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Greg McVerry

No Need for Complicated #OpenPedagogy Metadata to Track Student Growth, Go #IndieWeb

No Need for Complicated #OpenPedagogy Metadata to Track Student Growth, Go #IndieWeb

I use WordPress.com with my students to introduce them to the web and but this year I added an amazing feature that makes tracing knowledge growth and keep track of progress super easy.

I do not need some expensive data analytics platform or have to use tools in some LMS every student hates.

Instead, I use HTML.  You may have heard of it before.

Specifically, I added webmentions this year. All of my students had to connect their WordPress.com with https://brid.gy. I then taught them to look at HTML and add in this class "u-in-reply-to."

Those four words and hyphens create a network across all my students. I do not have to figure out webhooks or APIs or worry about single sign on across so many overpriced platforms. We just use HTML.

So now instead of posting native comments on each other's blogs students send reply posts to each other. When they complete a reading they send a reply to the module page.

In the image above you see a record of a student who has completed a reading assignment. They did not need to upload it or share it on a discussion board. Instead, they simply publish a post and semantic HTML, specifically, microformats does the work.

I post the links below for my audience using screen readers or anyone interested in seeing how webmentions could track learning.

https://literacybydej.wordpress.com/2019/01/29/thinking-globally-in-literacy-instruction-and-critica...
on http://edu407.jgregorymcverry.com/moduleone.html

https://literacybydej.wordpress.com/2019/01/29/lessons-from-sociocultural-writing-research-synthesis...
on http://edu407.jgregorymcverry.com/moduleone.html

Greg McVerry

Openness and Prestige

@cathycronin and @bonniestewart on establishing trust in and  

Greg McVerry

Now that I finally understand, even years after calling her a friend @amyburvall's concept of constraint being a creativity engine I don't feel as bad in limiting choice in Like literally feeling relief when I used to feel guilt restricting choice

Greg McVerry

The Tyranny of Stuctureless

h/t to Maha Bali for the link. An important read for , A lot to think about in terms of and the what impact structures or libertarian dreams of structureless have on

Greg McVerry

Greg McVerry

Greg McVerry

I added the @edublogger challenge to the wiki page https://indieweb.org/challenge#See_Also Congrats to all participating. Read through the participant list. Anyone interested in should check out these folks and feeds

Greg McVerry

Embracing Subjectivity | Hybrid Pedagogy

There is a difference between perceiving objectivity and neutrality as “higher” values to strive for, and recognizing that we cannot reach them. That’s my friend. By contrast, I argue that subjectivity is the human condition. Everything else that attempts to be objective or neutral is pretense. It is inauthentic. It is not even something I strive towards.

When teaching, putting a number on a grade doesn’t make things more objective. Creating a rubric doesn’t make things more objective, either. There are values behind our choices of what to give grades for and how much weight we give them. And that’s ok.

dialogical, emergent understanding that is not based on pre-defined rubrics or arbitrary numbers and letters. It also suggests an openness to questioning what it means when we emphasize certain things in a grade

Greg McVerry

If Freire Made a MOOC: Open Education as Resistance | Hybrid Pedagogy

Thesis #1: A course is a conversation, not a static reservoir or receptacle for content.

Thesis #2: Education cannot be compulsory. The work of learning starts with agency.

Thesis #3: Best practices are snake oil.

Thesis #4: Outcomes should give way to epiphanies.

Thesis #5: Learning should not be structured to conform to assessment mechanisms

Thesis #6: In education, we rise and fall together.

Greg McVerry

The Tangle of Assessment | Hybrid Pedagogy

At its worst, an online class can become an exercise in data entry, where the quality of student work and learning becomes conflated with scores organized neatly into a spreadsheet. The neat and tidy columns of the LMS (whether D2L, Blackboard, etc.) create a false security, cramming the “tangle” Elbow describes into an artificial sense of order and clarity.

Clay Shirky observes in his recent books Cognitive Surplus and Here Comes Everybody that digital culture does not just create new ways to work, it gives us the extra set of hands and eyes to consider addressing different goals, new “whys” to work.

If we are working towards different goals, skills sets, and eventual application, our system of assessment should adapt to this evolution.