Third version of my Concept Map on Ungrading.

Background

As our assignment this week for our course #augment1, I set out to experiment with some Concept Mapping tools. I am a co-learner with Howard Rheingold and about 20+ brave souls in the online class which lasts five weeks (wrapping up this next week) titled “Augmented Collective Intelligence: Theory and Practice“.

Since my submissions for OpenEd19 in Phoenix, AZ were both accepted recently and one of them is RoundTable on #Ungrading, I decided that a concept map on Ungrading would be relevant. For those interested, the other accepted submission is a lightning talk on setting up a FeedWordPress instance for a connected course.

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Earlybirds by Michael Coghlan showing early arrivals seated at roundtables for a conference from above.

Roundtable submission for #OpenEd19

Update: Roundtable accepted.

Following review by the Program Committee, I am pleased to inform you that your submission entitled ‘Roundtable on #Ungrading‘ has been accepted for presentation as a Roundtable (25 minutes).

Now to get to work on this. I require help here colleagues!

Work in Progress

Please feel free to contribute, suggest planning for this, let me know if you would like to participate onsite or remotely. This is not my roundtable, I’m just providing a space to have this discussion during the #OpenEd19 conference if this roundtable is accepted.

Context

I have personally been working in an #Ungrading (or #AbolishGrading) environment in my classes since January 2016. I’ve written some about this after my initial inspiration of the late Joe Bower and the “Abolish Grading” section of his still active website “for the love of learning”. My practice at this has evolved during these three years and I have documented a little of my practice on my personal blog. Links to those provided in the references section.

There is an active community on Twitter of educators practicing #Ungrading and a recent article on April 1st in “Inside Higher Ed” titled “When Grading Less is More” gave more visibility to the teachers actively working on this in their classrooms and their research.  I was invited to submit a last minute contribution to that “Insider Higher Ed” article along with educators with much more experience than myself writing about this topic. Dr. Susan Blum is currently editing a book on this subject which includes a chapter contributed by Laura Gibbs. Laura shared her chapter with me and I did a critical reading of that chapter with my current semester students.

There are varied definitions of the term #ungrading (or as Joe Bower preferred to call this #AbolishGrading) and a varied mix of practices across teachers practicing this.  The day after the publication of the “Insider Higher Ed” article, Yishay Mor sent a call out on Twitter to create an “Ungrading Manifesto” which is the early stages. There is much work to be done and I believe that a roundtable to work on this topic would be relevant to the OpenEd19 community.

Goals

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Picture of lightning by Raj Boora

Lightning Talk submission for #OpenEd19

Update: Roundtable accepted.

Following review by the Program Committee, I am pleased to inform you that your submission entitled ‘Setting up your Connected Courses site in 5 minutes‘ has been accepted for presentation as a Lightning Talk (5 minutes).

This one is on me. I will need to curate the content and rehearse to make this work well in 5 minutes.

Submission Text:

The use of RSS feed aggregators like FeedWordPress has been in use for many course sites over the years including DS106, ETMOOC, and
The You Show”. The best resource for how to setup your syndication destination or planet site is Alan Levine’s five part blog post series “Building Connected Courses: Feed WordPress 101“. Despite the age of this resource (five years now) it is still an excellent resource for setting up a connected course teaching resource.

I have personally been adapting this setup since 2015 for a total of twenty two courses and counting. The setup requires some technical knowledge as well as maintenance to ensure the archived sites stay active and visible.

I use the main site as the full course site including syllabus, assignments and syndication of student submissions. It is important to note that student submissions are hosted on their own sites and this system allows syndication of all work in a single location. This is the key feature in this system: giving students ownership of their data and work. Other features provided by this setup is an open platform allowing co-learning within the course as well as any others observing or interacting with the course either by design or happenstance. Yes, this is a classic setup for a cMOOC.

In this lightning talk I will briefly show why I use this configuration for my classes, what changes that I have made to my own setup and changes that I plan to support shifting needs of my students and myself.

References

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