A letter to my students awaiting feedback

I've been meaning to get back to regular blogging, just to get in the habit of shaping words, and I realised that today I wrote something that I wanted to share more broadly than the Discussion Board where I posted it. My students have been awaiting feedback on their essays, and sadly for a variety … Continue reading A letter to my students awaiting feedback →

AoIR2016: Bending

This was a fascinating session run by The Fourchettes collective, with a focus on un-block-boxing, thinking about it through axes of power, and by recognising spaces of invisibility (and the importance of preparing them). It was facilitated by Alison Harvey (University of Leicester, United Kingdom), Mary Elizabeth Luka (York University, Canada), Jessalynn Keller (University of … Continue reading AoIR2016: Bending →

AoIR16 Day 3: Creating Knowledge and Design

The Creating Knowledge session opened with Julian Unkel and Alexander Haas' work on 'Credibility and Search Engines. The Effects of Source Reputation, Neutrality and Social Recommendations on the Selection of Search Engine Results.' Using a model of search engine results they added different credibility cues, including markers of the reputation of the source, neutrality of … Continue reading AoIR16 Day 3: Creating Knowledge and Design →

Teaching on Facebook and content restrictions

Today when I logged into Facebook I got a message letting me know that I was banned from posting any content for the next 24 hours. Another contributor from a group I help to moderate had posted 'inappropriate content' and so all moderators for that group were temporarily locked from posting to Facebook at all. … Continue reading Teaching on Facebook and content restrictions →

MOOCs: thinking about context

Recently, professors at a San Jose State refused to use a lecture series by Michael Sandel at their university: it's well worth reading their explanation of this decision. After a long and somewhat frustrating discussion about this, I think it's worth teasing out some of the issues surrounding MOOCs. Much of this draws on the … Continue reading MOOCs: thinking about context →