Category: Open Content
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Resources for ETA NSW
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in Academic Life, Argument in the Real World, Assessing Students’ Digital Writing, Assessment, Because Digital Writing Matters, Best Practice, Books, Collaboration, Composition, Connected Reading, Crafting Digital Writing, Create Compose Connect, Digital Writing Workshop, English Education, From Texting to Teaching, Hybrid Learning, Literacy, Mobile Learning, New Literacies, News and Notes, Online Learning, Open Content, Professional Development, Reflections, Research Writing Rewired, Teaching, Virtual Learning, WritingThis list of curated resources represents work that I have produced from March to May of 2020, all aimed at helping educators as they transitioned to remote learning during the COVID-19 pandemic. The full article. “Critical, creative, and compassionate: Resources for teaching English in an era of COVID-19” appears in Australia’s English Teachers Association NSW’s…
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Peer Review in Public
This afternoon, partially as a way to procrastinate from my own writing and partially because I was genuinely interested in the invitation, I participated in an “open review” of Remi Kalir and Antero Garcia‘s forthcoming manuscript, Annotation. Their open review process will continue through August 23, 2019, so jump in! They request that commentary adhere…
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Badging and Blending, Writing and Learning
Badges. Writing-intensive. Active learning. Blended learning. Oh, my. These have been the buzzwords that have permeated professional conversations over the past few years, and have guided my path in developing the seminar course for Honors students that I am currently teaching, “Our Digital Selves.” Offered as a course for a group of 22 freshmen while…
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NWP Midwest Keynote
Can I Cite That? Examining What Counts as Evidence in a Digital World “Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically.” ~ ACRL [googleapps domain=”docs” dir=”presentation/d/e/2PACX-1vT5vcTs8dzJKPj5AMBjKqhzXPPLtdqoRlzkvWlA5uDuDjQg3hLoarAZfNDL-Ltf69i9kCCz9lBwJcsA/embed” query=”start=false&loop=false&delayms=3000″ width=”480″ height=”299″ /] Intro…
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Reflections on Participating in KQED’s “Finding and Evaluating Information”
Over the holiday break, I’ve participated in an open course for educators, “Finding & Evaluating Information,” sponsored by KQED. Though the course ended last week, many of the materials are still available online, including this GDoc that contains a list “greatest hits” (and resources) from all the participants. Among the many lessons posted by other…
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4C’s Collaborative Comprehension Activity
The past week has found me presenting to both pre-service teachers (three times!) and to fellow faculty (just once), and with each audience I shared the same activity: the 4Cs for Collaborative Comprehension. Adapted from Ritchhart, Church,, and Morrison’s Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, my spin on this particular…
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Marginal Syllabus Conversation – February 22, 2017 at 6:00 PM EST
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in Academic Life, Books, Collaboration, Connected Learning, Digital Reading, Educational Research, Hybrid Learning, Internet Research, Mobile Learning, New Literacies, News and Notes, NWP, Online Learning, Online Reading, Open Content, Professional Development, Reflections, Research Writing Rewired, Teaching, TPACK, WritingTomorrow, Wednesday, February 22, 2017 at 6:00 PM EST, join my colleague and co-author, Dawn Reed, and me as we participate in an “Annotation Flash Mob” on the preface for our book, Research Writing Rewired. We’ve been invited to participate in this opportunity through Dawn’s collaborations with the Marginal Syllabus Project. The Marginal Syllabus team is…
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Rethinking a Wiki vs LMS for Course Design
Last year, when I first taught EDU 807, “Learning Tools in Education Technology,” one of my goals was to employ a wiki as a learning management system (LMS) so the doctoral students involved in the course could participate in a more open, collaborative form of social scholarship. I have long been an advocate of using…
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Rethinking Scientific Argument with StoryMaps JS
This past week, I was able to cap off a summer whirlwind of PD at CMU’s Biological Station, facilitating what we are calling our first Beaver Island Institute. The six-day event brought together middle school science and ELA teachers for an opportunity to engage in scientific inquiry, explore argument writing in science, and understand aspects…