Combining #IndieWeb and @VConnecting efforts at the Summit

We wrapped up the #IndieWeb Leaders meeting today at the Mozilla offices in Portland. Simultaneously I and the Virtually Connecting Leadership team discussed how best to bring the remote attendees to the summit.

Then we realized we don’t need to. Virtually Connecting provides a wonderful services that help underrepresented peoples attend conferences they could never afford. The events the team throws bring remote participation to conferences where “remote” is defined as “watch the stream and tweet” if remote attendance is mentioned at all.


h3>The #IndieWeb Summit is Different.



Remote attendance is stressed and planned for as much as on the ground. In fact at the #IndieWeb leaders meeting we had attendees from across the globe. At the summit the next two days all keynotes are live streamed and archived on YouTube (just like Virtually Connecting), there are two rooms for remote collaboration where people can gather (just like Virtual buddies for Virtually Connecting). We have an IRC, Matrix, and Slack chat that connect everything together (similar to the VC channels).

In essence The #IndieWeb Summit builds in the ethos of Virtually Connecting. Therefore we decided to combine our efforts and just encourage everyone to use the pathways for remote participation that already exist.

Joining Communities

I have long wanted to bring the folks I hang with at Virtually Connecting and through our online spaces like #ds106, #clmooc, #rhizo, and others. Being on the IndieWeb just means owning your data and carving out a place online. That’s it. Most everyone I know in my community is th #IndieWeb.

Yet there are new tools emerging that help connect Indie website together I think folks in EduTwitter want. I also think we should be more cognizant of forcing people into channels that profit from harvesting data.

Is this the kind of behavior we want to model with our students? Should we stress the importance of owning your data? These are questions I know we educators wrestle with. I hope many of you join me in seeking these answers.

So if you were planning to attend the Virtually Connecting sessions at #IndieWeb you still can. We are just going to rely on the amazing remote options built into summit. I will publish a guide on how to remote at the summit later tonight.

Learning Microformats During the Teenage Years: Happy Thirteenth Birthday.

As a child of Friday the 13th, the actual date not the movie franchise, I felt compelled to write a post for microformats 13th birthday.

As a my first summer learning challenge I decided to tackle this tiniest bit of HTML that packs so much utility for marking up people, events, and posts.

While I have consumed and used microformats for over five years through the #IndieWeb community I had no idea how the levers got pulled behind the curtains. So as microforamts turned 13   I launched my journey to make remixable course templates for other academics and I decided to bring the ethos and markup along for the ride.

You can follow my growth and continued misunderstandings in learning about the h-card, h-entry, and even trying to tackle the h-cite. Yet I also want to share lessons of learning I have taken away from trying to learn microformats in it’s thirteen years of existence.

sleep nap GIF by Super Simple

Community is Documentation

As a non-technical comtributor to many open source communities I found it refreshing that those behind do not draw a distinction between community and documentation. The two are byproducts of each other. Good community leads to great documentation and good documentation leads to great community. Consider it the Matthew Effect of Open Source. If efforts for either grow tired both will fall dormant.

Learning microfmats involves checking out the wiki, or looking for examples of correct markup on the IndieWeb wiki, but mainly I am asking in the chat room and somebody will then post a link to the article I need whether it is on one of the two wikis or a blog post. Then somebody goes back and makes the navigation pathway easier for the next reader. Community is documentation.

The microformats wiki went under some great changes this year because people listened to and responded to the community. One of the great challengs when beginnng is to understand the difference between microforamts2 and microformats (version one) when they both live on the canonical link The getting started pages Getting Started with Microformats and Getting Started with Microformats2 follow different formats but the community has been hard at work improving the experience every day.

html coders GIF

Breaking the Mental Model of CSS

This was is hard. When I first started to code pages and incldue microformats2 I asked, “But what stylesheet do I linl to?” I expected mf2 to work like Font Awesome or BootStrap and I would need to inlude a link somewhere in my header. Who knew HTML properties can be used for more than CSS. Luckily I found my answer in the #IndieWeb chat (see my first point).

I still get scared when combining CSS and mf2 and will often stick in an extra div or section for mf2 and leave my styling elsewehre.

pointy haired boss work GIF

Open Source without Boards and Bosses

As an affinity space welcomes experieced users and newbies like me. I have volunteered on many open source projects. Some of these were by businesses who build on top of open source and others by a businesses who build an open source platform. Both approaches require a gatekeeper on top of contributions. You may work on a project for years just to have it cut for revenue saving.

Microformats, and its IndieWeb cousin have been different. No bosses. No Boards. People have an affinity for the endeavor rather than an employer.

math studying GIF

Microformats and Me

I settled on microformats because the philosophy aligned to my worldview for the web.

Most importantly the community believes in the sumpremacy of plain HTML. I agree. We can keep the web accessible by teaching the basic building blocks. Personally I think HTML should replace cursive in our elementary school classrooms.

I also like microformats as a tool to empower educators own their content while contributing their content to the Commons for others to remix and reuse. In fact I have dreamed up the markup for learning events and my mf2 goal is to design easy to use syllabi and course templates.

Academia helped to launch and build the web. We need to return to these roots by focusing on the work of teachers and professors across the globe. OER solutions do exist. Yet I fear the rise of Open Silos. Some repositories don’t realease source code or even documentation on how resources are marked up. Some “stewards” of open standards charge thousands of dollars to join. Other time the markup, like the learning markup being proposed by raises the technical barrier too high for nomral users.

I guess when it comes to Open Source, “Some pigs are more equal than others.”

So I choose microformats. I get easy to use human readable markup in my HTML that I think can help build a better web. It’s like vegan bacon, but good.

All gifs from Kapowski which uses a Giphy engine.
Featured image: 13! flickr photo by fifikins shared under a Creative Commons (BY) license

#IndieWeb, Rights, Responsibility (and Some Russian)

@ChrisaLdrich recently posted an article asking folks to define the #IndieWeb. As an educator it means more to me than just having a Domain or a blog. As a parent my exasperation with the current digital landscape has only grown. It isn’t that if we don’t act the web will be ruined for our children. It is more a crisis if we don’t act the web will may ruin our children.

#IndieWeb isn’t just right. It’s a responsibility. And If we ignore this responsibility we forgo our rights.

The Web is to essential in what Vygotsky called the perezhivanie involved in child development. Which Andy Blunden notes cannot be translated into English but describes it more than a “lived experience.” Blunden notes Vygotsky included the processing of “lived experience” in conjunction with the environment of the said experience. It is the whole process of life changing experiences some building over time and some in moments of crisis that have lasting effect.

We are now allowing the perezhivaniya of our children’s digital avatars to accumulate over time on spaces they do not own in places that do not make us happy. Below is a post I made to the XMCA listserv exploring this further.

I moved the discussion off of the other thread (though I am perpelexed by Perezhivaniyaha and influence of power in being told by educators to reflect on one’s funds of identity) to think about annotations.

I wanted you to know they are automatically given a Public Domain License. If there was interest and people do want to maintain rights to their content we could do a private XMCA group.

Yet you are right. it is still a place I must create an account. It would be really cool to annotate from, or at least syndicate annotations back to my blog. I try to include a feed to all my annotations as an iframe but as soon as I make a public annotation I no longer own it.

I am okay with this. Many on the listserv may not be. I am cool with that too. Your data. Your destiny.

In terms of my annotations I figure I am paid by taxpayers thus my mental work on the state dime belongs in the open. I also believe in the team behind the project as creating what Anil Dash calls “ethical tech” that would pass Stommel’s test for Ethical online learning.

Yet now what happens when learning and reading itself become performative? Or the act of note taking used as a measure of learning?

When I annotate with students I never force them to give up rights to their work or publish openly. In fact I still allow print and paper annotation because I feel like I do not have a right to dictate what kind of external storage device to use (bend rule if in edtech class and doing tool evaluation).

I firmly believe students should own their data. Too often the perezhivanie surrounding online learning strips students of power. Rights to the content gone and often materials inaccessible as soon as class finishes. It can get worse and soon universities are drawing correlations between meal points spent and student performance.

The funds of knowledge and funds of identity outside of formal learning environments

This is what scares me more than anything in child development right now. “personality and knowledge are now actively constructed” (Blunden, p. 2) in environments that are simultaneously designed to take advantage of brain chemistry while controlling the flow of social peer interactions.

The Funds of Identity children draw upon are algorithmically determined by corporate interest, mob mentality and millions of dollars into never published brain, computer, and human interaction research.

Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy.

I believe we need frank conversations about our avatars as they are just networked funds in the centralized bank of facebook (as in Facebook, What’s App, Instagram, Occulus).

This is why I believe we need to teach our children early on about carving out their own corner of the web. What is the point of being able to draw on funds of identity if somebody else owns the bank?

We need to discuss with children that all the research shows notifications and social media often make more people sad than happy.

Most importantly, and a lesson I too often ignore, we need to model good digital hygiene. Remove most if not all notifications from your phone. Be picky about social media apps.Get your own website. Syndicate from your place out on to the web.

To circle back to the article that is the tough part of perezhivaniyaha in school is it is a place where funds of identity are developed yet the processing of social experiences occurs through rapid APIs and machine learning.

Thus I believe as educators we have a responsibility to our students and their avatars.

featured image credit: “We are beautiful (EXPLORE!)” flickr photo by bejealousofme shared under a Creative Commons (BY-NC-ND) license

Virtually Connecting at #IndieWeb Summit @vconnecting

Too often we speak of a decentralized web as if it requires the latest technology. Yet really people must make up an #Indieweb. We do not need new apps or the latest blockchain-schmockchain tool. People only need a blog and a bit of html…and other people.

A web where folks control their data, shape their identity and connect to communities require different nodes to come together around shared values. These values may be just attitude but I do belives attitudes can grow into shared principles. Different networks I move through may be organized in varying ways but they share something.

I have long wanted to bring together two of my communities: the #IndieWeb and Virtually Connecting and I am excited to announce that on June 26th-27th we will have a Virtually Connecting Presence at the #IndieWeb summit.

What is Virtually Connecting

For those who do not know Virtually Connecting is designed to bring conferences to places and people around the world who can not attend. It goes beyond the simple “Watch the Stream” of most remote conferences and encourages an interaction with an “onsite buddy” and a “virtual buddy” they are then joined by remote participants across the globe.

The IndieWeb Summit has some of the best streaming and remote options available but through Virtually Connecting I get to bring along the traveling bard of scholars who have nomadically moved from #ds106, #rhizo, #walkmyworld, #clmooc, @hypothesis and so many other spaces online that have long embodied the #IndieWeb Principles through the #DoOO philosophy.

How Will it Work

You can find a schedule and sign up for a virtual participant spot here: As I said almost all of #IndieWeb summit gets streamed but these will be special sessions done live on Hangouts on Air from the Virtually Connecting account.

Day One Tuesday

The Summit is an unconference following all keynotes. After the keynote we will hold one session to try and define, “What is IndieWeb to Me?”

We will meet at 11:40 PDT time. Hangout link to follow.

I will try and grab some keynote speakers for a few minutes. This will be happening while lightning round introductions are made so we may check out some of those as well.

Day Two Wednesday

On day two we will convene again at at 11:00 PDT to discuss the intesection of the IndieWeb, #DoOO and all of our networked learnign experiences such as #ds106, #rhizo15, #walkmyworld, #clmooc, etc.

Come Join Us

You will find Both Virtually Connecting and #IndieWeb as model communities. I encourage everyone to check out the Summit Stream and register as a participant for the Virtually Connecting Sessions.

The entire #IndieWeb conference is streamed and remote attendance is encouraged so please feel free to stop by anytime.

Can the #IndieWeb Improve Better Readers and Writers Online?

I have long believed the best way to improve student reading and writing performance in online environments is to provide students with their own domain on the web. In fact in the ten years I have studied children reading and writing online I believe our skills around reading and complex problems solving have declined as we retreated into walled gardens.

Why? The rise of the silos

The earliest research in critical evaluation came not from educators but from marketers looking to improve how a potential audience would view their sites as credible. This development cycle lead to better presentation and ease of use of web based tools. This phenomenon exists in our devices and our networks. Markets will always respond this way.

Soon the users are left with few decisions  to make. Three decades later students now get fed an algorithmic news feed in an environment that behaves in ways they do no not control. Their friendships and social hierarchies get influenced by the feed. Children, and more often their parents, readily share treasure troves of personal data.

Fake news. How did we get here?

When alumni of the New Literacies Research Lab get together to talk “fake news” we shake our heads. We know how we got here.

You ignored us. Our schools were either not nimble enough or failed to heed the warning. We rang the storm bells as loud as we could.

For almost two decades now we warned of the imminent need to teach critical evaluation skills. Study after study demonstrated a generation of students could not or would not examine multiple sources beyond very surface level cues.

Worse we found with online reading comprehension we might actually amplify historically rooted and persistent achievement gaps. Children living in poverty have fewer opportunities and less quality instruction. We have found a statistically significant difference exist Even after controlling for prior reading ability students of color and low SES students, using free and reduced lunch as control variable, score below the mean of their richer peers. While the differences existed in critical evaluation you can also conclude that no student in our studies (5-7 year old data now) really paid sourcing any mind.

Others have found similar results.

We knew that the literacy spaces our students live in became increasingly networked and reading must socially complex texts unfolding in real time present great challenges to students. In fact we built a simulated internet inside a social network because we knew networks would drive knowledge. In fact our chat bots, before chat bots were a thing, tried to coach and influence students from a messenger like interface. Primarily that is how we delivered assessment items.

We knew we knew almost nothing about synthesis across these spaces except a few efficacy tests of graphic organizers and think aloud protocols. Yet we knew multiple source reading and argumentative writing were key and tried to embed learning events into role play. Important work continues in this area. We will explore a variety of tools that both assess and train students to integrate information.

More importantly interest driven inquiry or reading across perspective fueled places changes the reader and the text. We have long called for the use of tools to aid readers (Coiro and Killi doing awesome work here). In fact we have developed theoretical learning environments that combine encountering bias read alouds with social networks environment. In fact Ian and I had put in an NSF grant to build this space. This grant will build on these efforts.

While we examined the sociocognitive acts of reading others investigated new literacies from a more sociocultural perspectives and documented how students lived their literary and adolescent lives online. Originally the web was built by people as they did their identity work. Children today are no different except they do this work in social spaces designed to manipulate their interest. The algorithmic feed controls their social interactions. In today social media landscape the identity work of our students is often for sale to the highest bidder. Agency is central to reading and encouraging people to own their data in spaces they control is essential to the future of the web.

Fake News? Where Do We Go

We also believe the path to becoming a better reader relies on becoming a writer. Children excel in production based literacy environments. The critical evaluation of online sources is no different. Any classroom exercise around sourcing must involve readers reflecting on their process and interacting in social spaces for reading. Webelieve the best way to do have students understand how the web shapes meaning is to use the web to make meaning. Part of any intervention should embrace students publishing on their own domain with parents and students in control of their privacy.

We also believe that technology tools can assist in both the measurement and development of writing skills.

We also believe teachers should be central in educational research. Part of any intervention must encourage educators to build, share and remix resources while reflecting on their learning in the open. We can not tackle critical evaluation alone. Furthermore we must recognize that our teaching corps requires a basic understanding of how you read and write on the web and the lack of skills in our teachers is a national crisis. Students will never be ready for computer science classes in middle school and high school if they are taught by educators who can’t add a link in an email let alone build a web page. By encouraging teachers to network through the use of OER sharing we can address the lack of skills.

Literacy and technology is just a much disciplinary literacies than it is a digital literacies or new literacies. There is no tech industry anymore. Each field as specific ways of being and language used in online spaces. In every industry this has meld with some level of computer science. At the heart of each of these grammar and syntaxes is HTML.


Does participation in a simulated reading environment while encountering bias think-alouds lead to increased critical evaluation skills and improved argumentative writing?

What affect does writing from their own domain have on self-efficacy measures of a writer?

What affect does writing have on student opinions about the influence of media and social media on their health and identity?

Can a learning platform that assesses writing growth, coaches students, and empowers teachers to create a reflective network of student websites that driven by feedback?

My Idea. Yours Welcome Here!

I want to apply to this grant with a concentration on reading and writing. We would create a series of biased read alouds either simply using embedded videos that trigger on point or click or possibly remixamble WebVR built on Aframe where students could have greater interaction with avatars.

At the same time every student in the study will be given a domain. They will use this as their writing space. There will be specific tags for different types of writing.

Using other technologies called microsub and micropub APIs, a teacher control dashboard will be created that allows the educators to write comments to students, see comments they leave each other, give private feedback, add sources for students to read, watch conversations across chat.

At the same time meta data parsers and machine learning will be collecting and tracking growth of specific writing traits. Chatbots will be available to the teacher and the student to improve their writing.

This would be a multi-year grant.

Basic timeline:
Year One- Curriculum and Tool Development
Year Two- Formative Design Research
Year Three- Efficacy Study using Switch Replication Design
Year Four-Analysis and Tool Refinement

Get Involved

Reach out if you would like to get involved with the grant. The Letter of Intent is due 6/22 and the Application would need to be wrapped up by end of July to get all the appropriate approvals.

Update on #IndieWeb WordPress UX Research

For the past two months I have started the data collection to help understand the IndieWeb user base and how we can help onboarding people through WordPress.

I began by reviewing previous work around personas completed at IndiewWeb Camp Nuremberg. While I pushed back that single reclusive self-employed white guy Tom is the developer and Ellie the nurse is the bubbly social media maven (beginning to question the bias in persona back story work in general) these personas provided a strong analytical jumping off point.

I then began to develop an inventory to try and measure a users level of experience with WordPress and IndieWeb.

Next I started to interview users. My original intention was to complete cognitive labs as people tried to indiewebify their blogs (please note just having a place where you control and own your data is all you need for #IndieWeb this was about the additional layer of tools that allows you to connect to the community). Yet after looking at the documentation I decided to change directions.

I felt it would be unethical, and unnatural to record cognitive labs. First I knew I was setting people up for failure. The documentation in the WordPress plug-ins and the IndieWeb wiki did not match. The wiki pages were woefully dated and too complex. Second learning to IndieWeb a WordPress blog takes days not hours. You will need to tweak things and break things and beg for help in the IndieWeb chat room. A successful use case can take weeks or days, not hours. A single recording will not capture this journey.

So I changed direction. Instead I am completing interviews with existing users that loosely line up to the levels included in the persona work. I have done three so far. You can find two here. The third is a student of mine. While all data is released in public domain I am seeking an exemption from IRB since a student is considered vulnerable population.

I am then using the data from these interviews to rewrite the WordPress onboarding documentation here. My goal is to have a completed draft by the IndieWeb summit that we can then revise and release. I am hoping to also work on the “more details” page of each IndieWeb WordPress plug-in at the summit as those will often be the first point of contact and not the wiki,

Once that is done I will start the cognitive lab process to test the efficacy of the new documentation. If you would like to get involved either as a researcher, participant, or researcher-participant there is always room for collaboration.

Featured Image credit: Indie Cake flickr photo by Kimli shared under a Creative Commons (BY-NC) license

Getting h-entry Right

I am hoping to have will have my microformats course templates and syllabus ready to demo for the #IndieWeb Summit. The CCS Grid will need further massaging but I want my html and microformats proper. Accessories mean nothing if the underlying outfit doesn’t pop.

In my last microformats post I described how I finally developed the mental model of the h-card. I have correctly added that to both my syllabus and my course. I did not have the same luck with h-entry.

I made so many early mistakes. I am afraid to style anything that also has a microformats class so I usually add new sections and divs. I am not sure if this is best practice. I put h-entries all over my syllabus thinking of a schedule. I have to reduce it to one.

I really misunderstood when to use the u-photo and u-url links. I fact I made a fork of Alan Levine’s Flickr CC attbribution tool for this project I need to go back and change. Kevin Marks was telling me about the license properties…So many properties

That was my problem. I fundamentally misunderstood how h-entry works.

What is h-Entry?

First the h-entry is for episodic posts and pages like a website. Just like the h-card the h-entry is a root class name. This means the h-entry tells other websites and tools to expects a page with h-entry mark up called properties. These properties can include stuff in classes like when something was published (dt-published), the name of the entry (p-name) and the author (p-author). The h-entry can include an embedded h-card any many other properties. You can more on the wiki

At a minimum you should include: name, url, published, content and author. Best practice suggests you also include the content and author as an embedded h-card.

What did do I Wrong?

First my syllabus did not need an h-entry. The h-entry is for episodic events. If there was interest in an #IndieWeb root for learning resources beyond n=1 (me) I do hope one day to have a root and new properties. Until then a very basic h-entry for the entire page is all I need.

If anything I might include h-calendar in the scheduling of events but I have learned microformats parsers and readers do not handle single page websites with multiple root classes well.

I also need to focus on html first before worrying about any microformats mark up. I keep finding little places where I need to revise silly things like missing headings for different sections.

In my last post on the h-card I described how these are like boxes and parsers are able to hold them upside down and shake them until the properties fall out in the right order. All I need to do is put just few properties in this h-entry box.

h-Entry, WordPress, and Syndicaton

As part of my microformats crash course I have also come to learn how a WordPress theme renders the h-entry in a post and the syndication tool you choose to use greatly affects how a post will display on different third party sites. So I use 2016-Indieweb and Bridgy to syndicate to Twitter. How each post is marked up can change what you see on Twitter.

We are currently going through and testing how a variety of syndication tools render WordPress pages for each of the four commonly used #IndieWeb themes. This is a great way for someone to begin making contributions to the #IndieWeb community without diving deep into code. If you are looking to get involved in helping to rebuild a better web please reach out.

Continuing to build #IndieWeb Citation machine: h-cite markup for APA

In this post I describe the efforts of Martin and I to develop a system to create APA citation with the proper microformat2 markup.

Martin built an amazing first prototype: I am now trying to write the formatting for the major APA types.

If you are in digital humanities I could use the same help with MLA

APA Formats


<p class="h-cite"><span class="p-author h-card">Gee, James, Paul </span> <time class="dt-published">(2018)</time>. <span class="p-publication" style="em">Anti-education era: Creating Smarter Students Through Digital Learning. </span>.<span class="p-locality">New York</span>: <span class="p-publisher>Macmillan</span></p>

Chapter in Book

<p class="h-cite"><span class="p-author h-card">Family Name, Given Name</span><time class="dt-published">(2018)</time>.<span class="p-name">Chapter title</a>. In <span class="h-card">Editor Given Name first initial, Family Name</span> (eds.)  <span class="p-name" style="em">Title of Book</span>(pages of chapter).<span class="p-locality">New York</span>: <span class="p-publisher>Macmillan</span></p>

I will keep adding to these I we move along. If you want to contribute please hop in and add citation styles as an issue in the GitHub repo.

Notes from Virtual Homebrew Website Club: Blogging 101 edition

Well Cathy and I did not have any students looking for Blogging 101 help so we spent the hour in an #IndieWeb support group.

Cathie Leblanc:

#indieweb @cathielebland: I am focusing on content right now. When I go on contract I will be general education coordinator. The exciting thing about #indieweb is my phD is in CS but I have moved away from the technical This is getting back to technology

I am running into lots of issues. Starting on a project like this I am not sure the wiki format is best way to present information. I am still struggiling to get my head around it.

Greg McVerry:

@gwg and @chrisaldrich doing a great #indieweb podcast to help

Cathie LeBlanc:

I can’t get #indieweb to look aestheically like I want so I have started a different WordPress installations for notes, and different articles, and photos.

Greg McVerry:

go to listen @gwg last podcast and he explains why he used taxonomies and not custom type.

I demonstrate how I use the exclude categories plug in to only publish articles and then have the different archive pages for each.

Cathie LeBlanc:

Showing why she uses a different WordPress theme for each of post kinds to get the aesthetic look she wants

Greg McVerry:

Working with @cathieleblanc to go through each of her individual WordPress instances to check all microformats. A lot of plug-ins don’t work on many of her themes

Cathie LeBlanc:

That visual aspect of making your website is going to be important. I love the sematincs but we need to worry about how things look

Greg McVerry:

I want my notes page to look like @cathieleblanc‘s

If I am going to do this with my students I can’t send them to the wiki for help. I need to make them a guide.

Cathie LeBlanc:

The pencast @chrisaldrich did was super helpful. It juts needs to be shorter students won’t sit through the whole thing.

Greg McVerry:

If I do it with my students and I say pick one of these three themes. That just feels “unindie”

Cathie LeBlanc:

Even what you just said to me, that I have enough of an h-entry on my post but some thigns are missing that was super helpful. Do the kids need indpenendence or do we force them to be semantically correct

Greg McVerry:

We may do a virtual IndiewWebCamp with #highered folks doing #DOO who want to focus on #indieweb but the big choice is do we force them into a theme.

Cathie LeBlanc:

Well force isn’t forced if it is knowledged based decision. Explain to kids why those three themes work

We need to make the tools easier to understand and easier move. This movement to decentralized software good..if you can do plug and play…we just aren’t there yet. It’s really hard for a human to understand how all the pieces fit together

Greg McVerry:

@cathieleblanc and I will make it our mission to try and and get the archive of photo post kinds to display in a grid format. Feel free to help..We will need it.

I explain to @cathieleblanc how indigineous app for Android and we talk about the future of microsub reader.

Join us for a Virtual HomeBrew Website Club: Blogging 101 #edtechchat #literacies #engchat #ctedcamp

As a teacher do you have an interest in joining the committed few who want ensure the web remains open and free for our students? Are you an educator just starting off you blog and looking for tips? Maybe you are a seasoned blogger,, Wix, or Weebly user who wants to take the next steps and own your own domain. If so it won’t be pool side where all the cool teachers hang out.

All summer long I will be hosting Virtual Homebrew Website Clubs with an emphasis on WordPress for educators. Every (minus vacations and life stuff that may get in the way) Wednesday at 8:30 pm and Thursday at 2:00 pm (all times edt -5 UTC) you can come up your blogging skills. I will share a link to a Google Hangout before we begin. If you want to learn how to add a header image, tips on writing content, making static pages, or tweaking just about anything on your WordPress site this is the place to be.

I will keep the Hangout open for an hour and silently work if no one stops to say hello. We will reserve the first 45 minutes to blogging basics but if you wanted to know how to make your current blog #IndieWeb powered you can stop by for the last fifteen minutes of the conversation for questions. As the summer moves on if more people up their skills we may change the ratio of time.

So if you have a question on how to get started as an educational blogger or you just want to stop in and do an hour of quiet blogging all are welcome.