43 Matching Annotations
  1. Last 7 days
    1. Close and hyperreading operate synergistically when hyperreading is used to identify passages or to home in on a few texts of interest, whereupon close reading takes over.

      the method in my own research - there are far too many youtube comments for anyone to possibly analyse manually, so machine reading will be used to choose the most popular comments and analyse those as examples of common practices in the community

    2. Obviously, few scholars in the humanities have the time—or the expertise—to backtrack through cited studies and evaluate them for correctness and replicability.

      if scholars don't, then how are the general public expected to practice this for news items, or amateurish information sources?

    3. very short forms such as tweets that encourage distracted forms of reading

      but now threads of tweets are a regular practice - in which the author instead is required to write a concise series of paragraphs (or even a concise single tweet), which spark further conversations. admittedly they can be difficult to follow, since an infinite amount of threads can come from a single tweet.

    4. “harrison Bergeron,”

      a story I read in secondary school, but do not remember close reading. I believe it was merely an example of a short story, rather than an exercise in considering implications of political landscapes and dangers of totalitarianism.

    5. The research shows that Web pages are typically read in an F pattern

      which likely determines ad placement

    6. the text is an alibi for ideological formations that are subtextual.

      this can be applied to online discourse now that there are significant bodies of textual introspective thought and cultural critique in public online spaces.

    7. While literary studies continues to teach close reading to students, it does less well in exploiting the trend toward the digital.

      and continues to do so, as I've experienced up to college level, and my younger siblings experience as they near the end of primary school. one could argue they're not yet at the age where this is a priority - but encouraging them to read novels at their level is near impossible when they have access to the internet near constantly. I did not consider myself an active reader at that age, having read only a handful of novels by the time I entered secondary school, and only a few more by the time I entered college, but I'm always shocked when I see how reluctant they are to read for fun.

    8. The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future,

      I wonder how prolific these opinions still are today in teaching professionals who discount online, self-directed learning habits of children as a form of learning, rather than embracing the habits as aids to institutional learning.

    9. No Child Left Behind

      questionably successful to begin with?

    10. people read less print, and they read print less well.

      is this consistent across cultures? are there potential influences from school funding on performance? is this still true today, now that online novels, newspapers and academic journals are more commonplace?

  2. Apr 2019
  3. Mar 2019
    1. Using Web 2.0 to teach Web 2.0: A case study in aligningteaching, learning and assessment with professionalpractice

      Research article. Discussed the use of web 2.0 including blogs, wikis, and social media as a method of information sharing that is impacting education through teaching and learning management. The work suggests that learning outcomes, activities, and assessment have to be in alignment to create effective learning experiences and uses a case study within an information management program in which students use various web 2.0 tools and document their use .

    1. This online journal article is a reflective piece about mobile learning for teachers. It appears to be connected to the work of Argyris and Schon (reflection in action) and it appears that they argue that adoption of mobile learning for teachers is not occurring at a fast pace. While disappointing, the article appears useful. rating 5/5

  4. Feb 2019
  5. Jan 2019
    1. Reflective design, like reflection-in-action, advocates practicing research and design concomitantly, and not only as separate disciplines. We also subscribe to a view of reflection as a fully engaged interaction and not a detached assessment. Finally, we draw from the observation that reflection is often triggered by an element of surprise, where someone moves from knowing-in-action, operating within the status quo, to reflection-in-action, puzzling out what to do next or why the status quo has been disrupted

      Influences from reflection-in-action for reflective design values/methods.

    2. In this effort, reflection-in-action provides a ground for uniting theory and practice; whereas theory presents a view of the world in general principles and abstract problem spaces, practice involves both building within these generalities and breaking them down.

      A more improvisational, intuitive and visceral process of rethinking/challenging the initial design frame.

      Popular with HCI and CSCW designers

  6. Oct 2018
    1. Dasein is inclined to fall back upon its world (the world in which it is) and to interpret itself in terms of that world by its reflected light

      Heidegger: "reflected light" of the world ||

  7. Sep 2018
  8. Aug 2018
    1. Blog tools are designed as publishing tools; they do not support iterative thinking the way paper notebooks do.

      This statement seems to be fixed in traditional, old-school blogging (one idea = one post) and doesn't consider other forms that adapt/extend other ways to represent temporality/change/iteration.

      As one example, live-blogging techniques which incorporate rapid updating of new information through chronological mini-posts, manual time-stamping of new material, etc. Also. plug-ins that allow annotation, image uploads, Google Docs with version control, etc.

      Also, WP post/page formatting options with HTML, typography, etc., can augment re-ordering of information to designate change.

    2. This is related to the fact that biology researchers are in a creative process and reflect on their decisions in order to explore new leads or justify their decisions. Paper laboratory notebooks show this temporality ofthoughts.

      The iterative self-reflection process described in biology research seems relatively undeveloped in DHN work. I don't know that I've seen much negotiation/reflection/critical analysis take place between the moment the data is collected by volunteers and the maps/viz/data/after-action reports created after the fact by the Core Team.

      Perhaps that's a missing element that should be more deeply explored in thinking about data having both a time attribute and being in a state of change? Is there a needed intermediate validation step between data cleaning and creating a data analysis product.

  9. Sep 2017
    1. Computers that are “awake”

      Saying that computers are "awake," creates a relationship between deception and consciousness. When computers are turned on, one may personify them to be "awake," but they are not actually conscious; they are deceptively "waking up." This mirrors how the author sees human beings and technology, as one in the same.

  10. May 2017
    1. Summary: I really appreciate this post because of many reasons. The title for one is great and offers a twist to many of the other Fake News spotting articles I have seen, it is more empowering, and I want to empower my students when I teach them about Fake News. The summary for this is the same as the other two, educational about Fake News by a reliable source, so I will leave it to that. Assessment: I like how this article has ten questions with mini-questions underneath. It highlights important words in red and by having a red flag to symvolize Fake News, it can help the reader put the two together. This source is almost like a mix of the two other ones I have, it is a good mediator. Relfection: This source again is very useful for me. It gave me more ideas about how I would want tot each my students about Fake News by having the little red flags and tips at the bottom of the page. It goes into more detail on the surface of the article and I like that. It has shown me even more what to look out for when trying to spot Fake News. All three of my sources together can make me a powerhouse Fake News detector! Which is great because that is what I want my students to be too.

    2. Summary: This text was originally a picture provided by Facebook to help it's users spot Fake News. I really like it because it appeals to a wide-range of people. It helps young teenagers understand what Fake News can look like and gives adults a good, basic, overview of what Fake News can look like. I believe this past election season prompted Facebook to educate its users about Fake News since now, more than ever, people use Facebook to learn about the news, and consequentially, express their ideas. Assessment: This is most definitley a useful source. I appreciate how it shows me pictures with each tip it gives. It's language iss also very clear and understandable. Everything here is more black and white except for the last two tips which can be harder for people to figure out, but still just as important. This information is reliable, it came from Educators Technology.com and was put on Facebook, so it had to go through all their people as well. This source is a good templete for me to base off how I would teach Fake News to my students with Disabilities. Reflection: This source was the first one that really showed me the indicators of fake news. It is mostly about what one can see to identify Fake News, but it is super helpful. These obvious characteristics are what I can first teach my students with disabilities. The last two tips will be harder, but are necessary. Students need to know about Satire and how some people just write lies for a living, for the clicks.

    1. Summary: I really like this source because it provides amore in-depth analysis of Fake News Stories than my first article does. This source, just like the other ones I am showing for my annotated bibliography are all educational. (I think going over this again is not imperative.) Assessment: Everything I highlighted in yellow is something I believe might be more tricky to teach/talk to students with Disabilities about. This does not mean they are bad (they are actually great ideas to take in) I just have to think about how one can teach that information. What I highlighted in blue are tips the author said that I really appreciated and believe that a lot of people do not think about. I think people who are educated in a way about the fact that Fake News is out there would like this source. I see people who activley share Fake News everyday and there is no way this source would get them to see that all the news they know of is Fake. They would get really angry. That is why me educating my students about Fake News is so important! I think tis source seems less biased because in "Does teh story attach a generic enemy?" it includes the both the Liberal and Conservative side. Being liberal myself, I have been awre of mostly only Conservative Fake News that attacks liberals. Reflection: This source is a great addition for me because it gives me a more detailed lense through which to examine Fake News. It talks about points that rely on one's emotion as well as the actual writing. It gets to points that may are really important and go beyond the surface of a Fake News article.

  11. Mar 2017
    1. On my farm I see the hope of a rainy August. I see all kinds of forbs for my sheep to eat. Deep rooted docks and Queen Anne’s lace, plaintain weed and hop clover and red clover and white clover. Fescue and chicory. It is a meadow fit for a ruminant. Usually it is pith dry. Sometimes the fallen and broken branches get trampled further by our sheep and as they walk through they sound like marimbas being janked around by a hyperactive eight year old. Yes, this August is rare. I hope that #ccourses is a rainy August.

      This is a rainy April.

      I am taking the time to read closely.

    1. making them known to persons who are absent" (I underscore this value of ab-sence, which, if submitted to renewed question-ing, will risk introducing a certain break in the ho-mogeneity of the system)

      Connection from my very first micro-response, this notion of absence and distance is interesting with writing that is intended to reflect back at you, as with Athanasius' journals or the shaman walls of Rickert

    1. If reflection is not a regular part of your classroom culture, then implementing the flipped classroom will not be as effective

      How is it going to be helpful? What is its relevance?

  12. Jun 2016
    1. Next steps

      As this is the "REFLECTION" part, I suggest we could ask to "create a lesson on TED ED (ed.ted.com)".

      The lesson (public link) will be the evidence supporting the issuing of a badge.

      This is an idea we launched last year at TEDx Bologna 2015, when I spoke about Open Badges. The process is described here: https://blog.bestr.it/en/2015/10/30/become-tedxbologna-thinker

  13. Jan 2016
  14. Aug 2015
    1. Quantitative data and analysis

      Artefact visible on actual webpage.

    2. Even though I'm unlikely to write anything similar for my thesis, this new expertise should allow me to better introduce Rasch measurement to other researchers and practitioners, which I very much hope to do in the near future.

      6. Creating: What should I do next?

    3. My supervisor's comment about unpacking dense information such as in tables and diagrams is one that I take to heart also (they are not devices for 'saying' a lot without saying much at all!) His comment about mixing the two approaches taught me something new. Clearly, reading dozens of theoretical literatures is no substitute for actual experience. Overall, I see this as an experimental paper of sorts for me. While my supervisor commented some time later that this paper still remained within my comfort zone, I feel that it gave me an opportunity to stretch myself writing a technical paper, while extending existing knowledge further.

      5. Evaluating: How well did I do?

    4. I have since made more determined attempts (perhaps not always successful) to 'synthesise and evaluate'; this requires real depth of knowledge and true familiarity that only time can provide, I now realise.

      6. Creating: What should I do next?

    5. His suggestion that I relate Rasch to more commonly known statistical methods makes a lot of sense -- except that my knowledge of these methods is limited. Outside of the most common and basic methods taught in quant courses, my statistical knowledge is very testing-centred.I found my supervisor's comments easier to take on board, probably because his expectations (as a language tester) were different from my lecturer's (as a corpus linguist).

      5. Evaluating: How well did I do?

    6. Writing the paper was nonetheless very rewarding, both intellectually and practically. I have had to explain to colleagues previously why Rasch was preferred over Classical Test Theory, but was never able to do so satisfactorily.

      2. Understanding: What was important about it?

    7. The year after I handed in this assignment, I took Statistics for Language Testing, and my understanding of Rasch came in very useful then too. I have no doubt that I will have opportunities to apply Rasch in future research, if I continue working in this field.

      3. Applying: Where could I use this again?

    8. Reading my paper again now, with other assignments I have since written in mind, I see that I did well in making sure I had a title and clear section headings. I was also able to paraphrase complicated concepts (relatively) simply and clearly, even though my lecturer felt it was still too jargon-laden.

      4. Analysing: Do I see any patterns in what I did?

    9. This assignment was the first I handed in for my PhD coursework. When I was planning my assignment, I already knew that my research would be mostly, if not completely, qualitative, so this was not an assignment that could contribute towards my thesis. I therefore decided to work on a topic that was of more personal interest. As a student of language assessment, I had always felt that my understanding of Rasch measurement was lacking. I asked my lecturer if I could write about reliability and that seemed acceptable to him (then).It took quite a lot of time to write this paper, from looking for relevant books and articles to the actual writing. While I'm reasonably comfortable with quantitative methods, I have never received actual training in statistics, so the more mathematical materials, such as formulas, were intimidating. Different writers seemed to put things differently, so I often had to look for third or more sources of information to confirm my understanding. A lot of rereading was called for. I had to ensure that I did not get things wrong when paraphrasing. 

      1. Remembering: What did I do? Image Description

  15. Jul 2015
    1. Whether or not you take a constructivist view of education, feedback on performance is inevitably seen as a crucial component of the process. However, experience shows that students (and academic staff) often struggle with feedback, which all too often fails to translate into feed-forward actions leading to educational gains. Problems get worse as student cohort sizes increase. By building on the well-established principle of separating marks from feedback and by using a social network approach to amplify peer discussion of assessed tasks, this paper describes an efficient system for interactive student feedback. Although the majority of students remain passive recipients in this system, they are still exposed to deeper reflection on assessed tasks than in traditional one-to-one feedback processes.
  16. Feb 2015
    1. Hispanic culture

      Mention of culture!

    2. As art is a very applicable manner of expressing oneself, the work by Alejandro Diaz and ADAL that I explored was very personal, poignant, and had extreme societal-implications.

      Some notes.

  17. Jan 2014
    1. Socrates was concerned with reflective thought: the ability to think deeply about things, to question and examine every statement. He thought that reading was experiential, that it would not lead to reflection.