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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

@jennifermjones you totes need to connect with us and the other educators and journalist. I am trying to launch this journal about social media and blogging research here are our event

Greg McVerry

For history @ArchaeologyFitz also find BloggerCon 1-3 ton of research on early academic blogging....After that BloggerCon IV became about SEO, social media, and marketing....Yep the SEO trolls even ruined academic blogging for a while.

Greg McVerry

@ArchaeologyFitz I take the view that we need to push back and figth back against the tyranny racism and sexism built into publishing in and publish our research from our domains.

Greg McVerry

Greg McVerry

@aleciamarie Take the opportunity to push the folks on to their own domain to pick up some basic web literacy skills. built the web. can't have more cullings like Tumblr....own your research as activism

Greg McVerry

Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR)



IUSE: EHR also seeks to support projects that have high potential for broader societal impacts, including improved diversity of students and instructors participating in STEM education, professional development for instructors to ensure adoption of new and effective pedagogical techniques that meet the changing needs of students

This is the long term goal of the project. You can see it hashed out here: Though it went through some revisions as I shopped ideas to RFP's going back to the original focus on teacher prep.

$300k a small budget as well can't get lost in the larger narrative of what I want to scale up to.  Going to have to rethink the overall structure of the story into a much more focused lens. 

For all the above objectives, the National Science Foundation invests primarily in evidence-based and evidence-generating approaches to understand and improve STEM learning and learning environments

go read past studies for methods used. Not much room for instrumentation and plus I am more interested in studying the spaces we create for sources of evidence

Going to go for the institutional track. 

  • design and study innovative learning opportunities, including cyber-learning;
  • create, implement, and test program, curricular, course, and technology-driven models;
  • develop, implement, and test creative approaches for adoption of education research into disciplinary teaching; demonstrate effectiveness of validated practices in a variety of institutional settings; develop and validate assessments/metrics for undergraduate STEM learning and instructional practice;
  • and conduct fundamental research on issues of undergraduate STEM teaching and learning.

This track supports projects that use innovative approaches to increase the use of highly effective, evidence-based STEM teaching and learning, curricular, and co-curricular practices in institutions of higher education or across/within disciplinary communities. These projects may be proposed by an institution or set of institutions;

Is a public school considered an instution

For example, support from key administrative leaders, ranging from presidents and provost, to deans and department chairs, is often an important factor in affecting the development, impact, and sustainability of change efforts at the institutional level

start working on support letters

need to go look at my budget again. 300k ain't much, want to connect our teacher prep to STEM. Want to get practicing teachers into hyrbid classes.

A competitive proposal will include an evaluation plan that provides formative feedback to guide the development of the project and summative assessment of the effectiveness of the project in achieving its goals as well as expected and unexpected outcomes

think about organizing the evaluation section based on this paragraph.

Time to make the template.

Greg McVerry


Barbara J. Walker (2003) THE CULTIVATION OF STUDENT SELF- EFFICACY IN READING AND WRITING, Reading &Writing Quarterly, 19:2, 173-187, DOI: 10.1080/10573560308217

As I try to think about how agentive plays out I am returning to research on agency, efficacy and reading and writing.

Afterall when we talk tech and web with kids we really mean

same students use cognitive and metacognitive strategies to increase their understanding. Students with low self-efficacy are much less likely to use a combination of strategies such as elaboration and relating concepts.

However, according to Schunk (2003), effective learning does not require that efficacy be extremely high— simply that it be high enough to sustain engagement in present and future tasks.

First, successful learning experiences that are somewhat challenging yet can 174 B. J. Walker be accomplished are a significant means to develop self-efficacy (Pajares, 2003).

When this happens, students’ self-efficacy increase because they believe that their effort and strategy deployment produces the success.

In agentive apprenticeship these goals can mean producing change for others while building for yourself

Teachers can make task-specific comments about student success and attribute that success to using strategies that are learnable (Schunk, 2003). Likewise, positive self-attributions after completing challenging tasks influence the self-regulating behaviors of readers and writers.

Feedback and reflection improve learning which improves efficacy which improves learning. How do feedback loops and reflection work in with agentive apprenticeship? Does doing this publicly? Openly? Privately change anything?

When faced with overly challenging tasks, low efficacious students focus on an outcome of the performance (the goal) such as grades rather than learning something (Linnenbrink & Pintrich, 2003).

Grades have so little to do with learning. In fact agentive apprenticeship may thrive best where exterior and extrninsic awards are minimized.

group (their friends) and intrinsically motivated to save face (Walker, 2000). Using another source of information for developing self-efficacy, students make social comparisons while observing others completing aca- demic tasks (Pajares, 2003);

Learning as social pressure and the desire to fit in may play in agentive apprenticeship even with those with high sefl efficacy. You can see this with tool adoption. though the studies cited were done in in school writing spaces.. Author should have looked for tangential research in third spaces or at least qualified this missing area in the acceptance rejection section of the lit review...

When students choose their books, topic, or response, they expend more effort on these activities.

I taught through "Democracy by Design." My students made a choice along a pre determined path usually to the conclusion I wanted. I Am okay with that. Teacher, student. Adult, child. Network, apprentice. Similar to Amy Burvall's focus on constraint

only seeing a few studies cited repeatedly many fromt he same theoretical lens. Agency and writing isn't my field . Going to need to dig deeper. Need to look at connected learning, should proably read up on Chip Bruce and Dewey and democratic education.

Greg McVerry

@actualham @cathieleblanc @onlineCRSlady @shsabrams @dan_blick @benwerd @wiobyrne any interest in Northeast Research Conference??

Greg McVerry

@nomadwarmachine this piece made me realize we could just layer @hypothesis on top of all our stuff and have a private group and that could easily serve as the Google+ replacement

Greg McVerry

Ashley this a great extended metaphor poem, interestingly enough in our research it was common for poets who identified as female to often write about dance and life and use a metaphor of being trapped in perfection or wishing to be be free.


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