Actaully it was my first year not being a section program chair or e-editor in in three years.

I looked forward to trying something new. The Teacher Education Research Study Group soudned great.I walked in not knowing a thing and I loved their design. Each year they nrainstorm a study , compelte study and present the next year. Rinse, wash, repeat. Brilliant.

I also thought trying to move my research into teacher ed would help me survive life at a comprehensive university. A 4-4 load, with three credits release for being graduate coordinator, and trying to organize an research agenda...I thought basing my research in my day to day of teacher prep  would help me breath.

The pressures on faculty are immense. We handle 30 applicants a semester. Advise 30-40 students a semseter. Hit enrollment targets, develop a plan and set targets for minority teacher recruitment. Collect data for CAEP, figure out the EdTPA roll-out, interview perspective students, sit on graduate council....who am I telling you know the story...

I loved the work we did with Teacher Education Research Study Group. We designed a series of lessons around culturally proactive pedagogy in our methods classes. Worked on iterating on design, reflecting on our own bias. Solid good work the it's meant to be.

I did some of my best teaching that semester. I wanted to model proactive. As an online class discovered new ways to track patterns that provided wonderful insight. Maybe even get a metholdogy paper out of this as well! After the semester I went to pick up the IRB forms dropped off to the office.

One student completed the form.

I had nothing. All the work, for naught. Which then makes you feel guilty for trying to make professional gains doing something that is so fundementally right.

I tried to stick with the group. I had made new friends. Slowly the pressures of the campus and a loss of perspective and I faded away. Letting my team down.

The research never truly drove me. I loved the search for new methods for data analysis of online classes but diversity in children's literature just wasn't my passion. Which also leads to guilt. Here I want to talk tech and students face a world of hate and opression.

I needed a new plan.

Perspective Possibilities

At my plan crumbled I was also making no secret that I think most of the education research, publication, and assessment industry is a sham at worse and a waste of resources as best.

I have always tried to advocate for greater open scholarship. Pushed hard. Got bruised harder and made no gains.

It's called power for a reason.

So I started searching and playing in open spaces. I have always fooled with tech. Never really a coder or developer, a tinkerer.Part of the reason I studied at the New Literacies Research Lab. I believe the way we read, write, and participate has fundementaly shifted and we as educators faield to respond.

Given my affinity for hanging online and my desire for open scholarship I was drawn to the IndieWeb community. In fact my first IndieWeb post came at LRA when I argued against the rights  we sign away to publishers.

So I chose to switch gears and continue the work I began last year when I presented a study on and Rhizomatic Learning.

Philosophies of Your Own Domain

Something different happens in  spaces people own online. The agentive writing, the continuos exchange of knowledge, and the struggle to understand all unfold as people fold their identities.

I began by trying to draw on Vygotsky's idea of perezhivaniya.After designing a research project around this philsophy I shared the work with the Extrended Mind Culture and Activity ListServ.

They pointed me towards Dewey. I missed the the "essence" that often will not translate to English. I have always been drwn to Dewey. Especially after long conversations with Chip Bruce and Rick Beach. So I tweaked my design around theories of democracy and education.

I ended up here in the paper: https://jgmac1106homepage.glitch.me/openpedagogycasestudy.html#power-platforms-and-individuals

Yet this makes me think about perspectives and international literacy research. Is Dewey, his pragmatism, as American as Apple Pie and frought with same cultural bias? Can you build toward an ideal without a focus on the critical?

These will be thoughts I will continue to explore. Well it's after midnight. Missing everyone at but Skip James been keeping me company. Enough rambling. Gonna call it a night. Enjoy vital sessions.

 

Greg McVerry

Dewey Quote on Art and Communciation: Dewey's Blog would have some really cool desgin #el30

For it is by activities that are shared by language and other means of intercourse that qualities and values become common to the experience of

1 min read

For it is by activities that are shared by language and other means of intercourse that qualities and values become common to the experience of a group of mankind. Now art is the most effective mode of communication that exists

A common element of and is focusing on the "Art of Oneself

Read More

Greg McVerry

Another Dewey Quote

From the standpoint of the individual, it consists in having a responsible share according to capacity in forming and directing the activities of the group

1 min read

From the standpoint of the individual, it consists in having a responsible share according to capacity in forming and directing the activities of the group to which one belongs and in participating according to need in the values which the groups sustain.

this is part of the reasons networked communities like and work

CLMOOC

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