Category

Writing
On a rope bridge, how solid are the sides? How constrained is the hiker? How important is the connection? Why use a rope bridge anyway?
Listing references at the end of a printed text no longer makes sense in a world of digital media. Here's how to re-imagine references that work everywhere.
Teaching the rhetorical gesture of hyperlinks, suggesting an intervention to develop students' skills using existing, familiar tools and technologies.
In my Intro to Research classes, I wanted to find a way to make student work mean more than just a paper on a desk — I wanted them to try publishing.
Think of a writing classroom. What can we badge there? Can writing earn badges? How can we determine whether writing goals are met?
bright red lines all lead in one direction; is that our destination or the launch site?
It's tough to help students understand what we mean by “research” — it needs to be actionable (specific) yet transferrable (general). Here’s one solution.
When teachers crack down on proper citation styles (like MLA, APA, Chicago, etc.), they ignore the modern ability to connect any two texts. Why persist?
Bead of dew hangs from a single blade of grass. I wonder how long it will stay there.
I want to make sure each students' assignments are designed with re-consumption in mind. In other words, I want my classroom to go green.
An innocent office worker accidentally creates an black hole on paper that he can reach into. ACME, eat your heart out.
Two casual questions from colleagues struck me as deceptively simple and unexpectedly engaging. My answers also connected in ways I did not expect.
standard office stamps on desk; one reads “APPROVED”; the other, “DENIED”
A recent post to the Writing Program Administrators email listserv questions how grading works in a MOOC. The post’s author, Ed White, says that the goals of grading are to sort students and to help students self-assess. He goes on to observe that “some MOOCs seem to be ambiguous about  both purposes.” I have to...
Dimly lit tiled corridor through archways . A heavy metal grate waits at the end. What's behind it?
Changing our curriculum to include more-visible student writing presents pedagogical challenges of scale and continuity. Here's how it could work.
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About Me

Hi! I’m Chris Friend — a teacher, speaker, and podcaster specializing in introducing newcomers to conversations around education, writing, and technology.

Explore this site to learn more about me, my work, or my podcast. Connect with me to collaborate on course or training design.