Draft Preliminary note on identifiability and PII review · click to expand

This appendix is being circulated to the committee as a draft. It contains material that has not yet completed a final review for personally identifiable information. Before the appendix is finalized for submission, every mention of a named individual will be reviewed against the taxonomy in §B.6.5: students named in instructor-produced materials will be anonymized unless explicit written consent for educational use is documented; named guest speakers will be retained as public professional identities with their professional context attached; Luma-platform workshop feedback will be reviewed for anonymization; and external journalism is retained as already published and consented.

Index
§B.4

Data sources

My data set is organized in five categories. In this section I name each category, indicate what kind of material it covers, and point the reader to Appendix E for the per-artifact catalog. Volume figures throughout are summary numbers; specific IDs, dates, and descriptions live in the catalog.

B.4.1 Curricular artifacts

Curricular artifacts are the materials I produced or organized as the instructor: Canvas LMS exports for the two semester iterations (CV-1, CV-2), the Iteration 2 syllabus (SY-2), the ForeverGold course deck for Iteration 1 (DK-1.FG), the Week 1 opening lectures and other iteration-specific lecture decks (DK-1.W01, DK-2.JAN13 through DK-2.MAR10), the workshop decks for Iterations 3 and 4 (DK-3, DK-4), the Iteration 1 Final Project assignment (FP-1), the ten HCI summer 2024 guest-lecture decks (HC corpus), the DLS Prompt Engineering deck (DK-DLS), and the K-12-oriented Storytelling Cartoonimator worksheet (STC). The two Canvas exports together hold 465 files of week-by-week curricular structure including assignments, attendance, readings, rubrics, and ten video recordings.

B.4.2 Reflective artifacts

Reflective artifacts are the materials in which I narrated my own learning and choices as the instructor. The fifteen-week Weekly Updates Prelim Document (WU-1.W01 through WU-1.W15) is the densest single reflective source and the only contemporaneous structured journal in the corpus. The Research Impact Essay (RE) provides first-person reflective writing from near the end of Iteration 1. Three episodes of the Keep Up Newsletter on LinkedIn (KN-EP1 through KN-EP3) and two episodes of the Keep Up Podcast (KP-EP2, KP-EP3) carry my public-facing reflective voice across 2025. The CU RMACC webinar (WB-2026-03-03) delivered through the federal NAIRR Pilot platform is the most recent public-facing synthesis of my work, ten weeks before defense. Combined reflective text is approximately twenty thousand words of first-person material across the cross-iteration channels, plus the structured fifteen weekly entries for Iteration 1.

B.4.3 Delivery artifacts

Delivery artifacts are the verbatim records of what I said as I taught. The principal delivery corpus is the set of five day-by-day transcripts from Iteration 4 (TR-4.D1 through TR-4.D5), totaling approximately 55,000 words of recorded teaching. The Canvas exports for Iterations 1 and 2 contain ten additional guest-lecture video recordings (four in CV-1, six in CV-2); those recordings are part of the corpus by reference but are not used as text-level evidence in this analysis.

B.4.4 Learner-facing artifacts

Learner-facing artifacts are the materials produced by students, online learners, child research participants, and external commentators in response to my teaching. They include the 23 named student outputs displayed in the Iteration 1 Week 1 deck (within DK-1.W01), the six Iteration 2 student teach-out presentations (SP-2 series), the 29 Iteration 3 Luma feedback responses with nine carrying text comments (LF-3 and its R-numbered sub-IDs), the Iteration 3 Luma participant roster of 411 registered and 129 live attendees (LR-3), the UW KidsTeam co-design research with children and teens (KT-DECK, KT-IDEAS, KT-COMIC, KT-NOTES, KT-THEMES, KT-YAB), the STEAM Festival mural and accompanying photograph (ST-MURAL, ST-PHOTO), and the Aspen Public Radio article that quoted me and my Iteration 1 student Ashley Stafford one week after Iteration 1 ended (AP-2024-05-16).

B.4.5 External artifacts and program documents

External artifacts situate my work within institutional, funding, and program contexts. They include the AI-IRT Seed Grant proposal whose principal investigators are two of my committee members (AI-PROPOSAL), and the ENED Preliminary Exam Part 2 document that records my commitment to offering a continuous generative-AI course at CU Boulder (PR-PART2).

B.4.6 Categorization summary

The data set is contemporaneous, instructor-present, and substantial. Iteration-specific text data is approximately 105,000 words across the four iterations; cross-iteration material adds approximately 35,000 words of first-person and public-facing writing, plus the ten unprocessed video recordings and the K-12 and grant documents. Total contemporaneous and instructor-present text data exceeds 140,000 words. This is well above the empirical saturation threshold for analytic autoethnography.

I acknowledge two asymmetries. First, my contemporaneous reflective journaling is concentrated in Iteration 1. Iterations 2, 3, and 4 draw on the cross-iteration reflective channels (KN-EP series, KP-EP series, WB-2026-03-03) as the supplementary reflective base, within an acknowledged retrospective-public frame. Second, ten guest-lecture video recordings in CV-1 and CV-2 are part of the corpus by reference but are not used as text-level evidence in the analysis. I name both asymmetries explicitly rather than claiming a more uniform evidentiary surface than the data supports. Section B.5 describes the analytic process I apply to this corpus.

Index