Watching the Lehman College presentation in BbWorld20 (today and tomorrow). Worth being there.

This seems to be the SUNY version:


Ally – Looking at Blackboard Ally now. Would be interested in having a demo on this.


Next up: Using Teaching Analytics as a Proxy for Student Outcomes … would definitely like to hear impressions from other [Greg….] This was quite interesting.

BbWorld20 goes until about 11 pm tonight and start up again tomorrow not long after sunrise. For me, there is a definite advantage to virtual conferences. Right now I’m going through recorded sessions to could be at in real time. Picked up a number of ideas. Particularly appreciate hearing what other universities are doing and trends they have been seeing the past few months.


Day 2 of BbWorld20. Watched some on-demand videos of presentations I missed yesterday. General comment: I just keep thinking … why aren’t we doing something like this? Don’t know how long the on-demand video access will be available so will focus the rest of the day on presentations dealing with assessment and analytics.


Curate learning material. I have gathered “a bunch of resources” – they are somewhat “curated” in folders and subfolders; Have found more resources than anticipated.

Why did you choose these? There are the ACRL and AACU documentation that the project grew from. In searching I have found other universities that have attempted to put the new ACRL Frames/Framework into something understandable and implementable. Some are useful as models.

I began writing an Introduction as more of a conversation with myself to find boundaries to the project which has become more fuzzy than anticipated.

Choose a learning theory to guide your work. Experiential learning

Explain the connections. Finding, evaluating, and citing information has become messy and the rules for use fuzzy. ACRL has shifted from a more countable competency-base to a more overlapping system of transferable understandings that seem to match well with experiential learning though self-guided experiences and reflections.


Objective 1.1 – Create a series of learning objects (content units, practice exercises, assessment tools to support learning activities) around each of the six ACRL Frames; ensure learning objects are interoperable, reusable, accessible, manageable

Objective 1.2 – Embed in the collection of learning objects content and activities that support the LEP Key Elements for Information Literacy and the AAC&U VALUE rubric

Objective 1.3 – Construct the practice exercise around social justice themes


Objective 2.1 – Construct pre-/post- assessment based on AAC&U VALUE rubric


Objective 3.1 – Create deliverable to assigned requirements (deliverable, bi-weekly updates on progress, screencast, learning activity w/ lesson plans & materials)


Final Project Goals and Timeline


7/20-7/24         – Create learning objects for two Frames

  • Authority is Constructed and Contextual; Content: types of authority, use of research
  • Information Creation as a Process; Content: capabilities and constraints of information

7/27-7/31         – Create learning objects for two Frames

  • Information Has Value; Content: giving credit to original ideas of others, understanding individual responsibility for making deliberate and informed choices
  • Research as Inquire; Content: formulating questions, determining scope, unpacking concepts

8/3-8/7             – Create learning objects for two Frames

  • Scholarship as Conversation; Content: citing work of others, placing scholarly conversation in context
  • Searching as Strategic Exploration; Content: determining scope of tasks

8/10-8/14         – Completion of pre-/post-assessment; assembly deliverable

8/17                 – Deliver completed project

Extreme Makeover: Pedagogy Edition

Robin DeRosa, Plymouth State University

Open Pedagogy improves access to education, but this is access broadly writ.

Open Pedagogy treats education as a learner-driven process.

Open Pedagogy stresses community and collaboration over content.

Open Pedagogy connects the academy to the wider public.

DeRosa’s First-Year Seminar (FYS) had students serve both as consumers of information and producers of information (via a personal website or e-Port).

Students generated and voted on learning outcomes, attendance policy, and designed grading practice.

Students generated assignments to go with the learning outcomes.

Classes collated and collected their work into a handbook that could be used by future sections of FYS – available at .

Just watched panel at

Also located

Notes for further consideration:

Jazmine Roberts: Academic responsibility. Serving students and scholars from a wide variety of backgrounds. What is our goal in education?

Tutaleni Asino: Learning about how others do things helps use to understand what we are doing. The importance of telling our own stories. From China Achebe: “Until the lions have their own historians, the history of the hunt will always glorify the hunter.”

Doris Jones: “The past is prologue”

Mia Zamora: In what ways are we opening up the academy? Leadership must include moral courage. Unlearning the traditions the academy is built upon. Co-learning with everyone you interact with. What do we need to have authentic co-learning experiences? April Baker Bell’s Linguistic Justice. Andre Jones – code meshing and making meaning. “Your Sound Black” – stigma of the language you are born into.

Kim Fox: What are we doing in front of the classroom? We need stories with a lot of storytelling. Videos of vs writings of individuals [Toni Morrison].




It’s complicated: the social lives of networked teens

Danah Boyd (2014). Yale University Press.

(online version available under a Creative Commons license for use that is noncommercial.)


Introduction: Four affordances are common among computer mediated communication (CMC): persistence, visibility, spreadability, and searchability.

Chapter 1: out of context, teens can appear ‘peculiar’ on social media and they often have inaccurate mental models of their audience in social media, often believing it is who they have chosen as “friend” or “follow”

Chapter 2: In order to retain some privacy, teens engage in “social steganography,” that is, hiding messages in plain sight by using shared knowledge and cues to express ideas (such as a song or line from a movie).

Chapter 3: Current environments have curtailed teens ‘freedom to wander’ of past generations. Social media has become the new ‘neighborhood’ in which teens have ‘freedom to wander’.

Chapter 4: This chapter discusses moral panic and the fear predators are lurking everywhere and the resulting restrictive responses. There is some discussion of how this can impact teen depending upon the strength of their support systems. The underlying message seems to be ‘it takes a village’; that is, parents need to look beyond protecting their own children and work as a community to protect all children.

Chapter 5: This chapter concerns bullying, meanness and cruelty, and also celebrity status. I am reminded of Little Women when Amy burns Jo’s book as an immediate way to gain power and seek an exchange of hurt feelings without consideration for the more permanent consequences. Social media allows these actions to move beyond the immediacy of the playground to be more persistent in time and space, visible to more individuals, more easily spreadable to wide audiences, and the instance findable for replay. The point is made that attention is a currency and it can have both healthy and unhealthy outlets and outcomes.

Chapter 6: Chapter six begins with students’ self-imposed racial segregation within the physical spaces of school (if you know the movie Clueless – there is the scene in which Cher walks Tai though campus pointing out which group hangs out in what sections). The discussion then turns to how social media can also be used to segregate. “We don’t live in a post-racial society, and social media is not the cultural remedy that some people hoped it would become.”

Chapter 7: Chapter seven begins by point out that just because “teens grew up in a world in which the internet has always existed” does not mean that they “automatically understand new technologies”. As being comfortable with technology “is increasingly important for everyday activities: obtaining a well-paying job, managing medical care, engaging with government” it is imperative that schools not compound digital inequality by failing “to help youth develop broad digital competency”.

Take away:

Adults need to stop treating digital connectivity as an encounter unlike their own physical experiences. To make sense of teens digital lives, adults need to begin mapping it onto the non-digital interactions they know. For example, In fair weather it is play outdoors in foul weather it is board games and crafts indoors. In less turbulent communities children are free to wander about and explore their neighborhoods. In more turbulent communities children go to digital environments to seek freedom and wander about. Once adults begin to understand how teens’ digital interactions map to the adult’s non-digital life experiences, then there may be an understanding of the motivations behind teens’ digital behaviors as well as insights into how to use the adults’ non-digital experiences to both setup more mutually acceptable boundaries and create intergenerational sharing of common core needs and expressions of those needs.



Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education

Garrison, Anderson, & Archer. (1999).

The Internet and Higher Education, 2(2-3), 87-105


With the increased use of computer mediated communication (CMC) in higher education, the authors set out to identify “the elements that are crucial prerequisites for a successful higher educational experience”.

For a brief tutorial on the Community of Inquiry Framework see

Given the model that for a successful educational experience three aspects of interaction need to be strongly supported –  teaching presence, social presence, and cognitive presence, we should first understand what each presence entails.

The most significant point, in my opinion, made by the author was the value of text-based communication over oral-based communication in terms of time for reflection, higher-order cognitive learning, and critical thinking.

The majority of this article seeks to define teaching presence, social presence, and cognitive presence.



Laura Gogia (2016). Why Students Should Blog in Public. Messy Thinking.

7-20 NOTE: Now have access to the correct source:

From Gogia’s slideshare I found the JISC Digital Resident & Visitor Project interesting: mapping project interesting (Visitor-Resident x Personal-Institutional grid and plot how you engage with the Web).

NOTE: Complete 2-step process to access this linked source: Set account, requested author’s permission to view. Apparently the permission is not automated. No reply yet so looked for alternate possible source. Found dissertation: 2016 – Virginia Commonwealth, Richmond: Documenting Student Connectivity and Use of Digital Annotation Devices in Virginia Commonwealth University Connected Courses: An Assessment Toolkit for Digital Pedagogies in Higher Education.

[highlights pertaining to students-blogging-public]

Based on Chapters 4 and 5 of the dissertation, the author did not set out to look at the connections between connectivity and learning, that is intentional connections, reflections, and resulting learning. The study undertaken did suggest, according to the author, that learning can be supported by these digital connections student make that span “across concepts, people, space, and time”. The assumption, then, is that by blogging in public, the opportunity  to for connections, and therefore learning, increase.

What I did find of interest in this dissertation was the references to self- and peer-assessment based on the following two sources:

Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167. doi: 10.1080/713695728

Pring, R. (2015). Philosophy of educational research (3rd ed.). London, UK: Bloomsbury.

Exploration. Curiosity. Ableness (an ant can carry 10-50 times their body weight [Reference:]).

So what do I make of the image? The foil/wrapper represents for me something old that becomes new when encountered for the first time. I like looking at old things and trying to make something new from them. It is an exercise in changing perspective, using your imagination, and being creative. by Greg McVerryGreg McVerry (
Today's #edu522 #dailychallenge How do we build in opportunities to learn how to learn online in our online learning experiences? #edtechchat #digped #openpedagogy

We have to include self assessment and reflection throughout the process but make sure students understand what success looks like given course objectives.