27 Matching Annotations
  1. Dec 2022
    1. Body Paratext

      Embed quizzes, prompts, and asynchronous discussions in the middle of a video.

    2. Closing Paratext

      Ask students to prepare a very short, two to three sentence reflection or to make a one-minute video explaining what they learned.

    3. Introductory ParatextLet’s consider what might ease students into video-based learning. Imagine the students with the least and the most experience using educational videos. Keep in mind that students don’t have common expectations around how to use those videos. What kind of introductory text, video or activity might lead everyone into the assigned video without overwhelming them?

      The author provides several terms to describe how an instructor might prepare a student to view a video. * Technical paratext: Instructors might include title, length, linked source, and a summary of other activities. * Video hooks: An anticipatory set--an advance organizer or hook that helps to get student attention, activate prior knowledge, and prepare them. * Video framing: Similar to video hook; advise students to watch for certain themes. * Clear expectations: Make sure that you set expectations for what students are expected to do during the viewing.

    4. As I prepared to teach my first educational videography course earlier this year, I found that we lacked a common vocabulary for talking about how we design learning with video in mind. Since then, I’ve been advancing the term “video paratext” to reflect the myriad ways that we design educational guidance, prompts, activities or interactive elements to surround or be included within a video.I pulled the word “paratext” from the field of poetry translation because, personally, I love the “paratext” that precedes or follows a poem—or even interrupts it. At poetry readings in particular, I lean into the words that a poet shares before or after reading each poem. Paratext helps me connect with and make sense of the poem.

      Video paratext as a term to categorize the many ways that we design activities related to educational video. As the author notes, paratext precedes, follows, and often interrupts a poem. The same could be true of video.

  2. Jun 2022
    1. meine these war dass das internet ein besonderes grundrecht ist weil es durch seine 00:23:42 vernetzende struktur andere grundrechte erst ermöglicht wenn ich internetzugang haben habe ich zugleich zugang zu medizinischen wissen das heißt ich habe medizinische vorsorge damit zumindest keine direkte heilung jetzt aber 00:23:56 vielleicht gibt es anregungen dazu ich habe zugang zu bildung das heißt das bildungsrecht recht auf bildung wissen habe ich damit auch abgedeckt das zeigt schon dass das internet mich auf derselben ebene ist wie andere 00:24:08 grundbedürfnisse ist sondern irgendwie ihn über gelder übergeordneten seine art meta grundbedürfnis

      Reicht die Verfügbarkeit des Internet für das Bildungsrecht? Ich bezweifle das mindestens im Bezug auf die aktuelle kommerzielle Geschlossenheit des Internets in großen Teilen. Es braucht Mündigkeit im Digitalen - es braucht digital literacies.

  3. Apr 2022
    1. r gibt es einen übergang virtuelle realität ist eine sehr anspruchsvolle kognitiv voraussetzung

      Und da virtuelle Realität so anspruchsvoll ist, gilt es, den Umgang mit ihr zu erlernen, damit die Wahrscheinlichkeit dafür, Fiktion für virtuelle Realität zu halten sinkt. Das ist also auch eine Frage der literacy

  4. Mar 2022
    1. gemeinschaftlichkeit

      Howard Rheingold spricht bei digital literacies in Unterscheidung zu skills von der Abhängigkeit des Individuums von den anderen, von der Gruppe. Im Gegensatz zum Radfahren oder Schwimmen, helfen einem digitale Kompetenzen auf atomisiert individueller Ebene nicht weiter. Während das Radfahren ein Individuum durchaus schneller gemessen an seinem eigenen Zufußgehen fortbewegen lässt, hilft das Verlinken usw. vllt der individuellen Ordnung von Inhalten, jedoch stößt sich allein die Sinnhaftigkeit dieses Ordnens bereits an der Unmöglichkeit des atomisierten Individuums, Bedeutung und Sinn zu erzeugen. (Rheingolds Argument geht anders, ich erinnere es nicht mehr - sicherlich ist in seinen erklärenden Videos (runterscrollen) etwas zu finden)

  5. Oct 2021
    1. But something I’m craving is is more precise language around saying what we mean, when we talk about technological or digital literacies. There are tons of really great frameworks for digital literacies out there, but they’re primarily used to talk about children are used a lot in K 12 contexts. I know there’s lots of conversations about digital literacies, and adult literacies, as well. But I think especially in this moment, we could continue to get really precise about what we’re talking about when we’re talking about our strengths, with using certain technologies or limitations with others.
  6. Jun 2021
  7. Aug 2019
    1. The ‘Why’ of MultiliteraciesFirst, why literacy? Or even more fundamentally, why education (in which literacy is a ‘basic’)? On this front, not much has changed in ten years. The two sides of the political spectrum, characterised loosely as ‘left’ and ‘right’, remain poles apart in what they see as the appropriate role of literacy learning in society, and indeed, education in general.

      Well, I think there is a lot has changed since this article (2009) and the question is not "Why?" anymore. The real hard question is "How"? How are we going to keep up with the speed of changing technology and new digital literacies? How can we make sure that every child gets the opportunity to spend ample time on the computer, creating, building, constructing and not only consuming? How can we scaffold teachers so they are skilled and capable of using new digital literacies?

  8. Jan 2018
    1. Como hipótesis provisional sostengo que la dependencia de formas de racionalidad y análisis logocéntrico de larga data sigue siendo fundamental para la producción académica crítica (¡incluyendo este libro!) y que, a pesar de su notable productividad, tiene consecuencias para ir más allá de las ontologías dualistas. Para desarrollar esta hipótesis, aunque de forma rudimentaria, comienzo recordando el argumento de Varela y sus colegas sobre los límites de la racionalidad abstracta y su insistencia en unir la reflexión y la experiencia. Esto es precisamente lo que trató de hacer la fenomenología; sin embargo —argumentan Varela, Thomson y Rosch— no pudo contestar, completamente, las preguntas radicales que planteaba. ¿Por qué? Su respuesta es relativamente simple pero las consecuencias son de largo alcance. La fenomenología se estancó, precisamente, porque su análisis de la experiencia sigue estando “dentro de la corriente principal de la filosofía Occidental [...] hizo hincapié en el contexto pragmático y encarnado de la experiencia humana, pero de una manera puramente teórica” (Varela et al. 1991: 19). ¿Puede esta afirmación17ser aplicable a la teoría social en su conjunto, tal vez incluso a aquellas tendencias que problematizan sus dualismos estructurantes?

      [...] [...] Lo que esta formulación quiere transmitir es que la reflexión no es sólo sobre la experiencia; la reflexión es una forma de la experiencia [...] Cuando la reflexión se hace de esa manera puede cortar la cadena de patrones y percepciones habituales de pensamiento para que pueda ser una reflexión abierta a posibilidades distintas de las contenidas en la representación actual que tenemos del espacio de la vida

      Quizás se requieren materialidades nuevas para romper estas lógicas que hacen academia crítica desde los logos, métricas y formas de la academia clásica. En ese sentido la experiencia, que está en el centro de lo hacker, artítistico y activista es clave, pues enactua en discursos no siempre logocéntricos. Es decir, esas reflexiones (usualmente escritas) que son también una experiencia, atravesadas por otras materialidades que dan cuenta de ellas pueden ayudar a deconstruir su expresión logocéntrica.

  9. Nov 2017
    1. whether or not they fact-check the things they share or re-share on Facebook
    2. attention paid to the ways in which our students consume and digest information
    3. But if they are learning how to build on the Web they probably need to know something about becoming findable (or unfindable) on the Web. And by extension they need to understand how the power behind that findability is impacting the course of human history. 12 months ago if I had said that, some people would have rolled their eyes at me, but I think it’s safe to say that in the last 9 months we’ve all realized just how powerful algorithms are in shaping the outcomes of our culture.

      This is a pretty useful example of a paragraph with subtext, don’t you think? Could easily imagine future readers and annotators coming to this passage and scratching their heads for a minute while looking at the date. What happened nine months before June 2017? Living outside the US, it took me a few seconds to guess it (and my guess may be wrong). Of course, Martha was “playing for the audience” (though DoOO is having an impact outside the US). There’s indeed a shared understanding that events in the political arena may be relevant in our work on digital literacies.

    4. In this particular case, Google worked as a kind of amplifier of distortion.
  10. Jul 2017
  11. Mar 2017
  12. Sep 2016
    1. As many universities are being queried by the federal government on how they spend their endowment money, and enrollment decreases among all institutions nationally, traditional campuses will need to look at these partnerships as a sign of where education is likely going in the future, and what the federal government may be willing to finance with its student loan programs going ahead.

      To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

    2. As many universities are being queried by the federal government on how they spend their endowment money, and enrollment decreases among all institutions nationally, traditional campuses will need to look at these partnerships as a sign of where education is likely going in the future, and what the federal government may be willing to finance with its student loan programs going ahead.

      To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

  13. Jul 2016
    1. qualitatively extend the notions of 'reading, writing, sharing, publishing, etc. of ideas' literacy to include the 'computer reading, writing, sharing, publishing of ideas
    2. He believed this would foster a new literacy, a literacy that would bring about a revolution akin to the changes brought about by the printing press in the 16th and 17th centuries.
    1. Our research indicates that individuals exercise a great deal of critical evaluation of sources in non-academic contexts (as in the case of looking for good restaurants, or shopping for new cars, for instance). It may be of value to explore these personal evaluation practices with students, encouraging them to apply them in academic contexts.

      +1 Insightful

  14. May 2015
    1. as researchers and policy makers look to build more sustainable futures, they would be wise to design creative ways to support parents even as they pour more resources into supporting students. We instinctively understand that our public institutions (i.e., schools), policy initiatives, and the spread of media technologies must be a valuable resource for students. But, how can these institutions, policies and technologies become an asset for parents?
  15. Mar 2015
    1. reading might be described as the continual redisposition of levels of address in this manner

      Another useful (and cool) definition

    2. massive flexibility in levels of address

      The ability to fluently read/react with a text at a given level of address be treated as a literacy.