I feel like half of ClassDojo’s business model is “let’s prey on parental anxiety.”

My stress and anxiety levels have been high ever since the second Trump administration began and immediately started taking an axe to all sorts of things that one should not take an axe to. For admittedly selfish reasons, though, I’ve been particularly anxious since Friday, when the NIH announced that it was dramatically cutting its support to universities (and other research institutions) in the form of indirect costs. I don’t do NIH-funded work, but we’re a very medically focused campus, and there’s no way that the $40 million that the University estimates we could lose over the next year isn’t going to have ripple effects across campus (not to mention the fact that my colleagues in the College of Communication and Information regularly look to the NIH as a source of funding health communication research). There are much more vulnerable populations currently being targeted by the Trump administration, and their concerns are more salient than mine are right now, but this is one of the administration’s decisions that’s hit closest to home, and I’ve been thinking a lot about it recently.

Been waiting for this email all day: the University of Kentucky estimates that the NIH limits on indirect funding, if maintained, would cost us $40 million over the next year.

Me, all of December: “Next semester, I have a course release and a once-a-week evening class. I’m going to get so much research done during the day!”

Me, on February 7th: “Wow, it’s great to finally be getting to research this semester.”

I’m teaching a social media research methods class this semester, and I’m pretty sure I need to bring this article up in this week’s class.

Throughout my career, I’ve been a data-first researcher, and theory has always been one of my weak areas. This is not to say that I dismiss the importance of theory: I appreciate danah boyd and Kate Crawford’s critique of Chris Anderson’s “the numbers speak for themselves” in their 2012 paper Critical Questions for Big Data as much as I appreciate Catherine D’Ignazio and Lauren Klein’s similar critique in their book Data Feminism. It’s just that while I agree that theory is important, I’ve never been well-versed in it—except for the loose theoretical framework of sociocultural learning, multiple literacies, and social communities and spaces that I bring to much of my work (even that work that has gone beyond educational technology research.

Tonight’s ethics lecture for my internet research class this semester will include a brief discussion of protecting researchers, so I got to go through my collection of screenshots of when a reactionary Mormon group took issue with our studying their posts.

I intentionally keep receiving ClassDojo marketing emails because I keep thinking I ought to archive them all to write an autoethnography of my (negative) experience with it as a parent with an ed tech PhD, but I keep not doing that and just being angry at the emails.

I’m proud of the research I’ve done on online communities taking cues from dark corners of the internet, and I’m glad that some reporters find it interesting. It’s still uncomfortable to read certain excerpts from my data out loud to people over the phone.

A few months ago, I blogged about teaching being something that’s somewhat performative, and that’s on my mind again as the local district announces “Non-Traditional Instruction” for tomorrow.

No, I’m not ready for classes to start next week, but schools are cancelled for snow and I’m under the weather, so kiddo and I are watching the new Wallace and Gromit this morning.

More suckiness in the world of academic publishing.

Putting together a reading list for a class on social media research reminds me how much writing on this serves as an unintentional history. I don’t know if any of this chapter on FB and Twitter APIs is still relevant, but that alone may be worth reading it for…

I’m stress-eating banana bread to put off grading, how’s your end of semester going?

This is a busy week, so I really don’t want to be spending time updating a shared course that I’m not even teaching next semester… but I am getting to learn more about SSHing into a VM, and that’s legitimately cool.

Reread some feedback from a journal editor after a couple of days, and while I still disagree with it, it’s at least more reasonable than I remembered it being.

I will never not be angry about the term STEAM, even when it’s being used in good faith by people I respect.

We’re getting to the end of the semester here at the University of Kentucky, which is my traditional time to get overly introspective about grading. There’s a lot on my mind at the end of this semester, but one thing that has popped into my head tonight and that I think will be quick to write about is a dilemma that I’m facing this semester, when I’ve had faced more suspicions about student use of generative AI than in any previous semester. By way of context, my class policy is to: 1) discourage student use of generative AI, but 2) begrudgingly allow students to use it, but 3) require that they disclose its use.

For the past couple of years, my colleague Dr. Meghan Dowell and I have been working on a paper on students’ awareness of what data the Canvas learning management system collects (and subsequently makes available to certain stakeholders). I’m a fan of Nick Proferes’s paper [Information Flow Solipsism in an Exploratory Study of Beliefs About Twitter] and have long wanted to do something similar related to LMSs. This is even more Meghan’s area of specialty than mine, though, so I was grateful that she was also interested in the subject and took the lead in turning this idea into reality.

This semester, I have learned that: 1) if I have building toys on my desk, I will turn them into a robot, and 2) if I have a robot on my desk, I will fiddle with it during Zoom meetings.

McSweeney’s content on academia is always darkly hilarious, and this is no exception.

It’s uncomfortable for me to think about how close my “digital traces” research is to surveillance and YOLO data mining.

I love having a co-author who can provide the theoretical framing to turn my weird data from a dark corner of the internet into an interesting argument.

Glad I already have tenure or else I’d be a lot more worried about what my colleagues think of me holding my numb fingers under running water in the break room, still dressed in four layers of warm and reflective clothing and before I’ve had a chance to fix my helmet hair.

Between my kid’s nascent interest in search engines and my students’ using generative AI despite my discouraging it, I’m thinking a lot this week about directly teaching epistemology as a foundation for other concepts.