"user" : "jgmac1106", "max" : "700", "addQuoteContext" : "true", "groupName" : "Public"annotations 759, replies 280
your key levers here seem to be share, explore, and empower...will raters know the difference? Are they related but different enough?
nothing on the role of reflection and/or feedback. I would think that important.
Good learning design for open requires good learning principles. I would seperate it out and add another criterion for assessment/feedback practices
Do your scale descriptors of "value" equal renewable work? What makes value the key element of renewable?
I don't really understand the question here. Did you see the super helpful input Rajiv added, anchored to the next cell?
You are defining the criteria as "renewab;e work" yet in your scale descriptors your key lever (the thing that changes to indicate qualitative scale) revolves around value. Thus value=renewable work, and what makes something more renewable is an increase in value? Just not sure they fit the same ontological net.
How am I measuring this transfer? Do I have access to students after 1 week, 1 month? 1 year? Do you expect any kind of half-life?
I dig four point scales because I hate the squishy middle and the low variance found in three point scales. Can create false reliability among raters...but many folks like a midpoint....and we are treating ordinal data as numerical so it probably doesn't matter anyway...all the numbers are nonsense
I'm not in love with rubrics either, especially as a mechanism to quantify feedback that should probably remain qualitative anyway. I've been thinking that maybe rather than a rubric, this might be better seen as a kind of "bingo" card, where one held it up against learning experiences to see how many squares the experience included. So not so much to be an evaluation tool, but to be a tool to help generate rich experiences.
If you present a scale in a linear form it will be used this way, I tried to counter that in my design by using concentric circles: https://archive.jgregorymcverry.com/practices-and-participatory-learning-environments/
This makes the criteria very multi dimensional? Are all open practices equal? only feels like they are consuming? No creation or open practices on learning out loud/reflecting
Sorry, I don't understand what you are saying here. I struggled with this cell most of all, so I'm sure the language I used is not clear.
The word "apply" here is trying to convey the idea that participants engage in creation.
I realize that as it reads, it sounds like it's maybe just talking about directly intervening in something closed, when what I was trying to convey is not just that, but the idea of creating something open that could serve instead of something closed (in the way that The American Yawp serves in place of a proprietary history textbook, or Firefox serves in the place of a closed-source web browser, etc).
"apply open practices" seems to consist of many dimensions. Meaning in this example the ontological net is too broad and will hurt your rater agreement.
Are some open practices more important than others/ Do they all need to be stuffed into one criterion?
word should be material
Need to look at contrast of CSS shee, no way this meets accessibility guidelines
Heading, and I hate going heading to heading which means adding a framing paragraph after the h2 heading
Based on framing paragraph should be a section on learning how to learn.
awkard must then, just choose and it isn't must
transaction or transactional. Double check.
Re-read this and make sure to add key outcomes.
Forget the identity work this is just such stellar learning, and you can never forget the identity work. It is why this is stellar learning
This is reminding me how I had a history of Education class in graduate school that included Song of Solomon as required reading and how powerful that was in my experience in that course. Makes me think more about the ways I might bring in literature by Black women into my current graduate teaching.
I have been using Maya Angelou when the Caged Bird Sings in my classes but also worry am I just tokeninzing by using well known sources, "Im not racist, I read a poem by a black woman."
Here is the lesson: https://docs.google.com/document/d/13WYQ2xB9-llCby7lgHDWjYseHCViAKtvr5I5S2nf25I/edit
Will have to describe situated cognition without going in too deeply,
role of standards as both a learning and semiotic tool
leadership and learning open spaces
Need to think about how OER makes tacit knowledge more explicit as everything gets docuented
community is the content
the key is the space is helping people move from learners to designers.
To me this word has a ton of power and it's the hard g's in jagged
Here as my multimodal reteling: https://www.youtube.com/watch?v=tZ3gBf29z_0
I am a sucker for internal rhymes. Although these lyrics (for me) don't always hold up as a poem on its own, the art of internal rhyme to create rhythm against the backdrop of bass and drums is a key element of HipHop that I greatly admire. https://www.youtube.com/watch?v=BfgR2bEjAFg
This is why I am starting to push back against the idea that phonemic awareness education should stop in 2nd grade.
Let kids play with the beat of words for ever.
Making a choice? Or maybe not ...
Yes what would be the seen but also unique alternative?
Why is the author using the word ugly? It has a negative connotation? What does it do to give this word power?
I don't really get this opinion, or how it pertains to Greg's otherwise important point about the format of OER. Seems like it ignores BOTH the great many tangible contributions folks have made in the field of OER AND the very important conversations that also take place around topics as or more important than technical formats, like pedagogy, and the socio-economic ecosystem in which OER participates.
Your right. I should have stuck to post positive. The argument I am trying to make in this paragraph is important but it dissuades from muy message and invalidates the work of the past.
It's like I am proving with that paragraph the futility of arguing that I argue against in the paragraph.
But I do wonder if we went back through and did a content analysis of the other #OER19 would they be about talks about the work or meta talks on process.
I am going to revise this (hey what happens to an unanchored annotation before I do)?
Annotations that lose their anchors persist, but as orphans. You'll see a new "orphans" view at the top of the sidebar, alongside annotations and page notes.
In other news: one person's process is another's work, so I try not to make blanket judgments.
No it's an important point I want to make but it can be done better in a piece where it belongs.....I think I need to make opermalinks to my edits.
speed of light
I love this piece by Maisha Winn on a similar thread: https://www.tandfonline.com/doi/abs/10.1080/10749039.2014.990037
I usually avoid extra modifies. I find them repetitive and redundant, but if any can bring radical to the writing classroom it is Marcelle M. Haddix
As English teachers we often begin by asking what exemplar text would you use. So let's start to curate a list of what kind of healing text you would use as models to admire and pick at or simply wiggle around in our heads?
Good to acknowledge this. The votes didn't come out of nowhere. They came from within various communities, and communities of practice.
In my town. It went Trump. Probably still would again. It wasn't group think. Though many do not recognize that the ability to ignore attacks of race and gender and focus on "other issues" itself comes from a historical imbalance of race and gender.
I think we should have a disclaimer that teachers are mandatory reporters and trauma education can lead to situations you must report.
Students should be aware of these obligations before these efforts begin.
I find giving my students a domain and the freedom to write leads to healing through words. To data I have had students discuss their journey with dating violence, bulimia, and addiction.
Looking back as I write this, however, it seems the ability to engage in healing writing is an engendered practice. Not sure I have had any students who identify as male take a risk in their healing.
It wasn't the morning after for me. I saw three county returns in the middle of Florida and new we were done.
This seems like an overseen dimension of teacher prep, right? As if teaching can occur in a vacuum and emotions need not be addressed or recognized in the classroom, let alone be brought in explicitly and handled with sensitivity.
It should be, Bali, but I'm not sure it's done with fidelity. The rise of nGSE's (Sposato, Relay, etc.) that are infatuated with discreet teacher practices sure don't help.
Every teacher prep program right now is collecting darts at the wall data on teacher dispositions and making pretty charts for accreditation.
I think providing space for reflective and restorative writing in teacher prep is almost a better way to watch dispositions play out in situ.
One of the complexities of this is that teachers sometimes don't believe the academic space is where these conversations should occur, despite adoption of SEL approaches by a school; we have cultivated teachers who, because of pressures around test accountability, grades, and perceptions of traditional models of success, experience conflict around the heart and mind binary - school is for academics and thinking, while spaces outside of school are for nourishing the heart. Obviously we need to interrupt this stance to show how each feed the other.
More than that teachers have been taught to be apolitical (which of course is political) and leave value education to the home.
Not only are teachers underprepared, often teacher educators are underprepared to do so, and we are woefully fearful that our words and and actions may be taken out of context and used against us. The fear climate created in these last 2 years is real.
I totally agree. As a teacher educator, my gut instinct is to encourage teachers to be braver and bolder both in the activities they plan and the way they engage with current events and build resistance with their students. That's what I would have done in the classroom. But these novice teachers aren't me, and I feel that tension between what I want to do versus what I responsibly should do in working with them.
But I think this is why it s at the natural praxis of English teaching. Get pictures of people whose lives are effected by fears of deportation and write. make a digital essay, a song. Study Trethewey and have students write documentary poems remembering the sounds of their homes streets and schools the next day.
Thanks, really excited about the grant opportunity,
compare to the distributed nature
If failure an experience?
Working towards completion?
Can this be a response to trolls? When you have power of your domain.
If we want a democratic society we need a democratic educational system. This requires in digital literacy folks to have their own domain.
Educational is this sense is can be both and negative.
An interesting critique of libertarianism in the tech world from Dewey.
For Dewey democracy isn't a set of laws but a way of living.
the collective feed
Having a domain is collective action
Make a parallel to the rise of commercial silos.
How does this fit the web?
This is a perfect example of the culture divide that this teacher and this student has. What seems almost like child abuse in this teacher's eyes is seen as completely normal in this 5 year old's eyes.
Great point and I it is so hard to check bias when we consider student safety.
I love this quote. As teachers, our job is to never stop learning, and we learn so much from our students.
Freire is something every teacher must read., but it will be a book I will never assign. For if you do not want to read Freire you will miss the meaning entirely.
This is what we seek:
I disconnected my IFTT. I ended up breaking my pocket integration and started worrying about data leakage.
The less third parties the better IMO
This may be my favorite line of the entire code of conduct! I'm doing my best to resist....
You can point them out in a friendly way. PR's always taken. Especially since I have been having nerve damage in my hands the mistakes have skyrocketed...but I always publish then proofread. I like revision histories...they tell a story.
But this is why I always like a private chat room. I have no problem pointing out errors there without broadcasting as grammar police.
Keep for "how-to" section
Think we should frame this as a disciplinary literacy study.
Cover this is Extending and Clarifying Previous Research
Need to decide on writing measures.
Try to have the package delivered by classroom teachers without us teaching in last year.
Usability study included in the methods of the pilot year.
A turnkey social reader turned LMS that can be applied to any #IndieWeb blogging environment (license up to vendors and partners) as well as openly licensed learning materials and assessment tools.
HTML is handwriting and composition
Would have to use an Author citation here 🙂
I think you can see this growth in writing over time. By having students engage in multiple pieces of authentic writing we may be able to parse growth.
Think about annotations and developing a code book to annotate over time. That is clearly demonstrable growth thaty could easily be analyzed.
Tools that make teachers more reliable are just as important.
We need to explain why the current model of writing is insufficient.
Taking back the web is the long term strategy and to do that we need students who can read and write the web.
Will read grant if submitted by April 1st.
We will start with one setting in the development year, two settings in the pilot year, and four settings (2 high and low in two SES districts in two states).
The idea that owning a domain changes the act of learning is essential to Open Pedagogy
Use this as a measure for the grant.
At the same time perezhivanie must accept this identity work was being compelled and their s a power imbalance where the student will try to please outside factors. Some may not share the mist critical funds of identity in a school setting
Almostt all of the new literacies studies as of late focused on identity ad naseum with the JPG flair.
but then we get to new identities requiring crisis. Not sure I agree.
There is cultural meaning here of the cat as a metaphor for lazy. Think Garfield.
I also see how I misunderstood critical as crisis.
This reminds me of the pre and post test we used to give as part of the New Literacies Institute. Choose one picture that represents you before and one after,
In my work on critical evaluation I want to explore what happens when students interact with bias avatars doing read alouds.
I think we can leverage this in learning by allowing students to "unlock" bounty boxes similar to the in-app economies of most games.
Sounds like Piaget here to me.
I think there can be many small episodes that build over time
Very similar to Gee's Big D little d discourse model
It is this that scares me. We are no longer just having students define themselves.. Well actually I believe we project many MEs and have many other MEs projected back onto us.
Yet they are no longer in control of how their life experiences get shared. A social algorithm determines what events they see from friends and what friends see of them.
Notification provide gratification while reinforcing specific funds of identity.
What is the meme version of of historically accumulated. Clearly memes are deeply influenced by funds of knowledge as evident by Black Twitter yet they are more temporal and draw heavily on pop culture. At the same time having a deep meme game also signifies status in digital culture.
I believe in a digital world we need to ensure students control the spaces where they are defining themselves.
This what scares me. We have added silos as an intermediary in the positive and negative experiences students have.
An algorithm gets to decide which friends a friend shares communication. A hidden box controls what experience gets reinforced in youth culture.
Think about that. We have handed off the creation and curation of identities of children to corporations.
What does this mean for digital culture?
I found this theory of action that I drafted for the consideration of participant facilitators. I would hesitate to say that it was the theory of action of CLMOOC, because our intention setting and planning was messier than this, but I remember it being well received, generating discourse across the planning team and being regarded as helpful. I clearly brought a working definition to the work evidenced by this draft.
Would this definition work in a well defined domain of chemistry and math where outcomes are often predetermined?
Is open, as the authors define it the best way to teach math?
I am okay with people calling places like Twitter and Google+ open in the ways they were used in clmooc. Are you? Can open learning happen on closed systems?
Where would this research go if G+ was...mitigated? Any online project that can be closed for whatever reason is not totally open, is it? I don't think I would go quite that far in my definition. But an electomagnetic pulse might not be so forgiving. I think open can happen anywhere even on closed systems. I sponsor an open version of Zeega. Anyone can join and i will honor it as long as it can still work withing existing software and cloud and hardware systems. That is open, I think. I am not prepared for any academic overthink on this ;-)
But what is more Open? A Mastadon instance that only those with a development background could ever launch or a Google+ community any teacher could join, even if they don't own their data or it isn't remixed.
Especially if everyone was interacting from their own domain.
Be like bringing your sketchbook and hanging photocopies in the coffee shop.
We welcome you to share thoughts and ideas as we come together and reflect on so many years of #clmooc Just remember to tag posts clmooc, plus any other tag you want
plumbing and pedagogy
@troyhicks try to avoid these meta organizational sentences I know it is expected in the genre of academic writing but we can be more creative in our transitions and laying out how we organize.
We will journey through the past of digital writing and then explore the possibilities together so you will know how to reach out and rekindle....
I applaud almost any attempt to think out loud about almost anything. And this is not an academic fixation on my part. The biggest issue my students have reading is that the text is often so polished as to be impossible for them to grip. Pound some damned pitons in your writing. I sure need them.
Just trying to model to educators how we can use the margins as a feedback tool.
While Troy reduced the inferential reasoning required by the reader by laying out is organization I would rathe the rely on headers and effective transitional sentences.
Plus I really hate reading, "In this paragraph I will talk about..."
One of those is good feedback and one of those is not.
It's a matter of preferences, isn't it? I like these types of signposting when I see them, though I also like headings (and, of course, the latter are good for accessibility when done properly).
Yes it is, but not headers. Those are required in good academic writing and on the web for accessibility and every day readers.
The fields of wild flowers, dried and shriveled
tamed by power. Mowed down for convenience.
No one would walk this hills to see wild flowers
Now plucked, gone.
Genetically engineered and packaged and patented
Take this seed and we will plant it.
We know best
We provide the water, light.
Grow your seed. Blossom your network
Just don't leave our walled garden
Everyone is here, its better we look the same.
Lovely blue flowers for all.
Often the wrong way. We went from an open web where everyone controlled where they published to a homogenized world of corporate silos where alogrithims influence what we read and thus what we write.
Web 2.0 became the corporate web.
True critical digital literacies must begin by taking back control of your identity.
I need to check this out.
I think we are moving into the third and not second decade. Although you and I presented at some of the earliest NCTE sessions on digital wrting and those were in 2007.
Yes the technology has changed but they we we learn to write is not the fundamentally different.
Pedagogy first. Always
Good practices? Here are a couple of critiques of the phrase best practices.
Not trying to nitpick here, but as a teacher I find it more important to be able to look at any writing practice (digital or otherwise) and see how it fits my learners and our learning niche. I am always surprised at what works and what doesn't and how the trifling-est practice sometimes works. I understand, too, that the reason we propose 'best practice' and do research to determine what is best practice is to pare down on the universe of options available to us as teachers and learners. As an experiment ask a student what they might consider best practice for learning a particular thing and I think you might be surprised. Oh, right, students don't enter into best practice except as we practice it upon them.
While I respect your concerns, and have often pushed back against the idea of "best practice," too – at least as it is enacted in highly-scripted and standardized ways – decades of both qualitative and quantitative research, from individual case studies through meta-analyses across multiple contexts, do actually point to some best practices. In short, they are:
I can understand that we don't want to reify tightly-controlled, highly-scripted list of practices that are done unto students (and, for that matter, teachers as. well). I agree with you there.
However, I think that. our field has progressed enough in the past 30 years to say that, yes, indeed, we do have some pretty strong evidence to suggest that - if teachers work with students to build a supportive classroom community, and if the practices are used judiciously - best practices in writing instruction do exist.
I'm glad there is a thread here about the use of "best practices." I first read the article without the annotations and was planning to push back on the phrase myself.
I appreciate the challenge that Antero Garcia and Cindy O'donnell-Allen make to the phrase in their book Pose Wobble Flow. When I've asked Antero to say more about it, he basically argues that the notion of best practices minimizes the agentive, decision making role of a teacher in the complex environment of the classroom. It is also important in light of their argument to point out the inequities we see replicated generation after generation in literacy instruction that make the phrase seem tone deaf. If we know what best practices are, why do we continually underserve those in the margins?
A second challenge I find interesting comes from Dave Snowden, who talks about systems thinking in a variety of industries and finds the term widely misapplied. He argues that best practices apply in simple settings, while complicated settings have lots of sets of good practices, but no best practices. In complex settings, Snowden claims, we can only probe and respond to make meaning of what will work. In a writing community, I see aspects of the complicated and the complex systems, and I generally feel that the notion of best practices is misapplied.
Yeah I follow David's Reinking's model of "strive for better practice"
Best practice comes from a model of medical research where outcomes are more clear. You die or you don't .
In education there are too many nuisance variables in local contexts. We call them children and classrooms.
Plus we can all get better no matter how good we are.
Is the phrase "digital writing" as fraught as "digital native"? Or has it morphed into just plain writing? I still find myself bridging the gap analog -digital gap. For example, a summer goal is to make annotation of pdf's as close to paper as I can. I invested in a reMarkable tablet to make this happen. Do I consider it "digital writing"--yes and no. It is the merging of digital and analog. I do it so as to have less friction and quicker feedback with students. None of this matters if students can't take in the feedback or if my feedback sucks, but that is another pedagogic and compositional concern.
I have not yet seen the reMarkable tablet an action, though the website does make it look like a very different and potentially useful tool.
As Kevin mentioned, I've gone back and forth on this. However, I find that – at least in schools – if we don't name something clearly and explicitly then it will not get taught. That's why I still use the term "digital writing," though in many ways I completely agree that it feels out-of-place in everyday conversations.
This is the problem, too. If we do name something explicitly that is ALL that gets taught. The curriculum silences improvisation, happy accident, serendipity and the adjacent possible. That is not a reason to call the whole thing off.
I had an awesome zeega exploring how naming things is hard. It is now gone.
I do wish for the day when we an get rid of extra modifiers on writing but I do not think that will happen as long as people look to the web as a technology issue and not a literacy issue.
Here is the thing the next decade of digital writing would be best served if it looked like the digital writing of yesterday.
Let's stick to html on domains students own.
I can certainly agree with and understand this point, especially given the recent demise of sites like Kidblog and Wikispaces. In the same way, we also need to help teachers find "a domain of one's own," outside of the school LMS, and as a way to create their own professional digital identity. That way, they can learn how HTML (and GIFs, and embed codes, and other types of media) function, and can make those tools – and their purposes – explicit in digital writing instruction.
I've been trying to follow your IndieWeb adventures, Greg. Can you point us to what you are up to? (I did see your note about how Edublogs seems resistant to integrating with IndieWeb feed .. or did I read that wrong?)
@dogtrax….hmm how to keep up with my #IndieWeb stuff….well I will give you my #IndieWeb answer: Check out my blog: You can see all my note Tweets first published as notes All of my quotes of blogs I read and replies to other tweets. quotes replies But Kevin you are one of the most #IndiewWeb people I know. I often hold you up as the standard of being #indie but using services like Google Sites or EduBlogger. It comes down to owning your content, controlling your identity. Having the technology to connect with the community is an important but distant third to the first two values.
Edublogs is a special version of WordPress. In order to ensure stability for users they do not allow too many plugins. You can add an h-card, which is like a business card, to your homepage, header or footer but that is about it.
We are going to organize a virtual IndieWebCamp for some time in August. We should see if @ncte wants to get involved at all.
Though @dogtrax you know I have been RSS or Die since day one...but....what has me most excited about digital writing in the next ten years are the new kind of readers being developed by the #IndieWeb community. Check out: a description
Cultural knowledge or folk knowledge as Campbell put it?
Even Dewey felt a critical stance was a specific type of thought. I believe this is essential in our networked world.
Chalk this up to another definition of the web by John Dewey
This reminds me of Gee's circuit of reflective thought. or Kaku's Human consciousnes:
involves the ability to create a model of the world and then simulate the model of the world in order to obtain a goal. Maybe reflection is consciousness. Can one be conscious and not be in a reflective state. Is that the primitive brain?
Or when we are far down on Maslow's scale. Then again a hungry or shlterless person would reflect on that a lot.
Maybe its just when automatcity must take over either due to skill or situation.
Seeing again this delineation between thinking and critical thinking.
Three kinds of thinking:
Defining things is hard.
This sounds very much like disciplinary literacies to me. Also has the who dispositions focus is all the rage.
Too bad we don't know much more about measuring dispositions now than we did 118 years ago. Go back to "multiplication of studies" not what Dewey meant but love the irony?
It is important to recognize how culture influences orality.
Save for vocabulary module
How does Pruitt still have a job?
Says @spearkerryan the man who sent dozens of repeal Obamacare votes he knew would never become law.
Just found this pencast from @chrisaldrich it is great.
Going to use this as a guide.
Maybe even make an embedded how to guide, or we could use annotations as a way to make pencast a bit more accessible.
This is the problem. Our tax code shouldn't be messed with just to win elections.
Politicians should try to change laws because they believe what they are doing is right.
Machine learning can be leveraged here
We must focus our use of edtech on this area.
Technology plays a peripheral role
I wonder why if it was about nothing why the meeting wasn't reported
I don't know.
This is a bold statement. Yes the authors have been successful in business but I am always weary of absolutes and shy away from them in my writing.
I think this customer satisfaction is the key differntiator
When you bootstrap you are forced to make customers the only priority.
These are always cast as less exciting, boring in a sense. Reminds me of the Zapier article and the story of the mortgage shop.
because this is the job of robots. Let them issue the low hanging fruit badges while humans handle the participation based badges. AI could be trained to know if a film maker grasps the principle of Thirds but the Kick-Ass Kubrick Shot badge gets awarded by the community.
The claim to rape was about pregancy or STDs related from rape. Both considered pre existing claims and having "access" to healthcare is way different than "affordable" health care.
Couros model of open pedagogy
cite this for the failing social compact and the importance of open
Can open be the new compact?
open was the original goal of land grant institutions.
permeable boundaries and identities. Is permutation an important metaphor?
distributed human and physcial capital is important.
This seems to be one of the oldest defintions I could find
John Seely Brown suggested open pedagogy would emerge.
open planning open products open post-hoc
woodward describng #thoughtvectors
Tom Woodward defintion
Be as open as poissble, use modern online learnign pedagogies Use OER peer tp peer over self study use social learning leverage massive participation
Remix is part of open pedagogy
There is an insight here with pedagogy. Not sure what. As we use open pedagogy we oursleves become more open. Maybe part of the them that open is really a journey and state of mind.
I think this has more to do with the domian rather than the nature of open learning. I coudl have open learning in basic physics where mroe traditional models of measurement coul;d track progress.
Is this a benifit or a quality. Chick and egg?
maybe networked , rather than expansion. I find students need many scaffolds of community to start.
To me, this is a limited definition of "open." What exactly are we opening? Just the resource itself? Just the price or access to the resource? What about it's composition? Does opening the composition or interpretation of a close resource count as open pedagogy?
I agree I think we need to fidn the sublte shifts between OER, which represent an artifcat, and open pedagogy which represents a way of teahcing. I think you can have open pedagogy without a total commitment to OER.
Not necessary in truest sense. Look at Rhizo14 and Rhizo15 for great learning with no direction and no assignment.
Reciprocal teaching has always focused on strategy instruction what I see is more a strategy exchange in open pedagogy. There is a collective toolbox and some people hold more parts than others.
This is much smaller than remixing. Though in many ways a summary is a remix. Still I wonder if the effet size would hold as the degrees of freedom of the derivative work grow.
What does teacher clarity mean when the community is the teacher which is often the model found in open pedagogy?
Does a non-derivative license by definition make something open or less open?
This is critical. In most fluent of open pedagogy spaces participants are there to create what they believe is the highest expression of art in their domain.
Hattie's work is also very influential in my world view. In fact it forms the background to all the facilitating I do around teacher observation. Yet Open Pedagogy speaks to so much more than efficacy. In many ways it isn't always as efficient, yet the messness is where real learnign occurs.
When I think about Open Pedagogy I am also drawn to Friere:
David as written a lot about Open Pedagogy. Explore his stuff.
Open is both an attitude and a continuum. Together they make open a journey. When it comes to open pedagogy we are now simply referring to the map and the compass. Some paths are well carved but others are still left unexplored.
How large a population would this require? It would be interesting to peek into the future and see what impact OER has in the grander scale.
Depends on your methods and your power analysis. Though many in the #openpedagogy circles wouldn't support horse race like studies. I would. I like counting things. I find numbers to be interesting patterns.
General openness is something we should be considering in OER. Is it possible to be too open? What are the extremes of OER and open? What controls or safeguards would protect from either extreme?
I think the greatest problem with open are barriers of access. In both their technical use, which often rely on specialized discourses and interfaces, but more importantly in historical race and class based inequities.
Openness lives on a continuum and is not synonymous with no privacy. For me it boils down to learning out loud. Yet an important part of open is being able to control your own dial.
Being open protects the creator and the commons.
Also we have to draw a difference between OER, open research, and open scholarship. Each have consequential implications for the public, the markets and the academies.
I really like this analogy
This sets up a binary. You can not be "open"unless you are fully open? What does that mean when I draft a document on Google Docs? I have granualr control over permissions but someone own's my data. Is it open? Must learning occur on on a FOSS (free and open source software) to be considered part of open pedagogy?
Did they not ask for lists of scientists working on climate change during transition? Did they not wipe any mention of climate change from whitehouse.gov on a day one? Did they not put a gag order on science?
There has to be a good gif of different kinds of art flying at you. That will make a cool scene
Have a frame with two characters one for each motivation.
I need to resize these gifs.
The problem with observations is they have been too minimal. One of the key differences to high performing charters when compared to their urban peers has been the amount of observation and coaching involved in the classroom.
This is what happens when economists speak of teaching. They see it as merely controlling students and ensuring that they are all in their seats like good little cattle. Don't forget all of these VAM models came from agriculture. My students aren't cattle.
Could we not make the same argument about the test scores? If NAEP and TIMMS growth have been stagnant for the last 25 years doesn't that mean accountability based reform are a waste of money?
The idea that any employee should go through the year and not have an observation and be evaluated by their supervisor seems silly,
We needed a study for this.They are uncorrelated because they are different measures. That being said we do not pay enough attention to capacity of evaluators nor do we use teacher observations in growth models.
Just because we should doesn't mean we can. I just do not think enough unique variance year over year can be teased out from teacher effects
A good observation report should make the connection to student learning. Too often evaluators do not focus on the learning.
Actually a good teacher observation model is much more than a checklist approach. It is not a dichotomous measure as the author suggests
Slow and low, that is the tempo Let it flow, let yourself go
Another way to phrase the statment
Is it a stream? What we had before was a stream. Literally at /stream. This is now at /search and I'm wondering if there's a pedagogical difference between the two a la Mick Caulfield's distinction between stream and garden.
I guess I went with an existing metaphor that is wrong. Especially since it is either the group profile or a user profile.
It can't be a stream if it doesn't update in real time but its the metaphor we got.
I do enjoy Caulfield's idea of a garden. Being able to slow or direct a a stream and allow it to irrigate a garden of learning is a wonderful role for annotations.
How will this feedback be delivered in your de-centralized LMS, Greg?
Its different depending on task but usually what I do is create a spreadsheet and have each persons tasks listed. I then look for areas of growth and strength in their work.
I then open up all their assignments , launch my screencasting app and then record my feedback.
I haven't used hypothe.is for feedback yet. The default public domain license doesn't feel right when reviewing student work.
Even in my open teaching I am not sure I would liberally license feedback of work.
Enable private replies, let the user choose their creative commons license, and then maybe.
This is in part why, before the release of this great Activity Pages feature, we build in "homework submission" to our Canvas app. The response was controversial, though. When exactly does this tracking pathways become something dangerous in terms of data collection?
Yes I was reading Jesse Stommel's response. It is a constant struggle, "introduction of assessment, no matter how open or unobtrusive, will always change motivation for learning.
I can't speak to the canvas integration.
What I enjoy about hypothes.is and group features is my ability to customize the tasks to the texts and students. Ideas I have taken from you and other users:
So life long learning can only happen in "the open?" Seems like Hegarty is describing their ideal arc rather than the arc-of-life learning.
I also wonder when we stop describing learning and we are just talking about being a human. Is there a difference?
Binaries are never fun. Open to me is more of a continuum.
Hyperlinking is how the workflow of most classes built on open pedagogy work. Usually students run their own blog and then syndicate to some course hub,
One of my favorite thought leaders when it comes to networked learning spaces.
Writing in threes. We as humanity are drawn to it.
This makes sense. That way you aren't constantly bringing up a keyword, which can become repetitive.
They key is to define the key word first for your audience. Then make sure each pronoun as an antecedent that is easy for the audience to recognize.
It is extremely important to connect diversity within your university or community. As a world, we need to be aware of the population we are living in today and the expectations that we have within our community.
SCSU is in such a great city. We need to connect our classrooms with the classrooms of the city. In fact in my vision of the perfect world the city becomes the campus and the community the teacher.
Biographies and autobiographies can only benefit students by providing them with real and accurate information! If students want to learn about something or someone specific they should automatically turn to a biography or autobiography.
Well you also have to consider perspectives. Do I have an agenda in my autobiography for example?
I thought our mind were to be clear of thought or is to be a single focus on this thought?
A strong vibe of staying in tune with nature. Again getting at how nature is defined will be necessary for understanding.
An important critique for our attention economuy
Seeing many connections to Ram Das and "Be Here Now"
It is important to expect nothing, to take every experience, including the negative ones, as merely steps on the path, and to proceed.— Ram Dass (@BabaRamDass) December 19, 2014
Must we accept fate? Can it not be shaped by our actions?
II need to think on this some more. Seems to be a key consideration. there free will in this model or is man's will as apart of the whole simply another step in the same cosmic dance.
The inevitability of our monir existence on this planet. It is a little ironic to read something over 2,00 years old writing that our lives our mere winds. I guess some blow harder than others.
To control desires, squash passions, and eat sparsely one must have control over the physical as well as the mental body.
Interesting so is hope not considered a kind of passion,. What is the rationality of hope?
Why not just deserved occasions? Is it best to only criticize laterally?
Looking then for a definition of nature. Will it be elemental?
Is there rejection of pain and passion a worthy endeavor? What is gained by losing or having?
Need a better translation for these but seeing a lot of dichotomies. opposite forces that must be avoided
Interesting connotations here in terms of refraining from passion and the rise of fame. It is hard to imagine accomplishing noteirity without passion in a subject.
What are your markers of credibility? How do you know if an author is an expert?
Future of work section
Have a section for EDU106 News on Future of Employment include this
You can be an effective teacher and still have students score low on tests. They are two different measures. The idea that student scores are low so majority of teachers must be ineffective is a false claim.
Would you expect the majority of doctor and lawyers to be ineffective? No, people with decades of experience and 8-10 years of schooling are surprisingly good at their jobs.
We can not fire our way to greatness. Instead we should invest in our teaching corp.
This is the first reading. Please read chapters one and two
We need to think about the literary practices of teens
Here is the piece by Bly Lauritano-Werner
Yes us giving up our privacy in content silos like facebook or advertising networks like Google is very profitable.
The idea that one should be able to change their social standing is embedded in our society but it puts them into a different, "transitional" group, no longer equals to the original group and not yet equals to a new group.
You put this very succinctly. Never thought about mobility causing a transitive state. It is always pitched in such social light but there are social pressures every projecting identitities on to us.
that's just disturbing that someone would actually attempt to have power over someone rather than worry about themselves.
In many ways all language is power. We encode and decode meaning on the world and there are dominant narratives that reinforce current social structures. There are also under represented narratives that may not fit. Across these realities words are used to enshrine and challenge power.
all i am reading is cyberbulling
A major thesis of this book is the dangers of the Web can be blown out of proportion but the effects on the identity formation of teens are massive. Especially those who fall victim to such cyber-bullying. Instead of trying to close teens off from the Web what we need to do instead is model how to flood the Web with good.
especially when there's a fight between celebrities or even people in my town
Luckily for me when it comes to celebrity gossip it more like:
As far as the town goes social media has had to take the place of a local newspaper. We have a classified group, a right-leaning group, and a general discussion group that leans left.
kids may view this as annoying at the time but if viewed from the parental aspect theyre only looking out for their children and making sure they way they represent themselves online doesnt leave a bad image for the rest of the family
Learning what and when to share is a new coming of age tale. It is a hard lesson that can have big impacts.
A prime example of how employers, or even academic institutions, will Google you when you apply.
This why I advocate setting up your own domain and blogging about your perspective field well before graduation.
You have an opportunity to try and impress recruiters. Why spend energy on the web suppressing what you do?
Yet privacy is a fundamental right. This why I allow students to blog anonymously, why your posts in the stream can be public and private, and why annotations could even be passed in using hard copy.
I just encourage folks to try learning in the open because, like you said, recruiters look.
I have heard the "birth" of the internet being discussed as the 2nd Global Exchange in some sorts (the Columbian Exchange being the 1st)...
Interesting. The metaphor I usually seen drawn is Gutenberg's press. The idea of the Web (more than the Internet IMO) as equivalent to the material that spread through Columbus is an interesting metaphor.
Truthfully this is the first time I have heard of the Columbian Exchange. It is an interesting comparison. I want to read more about Crosby ideas. In the 1st wave it was genetic code that was exchanged. In this wave it ~~was~~ is digital code.
Both greatly affected labor and market but the Columbian Exchange also lead to genocide and enslavement. My hope for the web is that it can become an engine of democratizing development across the globe.
Yet I also see very similar patterns of economy tracing back to Columbus. When you map where the money flow in terms of tech the dollars flow back to the shores Columbus "discovered" and not from Europe from where he sailed.
We need to help ensure there is an open web that can be an engine of democratic growth for the next billion that come online.
Such great metaphors in regards to "cool hangout spots" that teens frequent. Teens want to gather an express themselves socially. Gathering spots used to be malls, movie theaters, etc. in order to congregate and socialize.
The new "malls" are social media sites... The new "movie theaters"... Netflix...
I think theaters are partly responsible for their own demise. When I was a kid (30 years ago) there were more than one mega-plex per city.
Tons of tiny cinemas with three or four screens. Now we have these massive houses with 12 screens. A blockbuster model is the only way to sustain such scale. It would cost me close to $100 dollars to take my family to a movie.
Total opposite in my own life... Remember being with friends at a peer's house and getting excited that his family was getting the "new cable modem" that just came out and changing over from 56k dial up...
That sound was music to my ears. I am a little younger than danah boyd and was not a tech saavy. I played on Prodigy in middle school. In fact I could not wait to get there during study hall (though spent more time on Carmen San Diego and the Oregon Trail).
Like most people the Internet entered my home through America Online. Then when Netscape dropped and the Web exploded (I was a junior in high school) everything changed, but as boyd points out the social patterns of teens are pretty similar.
It just the spaces and times that have shifted.
It's sad that these teens need to falsely represent who they are because they are scared of the repercussion from their peers.
This is where danah boyd excels. In helping teens who will reach out online. In fact she founded a 24 hour text based crisis counseling center.
Most commonly used to call people out on a situation without actually tagging them in the post. Still creates drama.
Yes it does. Interesting how boyd then states that this is an effort to establish agency. To reclaim privacy in a public setting. Thus this makes "talking behind someone's back" seem as a positive. Not sure I agree.
Many individuals born in the technological revolution of the late 1990s and early 2000s seem to think that older adults, especially their own parents, have no knowledge of the online world.
This goes back to the whole "digital native/immigrant debate." It is hogwash. If I was born in the agricultural revolution could I automatically grow bushels of wheat. No!
posting something on facebook and tagging someone in that post enables it to be posted to their wall, and anyone who's friends with them but not with you is able to view, like, and comment on that post as well.
That would be an interesting experiment. Ask each of you how I could control my facebook settings,
i'd say email is used the most out of three
More so as you age. I think the central tendency is email equals adult life snapchat and Instagram equal teen life.
very interesting line
Yes the central theme of the books is teen life because of technology is not that different Much of our fear is overblown or misplaced.
7 years of fuel adds up...jeez louise
When Bill Gates is paying the bill it is okay. danah boyd is the lead researcher for Microsoft. What is notable is how technology changes faster than we can research it.
being a 90's born, I relate to how he thinks his parents believe the internet is bad to use but compared to 2006 to currently now, my parens came around to the internet and use it frequently
A few of us are working on an open research project examining literacy practices and text moves and leadership development in open online classes.
We will use the tag #rhizome as we read and develop subtags such as #methodology or #literature.
Would this also be when they learn dictionary skills? I feel like that is something that is not being taught or used as widely in schools any more, but is a good resource for students to understand and know how to use
It is a little more than dictionary skills. They mean this in terms of reading. Knoing for examply that words ending in -ology many "study of"
Is this still accurate? I learned to write in cursive when i was in 3rd grade, but I think that now it has moved more towards keyboarding and computer knowledge
In general yes. Though the CCSS make no demands on cursvie writings. Some states like MA and NC have added this to thte curriculum. I think it makes very little sense to still teach cursive. It is a technology that emerged with the telegraph when people had to write fast. We live in a block print world now. There is no reason to spend 4-5 years learning block print and then changing paths in thrid grade. Formal writing is typed not scripted.
I also wonder how we train supervisors.
Yes but we still see issues of access and inequality. There is wealth concentration never before seen.
I think memes can be a great way to reach students. Here is an easy project I made: https://thimbleprojects.org/jgmac1106/1979/
I wonder if many millennials can even?
They are not on Twitter, Snapchat and Instagram are the social apps. That is why we are exploring Twitter as a learning tool.
i know if i didnt have to pay hundreds of dollars on text books it would be less stressful and more enjoyable
This seems like my defintion of a blog.
This is an issue we have dealt with at Mozilla with x-ray Goggles for quite some time. There is still debate whether proxies "copy" a text. Legal review says the law is on our side..but I am sure other lawyers disagree.
It is a fascinating issue. To the extent that the author of the work is protecting it via common copyright regimes, several murky questions arise.
@jgmac1106 - A read of Mozilla's legal review would be fascinating. Has that been published? If not, can it be disclosed?
I was mistaken. X-Ray goggles does not use a proxy. Here is what @pomax said
x-ray goggles doesn't use a proxy as you point out, way too much legal issues with them. if a resource is locked down for third party embedding, then too bad, it won't load in a goggles remix, and such is the nature of the web (and that's a teaching/learning moment(
Have an abuse reporting feature for authors. That's it. Greenwald's assertion that citation is appropriation is nonsense.
If an author reports abuse of annotations, and that is verified by staff or a trusted community member simply disable annotations on a case by case basis and delete the accounts of abusers.
This was not and is not by choice. It is a threat of sovereignty by nations trying to impose their laws on to the web and other nations.
I have to disagree. Granted my disagreement is coming from a place of privilege so I have not faced the same level of harassment but if opt-in was the default open annotation would be dead. Killed by the tyranny of the default.
You mean I broke your A/B testing...Awwee shucks. Watch how many things load on a modern website. I do not think this is a real issue for small indie publishers and bloggers.
Many sites (you can't annotate the Common Core Standards) already block proxies. If sites want they can employ the same tactic.
Imagine if a writer of a book could ban writing in the margins.
Do you mean remix? That is how I read this definition.
Not necessarily true. I run into sites that block proxies all the time. You can not annotate there.
The primary difference here is that the site is implementing, and integrating, the tech directly into the page. Medium is only "annotation" in the sense that it's in the margin-- in all other respects it's simply the same paradigm as the other flavors of web commenting systems, such as Disqus, Livefyre, fb comments, etc.
Web annotation in the sense of the W3C definition is a model where annotation services are provided by third parties and lie elsewhere. Users invite them to your page, and otherwise they're not visible to other readers who have not done the same.
This has been my biggest gripe with Medium (and they have deprecated their inline annotation). They claim to be the open publishing platform.
I wish, and have written extensively, they brought back annotations and aligned to the W3C standards.
Yet the characters are often quite static. I think as children get older they will also need exposure to more complex texts where everything is not as black and white.
It's so interesting how so many different "new" versions of this could still be worked in! It's amazing how many ways literature and reading can be turned into anything.
I think these "new" versions are a great way to have children begin to think critically abput point of view and thinking about why people do the things we do.
I'm not entirely sure why, but this age group surprised me. I had always thought that fairy tales were target at a younger audience.
This is a really interesting thought. I really like that fantasy books can provoke students to use their morals when thinking of what they just read.
I am already intrigued by this concept of fantasy literature. I never really put much thought into children's books' genre, but after reading this paragraph, and realizing that some of my childhood favorites are considered fantasy literature, I am struggling to come up with a book I read as a child that doesn't fall under the fantasy genre.
Yes anthropomorphism is a common literary technique used throughout fables, myths, and fantasy. Disney of course monetizes them all.
I feel as though this is true because many teachers are intimidated by these genres mostly because they were never really used all that much in their own education growing up. It is hard to expect people to be able to teach a topic that they aren't very familiar with.
This directly correlates with what I am learning in my EDU305 class. We talked about how when children are learning to read, they use pictures to facilitate their reading. This can also be a detriment however, because the child may be reading and they come across a word they don't know that starts with the letter 'o'. They can look at the picture that has an owl in it and they recognize that owl starts with an "o" and they just guess that the word is owl. The child never learns to read the word.
FYI-This is a bad, bad, idea on so many levels. Look at Serafini's work on his tripariate model for more info on picture books.
Students would probably have fun investigating to see how true these fictional biographies actually are. This could be a good lesson on credibility.
I can see some easy tie-ins to the CCSS as well. Never thought about analyzing biographies for credibility. There are probably a wide range of biographies online. It would be a great lesson.
When authors include real letters, dialogue, or opinions in a biography students become more engaged and want to continue reading on to get to those best parts. I remember when I was younger and I read a biography on the Titanic and my favorite parts were the real letters and dialogue because it brings the book to life.
Yes the focus on remix is key. Awesome quote.
After reading this, I am just so confused about whether the line between the digital and f2f worlds is more porous or more impermeable than I thought before. Or whether they are two worlds at all. Or if they are two worlds, which one might be the real one... If the f2f world is the authentic world, what makes it so? So many questions here...
This is also important. By citing who Warschauer cites Shawna traces the perspectives and bias in the piece.
Once again this is done succinctly with a predicatable text structure requiring minimal inferences on part of the reader.
Plus its done in a way that doesn't make you want to pull your eyes out from boredom. That is the real hard part.
Yes using tech to simply showcase learning is a waste of instructional minutes.
Stop what you are doing and go read everything Bransford wrote.
Examine Shawna's first sentence. She clearly indicates to the audience that this post will be anchored in a literature review.
More importantly Shawna is able to give the title, author, and a summary in once sentence.
Shawna used a connection to a personal detail to support the claim that the debate between skills and knowledge plays out.
I do think Shawna should have taken a stance around this part of the post. I am interested in her voice. I want to know where she stands on the issue.
I would say the danger between separating skills and content is there is no separation.
Content is comprehension. Yet at the same time those who thrive in digital spaces can become self-programmable learners and back fill content knowledge.
But this ability is still directly ties to background knowledge. Less knowledge requires greater skill and more knowledge requires less skill.
Shawna finished with her position statement. This is very common in literature review and literary analysis assignments.
Except in blogging you may want to take a TLDR, or what we used to call, "top of the fold" make your position evident and early. Do not feel afraid to use call out boxes, blockquotes, etc to draw the readers attention.
Fix this sentence.
At the beginning of the article, I was only thinking of ways that teachers could use the site, not students. But this is a very good point. If students can make their own projects to illustrate the points then that is a fun assessment that shows the kids have learned.
Exactly, in almost every literacy class students have to create to provide evidence that they comprehend what they have learned.
Instead of separating out the assessment of reading we can recognize it as a process of meaning making. The very act of recreating stories with different characters helps students to read those characters.
This is really neat. It would be a great for a student who is struggling with reading. You could make the story relatable to his or her life and use vocabulary words that were appropriate for him/her.
As a vocabulary strategy these make wonderful help. You can create the stories and text them out to paretns or post on classroom websites. Great idea.
This would be a great addition to the program; to be able to clearly identify and exemplify the goals of the lesson.
I didn't even think about that. If we had students have to highlight the phonics pattern they were using we could assess their understanding.
Though the activity had to be highly scaffolded by me so it might be best just to use it as a teaching tool and rely on our observation of students during the project as assessment.
I agree, this tool is different from anything I have seen. It is so beneficial in early education classrooms because it is exciting and educational. Once you learn how all the effects work, it becomes simple and you can add all the detail you want to make it stand out to the readers.
It is so great that digital media can be involved with phonics learning. Often I think that phonics can be hard and boring to students but being able to use this program with children, and being able to focus on specific needs it is amazing.
Phonics instruction should never be boring. It is one of the most gamifiable and personalizable learning tasks.
Students pick up phonics patterns in predictable ways. We can embed tiny bits of effective direct instruction throughout the day.
I think this is a great idea. Although it may have more of an effect at an earlier age, it doesn't mean it cannot be used throughout all levels of education. In higher grades it can be used for creative writing or design classes as well as reading.
You may want to model using the same format the students will use.
Is this connected to the books being read? Are they writing to the characters or the author?
You may want to refine your objective so it is more measurable. Such as, "write a letter with a greeting and a closing"
Then is paying attention what you are tying to assess?
I encourage you to rethink your assessment strategy. What are you going to use to see if students can distinguish fact and opinion?
What will you do for students in conferences who have met this standard? What will you do with students in conferring that have not met your learning target?
You would be conferring with the students. You can read to them. Yes not having to focus on decoding may help the students to look for facts and opinions but the teacher is the best scaffold in your tool box.
Base on this lesson you never looked for fact and opinion in a text with students.
The anchor charts are important. Graphic organizers scaffold the text and serve as an external storage of our memories.
You underestimate the power of conformity in an elementary classroom.
I like how you are defining fact and opinion with a personal example but you need to model it with the text as well.
@laurenbarry Be cognizant of when and why you make the decision. Nothing beats having your teacher read to you.
Not saying there isn't a place for audiobooks. I enjoy them and they are great for reinforcing fluency.
You also have to be careful making digital copies of books. It is okay to record yiurself reading a book, but displaying a page by page turn as a close-up is usually a no go.
I agree that enabling texts for African Americans moves beyond sole cognitive focus. Using social, cultural, political, spiritual, or economic focus can help them develop their skills more productively.
To "transform social order" is to change the current societal normative ideas about gender and sexual identity that which shape our attitudes, perceptions, and behaviors about gender and sexual identity. Moreover, the author's writing is bringing awareness to the harsh norms in our society pertaining to those who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual, and with that, attempting to raise support for those listed above, who are, inarguably, discriminated against.
Or misrepresented in literature. When we think about what it means when we say queering schools it often means checking our own history and understanding each experience is not the "Truth"
This is very true in my opinion. I have two younger brothers, 6 and 8 that have developed social norms especially in the use of technology. We are 100 percent portuguese and in school they never speak a word of it to others because "everyone speaks english." It is common for young students to pick up on other's norms and actions. We still do to this day.
A 2nd grade student must be able to describe how a story is laid out.
I think a good example of this is Charlotte's Web
I might sometimes use an easier text when having students describe the narrative structure of a text.
A third grade student must be able to refer certain parts of a text using specific terms.
There is a lot of knowledge requirements baked into this standard. Hopefully some of your peers will jump in.
A first grade student must ask and answer questions about a text.
Ask and answer questions
A good story for this standard is Green Eggs and Ham so that students can ask questions of any confusion in the writing or answer any of the teachers to make sure they are following.
This is a great text all around. Chilrden's classrooms need to be filled with Dr. Suess. A literary genius who could weave instructional texts into the most amazing stories.
A first grade student must go back and pay attention to the illustrations in a story to describe details like its characters, settings, or events.
Use of illustrations
A good story would be Where The Wild Things Are for this standard because each illustration in that story is very detailed and shows what the setting and characters look like and how they feel through facial expressions and body language.
If you have the book why not turn this into your literary elements slide deck/video/presentation project we are doing?
I think the Three Little Pigs would be a good story for this standard because it changes settings and has easily identifiable characters.
Students need to be able to pint out characters in stories.
I use the word class way too much in these three sentences.
I am glad to see a reference to what I consider our largest national embarrassment. Our prison population and how many men of color we lock up.
Based on precedent money=speech. The government can not tell someone how to spend their money.
This would take a constitutional amendment or grassroots efforts at the state level.
What would also help would have been scientific methods of sampling for the census but a literal read of the constitution does not allow this....
Or just a change in state law … he's referring to gerrymandering. Independent, nonpartisan district drawing exists in California and elsewhere
I agree state level change is nice. I also like the states saying they are willing to assign their seats at the electoral college over to majority winner once enough states sign on.
Have you compared either our physical infrastructure (crumbling) or our digital (monopolized and non-existent)
And capital gains taxed at a far lower rate than the income of lower and middle class.
Nothing is going to happen on taxes until the next census. Gerrymandering after 20110 was just to deep a red cut.
The only tax reform Paul Ryan will take is a txt cut.
Incompatible with < $2/gallon.
Now would be the time to harness market forces in the right direction, when we are able
Some would argue that the government should not pick winners and losers but let the markets decide.
gas under $2.00 gallon doesn't work to change the way we, personally, manage these resources
A reference to Net Neutrality. But is it open enough? Or how exactly is the word "open" being used here?
Then pardon Snowden and shut down much of the data snooping.
Net neutrality rules are just one FCC commissioner away from changing.
Ohh you also did not veto CISA....so lets hold back on the open internet thing here.
Economic security, in an economy without job security
Wage insurance? I couldn't imagine the cost. Does it come out of your paycheck? Is it optional?
Not sure that is an entitlement I would support.
While critics will claim the gains caused by early childhood ween by third grade I do not see this as an issue. Universal pre-K will be a game changer.
The cost of a higher education is still not reachable for all potential students.
More so it has been the largest tax hike on the lower and middle classes. States have cut their support for schools and fixed costs like pensions keep climbing. Tuition then has to rise.
Again, what's with the comp sci focus? I can't help thinking of the favors/etc that must be behind some of this.
As a humanities teacher, I'm feeling a little left out here
Isn't computer science a humanities?
And "by the way" what would a computer science class that wasn't hands on look like?
I was their in 7th grade. It involved a printed manual Microsoft Word followed by some Pascal. Awful
The idea that America has had the number one education system in the world is not true. I think our success has always been as being the place the best and brightest want to be.
We are a country built on immigration not our educational system.
Uh, not sure about the promise of ESSA. My biggest disappointment of this presidency may be education policy.
NCLB was repealed and replaced
NCLB was not repealed nor replaced. It is the same law with different nicknames: The Elementary and Secondary Education Act.
It left in annual testing mainly at the call of the civil rights movement.
It allowed it up to the states to connect teacher evaluation to student growth data.
It is now up to the states to decide how they want to use test scores.
It this thinly veiled American Exceptionalism?
Not sure. I do know when I travel abroad you do not see the same "I can crush it" attitude.
It's actually not uniquely American. Australians have the concept of a "fair go"
I think the "unique" part is the work hard. The idea that anyone can stack they just need a dream and a work ethic.
Not to rain on this parade, but how much of this is due to unprecedented amounts of quantitative easing? http://www.startribune.com/unease-with-quantitative-easing-is-going-global/363399171/
or wealth concentration. The stark market may be through the roof but wages are flat.
I am not sure the low interest rates and the Quantitative Easing signed in by Bush administration played as strong a role.
A call out to Trump and "Make America Great Again"
If only we could refocus the conversation on that outcome.
He will get there eventually. #HFWA
Yet you see the dismantling of subsidies in states like Nevada.
Alliteration and consonance are under valued rhetorical devices.
They bring power through cadence.
I found http://www.nytimes.com/2013/02/12/us/politics/state-of-union-address-language-changed-over-time.html for some background on the use of the word "strong" to describe the state of the union.
or until December., which ever comes first. I wouldn't take wagers on things getting done.
but if Obama has been weak on anythign it has been education.
Low bar problems (it is an election year) and lets not ignore the fact the big pharma has made millions on prescription drug abuse.
Though look at the sentence structure in the paragraph. Sets the bar low and then dangles low hanging fruit with a call to action.
Would are act of annotation be more valid if we had more conservative voices?
Cough, Republicans, cough
Notice the rhetorical technique. You have the metaphor of turning the page along with the strong "But" as a signal word to start.
Is this an example of 44 passing the blame back on to 4 or simply a statement of reality?
It is quite the negative connotation to start
Did the bloggers make the assertion. I do not think the authors did. In the abstract they clearly refer to this as an "article"
This may change if we add a stream.
only going to be...this statement gets me. This is exactly what a teacher evaluation system should strive to be.
An effective feedback tool leads to growth. In fact we know from John Hattie's work that effective feedback has some of the largest impact on learning.
I want evaluation systems that are based on being effective feedback tools for teacher growth.
Here I agree. We need to make it easier to give principals control over hiring and firing. There needs to be some flexibility in tenure systems.