Some interesting thoughts here from Doctorow. Makes me want to put more effort into OER.

It’s a Chromebook-heavy “non-traditional instruction” snow day for kiddo today, and I’m having a lot of thoughts about Larry Cuban and that recent UNESCO report about emergency remote teaching during the COVID shutdowns.

Lots of interesting comments in this article. I haven’t been following this story as closely as I should, but it—and articles like this—are making me think that I need to think harder about plagiarism: what it is and how I should respond to it.

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.”

Strong follow up to the last post I just linked to.

Lots of helpful thoughts in this post. Makes me think about the value of Mastodon for the academy—and other spaces that I care about. Also, I love seeing Doctorow and academic thinking come together.

Don’t love it when platforms shut down tools because they don’t like outside research.

Gift Link

I’m grateful for George’s comments here.

I ended the Fall 2023 semester with a lot of anxiety and frustration about grades, and there was enough of both that I wound up making a lot of changes to a graduate class that I was sure I was going to keep mostly the same from last year. Not all of these changes were assessment-related (I replaced a lot of readings and shuffled content around some), but I also more-or-less threw out the assessment structure that I’ve been using since 2019 to replace it with something minimalist and closely tied to the course’s learning objectives.

One of my favorite perks of academia is finding a personally interesting book through the university library.

Plagiarism is clearly bad, but its weaponization as part of a culture war could well he worse. I don’t love the idea of its escalation. Gift link.

It’s that time of year where I have a text editor open alongside Canvas so that I can strip out all the extra HTML tags that LMSs like to add to my content.

Welp, here’s something to pay attention to this legislative session.

My department has a copyright class on the books that’s never been taught—even when I offered to take it on after being hired. I understand why that offer wasn’t taken up, but I can’t help but think about all I could do in that class with Mickey Mouse this semester.

Proud of my colleagues!

Ben has been one of my best students over the past 5.5 years. He was a non-traditional student who flunked out of UK decades ago, went on to be a successful small business owner elsewhere in the country, and then leapt at the chance to come back to UK through an online degree completion program. As part of that program, he took one of the classes I was teaching at the time, which counted toward general education credit. Since then, he’s kept me in the loop on how things are going: He sent me an email to let me know when he graduated, we talked over the course of his MBA, and when he recently decided to start a PhD in his field of work, he wrote a letter to the university president, thanking the university for the chance to come back to school (and, generously, mentioning me by name in the letter).

As often happens at the end of a semester, I’ve been spending a lot of time thinking about grades: What they mean, what purpose they serve, and how to best assign them. In thinking about this, I’m also thinking about a comment that a number of my colleagues put on each class syllabus: something to the effect of “I don’t give grades, you earn them.” These colleagues are gifted teachers whose examples I strive to follow, and I appreciate the sentiment behind their statement, but it’s also always struck me as oversimplifying what it means to grade. I don’t like the suggestion that grades are objective, straightforward representations of what a student has been up to in class.

My rule is that if it’s a personal project, but I learn some regex and bookdown along the way, it still counts as professional development.

Over the summer, I blogged about some concern that I had about a new research portal that my employer had just rolled out. Based on the gentle nudges to update our profiles we’ve been receiving since the platform’s launch, I’m guessing that faculty have not been as keen on the platform as the university is. One of those nudges came this week, and in the spirit of good faith cooperation, I spent some time going through the platform and updating my profile.

Kiddo’s awesome “advent calendar of magic” is prominently advertised as a STEM toy, and that’s been bugging me. Not because it isn’t true, but because things don’t need to be STEM to be valuable.

My journaling app just let me know that today is the 6-year anniversary of my campus interview here at the University of Kentucky. Hard to believe it’s been that long!

Lots to appreciate in this post.

My second-to-last class meeting for my content management course featured an impromptu lecture on how URL structure is undervalued by both web users and site designers. It wasn’t irrelevant to course concepts, but I hadn’t been planning on it either.

This is a really important read. It’s why educational technology researchers should be concerned about more than “does it improve learning?"—and why our understanding of edtech needs to include all of these platforms, not just the obvious stuff.

The bassist for one of my favorite bands is an academic by day, which must be the reason why they have the only song I’ve ever heard with “post doc” in the lyrics.