- Mar 2023
In the fall of 2015, she assigned students to write chapter introductions and translate some texts into modern English.
continuing from https://hypothes.is/a/ddn4qs8mEe2gkq_1T7i3_Q
Students could be tasked with finding new material or working off of a pre-existing list.
They could individually be responsible for indexing each individual sub-text within a corpus by: - providing a full bibliography; - identifying free areas of access for various versions (websites, Archive.org, Gutenberg, other OER corpora, etc.); Which is best, why? If not already digitized, then find a copy and create a digital version for inclusion into an appropriate repository. - summarizing the source in general and providing links to how it fits into the broader potential corpus for the class. - tagging it with relevant taxonomies to make it more easily searchable/selectable within its area of study - editing a definitive version of the text or providing better (digital/sharable) versions for archiving into OER repositories, Project Gutenberg, Archive.org, https://standardebooks.org/, etc. - identifying interesting/appropriate tangential texts which either support/refute their current text - annotating their specific text and providing links and cross references to other related texts either within their classes' choices or exterior to them for potential future uses by both students and teachers.
Some of this is already with DeRosa's framework, but emphasis could be on building additional runway and framing for helping professors and students to do this sort of work in the future. How might we create repositories that allow one a smörgåsbord of indexed data to relatively easily/quickly allow a classroom to pick and choose texts to make up their textbook in a first meeting and be able to modify it as they go? Or perhaps a teacher could create an outline of topics to cover along with a handful of required ones and then allow students to pick and choose from options in between along the way. This might also help students have options within a course to make the class more interesting and relevant to their own interests, lives, and futures.
Don't allow students to just "build their own major", but allow them to build their own textbooks and syllabi with some appropriate and reasonable scaffolding.
- relevance tagging
- OER zettelkasten
- building blocks
- OER rubric
- build your own major
- annotated syllabus
- build your own textbooks
- knowledge scaffolding
- personal interests
- Nov 2022
What sorts of prompts or questions could teachers and learners use on a regular basis, similar to Brian Eno and Peter Schmidt's Oblique Strategies, to improve their learning environments, creativity, and learning outcomes?
Powerful, non-judgmental questions
- If you had to guess, what would have to be true for you to...?
- If you did know...
- (on tangent) ...and how does that relate to you?
- What's not allowing you to...?
- What prevents you from asking…?
- Do you want to go into this?
- What's your criteria for saying yes?
- What would have you say yes?
- What are the things we're lacking?
- What's the scary question that you're not asking?
- What are the qualities you want for [being, action, process, etc.]?
- How would you behave if you were the best in the world at what you do?
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>
I'm starting a list of powerful, non-judgmental questions for coaching or just relationships in general. Here's the starting batch https://t.co/ktsYVxkQna pic.twitter.com/Dq1zQnWqAS— Tiago Forte (@fortelabs) January 15, 2019
These questions and similar ones (work this out) could be interesting prompts to be included on a syllabus or as starts for an annotated syllabus. (eg: What do you want to get out of this class? What do you already know about these areas? How can we expand on what you know? What would you like to explore?, etc.)
- Aug 2022
- Jun 2022
The course Marginalia in Books from Christopher Ohge is just crying out to have an annotated syllabus.
Wish I could follow along directly, but there's some excellent reference material hiding in the brief outline of the course.
Perhaps a list of interesting people here too for speaking at https://iannotate.org/ 2022 hiding in here? A session on the history of annotation and marginalia could be cool there.
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Jeremy Cherfas</span> (email) (<time class='dt-published'>06/16/2022 07:18:14</time>)</cite></small>
- annotated syllabus
- W. B. Yeates
- Mary Astell
- John Keates
- courses on annotation
- annotation history
- material culture
- Christopher Ohge
- Frank Fay
- Herman Melville
- book history
- Jan 2022
You could imagine employers shipping corporate laptops with pre-installed notes to make it easier to transfer (previously tacit) knowledge and thus improve the onboarding process for new hires.
Using Hypothes.is as an annotation layer for internal company notes in a private space could be an interesting way for easing on-boarding.
In some sense, this is a little bit of what the annotated syllabus is doing for students at the beginning of a course (in addition to helping to onboard them to the idea of social annotation at the same time.)
- Mar 2021
This was an interesting session. Somehow I missed a few of these projects in the discussion (or they were added after the fact?)
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Remi Kalir</span> in Annotate Your Syllabus 3.0 (<time class='dt-published'>03/13/2021 14:18:33</time>)</cite></small>
Because annotating a syllabus conveys a message–from day one–that course documents are not static artifacts, that something authored by an instructor is not unwelcoming of feedback, and that student voice is both appreciated and necessary for a shared endeavor.
This helps to turn the class into a community.
It also establishes the class as an ongoing conversation of learning with all the participants.
It sets up the teacher not simply as the unquestionable "sage-on-the-stage" but as a guide through the material.
If we didn't question our teachers, their ideas, their writings, and learn new things, we could have stopped at Aristotle and everyone would still think the Earth was the center of the universe and that feathers fall as fast as bowling balls.
Annotate Your Syllabus 3.0
Potential sub-title: "The syllabus is a living conversation"