If you signed up early with the Cybersecurity Maturity Model Certification Accreditation Body (CMMC AB) program and bought a test voucher (more than the $200.00 registration).
I would love to invite you to our first CCP Official Class offered by Data Int…lnkd.in/dZqTwaDv
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"text": "If you signed up early with the Cybersecurity Maturity Model Certification Accreditation Body (CMMC AB) program and bought a test voucher (more than the $200.00 registration).\n\nI would love to invite you to our first CCP Official Class offered by Data Int\u2026lnkd.in/dZqTwaDv",
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In other news, I didn't know Borgen was coming back for Season 4.
Denmark's premier defends Biden in French submarine dispute reut.rs/3hZaBdh
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Seriously: Klint is good people and the ReadME Project is a good project. If you think it'd be up your alley, you should apply.
Come work with me at The ReadME Project. We're hiring an executive editor: boards.greenhouse.io/github/jobs/34…
{
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"text": "Seriously: Klint is good people and the ReadME Project is a good project. If you think it'd be up your alley, you should apply."
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"content": {
"text": "Come work with me at The ReadME Project. We're hiring an executive editor: boards.greenhouse.io/github/jobs/34\u2026",
"html": "Come work with me at The ReadME Project. We're hiring an executive editor: <a href=\"https://boards.greenhouse.io/github/jobs/3497795\">boards.greenhouse.io/github/jobs/34\u2026</a>"
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"type": "card",
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my compliments to the @expatincroatia marketing department on knowing their target market's pain.
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"text": "my compliments to the @expatincroatia marketing department on knowing their target market's pain.",
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Here is the first of the P-51 Mustangs for the #WWII fan. Doing a 13 plane series of these as well.
All hand blown glass.
#airforceveteran #airforce #cybersecurity #veteran lnkd.in/eiKYsmuh
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"text": "Here is the first of the P-51 Mustangs for the #WWII fan. Doing a 13 plane series of these as well.\n\nAll hand blown glass.\n\n#airforceveteran #airforce #cybersecurity #veteran lnkd.in/eiKYsmuh",
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Here is the next A-10 coming out of the Kiln. Check out how many bridges it took.
Interested in getting one of the 13 in the signed series DM me. I hope to get on store soon.
Trying to use the #cmmc program to support local artists hard hit by the Pande…lnkd.in/evm-CUzM
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"text": "Here is the next A-10 coming out of the Kiln. Check out how many bridges it took.\n\nInterested in getting one of the 13 in the signed series DM me. I hope to get on store soon.\n\nTrying to use the #cmmc program to support local artists hard hit by the Pande\u2026lnkd.in/evm-CUzM",
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Good morning. Your baby’s poop is full of plastic
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"text": "Good morning. Your baby\u2019s poop is full of plastic"
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Super fun headshot taken by @jaysonedwardcarter. Normally I hate doing headshots but this was actually pretty painless and turned out so cool! instagr.am/p/CUIKCRbgHkh/
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"text": "Super fun headshot taken by @jaysonedwardcarter. Normally I hate doing headshots but this was actually pretty painless and turned out so cool! instagr.am/p/CUIKCRbgHkh/",
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Could it be that I found the first worthy successor to my trusty Pebble-s? 👀
Eeee I loved my first Bangle.js so much, this was an instant back!
twitter.com/Espruino/statu…
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"content": {
"text": "Could it be that I found the first worthy successor to my trusty Pebble-s? \ud83d\udc40"
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"url": "https://twitter.com/hola_soy_milk/status/1440700471417602052",
"content": {
"text": "Eeee I loved my first Bangle.js so much, this was an instant back!\ntwitter.com/Espruino/statu\u2026",
"html": "Eeee I loved my first Bangle.js so much, this was an instant back!\n<a href=\"https://twitter.com/Espruino/status/1440698867482124297\">twitter.com/Espruino/statu\u2026</a>"
},
"author": {
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For those who blame #CMMC for 171, CUI, and/or FIPS
a quote
"This CUI rule does not mandate the use of FIPS Publication
199; FISMA establishes the requirement to use FIPS Publication 199. Nor does it incorporate the extensive st…lnkd.in/ezskwREh lnkd.in/eRRK9TMG
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"text": "For those who blame #CMMC for 171, CUI, and/or FIPS\n\na quote\n\n\"This CUI rule does not mandate the use of FIPS Publication \n199; FISMA establishes the requirement to use FIPS Publication 199. Nor does it incorporate the extensive st\u2026lnkd.in/ezskwREh lnkd.in/eRRK9TMG",
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So...my youtube channel has been getting more new traffic and subscribers the past week because I have been talking about planners. Should I ride this wave to monetization and make more planner videos? They're fun for me! youtube.com/user/anomalily…
{
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"text": "So...my youtube channel has been getting more new traffic and subscribers the past week because I have been talking about planners. Should I ride this wave to monetization and make more planner videos? They're fun for me! youtube.com/user/anomalily\u2026",
"html": "So...my youtube channel has been getting more new traffic and subscribers the past week because I have been talking about planners. Should I ride this wave to monetization and make more planner videos? They're fun for me! <a href=\"https://www.youtube.com/user/anomalily/videos\">youtube.com/user/anomalily\u2026</a>"
},
"author": {
"type": "card",
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NEW: Tim Cook sent an email to Apple employees last night saying that people who leak do not belong at Apple. He added that the company is doing everything in its power to track down leakers.
Tim Cook says employees who leak memos do not belong at Apple, according to leaked memo theverge.com/2021/9/22/2268…
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"content": {
"text": "NEW: Tim Cook sent an email to Apple employees last night saying that people who leak do not belong at Apple. He added that the company is doing everything in its power to track down leakers."
},
"author": {
"type": "card",
"name": "Zo\u00eb Schiffer",
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"text": "Tim Cook says employees who leak memos do not belong at Apple, according to leaked memo theverge.com/2021/9/22/2268\u2026",
"html": "Tim Cook says employees who leak memos do not belong at Apple, according to leaked memo <a href=\"https://www.theverge.com/2021/9/22/22687747/tim-cook-employee-leak-memos-do-not-belong-at-apple?utm_campaign=theverge&utm_content=chorus&utm_medium=social&utm_source=twitter\">theverge.com/2021/9/22/2268\u2026</a>"
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Do you remember, the 21st night of September?
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"content": {
"text": "Do you remember, the 21st night of September?"
},
"author": {
"type": "card",
"name": "Andi Galpern",
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{
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"url": "https://cathieleblanc.com/2021/09/21/cluster-learning-process-complexity/",
"published": "2021-09-21T21:34:44-04:00",
"content": {
"html": "<p>To prepare for the next meeting of the <a href=\"https://colab.plymouthcreate.net/cplc/\">Cluster Pedagogy Learning Community</a> (CPLC) at Plymouth State University, I (re)read three articles, each of which is focused on one aspect of our Integrated Cluster Learning Model. Although I have read all of these articles before, reading them back to back to back made me think of their commonalities in a way that I hadn\u2019t before. All three of the strands of the Integrated Cluster Learning Model emphasize process over product and resist attempts to simplify the complexities we encounter when we engage students in authentic learning.</p>\n<p>The first article is <a href=\"http://stager.org/articles/goodpbl.pdf\"><em>What Makes a Good Project?</em></a> by Gary Stager. He writes:</p>\n<blockquote><p>The Constructivist Consortium believes in Papert\u2019s theory of constructionism; the idea that the best way to construct knowledge, or understanding, is through the construction of something shareable, outside of a student\u2019s head. Those artifacts are commonly thought of as projects, even though the project development process is where the learning occurs.</p></blockquote>\n<p>On rereading this paragraph, I was really struck by \u201cthe project development process is where the learning occurs.\u201d In various conversations about what we are trying to do in <em>Tackling a Wicked Problem</em>, groups of faculty have talked about \u201cprojects\u201d being more about process rather than the actual product.</p>\n<p>The article goes on to explain the elements of a good project, one of which is complexity:</p>\n<blockquote><p>The best projects combine multiple subject areas and call upon the prior knowledge and expertise of each student. Best of all, serendipitous insights and connections to big ideas lead to the greatest payoff for learners.</p></blockquote>\n<p>Because the project draws upon \u201cthe prior knowledge and expertise of each student,\u201d these projects cannot be completely planned ahead of time which adds an additional level of complexity. Even if two groups of students are working on similar projects, they will be different because the students bring different prior knowledge and expertise to the table.</p>\n<p>Our PSU colleague, Abby Goode, wrote the next article we read for homework: <em><a href=\"https://hybridpedagogy.org/slow-interdisciplinarity/\">Slow Interdisciplinarity</a></em>. She critiques shallow, facile attempts to bring interdisciplinarity into students\u2019 education: \u201cIn our frenzy to be interdisciplinary, we are often quick to label our work and our courses as such, without putting pressure on the implicit knowledge divides and hierarchies that govern intellectual life, without recognizing the vital role that students play in rendering a learning experience interdisciplinary.\u201d She advocates that we focus on \u201cslowing down, making space for conversations about disciplinary divides and methods, and recognizing how those divides affect the classroom community.\u201d Goode concludes by saying:</p>\n<blockquote><p>Most importantly, interdisciplinarity comes from <em>the learners themselves</em> \u2014 their fields, their experiences, their ways of knowing. It comes from the questions that they choose to pursue and the collaborations that they undertake. It is a dynamic process, and one that is slower than we think.</p></blockquote>\n<p>Her focus in this piece is on the dynamic, explicit process of bringing students into the conversation about interdisciplinarity. Like Stager, Goode articulates the complexity of this process: \u201cit is incredibly challenging to articulate what we do in our disciplines and why. In fact, some students in the same major disagreed with one another about their field\u2019s priorities and methods.\u201d Rather than shying away from that complexity, she encourages us to ask:</p>\n<blockquote><p>To what extent do we encourage <em>disciplinary awareness</em> in our own fields and major courses? To what extent do we prepare students for the kinds of interdisciplinary work that they will encounter in their courses and careers? Do they know what they do in their discipline and why it is important? Can they explain it to someone outside of their field?</p></blockquote>\n<p>The final article that we read is <a href=\"https://press.rebus.community/openatthemargins/chapter/open-education-open-questions/\"><em>Open Education, Open Questions</em></a> by Catherine Cronin who begins with an exploration of what we mean by \u201copen\u201d when we talk about open educational practices (OEP). One of the goals of OEP, Cronin writes, is to \u201crespect and empower learners as co-producers on their lifelong, learning paths.\u201d As we engage in OEP, we embrace the fact that learning is a lifelong process and our role is to help students gain a sense of agency in that process.</p>\n<p>Cronin explains, however, that it may be tempting to paint \u201copen\u201d as \u201cgood\u201d in opposition to \u201cclosed\u201d as \u201cbad.\u201d Openness is more complex than this dichotomy implies. Openness carries risks as <a href=\"https://savasavasava.wordpress.com/2015/06/27/the-fallacy-of-open/\">sava singh has written</a>: \u201cThe people calling for open are often in positions of privilege, or have reaped the benefits of being open early on \u2014 when the platform wasn\u2019t as easily used for abuse, and when we were privileged to create the kinds of networks that included others like us.\u201d Cronin concludes:</p>\n<blockquote><p>In summary, openness does not involve a one-time decision, and it is not universally experienced. It is always complex, personal, contextual, and continually negotiated. Attention must be paid to the actual experiences and concerns of students and faculty. Critical approaches are essential.</p></blockquote>\n<p>Re-reading these three articles also gave me insight into why so many of us are rankled by Quallity Matters certification of online courses (see Burtis and Stommel, <a href=\"https://hybridpedagogy.org/the-cult-of-quality-matters/\"><em>The Cult of Quality Matters</em></a>, for an excellent articulation of the concerns). <a href=\"https://www.qualitymatters.org/qm-membership/faqs/course-review-preparation\">From the QM web site</a> (emphasis mine):</p>\n<blockquote><p>For purposes of protecting the confidentiality of student information, the institution should provide a shell or clone, rather than access to a live course. <strong><em>QM only reviews the design of the course</em></strong>, and reviewers should not be provided the ability to review student activity or information or to have any contact with students in any course submitted for review.</p></blockquote>\n<p>In other words, QM course certification requires that we remove students entirely in order for the review to proceed. The reviewers will look only at the design of the course, a seemingly stand-alone product. The certification is not at all concerned with the actual teaching of the course.</p>\n<p>The three articles that we read for our CPLC homework all focus on the particular students in the class and what they bring to the educational endeavor. According to Stager, project-based learning jumps off from each student\u2019s prior knowledge and expertise. According to Goode, interdisciplinarity comes from the students themselves, their fields, experiences, etc. And according to Cronin, responsible open educational practices require careful attention to the actual experiences and concerns of students. It is no wonder that some of us who are committed to the Integrated Cluster Learning Model disagreed with the foundational premises of QM certification.</p>\n\n<p>Image Credit: I took this photo on September 1, 2021</p>",
"text": "To prepare for the next meeting of the Cluster Pedagogy Learning Community (CPLC) at Plymouth State University, I (re)read three articles, each of which is focused on one aspect of our Integrated Cluster Learning Model. Although I have read all of these articles before, reading them back to back to back made me think of their commonalities in a way that I hadn\u2019t before. All three of the strands of the Integrated Cluster Learning Model emphasize process over product and resist attempts to simplify the complexities we encounter when we engage students in authentic learning.\nThe first article is What Makes a Good Project? by Gary Stager. He writes:\nThe Constructivist Consortium believes in Papert\u2019s theory of constructionism; the idea that the best way to construct knowledge, or understanding, is through the construction of something shareable, outside of a student\u2019s head. Those artifacts are commonly thought of as projects, even though the project development process is where the learning occurs.\nOn rereading this paragraph, I was really struck by \u201cthe project development process is where the learning occurs.\u201d In various conversations about what we are trying to do in Tackling a Wicked Problem, groups of faculty have talked about \u201cprojects\u201d being more about process rather than the actual product.\nThe article goes on to explain the elements of a good project, one of which is complexity:\nThe best projects combine multiple subject areas and call upon the prior knowledge and expertise of each student. Best of all, serendipitous insights and connections to big ideas lead to the greatest payoff for learners.\nBecause the project draws upon \u201cthe prior knowledge and expertise of each student,\u201d these projects cannot be completely planned ahead of time which adds an additional level of complexity. Even if two groups of students are working on similar projects, they will be different because the students bring different prior knowledge and expertise to the table.\nOur PSU colleague, Abby Goode, wrote the next article we read for homework: Slow Interdisciplinarity. She critiques shallow, facile attempts to bring interdisciplinarity into students\u2019 education: \u201cIn our frenzy to be interdisciplinary, we are often quick to label our work and our courses as such, without putting pressure on the implicit knowledge divides and hierarchies that govern intellectual life, without recognizing the vital role that students play in rendering a learning experience interdisciplinary.\u201d She advocates that we focus on \u201cslowing down, making space for conversations about disciplinary divides and methods, and recognizing how those divides affect the classroom community.\u201d Goode concludes by saying:\nMost importantly, interdisciplinarity comes from the learners themselves \u2014 their fields, their experiences, their ways of knowing. It comes from the questions that they choose to pursue and the collaborations that they undertake. It is a dynamic process, and one that is slower than we think.\nHer focus in this piece is on the dynamic, explicit process of bringing students into the conversation about interdisciplinarity. Like Stager, Goode articulates the complexity of this process: \u201cit is incredibly challenging to articulate what we do in our disciplines and why. In fact, some students in the same major disagreed with one another about their field\u2019s priorities and methods.\u201d Rather than shying away from that complexity, she encourages us to ask:\nTo what extent do we encourage disciplinary awareness in our own fields and major courses? To what extent do we prepare students for the kinds of interdisciplinary work that they will encounter in their courses and careers? Do they know what they do in their discipline and why it is important? Can they explain it to someone outside of their field?\nThe final article that we read is Open Education, Open Questions by Catherine Cronin who begins with an exploration of what we mean by \u201copen\u201d when we talk about open educational practices (OEP). One of the goals of OEP, Cronin writes, is to \u201crespect and empower learners as co-producers on their lifelong, learning paths.\u201d As we engage in OEP, we embrace the fact that learning is a lifelong process and our role is to help students gain a sense of agency in that process.\nCronin explains, however, that it may be tempting to paint \u201copen\u201d as \u201cgood\u201d in opposition to \u201cclosed\u201d as \u201cbad.\u201d Openness is more complex than this dichotomy implies. Openness carries risks as sava singh has written: \u201cThe people calling for open are often in positions of privilege, or have reaped the benefits of being open early on \u2014 when the platform wasn\u2019t as easily used for abuse, and when we were privileged to create the kinds of networks that included others like us.\u201d Cronin concludes:\nIn summary, openness does not involve a one-time decision, and it is not universally experienced. It is always complex, personal, contextual, and continually negotiated. Attention must be paid to the actual experiences and concerns of students and faculty. Critical approaches are essential.\nRe-reading these three articles also gave me insight into why so many of us are rankled by Quallity Matters certification of online courses (see Burtis and Stommel, The Cult of Quality Matters, for an excellent articulation of the concerns). From the QM web site (emphasis mine):\nFor purposes of protecting the confidentiality of student information, the institution should provide a shell or clone, rather than access to a live course. QM only reviews the design of the course, and reviewers should not be provided the ability to review student activity or information or to have any contact with students in any course submitted for review.\nIn other words, QM course certification requires that we remove students entirely in order for the review to proceed. The reviewers will look only at the design of the course, a seemingly stand-alone product. The certification is not at all concerned with the actual teaching of the course.\nThe three articles that we read for our CPLC homework all focus on the particular students in the class and what they bring to the educational endeavor. According to Stager, project-based learning jumps off from each student\u2019s prior knowledge and expertise. According to Goode, interdisciplinarity comes from the students themselves, their fields, experiences, etc. And according to Cronin, responsible open educational practices require careful attention to the actual experiences and concerns of students. It is no wonder that some of us who are committed to the Integrated Cluster Learning Model disagreed with the foundational premises of QM certification.\n\nImage Credit: I took this photo on September 1, 2021"
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Are you taking turns during eternal Caturday?
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Do you find that you can’t even during eternal Caturday?
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Got my badge ready for @jamstackconf 2021! See you there? jamstackconf.com/badge/3iYeHZqp…
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"text": "Got my badge ready for @jamstackconf 2021! See you there? jamstackconf.com/badge/3iYeHZqp\u2026",
"html": "Got my badge ready for <a href=\"https://twitter.com/jamstackconf\">@jamstackconf</a> 2021! See you there? <a href=\"https://jamstackconf.com/badge/3iYeHZqpc1SD\">jamstackconf.com/badge/3iYeHZqp\u2026</a>"
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"author": {
"type": "card",
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Almost forgot what day it is!
youtu.be/Qfi9JpgMc2U • sept21st.com
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"text": "youtu.be/Qfi9JpgMc2U \u2022 sept21st.com",
"html": "<a href=\"https://youtu.be/Qfi9JpgMc2U\">youtu.be/Qfi9JpgMc2U</a> \u2022 <a href=\"http://sept21st.com\">sept21st.com</a>"
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Hey PDX go watch the moonrise
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"text": "Hey PDX go watch the moonrise"
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If researchers were only going to find out you are doing a good job, why would you obfuscate their work, #Facebook? themarkup.org/citizen-browse…
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"url": "https://twitter.com/Johannes_Ernst/status/1440509438561951744",
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"text": "If researchers were only going to find out you are doing a good job, why would you obfuscate their work, #Facebook? themarkup.org/citizen-browse\u2026",
"html": "If researchers were only going to find out you are doing a good job, why would you obfuscate their work, <a href=\"https://twitter.com/search?q=%23Facebook\">#Facebook</a>? <a href=\"https://themarkup.org/citizen-browser/2021/09/21/facebook-rolls-out-news-feed-change-that-blocks-watchdogs-from-gathering-data\">themarkup.org/citizen-browse\u2026</a>"
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"type": "card",
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