Brief reflection on the hidden community underpinning our teaching. This semester I taught 1/2 a research methods course, delivering the quant component. But actually it was a big collective effort. The course involved:

The use of free, #OA software @jamovi, thanks to the goodwill of developers to make intuitive analysis software available to all. Based on a thoughtful recommendation by @matt_nurse

The use of a free, excellent & fun, textbook by @djnavarro who has made her work open access, for everyone to learn. And who collaborated with Foxcroft to make it relevant to jamovi https://www.learnstatswithjamovi.com/ 

Access to real world datasets, made available through the @ausdataarchive for learning (Australian Survey of Social Attitudes 2011) & practice via assessment (ANU Poll 2020). Thanks to the data owners for sharing their valuable resources via the ADA.

Many (but not all...) published articles included their methods transparently, allowing the students to grapple with strengths and limitations of existing studies for an assessment item. Some students even contacted authors to request access to survey instruments!

Support, solidarity, and encouragement from super cool colleagues esp. including course convenors @MtMajura & Keith Barney, and the @CrawfordREAD & @ANUCrawford teaching community...

... @ACummingThom shared a trick that made the zoom-based lecture recs so much better by sticking me on top of the slides, saving me time of video editing and building a more connected online learning space

Plus super cool students who came at quantitative methods from a whole range of different levels of prior knowledge (and confidence) who have as of this week submitted their analysis projects, based on their own analytical design. Yes this thread is procrastinating marking.

Anyway. Sometimes teaching can feel like a solo sport but it's really not.