June 20, 1-3pm ET

Twitter: #journalismED

In the midst of upheaval, what’s possible to prepare the next generation of journalists?

Purpose

To support a lively and productive exchange around challenging questions with a diverse group of peers who care about journalism education with civic impact.

Check-in

In a word or phrase, what came in on the midnight express?

Session Bulletin Board

#	Names(s)	Topic/Question
1	Michelle and Karen	Innovation on Demand: How can we rise above everyday noise to “imagine better?”
2	Angilee	Show me the money: How can we teach early career and student journalists to make money, and have financial health that helps them have long careers and diversifies our industry?
3	Erik Palmer	Micropayments to support journalism
7	Jade Stewart Aaliyah Bowden	Journalistic neutrality and race: How do ideas of neutrality and objectivity in journalism need to change in light of BLM protests? How can I remain neutral as a black reporter?
8	Kevin Becker	How to make journalism training more trauma-informed?
9	John Pettus	Fiskkit Demo, Case Study: Free tool for teaching and measuring critical thinking, asynchronously

Closing Reflections

What moved you? High points from your experience today…

Reflections, name

Radical change: Journalists must live in the communities they report from. How can we fund the local operator?–Michelle Ferrier

We talked about how traditional journalistic objectivity is just looking at the world from a white male perspective, the importance of making change in traditional newsrooms/ working for places that align with your values and how we need to reexamine our mission statement as an industry so that we can cover things in an accurate way that helps society do better. And how to be heard as POC in mainly white newsrooms! –Jade Yamazaki Stewart

One of the best ways we as journalists can use our platform is to encourage conversation (Caitlin Hernandez brought up this powerful idea)

The need to be a voice in “traditional” news orgs – so important to increase the intersectionality thinking and not be frightened of the conversations.

Talked about how awareness of the impact of trauma for victims and journalists can affect the accuracy and depth of a story

We talked about media literacy and critical thinking; tools to help students analyze an article for bias and accuracy and for instructors to measure students’ media literacy. This could be a helpful tool and is free. Fiskkit.com. – Faith Sidlow

I appreciate how professors are finding new ways to educate students about Journalism. In particular I like how engagement is being encouraged more in classrooms. As a student who is graduating soon, I feel positive about the future education of journalism students.

We talked about financial literacy and sustainability as a journalist. What are ways to talk more about money and building our own financial health in this field? Ideas from our group: Convene a space to about about this in j-spaces and j-schools. Require classes from other specialties outside of j-school (like a class from the business school).

One of the questions that came up in our session on “imagine better:” Can journalism be a healing art? Digital ethnography skills needed. Journalists should be more like a “gardener,” tending to the community, instead of just observing the community.

Check-out

In a word or phrase, What’s next for you? How will you build on this experience?

Journalists just starting out and students- you all have so much more courage than I did! I’m so impressed!

Breakout Session Notes

Session 1: Imagine Better

Host(s): Michelle Ferrier and Karen Magnuson

Participants: Carol Zuegner, Rachele Kanigel, Noeli Martinez-Gabriel, Jess Weaver, Peter Pula, Marina Hendricks, Graham Stecklein, Leigh Wright, Joe Guvendiren, John-Erik Koslosky, Ping Sun

Notes

Michelle and Karen shared opening remarks. Asked participants: Why did you attend the session?

Graham: How you all are providing students structure and freedom and balancing these at the same time? Current role for a year. Love to set students free, and go achieve great things. More structure than I thought students needed. If you don’t help make change happen, the same patterns will be replicated over and over. Students are more likely to recreate power structures versus students who are prompted to change. They may be recreating the same structures we see as so damaging. Abstract. How much structure do you provide?

Carol: I think its when we talk about innovation on demand we have to be willing to fail and how we establish that in our curriculum and I think it’s a real important part of innovation. Students want what do I need to do to get an A? Do enough to complete the assignment. Get above that.

Joe: Interested in the landscape so to speak. Big themes of what others are saying

Rachele: I’m a fairly new chair and first year was accreditation and learning the job and then COVID-19 and teaching during a pandemic. I would love my next year to be to move the department forward and wrestling ith these issues you are talking about. We hae a diverse student and faculty body. Talking about diversity issues for a long time, but we are mired in the way that we hae done things, and we’re covering those issues, we’re on top of it. Explore new ways of exploring these issues.

Noeli: Senior at U of Oregon, Want to give perspective of a student and things I’ve encountered as a student awith the topics that you have talked about. Graham mentioned as a student, I like it when I get to pick what I report about. Selecting sources the people wih power and when we have the liberty to choose. Go to sources that aren’t heard about. I go community level when I need to get stories.

Peter: I have this notion that the questions we ask and the stories we tell can help us discover what’s emerging. I’m curious to explore the possibilities of how journalism can uncover emerging narrative to move from ideology to biography. Fixated on our ideologies.

Biographical stories telling the stories of local peo0le of …an alternative narrative of a different future. Power with rather than power over.

Power over notions.

Jess: I wanted to go what Peter said really resonated with me with max. Gathering those small stories. Gathering conversations with groups who have been particularly affected by COVID– essential workers, early education advisors, My Question is how to work with journalists to tell/make those stories matter to people. I’m not a journalist myself. Make those small complicated life stories connected to a bigger picture. Connect those stories to action, community organizing perspective. Not gathering for the sake of gathering. A sense that they are going somewhere, their voice will be enveloped in something bigger.

Michelle: this is touching on my frustration and anger with journalism. We don’t talk about the privilege of being a journalist, reporters are used as tools. How can we create a cohesive narrative that serves a community, be in dialogue in ways we need to be. Desperately need to get to: people are in pain, and the way we’ve been teaching/doing journalism is killing people at the local level.

Having worked in Appalachia, I understand the pain of people when journalism doesn’t address the real issues. When I say imagine better, we have got to do better.

Marina: thanks for that recognition of what’s going on. I’m angry too. About things that haven’t been happening, and what’s happening to local media—that it’s disappearing. These stories are losing an outlet for getting out there. This is needed.

Joe: I don’t think anyone should be muting themselves in this conversation.

I want to spark a question: Does any one feel that journalism mirrors the top down institutions and structure

John: How the journalism. Used police as sources over theyears. If its a police report, thats authoritative. Just now, journalists realizing that police accounts that live shot/cell phone videos giving different accounts.Rethink who is authoritative source really is and considering the prevalence of crime reporting in print based journalism and browadcast journalism as well. It leads local casts all over the place and fills Twitter feeds.

Michelle: I really get back to what we teach as our news values. There are six: Prominence, proximity, timeliness… these influence our news values. Who is telling us the long story? In Ohio, I felt there was a distinct effort to keep certain communities in the dark. How the local narrative is distorted, to be a cheerleader for advertising dollars. Who is the authoritative voice? Ethnography and biography as ways of intersecting/hacking journalism. How do we create a communication structure for lived experience, and conversation space? We have lost that glue in so many ways.

Joe: Critical race theory would agree with what you’re saying. Traditional authorities don’t do justice. Each person can be an authority.

Peter: Intersubjective spaces.

Michelle: It’s that frustration that I see in the streets. That we have done violence to those communities. How do we step into the gap?

Peter: There’s violence even in analysis. We look for the turn. If people are unhappy with something, what would be better? And we lead with what the next step is. Analysis can co-opt those stories. I found my energy leave my body when I said: ‘this is what it all means.’ When we run hundreds of stories over time they form their own metanarrative. Co-opting someone’s story is violence. They’re going to represent one institution or group and that advances one institutional understanding.

Michelle: Journalists can heal or cause trauma through their narratives. Situated knowledge needs to be brought to the forefront.

Peter: Journalism as a healing art.

Joe: In ethnography, the relation of the ethnographer to the group is key.

‘Objectivity’ is an othering thing!

Michelle: when we present stories as a completed whole, it doesn’t allow for cracks and other stories. The internet is about re-writing the narrative in an ongoing way and making sure we infuse those voices. We’ve lost those mechanisms. The term ‘user generated content’ vs. a space for conversation. That’s a very different thing than what we’ve called journalism.

John: in reimagining how to teach journalism, I want them to be part of the process of how and why we do journalism. They are on the ground right now, I’m old. I’ve learned how to do it RIGHT or the best way of doing it . Getting students to be involved about rethinking of transforming journalism. Their voices (Students) are most important.

Joe-Everyone’s voice is important in the process. Your insight, your experience and combined with others who might know what you don’t can turn what’s imagined here into actionable steps.

Rachele: How do we change the model of the classroom? How do we get out of the paradigm of teacher telling the students things and students looking to the teacher for answers? It’s hard to empower a student who has been subjugated for years in traditional classrooms. How do we help them find their voices– change classroom or “classroom” change those into collaboratories,..incubators…spaces for engaged conversation

Joe: this is about pedagogy

Karen: This is an example of a collaborative space. How do we , what is the playbook in a sense and replicating it in classrooms and in communities and imagine better. Solutions journalism together in NY. Ways that can be helpful to lift journalists and leaders and others. And have these conversations and productive uses with their time. If we can come out of this suggestions better to do this and plant seeds in a variety of different places. All the answers today.

Michelle: two tracks: I do media and entrepreneurship. For years trying to create these kinds of spaces, opportunities to fail, buy into development, give them that kind of ownership. That has been deployed in some spaces. The other set of skills that have not been taught have been the digital ethnography skills, community building skills, that would help them operate now in a pandemic or other environments.

In South east Ohio, we had students lurk in digital community spaces, get to know the people and the conversations that are happening. They didn’t realize how much they could learn by working. What they developed in 10 weeks was an attention to the community in itself. The stereotypes that they believed in these appalachian communities—when they became the ‘gardener’ of the community, the tender, that changed. We need to teach students how to listen better, how to tend a community, how to help it grow. We can pull from other practices, ethnography and gardening, focal practices.

Joe: what are good examples of people doing this? Who aligns with the imagination?

Michelle: Journalism matters, solutions journalism, axiom, are trying different approaches. We’re kind of attacking piecemeal. How can we kick it up a level? With Covid, there’s so much we’re not doing that could help us navigate economically. I struggle with why that is.

Leigh: Why is because so many local newspapers have died. We’re a small town, we do still have our local newspaper. And they’re doing a bang-up job on Covid, they are covering the community. But you can’t say that in every community. Paying people to write about the communities—a lot of these places have been decimated. They’re not covering the region anymore. Can we get our students into these newsrooms, kind of a report for america thing. They need bodies, students need experience. We’re in the middle of reimagining our entire dept, how can we collaborate within our disciplines a little better. I’m a big believer in community journalism. There is a lot of rah rah! But we have arguments because our health dept will not give us information.

Michelle: the economic drivers pay a lot of people in the small town drive what the coverage is. How do you tell that story of what you navigate at that level. Is there something beyond community journalism?

Peter: the way we create local newsrooms will change how they grow. A corporate structure or ground up.

Michelle: there are lots of people trying different things. But I’m still not seeing the kind of shakeup necessary to focus on the local level.

Joe: Gather out of Oregon

John: we’re not talking about different types of skills, like we tend to teach in classes. What we’re talking about is the role of journalists and the role of journalism. You can figure out new tech, whatever’s out there, but teaching students what the role of journalism… everything moves out from there. Our curriculum, everything needs to flow out of that.

Michelle: I totally agree. They do need skills, there is a key question about the role of journalism. We have media deserts over much of the United States where there is no physical presence of journalists at all. We’re cranking people out of schools, and they’re not going where they’re needed most. The community historian? There are all sorts of ways, are we solving the problems of the community. How can be do journalism that’s inclusive, authentic.

Karen: Have partnerships with libraries. In Ann Arbor they have a media desert, the local library started a blog that provided community information and go-to place for immediate needs. I started conversation with library system, mission is aligned with our mission and meeting the needs with the information we can gather. Partnering with them and use the space for events and tackle problems togethers.

Michelle: Libraries are great resources. Covering the opioid epidemic, we partnered with the health department. There are great partnerships to be had.

Jess: I guess there’s a few things I want to say. We host conversations at libraries and I love libraries and worked with library systems, that I learned and mindful…they are different, how different the systems are. A Complete fiefdom in Boston

Civic in person programming, branch by branch. My caution with libraries is to kind of get community intel and get some community intel. Libraries get talked about as a monolith and they are so not a monolith.

It seems like a lot of the solutions coming up are really grassroots, small, niche, nimble. That makes sense, but I’m curious about the gap between everything getting gutted, there’s no money, and then the things that answer this are really small… In terms of larger news orgs and the damage they’ve done, it’s resulted in harm not just to black communities but it has changed their leadership. I’m wondering if anyone knows of larger news orgs that have acknowledged the damage they’ve done and changed.

Michelle: some have acknowledged, but action is different. Others have taken action but not acknowledged the past! Change the system—what if journalists must live in the communities they report from? You hear from your neighbors when coverage is not appropriate. Heighten the sense of responsibility. That would be a radical change. We could do the report for america model but flipped—use data about where media deserts exist, use residents, train them to develop news capacity—finding students in communities. Basically a community operator.

If you want to discuss pedagogical strategies, how do we blow up the system: come play.

Resources mentioned in chat: Trusting News, Gather, Fiskket, City Bureau, KPCC in Los Angeles (see https://medium.com/engagement-at-kpcc/how-to-reach-thousands-of-families-without-internet-during-covid-19-try-snail-mail-a2078bbead61 and https://www.scpr.org/events/kpcc-in-person/unheard-la)

Session 2: Show me the money

Host(s): Angilee Shah

Participants: Zee Ngema, Zoe Jackson, Shahriar Alam, Alisha

Notes

Show me the money: How can we teach early career and student journalists to make money, and have financial health that helps them have long careers and diversifies our industry?

Angilee — been in journalism for years — didn’t know it could be a career — left because of how 9/11 was been reported on — left without adequate benefits — want to be a journalist, but want to be able to look after herself after a full career — didn’t want to be the starving artists she was told she’d become — financial wellness became NB — felt that can’t trust industry/always planning on being on her own — always wished there was lessons on how to run it as a business — not be afraid of layoffs — never been afraid to walk away — gave her power to speak up when she needed to speak up or say that things are wrong — financially knew she’d make it even if she’s not in the newsroom — what could a group like this do?

Zoe — started first job star tribune for report for america — new to money — never really spoken about money but not a ton in school —

Zee – CUNY grad school had one lecture (not on syllabus) that was honest about “I earned $ in my first job, $ in my second, $ in my current job.” She said there’s a stigma talking about money. Feeling embarrassed and ashamed isn’t going to help. If you go in knowing your worth, ask for it. They’re likely to try and negotiate. It’s very much a power thing for the companies because they don’t expect us to ask. // Practices the conversation in her mind, but never in journalism specifically. // January Academy – some do talk about freelance or asking for grant money, but nothing about

Alisha — U Oregon — a lot of seeing issues in nonprofits “we don’t have the budget” — ‘if i’m doing a good thing, i’ll take the cut — not in curriculum but spoken about indirectly — wants to figure out how to be own entrepreneur — don’t want to rely on a job

Angilee — have to assume these jobs are unstable — do it in a way that preserves mental health and self worth – can be a volatile situation — learn more from a lady who did her nails charged when cancel charged when not showing up – not at the beck and call of anyone who wants my services

Zoe — no real conversation on negotiating from report from america — RFA corps mostly people who already have/had jobs — newsroom is union guild

Angilee — sometimes fellowships severely underpaid — can be used as a crutch especially when it’s subsidized

Open a 401K.

Angilee – Guides to freelancing is out there. Learned from pedicurist + Khan Academy. Met a financial advisor – asked him to explain like a journalist over time! Someone the show your books to. “Your vision should never impede what you want to do.” – optometrist. “Get a job with health insurance!” is his view. // Will always go for a job in service over

LLC for independent work. Shift a lot of your expenses into a company so you don’t have (tech) liability for that.

Formalize yourself as a company or corporation – that sends the message in negotiations because it depersonalizes the work and is about a bottom line for a company.
Any money that does not come through her one main job.
There is some upfront cost.
When you have a budget: get an accountant and a lawyer.
Lawyer – anything over $3,000 – $5,000 is worth it.

Branding / marketing /

It’s less about your website, more about your network and relationships. She invests much in her relationships.
She’s very particular about asking for help, asking to recommending me, asks people to put stuff on LinkedIn
Tries to line up a year’s worth of work ahead of time.
Part of thinking like a small business is you have that in the back of your mind all the time. You know you’re always planning for the next thing – even when we’re great times. It’s freedom. I think about the work I want to do, and how I’m in a position to do that either independently or through a job.
Angilee does 30m pro bono consulting and questions. http://www.angileeshah.com/2019/05/17/help-i-need-an-editor/
“You have to absolutely think about it, because you can make a choice of whether you want a second year or not.”
Is it good for your health and mental health? Good for your journalism? Good for
Sets aside time every week to look at the finances of my company – 20m with my money

What Angilee does

Reporter for a long time. Now consulting and pre-launch.
“Wants to be able to take risks; to be able to do that you need a cushion.”

“Start thinking about what you want to be doing. What will help you get there?

See it as newsrooms lack expertise when they’re not diverse.

Three other things have helped me:

Virginia Woolf – “In order to be a writer, you need a room of your own, and you need $500 a month.” You need space and you need to not worry about money. // And she does it.
Look at Prince and how he ran his business.
Radiohead – every album they start a company to limit their liability.* Instructive for narrative journalism or long projects.

“You make money to do the work you want to do.”

“What do you want resource-wise so you can do the work you want?” (not verbatim!)

COnversations about mental health + layoffs / furloughs are NOT separate. Money is stressful.

Never take a job that treats me badly financially. Loves doing journalism. THose are separate issues.

“It’s okay to job that is underpaid if you know what you’re getting out of it.” “I do work for free, but very purposefully.”

1st job – ask to see what they do to develop their employees
School: Weigh what you want and need in a program vs. tuition, network, opportunities.
3-5 years – where do I want to end up? What will it take to get there? VISIONING.

“How much the CEO makes is very instructive.” Look for salary info you can find!

Nonprofits – look at their990s

Track the time I spend.

How does my tracked hourly rate work out in the end?

“I want to make decisions that pave the way for others.”

Propose: Would help to have a space to talk about personal/ fiscal sustainability and literacy in j-school.

Require classes from other areas of j-school (like a class from the business school, or statistics for data-j)

Session 3: How Might We Deploy Micropayments for Journalism

Host(s): Erik Palmer

Participants: Ingrid Sturgis, Kim Fox

Notes

Erik talks abt his news consumption habits changed while he was on a Fulbright in Ghana.

Erik comments that he wants to purchase all of his news via Amazon; the process should be seamless.

Erik: there have been some attempts that have not worked out like Blendle, Dutch co.

Ingrid participated in a news bootcamp in 2010 or 2011 that piqued her interest on this topic.

Ingrid’s idea was disregarded was mobile money like in Kenya; disseminated in Africa and India.

Ingrid: you have a mobile site and you charge a small fee to pay for the app and the journalistic ventures; like remittances. Ppl said she’d never be able to compete with Western Union.

Ingrid: Kenya’s model is spreading around the world.

Ingrid: Could be the delivery system for news you want to use.

Ingrid has a two tiered prob: trying to get student-produced news on platforms and monetizing it.

Ingrid mentions the theory of 1000 true fans, but you really don’t need that many.

Kim: Perhaps we need a hack-a-thon on this; bc why hasn’t it really emerged as a viable method of payment.

Ingrid: Perhaps they could get a grant to work on something like this; consider ONA.

Ingrid: programs like CUNY to develop news entrepreneurship

Music industry examples like Spotify or Myspace as an exposure strategy

Google North American Innovation challenge: https://www.blog.google/outreach-initiatives/google-news-initiative/innovation-challenge-sustain-diverse-media/

Ingrid: “The small people don’t have the money, the big people don’t have the interest.”

Perhaps a user model like micropayment banking apps that help save and invest: Digit, Acorn

Session 7: Journalistic neutrality and race: How do ideas of neutrality and objectivity in journalism need to change in light of BLM protests? How can I remain neutral as a black reporter?

Host(s): Jade Stewart, Aaliyah Bowden

Participants: Annie Uichanco, Nick Ng, Caitlin Hernandez, Annie Uihanco, Shannon Golden, Teresa Puente, Gabriel Go, Holly Hostettler, Peg Achterman, Andrew DeVigal

Notes

Jade – inspired by current times to support BLM, staying neutral, hope to change journalism be more advocate, shaped the mission statement (at Ethos magazine) to elevate marginalized voices,
Aaliyah – how to navigate this career field in response to the current protests, how to remain neutral,
Teresa – I’m a brown woman and I can’t change that, this question of objectivity really doesn’t exist, we can’t separate ourselves from who we are, there’s racism in journalism, we need to think of strategies in how to respond to these, if you see racism – call it racism,
Peg – eager to hear people thoughts on how to present yourself at protests, you can’t out of your body,

Jade – the harder question is to capture the identity of protestors, how do you minimize harm and the need to think about the outcome
Teresa – it’s our job to witness history,

Gabriel – incident in Colorado university (college avenue magazine), there’s that competition in the newsroom for neutral and comprehensive coverage, mostly white staff, it’s difficult to separate the ideas of objectivity and identity, why aren’t you talking to students of color?, we have to be vigilant of our colleagues, we wanted to provide a platform for students of color and marginalized communities,
Links shared:

(Sorry, the Google doc slowed down significantly so we couldn’t complete taking notes.)

Session 8: How to make journalism training more trauma-informed?

Host(s): Kevin

Participants:

Notes conversation about how journalism schools can incorporate trauma-informed practices as a way to prolong their careers, stay safe, get more accurate stories…be better journalists. Trauma is an occupational hazard to be attended to.

Session 9: Fiskkit Demo

Host(s):John Pettus

Participants: Ambar Castillo, Faith Sidlow

Notes:

John: Fisking – block quote a sentence and reply. Fiskkit: Tool built to reply to individual sentences within an article. Made classroom version for it (to work with FERPA). Can tag sentences whether opinion or fact. Practice identifying opinion and falacies. Also tag unsupported claims. Meant to train mental muscles. Also adding compliments.

Helps with critical thinking and can measure students improving.

Then recursive fisking–commenting on what the commenter says. Can drill down on points. Creates conversation by topic

Convos can happen laterally vs linearly/chronologically

Goal: Train automaticity in students to determine fact/opinion or other nuances when reading

People have different backgrounds, perspectives–your eye automatically scans for patterns amid this diversity, i.e., when reading

E.g., if we were to label hidden sentences based on others’ tags (written reactions of the sentence), we look for commonalities among the tagging–Fiskkit runs statistical test to see if most people took same tags & independently interpreted & recognized the same flaws: 12 Elephants

Stats distribution–crowdsourced fact-checking of article–turns out to be pretty accurate; attempting to create the 90 percent solution

Addressing Scalability issue for fact checking–in real time, people’s individual judgments will be recorded and statistically capture big-pic

Teachers approached Fiskkit team: this is scaffolding tool for critical thinking–Fiskkit classroom

Piloted at West Point, U of Washington

Can be very valuable while student is learning how to develop argumentative essay or first learning critical thinking facets in school, e.g., 5th & 6th graders

Hyper-tuning into one point in reading/comment–discussion

Coming to class to further discuss–leads to more well-informed convo

Filtering tool allows you to just see, e.g., one person’s comment

Blinders option: so each student can only see their own comments, until teacher un-blinders them

Shannon: Do you have limits on word/character/sentence? No

Can copy/paste convo into Medium/other website

Ambar: Address groupthink perils by blinding others’ comments? But people want to read what other ppl have commented

John: And you need diverse voices & thinking to prompt critical thinking

Faith: Can be used for group-editing?

John: Personal attacks based on misunderstandings, as w/ Twitter VS public discourse that allows people to see whether, e.g., they do & don’t agree first

People react much more strongly to false info & negative–many social media platforms aimed at maximizing audience engagement & clicking on crazier & crazier content VS nutritious productive public discourse

Faith: Looking at Fiskkit website–But it appears that it still can get personal when it gets public

John: Anything can get personal; it’s just a tool, but we also have a troll-filter at a range

Stats maps still detect patterns even among 12-year-olds

We built these analytics to fact-check the news, but by accident appeared to work for classrooms

Faith: This is fantastic; we’re trying to do more for media literacy

John: We’re always in pilot mode, but it’s up online, so people can use it online for free, but needs buy-in to make metrics system more advanced to sell to administrators to show parents growth in critical thinking & for personalized learning uses

Faith-Jim Boren may be interested in this tool. He is the director of the Institute for Media and Public Trust at Fresno State.

John: Had a convo w/ Nyma, journalist in Africa; getting ppl to practice critical thinking, b/c is not built into academic practice, is tough

Faith: YouTube, Twitter seen & treated as media sources for my students–trying to teach media literacy, & at beg of class, students seem to not have a critical thinking practice background

John: Asynchronous tool–Zoom teaching & learning during quarantine: not great for learning; fiskkit places many cognitive demands on you

Faith: Can anyone just hop on? J: Yes–just other, more advanced version is available

Faith: We’re financially in a bad place now and can’t afford to pay for any more tools–I’m taking an online teaching course this month through my university. One of the tools being talked about is VoiceThread But it’s $99/ I can do basically the same thing on Zoom for free (narrating a slide deck for example).

How are critical thinking skills measured?

John: Danger is people coming through public media sending information attacks through the First Amendment and making them fight one another. No defense except to elevate ability to tell difference between fact and fiction.

Classroom.fiskkit.com

Classroom.fiskkit.com/about

Ability to quantify improvement in student critical thinking over time: