I’ve written and presented a lot about this in the past. I think there is a need for all individuals to create and curate their digital identity. One component of this larger infrastructure is a domain of your own. This allows you to have one spot online where you actively collect and archive your thinking over time. This is important as we recognize that our digital identities are as (or possibly even more) important than our offline identities.

WordPress Database Switcheroo First, do a MySQL database export of the old database on the old server, create a new blank database on the new server, import the old data either in PHPMyAdmin or mysql directly in the command line. Make sure you have the new database selected, then run some SQL updates and replacement commands on the tables notably, wp_options, wp_posts, wp_postmeta. Use the code as below and swap in your old and new URLs, no trailing slashes. Also if necessary change the table prefix values where applicable (ie wp_ ) UPDATE wp_options SET option_value = replace(option_value, 'http://www.oldurl', 'http://www.newurl') WHERE option_name = 'home' OR option_name = 'siteurl'; UPDATE wp_posts SET guid = replace(guid, 'http://www.oldurl','http://www.newurl'); UPDATE wp_posts SET post_content = replace(post_content, 'http://www.oldurl', 'http://www.newurl'); UPDATE wp_postmeta SET meta_value = replace(meta_value,'http://www.oldurl','http://www.newurl');

'Women live like Bats or Owls, labour like Beasts, and die like Worms...'

It is one of the great advantages of being a woman that one can pass even a very fine negress without wishing to make an Englishwoman of her.

Not only do the comparative values of charwomen and lawyers rise and fall from decade to decade, but we have no rods with which to measure them even as they are at the moment.

Women have served all these centuries as looking-glasses possessing the magic and delicious power of reflecting the figure of man at twice its natural size.

Or is anger, I wondered, somehow, the familiar, the attendant sprite on power?

With the exception of the fog he seemed to control everything.

educative process is carried on in a predominantly democratic or non-democratic way becomes, therefore, a question of transcendent importance not only for education itself but for its final effect upon all the interests and activities of a society

The Domain of One’s Own initiative at University of Mary Washington (UMW) is helping to recast the conversation about student data.

Google Sheets Blogging CMS

The biggest reason in my mind would be domains provides an opportunity to dive deeper into the infrastructure and architecture that is increasingly shaping the information landscape. What’s more, I whole heartedly think having an understanding of how the web works, and how you can build your own spaces online outside of third-party controls is an important skill.

I believe digital citizenship education is most beneficial when it is ongoing and authentic. A blogging program offers this.

Directories for Domains: a Community Approach

equip them with practical web skills

Supporting DoOO

What about FERPA? The student is controlling how much information is out there. Similar to a public blogging platform being run by a university, FERPA only requires that student records (and what constitutes a “record” is debatable) not be public unless a student gives permission. In this case if the student wanted to sign up and lock down their hosting they can certainly do that, no one is requiring them to make their information public. This also comes back to our strict privacy policy (see previous question)

A video for Domains 2017. All footage by the amazing Meredith Fierro. Contributions from Zach Whalen, Steve Greenlaw, Nora Forknall, Janine Davis, Mark Synder, Clark Billups, Lee Skallerup Bessette, Callie Liberty, Parrish Waters, Claudine Ferrell, Sierra, Andi Livi Smith, Elaina Finkelstein, Troy Paino, Kris Shaffer, Jenn Hill, Stephanie Buckler, and Audrey Watters.

my own spirit would begin to feel unreclaimable.

OER You Not Inspired?

A Brief History of Domain of One’s Own, Part 1

Documenting a Domain of One’s Own

OU Create has lent us the opportunity to talk about what does it mean to give students their data

There was an automatically generated screenshot of each site, linking to that domain. You could filter the sites based on pre-determined categories. You could also click into two different views of each site that broke down even more data, such as how many words, URLS, and images were used in each blog post, and how many themes and categories were used on the site.

Domain of One’s Own Building Blocks

balance structured guidance with playfulness and empowerment

Consumption/Creatio

Learning WordPress should not just be about learning WordPress — it should also be about all the tacit lessons that go along with learning how to publish online in an open-source Web application. WordPress should serve as an exemplar with which our students can grapple as a way towards a deeper understanding. The things they learn to do in WordPress are generalizable to other systems and other online spaces: identifying an audience; honing a voice; organizing and architecting an online space; mixing media to create compelling narratives; considering the interplay between design and content; understanding how Web applications work “under the hood” and how databases and scripts interact; adapting sites to consider accessibility and universal design; connecting disparate online spaces so they relate to each other in synthesized whole; adapting a site as it grows and develops in new directions; responding to comments and finding other spaces and sites upon which to comment; learning how search engines rank sites and how those search engine’s algorithms impact the findability of their own site.

not just helping students fix problems but helping them understand why things broke in the first place.

Naming, Building, Breaking, and Knowing

The institutional complement to the PAPI is what we call the University API (UAPI).

Personal API

I’d like to suggest four goals that are embedded in DoOO. Provide students with the tools and technologies to build out a digital space of their own Help students appreciate how digital identity is formed Provide students with curricular opportunities to use the Web in meaningful ways Push students to understand how the technologies that underpin the Web work, and how that impacts their lives

1000 assignments in the assignment bank and 11 thousand submissions

massive syndication

Students have used UMW Blogs to create literary journals, survey properties around Fredericksburg, build online exhibits, connect with the authors of the works their reading, publish their poetry, develop  in-depth online resources, and, of course, blog.

The first great experiment was UMW Blogs, our institutional blogging system which debuted in fall of 2007. In that nine years, it has had almost 13,000 users and it now contains 11,000 individual WordPress sites.

a perfect storm. We’ve doubled-down on courses and the LMS, we’ve bought into the notion that what technology afforded us for teaching and learning was standardization of experience and pedagogy, and we’ve abandoned the nascent spaces that might have let us continue to explore the Web as a flexible, open, and powerful platform for teaching and learning.

And instead of putting our resources and skills into imagining what those spaces could become for teaching and learning, we began spending a lot of money on learning managements systems and other educational technologies.

But when the LMS goes beyond merely providing administrative and management features and instead is offering features designed (perhaps badly) to build community, share information, and collaborate with others, it is obviously influencing pedagogy.

even if we had decided for centuries that in our schools the course would be how we’d standardize administration of our schools, we didn’t, systematically, believe that courses themselves were standardized

What if the early Web adopters in higher education had imagined Domain of One’s Own instead of Course in a Box?

When I call for each of us to have a domain of our own, I’m not really invoking “ownership” in the way in which Maha suggests the "Domain of One's Own" initiative implies; but I am, I do confess, invoking Virginia Woolf and the importance having the space and safety and security (financially well before technologically) to think and write and be.

How do we resist this? (And resist this, I contend, we must.) We resist through education. Yes. But we also must resist at the level of structure, at the level of systems, at the level of infrastructure.

I’m not so sure it does, or at least that it does in the same way as Bush's vision of an “ownership society”. It seems, rather, that the rest of ed-tech – the LMS, adaptive learning software, predictive analytics, surveillance tech through and through – is built on an ideology of data extraction, outsourcing, and neoliberalism. But the Web – and here I mean the Web as an ideal, to be sure, and less the Web in reality – has a stake in public scholarship and public infrastructure.

A Domain of One's Own in a Post-Ownership Society

So Domain of One’s Own is a wonderful program

Beyond Websites

make the web the learning platform

A Domain of One’s Own

Domain of One’s Own: A Corpus Study

From STEM to STEAM: Reframing What itMeans to Learn

An institution could retain theLMS as a core component, preserving its value as an administrative tool and a linchpin for learning data. But learning pioneers would be able to experiment and innovate by hooking apps and other functions onto the LMS. Contact with the LMS would be more indirect than direct for most users.

Making and Breaking Domain of One’s Own: Rethinking the Web in Higher Ed

Federated Choral Explanations for Documentation

delegitimated as “scribbling.”

How do the professors and staff structure the learning process so that use of DoOO is not yet another required course task but one that is empowering? How do you move from a tool taught by a professor to one a student can use as she chooses? How can we use DoOO within a course framework while not inhibiting students’ own creative impulses? Students are often at a loss as to what to do with all this unstructured freedom, or maybe don’t yet believe that they are capable of this type of work. How do we create a safe space where students can practice that freedom?

Future Trends Forum #8, with Jim Groom: full recording, notes, and Storify

The New Politics of Educational Data