I like peer reviewing manuscripts that cite my work, and I especially like correcting manuscripts that misunderstand my work, but my favorite is reviewing a manuscript that gives my work too much credit so that I can say “hey, this guy doesn’t know as much as you think he does.”

I’m becoming more and more skeptical of “improve teaching and learning” as a motivation for education (and especially edtech) research—it’s a noble goal, but it distracts us from so many other important questions.

Don’t tell my students, but half the reason I have them work with Hugo in my web content management class is because I enjoy working with it so much. Over the past week, I’ve hacked together an author taxonomy for our class site, and I’m super pleased with it.

I think academia undervalues teaching and that teaching-focused faculty deserve more status, recognition, and compensation. Yet, I’m still suspicious of the new BYU-Idaho president’s comments on the need for “a faculty free of the obligations of research.”

I’ve said it before, and I’ll say it again: Nothing reminds me as much of teaching French as does teaching programming. It takes a lot of the same metacognition to learn both, and it’s really hard to teach that metacognition.