Bright Moon tonight
Re-launched instagram-atom, my side project that lets you read your Instagram feed in any feed reader, with new browser extensions for Chrome and Firefox. Feel free to try it out, feedback is welcome!
I’ve not posted to Instagram for over a year. I don’t miss the adverts or bonkers timeline. I do miss photos from family & folks I don’t see elsewhere online. This sorts that out via my RSS reader.
Replied to IndieWebCamp Popup: How to Make the IndieWeb More Approachable (events.indieweb.org) The IndieWeb community welcomes anyone who is interested in expressing themselves on a personal website, regardless of technical experience. In this meetup, we will be asking the question “how can we ma...
The IndieWeb is build on the kindness and enthusiasm of many clever folk doing tricky things. Simple it is not. I imagine this chimes with none technical or time poor folk. It does with me. There is a mention of micro.blog as the smoothest path to indieWeb happiness.
Sometimes I think that authentic tasks are based on the tastes and whims of the educated elite. Is a literary podcast really authentic for a 15-year-old? Are hipster food trucks really the most efficient way to learn about business? As Doug Lemov once said, it’s our role to find the shortest path to learning.
Rebecca Birch powerfully critiques podcasting and other authentic projects used in the classroom. She is writing specifically about the secondary English classroom, I can really comment on that. It did make me think about podcasting in the primary classroom though.
Podcasting has been one of my favourite classroom activities for years.
As a teacher, do I really have the real-world skills to teach interviewing, sound editing, research and the mechanics of discursive writing, on top of critically analysing a text? If I had both the time and expertise then maybe I could justify this choice. Usually, with a task like this, the crafting of the assessment itself happens through many hours of student struggle outside the classroom. It’s difficult to justify the opportunity cost.
I certainly don’t have those real-world skills. I have podcasted a bit though.
Earlier this week I tweeted from our school account:
Brilliant literacy session for the biggies today, class showed iron concentration, talking, listening and editing for flow. Working on expression and talking for an audience. pic.twitter.com/lITqLE1LNx
— Banton Primary (@Banton_Pr) December 2, 2022
When I observed my class being completely absorbed in writing scripts for their podcast. Getting primary pupils to edit their writing and think about making their oral communication effective is sometimes tricky for me. Audience, or perceived audience, can make a difference. For Scottish primary teachers at least the activity of podcasting covers a large number of the experiences we are supposed to supply to our pupils.
I don’t think a podcast needs to take so much of the classes time that it would be detrimental. Especially as it give the pupils a chance to practise so many of the skills we are trying to teach.
Had I spent several weeks teaching visual design, sound production or video production skills, those students would have been several weeks further away from their ambition to undertake tertiary study.
In the primary class at least we don’t need to spend those weeks. Audio podcasting is a lot simpler than video. We are not aiming for a professional grade BBC podcast. We are trying to give our class motivation to practise their talking, listening, reading and writing. Communication with their peers and an audience. For me simple podcasting provides a great opportunity for that.
Mark Stephen is out on the hill at Glen Falloch Estate with Falcon Frost and Tom Turnbull
I’ve walked some of the ground discussed. The interaction of deer, trees & the habitat is way more complex than I thought. Really interesting half hour.
Just after I discover RSS in the “flowering” of theScotEduBlogs community I got interested in aggregating RSS and creating specialised readers. Back in around 2006 I was blogging some ideas which lead to Robert Jones & Pete Liddle creating the first iteration of the ScotEduBlogs aggregation. Later I moved the site to WordPress using the FeedWordPress plug-in. I’d seen this in use on the marvellous DS106 site which aggregates blogs of students and open participants of the many iterations of the notorious Digital Storytelling course. The flow on DS106 has pulled in 91749 (at time of writing) posts since 2010.
ScotEduBlogs is at a bit of a low at the moment, there are not so many folk blogging about education in Scotland. I still love the idea of ‘specialist’ or community aggregations or feed readers. Of course the site has an RSS feed that can be subscribed to. Dave Winer’s FeedLand, which I noted in a previous #FeedReaderFriday, can also create ‘News Products’ with similar results.
Folk to Follow
I like to follow some human aggregators, even better if they add their own opinions. One of my favourites in Arron Davis his Read Write Collect blog is an IndieWeb style collector of replies, bookmarks and other responses. RSS.
Some of Tom Woodward’s Bionic Teaching – utan blixt consists of his harvest of links with brief comment. This might be auto posted, perhaps from pinboard? He also posts about higher ed use of technology and, of particular interest to me, his work with WordPress. RSS
This post is part of a series with a wee bit about readers and a couple of suggestions of feeds to follow.
Read: The High Window by Raymond Chandler ★★★★☆ 📚
One of a few comfort re-reads. Always enjoy Chandler despite some dated attitudes. This one has the usual slick chat, lots of smoking and a tangled web.
Moist eyes with the sympathetic expression of wet stones
If you are happy using a few #IndieWeb plugins and setting up indieauth & micropub you could use quill: