58 Matching Annotations
  1. Feb 2024
    1. One of my inquiries was for anecdotes regarding mistakes made between the twins by their near relatives. The replies are numerous, but not very varied in character. When the twins are children, they are usually distinguished by ribbons tied round the wrist or neck; nevertheless the one is sometimes fed, physicked, and whipped by mistake for the other, and the description of these little domestic catastrophes was usually given by the mother, in a phraseology that is some- [p. 158] what touching by reason of its seriousness.

    2. "There is a large literature relating to twins in their purely surgical and physiological aspect. The reader interested in this should consult Die Lehre von den Zwillingen, von L. Kleinwächter, Prag. 1871. It is full of references, but it is also unhappily disfigured by a number of numerical misprints, especially in page 26. I have not found any book that treats of twins from my present point of view."

  2. Jan 2024
    1. Der Bericht des Copernikus Climate Change Service über 2023 ist lact Direktor Carlo Buontempo "ein dramatisches Zeugnis dafür, wie weit weil wir uns von dem Klima entfernt haben, in dem sich die menschliche Zivilisation entwickelt hat". Viele Kimaforschende waren davon überrascht, wie deutlich die Temperaturrekorde des Jahres 2023 über denen der vorangegangenen Jahre lagen.Auch Zahl und Ausmaß von Extremwetterereignissen übertrafen die Erwartungen. https://www.theguardian.com/environment/2024/jan/09/2023-record-world-hottest-climate-fossil-fuel

      Mehr zu den Copernicus-Daten für 2023: https://hypothes.is/search?q=tag%3A%22Global%20Climate%20Highlights%202023%22

    1. Das Europäische Klima-Bebachtungsprogramm Copernicus hat die wichtigsten Daten zum Jahr 2023 zusammengefasst. Im heissesten Jahr seit Beginn der Aufzeichnungen war es im Durchschnitt 1,48° wärmer als in der vorindustriellen Zeit. Jeder einzelne Tag war mindestens 1° wärmer. Eine Vielzahl von Extremwetterereignissen sind auf die Rekordtemperaturen zurückzuführen. https://www.derstandard.at/story/3000000202321/2023-war-es-waermer-als-in-den-vergangenen-100000-jahren

  3. Sep 2023
    1. They pause over the sentences that interest them rather than the ones that puzzle them.

      And of course, somehow Tiago Forte encourages people to highlight and pay attention to those that interest them.

  4. Feb 2023
    1. Highlights

      = Highlights - Patents granted for unoriginal inventions if prior art outside of the patent literature missed. - Misses most of free and open source software and hardware - number in millions. - = Open Source Hardware Association - created a certification database - centralized prior art. - Novel tool has a semi-automated way of certification from = MediaWiki - websites. - = OSHWA - certification completed on average in 62.5% less than direct form filling.

  5. Jan 2023
    1. An excellent way tomake the important points stand out is to read the entire set of notes verycarefully, underlining the more vital points in red ink. Such a method willmake them stand out from the rest and give the eye a scale of values moreeasily remembered.

      The suggestion of visual highlighting making ideas stand out, but without the idea of their location within the notes being a helpful part of the mnemonic technique.

    1. Highlights•Rich countries rely on a large net appropriation of resources from the global South.•Drain from the South is worth over $10 trillion per year, in Northern prices.•The South’s losses outstrip their aid receipts by a factor of 30.•Unequal exchange is a major driver of underdevelopment and global inequality.•The impact of excess resource consumption in the North is offshored to the South.

      !- Paper : Highlights - Rich countries rely on a large net appropriation of resources from the global South. - Drain from the South is worth over $10 trillion per year, in Northern prices. ($ 242 Trillion over the period 1990 - 2015) - The South’s losses outstrip their aid receipts by a factor of 30. - Unequal exchange is a major driver of underdevelopment and global inequality. - The impact of excess resource consumption in the North is offshored to the South.

  6. Nov 2022
  7. Aug 2022
    1. Underlining won’t help you remember; marks are there to aid understanding in a later phase of reading.

      One shouldn't use highlighting in books/texts as a means of remembering things. They are the lowest form of fleeting note and should be used as an indicator or finding device for portions of text one wants to excerpt or reframe more fully for their note collection.

    1. The technique is simple: you highlight the main points of a note,and then highlight the main points of those highlights, and so on,distilling the essence of a note in several “layers.”
    1. I like to highlight verbatim and add manual notes while I read. Later, when reviewing the literature note to create permanent notes, I rewrite and summarize them in my own words. Ahrens (2017) says to keep literature notes concise by being selective and using your own words while consuming the content.
      • highlights seems to save a copy
      • should I save the copy into my notebook or just save its metadata?
      • permanent notes are the note I rewrite from my comprehension, this is the core of ZK

      • another question is we always forget the context of the highlights...

  8. Jul 2022
    1. For those curious about the idea of what students might do with the notes and annotations they're making in the margins of their texts using Hypothes.is, I would submit that Dan Allosso's OER handbook How to Make Notes and Write (Minnesota State Pressbooks, 2022) may be a very useful place to turn. https://minnstate.pressbooks.pub/write/

      It provides some concrete advice on the topic of once you've highlighted and annotated various texts for a course, how might you then turn your new understanding, ideas, and extant thinking work into a blogpost, essay, term paper or thesis.

      For a similar, but alternative take, the book How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking by Sönke Ahrens (Create Space, 2017) may also be helpful as well. This text however requires purchase via Amazon and doesn't carry the Creative Commons Attribution NonCommercial ShareAlike (by-nc-sa 4.0) license that Dr. Allosso's does.

      In addition to the online copy of the book, there's an annotatable .pdf copy available here: http://docdrop.org/pdf/How-to-Make-Notes-and-Write---Allosso-Dan-jzdq8.pdf/ though one can download .epub and .pdf copies directly from the Pressbooks site.

  9. May 2022
    1. One of the things I do a lot on Twitter, for example, is retweet stories that I find interesting in order to come back to them later.

      retweeting as a bookmarking behavior

  10. Feb 2022
    1. Amy Rae Fox@thoughtafoxYES I underline and highlight when I read and YES I know xyz studies demonstrate highlighting is not an 'effective learning technique' ... but not all learning is about remembering #toolsforthought9:41 PM · Feb 1, 2022·Twitter Web App

      YES I underline and highlight when I read and YES I know xyz studies demonstrate highlighting is not an 'effective learning technique' ... but not all learning is about remembering #toolsforthought

      — Amy Rae Fox (@thoughtafox) February 2, 2022
      <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

      An interesting perspective. Worth comparing the ideas of learning and remembering and what relationship they have to each other.

    1. If you now think: “That’s ridiculous. Who would want to read andpretend to learn just for the illusion of learning and understanding?”please look up the statistics: The majority of students chooses everyday not to test themselves in any way. Instead, they apply the verymethod research has shown again (Karpicke, Butler, and Roediger2009) and again (Brown 2014, ch. 1) to be almost completelyuseless: rereading and underlining sentences for later rereading.And most of them choose that method, even if they are taught thatthey don’t work.

      Even when taught that some methods of learning don't work, students will still actively use and focus on them.

      Are those using social annotation purposely helping students to steer clear of these methods? is there evidence that the social part of some of these related annotation or conversational practices with both the text and one's colleagues helpful? Do they need to be taken out of the text and done in a more explicit manner in a lecture/discussion section or in a book club like setting similar to that of Dan Allossso's or even within a shared space like the Obsidian book club to have more value?

    2. We face here the same choice between methods that make us feellike we learned something and methods that truly do make us learnsomething.

      What methods of studying actually make us learn something versus make us feel as if we've learned something?

      Active reading, progressive summarization may be on this list while highlighting and underlining might not. Or perhaps there's a spectrum of poor to good, and if this is the case, what does it look like? Is it the same for everyone or are factors like neurodivergence part of the equation which might change this spectrum of learning methods and techniques?

    3. Taking smart notes is the deliberate practice ofthese skills. Mere reading, underlining sentences and hoping toremember the content is not.

      Some of the lighter and more passive (and common) forms of reading, highlighting, underlining sentences and hoping to understand or even remember the content and contexts is far less valuable than active reading, progressive summarization, comparing and contrasting, and extracting smart or permanent notes from one's texts.

    4. no underlinedsentence will ever present itself when you need it in the developmentof an argument.
    5. Make literature notes.

      Related to literature notes, but a small level down are the sorts of basic highlights that one makes in their books/reading. For pedagogy's sake they're a sort of fleeting note that might be better rewritten in a progressive summarization form. Too often they're not, but sit there on the page in a limbo between the lowest form of fleeting note and a literature note.

      Hierarchy of annotations and notes: - fleeting notes - highlights - marginalia marks: ?, !, ⁕, †, ‡, ⁂, ⊙, doodles, phatic marks, tags, categories, topic headings, etc., - very brief annotations - literature notes (progressive summaries) - permanent notes

  11. Jan 2022
    1. Underlining (or highlighting): of major points, of important or forceful statements. • Vertical lines at the margin: to emphasize a statement already underlined. • Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. (You may want to fold the bottom comer of each page on which you use such marks. It won't hurt the sturdy paper on which most modern books are printed, and you will be able take the book off the shelf at any time and, by opening it at the folded-corner page, refresh your recollection of the book.)

      These three are all essentially the same thing, just providing differing levels of overall value to Adler somehow. Is there really so much value in highlighting one's highlights?

      Perhaps better would be to rewrite the sections one is highlighting in their own words to provide a stronger signal that one truly understands the concepts one has read.

  12. Feb 2021
    1. Two aspects of the design process were not stressed by the students in their answers to my questions: (1) knowledge of the subject-matter domain under consideration, and (2) knowledge of the context in which the to-be-learned information will be used by the learners.

      I feel that these two aspects of the design process are important to the field of education. Knowledge of subject-matter is the purpose of education. However, so many people believe "why learn this information if we will never use it in the future". I try to explain to my students all the time that they will use the information that I teach them in the future and I often provide many examples that they are able to connect with.

    2. What happens when the designer asks, what will students know or be able to do when they finish this activity that they couldn’t do before?

      I think this is a great way to ensure that learning and growth is still taking place. Asking this question early on could also guide design to help make sure that it is not only creative but effective.

    3. The more we learn about them before we design the instruction, the more we can match their interests and concerns in the instruction. If the learners are anonymous, then we lose this tailoring of instruction to their interests.

      In education, this is done often. As teachers, we often look at our students and determine what interest them or what would engage them in order to make their learning as fun and creative as possible. Currently, my students are all about "Among Us". Due to this, we have created games to review material, classroom management/reward systems, and discovery learning that matches the game. Although this is a simple step, it helps make the learning more relatable and therefore, effective.

    4. Many students rebelled at the small steps and the forced writing of obvious answers to questions. They didn’ t find the feedback very reinforcing.

      This set up, although it seems to include differentiation for students to grow at their own pace, seemed too scripted with little interaction. I can see why this approach did not last for very long as students were likely bored and did not find the learning engaging or rigorous. Students need communication with peers to discuss their findings while learning and having no open-ended or thought provoking questions likely also led to disinterest.

    5. extensive use of learner analysis, various instructional strategies, and extensive formative evaluation.

      Extensive is the key word here. I don't think you can skin the survace in these areas and come up with interesting instruction.

    6. The first was learner analysis

      I can definitely see why learner analysis was named as a critical area for designing creative instruction. As an educator, it is extremely important for me to know and understand my students (likes / dislikes, interests, areas in which they excel / have difficulty) before creating any lesson plans. It is absolutely necessary to have a good understanding of your students in order to provide effective instruction. Once you have a good instructional plan in place, I believe you can then add those extra elements that will make it creative.

    7. What is required is a balanced perspective, and a balanced set of criteria by which we evaluate our efforts.

      Yes, a balance is necessary. In my mobile learning class, we discussed how can we use mobile devices to increase engagement, yet keep them focused on how to leverage technology well for academic purposes.

      I agree with the Constructivists in allowing individual flexibility, but there also has to be structure, discipline, and an overall plan or process to evaluate learning and ensure that learners are achieving the desired outcomes.

    8. Enter their world rather that making them enter your own.

      This is really poignant. Even though it's been reiterated several times, it's important to exercise caution when superimposing your experiences and interests on your learners. While appropriate in some instances, sometimes it can translate to instructors vicariously experiencing education in a way that aligns with the instructor's values, beliefs, motivations, etc. without taking into consideration the student's unique skills/abilities or potential.

    9. the inclusion of instructors and learners on the design team.

      I think this is a great idea! Having teachers and instructional designers work collaboratively to address learning needs is something that I think could eliminate a disconnect that often occurs in education. Teachers know their students well and can communicate their needs to the designers, and designers can offer insight on instructional practices/strategies that would improve learning in the classroom.

      Even though I'm not an educator, I can see the value of having instructional coaches, instructional designers, and teachers work together to achieve the same, collective outcome: to empower students and make learning impactful.

    10. the predominant use of the data is not to make the instruction more interesting per se, but to make it more effective.

      I could see how this is important from a business perspective because businesses are continually analyzing data to see how they can improve their product, expand their market, and increase their overall gains. Sometimes the learner's feedback of the content gets overlooked in favor of the quantitative data. I'm not sure if this is what the author is attempting to say, but this is how I interpreted it.

    11. Most Constructivists stress strategies for encouraging the transfer of skills from the learning context to the performance context.

      This is also a key priority for adult learners. Their primary focus is how can I practically use this information in my workplace, my context, etc.? How is this knowledge relevant to me and my role/responsibilities?

    12. Formative evaluation

      Formative evaluation is so important to include, and not just as a means to assess the designer's level of creativity or how the learner perceived the content. It can also be used to evaluate the learner's progress and degree of comprehension of the material.

      Furthermore cyclical revisions improve the content for the next cohort of learners, and there's a constant feedback loop that can improver the overall learning experience. It's important not to neglect or overlook the impact that formative evaluations can have.

      When I was in school, I often felt like formative evaluation was not a key priority. The summative evaluations had the most emphasis and consequently received the most attention because they impacted final course grades.

    13. instructional strategy

      Instructional Strategy

      • What is the mode of instruction?
      • How is content organized and presented to the learner?

      I also think it's important that the instructional strategy complements the instructional content and the goals/objectives that you want the learner to achieve.

      For example, for acquiring skill-based knowledge, it's helpful to integrate practice sessions where you can actually apply your newly learned skills. Whereas if the goal is to deliver content to a large population, a lecture-style might serve the purpose better.

      So, I think that it's important to ensure that the instructional strategy is tailored to the content as well as to the learner to ensure a successful outcome and a positive learning experience for the individual.

    1. In this sense, maintenance learning often supports design work and should be studied as an aspect of design; but it does not drive design forward in the same manner as innovative learning.

      I think this helps explain how the two pieces work together. Maintenance learning is used or modified from other ideas to fit new ones. It is the "dont reinvent the wheel" part of design. Meanwhile, innovation is pushing us forward and allowing for creativity for new ideas.

  13. Oct 2020
    1. Screenshots are disposable, but highlights are forever.

      Highlighting this sentence on the Highly blog (on Medium) ironically using Hypothes.is. I'm syndicating a copy over to my own website because I know that most social services are not long for this world. The only highlights that live forever are the ones you keep on your own website or another location that you own and control.

      RIP Highly. Viva IndieWeb!

    1. To have, but maybe not to read. Like Stephen Hawking’s “A Brief History of Time,” “Capital in the Twenty-First Century” seems to have been an “event” book that many buyers didn’t stick with; an analysis of Kindle highlights suggested that the typical reader got through only around 26 of its 700 pages. Still, Piketty was undaunted.

      Interesting use of digital highlights--determining how "read" a particular book is.

    1. I find it somewhat interesting to note that with 246 public annotations on this page using Hypothes.is, that from what I can tell as of 4/2/2019 only one of them is a simple highlight. All the rest are highlights with an annotation or response of some sort.

      It makes me curious to know what the percentage distribution these two types have on the platform. Is it the case that in classroom settings, which many of these annotations appear to have been made, that much of the use of the platform dictates more annotations (versus simple highlights) due to the performative nature of the process?

      Is it possible that there are a significant number of highlights which are simply hidden because the platform automatically defaults these to private? Is the friction of making highlights so high that people don't bother?

      I know that Amazon will indicate heavily highlighted passages in e-books as a feature to draw attention to the interest relating to those passages. Perhaps it would be useful/nice if Hypothes.is would do something similar, but make the author of the highlights anonymous? (From a privacy perspective, this may not work well on articles with a small number of annotators as the presumption could be that the "private" highlights would most likely be directly attributed to those who also made public annotations.

      Perhaps the better solution is to default highlights to public and provide friction-free UI to make them private?

      A heavily highlighted section by a broad community can be a valuable thing, but surfacing it can be a difficult thing to do.

    1. Create an IFTTT.com recipe to port your Hypothesis RSS feed into WordPress posts. Generally chose an “If RSS, then WordPress” setup and use the following data to build the recipe: Input feed: https://hypothes.is/stream.atom?user=username (change username to your user name) Optional title: {{EntryTitle}} Body: {{EntryContent}} from {{EntryUrl}} <br />{{EntryPublished}} Categories: Highlight (use whatever categories you prefer, but be aware they’ll apply to all your future posts from this feed) Tags: hypothes.is Post status (optional): I set mine to “Draft” so I have the option to keep it privately or to publish it publicly at a later date.

      Posting this solely to compare my Hypothes.is highlights and annotations on my website with Will's version.

      I'm still tinkering with mine and should have a Micropub based version using IFTTT and Webhooks done soon.

    2. I’m not looking for just a “hipster-web”, but a new and demonstrably better web.
  14. Aug 2020
    1. but there are no comments or tags

      Is this not a comment on a highlight? And did I not just add tags? Is this article out of date?

  15. Feb 2019
    1. Racialized Sexism/Sexualized Racism: A Multimethod Study of Intersectional Experiences of Discrimination for Asian American Women

      This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-119.

    1. The Kids Are Alright (Mostly): An Empirical Examination of Title IX Knowledge in Institutions of Higher Education

      This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-120.

    1. Reframing Marginalization and Youth Development: Introduction to the Special Issue

      This special issue has been featured in an Article Spotlight! For a summary of the special issue from the editor, please visit https://www.apa.org/pubs/highlights/spotlight/issue-122.

    1. Community-Based Mental Health Intervention Skills: Task Shifting in Low- and Middle-Income Settings

      This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-127.

    1. Do Outcomes of Clinical Trials Resemble Those “Real World” Patients? A Reanalysis of the STAR*D Antidepressant Data Set

      This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-125