87 Matching Annotations
  1. Apr 2019
    1. stressful but fascinating

      It seems like these two words sum up this last week pretty well for a majority of the group. There has been a lot of information to take in, within a short amount of time. Although it has been a bit on the chaotic side here and there, most of the class can agree that the more we see, the more fascinating it becomes. I think everyone is looking forward to attaining more clarity for the program as a whole. The enthusiasm is contagious. It seems the whole process is new for everyone, and everyone is excited for the adventure.

    1. Despite the controversy Rumisa doesn't regret making the poster. "I'm kind of happy that my poster got a lot of attention," she says.

      Damn straight. Radiant doing.

  2. Mar 2019
    1. UDL guidelines. As I post this, I do not know whether this website will be included in our future course readings or not. This website practices what it preaches and provides the same content in multiple forms. The viewer can select/choose the manner in which items are displayed. This has essential information, such as the need to provide "multiple means" of engagement, representation, action, and expression when teaching. Rating 5/5

    1. This is one of many pages that lists verbs at various levels of Bloom's old taxonomy (verb lists for the new version are easy to find as well). This one has green bars across the page so may not be best for those who are trying to preserve ink though it is easy and attractive to use if referring to it on the screen. Rating 4/5

    1. Thisaccount refuses the representationalist fixation on “words” and “things”and the problematic of their relationality, advocating insteadacausalrelationship between specific exclusionary practices embodied as specific ma-terial configurations of the world(i.e., discursive practices/(con)figurationsrather than “words”)and specific material phenomena(i.e., relations ratherthan “things”). This causal relationship between the apparatuses of bodilyproduction and the phenomena produced is one of “agential intra-action.”The details follow

      Intro to "Agential Intra-Action"

  3. Feb 2019
    1. However, when asked if they would be willing to participate in action research teaming in the future, preservice teacher candidates were more positive (x̄=6.4)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=6.4)</mtext></math> than their veteran counterparts (x̄=5.8)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=5.8)</mtext></math>.

      Maybe it's that the preservice teachers are more overwhelmed with learning to teach and they aren't a full staff member in the cooperating district, so potential impact (perception) is decreased.

    2. One way to overcome this isolation is to encourage collaboration with informed peers through established frameworks within school communities.

      Perhaps restructuring traditional PD to be more longitudinal can help. But, how do I manage so many different teams?

    1. Mais on ne peut pas faire grand-chose si la politique est laissée à l’État : les questions écologiques ne peuvent pas reposer sur l’appareil normal de l’État. Ce dernier s’occupe toujours de ce que les militants sont parvenus à rendre visible avant ; il ne peut jamais anticiper sur les questions futures, qui est la tâche politique des chercheurs, des citoyens, des militants et que l’État peut organiser seulement après coup.
    1. o far only as it is beneficial {l,16�(' or hurtful to the true believers.

      By nature, humans are selfish. We're always thinking, whether consciously or not, "what's in it for me?" We deem actions that have a potential benefit to us as praiseworthy, while label unbeneficial actions as hurtful.

  4. Jan 2019
    1. As teachers gained familiarity and agency, they moved from perceiving ‘research’ as a domain that existed outside the classroom, to doing research and seeing where it fits with classroom practice.

      Is the term "action research" a barrier for teachers to engage?

    2. In our research program overall, we have observed the success of teacher teams who follow a cyclical structure of co-planning/ co-teaching/ implementation/ debriefing with enactments (practice) in between team meetings, and so we expected to see this pattern repeat itself (and it did).

      This would be a great use of time for the ambassador program next year.

    3. This discussion informed the development of a problem statement (a brief statement encapsulating the problem under focus in the classroom) and corresponding research question.

      Is there a way to do this in smaller chunks of time? The time commitment to group meetings may dissuade potential participants. How can the researcher help identify and define a problem for teachers to look at?

    4. The most important factor was that at least some visual evidence of classroom practice and student work was shared in team meetings, which allowed team members to literally see what was happening in one another’s classrooms.

      "If you can't see it, it isn't happening."

      Finding time to see these practices is hard. The researcher (or facilitator) can play part of that role in documenting sessions for the group as a whole. Asking teachers to identify examples can also promote observational skills when trying to gather data.

    5. they realized that they would be supported rather than judged and that team members would help to find answers

      The Instruction rounds format would be great for building this trust and teach valid observation techniques.

    6. Teachers saw each other as mutually supportive.

      Building this relationship takes time. Departments support one another, but for collaborative, systemic work, we need to break out of department silos and consider common cross-curricular methods.

    1. hese characteristics require thatemergent response groups adopt specific approaches forknowledge coordination. One such approach commonlydocumented in studies of such groups is their use ofa learn-by-doing (versus decision making) action-basedmodel of coordinated problem solving, in which sensemaking and improvisation are the norm rather than theexception

      Evokes LPP, sensemaking, and improvised coordination.

    1. It should be no surprise recognizing the problematic-theoretical simi­larities between disaster research and its "half-sibling" (e.g., see Wenger 1987), collective behavior. Both disaster research and collective behavior are at a theoretical standstill (e.g., see Aguirre and Quarantelli 1983), and both still rely upon every-day language rather than a broader scheme for describing events (e.g., see Weller and Quarantelli 1973, McPhail 1992). Works by Kreps and Bosworth (1994) and Dombrowsky (1981; 1987), (and perhaps Barton's 1970 classic work) reflect the theoretical attention disaster research needs to build.

      Connects crisis informatics research with collective behavior.

      I wonder though does Neal define collective behavior and collection action differently?

      Look at these citations:

      Quarantelli, E.L. 1985. Emergent Citizen Groups in Disaster Preparedness and Recovery Activities. Final Report 33. Newark, Delaware: Disaster Research Center, University of Delaware

      Turner, Ralph and Lewis Killian. 1987. Collective Behavior. Third Edition. Engle­wood Cliffs, New Jersey: Prentice Hall.

      Weller, Jack M. and E. L. Quarantelli. 1973. "Neglected Characteristics of Collec­tive Behavior," American Journal of Sociology 79:665-85.

      Wenger, Dennis. 1987. "Collective Behavior and Disaster Research." Pp. 213-237 in Sociology of Disasters, edited by R. Dynes, B. De Marchi and C. Pelanda. Milan, Italy: Franco Angeli.

    2. Also, with disaster research having strong theoretical ties with the study of collective behavior(Wenger 1987), and with the field of collective behavior often looking at issues related to social change {e.g., riots, social move­ments), another link between disasters and social change has implicitly

      Neal connects concerns about disaster-driven social change and the natural desire for people to respond via some collective action impulse.

      Nice segue into SBTF as collection action motivated by social change

    1. By examiningwork practices, and tracing how those practices are reified in the social-technical organization of a group that is forming and stabilizing as they do the work, we learn not just what this particular group did, but also how the mechanisms by which collective action in digital environments are organizedbottom-up. We also learn how those lessonsaregraduated into prescriptivetop-down direction to sustain and direct future action

      Interesting frame of reference for this study that also helps to unpack the contribution of the SBTF research.

      Perhaps Elinor Ostrom's work could be helpful here too.

    1. Mendonça, et al.[26] and Kendra and Wachtendorf [20] have characterized this as improvisation, whichhas strong parallels to the conversations in CSCW about the nature of situated cognition or situated work [14,44], as well as the relationship between informal as well as formal aspects of work [30,44]

      Evokes situated action (Suchman) and distributed cognition (Hutchins)

    1. These protocols, formal structures, plans, procedures, and schemes can be con-ceived of asmechanismsin the sense that they (1) are objectified in some way(explicitly stated, represented in material form), and (2) are deterministic or at leastgive reasonably predictable results if applied properly. And they aremechanisms ofinteractionin the sense that they reduce the complexity of articulating cooperativework.

      People apply "mechanisms of interaction" to reduce the complexity of the articulation work.

      Schmidt and Bannon use these examples:

      • Formal and informal organizational structures • Planning and scheduling • Standard operating procedures (see Suchman's work on situated action) • Indexes and classifications for organizational and retrieval (see Bowker and Star on boundary objects/infrastructures)

    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

  5. Dec 2018
    1. Social activity is fluid and nuanced, and this makes systems techni-cally difficult to construct properly and often awkward to use.

      CSCW assumption.

      See also: Suchman's 1987 situated action book and contests in Vera and Simon's 1993 paper

      Gist of SA is that HCI (and its breakdowns) must be studied in real-life situations, knowing is inseparable from doing, and cognition can't be separated from context.

      Good summary here:

      https://en.wikipedia.org/wiki/Situated_cognition

      https://books.google.com/books?hl=en&lr=&id=AJ_eBJtHxmsC&oi=fnd&pg=PR7&dq=suchman&ots=KrKpjGFHGV&sig=hmJ_pyJymoEweA_XDFWdMedSL4s#v=onepage&q=suchman&f=false

      https://www.sciencedirect.com/science/article/abs/pii/S0364021305800084

      https://onlinelibrary.wiley.com/doi/epdf/10.1207/s15516709cog1701_5

  6. Sep 2018
    1. This won't be the first time that teens use Snapchat as a portal for political action.

      Teens feel that they are capable of voicing their opinions about certain things through Snapchat when they are afraid to speak up.

  7. Aug 2018
    1. He with his whole posteritie must dye, Dye hee or Justice must; unless for him [ 210 ]

      We, Indians can't understand how "his whole posteritie must dye"? We believe in the theory of rebirth and therefore have infinite scope to be liberated. Above all one does not suffer due to others fault. Scripture does not contradict reason.

    1. He lunged for it; a short, hoarse cry came from his lips as he realized he had reached too far and had lost his balance.

      This is an example of the rising action, because the story starts to get tense and the readers start wondering what is going to happen to Rainsford.

    2. He lunged for it; a short, hoarse cry came from his lips as he realized he had reached too far and had lost his balance. The cry was pinched off short as the blood-warm waters of the Caribbean Sea dosed over his head.He struggled up to the surface and tried to cry out, but the wash from the speeding yacht slapped him in the face and the salt water in his open mouth made him gag and strangle.

      This is an example of the rising action since it shows that Rainsford may be leaving the island and we don't know if he is going to come back.

    3. This is the rising action because it is something the main charater does that changes the stories pace and basically starts the plot of the whole story

    4. He leaped upon the rail and balanced himself there, to get greater elevation; his pipe, striking a rope, was knocked from his mouth. He lunged for it; a short, hoarse cry came from his lips as he realized he had reached too far and had lost his balance. The cry was pinched off short as the blood-warm waters of the Caribbean Sea dosed over his head.

      This is an example of rising action, the tone is tense and then when Rainsford falls in the reader can sense that something will be happening soon.

  8. Apr 2018
    1. That was the beginning of things.

      Continued rising action: we are far enough into the novel that there's no real chance of Janie encountering a more suitable romantic interest. Seems inconceivable we have reached the climactic scene.

    2. “Sometimes God gits familiar wid us womenfolks too and talks His inside business. He told me how surprised He was ’bout y’all turning out so smart after Him makin’ yuh differ-ent; and how surprised y’all is goin’ tuh be if you ever find out you don’t know half as much ’bout us as you think

      This speech emblematic of Janie finding her voice and using it.

    3. Janie stood where he left her for unmeasured time and thought. She stood there until something fell off the shelf inside her. Then she went inside there to see what it was. It was her image of Jody tumbled down and shattered. But look-ing at it she saw that it never was the flesh and blood figure of her dreams. Just something she had grabbed up to drape her dreams over. In a way she turned her back upon the image where it lay and looked further. She had no more blossomy openings dusting pollen over her man, neither any glistening young fruit where the petals used to be. She found that she had a host of thoughts she had never expressed to him, and numerous emotions she had never let Jody know about. Things packed up and put away in parts of her heart where he could never find them. She was saving up feelings for some man she had never seen.

      Wow! This is a fairly amazing bit of characterization info for Janie. It suggests that her first "marriage" had been one of convenience, a business transaction between her grandmother and Logan. Her second "marriage" to Joe--a man who stood in such contrast to Logan--was based on the romantic fantasies of a dreamy girl; she realizes here that she's unfulfilled INSIDE, which is what matters most to any human being.

    4. Times and scenes like that put Janie to thinking about the inside state of her marriage.

      From this paragraph until the end of the third one down (just prior to the paragraph that begins "Janie stood where he left her") is some intense rising action and the signal of a major turning point for Janie: all of her Pear Tree Dreams have been systematically wiped away.

    5. Joe returned to the store full of pleasure and good humor but he didn’t want Janie to notice it because he saw that she was sullen and he resented that. She had no right to be, the way he thought things out. She wasn’t even appreciative of his efforts and she had plenty cause to be. Here he was just pouring honor all over her; building a high chair for her to sit in and overlook the world and she here pouting over it! Not that he wanted anybody else, but just too many women would be glad to be in her place.

      Further characterization of Joe; namely, how little he understands Janie (and women, generally).

    6. A little war of defense for helpless things was going on inside her. People ought to have some regard for helpless things. She wanted to fight about it.

      Janie's power is increasing but is not full enough (nor has she yet been made to recognize it) to be wielded.

    7. “They oughta be shamed uh theyselves! Teasin’ dat poor brute beast lak they is! Done been worked tuh death; done had his disposition ruint wid mistreatment, and now they got tuh finish devilin’ ’im tuh death. Wisht Ah had mah way wid ’em all.”

      Foreshadows Janie's rebellion.

    8. She had come to hate the inside of that store any-way. That Post Office too. P

      Janie's discontent swells.

    9. He gits on her ever now and then when she make little mistakes round de store.”

      Here we get the indirect evidence of Janie's unhappiness at Jody's hands.

    10. But any man who walks in the way of power and property is bound to meet hate.

      NIce foreshadowing.

    11. There was something about Joe Starks that cowed the town. It was not because of physical fear. He was no fist fighter. His bulk was not even imposing as men go. Neither was it because he was more literate than the rest. Something else made men give way before him. He had a bow-down command in his face, and every step he took made the thing more tangible.

      This foreshadows (I think at this point) the climax of the novel: Janie will stand up to a power that no one else (read: men) will dare oppose.

    12. A feeling of coldness and fear took hold of her. She felt far away from things and lonely.

      Jody's remark that precedes this paragraph shows how regardless he is of Janie's needs, assuming as he does that all a woman wants is wealth and status.

    13. It must have been the way Joe spoke out without giving her a chance to say any-thing one way or another that took the bloom off of things. But anyway, she went down the road behind him that night feeling cold.

      Hurston seems intent on demonstrating how little the men in the narrative are prone to consider anyone's feelings but their own, which stands in stark contrast to what it is that Janie desperately needs.

    14. She’s uh woman and her place is in de home.”

      Any and all of the instances in which Janie is put down or neglected or objectified by Jody (or members of the Eatonville community), especially when her discomfort is revealed, is part of Rising Action. This passage also exemplifies the motif of Misogyny.

    1. veridical

      Theory of planned behaviour by Ajzen; veridical here means truthful. Three factors:

      1. What is my attitude to the behaviour?
      2. What do others think or I think others think towards my behaviour (normative belief)?
      3. How much control I think or I believe I have towards my behaviour or what factors either make it easy or make it difficult for me to conduct my behaviour?

      These will determine my intention to actually act my behaviour, and then intention precedes my actual conduct.

  9. Nov 2017
  10. Oct 2017
    1. What does it mean, I asked you, to witness mass extinction—the end of so much ‘worldly striving?’ What could, or should it mean to us, or motivate us to do?

      This is my understanding of the author's central research question and that she is looking to illicit a 'call-to-action' of sorts.

  11. Aug 2017
  12. classroom.google.com classroom.google.com
    1. The expostion is when Rainsford hears the gunshot. The rising action is when Rainsford falls off the boat. The Man vs Man conflict of the story was when Zaroff wanted to hunt Rainsford. The Man vs World conflict was when Rainsford was trying to find shelter and what he would need to do to beat Zaroff. The Man vs Self conflict was when Rainsford was in the middle of the game against Zaroff and Rainsford kept telling himself, "I will not lose my nerve. I will not." The turning point of the story is when Rainsford leaps off into the sea. The resolution of the Dangerous Game was General Zaroff told Rainsfords, "I congratulate you. You have won the game."

    1. Even after decades of affirmative action, black and Hispanic students are more underrepresented at the nation’s top colleges and universities than they were 35 years ago

      I wish this article had also looked at how much a given underrepresented group's graduation rate has changed as well (for the same group of schools). Even if a group's enrollment in top colleges has gone down, the data could show that a given group's graduation rate from those same colleges has increased over the same time period. Info on changes in enrollment and graduation rate would be so much more informative than studying each statistic alone.

    1. He reaches the island, finds a house, and then learns the man there hunts and kills humans for sport.

  13. Jun 2017
    1. C’est la généalogie du manque qui ouvre l’aventure d’écriture. Chaque geste d’écriture, chaque acte artistique qui se saisit de la figure du Général Instin est une manière de donner forme à ce fantôme, de donner corps à ce manque.

      Ce geste d'écriture relève de l'action dispositive (Merzeau)

  14. May 2017
  15. www.sunnah.org www.sunnah.org
    1. `Umar himself, may Allah be pleased with him, used to whip his foot at night and say to himself: "Tell me, what have you done today?!"

      How weak are we today? Where is our hisab? If any of the sahabah saw us Muslims today, they wouldn't think we are muslims at all by the way we spend our time.

  16. Apr 2017
    1. symbolicaction

      Makes me think of Dr. Rivers spiel about traffic lights. Green light obviously means go, but we always hesitate. Because some people think yellow means speed up. That was the gist of it right? @sophist_monster

  17. Mar 2017
    1. The maintenance of self-esteem is a continuous task that taxes all of the individual’s power and inner resources. We have to prove our worth and justify our existence anew each day.

      To be complemented by: Letters to a young artist by A.D. Smith

    1. he defines rhetoric as the use of language to form atti-tudes and influence action.

      One, it's interesting to see Burke come out so confidently with a definition of rhetoric.

      Second, this is a really interesting definition. It places a huge emphasis on the manipulative power of rhetoric. Its emphasis on action is also unique; while some writers have made flimsy connections between action and rhetoric in the past, Burke's firm assertion of such a connection makes him stand out from the pack. This definition seems uniquely qualified to explain protest, for example; a rhetorical act that is very specifically geared at producing some tangible action or change.

    2. he opposed the aesthetic view of literature as po-etic and contemplative, divorced from the world of action

      This is almost reminiscent of J.L. Austin's "How to Do Things with Words" and his theory surrounding performative utterances v. constative utterances. Language as direct action, or "speech-acts" and not mere nonsense.

    3. "effective literature could be noth-ing else but rhetoric."

      Thereby implying that "ineffective literature" can be a thing and that the absence of rhetoric in literature can also be a thing. Which, idk, I'm not sure if I buy this. But I suppose that depends on my definition of rhetoric and also my definition of effective.

    4. cribe and influence human motives

      Language as action, not just description; rhetoric is not only reflective, but also integral to formation and motivation. Interesting to think about when considering Burke's historical context i.e. the early 20th century was marred by intensely violent acts such as wars, revolution, and genocide. Perhaps the physical omnipresence of violence contributed to a conceptualization of words as a kind of violence.

  18. Feb 2017
  19. Jan 2017
  20. Dec 2016
    1. the dialecticity between patience and impatience.

      A secondary source with more info on this.

      <script src="&lt;a href=" https:="" <a="" href="http://hackpad.com" target="_blank" rel="nofollow noopener">hackpad.com="" hPVh1arzwDa.js?format="html"" target="_blank" rel="nofollow noopener">https://hackpad.com/hPVh1arzwDa.js?format=html"></script><noscript>

      <div>View Reading Paulo Freire: His Life and Work on Hackpad.</div></noscript>

  21. Aug 2016
    1. This piece reminds me that concerns about equity in making (and, broadly, the so-called "Maker Movement") have become the focus of some very sharp learning scientists. Here are a few examples: Making Through the Lens of Power and Culture

      On Equity Issues in the Maker Movement, and Implications for Making and Learning

      Makeology book, Vol 1 & 2

    1. stock responses

      Our "thoughts and prayers"...

    2. and 35 (just above the Virginia Tech massacre, the worst mass shooting in American history).

      And this all changes, now, with Orlando.

    3. In a very real sense, my theory about bots as a form of civic engagement grew out of my own creative practice

      Reminds me of my experience contributing to the Civic Media Project.

    4. despite not saying anything legible, @ClearCongress has something to say

      Might we be edging into Dylan territory here?

    5. from the Huffington Post

      This opens an interesting conversation about whose data and measures are more reliable. Given that we're in an election cycle, I've turned frequently to 538, how about others?

    6. I am unfairly applying my own criteria to it, but only to illustrate what I mean by the terms topical, data-based, cumulative, oppositional, and uncanny.

      I appreciate reading this and wonder how other criteria might change our understanding of protest. And a question for Mark: Why were these five criteria chosen, were any discarded, and have any been added since this was published?

    7. where Chuck teaches

      Chuck authors a wonderful blog.

    8. the bot takes no stance

      Yes, though isn't this stance reflective of the individuals who create the source material, in this case news headlines? I'm curious about the interplay between human processes (from editorial meetings, to the creation of that which is newsworthy) and the automated - and how, to borrow from Mark, this reflects conviction.

    9. and the daily horrors that fail to make it into the news

      While these may be "horrors" of another variety, I'm reminded of the recent effort by James Fallows at The Atlantic to chronicle "The Daily Trump: Filling a Time Capsule" so that readers might recall what remains so shocking about our daily political machinations.

    10.  ideas that when applied to K12 or higher ed appear to be little more than neo-liberal efforts to pare down labor costs and disempower faculty

      Here's Jill Lepore's wonderful The Disruption Machine, my favorite critique of Christensen's schtick.

    11. automatically

      I'm curious why this automation matters, and how this relates to various human ambiguities - such as the nuance of meaning and interpretation - that invariably inform how we protest, why, for whom, and under what circumstances.

    12. whose expressionistic lyrics by this time resembled Rimbaud more than Guthrie
  22. May 2016
    1. identifying who or what body in the community has power to make the change;

      THIS is something I could learn more about.

  23. Mar 2016
  24. Jan 2016
    1. In this post we hope to both expand their definition of what annotation can be and inspire them to experiment with new ways of doing it

      purpose of article--a call to action.

  25. Jan 2014
    1. The criminal investigation and today’s indictment of Mr. Swartz has been directed by the United States Attorney’s Office. It was the government’s decision whether to prosecute, not JSTOR’s. As noted previously, our interest was in securing the content. Once this was achieved, we had no interest in this becoming an ongoing legal matter.

      How was this initiated?

    1. So take action now. Give that person what I call a Power Thank You. This has three parts

      I like articles and blog posts like this that have a call to action with a specific example of the action.

  26. Nov 2013
    1. What then, 0 Quintilian? is he who knows what is honest and just, himself honest and just?

      Knowledge verses action

  27. Oct 2013
    1. let his manner of living be an eloquent sermon in itself

      Can actions be considered a type of rhetoric?

    1. be called an active or a practical art, for the one term is of the same signification as the other.
    2. Others consist of action, the object of which lies in the act and is fulfilled in it, leaving nothing produced from it, a sort of art which is called πρακτική (praktikē), as dancing.

      No product

  28. Sep 2013
    1. seven causes of human action, viz. three involuntary, (1) chance, (2) nature, (3) compulsion; and four voluntary, viz. (4) habit, (5) reasoning, (6) anger, (7) appetite

      7 causes for action