So... I have all of my classes - four start this week; the fifth one is a second 8wks course - conducting collaborative annotation of the syllabus (editable Google Doc), and when I get passed the fact that some are leaving their comments ON the document instead of in the comment bubbles, it's been a better activity (imo) than a syllabus quiz. They get to see each other's comments, they get to see my responses immediately, and now they can refer to this later in the semester if necessary. Access. Reflection. Feedback. I'm also using Introductory Slidedecks (editable Google Slides) instead of introductory discussion boards. I like that I can SEE them (they can upload a pic of themselves or a meme or bitmoji, etc.) and their pets, read their intros in a bigger space, and I've been leaving little comments. And now when they want to "see" their classmates (my classes are a combination of hybird, hyflex, and asynchronous online), they can find them on these slidedec...

I signed up for a three-part webinar series, pre-Spring semester, on the topic of Intentionally Equitable Hospitality .* Here are my random thoughts and connections, via a list that some might understand and some might not. Power in the Room: Such a variety I've witnessed... Campus meetings Book clubs and Sorority groups I've been a part of Conferences, virtual and in-person The classroom Courses I've taken = Creative Commons Certification for Educators Who has designed these spaces? Who do they serve? Who benefits? Thinking on the idea of generous authority* "Facilitator is equalizing, protecting, and hoping to connect to their guests." Have I ever experienced this? Yes. With the ungrading community online, the OER community, my book club, the CC course, and hopefully in my own classroom at times... What can the inequitable spaces I've been in learn from the equitable ones? Soft starts. How is everyone? What is the pulse of the room? "Authority figure...