Jim Groom’s first talk at Muhlenberg College in 2017, which you can view below, was especially focused on sharing the intellectual roots of DoOO as it emerged at the University of Mary Washington, in connection to the pedagogy of a specific digital storytelling course: DS106. We heard Jim Groom’s perspective, rooted in a movement he refers to as indie ed-tech, of DoOO as an alternative to a corporate ed-tech and the walled, templated garden of the Learning Management System.  Building on these ideas, our current learning community (Winter 2021) will consider and respond to Jim’s recorded talk, and consider these underlying principles framing DoOO:

  • Student agency and control over their learning and their data
  • Student data, privacy, and ownership
  • Notions of digital identity and digital literacy
  • The possibilities of reclaiming ed-tech for democratic purposes

If you haven’t already, you can watch Jim’s talk below.


Everyone will receive a physical copy of Audrey’s book. We are working to acquire access to a digital version, also.  In addition to this core text, we also want to begin by reading Andrew Rikard’s reflection from his experience as a student, written in 2015. Andrew was then a student at Davidson College, and he established his own voice in conversations about Domain of One’s Own and digital identity in the liberal arts.  He did this through his domain, writing publicly on the open web, and at conferences where he spoke frequently alongside faculty colleagues about Domain of One’s Own.  

Also, if you haven’t already, consider following Audrey on Twitter.


We are going to read and annotate Andrew’s, Do I Own My Domain if You Grade It, collaboratively using hypothes.is, an open and free tool for collaborative annotation and engagement on the web.  Briefly, hypothes.is is:

an open platform for discussion on the web. It leverages annotation to enable sentence-level critique or note-taking on top of news, blogs, scientific articles, books, terms of service, ballot initiatives, legislation and more.

You can learn more about it and download it here: https://web.hypothes.is/.  Here is a guide to help you create a free hypothe.is account and download and install hypothes.is. Here is a “quick start guide for teachers” for using hypothes.is. Please follow this guide, sign up for hypothes.is, and download and install the extension in Chrome.  If you have any difficulties, please contact Tim Clarke or Jordan Noyes for assistance.  You might also take a look at this video tutorial:  https://www.youtube.com/watch?v=7o3Yj3jNFN0.

Join the Domains-FLC hypothes.is group here: https://hypothes.is/groups/2opPkKZq/domains-flc. This is the same private group we used for our previous DoOO learning community, so you will see annotations and comments from our past participants, as well as those from those in our current learning community.  

Once you have signed in as a member of our hypothes.is group, join us in annotating Andrew’s article Do I Own My Own Domain if You Grade It.  Opening the link to the article in your Chrome browser, with the hypothes.is extension installed, you should see something like this:


In preparation of our January 28th meeting with Jim Groom, please complete the readings and annotation assignment.

If you have still not yet decided on your domain name (e.g. yourname.bergbuilds.domains) or configured your Berg Builds account, please speak with Tim Clarke for guidance getting your domain established or about any other related concerns.

Additional Reading

Zeynep Tufekci is a media sociologist at the University of North Carolina, Chapel Hill. She writes about the role of digital and social media, especially Twitter, in recent social and political movements.  In this piece, she’s looking closely at digital identity in the context of networked activism and an attention ecology. Another great person to follow on Twitter at https://twitter.com/zeynep.

Dr. Bonnie Stewart is an educator and researcher fascinated by the intersections of knowledge, technology, and identity in contemporary society. Assistant Professor of Online Pedagogy and Workplace Learning at the University of Windsor, Ontario, Bonnie examines the implications of digital infrastructures and social networks for institutions and society. In an era of increasing complexity, Bonnie has the capacity to help people find meaningful ways to work and think together. Based in participatory leadership models, her/their expertise includes digital scholarship, experiential practices, and the changing realities of contemporary higher ed, as well as academic Twitter, educators’ digital and data literacies, and issues of equity and influence in digital publics. We suggest following Bonnie on Twitter at https://twitter.com/bonstewart.

Featured Image by Alan Levine, 2016. CC0