Jesse Stommel, Discover and Read the Best of Twitter Threads by @Jessifer

Jesse Stommel

Jessifer

In my last position, where I was classified as staff, I was bullied by a faculty member to the point of dissociating due to a PTSD reaction. I wrote a

“Proctorio requested retraction of an article by Shea Swauger critical of algorithmic proctoring in the peer-reviewed journal @HybridPed. When the journal refused, Proctorio CEO Mike Olsen and the journal’s editor,

My thoughts from this new @timeshighered piece: “We need to trust students to be partners in shaping the future of their own education. This means we can’t begin with the

Connecting doesn’t require video surveillance. When students are forced to work from home, requiring them to turn on cameras is an invasion of privacy. We can make connection through text,

I have never found the distinction between andragogy and pedagogy all that useful.Andragogy describes one possible approach to teaching adults. The literature around andragogy is quite narrow. Pedagogy is a

It’s pretty clear there will be no “return to normal” in education. “No one has been trained for this,” @slamteacher and I wrote back in April. Since then, too many

Some ideas. Teach “hybrid” with a place-based component. That place doesn’t have to be a classroom. The students can do work on their own “in the field” at safe distance

Dear campuses using COVID-19 as an excuse to install cameras in classrooms, STOP. * Cameras in classrooms are a security and privacy risk* Surveillance is a mechanism of policing not

I purposefully produced three versions of the same talk here: a written transcript, a set of slides with images and text, and a video.https://twitter.com/Jessifer/status/1263146469118402562 None is a mere copy of

We have to build for asynchronous, design real points of entry for students who can’t be physically present at a particular time or in specific ways. This can (and should)

A static recording of a synchronous Zoom conversation doesn’t really count as “asynchronous” learning, at least for the purposes of access. Nor does a mere recording of a face-to-face classroom

Robust asynchronous learning requires that students can engage (as full participants) no matter how and when they are available. If we want to provide access to students who can’t be