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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.


Come Journey Through the IndieWeb Sites


Greg McVerry

Yes it is quite interesting to see how motivation influences our identities as learners. You may get perceived as "lazy" but that has little to do with work ethic. In fact teachers should ban the word "lazy"

Greg McVerry

Greg McVerry

Greg McVerry

Milana, yes the open mindset critical to learner identities.

I encourage you to take the next step, start reflecting and capturing what you do and not learn.

Model this for future students.

Greg McVerry

Mariana thanks for the honest reply. Group work and loose expectations can cause stress for many students.

You also note the connection between motivation and learning. That is an important question for educators to consider. How to we build the identities of learners way that motivates each to explore their idenities as learners.

New hybrid spaces

Greg McVerry

@tomliamlynch if I make a flyer about @indiewebcamp NYC at Pace can you hang it around the edu offices, possibly email it to students? Do you think I should stress the New Literacies and Digital Identities included in having your own domain?

Greg McVerry

I believe reflecting on and understanding how your identities get shaped by school and media is critical to social and emotional learning. Also believe giving students a website where they can do this work publicly and privately is key.

Greg McVerry

Planning the first #edu106 module

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.

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:

3 daily creates a week:

learning activities
shapes of stories
    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).
    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
     Amber Case’s “We Are All Cyborgs Now” & Read “The Selfie & and Self”
schools and identities
     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
    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.
    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

Planning #EDU106 with my students

3 min read

As part of my redesign of I started by surveying the students. I want to design the class around their desire and needs. I first started asking about the technology they use.

whiteboard with technology votesd of students. The votes are

Instagram is still the most popular. Nobody used facebook anymore. Students have Twitter accounts but say they are more for reading, following celebrities or asking about customer service.

I wouldn't count Snap out. Seeing a bit of a resurgence. Students commented that they use Instagram for public and snap for the close friends. For the first time I heard values driving choices. Some commented they went back to Snap because facebook owns Instagram and the brand is just so toxic among college age students.

I will never make students join a social network. We will utilize Twitter, but students will analyze a hashtag as a learning space. No one should ever have to give up data to a third party to take a class.

I am not an Instagram user. I know nothing of the culture. Kim Jaxon has a cool selfie unit. Gonna take that and do some critical readings on Instagram.

vote of techology self efficay with most votes in middle

Students then marked how comfortable they are with technology on a scale of Eeyor to Pepper, the bad ass single mom who helped defeat Thanos. Said 1-10. Of course everyone picked the squishy middle. This is why I like 4 ratings for likert scale no squishy middle.

We learned kurtosis and skewness. Ohh did I mention I am gonna add a basic data scientist track this semester.

list of choices for topics about technology, audio, video, music etc

I then had people vote on what topics they will learn. As an LEP Tech class I have specific outcomes I must teach but I want student input.

Overwhelmingly getting an A is the only real concern of students. We discussed, "What did school do to them when given the chance to design a class they only care about a grade."

The collective response was a cutting stare and a response of, "Everything."

SNL satire of that Dothraki dude the dragon lady married

I decided we would focus on web literacy (even though it got no votes, the focus on building your digital identities is reason I teach this class).

I am also gonna do photos, podcasting (audio or music), video, and data science. Everyone will get a taste of each but they will then specialize in a topic.

If they do web literacy they will get a domain and hosting or learn CSS Grid and keep building out their site (if they do not want to spend money).

For video I am going to do the 30 day educator trial. If they specialize students will have to pay for weVideo, use the labs on campus with Premier, or video software.

For photo editing not sure what I will do. Will start with fun online tools. I used to use pixlr editor, but it was flash based.

I am not trying to walk 30 students installing GIMP on different operating system. That is out. The way we do Creative Cloud now...too expensive for students.

Data science I need to think on for specialization. Thinking maybe data visualization and more in depth survey making.

In terms of the platform I am gonna back to a multi user Known install rather than free accounts. Last time I used WordPress a students blog about overcoming eating disorders kept triggering fat shaming ads from a thir party vendor.

I can't have that. So everyone will build a site using Glitch and then link to a Known profile. Then webmentions will just work.


Greg McVerry

Read Lessons From Sociocultural Writing Research for Implementing the Common Core State Standards #EDU407Sum19

What we mean by “the role of context” is the recognition that writing is not just a cognitive process but a social and cultural one. Writing and writers develop through interactions with one an-other over time.

Such ideas about the role of context and culture in writing development underlie a sociocultural per-spective that pays particular attention to the ways that writers develop practices and identities over time and in interactions with others, recognizing that “conventional encoding is not arrived at in a uniform, linear path (Clay, 1998) and that composing involves much more than encoding” (Dyson, 2015, p. 201).

In many ways it is this identity as a reader and writer we need to build in the classroom, this has to go beyond a grade number or a box in a rubric

which positions teachers to draw on their local knowledge to contextualize learning offers insights into how to interpret and implement the Standards in more meaningful ways.

  • describ-ing what the Standards explicit-ly say
  • highlighting additional information from the Standards that may be missed without dig-ging deeper into the appendix-es
  • detailing important components that the Standards do not address.

A student could make this a write post, go through some standards or lesson plans using this as a lens

Writing Anchor Standards 1–4 identify three text forms for students to master: opinion/argument, in-formative/explanatory, and narrative. They also suggest an explicit focus on task, purpose, and audience (see Table 1)

Not much on exploring your world or focusing on writing for change

Privileging Argument as a Text Type Is Contested. “While all three text types are important, the Standards put particular emphasis on students’ abil-ity to write sound arguments on substantive topics and is-sues, as this ability is critical to college and career emphasis”

Why is argument considered the pinnacle of our education? What if we focused on civic and community ready before college ready.

Toulmin-style graphic organizer, which fo-cuses on warranting claims with evidence, for an essay assignment about whether schools should foster individuality or conformity. Olson, Scarcella, and Matuchniak (2015) similarly described why ar-gument is a linguistically and rhetorically difficult text type for English learners, suggesting that nar-rative forms should be taught first as a foundation before focusing on more complex text types.

Argumentation is a very western and very male way of looking at knowledge

. Sociocultural teachers pay attention to the kind of work and learning accomplished during the production of written genres, not just the surface fea-tures of the textual form. They move beyond asking if writing looks right to understanding what students are doing and accomplishing with their writing. As Bazerman and Prior (2005) put it, “learning genres in-volves learning to act—with other people, artifacts, and environments, all of which are themselves in on-going processes of change and development” (p. 147).

Writing as inquiry and examining multiple persepectives

By Rebecca Woodard, Sonia Kline


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