Seven Ways to Remix Media in the Classroom

1 Digital Essays

Have students collect historical artifacts and build a digital essay that remixes multmodal elements and primary sources. Here is an example I made about my favorite bass players:

Another example on the history of rock and roll:

2 Ignite Talks

Reinvent the oral presentation and help put an end to bad slide decks. Only you can prevent death by powerpoint. You can see some examples here:…

3. HTML Portfolios

You can have students use the no code version of Google Sites to get a website up and running but do they learn anythign using one more WYSIWYG rich text editor? Why not build in some HTML lessons. Here is aget started lesson

4. Science Metaphor poems

You can have students reinforce science concepts by having them write a metaphor poem. Here is one I did comparing gravity and selfies:… and another with horseflies:…

5 Documentary Poems in History

Get to C3 Domains by teaching documentary poetry in history:…

6 Junk Art

Collect trash and have students make #d representations about characters, events, historical figures etc:

7 Make A Meme Challenge:

Why not respond to literature or annotate a texrt with memes. maybe pick an histroical time period and have people make different memes from different perspectives…

Gravity of a Selfie

I am working on a new piece in honor of James Web Telescope with the Nebulae photos (totally open to a collab) but in the mean time here is an earlier piece comparing #selfie culture and #gravity

The idea being nothing is new and the pull of social networks works much like gravity. The internet reflects that which already exists in nature.

Networks are attention wells and as nodes gather mass they draw others into orbit. Context collapse much like five galaxies of senses dancing together.

At the same time identity can never truly be known online or in person.

Like classic relativity theory and Quantum physics they both must exist for the other to be real yet each theory should negate the other.

Who exactly are you when you take a selfie and share it online? Who is defining you? You or the algorithm?

 melted media
 with only minor
 manipulations of 
 Only with
 media melted

Please Turn on MFA

All I can say
turn on #MFA

stop the bad actors try multi factor authentication. Apply a cessation in data exfiltration

Something you know Something you hold Something you are a Requirement of DFARS

The spillage of privileged credentials is essential to lateral attacks

Do not rely on your people oh so feeble in the face of engineering. Steering adversaries to access with not audit tracks

A simple solution protects against insider collusion and network intrusion

Pins, prints, apps, and passwords if you haven’t heard

All I can say turn on MFA #cmmc #cybersecurity

Feet locked
 Driven by flames
Of eternal delight
Just there
Warmth radiates in
Spring before
The Canopy
 hides first
Shards of
  light. Covering
the world in darkness
  Of forever hunger
Feet locked
 Driven by flames
Of eternal delight
Just there
Warmth radiates in
Spring before
The Canopy
 hides first
Shards of
  light. Covering
the world in darkness
  Of forever hunger
  of new
Dreams bounce
  Atop aluminum
Chambers of past
   Tubs washing
Memories in
Cast in rafters
 Of glory long
Gone. Boards of
  The newly found
In sounds of spring
Popping in town
New sounds of the
  Already found.

I just finished the midpoint class of Ukulele Underground 102

We had to write a song in Key of F.

I chose to go with I, ii, V for the verse and I ,vi , and ii for the chorus. In the key of F this means

Verse F Gm C and for the verse F, Dm and a Dm for the chorus.

Checked in to Ukulele Underground 102 Lesson 11: Mid-Way Review

Putting it all together to write a song

#tdc3727 #ds106 Rats in the Index

Before a 
 long  hand could 
cross a face
 Heaven's Great
General fell.
   Plowed under
in shifts of
   red fury spiraling
across space
 To the Delta of
gas and dust that 
gather as gravity grows
an embryo below the
frost line
Then, in time.
The skies burst with
 brightest light
then gone traveling
for eons on an 
endless mission


among the last species 
to feed on carrion. 
life histories
poorly known
motionless behavior of 


Flyers without Giroux. Feels weird The 2010 Stanley Cup run will be history. Not Recchi and Lindros has a player had this kind of impact. Only Bobby Clarke outscored. Cheering for the Panthers this season.

Stuck in
  my inertial
under tidal
losing grip
on falling photons
finding their
  ever deeper
the well

A favorite rendition sticking closer to the heart with world events.

Saints or soldiers. Hold the line

Freedom Is

With a fiddy-I-O and a POW and a do and a fiddy I O I A I hope your Saints stand with you today

I bought cheap furniture a decade ago. Realize drawers stay fastened On stolen history A rock my kid painted Lay’s a top a 1948 Fitzgerald reprint And a 1935 Hammett Omnnibus Old words on new fallacies Paper weights blowing around In broken pasts

Stop Fetishizing Failure

16 pawns carved with a knife in front

Failure isn’t cool. I don’t want to move fast and break things (as someone with two broken ribs I mean this metaphorically and literally). I don’t like blown deadlines, bad demos, and insignificance.

16 good pawns and 12 bad ones

It took me 28 attempts to end up with 16 pawns that met my quality standards. Twelve ended up in the reject pile.

Each failure hurt.

The pawns whose mistakes come at the beginning by breaking the rule, “measure twice and cut once,” hurt the most. I also made the mistake of assuming a supplier sent raw materials to spec. A 6 inch block of basal may really mean 5.6 inches.

Failure cost time and money. We do not celebrate failure. We expect it, control for it, and try to reduce it through a process of iterative design and learning.

In statistics, we call this the “null hypothesis.” This assumption is that there will be no difference between the sample we study and the population we draw from. Our research, in other words, went bust. You have to expect to be wrong.

We do not celebrate failure. We expect it. We then revise our models, tweak a variable, or give up on the hypothesis.

Everyone wants to reject the null hypothesis. Few do.

So do not celebrate failure. Instead, learn from it.

  • Risk-based decision-making and perfection standards vary across populations and people. We control for failure by diversifying the decision-makers.
  • Perfection is also an engendered practice in many cultures and we should make failure acceptable and inevitable to some and encourage others to consider the cost benifits
  • Have procedures in place so data about failures gets analyzed
  • Map out design and learning cycles
  • Reflect on failures; or repeat them

Now I hope to do something with the 12 rejects. The wooden blocks I can repurpose and I am sure these will not be my only no-go decisions. Maybe I will eventually have enough to make a “spooky deformed” set.

Failure can also be a new beginning. We should celebrate those.

MC5 hitting the road!!!…

One of the great ironies of the Covid era: Donald Trump, 45th President of the United States of America, ran the largest Universal Basic Income program in the history of the world.

Cognitive Bias Reference List

An older list of research on cognitive bias. Most sources before “fake news,” and “misinformation” were hot topics.

Also derives heavily from the intersection of educational psychology, cognition research, and reading comprehension research.

I need to update it but the whole fake news thing kinda bummed me out. It was like you told everybody to get ready but nobody listened.

Agosto, D. (2002). Bounded rationality and satisficing in young people’s web based decision making. Jornal of the American Society for Information Science and Technology.

Baron-Cohen, S. (1995) Mindblindness: An Essay on Autism and Theory of Mind. Cambridge, MA: MIT Press.

Birch, S.A.J. (2005) ‘When Knowledge is a Curse: Children’s and Adults’ Reasoning About Mental States’, Current Directions in Psychological Science 14(1): 25–9.

Birch, S.A.J. and Bloom, P. (2003) ‘Children are Cursed: An Asymmetric Bias in Mental-State Attribution’, Psychological Science 14(3): 283–6.

Barrett, H. C., Todd, P. M., Miller. G. F., & Blythe P. W. (2005). Accurate judgments of intention from motion cues alone: Across-cultural study. Evolution and Human Behavior, 26, 313–331.

Bråten, I., Strømsø, H.I., & Britt, M.A. (2018). Trust matters: Examining the role of source evaluation in students' construction of meaning within and across multiple texts.

Brown, J. D. (1986). Evaluations of self and others: Self-enhancement biases in social judgments. Social Cognition, 4, 353–376.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. doi: 10.3102/0013189X018001032

Camerer, C., Loewenstein, G., & Weber, M. (1989). The curse of knowledge in economic settings: An experimental analysis. Journal of Political Economy, 97(5), 1232-1254.

Campione, J. C., Shapiro, A. M., & Brown, A. L. (1995). Forms of transfer in a community of learners: Flexible learning and understanding.” In A. McKeough, J. Lupart, & A. Marini (Eds.), Teaching for transfer: Fostering generalization in learning. Mahwah, NJ: ERlbaum, 1995.

Cervetti, G., Pardales, M. J., & Damico, J. S. (2001, April). A tale of differences: Comparing the traditions, perspectives, and educational goals of critical reading and critical literacy. Reading Online, 4(9). Retrieved from…

Chiesi, H.L., Spilich, G.J., & Voss, J.F. (1979). Acquisition of domain-related knowledge in relation to high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18, 257-273.

DeSchryver, M. & Spiro, R. (2008). New forms of deep learning on the Web: Meeting the challenge of cognitive load in conditions of unfettered exploration. In R. Zheng (Ed.), Cognitive effects of multimedia learning (pp. 134-152). Hershey, PA: IGI Global.

Ekstrom, R. B., French, J. W., & Harman, H. H. (1979). Cognitive factors: Their identification and replication. Multivariate Behavioral Research Monographs, 79(2), 3-84.

Ennis, RH. (1962). A concept of critical thinking. Harvard Educational Review, 32, 81-111. 228

Ennis, R.H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R.J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9–26), New York, NY: W.H. Freeman.

Fischhoff, B. (1975) ‘Hindsight Does Not Equal Foresight: The Effect of Outcome Knowledge on Judgment Under Uncertainty’, Journal of Experimental Psychology: Human Perception and Performance 1(3): 288–99.

Friedman, S.A. (2006) ‘Cloaked Classification: The Misdirection Film and Generic Duplicity’, Journal of Film and Video 58(4): 16–28.

Fogg, B.J., J. Marshall, O. Laraki, A. Osipovich, C. Varma, N. Fang, et al. (2001). What makes web sites credible? A report on a large quantitative study. Presented to the Computer-Human Interaction Conference, Seattle, Washington

Fogg, B.J., Soohoo, C., Danielson, D.R., Marable, L., Stanford, J., & Trauber, E.R. (2003). How do users evaluate the credibility of Web sites? A study with over 2,500 participants. Paper presented at the Proceedings of the Conference on Designing for User Experiences, San Francisco.Available at:….

Fox, S., & Rainie, L. (2002). Vital decisions: How Internet users decide what information to trust when they or their loved ones are sick. Washington, DC: Pew Internet & American Life Project. Retrieved June 5, 2008, from

Funder, D. C. (1995). On the accuracy of personality judgment: A realistic approach. Psychological Review, 102, 652–670.

Goldstein, W. M., & Hogarth, R. B. (1997). Research on judgment and decision making: Currents, connections, and controversies. New York: Cambridge University Press.

Gopnik, A. and Wellman, H. (1994) ‘The Theory-Theory’, in L. Hirschfeld and S. Gelman (eds) Mapping the Mind: Domain Specificity in Cognition and Culture, pp. 257–93. New York: Cambridge University Press.

Hagerty, M. R. (2003). Was life better in the “good old days”?Inter-temporal judgments of life satisfaction. Journal of Happiness Studies, 4, 115–139.

Hogarth, R. M. (1987). Judgment and choice: The psychology of decision. New York, NY: John Wiley

Johnson, D. (2004). Overconfidence and war: The havoc and gloryof positive illusions. Cambridge, MA: Harvard UniversityPress.

Kahneman, D., Slovic, P., & Tversky, A. (Eds.). (1982). Judgement under uncertainty: Heuristics and biases. Cambridge, England: Cambridge University Press

Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction- integration model. Psychological Review, 95, 163-182

Langer, E. J. (1975). The illusion of control. Journal of Personality and Social Psychology, 32, 311–328.

Langer, E. J., & Roth, J. (1975). Heads I win, tails it’s chance: The illusion of control as a function of the sequence of outcomes in a purely chance task. Journal of Personality and Social Psychology, 32, 951–955.

Liedtka, J. (2015). Perspective: Linking design thinking with innovation outcomes through cognitive bias reduction. Journal of product innovation management, 32(6), 925-938.

Maynes, J. (2015). Critical thinking and cognitive bias. Informal Logic, 35(2), 183-203.

Nünning, A. (1999) ‘Unreliable, Compared to What? Towards a Cognitive Theory of Unreliable: Prolegomena and Hypotheses’, in W. Grünzweig and A. Solbach (eds) Transcending Boundaries: Narratology in Context, pp. 53–73. Tübingen: Gunter Narr Verlag.

O’Gorman, R., Wilson, D. S., & Miller, R. R. (2008). An evolved cognitive bias for social norms. Evolution and Human Behavior, 29(2), 71-78.

Pronin, E., Lin, D.Y. and Ross, L. (2002) ‘The Bias Blind Spot: Perceptions of Bias in Self Versus Others’, Personality and Social Psychology Bulletin 28(3): 369–81

Sanchez, C.A., Wiley, J., & Goldman, S.R. (2006). Teaching students to evaluate source reliability during Internet research tasks. Proceedings of the Seventh International Conference on the Learning Sciences (pp. 662-666). Bloomington, IN.

Rieh, S. Y., & Belkin, N. J. (1998). Understanding judgment of information quality and cognitive authority in the WWW. In C. M. Preston (Ed.), Proceedings of the 61st Annual Meeting of the ASIS (pp. 279-289). Silver Spring, MD: American Society for Information Science

Spiro, R. (2004). Principled pluralism for adaptive flexibility in teaching and learning to read. In R. B. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading (pp. 654- 659). Newark, DE: International Reading Association.

Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. K. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains (Tech. Rep. No. 441). Urbana-Champaign, IL: University of Illinois, Center for the Study of Reading. Retrieved from

Spiro, R. J., Feltovich, P. J., Jacobson, M. I., & Coulson, R. L. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology, 35, 24-33.

Spiro, R. J., Feltovich, P. L., Jacobson, M. J., & Coulson, R. L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T. Duffy & D. Jonassesn (Eds.), Constructivism and the technology of instruction (pp. 57-76). Hillsdale, NJ: Erlbaum.

Spiro, R. J. & Jehng, J-C. (1990). Cognitive flexibility and hypertext: Theory and technology for the non-linear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163-206). Hillsdale, NJ: Erlbaum.

Spiro, R., Vispoel, W., Schmitz, J., Samarapungavan, A., & Boerger, A. (1987). Knowledge acquisition for application: Cognitive flexibility and transfer in complex content domains. [Electronic Version] In B. Britton & S. Glynn (Eds.), Executive control processes in reading (pp. 177–199). Hillsdale, NJ: Erlbaum.

Taylor, R. S. (1986). Value-added processes in information systems. Norwood, NJ: Ablex Publishing.

Tillman, H. (2003). Evaluating quality on the net. The Selected Works of Hope Tillman. (Online, Unpublished Paper) Retrieved September 14, 2009 from….

Wang, Z., Jusup, M., Shi, L., Lee, J. H., Iwasa, Y., & Boccaletti, S. (2018). Exploiting a cognitive bias promotes cooperation in social dilemma experiments. Nature communications, 9(1), 1-7.

Wilson, P. (1983). Second-hand knowledge: An inquiry into cognitive authority. Westport, CT: Greenwood Press.

Wineburg, S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73-87.

Wolf, W., King, M.L., Huck, C.S. (1968). Teaching Critical Reading to Elementary School Children Reading Research Quartely, (3)4.

Let’s Go WolfPack

I can’t tell the difference between Punk Folk and early County Western.

Americana the way it is meant to be.

Riptide destroys duck!!!