THREAD. Paranoid style in edtech: I create a quiz question bank that assigns each student one discursive prompt, they write a paragraph, I respond in kind. By DEFAULT, their question, their answer, and my feedback is forever invisible to them. 1/8 If you edit the default view you see this: "No" is very easy, but "Yes" is split into fractions, and even the DEFAULT YES does not let students see **their own answers to the quiz**, as shown here. 2/8

How's my morning? Got up at 6, ate, showered, makeup, outfit, pack bag for office, 8:30 nails appointment, yes. Can hardly stay away at the salon. Husband texts me this: it's my Vyvanse that I put on the counter, got a glass of juice, drank all of it, forgot the pill. I also put the glass in the dishwasher and put the pill bottle away. When I came home to get the pill, I left my mask behind and had to yoink one from my sister. I am living that executive function life.

ALL CHANGE IS HARD, AND THAT'S OKAY, a thread for "back to normal" and "coming out of the pandemic" and why you are still terrified and sad, and why no one is making space for that. I got you. It's okay that you're not okay. 1/11 Something Western culture doesn't know how to do: have two feelings at the same time, and being okay with that. We cannot acknowledge that desired, happy events can also produce sadness and loss: a new job is the end of an old one, a new marriage is the end of single, etc. 2/11

I don't know who needs to hear this, but if I have made templates on the course website for you to fill in, don't change all the fonts and the formatting? This is literally what a template is for? (We are collectively creating course content, like week by week producing resources that act like a textbook. I NEED them to all look the same, because there's so much stuff that consistent format is essential to comprehension)

The way my brain works: I'm like a slot machine, that pays jackpots every time. The only catch is that *someone* has to pull the handle, or *something* has to trigger a turn. I am not, if you will, a self-lighting firecracker. Remote teaching is HARD for me. 1/8 This is why I find intellectual isolation so difficult as a work environment. It's mostly spontaneous interactions with people that pull the handle--teaching, meetings, conferences. I will spit quarters out literally all day, no problem, but only in interaction. 2/8

On shame: you know, it's taken me a lot of growth to be able to say "I can't do it" or "I need help." Like, it's so hard to learn to do that when you've spent your life internalizing that your failures are moral ones and you should try hard, to admit that trying is not the prob. So it's a huge, great, proactive thing for me to say, "I can't do it, I need help." But then imagine how I feel when people respond with, "Of course you can! You're doing great! You're so smart". It just loops me right back into shame: I SHOULD be able to do it.

My #ADHDphd friends in remote work: how are you doing? I am really really really struggling. Everyone keeps telling me that we all have a hard time, and that I'm not doing as bad as all that, and they believe in me. But it feels different. I am apologizing to everyone who catches me, and avoiding everyone who can't. All my organization and self-regulation and motivation tools have been taken from me by remote work. "We're all adapting!" they say, patting me, but I am not adapting. I am drowning.

No more scaffolded assignments, mostly, for right now, a thread on pandemic resilient pedagogy, by me, doing the best I can in a trying time. #ResilientPedagogy #AcademicChatter #RemoteTeaching 1/13 In general, I love scaffolded assignments: they produce mini-deadlines and mini-deliverables and emphasize process and mitigate the possibility of last-minute-panic-writing, while also making cheating more trouble than it's worth. Yes. But. 2/13

What do you need in a video lecture? A thread of provocations, by me. First, here's what you don't need: new camera, new microphone, new lighting, new software. You can make EXCELLENT class videos using consumer-grade tools you already have. 1/ You know what else you don't need? A lecture, actually. Lectures project the human voice to a crowded room full of synchronous learners. A video is an intimate interpersonal communication, that happens to be "broadcast" but is experienced as from-me-to-you. 2/

Some things I have learned from student self-evaluation assignments in my first year writing class, a strange and wonderful thread of personal growth and useful feedback. #AcademicChatter 1/12 1. Five paragraph essays, banishment of personal pronoun, fixed topics, check-box rubrics, and literary analysis of books they don't like is what they do in high school and they learn to produce teacher-pleasing writing that they hate and find irrelevant. 2/12

To my tenured colleagues: A thread on how we can be part of the solution, not just a precious relic of the way things used to be, and the manifestation of disproportionate privilege and inequity in the academy. Let's talk; please share and add. #cdnpse A lot of us with tenure are watching PhDs leave without finishing, go into debt, suffer lousy adjunct jobs, destroy their mental health. We are watching our undergrad programs turned into scaled-up piecework. Our administrative structure turn managerial. What can we do?