Skip to main content

Greg McVerry

A lot of talk about and student cost, I know its selfish, but I am more concerned with the taxing cost of our labor. Replacing a textbook ain't really if I can't remix your course. Get your syallbi and courses online. Create a Commons

Greg McVerry

@sbotzakis Pains me to say no. For second year in a row skipping . After tenure made a commitment to only support organizations that support the commons and open knowledge. Sadly LRA isn't one of those organizations. Decades of talk. No action.

Greg McVerry

Code of Conduct EDU407

A primary goal of 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 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://citizencodeofconduct.org/

This is a remix of the Glitch CoC, which is itself a remix

Greg McVerry

Hey #edu407 Here are some of my screencasts #literacies

How to Work on Your Literary Element Slide Deck You can use this as a guide to create your slide deck. Some Examples (not necessarily a literary

1 min read

How to Work on Your Literary Element Slide Deck

You can use this as a guide to create your slide deck.

Some Examples (not necessarily a literary element but gives you some ideas beyond recording a power point...which is fine to do)

Sock Puppets on Writing Leads and Hooks

This was just an iOS App. You can make it on an iPhone or iPad. We have some if people want to try.

Compare and Contrast text Structure

Problem and Solutions Text Structure

Cause and Effect Text Structure

Use Explain Everything to Identify Characters and Events

This text structure set was recorded using an app on the iPad.

Blogging Basics

Zombies on Creative Commons

You can use stick figures or cut outs and just prop your cell phone up on books. That is how I made these.

Use Animoto to Describe Characters

Animoto is an easy to use app.

Winning the Academic Writing Game: Play the Game

Winning the Academic Writing Game Two: Don't Be Wishy Washy:

Winning the Academic Writing Game Three: Play With Words

Winning the Academic Writing Game Four: The Idea Pocket

 

 

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’ve considered the shape of a story, meet with a group and choose  other forms of communication you do might have a “shape” – 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’s “We Are All Cyborgs Now” & Read “The Selfie & and Self”
     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

@dogtrax now that I thin about it our collection woukd be a derivative and we could reuse the poems in collection while respcting Creative Commons. We would lose copyright to our framing I am sure.

Greg McVerry

@dogtrax we should do a curated set of for this https://www2.ncte.org/resources/journals/english-journal/call-for-manuscripts/ ... Have to look into the copyright of the poems though...see if you have to sign it away. Most poems are some Creative Commons license

Greg McVerry

To Dream Big, Think Small #IndieWeb

I am tired hearing about scale. In such a short time we have warped success to think it means millions overnight and billions in a

2 min read

I am tired hearing about scale. In such a short time we have warped success to think it means millions overnight and billions in a year or two....

Because the web and local media will be saved doing the exact same thing again....

I want to dream big. So I think small.

8446450909_afe6225d67_z.jpg
大阪府立中之島図書館 flickr photo by m-louis shared under a Creative Commons (BY-SA) license

A server (or rented host) in every library and patrons can after completing training and signing community code of conduct. Abandoned sites archived. Libraries as local archives...who would have thought.

3864756166_45e878eb08_z.jpg
Reading newspaper flickr photo by zandwacht shared under a Creative Commons (BY-NC) license

Or a small local newspaper that provides hosting to subscribers. Give each physical address a domain, let families tell their story. Cash in on local sports coverage. Build in marketplace, do coupon newsletters, local business banners and crawl back classified revenue from facebook. Donate portion to local charities. Reader loyalty rather than data exploitation.

3758988600_9bfc62e543_z.jpg
School flickr photo by gayboystpaul2004 shared under a Creative Commons (BY-ND) license

A school system where every student can finish the sentence, "My url is..." Students taught to not only read the web but write it as well. A literacy program that involves reading and writing? Good idea.

Those are my dreams.

Greg McVerry

Using Emotion to Teach Writing #EDU407Sum19 #literacies #clmooc

As I completed research for this post the idea that learning fills a desire (Mozère, 2914) hit me (cited below). Many philosophers express learning in

3 min read

woman with painful expression

As I completed research for this post the idea that learning fills a desire (Mozère, 2914) hit me (cited below). Many philosophers express learning in some type of change state. It begins and ends with conflict (Piaget), or consist of even growing from pain. We have always associated learning with excited emotional states. Makes sense writing with emotion is a tool every author should carry.

Cynthia Lewis often notes that schools seek to regulate emotion while we our emotions are really mediated actions rather than a state of being.

When a writer gets stuck, drawing on emotion allows them to draw upon all the embodied experiences of the event.

As Leander notes:

humans are not merely “using” materials in mediated activity; rather, humans and materials enter into affective relationships and intensities, the nature of which is often not prescribed. Foldings of the human and non-human are constant and complicated; people “use” things and things “use” people, and these movements and relations can be rife with affective movements

In a writing classroom the writing becomes both the tool, the expression, and sometimes the emotion itself.

How to Use Emotion In Your Class

First review your responsibilities as a mandatory reporter. When given the freedom to write children can be raw. Let them know the types of writing you must report and always encourage them to feel free to write you if they want to seek help.

Connotative language

Play with connotation. So far we have used figurative (metaphor), connotative (emotion) and literal (observation) types of language. Explore these with students. An activity I did with students had them creat a meaning number line. We put two adjectives or adverbs on a scale and then had students populate it from most positive to most negative.

Read a poem like Chicago by Carl Sanburg. Look to see how the author uses emotion to paint the city in different light. Discuss the connotative nature of the language.

Teach Childreen to Talk About Emotions

A benefit to building a writing space that includes an exploration of emotion is creating a space that allows all children to explore emotion.

When you see children expressing frustration. Explain to them that you can see the source of frustration. Ask them what they can do. Offer journaling as a couping mechanism...Trust me having a student write out frustration is far more valuable than whatever you are currently doing.

Use Children's Books

Ask questions that encourage students to think about a character's emotions. Explore the cuases of the emotions. Ask for what they do when they feel those emotions.

Give students writing prompts about these emotions. Have them connect to their own coping mechanisms. Have students explore author's word choice. Have them choose a book and one emotion for how that story makes them feel.

Use Pictures

Put up a picture. Have students write a story or describe the picture in two different emotions.

Boldt, G., Lewis, C., & Leander, K. M. (2015). Moving, feeling, desiring, teaching. Research in the Teaching of English, 49(4), 430.

Featured Image: Emotions... flickr photo by  JoesSistah shared under a Creative Commons (BY-NC-ND) license

Greg McVerry

Updated Code of Conduct for Summer Classes #DigPed

  Code of Conduct 1. Purpose A primary goal of #edu407 is is to be inclusive to our community of readers and writers, with the most varied and

8 min read

 

Code of Conduct

1. Purpose

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).

This code of conduct outlines our expectations for all those who participate in our community, as well as the consequences for unacceptable behavior.

We invite all those who participate in #edu407  to help us create safe and positive experiences for everyone.

As a college course in children's literacy you promise to participate in your fullest, complete class assignments on time, reflect on your learning, engage in college level writing, and critical analysis in both written and spoken word. You understand that success in this class determines on meeting these basic expectations.

2. Your Control Your Data

You have the right in this  class to work 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.

You may also choose to use tools provided by the University such as Blackboard. As a faculty member I can make no promises as to how this data is collected and used by the University. As a tuition paying learner you should be aware the university is collecting large amounts of data through our Learning Management System.  I make no claims about the security nor learner control of this data.

3. Right to Privacy

While this class is built on and encourages open pedagogy you will never be required to share any task or assignment. You may password protect your blog or website and share the password with just the class or just with me. Anything posted to Blackboard is considered private only to class.

While many of us syndicate to social media you are never required to join any network beyond our private chat rooms. If an assignment revolves around social media a transcript or video can be provided to anyone who does not wish to join or interact with social media silos.

At the end of class you may delete your blog and your stream account. I can make no promises about the learner data in Blackboard after completion of the class.

4. Public, Private, and Open

What does public and "in the open" mean?

Online communication, such as tweets, blog posts, and comments are generally out in the open and technically “public” 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 “published” 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.

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 someone posts to Blackboard and not their public blog that is considered 100% private and can not be quoted or summarized in public posts without author permission.

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,

5. Expected Behavior

The following behaviors are expected and requested of all community members:

  • Participate in an authentic and active way. In doing so, you contribute to the health and longevity of this community.
  • Exercise consideration and respect in your speech and actions.
  • Attempt collaboration before conflict.
  • Refrain from demeaning, discriminatory, or harassing behavior and speech.
  • Provide feedback to your peers
  • Answer questions when you can and help point people in the right direction when you can't

6. Unacceptable Behavior

The following behaviors are considered harassment and are unacceptable within our community:

  • Violence, threats of violence or violent language directed against another person.
  • Sexist, racist, homophobic, transphobic, ableist or otherwise discriminatory jokes and language.
  • Posting or displaying sexually explicit or violent material.
  • Posting or threatening to post other people’s personally identifying information ("doxing").
  • Personal insults, particularly those related to gender, sexual orientation, race, religion, or disability.
  • Inappropriate photography or recording.
  • Incessentaly correcting graamer
  • Inappropriate physical contact. You should have someone’s consent before touching them.
  • Unwelcome sexual attention. This includes, sexualized comments or jokes; inappropriate touching, groping, and unwelcomed sexual advances.
  • Deliberate intimidation, stalking or following (online or in person).
  • Advocating for, or encouraging, any of the above behavior.
  • Sustained disruption of community events, including talks and presentations.

7. Consequences of Unacceptable Behavior

Unacceptable behavior from any community member will not be tolerated.

Anyone asked to stop unacceptable behavior is expected to comply immediately.

If a community member engages in unacceptable behavior, the course instructor may refer you to proper university channels and it can threaten your standing in the program.

8. 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.

There is also replicable evidence from learning sciences that using paper and not computer notes leads to greater knowledge gains.

I ask that when in class you globally turn off notifications. When working online dedicate yourself to class. Shut down any sms notifications, close all social media tabs not related to class, and learn.

Notifications work like drugs. Literally. Brain scientists work for companies and study how to make you click more. Stay attention sober during class.

8. No Driving

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.

9. Video Data

If this class involves video projects you will never be required to show your face. If you do a group project all group members must consent before a video upload. Any group member has the right of refusal. You can email mcverryj1@southernct.edu if your would like to ask for a video removal without letting your other group members know.

10. Reporting Guidelines

If you are subject to or witness unacceptable behavior, or have any other concerns, please notify me at mcverryj1@southernct.edu

Additionally, I am available to help community members engage with university and  local law enforcement or to otherwise help those experiencing unacceptable behavior feel safe.

I am also a mandatory reporter and any mention in class of self-harm, hurting others, or reports of abuse must be reported. In a class where we write reflections and fictions often based in reality the line for a mandatory reporter can be blurred. I will always default

11. Addressing Grievances

If you feel you have been falsely or unfairly accused of violating this Code of Conduct, you should notify mcverryj1@southernj1  with a concise description of your grievance. Your grievance will be handled in accordance with our existing governing policies.

As a  social justice university we will prioritizes marginalized people’s safety over privileged people’s comfort. I reserve the right not to act on complaints regarding:

  • ‘Reverse’ -isms, including ‘reverse racism,’ ‘reverse sexism,’ and ‘cisphobia’
  • Reasonable communication of boundaries, such as “leave me alone,” “go away,” or “I’m not discussing this with you.”
  • Communicating in a ‘tone’ you don’t find congenial
  • Criticizing racist, sexist, cissexist, or otherwise oppressive behavior or assumptions

12. Scope

We expect all students  to abide by this Code of Conduct in online and in-person–as well as in all one-on-one communications pertaining to class business.

This code of conduct and its related procedures also applies to unacceptable behavior occurring outside the scope of community activities when such behavior has the potential to adversely affect the safety and well-being of community members.

13. Contact info

mcverryj1@southernct.edu

14. License and attribution

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.

Portions of this text were derived from  XOXO a CC-BY license

Retrieved on November 22, 2016 from http://citizencodeofconduct.org/

 

CLMOOC

Prev | Home | Join | ? | Next