Microsoft is a vanguard for open source.
Except that they’ve steamrolled an active community project with the same name and mission. They own a search engine - no one could search and check if the name was in use or even contribute to the project?
https://mauikit.org/
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"text": "Microsoft is a vanguard for open source.\nExcept that they\u2019ve steamrolled an active community project with the same name and mission. They own a search engine - no one could search and check if the name was in use or even contribute to the project?https://mauikit.org/",
"html": "<p>Microsoft is a vanguard for open source.<br />Except that they\u2019ve steamrolled an active community project with the same name and mission. They own a search engine - no one could search and check if the name was in use or even contribute to the project?</p><p><a href=\"https://mauikit.org/\">https://mauikit.org/</a></p>"
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This is so cool. Stuff and Nonsense heads to Nigeria. Hope many people join today @genesystechhub to learn art direction and web design from Andy Clarke.
Join me for a chat with my friends at @genesystechhub in Nigeria on Instagram Live at 12pm GMT+1 today.
twitter.com/genesystechhub…
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"text": "Join me for a chat with my friends at @genesystechhub in Nigeria on Instagram Live at 12pm GMT+1 today.\ntwitter.com/genesystechhub\u2026",
"html": "Join me for a chat with my friends at <a href=\"https://twitter.com/genesystechhub\">@genesystechhub</a> in Nigeria on Instagram Live at 12pm GMT+1 today.\n<a href=\"https://twitter.com/genesystechhub/status/1263008665923182592\">twitter.com/genesystechhub\u2026</a>"
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Choosing my words more carefully now.
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Lyman and I were hanging out at Phil's when suddenly... #AnimalCrossing #ACNH #NintendoSwitch
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Seriously this little Portland primary election night is packing more Nailbiting for me than super Tuesday was.
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"text": "Seriously this little Portland primary election night is packing more Nailbiting for me than super Tuesday was."
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Best story out of #electionnight
The backhoe can be sold! #orpol
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"text": "The backhoe can be sold! #orpol",
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Deleted my old Twitter account. Applied for a developer account so I can do my own syndication of content soon but to be honest, I don’t want to rely on Twitter anymore.
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"text": "Deleted my old Twitter account. Applied for a developer account so I can do my own syndication of content soon but to be honest, I don\u2019t want to rely on Twitter anymore.",
"html": "<p>Deleted my old Twitter account. Applied for a developer account so I can do my own syndication of content soon but to be honest, I don\u2019t want to rely on Twitter anymore.</p>"
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"text": "I hate this stuff.",
"html": "<p>I hate this stuff.</p>"
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Kurt Cobain's death is now closer to the day of the Apollo 11 moon landing than it is to today.
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"text": "Kurt Cobain's death is now closer to the day of the Apollo 11 moon landing than it is to today."
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We know who won in Roe v Dough
Sometimes, paid-for conversions are the best kind. reuters.com/article/us-usa…
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"text": "Sometimes, paid-for conversions are the best kind. reuters.com/article/us-usa\u2026",
"html": "Sometimes, paid-for conversions are the best kind. <a href=\"https://www.reuters.com/article/us-usa-abortion-jane-roe-idUSKBN22V33D?taid=5ec494fcaa4703000103c007&utm_campaign=trueAnthem%3A+Trending+Content&utm_medium=trueAnthem&utm_source=twitter\">reuters.com/article/us-usa\u2026</a>"
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Reasons I love Oregon. Dropped this ballot in a library book drop this morning and now I got a text telling me it will be counted. #VoteByMail
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"text": "Reasons I love Oregon. Dropped this ballot in a library book drop this morning and now I got a text telling me it will be counted. #VoteByMail",
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"published": "2020-05-19T19:31:39-04:00",
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"html": "<p>Last week, Plymouth State University faculty participated in an event called <a href=\"https://colab.plymouthcreate.net/slipper/\">Slipper Camp</a> (\u201clike boot camp but softer and on Zoom\u201d) in which we discussed various issues related to designing our Fall 2020 classes so that they can be offered online if we need them to be. The Open Learning and Teaching Collaborative organized the two day event with faculty and staff from all over campus facilitating online sessions about various issues that arise when you want/need to bring classes online, especially in the midst of a global pandemic that makes the future completely uncertain.</p>\n<p>With my colleagues Brandon Haas and Elisabeth Johnston, I co-facilitated a session that was billed as Project-Based Learning Online in the schedule for Slipper Camp. As we did our research, however, we realized that there were some things that we wanted to talk about that were not just about going online but instead were about using project-based learning online in these uncertain times. So we rebilled our presentation as Project-Based Learning in the Age of COVID-19. The video of the session is availabe <a href=\"https://colab.plymouthcreate.net/slipper/project-based-learning-online/\">here</a> and the slide deck is <a href=\"https://plymouthstate-my.sharepoint.com/:p:/g/personal/cleblanc_plymouth_edu/EfYzn7FyOoZBltENz0kSkVIBBV4ts_3YX5sIud5VIPqbPQ?e=Rb34Kf\">here</a>.</p>\n<p>We started our session by asking participants to think about the reasons that they engage students in project-based learning in their classes. We then suggested that as we think about transitioning our project-based learning experiences online for the Fall, we need to re-focus our attention on those reasons, eliminating as many \u201cextras\u201d as we can. As <a href=\"https://www.edutopia.org/article/how-teachers-can-support-pbl-home\">this article from Edutopia</a> suggests, we need to clarify (and lower) our expectations so that we ensure students are participating in the elements of project-based learning that we deem essential.</p>\n<p>To underscore our point about paring back, we shared some important points from Cathy Davidon\u2019s excellent blog post called \u201c<a href=\"https://www.hastac.org/blogs/cathy-davidson/2020/05/11/single-most-essential-requirement-designing-fall-online-course\">The Single Most Essential Requirement in Designing a Fall Online Course</a>.\u201d Davidson writes that we must approach our classes with the \u201cpremise that ALL of our students are learning from a place of suffering, pain, disruption, dislocation, anxiety, uncertainty, and/or trauma. So are we.\u201d\u200b She goes on to say:</p>\n<blockquote><p>Before we begin to make our fall syllabus, we all need to think from a student\u2019s point of view. We need to try to understand what it means to be studying for a future you don\u2019t know that you will have. No one knows what lies ahead. Total social breakdown? Total economic collapse? A health emergency in which millions die over the next three or four years? No one knows but we are all reading predictions that make any dystopian novel seem tame by comparison. How do you study to prepare for this future?</p></blockquote>\n<p>This comment resonated with me because I often motivate discussions about self-regulated learning (one of the major characteristics I\u2019m trying to help students foster when I engage them in project-based learning) by talking about the future and what it will require of students. In a world with such an uncertain future, Davidon asks, \u201c\u201cWhat do our students need now? That is the essential question for going on line. Whether teaching algebraic geometry or sociology or literature or art or religion, we need to begin with the question of: what would I need if I were a student in this pandemic?\u201d\u200b This question is essential for us to think about as we design our courses with project-based learning experiences.</p>\n<p>We then asked participants to think about the <a href=\"https://www.pblworks.org/what-is-pbl/gold-standard-project-design\">gold standard of project-based learning</a> as articulated by <em>PBLWorks</em>. Such projects include a challenging problem or question, sustained inquiry, authenticity, reflection, student voice & choice, critique & revision, and a public product. Because of the ways in which project-based learning have been framed at PSU, we added team-based collaboration to this list. We asked people to think about which of these elements they feel is most important and which will be most challenging to transition to an online environment. Our poll indicated that people are most concerned about team-based collaboration with over 50% choosing that as the most difficult to implement online. Although it might be tempting to jettison that aspect of project-based learning, we think it can be successfully implemented online but will require careful thought. We think the following list of best practices (adapted from the <a href=\"https://cpb-us-w2.wpmucdn.com/wp.wpi.edu/dist/e/220/files/2020/04/Best-Practices-PBL-Online.pdf\">Center for Project-Based Learning at Worcester Polytechnic Institute</a>) can help:</p>\n<ul><li><strong>Communication:</strong> Have teams establish communication channels and expectations early on in the project.\u200b Establish a small set of communication channels for the entire class (Moodle, Teams) and use them even if we are face-to-face in order to get students used to using them\u200b. Design an exercise in team charter building in which students develop and agree on these things\u200b. Make sure the exercise can be completed in an online environment\u200b</li>\n<li>\u200b<strong>Feedback: </strong>Scaffold project elements and provide timely and actionable feedback regularly. Check in with teams early and often.\u200b Work with students to determine what the project deliverables will be\u200b. Focus on actionable feedback. What should students DO? </li>\n<li><strong>Virtual Spaces:</strong> Provide virtual space for team collaboration. Use LMS tools where possible.\u200b Establish a small set of spaces for collaboration (Office 365 tools and Moodle since these are our official spaces and students report confusion if each instructor is using significantly different virtual spaces)\u200b. Students might choose to use some other virtual spaces\u200b. Spend time making sure that students can access and know how to use the tools\u200b. Be flexible if an online student cannot use these virtual spaces in exactly the way you planned because of connectivity issues\u200b.</li>\n<li><strong>Online in Mind:</strong> Create teams based on similar schedules or time zones. Keep teams small to avoid meeting time conflicts\u200b. Gather information about schedules and time zones using Microsoft Forms or some other similar tool\u200b. Gather this information for both a face-to-face scenario and an online scenario regardless of which we are in when you collect the information\u200b. Think about how collaboration will happen in situations where (some) students have low-bandwidth connections to the Internet\u200b.</li>\n<li><strong>Strengths: </strong>Align roles with individual strengths and interests. Have students \u201caudition\u201d for teams as part of their introduction.\u200b Design activities that allow students to think about and articulate their strengths and interests\u200b. Design an introductory exercise in which students prepare a video answering a particular set of questions that might get the conversation started\u200b. Think about how to use online tools for some of this work even if we are face-to-face at the point when this work is done\u200b.</li>\n<li><strong>Schedule:</strong> Provide a task list with interim due dates and a schedule from the onset of the project. Check in regularly to ensure teams are on track.\u200b Think about how students can contribute to the development of the schedule\u200b. Ask students about the best ways to do the check ins. What communication tool(s) will work best for each team?\u200b Allowing choice in tasks can help individual students in many ways, including with bandwidth issues.</li>\n<li><strong>Robust:</strong> Develop a project that requires discussion, collaboration, and decision-making to avoid divide and conquer attempts.\u200b Discuss with students the difference between collaborative efforts and divide and conquer efforts\u200b. Help students figure out ways to communicate and collaborate using technology tools like Microsoft Teams.</li>\n<li><strong>Peer Review: </strong>Include peer review and self-evaluation components throughout the project life-cycle. Students must be taught how to effectively peer review and self-evaluate\u200b. Provide many opportunities for both\u200b. Give actionable feedback on their peer review and self-evaluation attempts.</li>\n</ul><p>We ended our session with some general advice from <a href=\"https://www.pblworks.org/\">PBLWorks</a>.</p>\n<ul><li><strong>Lead with compassion and care.</strong>Connection matters most. Think about each phase of the project and how you can continue to build connection through the project activities.\u200b</li>\n<li><strong>Be mindful of family situations and stressors.</strong> Many families are overwhelmed with managing multiple students alongside concerns about finances and general safety. \u200b</li>\n<li><strong>Provide as much voice and choice as possible for students</strong> especially in terms of how they share what they are learning. There should be plenty of low tech options provided for those that do not have access to digital tools and/or wifi.\u200b</li>\n</ul><p>\u200bImage Credit: Selfie with Mask taken by me on May 3, 2020.</p>",
"text": "Last week, Plymouth State University faculty participated in an event called Slipper Camp (\u201clike boot camp but softer and on Zoom\u201d) in which we discussed various issues related to designing our Fall 2020 classes so that they can be offered online if we need them to be. The Open Learning and Teaching Collaborative organized the two day event with faculty and staff from all over campus facilitating online sessions about various issues that arise when you want/need to bring classes online, especially in the midst of a global pandemic that makes the future completely uncertain.\nWith my colleagues Brandon Haas and Elisabeth Johnston, I co-facilitated a session that was billed as Project-Based Learning Online in the schedule for Slipper Camp. As we did our research, however, we realized that there were some things that we wanted to talk about that were not just about going online but instead were about using project-based learning online in these uncertain times. So we rebilled our presentation as Project-Based Learning in the Age of COVID-19. The video of the session is availabe here and the slide deck is here.\nWe started our session by asking participants to think about the reasons that they engage students in project-based learning in their classes. We then suggested that as we think about transitioning our project-based learning experiences online for the Fall, we need to re-focus our attention on those reasons, eliminating as many \u201cextras\u201d as we can. As this article from Edutopia suggests, we need to clarify (and lower) our expectations so that we ensure students are participating in the elements of project-based learning that we deem essential.\nTo underscore our point about paring back, we shared some important points from Cathy Davidon\u2019s excellent blog post called \u201cThe Single Most Essential Requirement in Designing a Fall Online Course.\u201d Davidson writes that we must approach our classes with the \u201cpremise that ALL of our students are learning from a place of suffering, pain, disruption, dislocation, anxiety, uncertainty, and/or trauma. So are we.\u201d\u200b She goes on to say:\nBefore we begin to make our fall syllabus, we all need to think from a student\u2019s point of view. We need to try to understand what it means to be studying for a future you don\u2019t know that you will have. No one knows what lies ahead. Total social breakdown? Total economic collapse? A health emergency in which millions die over the next three or four years? No one knows but we are all reading predictions that make any dystopian novel seem tame by comparison. How do you study to prepare for this future?\nThis comment resonated with me because I often motivate discussions about self-regulated learning (one of the major characteristics I\u2019m trying to help students foster when I engage them in project-based learning) by talking about the future and what it will require of students. In a world with such an uncertain future, Davidon asks, \u201c\u201cWhat do our students need now? That is the essential question for going on line. Whether teaching algebraic geometry or sociology or literature or art or religion, we need to begin with the question of: what would I need if I were a student in this pandemic?\u201d\u200b This question is essential for us to think about as we design our courses with project-based learning experiences.\nWe then asked participants to think about the gold standard of project-based learning as articulated by PBLWorks. Such projects include a challenging problem or question, sustained inquiry, authenticity, reflection, student voice & choice, critique & revision, and a public product. Because of the ways in which project-based learning have been framed at PSU, we added team-based collaboration to this list. We asked people to think about which of these elements they feel is most important and which will be most challenging to transition to an online environment. Our poll indicated that people are most concerned about team-based collaboration with over 50% choosing that as the most difficult to implement online. Although it might be tempting to jettison that aspect of project-based learning, we think it can be successfully implemented online but will require careful thought. We think the following list of best practices (adapted from the Center for Project-Based Learning at Worcester Polytechnic Institute) can help:\nCommunication: Have teams establish communication channels and expectations early on in the project.\u200b Establish a small set of communication channels for the entire class (Moodle, Teams) and use them even if we are face-to-face in order to get students used to using them\u200b. Design an exercise in team charter building in which students develop and agree on these things\u200b. Make sure the exercise can be completed in an online environment\u200b\n\u200bFeedback: Scaffold project elements and provide timely and actionable feedback regularly. Check in with teams early and often.\u200b Work with students to determine what the project deliverables will be\u200b. Focus on actionable feedback. What should students DO? \nVirtual Spaces: Provide virtual space for team collaboration. Use LMS tools where possible.\u200b Establish a small set of spaces for collaboration (Office 365 tools and Moodle since these are our official spaces and students report confusion if each instructor is using significantly different virtual spaces)\u200b. Students might choose to use some other virtual spaces\u200b. Spend time making sure that students can access and know how to use the tools\u200b. Be flexible if an online student cannot use these virtual spaces in exactly the way you planned because of connectivity issues\u200b.\nOnline in Mind: Create teams based on similar schedules or time zones. Keep teams small to avoid meeting time conflicts\u200b. Gather information about schedules and time zones using Microsoft Forms or some other similar tool\u200b. Gather this information for both a face-to-face scenario and an online scenario regardless of which we are in when you collect the information\u200b. Think about how collaboration will happen in situations where (some) students have low-bandwidth connections to the Internet\u200b.\nStrengths: Align roles with individual strengths and interests. Have students \u201caudition\u201d for teams as part of their introduction.\u200b Design activities that allow students to think about and articulate their strengths and interests\u200b. Design an introductory exercise in which students prepare a video answering a particular set of questions that might get the conversation started\u200b. Think about how to use online tools for some of this work even if we are face-to-face at the point when this work is done\u200b.\nSchedule: Provide a task list with interim due dates and a schedule from the onset of the project. Check in regularly to ensure teams are on track.\u200b Think about how students can contribute to the development of the schedule\u200b. Ask students about the best ways to do the check ins. What communication tool(s) will work best for each team?\u200b Allowing choice in tasks can help individual students in many ways, including with bandwidth issues.\nRobust: Develop a project that requires discussion, collaboration, and decision-making to avoid divide and conquer attempts.\u200b Discuss with students the difference between collaborative efforts and divide and conquer efforts\u200b. Help students figure out ways to communicate and collaborate using technology tools like Microsoft Teams.\nPeer Review: Include peer review and self-evaluation components throughout the project life-cycle. Students must be taught how to effectively peer review and self-evaluate\u200b. Provide many opportunities for both\u200b. Give actionable feedback on their peer review and self-evaluation attempts.\nWe ended our session with some general advice from PBLWorks.\nLead with compassion and care.Connection matters most. Think about each phase of the project and how you can continue to build connection through the project activities.\u200b\nBe mindful of family situations and stressors. Many families are overwhelmed with managing multiple students alongside concerns about finances and general safety. \u200b\nProvide as much voice and choice as possible for students especially in terms of how they share what they are learning. There should be plenty of low tech options provided for those that do not have access to digital tools and/or wifi.\u200b\n\u200bImage Credit: Selfie with Mask taken by me on May 3, 2020."
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if you want to keep in touch on here, follow the 'new' account. I'm going to go ahead and delete this shit
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"text": "if you want to keep in touch on here, follow the 'new' account. I'm going to go ahead and delete this shit"
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Going to prune people out of this account and move to @jackyalcine. I'm fucking tired of some of the bullshit y'all blasting at me but want to do this "oh we give a shit" stuff out loud.
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"text": "Going to prune people out of this account and move to @jackyalcine. I'm fucking tired of some of the bullshit y'all blasting at me but want to do this \"oh we give a shit\" stuff out loud.",
"html": "Going to prune people out of this account and move to <a href=\"https://twitter.com/jackyalcine\">@jackyalcine</a>. I'm fucking tired of some of the bullshit y'all blasting at me but want to do this \"oh we give a shit\" stuff out loud."
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Another reminder that Microsoft's "open source" moves are not in favor of community. Fuck them https://t.co/PNnnbNXpYN
I definitely love that Daniel Vetter decided to push back and zoom out a bit on Microsoft's upstreaming of their interfaces to the proprietary DirectX implementation for ...
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"quotation-of": "https://twitter.com/klardotsh/status/1262853054983884800",
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"text": "Another reminder that Microsoft's \"open source\" moves are not in favor of community. Fuck them https://t.co/PNnnbNXpYN"
},
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"text": "I definitely love that Daniel Vetter decided to push back and zoom out a bit on Microsoft's upstreaming of their interfaces to the proprietary DirectX implementation for WSL, but sadly I don't really think MSFT cares if they're \"solving the right problem\"\n\nlkml.org/lkml/2020/5/19\u2026",
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"published": "2020-05-19T21:23:52+00:00",
"url": "https://twitter.com/FeBannan/status/1262856524025585664",
"content": {
"text": "actually fuck this"
},
"author": {
"type": "card",
"name": ".",
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none of this shit fucking matters.
we're going to continue in people and shit that actively cause harm because of the profits.
it actually fucking doesn't matter.
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"url": "https://twitter.com/FeBannan/status/1262855591283679234",
"content": {
"text": "none of this shit fucking matters.\nwe're going to continue in people and shit that actively cause harm because of the profits.\n\nit actually fucking doesn't matter."
},
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"type": "card",
"name": ".",
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this is:
- more lock-in
- more tracking
- more data fed into their advertising network to influence more shopping
while they continue to
- abuse the rights of people online
- not work in favor of people
- pay barely living wages for moderation
Mark Zuckerberg is coming for EVERYTHING!!!
Facebook is launching a "Shops" feature that allows any business to sell directly from Facebook, Instagram & WhatsApp - for ...
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"quotation-of": "https://twitter.com/Mashstartup/status/1262807216630968320",
"content": {
"text": "this is:\n\n- more lock-in\n- more tracking\n- more data fed into their advertising network to influence more shopping\n\nwhile they continue to\n- abuse the rights of people online\n- not work in favor of people\n- pay barely living wages for moderation"
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"author": {
"type": "card",
"name": ".",
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"post-type": "note",
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"published": "2020-05-19T18:07:56+00:00",
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"video": [
"https://video.twimg.com/ext_tw_video/1262797348725575683/pu/vid/640x360/8NhXz48VZh6Z4xBN.mp4?tag=11"
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"content": {
"text": "Mark Zuckerberg is coming for EVERYTHING!!! \n\nFacebook is launching a \"Shops\" feature that allows any business to sell directly from Facebook, Instagram & WhatsApp - for free.",
"html": "Mark Zuckerberg is coming for EVERYTHING!!! \n\nFacebook is launching a \"Shops\" feature that allows any business to sell directly from Facebook, Instagram & WhatsApp - for free."
},
"author": {
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"name": "Mashudu Modau",
"url": "https://twitter.com/Mashstartup",
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How many fingers y’all got? #balbecue
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"content": {
"text": "11"
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"author": {
"type": "card",
"name": "Ayisyen f\u00e8 oswa mouri! BANNAN pou LAVIIIII \ud83c\udded\ud83c\uddf9\u270a\ud83c\udffe",
"url": "https://twitter.com/jackyalcine",
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"published": "2020-05-19T20:19:01+00:00",
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"content": {
"text": "How many fingers y\u2019all got? #balbecue",
"html": "How many fingers y\u2019all got? <a href=\"https://twitter.com/search?q=%23balbecue\">#balbecue</a>"
},
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"name": "March 7th",
"url": "https://twitter.com/BazPleziLokal",
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lol same way black people date racists
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"text": "lol same way black people date racists"
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"name": "Ayisyen f\u00e8 oswa mouri! BANNAN pou LAVIIIII \ud83c\udded\ud83c\uddf9\u270a\ud83c\udffe",
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"content": {
"text": "k*hl*ni is shaking"
},
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"name": "\ud83c\udf3fcarter\ud83c\udf31",
"url": "https://twitter.com/PASTELKREEPA",
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