I started using the static site-friendly, largely non-creepy Tinylytics service in 2023, and a few weeks ago, I finally forked over the money for the paid version of the service. [EDIT: I’ve since cancelled my subscription to the service because I’m no longer sure it aligns with my values.] This year, I’ve become skeptical enough of quantification as a concept that I feel vaguely guilty about tracking which of my posts get how many views, but I’m also a researcher who understands the value of quantification, and it’s also, well, validating to see which of my posts get traction.

Recently, an idea has been bubbling in my head that’s the culmination of months—even years—of thinking about how I assess in my courses. I’ve typically taken the pretty-standard approach that assessment is the process of students’ proving that they’ve learned something. What if, though, assessment is itself the proof of the process of students’ learning something. That is, what if we doled out points for students’ proving that they appropriately participated in learning activities and then trusted the learning to happen on its own?

Catching up on grading today, and I’ve been laughing out loud at some of my students’ Hypothesis annotations of class readings. I’m so glad I use this instead of discussion board responses: It’s so much more organic and creates more social presence in online classes.

In the summer of 2015, New Zealander Nigel Richards won the French-language world Scrabble championships despite not speaking a word of French. I heard this story on a Radio Télévision Suisse news show repackaged as a podcast (probably Le 12h30, but I can’t remember exactly) and wrote myself a note that if I ever got a chance to teach a class on games and learning, I would use this story in it.

Back in July, I shared that I’d figured out how to use the Habitica API to create a Siri Shortcut for updating Habitica from my Apple Watch. A few weeks ago, Hypothesis user cormacauty left a comment on that post asking for more information about how I’d done that. This post is a (belated) response to that, in the form of sharing the Siri Shortcuts that I wrote. Part of the reason that it took so long for me to get to this is because I needed to duplicate and edit the Shortcuts to strip out my API key—I’m happy to share my work but don’t want other people to be able to make changes to my account for me.

This week, I’m attending two different research conferences (well, I only barely attended the first one, to be honest). The leadup to these conferences has involved some changes to my web presence, just in case people actually check my website when I put it on my slides. Overall, I’m happy with the changes that I’ve made, so I thought I’d take advantage of my free Delta in-flight wi-fi to blog about some of the changes I’ve made and why.

I’ve never been a fan of policing student behavior in my classes. I don’t take attendance, I’m pretty generous when it comes to late work and making up assignments, and I try to make participation in class something that’s organic rather than something structured and forced. In recent years, this hasn’t necessarily gone well. For example, the undergrad class I’m currently teaching has lousy attendance, and I struggle to get anyone except the 3-4 same voices to contribute to class discussions.

I keep a journal using the Day One app for macOS/iOS, and while I have some lingering concerns about platformizing (and even digitizing) my journaling, there are also some pretty neat aspects to using an app like this. First, it’s very easy to copy text from other electronic sources into the app, and that really helps me capture things that made an impression on me from day to day. Second, it’s also easy to search for, read, and even be reminded of old entries.

In addition to all the irritating ClassDojo stuff going on at kiddo’s school, I’ve also spent some time banging my head against the wall made up of two forms: One to opt out of FERPA directory information sharing, and the other to opt out of kiddo’s information being shared with media outlets. I’m too tired tonight to get into all the details of what’s been going on, but the short version is that there’s no (clear, easy) way for spouse and I to request that kiddo’s name and image not be shared on school social media without also insisting that kiddo’s name and image not appear in innocuous things like… a school yearbook.

Shortly after last week’s mostly-successful experiment with Hypothesis, I noticed Chris Aldrich posting to Micro.blog about the software and started up a conversation. I’d followed Chris a few weeks before in trying to get more into Micro.blog (perhaps my favorite indie social media platform out there, though I’m also enjoying getting into Mastodon) by following academia and academia-adjacent folks, and was pleased to see an area of common interest. It wasn’t until a separate conversation on Mastodon this morning that I remembered that my Hypothesis setup was dependent on my manually checking annotations on my website.

As I’ve been working on updating this website and revamping my web presence over the course of the summer, one of the items on my to-do list has been to add a commenting feature to the website. I love Hugo, but the absence of any in-built commenting feature is definitely a downside. I’ve looked over various Hugo-compatible commenting systems, but I honestly don’t know how much commenting activity I’ll see, and I’ve been hesitant to pay a third-party platform to do all of this for me.

I’ve been trying to figure out for weeks how to best add commenting to my Hugo static site, and it just hit me that I could embed Hypothesis and use that as a social layer. Very excited about this idea.

I just had to annotate a class reading to explain first that “AIM” stands for AOL Instant Messenger and second what instant messaging was, all because I wasn’t sure my students would understand either. This makes me uncomfortable.

Special thanks to Google Drive for breaking the iframes I’ve been using to set up annotation-enabled readings in Canvas this semester… during the week that students are reviewing readings for their final papers. Really appreciate it.