Having just finished presenting1 at NMC. I said we all need to document more, to show examples and explain what we did. Making the notes for the presentation last night and being able to use the blog posts I’d already written really showed me the value of reflecting on little things in an ongoing way. It’s amazing how much stuff I do that I completely forget even happened.
So this is how you’d make a gravatar people browser based on information submitted via a Gravity Form.2
This image above shows the basic setup for the Gravity Form. Form fields essentially get combined with some HTML in the post body field. It’s pretty simple but it might help someone.
This is the basic setup in FacetWP that generates the query and the display code. There are two elements. Element one is the query which tells which pieces of content you want. The second part is the display which shows the content that you’ve retrieved in whatever way you define.
The text version for the FacetWP template is below. There’s also a dab of CSS.
.person {
float:left;
margin: 8px;
width:120px;
height:200px;
}
My motivation to participate in this MOOC on Teaching With WordPress is captured in a post I wrote on my personal/professional blog a short while ago. It is best to read that here rather than me reiterate it.
The essential ingredient of the post was captured by the metaphor of deterritorialising the curriculum and playing with the idea of students being the curators of their own learning. And this is the desire that lies behind and envelopes my wish to participate in this course (even if it struggles for air amongst all the life-stuff and work-stuff), and to take up David Wiley’s invitation to explore what is possible when we learn in the wild.
The course I am considering opening up is a postgraduate certificate in teaching and learning in higher education. It is aimed at faculty members and postdocs to enhance their skills and knowledge around teaching. The underlying philosophy is constructivist and opening it up allows me to introduce a more connectivist aspect. But how much?
Is this my BIG QUESTION?
I KNOW that participants gain a great deal from the course as it is. This, I believe is because we are not about ‘training’. Learning minor techniques can be done anytime and anyhow. We push participants to reconsider their underlying values in the context of exploring and practicing techniques. They engage with the Scholarship of Teaching and Learning and they redesign aspects of their teaching. So why potentially disrupt this? I am not sure I want to, but I do want to examine the potential of the open to further enhance what we have. In particular I want to relinquish my role as the necessary point of passage to core materials. I want them to identify and evaluate resources that are relevant to their situations, and to do this collaboratively.
Maybe my big question is more like this: what might the relationship between students curating their own learning and being assessed by the institution look like in reality?
My motivation to participate in this MOOC on Teaching With WordPress is captured in a post I wrote on my personal/professional blog a short while ago. It is best to read that here rather than me reiterate it.
The essential ingredient of the post was captured by the metaphor of deterritorialising the curriculum and playing with the idea of students being the curators of their own learning. And this is the desire that lies behind and envelopes my wish to participate in this course (even if it struggles for air amongst all the life-stuff and work-stuff), and to take up David Wiley’s invitation to explore what is possible when we learn in the wild.
The course I am considering opening up is a postgraduate certificate in teaching and learning in higher education. It is aimed at faculty members and postdocs to enhance their skills and knowledge around teaching. The underlying philosophy is constructivist and opening it up allows me to introduce a more connectivist aspect. But how much?
Is this my BIG QUESTION?
I KNOW that participants gain a great deal from the course as it is. This, I believe is because we are not about ‘training’. Learning minor techniques can be done anytime and anyhow. We push participants to reconsider their underlying values in the context of exploring and practicing techniques. They engage with the Scholarship of Teaching and Learning and they redesign aspects of their teaching. So why potentially disrupt this? I am not sure I want to, but I do want to examine the potential of the open to further enhance what we have. In particular I want to relinquish my role as the necessary point of passage to core materials. I want them to identify and evaluate resources that are relevant to their situations, and to do this collaboratively.
Maybe my big question is more like this: what might the relationship between students curating their own learning and being assessed by the institution look like in reality?
tbqrt