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Greg McVerry

Those who have been teaching online for years can spend more time on feedback because they have more instructional design skill and a library of resources to draw upon. Encourage everyone to their coursework.

Greg McVerry

Greg McVerry

Stuff I Reposted or Liked in the Last 24 Hours #IndieWeb

In a great #IndieWeb chat this morning we were discussing the ethical implications of reactions from the Buddhist perspective of trishna, or the craving of

3 min read

In a great chat this morning we were discussing the ethical implications of reactions from the Buddhist perspective of trishna, or the craving of attention, and how this relates to the UX around reactions.

So I took a look at my likes and reposts for the last 24 hours

I do not do reactions from my own website. Too much work for a quick ephemeral nod.

If someone wrote something I will need later or I feel should shape my thinking I bookmark the artifact.

If I want to engage with them I send a reply.

If I want to thank someone I keep a manually h/t on the post which I can then search for the plain text.

Reposted: https://twitter.com/dogtrax/status/1268110972650127362

Reposted and Liked: https://twitter.com/dogtrax/status/1267757099238461440

Reposted and Liked: https://twitter.com/elpatronhimself/status/1267972106727424000

Liked: https://twitter.com/elpatronhimself/status/1267969135776014336

Liked: https://twitter.com/Kimmyfernand24/status/1267484880083902464

Reposted: https://twitter.com/dogtrax/status/1267770568566353920

Reposted and Liked: https://twitter.com/dogtrax/status/1267745070989619200

Liked: https://twitter.com/easegill/status/1268140620175994881

Liked: https://twitter.com/MsDarkPoetry/status/1268151388376379396

 

I give out likes and reposts like I do stickers and candy in the classroom. Are these the deepest forms of learning and classroom management techniques? No. They are shallow and have an immediate but dwindling efficacy.

Still I keep stickers in my teacher toolkit, and reactions  will probably stay the same. I use reactions as signs of encouragement for writers young and old. I may use reactions more frequently as students or new community members get onboarded.

I use reactions to save time. Every writer deserves great feedback but no teacher can provide in-depth feedback all the time. And sometimes people just need a sticker and smile. A reaction can provide that.

I treat my online space and classrooms the same. As communities. I think one can be quite intentional in how we live in these spaces.

While the UX and monetization clearly do not align with Buddhist principle  that craving and attachment cause suffering.

I do not think we must design a complex world without this simple experience in order to live the right path. Through careful thinking  we can use reactions as creative judgements which help show the simple truth that lay below our complex veils.

I know reactions are designed to cause sensation, and no scientist or Buddhist would claim reality gets defined by sensation...But dopamine is fun.

So that's the rub, not sure, and its a question I have explored for decades, if I am willing to give up the self. Everything is great in moderation, especially moderation. I love the works of William Blake and philosophies of Jung.

Yet I dabble in ideas of collective expression. My instructional design gets guided by the teachings of Paramahansa Yogananda. And I do believe paths of true enlightenment would require detachment from all physicality, but that isn't where I am in my phase of life to explore. Wonder if I ever will be.

So for now I will go with a more Deweyian, rather than Perician pragmatism and roll with reactions as part of good teaching and community building.

If I ever do walk away from all craving and physcical possession, when it does happen, I will make sure to give myself a thumbs up.

 

Greg McVerry

teacher can't use computer to check email let alone do instructional design work we need to ask, "Why are you still employed? How are you not fired?" Web is almost three decades old....not enough PD is a crappy excuse

Greg McVerry

How I Help Address CAEP Cross Cutting Theme of Technology @scsu

How We are Shaping the College of Education into a Center or #EdTech Teachign and Research

2 min read

How does the EPP collaborate with partners to provide expertise on new technology in  professional development for teachers in partner schools? For advanced-level specialists?
We host and organize a free 2 day professional seminar for building personal websites in NYC and New Haven: 


We run programs with community leaders in the non profit field working to address inequity in literacy:

We ran a Interdisciplinary Geographic Information Systems institute https://archive.jgregorymcverry.com/year-two-of-our-geography-information-systems-institute/
I and Regine served on the Mayor's Blue Ribbon Council for Reading and recommended greater digital literacy.https://www.nhregister.com/connecticut/article/New-Haven-Mayor-Harp-s-blue-ribbon-reading-11312890.p...
The university also funded my start up ReVIEW Talent Feedback System which is used by districts all over CT for video based calibration training.https://blog.reviewtalentfeedback.com/2020/working-on-our-course-builder-plug-i-in-in-partnership-wi...

How do partners collaborate with the EPP to provide expertise on new technology to candidates in coursework, fieldwork, or clinical practice?
EDU106 we piloted a tool and helped develop software for Mozilla:
https://www.nhregister.com/news/article/SCSU-professor-looks-to-create-healthful-internet-12207165.p...
We taught the GearUp kids EDU106 where our candidates worked as mentors
We taught GearUp kids through Elm City Webmakershttps://jgregorymcverry.com/notes/2020-05-11-3
Candidates are involved our efforts to build an OER network in Ghana
https://goifnetwork.org
https://jgregorymcverry.com/notes/2020-05-11-2

We have submitted over 3 million dollars in federal IES grant application to study the role of digital reading and writing.
https://jgregorymcverry.com/questiontheweb
Every student in EDU 307 online must design and teach a screeencast mini lesson, and then a module about a children's literacy genre:
http://edu307.jgregorymcverry.com/module6.html


Graduate students took part in designing microcredentials using the W3c recommendation of webmentions: https://jgregorymcverry.com/webmentionbadgespressedconf19My Class feeds: https://clmoocring.jgregorymcverry.com/edu407/
https://clmoocring.jgregorymcverry.com/edu506/
https://quickthoughts.jgregorymcverry.com/tag/edu106
https://quickthoughts.jgregorymcverry.com/tag/edu307

Greg McVerry

An Autoethnography on Learning About Autoethnography

I can write this down now. It has been swirling around in my head for a month, the readings mixing with my thoughts and reactions, but I did not know just how to put it down on paper. So much of what I want to say about autoethnography is about me, not it.

Okay maybe I am on the write track. I kinda wanna lose the traditional research headings. Gonna keep them for planning so the semantic sturcutre lies beneath and through whatever blanket of truth I weave.

reflexivity and voice, various vague approaches to autobiographical inquiry, validity and acceptability, defences and criticisms, and a wide range of published personal narratives, the typical product of autoethnography.

keeping with the essence of autoethnography, I finally came to the realization that I could share my experience of learning about autoethnography and, in the text, co-mingle me and it.

Philosophical and theoretical foundations for autobiographical methods

Think we can skip the whole positvist and post modern debate.

feminist researchers “emphasize the subjective, empathetic, process-oriented, and inclusive sides of social life” (Neuman, 1994, p. 72).

Stivers (1993) has stated that a vision of universal truth is really just a dream of power over others and that liberatory, emancipatory projects are better served by alternative knowledge production process.

Taking the question of voice and representation a step further, we could argue that an individual is best situated to describe his or her own experience more accurately than anyone else

The potential power of autoethnography to address unanswered questions and include the new and unique ideas of the researcher is inspiring to me as one who wishes to find my niche and make my own special contribution.

They noted, however, that the term autoethnography has been in use for more than 20 years (originated by Hayano, 1979) and has become the term of choice in describing studies of a personal nature (Ellis, 2004;Ellis & Bochner, 2000).

The basic design of a heuristic research project involves six steps: initial engagement, immersion, incubation, illumination, explication, and culmination in a creative synthesis (Moustakas, 1990)

Although these phases, as described by Moustakas (1990), strike me as quite idealistic and abstract, they do set the tone for a very nontraditional form of study that “engages one‟s total self and evokes a personal and passionate involvement and active participation in the [research] process” (p. 42).

autobiographical research methods have become increasingly known as “autoethnography” and have been promoted, influenced, and developed by Ellis and Bochner (1999, 2000).

Muncey (2005) added some concrete assistance to the question of “how to do” autoethnography. She suggested the use of snapshots, artifacts/documents, metaphor, and psychological and literal journeys as techniques for reflecting on and conveying a “patchwork of feelings, experiences, emotions, and behaviors that portray a more complete view of . . . life” (p. 10).

A third widely discussed approach to the researcher‟s use of self is personal narrative. Personal narrative is often presented as a typical product of autoethnography but is also proposed as a method unto itself.

Autoethnographers tend to vary in their emphasis on auto- (self), -ethno- (the cultural link), and -graphy (the application of a research process) (Ellis & Bochner, 2000, paraphrasing Reed- Danahay, 1997).

Holt (2001) published an autoethnography that is similar in approach to Sparkes‟s (1996), although it deals with a very different topic. Holt told his story about becoming a graduate teaching assistant in a university and using a three-level reflection strategy to refine his teaching methods.

Duncan, autoethnography was a method of inquiry in which the inner dialogue of the researcher was considered valid, that encouraged systematic reflection, offered an organized and traceable means of data analysis and resulted in a scholarly account (p. 3). Rigor in the research process (“-graphy”)

On the other end of the continuum are a number of examples of personal narrative that rely almost exclusively on a highly personal, evocative writing style, focusing on the auto-, omitting any reference to research conventions, and leaving the reader to make his or her own societal or cultural applications. An essay called “A Choice for K‟aila” (Paulette, 1993) is a mother‟s story about her decision not to permit her infant son, with terminal liver disease, to have a liver transplant.

Despite their wide-ranging characteristics, autoethnographic writings all begin with the researcher‟s use of the subjective self. By using self as a source of data, perhaps the only source, autoethnography has been criticized for being self-indulgent, narcissistic, introspective, and individualized (Atkinson, 1997; Sparkes, 2000).

Greg McVerry

Greg McVerry

today's vieo https://media.southernct.edu/media/Open+Design+Studio+Time/1_87ghhefp
assignment workflow
Use Blackboard journals
Use Blackboard wiki
Navigate Microsoft Teams
Set up a Google Sites website
How to set up a Google Blogger site

Greg McVerry

Hey just hanging out in our Open Design Studio feel free to stop by and share any questions and concerns, you can leave the chat open and just work silently if you feel the need or desire to hang with people/

Greg McVerry

CLMOOC

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