Multilitteratus Incognitus

NightCafe: Professor dealing with Digital Burnout  It seems like I am operating in Greek Time for #etmooc2 😅. This is a post for the second session of #etmooc which dealt with ethical issues around AI in education (and maybe AI broadly).  Since the third session record has not been posted yet, I'll make the argument that I am still "on time" for some commentary on this 😂. This post has been in my drafts for 2 weeks now.  With the end of the term upon us, I guess I have a little more time to process some thoughts. In any case, when I started to put together this blog post a couple of weeks ago, I was signed up for a symposium (or mini-conference?) hosted by a notable LMS provider, and of course, AI was the hot topic du jour.  One of the sessions that I attended was hosted by instructional designers, using ChatGPT, to assist in getting started with course development. Especially if that course development came at the 11th hour when an adjunct finds out that they are ...

It's been a crazy few days!  If it weren't for my brother coming down to hangout for a while I probably would have more in common with Nosferatu than a regular human being😹 (having been stuck indoors for most of the weekend).  When I started off this summer I gave myself a deadline to be done with my methods chapter by August 30th (chapter 3 of my proposal).  After reading...and reading...and reading...and re-reading (select articles form EDDE 802), I reached a point of saturation when it comes to methods.  I really wanted to read all of Lincoln & Guba's 1985 book called  Naturalistic Inquiry during this round, but it seems like I will just need to focus on specific aspects of the book. So, in this whirlwind of activity, I went through the preamble to my methods section, my target participant descriptions, my data collection, my data analysis techniques, and any limitations.  I added to these sections, explicated, went more in-depth in each sec...

In my continuous quest to go to Pocket-Zero (may be a losing battle since I keep adding interesting stuff to read), I came across a post from a friend and colleague, Rebecca, who was discussing and brainstorming a bit about the ethics of research in twitter communities . As a quick synopsis, of the  hot button issue (at least from what I interpreted), was that in one instance (mature) researchers were researching a more general hashtag on twitter and this seemed to be OK, while in another instance a younger researcher (high school student) was researching a hashtag specific to breast cancer and social media, where a level of trust seemed to have been breached.  So, the question is: what is fair game in social media research? Specifically Rebecca asks What are the ethical obligations of anyone wishing to conduct research/analysis on a twitter community of care? Are the obligations different if the community is not care based? (e.g. #lrnchat) . My initial thinking is tha...

Derby Wharf, Salem, MA - Jan 2015 (Storm: Juno) I am sure that last one is a word I just made up on the spot. It's been a slow week in 802.  I was reading Lisa's reflection on Lurking in 802 (she is in last year's cohort, so she is two courses ahead of us in Cohort 7), and how she viewed 802 at the time as a make or break experience for the Ed.D. program.  While 801 last semester was a whirlwind tour of Online and Distance Education , this semester is a whirlwind tour (or boot-camp perhaps) on the topic of Research and how to go about doing it.  The textbook, by Cohen and the gang , is something that I have read before (a few year ago), but this doesn't help a ton ;-)  There is a lot to unpack, and this book is dense.  Even if one could memorize everything (not a good way to learn, by the way), it's like going to philosophy course - you are there essentially to argue for and support your stance. You are also called upon to explain your underlying fra...

It's now the end of Teaching Goes Massive: New Skills Required (aka #massiveteaching) on coursera. Well, almost, we still have a couple of days left. I guess that the lesson here is that we were (the "learners") were punk'd† by Paul-Olivier Dehaye of the Univerisity of Zurich. After that last blog post (and subsequent pickup of the post by George Siemens and others) Inside Higher Education and the Chronicle wanted to chat with me about this MOOC experience. I only had time for one of the two before things went to press, so my 15 minutes of fame went to IHE.  Both IHE and the C hronicle have written about the topic, and have received some information from Coursera on the incident.  Others have also written about it (see here , here and here ) It's surprising to me that the University, and Coursera, waited until after this thing was a big issue in order to respond in the class, and clue people into what was happening. On Wednesday (day 3 of Week 3/3 of the ...

Last week I was somewhere between work, teaching, the NERCOMP symposium I co-facilitated and the annual Sloan Consortium Emerging Tech for Online conference. It was nice to see some familiar MOOC faces on both twitter and on the live stream presentations. I think it was in Jen Ross's presentation (of EDCMOOC fame) that a Rhizo14 participant was quoted anonymously.  I really didn't think much about it at the time. It was more of an "wow, I didn't think rhizo was really that well known outside of some crazy circles."  In any case, it turns out that the quote was from the autoethnography that we are working on (slowly but surely I guess), and that no permission was sought to use the quote.  Before I knew the specifics the prompt on the rhizo14 facebook group was: I have to admit that my gut reaction was "someone's watching? Who's reading our stuff?" But, I should point out, that this isn't indicative of a  negative reaction, but rather a ...