- Storing my Stuff in Pinboard — bitdepth – – (pinboard notetaking notebooks collecting PLE )
- this progress | if:book – Buried in the middle of Claude Lévi-Strauss’s Tristes Tropiques, a book digressive in exactly the right way, is an astonishing argument about writing. Lévi-Strauss considers what the invention of writing might mean in the history of civilizations worldwide, arriving at a conclusion that still surprises: – (literacy writing writinglore )
- [priv] How I Use Pinboard — www.macstories.net — Readability – – (none)
- Peer review, open access, and transparency. The way it should be…!? – It keeps you honest. – (open_source oer )
- A Domain of One’s Own | University of Mary Washington – U Mary Washington gets it right: "freshmen with their own domain names and Web space. Students will have the freedom to create subdomains, install any LAMP-compatible software, setup databases and email addresses, and carve out their own space on the web that they own and control" – (ple fyc )
- What’s next for educational software? – – (cmooc mooc )
- The big picture » A Digital Workflow for Academic Research – A close consideration of a PLE, including using links, from invention through distro. Worth returning to regularly. – (ple cmooc invention )
- Inside a MOOC in Progress – Wired Campus – The Chronicle of Higher Education – Roll up roll up. Watch as the Amazing Coursera Comp-MOOC does its death-defying stunts for an awestruck crowd.
"Because of the way the Coursera platform is constructed, such wide-ranging decisions have been hard-coded into the software—decisions that seem to have no educational rationale and that thwart the intent of our course. "
"When I wanted to make the penalty for not completing peer review a 100-percent deduction per assignment, the Coursera support team responded that the maximum deduction could be only 20 percent. Coursera acknowledged that other instructors had complained about the penalty figure but gave no indication as to when or whether the problem would be addressed. Predictably, many students have not completed the peer review, leaving others with little feedback. In my opinion, the instructor, not the platform, should determine how an assignment is evaluated." – (xmooc )
- How I manage to keep active in so many networks – PhD candidate Cristina Costa on living in her PLN. – (dl dh academia2.0 ple fyw social_learning )
- Your WYSIWYG Editor sucks – outlines the concerns of developers, which is a good insight into how and what they think. includes that pesky gender problem: the smes are gendered as women, getting a little too creative for the developers and either slow in learning or just plain obstinate. interesting how the typist is still gendered and the solutions to them is still administrative. – (webdesign sme gender cms )
- Personal Learning Networks: Knowledge Sharing as Democracy | Collaboration | HYBRID PEDAGOGY – rare to fin an article that aligns plns, PLEs, and cMOOCs – (pln ple mooc cmooc )
- Of Machine Guns and MOOCs: 21st Century Engineering Disasters | Theory | HYBRID PEDAGOGY – Hindenburg, titanic, Victorian hubris, and greed. That's the xMooc. – (mooc xmooc de greed privatization )
- Revisiting Your Learning Management System – ProfHacker – The strongest arguments against the LMS are those of creation of community and student autonomy. Rebelling a is no longer a rebellion. The metaphor is moving out of the LMS ghetto. Interesting comments from educators who backhandedly acknowledge they are powerless and seek ease, not education. – (lms )
- My MOOC tech ecosystem – – (mooc )
- The Hermeneutics of Screwing Around; or What You Do with a Million Books – – (dh de mooc ple )
- COGNITIVE APPRENTICESHIP: MAKING THINKING VISIBLE – – (de pedagogy embedded_pedagogy )
- Intrusive Scaffolding, Obstructed Learning (and MOOCs) | SAMPLE REALITY – "I’ve been thinking about embodied pedagogy lately in relation to MOOCs—massive open online courses. In the worse cases, MOOCs are essentially nothing but scaffolding. A typical Coursera course will include video lectures for each lesson, an online quiz, and a discussion board. All scaffolding. In a MOOC, where are the bodies? And what is the MOOC equivalent of a balance bike? I want to suggest that unless online teaching—and classroom teaching as well—begins to first, unscaffold learning problems and second, rediscover embodied pedagogy, we will obstruct learning rather than foster it. We will push students away from authentic learning experiences rather than draw them toward such experiences." – (de )
- Why Online Programs Fail, and 5 Things We Can Do About It | Online Learning | HYBRID PEDAGOGY – Reborn digital. " Educational campuses have libraries, coffee shops, cafeterias, quads, lawns, amphitheaters, stadiums, hallways, student lounges, trees, park benches, and fountains. Ample space for rallies, study-groups, conversation, debate, student clubs, and special events. Few institutions pay much attention to re-creating these spaces online. The work done outside and between classes (which we would argue is the glue that holds education together) is attended to nominally if at all. Imagine this scenario: a business student shares a table at the campus coffee shop with an English major. A conversation kicks off with the inevitable, “What’s your major?” When and where does this conversation happen in online programs? " – (de )
Getting back into the habit of regularly posting to this weblog and The Daybook means re-developing a workflow that I have let sit to rust. A workflow I’m think of here is the the pattern of steps (which are recursive) I take as I work through preparing a post and publishing. The idea is that the output of one step is the input for the next, but the focus on input-output sidesteps the processing that goes on during the step, which is the interesting part. I’m stepping back to consider my workflow with the hope that the reflection can help me discover process hangups and better options.
On a laptop
I try to start posts in MarsEdit. If pressed, I’ll use WP’s dashboard, but I’ve gotten used to working in external editors over the years. Drag and drop links. Direct access to flickr, and drag and drop images. View and navigate in a browser while composing in a text editor.
And here’s where my first shot of WD40 is needed: I became rusty using MarsEdit.
But I find using two apps – a browser for searching and reading, and a dedicated editor for drafting – makes the work of aggregating and annotating easier, less clumsy, even when I’m rusty. And that’s generally what I’m doing early in my workflow: pulling stuff together and annotating it. Read, draft, check a link, maybe add the link, repeat. Stop to search a side idea. Consider incorporating an image. I use the lower half of the text editor in MarsEdit as a workspace and scrap area, dragging links, snippets of text, images to the space while I draft in the upper third or so.
And those snippets come from everywhere. The wild web, of course, but also from my Pinboard collection, from the course wikis I maintain; and there’s stuff I’ve tucked away on my Reading List in Safari and in Pocket, plain text notes stored in Simplenote, (recently acquired by Automattic, WordPress’s parent company), and images on flickr; I keep more developed drafts, links, references, and pieces of text in DevonThink on a local machine. If you’re following the bouncing ball, you’ll see that most of these notes are in the cloud – with reason: I can get at them from other computers.
Once posted, I might have to return to the WP dashboard to tweak an image alignment or padding, but that can wait until I have some time to spare.
On a tablet
I use and iPad for reading RSS feeds, reading and responding to email, even updating or editing a wiki page or two. But I haven’t found a graceful way of posting to blogs from the tablet. The constraint is the tapping and switching necessary to moving between sources and draft. Only one window is visible at a time on an iPad, so it’s read, copy, switch app, paste, edit, switch back to check that I have the context right, or to copy the link, or â€¦ and I’ve lost track and have to start again.
I’ve tried a couple of apps that include a built-in browser (Blogsy, Writing Kit), but they really don’t address the constraint: Seeing both the source and my draft text on the screen at the same time eases the cognitive burden of composing for me. Might be age, might be the kind of composing I typically do (responding to and incorporating written sources), might be habit of using multiple screens: Even before screens became ubiquitous, I would have a book open next to where I was writing, so I could refer back to the source as I moved forward with the draft. It’s not the app. It’s the screen layout. It’s an issue of modality.
So I don’t bother with apps that use built in browsers. Since I have to switch screens, I’ve found it sounder to switch between a fully-loaded browser (all my bookmarks, bookmarklets, and reading list are at hand) and a dedicated text editor or blogging editor. But I haven’t developed a workflow for mobile blogging yet. I’m still floundering. I’ve been using the WordPress app recently, but I’ve been tempted towards Poster by recent reviews. (Being easily distracted from one tool to the next is a signal I’m still trying to develop a workflow. Blaming the tools.) Some bloggers use a markdown editor for drafts, then move the text into a blogging app for formatting and uploading – mainly to overcome the design constraints of the blogging apps.
The one move that I’m working out is how to get started on a post. Typically, I start with a source – an article I read, a video I see, an email request, or a moment from a class – that drives the need for a response. Getting that first move from its source – browser or email, generally – into the blog editor, with a link, sets the stage for drafting further. If it’s too awkward and convoluted, I may not even bother but email a link to deal with it later on a laptop or desktop. And, right now, it’s pretty convoluted: copy, switch, start a new blog post, paste, switch back, copy the link, switch, paste the link. Then start â€¦
What did I come in here for?