{"id":59,"date":"2015-02-05T13:27:06","date_gmt":"2015-02-05T20:27:06","guid":{"rendered":"https:\/\/blogs.ubc.ca\/teachwordpress\/?page_id=59"},"modified":"2015-06-04T10:47:38","modified_gmt":"2015-06-04T17:47:38","slug":"blog-hub","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/teachwordpress\/blog-hub\/","title":{"rendered":"Blog Hub"},"content":{"rendered":"
Your network wants to hear from YOU! Once you add your blog<\/a> (course blog or otherwise) to our hub, you just need to categorize<\/strong> any post you want to appear here with the category you set when you signed up. Note, you will need to click on the title of a post to see who wrote it – we’re working on this!<\/div>\n

 
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Defining and Recognizing Excellence in OER<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

The University of British Columbia has long demonstrated its commitment to open educational resources (OER) as a way to reduce student costs and lower barriers to access. This commitment is reflected in several key initiatives, including OER Fund grants that support the development and integration of OER into credit courses, collaborative support from the Centre [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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GenAI and OER<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

My colleague Lucas Write and myself recently hosted a workshop on the potential of AI in generating dynamic content, including interactive textbooks, and its potential in developing open educational resources and practices. We also engaged in discussions about the legal and ethical considerations of both AI and open education including copyright, privacy, and open licensing. [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Experts in Their Own Learning (Data)<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

One of the events that I\u2019ve been involved with over the past few years is UBC\u2019s Learning Analytics Hackathons. These events usually involve around 100+ students cramming into the very cool, but windowless, Sauder Learning Labs for a full day or weekend. They dig into data from educational technologies and explore by doing the ways [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Looking at the OER Fund<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

The\u202fUBCV OER Fund,\u202fwhich I help to coordinate,\u202faims to support affordable and inclusive access to learning materials through the adoption, adaptation, development, and integration of open educational resources in UBCV credit courses. Between Fall 2019 and Spring 2022, the Fund provided $650,076 in OER grant funding for 61 projects across 11 different faculties. Earlier this fall, [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Open Strategies for Remote Teaching and Learning<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

The 2020\/21 academic year brought a transition to remote learning and delivery of online courses. This transition, due to the COVID-19 pandemic, exposed the importance of student ease of access to textbooks and other course materials. One strategy for ensuring students had barrier free access to learning materials was the use of open educational resources [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Intentionally Open<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

The Centre for Teaching, Learning, and Technology at UBC, where I work, has a long history of embracing open practices. We\u2019ve openly licensed most everything on our website since 2014, created and openly shared many different teaching and learning resources, developed and supported open technologies, such as the UBC Wiki or UBC Blogs, which make [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Intentionally Open<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

The Centre for Teaching, Learning, and Technology at UBC, where I work, has a long history of embracing open practices. We\u2019ve openly licensed most everything on our website since 2014, created and openly shared many different teaching and learning resources, developed and supported open technologies, such as the UBC Wiki or UBC Blogs, which make [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Open Snapshots: Thoughts & Processes<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

\u00a0 I\u2019ve been publishing reports that attempt to capture a snapshot of the impacts and trends of open textbook and OER use at UBC for a few years now. I occasionally get questions about the process for developing the report and, somewhat belatedly, I thought I\u2019d occasionally post some of my documentation and thinking of [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Open Snapshots: Thoughts & Processes<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

\u00a0 I\u2019ve been publishing reports that attempt to capture a snapshot of the impacts and trends of open textbook and OER use at UBC for a few years now. I occasionally get questions about the process for developing the report and, somewhat belatedly, I thought I\u2019d occasionally post some of my documentation and thinking of [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Significant Commitments to Open Resources at UBC<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

In the fall of 2019, the Office of the Provost and the Vice-President Academic at UBC Vancouver committed one million dollars, $250,000 in annual funding for four years, to support the adoption, use, and sustainment of open educational resources (OER) at UBC. This grant funding initiative builds upon significant contributions and commitments that UBC faculty, [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Significant Commitments to Open Resources at UBC<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

In the fall of 2019, the Office of the Provost and the Vice-President Academic at UBC Vancouver committed one million dollars, $250,000 in annual funding for four years, to support the adoption, use, and sustainment of open educational resources (OER) at UBC. This grant funding initiative builds upon significant contributions and commitments that UBC faculty, [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Questions & Answers<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I recently had the opportunity to be interviewed by my colleagues on the CTLT Indigenous Initiatives team around the intersections of open and Indigenization, Wikipedia, and more: How did you become interested in learning about Indigenous engagement, specifically connecting to your own role at CTLT? I have had the opportunity to work with great colleagues [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Questions & Answers<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I recently had the opportunity to be interviewed by my colleagues on the CTLT Indigenous Initiatives team around the intersections of open and Indigenization, Wikipedia, and more: How did you become interested in learning about Indigenous engagement, specifically connecting to your own role at CTLT? I have had the opportunity to work with great colleagues [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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New UBC OER Fund Launched<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I\u2019m very excited to see the launch of UBC\u2019s new OER Fund. The Office of the Provost has committed $250,000 in annual funding for the next four years to support: The adoption, adaptation or creation of open educational resources which address affordability and access to learning resources within UBCV credit-based courses. Course enhancements using open [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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New UBC OER Fund Launched<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I\u2019m very excited to see the launch of UBC\u2019s new OER Fund. The Office of the Provost has committed $250,000 in annual funding for the next four years to support: The adoption, adaptation or creation of open educational resources which address affordability and access to learning resources within UBCV credit-based courses. Course enhancements using open [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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UBC Senate Endorses Principles for Learning Materials Used for Assessment<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

At their May 2019 meeting, the UBC Senate endorsed principles for digital learning materials used for assessment. The principles attempt to address affordability of compulsory materials, student agency and support for open resources and platforms. The endorsement of the principles contribute to UBC\u2019s continued strategic support for open resources. Read the full principles at the [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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UBC Senate Endorses Principles for Learning Materials Used for Assessment<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

At their May 2019 meeting, the UBC Senate endorsed principles for digital learning materials used for assessment. The principles attempt to address affordability of compulsory materials, student agency and support for open resources and platforms. The endorsement of the principles contribute to UBC\u2019s continued strategic support for open resources. Read the full principles at the [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Examples of Open Scholarship<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Open Scholarship is an umbrella term that encompasses some of the commonalities found in open education, open research, open access publishing, etc. Here\u2019s a list of some examples of open scholarship: scholarly outputs such as educational resources, research findings, software, data, etc., made openly available and shared free of access barriers application of open copyright [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Examples of Open Scholarship<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Open Scholarship is an umbrella term that encompasses some of the commonalities found in open education, open research, open access publishing, etc. Here\u2019s a list of some examples of open scholarship: scholarly outputs such as educational resources, research findings, software, data, etc., made openly available and shared free of access barriers application of open copyright [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Significant Use of Open Resources at UBC<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

In 2018, UBC published a new\u00a0Strategic Plan\u00a0that articulated the intention to expand the creation and dissemination of open educational resources as well as recognized the contributions that UBC faculty, student and staff have made in this area. These contributions have had a significant impact: in academic year 2018, an estimated 15,388 students were impacted by [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Significant Use of Open Resources at UBC<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

In 2018, UBC published a new\u00a0Strategic Plan\u00a0that articulated the intention to expand the creation and dissemination of open educational resources as well as recognized the contributions that UBC faculty, student and staff have made in this area. These contributions have had a significant impact: in academic year 2018, an estimated 15,388 students were impacted by [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Looking Ahead: 2019 Open Education Conferences<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

There’s a lot of great semi-local open education conferences in 2019 and I’ve started a list of them here:<\/p>\n\t\t\t\t\t\t\t\t

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UBC SoTL Dissemination Fund to Support Open Access<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Great to see that UBC’s amazing scholarly work in teaching & learning will be available to more people: the new SoTL Dissemination Fund will help with fees related to open access publishing (and travel): https:\/\/isotl.ctlt.ubc.ca\/sotl-dissemination-fund\/ … Deadline is December 18    <\/p>\n\t\t\t\t\t\t\t\t

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UBC SoTL Dissemination Fund to Support Open Access<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Great to see that UBC\u2019s amazing scholarly work in teaching & learning will be available to more people: the new SoTL Dissemination Fund will help with fees related to open access publishing (and travel): https:\/\/isotl.ctlt.ubc.ca\/sotl-dissemination-fund\/ \u2026 Deadline is December 18 \u00a0 \u00a0<\/p>\n\t\t\t\t\t\t\t\t

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UBC SoTL Dissemination Fund to Support Open Access<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Great to see that UBC\u2019s amazing scholarly work in teaching & learning will be available to more people: the new SoTL Dissemination Fund will help with fees related to open access publishing (and travel): https:\/\/isotl.ctlt.ubc.ca\/sotl-dissemination-fund\/ \u2026 Deadline is December 18 \u00a0 \u00a0<\/p>\n\t\t\t\t\t\t\t\t

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Open Snippets<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

It looks like the 2018 AMS Academic Experience Survey (AES) has officially been published and one interesting finding is that 86% of undergrad respondents reported that they have used open educational resources in lieu of textbooks at least once. The Ubyssey covers the expanding conversation around the affordability of learning materials, including the cost of [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Open as a TLEF Priority Focus<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

UBC-Vancouver’s Teaching and Learning Enhancement Fund (TLEF) was created in 1991 to enrich student learning by supporting innovative and effective educational enhancements. Starting in the 2017\/2018 cycle, a priority focus on the development or integration of open educational resources (OER) was added to the criteria for new proposals. Furthermore, eligibility requirements were also added that specifically stated that funded […]<\/p>\n\t\t\t\t\t\t\t\t

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New to Me Resources<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Here’s a list of new (to me) open resources: The Inclusive Learning Design Handbook: A resource to help OER creators support a diversity of learning styles and individual needs, developed by the floe – flexible learning for open education project OER HUB Research Kit: The OER Hub toolkit contains a set of resources for anyone […]<\/p>\n\t\t\t\t\t\t\t\t

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Institutional Support for OER<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

An emerging motivation for uptake of open education resources and practices at UBC is the increased presence of University policies and programs that support OER. The 2016\/17 edition of the Guide to Reappointment, Promotion and Tenure Procedures at UBC (pdf) includes contributions to open educational resources and repositories as a possible criteria for evidence of […]<\/p>\n\t\t\t\t\t\t\t\t

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Dealing Critically with Reality<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

David Moscrop recently wrote in Maclean’s that “the right to speech is meaningless unless it is underwritten by a public that knows things—that is, an educated public.” However, in his book The Pedagogy of the Oppressed, Paulo Freire writes that education is not neutral; instead he states: Education either functions as an instrument which is […]<\/p>\n\t\t\t\t\t\t\t\t

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By: Aaron Davis<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

“Reverse Digital Literacy” <a href=”https:\/\/twitter.com\/johnjohnston” rel=”nofollow”>@johnjohnston<\/a> <a href=”http:\/\/johnjohnston.info\/blog\/reverse-digital-literacy\/”>johnjohnston.info\/blog\/reverse-d…<\/a> <a href=”https:\/\/twitter.com\/search?q=%23edchat” rel=”nofollow”>#edchat<\/a> <a href=”https:\/\/twitter.com\/search?q=%23digilit” rel=”nofollow”>#digilit<\/a><\/p>\n\t\t\t\t\t\t\t\t

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Getting Comfortable with Gaming?<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Three years ago I noticed a Strange ‘Game’, (the game is no longer at the url links from that post).I played the game for a few minutes and got nowhere, it looked lovely so I just linkdumped it for my class and forgot about it.Recently I’ve saw mention of it (on KimP’s Blog and Ewan’s) […]<\/p>\n\t\t\t\t\t\t\t\t

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Session over<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Although I am ready for my holidays rather a lot of interesting things have appeared on the horizon in the last couple of weeks.On the software front I finally got round to using scratch with the children, samorost is inviting and we tried out slideshare. As usual I underestimated the amount of time I’d have […]<\/p>\n\t\t\t\t\t\t\t\t

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Another kml experiment<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

on google maps
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Playing with Hackasaurus and popcorn<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Yesterday I heard a few intriguing boos from Mozilla Festival by Doug Belshaw and Leon Cychwhich sent me on a day trip round the internet. I discovered: Hackasaurus makes it easy to mash up and change any web page like magic. You can also create your own webpages to share with your friends, all within […]<\/p>\n\t\t\t\t\t\t\t\t

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By: Alan Levine<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Oh oh me, I will try.<\/p>\n\t\t\t\t\t\t\t\t

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Edutalk at Teachmeet Strathclyde<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Last night I went along to Teachmeet Strathclyde at Jordanhill college, I had signed up a couple of days before and stuck my name down to talk about edutalk.cc. I noticed there were nearly 70 folk signed up and quite a crowd was gathered eating cupcakes when I arrived. This was the first TeachMeet I’d […]<\/p>\n\t\t\t\t\t\t\t\t

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Open UBC Snapshots: OER Adoption on the Rise<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Thanks to the amazing faculty and students, there’s a lot of open educational activities happening at UBC. In an attempt to quantify and explore some of the trends, I, along with some of my colleagues, have tried to dig into some of the nitty gritty details in a new resource published at open.ubc.ca that I’m […]<\/p>\n\t\t\t\t\t\t\t\t

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By: Looking Back & Forward: What Bloghicans Do<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Looking Back & Forward: What Bloghicans Do<\/a> mentioned this article on cogdogblog.com<\/a><\/p>\n\t\t\t\t\t\t\t\t

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By: Mr Johnston<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Mr Johnston mentioned this article on blogs.glowscotland.org.uk<\/p>\n\t\t\t\t\t\t\t\t

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By: David Hughes<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

David Hughes liked this article on twitter.com.<\/p>\n\t\t\t\t\t\t\t\t

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By: theophilus<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I trust Open education can open more space to access education from anywhere<\/p>\n\t\t\t\t\t\t\t\t

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By: john<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

It is WordPress.org with our own setup, users authenticate through Glow (shibboleth), all Scots pupils and teachers have accounts. As with any multisite there are limitations. Limited choice of themes, plugins ect.
\nsome covered on the Help:
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By: Aaron Davis<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Interwsting. Being your own setup, is it just WordPress.org or does it have similar restrictions as Edublogs.
\nP.s. Love the idea of a curated blog to celebrate glowing examples.<\/p>\n\t\t\t\t\t\t\t\t

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By: john<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Hi Aron,
\nNo, but same idea, Glow Blogs are our own WordPress Multisite setup (or 33 multisite one for each Local Authority). Got around 160,000 blogs created, most not public, lots are pupil portfolios.<\/p>\n\t\t\t\t\t\t\t\t

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By: Aaron Davis<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Are Glow Blogs a form of CampusPress? Here in Victoria, Australia the state government pays for edublogs. It is so underutilized and I feel that people aren’t always aware what they have.<\/p>\n\t\t\t\t\t\t\t\t

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By: Aaron Davis<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

“New Blog: Glowing Posts” <a href=”http:\/\/johnjohnston.info\/blog\/new-blog-glowing-posts\/”>johnjohnston.info\/blog\/new-blog-…<\/a> via <a href=”https:\/\/twitter.com\/johnjohnston” rel=”nofollow”>@johnjohnston<\/a><\/p>\n\t\t\t\t\t\t\t\t

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By: Mr M<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

likes this.<\/p>\n\t\t\t\t\t\t\t\t

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By: RT @johnjohnston: mp3 (and other files) upload on iOS\u00a0Finally johnjohnston.info\/blog\/mp3-and-o\u2026<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

This Article was mentioned on <a href=”https:\/\/brid-gy.appspot.com\/repost\/twitter\/johnjohnston\/644223837098242048\/645125645706633216″ rel=”nofollow”>brid-gy.appspot.com<\/a><\/p>\n\t\t\t\t\t\t\t\t

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By: St Ninian’s Gourock<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

RT <a href=”https:\/\/twitter.com\/johnjohnston” rel=”nofollow”>@johnjohnston<\/a>: Blogging Advice & Bootcamp 2 johnjohnston.info\/blog\/blogging-… #GlowBlogs #GlowScot<\/p>\n\t\t\t\t\t\t\t\t

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I taught myself some CSS! (and am very excited about it)<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I am working on a teaching and learning portfolio right now because I\u2019m going up for promotion to Professor of Teaching (the highest rung in the \u201cteaching\u201d faculty track here at UBC). I decided to create it on my own domain I got with Reclaim Hosting, so I could have more control over the theme\/plugins [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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I taught myself some CSS! (and am very excited about it)<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I am working on a teaching and learning portfolio right now because I\u2019m going up for promotion to Professor of Teaching (the highest rung in the \u201cteaching\u201d faculty track here at UBC). I decided to create it on my own domain I got with Reclaim Hosting, so I could have more control over the theme\/plugins [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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WordPress for education: giddy new heights not same old LMS doldrums<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Week 2 of the UBC.ca Teaching with WordPress Course \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Well the great thing about open courses of course, is you can continue \u2026 Continue reading \u2192<\/span><\/a><\/p>\n\t\t\t\t\t\t\t\t

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Happy (Associative) Trails to You<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Although #TWP15 has ended its formal run, the network lives on (I hope!), and\u00a0so I\u2019m going to keep blogging about this WordPress based course, How the Web Works. It also occurred to me after today\u2019s class meeting that sometimes it would be a helpful practice to blog about a particular meeting as a reflective exercise, to think out loud, and to capture a bit of what transpired to help clarify my own thinking. I realized toward the end of our time today that we were on an \u201cassociative\u201d trail that was largely serendipitous and unpredictable.\u00a0An associative trail, for those new … Read more<\/a><\/p>\n

The post Happy (Associative) Trails to You<\/a> appeared first on How the Web Works<\/a>.<\/p>\n\t\t\t\t\t\t\t\t

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My reply to Christina below went to the\u2026<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

My reply to Christina below went to the ‘wrong place again….This would confuse student. heck it is confusing me 😉<\/p>\n\t\t\t\t\t\t\t\t

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Students posting on WordPress on the front end<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I use WordPress for all of my course sites, and for some of my courses I ask students to post directly on the course site (for one they set up their own WordPress sites and they are syndicated to the course site). So far when I ask them to post to the course site I\u2019ve [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Students posting on WordPress on the front end<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I use WordPress for all of my course sites, and for some of my courses I ask students to post directly on the course site (for one they set up their own WordPress sites and they are syndicated to the course site). So far when I ask them to post to the course site I\u2019ve [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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RSS is an Answer<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Last evening I noticed on twitter: We\u2019re live with the #TWP15 google hangout #WordPress support clinic. https:\/\/t.co\/54NSLs7Izj and https:\/\/t.co\/AYVtFEVPKY \u2014 Rich (@richardtape) June 18, 2015 And jumped in without thinking too much. Rich (@richardtape) was providing drop in support on a Google Hangout. Rich works at University of British Columbia which is, of course, organizing [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Still Under Construction\u2026but Starting to Take Shape<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

So we\u2019re up and running with How the Web Works, my summer course hosted on WordPress. It\u2019s definitely experimental, underdeveloped, emergent, and\u2026messy! With one student (Chris) enrolled, it\u2019s also sort of a paradox, as we try to co-construct a course that has principles of collaboration, peer-instruction, and connected learning baked in. But hey, we all play with the cards we are dealt, right? So far, to be honest, my focus hasn\u2019t really been on the WordPress platform as such, but on getting a clearer sense of the conceptual map of the course (on the macro level) and on designing relevant … Read more<\/a><\/p>\n

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Finding My Voice \u2013 My Teaching With WP Journey<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Note: I think I know how my online students feel when they fall behind because “life and work”. \u00a0I haven’t been able to participate as aggressively as I wished in #TWP15 Teaching with WordPress, but hope springs eternal. \u00a0Here goes my story. In the video here I explain my journey to teaching with WordPress. I \u2026 Continue reading Finding My Voice \u2013 My Teaching With WP<\/abbr>\u00a0Journey<\/span><\/a><\/p>\n\t\t\t\t\t\t\t\t

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Call and Response<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

In I made discussions on WordPress! Christina describe how she organised some flipped learning and the student responses with the help of a plugin that list\/shows posts with a shortcode. I love this sort of approach. I\u2019ve been thinking through how to do this on a multisite such as GlowBlogs where you cannot easily install [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Full Fat Feeds A trivial point<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I am trying to get back into Teaching with WordPress after a weeks holiday with little Internet. Given I am using my long train commute to do this there are many points on my journey where I have no internet connection. This should not be a problem as I have a plan. I have subscribed [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Problem with WP Comments: Help!<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I seem to be having increasing problems with people being able to post comments to my site, and in the spirit of #ConnectedLearning and the Teaching with WordPress #TWP15 mooc, wonder if anybody can offer any suggestions for what may be causing these things or how to handle them? For all I know, these issues \u2026 Continue reading “Problem with WP<\/abbr> Comments: Help!<\/span>“<\/span><\/a><\/p>\n\t\t\t\t\t\t\t\t

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Designing for open #TWP15<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Originally posted on Jeff Merrell<\/a>:
I want to attempt to address two questions posed as prompts for week 1 of Teaching with WordPress: What can you do in the context of open that you couldn\u2019t do before? What\u2019s your biggest challenge in designing for open? Both of those questions meet me right where I am\u2026<\/p>\n\t\t\t\t\t\t\t\t

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Designing for open #TWP15<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Originally posted on Jeff Merrell<\/a>:
I want to attempt to address two questions posed as prompts for week 1 of Teaching with WordPress: What can you do in the context of open that you couldn’t do before? What’s your biggest challenge in designing for open? Both of those questions meet me right where I am…\"\"<\/p>\n\t\t\t\t\t\t\t\t

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Thinking About Learning Webs<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Why webs for learning? In designing the Teaching With WordPress course, we ran across a notion proposed by Stephen Downes that open course design should be more about creating a web than a website. The idea, as I understand it, is to create opportuniti…<\/p>\n\t\t\t\t\t\t\t\t

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Thinking About Learning Webs<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Why webs for learning? In designing the Teaching With WordPress course, we ran across a notion proposed by Stephen Downes that open course design should be more about creating a web than a website. The idea, as I understand it, is to create opportunities for cross connections between ideas, resources, people and their networks. The […]\"\"<\/p>\n\t\t\t\t\t\t\t\t

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Thinking About Learning Webs<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Why webs for learning? In designing the Teaching With WordPress course, we ran across a notion proposed by Stephen Downes that open course design should be more about creating a web than a website. The idea, as I understand it, is to create opportuniti…<\/p>\n\t\t\t\t\t\t\t\t

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Thinking About Learning Webs<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Why webs for learning? In designing the Teaching With WordPress course, we ran across a notion proposed by Stephen Downes that open course design should be more about creating a web than a website. The idea, as I understand it, is to create opportunities for cross connections between ideas, resources, people and their networks. The […]\"\"<\/p>\n\t\t\t\t\t\t\t\t

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Thinking About Learning Webs<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Why webs for learning? In designing the Teaching With WordPress course, we ran across a notion proposed by Stephen Downes that open course design should be more about creating a web than a website. The idea, as I understand it, is to create opportuniti…<\/p>\n\t\t\t\t\t\t\t\t

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Thinking About Learning Webs<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Why webs for learning? In designing the Teaching With WordPress course, we ran across a notion proposed by Stephen Downes that open course design should be more about creating a web than a website. The idea, as I understand it, is to create opportunities for cross connections between ideas, resources, people and their networks. The [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Thinking About Learning Webs<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Why webs for learning? In designing the Teaching With WordPress course, we ran across a notion proposed by Stephen Downes that open course design should be more about creating a web than a website. The idea, as I understand it, is to create opportunities for cross connections between ideas, resources, people and their networks. The […]\"\"<\/p>\n\t\t\t\t\t\t\t\t

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Proto.Type. [Category test]<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Syndication category test. With tags.Filed under: MSLOC Open Tagged: #msloc430, idea, leadership<\/p>\n\t\t\t\t\t\t\t\t

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When My Reality Is THE Reality<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

When I traveled recently in Germany on holiday, it was at the end of the #rhizo15 experience, when we were challenged en masse to reconsider learning objectives and even course (learning) content itself. While the formal period of this is now behind us, I find I need some form of closure (even for a course \u2026 Continue reading “When My Reality Is THE Reality<\/span>“<\/span><\/a><\/p>\n\t\t\t\t\t\t\t\t

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Hackathon for Blended Learning 101<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Lately, the big question[s], I am grappling with have to do with notions of learning community or learning webs: what conditions are necessary for learning webs or communities to work? why do we care about webs, networks and communities for learning, a…<\/p>\n\t\t\t\t\t\t\t\t

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Hackathon for Blended Learning 101<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Lately, the big question[s], I am grappling with have to do with notions of learning community or learning webs: what conditions are necessary for learning webs or communities to work? why do we care about webs, networks and communities for learning, and how do we make that explicit to learners? why would learners care about […]\"\"<\/p>\n\t\t\t\t\t\t\t\t

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Hackathon for Blended Learning 101<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Lately, the big question[s], I am grappling with have to do with notions of learning community or learning webs: what conditions are necessary for learning webs or communities to work? why do we care about webs, networks and communities for learning, a…<\/p>\n\t\t\t\t\t\t\t\t

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Hackathon for Blended Learning 101<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Lately, the big question[s], I am grappling with have to do with notions of learning community or learning webs: what conditions are necessary for learning webs or communities to work? why do we care about webs, networks and communities for learning, and how do we make that explicit to learners? why would learners care about […]\"\"<\/p>\n\t\t\t\t\t\t\t\t

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Hackathon for Blended Learning 101<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Lately, the big question[s], I am grappling with have to do with notions of learning community or learning webs: what conditions are necessary for learning webs or communities to work? why do we care about webs, networks and communities for learning, a…<\/p>\n\t\t\t\t\t\t\t\t

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Hackathon for Blended Learning 101<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Lately, the big question[s], I am grappling with have to do with notions of learning community or learning webs: what conditions are necessary for learning webs or communities to work? why do we care about webs, networks and communities for learning, and how do we make that explicit to learners? why would learners care about [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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5Rs at #TeachMeetGLA<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I went along to TeachMeetGLA on Tuesday evening a couple of weeks ago. Arriving before the crowd I noticed the very pleasant surroundings in CitizenM and very fast WiFi. Folk and the pizza started arriving around 5 before the 5:30 kick off. It was a great TM harking back to the early days. Ian kept [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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A web, not a website<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

In Teaching with WordPress, one of the week 2 topics for discussion is to think about how to design a web. This comes from a quote from Stephen Downes in a presentation called \u201cDesign Elements in a Personal Learning Environment,\u201d where he says: \u201cA MOOC is a web, not a website.\u201d Now, in this he [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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A web, not a website<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

In Teaching with WordPress, one of the week 2 topics for discussion is to think about how to design a web. This comes from a quote from Stephen Downes in a presentation called \u201cDesign Elements in a Personal Learning Environment,\u201d where he says: \u201cA MOOC is a web, not a website.\u201d Now, in this he [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Proto. Type.<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

So rather than over-thinking, I’ve tried to opt for do-ing. Small steps. But msloc430.net is up. I let CogDog be the guide, set up the syndicated category hierarchy, installed the FeedWordPress plugin and let it rip. Bingo. Syn-dication. Really this is just messing around. But lately I’m beginning to understand the value of iterating – […]\"\"<\/p>\n\t\t\t\t\t\t\t\t

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I made discussions on WordPress!<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Okay, so it\u2019s not that fancy, but I\u2019m pretty excited that I got the following to work. So in my PHIL 102 (Introduction to Philosophy) course this summer, I took one of the sections of the course and did a little bit of a \u201cflip\u201d of it, where I asked students to watch some videos [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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I made discussions on WordPress!<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Okay, so it\u2019s not that fancy, but I\u2019m pretty excited that I got the following to work. So in my PHIL 102 (Introduction to Philosophy) course this summer, I took one of the sections of the course and did a little bit of a \u201cflip\u201d of it, where I asked students to watch some videos [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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designing a web<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

Nancy White recently called me a \u2018technology steward\u2019 and I rather like that description for my work. It seems to fit so much better than \u2018e-Learning Facilitator\u2019. When I think of designing a web in my WP<\/abbr> courses, I feel that stewardship is an excellent model for what I need to do. At TRU-OL, our [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Gravity Forms + FacetWP = Gravatar People<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

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. 1 Or at least talking in a room with humans in it. It was not of enough quality to justify the term presentation. I need to figure out why that felt so bad. 2 Could also do […]<\/p>\n\t\t\t\t\t\t\t\t

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Teaching With WordPress: A Late Contribution to Week 1 #TWP15<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

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 […]\"\"<\/p>\n\t\t\t\t\t\t\t\t

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Teaching With WordPress: A Late Contribution to Week 1 #TWP15<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

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.\u00a0 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 [\u2026]<\/p>\n\t\t\t\t\t\t\t\t

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Faster Faster NMC Notes<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

I’m doing Faster Nyan Cat!1 Build! Build! tomorrow at NMC so . . . I’d better get moving on linking all this madness into some sort of coherent story with examples. So take a deep breath and . . . go look at another webpage. This is going to be long. Consider it something between speaker notes, reference links, and that scene in A Beautiful Mind2 links everything together with string.3 Once Upon a Time There was a guy who didn’t know how to program but who had quite a few needs and even more odd dreams that he wanted to come true. He was from Alabama which made it perfectly acceptable to make things work with a combination of duct\/duck tape and bailing wire (even high tech things). This is the story of how to do stuff like that. It isn’t best practice.4 It may not even be good practice.5 It is simply a way (that has worked) to get lots of work done quickly within the narrow confines of my skill set. Keep in mind, I did a presentation for NMC previously with Jim Groom entitled Nonprogramistan and with the URL \/ihatecode.6 There’s also some SPLOT-ish connotations to some of this stuff- just making a one purpose tool that allows users to do one thing with no usernames\/passwords […]<\/p>\n\t\t\t\t\t\t\t\t

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This is a test<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

this is a testybqerv<\/p>\n\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\t\n\t\t\t\t<\/div>\n\n\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\n\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

gvqrelgvn<\/a><\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t

gvqrelgvn<\/p>\n\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\t\n\t\t\t\t<\/div>\n\n\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/p>\n","protected":false},"excerpt":{"rendered":"

Your network wants to hear from YOU! Once you add your blog (course blog or otherwise) to our hub, you just need to categorize any post you want to appear here with the category you set when you signed up. Note, you will need to click on the title of a post to see who […]<\/p>\n","protected":false},"author":10679,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-59","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/teachwordpress\/wp-json\/wp\/v2\/pages\/59","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/teachwordpress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/teachwordpress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/teachwordpress\/wp-json\/wp\/v2\/users\/10679"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/teachwordpress\/wp-json\/wp\/v2\/comments?post=59"}],"version-history":[{"count":61,"href":"https:\/\/blogs.ubc.ca\/teachwordpress\/wp-json\/wp\/v2\/pages\/59\/revisions"}],"predecessor-version":[{"id":447,"href":"https:\/\/blogs.ubc.ca\/teachwordpress\/wp-json\/wp\/v2\/pages\/59\/revisions\/447"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/teachwordpress\/wp-json\/wp\/v2\/media?parent=59"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}