632 Matching Annotations
  1. Last 7 days
    1. Not teaching digital literacy along with language or other literacy instruction does our students a disservice. Nowadays, applying for a job or even filling in an online form to reserve a picnic table at a local park requires digital literacy skills.

      We must also not assume that others are teaching out students digital literacy. It is everyone's responsibility.

  2. Jul 2019
    1. Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.

      I'm having trouble with what the internet literacy map is. Can anyone define?

    1. Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

      good summary quotation

    1. limited access to the commercialized Internet can also stand in the way of someone’s access to online visual and musical forms and learning about them

      For more on digital redlining, read "Digital Redlining, Access, and Privacy" by Chris Gilliard.

    1. 2016

      Those patches eventually shipped in October 2016

    2. Kickstarter patches

      Patches The languishing Kickstarter backers’ patches are the first four pictured above. The fifth is from the Axanar Indiegogo and the Starfleet Disaster Response was available for Axanar’s “special events.”

    3. June 19, 2019

      Broken Promise<br> Axanar producer Alec Peters announced in February 2019 that Ares Digital was almost done and ready for beta testing, and that he fully expected to launch by the end of February. That didn't happen.

    4. entirely new registration and log-in system

      Contradiction<br> This news in June 2019 is at odds with the "finished updates" announced in February 2019.

    5. Donor Dashboard

      Funding Axanar<br> Ares Digital 3.0 is critical for Alec Peters' effort to raise at least $200,000 to produce the long-promised Axanar short films.

      Barred from public crowdfunding by the settlement in Star Trek’s copyright lawsuit against Axanar, Peters is depending on Ares Digital to raise the quarter-million dollars he estimates Axanar will cost.

    6. Indiegogo patches

      Indiegogo donors have been waiting since 2015 for the patches promised as perks.

      Here are the prototypes for those patches.

    7. your perks

      Axanar has had trouble fulfilling perks still owed to donors in three separate crowdfunding campaigns since 2015.

    8. Funding Axanar Ares Digital 3.0 is critical for Alec Peters' effort to raise at least $200,000 to produce the long-promised Axanar short films.

      Barred from public crowdfunding by the settlement in Star Trek’s copyright lawsuit against Axanar, Peters is depending on Ares Digital to raise the quarter-million dollars he estimates Axanar will cost.

    9. Ares Digital

      This blog post pertains to version 3.0 of Ares Digital, which was unreleased as of 2 July 2019. The system's development, despite the numerical designation, has not been iterative. Each version was essentially created from scratch.

      Former Axanar CTO Terry Mcintosh disputes ownership of Ares Digital as a trademark, and claims to have applied to the U.S. Patent and Trademark Office for registration of the name as a trademark. As of 2 July 2019 the trademark does not appear in the USPTO database.

      The original Ares Digital, never fully completed, was created by McIntosh. Version 2.0 was coded by Bill Watters, who has since resigned as CTO. Version 3.0 was created in his spare time by developer Jerry Ablan.

  3. Jun 2019
    1. Simply put, a digital footprint is the record or trail left by the things you do online. Your social media activity, the info on your personal website, your browsing history, your online subscriptions, any photo galleries and videos you’ve uploaded — essentially, anything on the Internet with your name on it.
  4. educatorinnovator.org educatorinnovator.org
    1. the possibility and opportunities of using the connected learning framework in school settings

      I appreciate challenging the notion that "official" CL can only occur "across contexts and settings" rather than solely in a school. For me, a related issue is who can access these different contexts and settings. Digital redlining blocks or slows access for many students (and teachers), and I'd like to learn more about how CL addresses digital redlining.

  5. May 2019
    1. 1RWDOOPRYLHVKDYHWREHGRFXPHQWDULHVDQGQRWDOOYLVXDOL]DWLRQKDVWREHWUDGLWLRQDOFKDUWVDQGJUDSKV

      This is an interesting fact, usually when I think of visualization and data I go to the classic default charts and data. I'll have to keep this iin mind.

    2. 7KHEDVHRIWKHJUDSKLFLVVLPSO\DOLQHFKDUW+RZHYHUGHVLJQHOHPHQWVKHOSWHOOWKHVWRU\EHWWHU/DEHOLQJDQGSRLQWHUVSURYLGHFRQWH[WDQGKHOS\RXVHHZK\WKHGDWDLVLQWHUHVWLQJDQGOLQHZLGWKDQGFRORUGLUHFW\RXUH\HVWRZKDW¶VLPSRUWDQW

      I really like this because I don't see it often and it actually does draw my eye to the data and capture my interest.

    1. Problematicrepresentationsandbiasesinclassificationsarenotnew

      Not only are these representations nothing new to our society but they probably never will be old. Opinions and representation are not only situational, those with voices and power will use that to their advantage, whether or not it will land us with other algorithms and stereotypes.

    2. nreality,informationmonopoliessuchasGooglehavetheabilitytoprioritizewebsearchresultsonthebasisofavarietyoftopics,suchaspromotingtheirownbusinessinterestsoverthoseofcompetitorsorsmallercompaniesthatarelessprofitableadvertisingclientsthanlargermultinationalcorporationsare.

      It's a good thing google was exposed to the issues at hand and took action. As several other people have already mentioned in their annotations google has seen and responded to the racist algorithms and improved the search results drastically. This will teach youth much better examples of equality and power.

    3. Figure1.7.GoogleImagesresultswhensearchingtheconcept“beautiful”(didnotincludetheword“women”),December4,2014

      You can even see that the pictures for "beautiful men" were images of young, Caucasian males with chiseled, "imperfect" bodies. When did people decide that other cultures, shapes, and ethnicities weren't beautiful? It's a tragedy that we're recovering from globally and that will have tainted the visions of beauty for many people.

    4. Whileservingasanimportantanddisturbingcritiqueofsexistattitudes,thecampaignfailstoimplicatethealgorithmsorsearchenginesthatdrivecertainresultstothetop.Thischaptermovesthelensontothesearcharchitectureitselfinordertoshedlightonthemanyfactorsthatkeepsexistandracistideasonthefirstpage.

      I think that this is incredibly important because while in the past years these campaigns and societal viewpoints have changed and come so far, for the better, there is still the ugly truth that there are and have been these algorithms and thoughts in the past that people were so unaware of. Many people, even people who may be very aware of what's happening in the world, need to be reminded and educated on these issues. Myself included, of course.

    1. humanities scholars have collaborated with computer scientists to build tools to facilitate these essential functions of the humanities in new ways.

      I believe that the collaboration between subjects is necessary to understand ideas and theories in a more holistic way. To successfully write a scientific journal on a new medical accomplishment one must understand how to use language, grammar, and vocabulary. To paint a world renowned artwork masterpiece, one must understand the mathematics of symmetry, spacing, and measurements. It seems only natural to me that the humanities partner with all disciplines to convey its topics and research, and computer science is one such discipline that makes the humanities more applicable and accessible by researchers and public alike.

    2. Image processing involves taking a two-dimensional image that has been con-verted into digital format, making enhancements such as sharpening, changing color balances, saturation and exposure, cropping or straight-ening; annotating by adding metadata for location, date, content and so forth; and setting parameters such as color mode, compression format and size.

      This has recovered so many almost unrecognizable images from the past it's amazing. All these old, damaged documents that have been digitally revitalized is so wonderful, considering all the information we have obtained from said articles and photos.

    3. To be useful, once data is gathered, it must be inspected, cleaned, transformed and modeled to discover useful information, arrive at conclusions and support decision making.

      and presented in an organized manner so we can actually follow it!

    4. More sophisticated tools can per-form high-end linguistic 'analysis, such as tagging parts of speech (POS), creating concordances, collating versions, analyzing sentiments and keyword density/prominence, visualizing patterns, exploring intertex-tual parallels and modeling topics

      I like how this method is relatable because the analysis is what we've been familiar with through high school and university. For example in Literary Studies we learnt how to dissect poetry and pieces of literature. With the text analysis we can use the tactics we're already familiar with.

    5. Searching(including VJSual Searching): Most users are familiar with search engines like Goggle and Yahoo,

      Google Scholar is a students best friend.

    6. Video and Audio Processing Tools: These control the alteration of digital acoustic and video files and can include enhancement, clean-ing, mixing and cutting, annotation and compression.

      Anyone who has bee to a live concert after listening to the same songs on a cd or itunes can appreciate audio processing tools, as some artists sound far different without some digital "tweaking". The same goes for video, editing tools can create a entirely different product than the one shot live.

    7. digital text annotation is simply adding notes or glosses to a document, for instance, putting sticky-note comments on a PDF file for personal use.

      A more environmentally friendly way to make notes and organize thoughts, rather that printing off 80 pages of print, times 50 students, to preform comparative analysis on.

    8. The tools that have been developed since that time have helped scholars to collect material, encode it, study it with text mining and data analysis, map it using anything from Google Maps to geographic information systems (GIS), visualize it-sometimes using video, 3D or virtual reality recreations -create digital archives, incor-porate and analyze sound -anything from speech to music to noise

      The sheer depth to which we are now able to study particular things with these tools is mind-boggling. Instead of being satisfied with your local library or towns collective Library resources, you can search for information across the globe, while not leaving your home. To be able to share and collaborate and display your work in an online forum is equally as amazing, considering how quickly this has come about.

    9. This process creates a three-dimensional solid object based on computer-generated models

      This allows researchers and students to manipulate objects in their hands and explore different textures on the surface that 3D modeling just does not offer. It most definitely was a great invention!

    10. Their effectiveness for reading manuscript books has evolved greatly over the past decade, but they still require much direct intervention or "instruction" on the part of a researcher or other investigator.

      I wonder what can be done to help increase the effectiveness of these apps? Handwritten letters can be hard to read depending on the persons neatness, maybe a larger database with a wider range of handwriting samples could be used to increase the independence of the app?

    11. digital text annotation is simply adding notes or glosses to a document, for instance, putting sticky-note comments on a PDF file for personal use.

      This really does help determine where your thoughts come from while writing a paper so that credit can be given where it is due to help minimize plagiarism.

    1. A searchable map of the addresses contained in the 1956 Negro Travelers’ Green Book, which the user can filter by state or establishment type.

      As someone interested in geography and history, this application of the digital humanities is particularly intriguing. While I still do not fully grasp everything that digital humanities is and aims to do, I appreciate that the platform it gives can reach a far wider audience, myself included. There are so many things I would never have had the privilege of viewing if not for people participating in this discipline.

    2. Many  students tell me that in order to get started with digital humanities, they’d like to have some idea of what they might do and what technical skills they might need in order to do it.

      This is definitely me. I had no idea what to expect from digital humanities and still don't. I'm enjoying learning as we go and these articles definitely help.

    3. An essay, accompanied by photographs, video, and sound, that can be reconfigured by the viewer to be read in multiple ways.

      I really enjoy this layout for a project because not only is it easy to understand and navigate but it incorporates all of this generation's favourite medias; photo, video, sound, and text.

    1. how would our education system change to take advantage of this new external symbol-manipulation capability of students and teachers (and administrators)?

      Let's say it's been twenty years since PDAs have been widely available. I returned to higher education less than ten years ago. K-12 seems to have embraced learning technologies, and their affordances, to improve primary and secondary education. In my experience, few educators with terminal degrees have made the effort while younger and more precarious teachers are slowly adopting educational technologies. Administrators are leading the way with their digital management systems and students are using proprietary social media platforms. Our institutions are doing what they were designed to do: resist change and reproduce the social order. Research paid for with public monies is as quickly privatized as that produced in corporations. Open education practices are just beginning to be explored.

      The first PDA, the Organizer, was released in 1984 by Psion, followed by Psion's Series 3, in 1991. The latter began to resemble the more familiar PDA style, including a full keyboard.[4][5] The term PDA was first used on January 7, 1992 by Apple Computer CEO John Sculley at the Consumer Electronics Show in Las Vegas, Nevada, referring to the Apple Newton.[6] In 1994, IBM introduced the first PDA with full telephone functionality, the IBM Simon, which can also be considered the first smartphone. Then in 1996, Nokia introduced a PDA with telephone functionality, the 9000 Communicator, which became the world's best-selling PDA. Another early entrant in this market was Palm, with a line of PDA products which began in March 1996. https://en.wikipedia.org/wiki/Personal_digital_assistant

    1. Humanities scholars can also use a project site to publicize what I call their intellectual bank.

      Sharing research on a digital platform creates the ability to reach many more people. A Ted talk, for example, can be viewed live by say, a couple thousand people; throw it up on the world wide web and your audience just grew exponentially.

    2. but it’s much easier than you think

      I beg to differ. I am currently taking three courses, a psych and a geography in addition to this one. I have spent the most time on this one, with the least results. However, that just means the rewards will be greater when I figure it all out, right? As well, everything I learn in this course could be applied to many other subjects, which is an exciting prospect. I found the black on grey extremely hard to read, something I will keep in mind when creating my own blog.

    3. One thing humanities scholars are really great at doing is reading, connecting ideas and writing about it. We know stuff! However, that work (and it is intellectual labor) is invisible and largely undervalued.  Yet it forms the foundation of all good scholarship. All people see is the footnote on an article or a note in a chapter in a book. Humanities faculty, unlike their STEM counterparts, do not have labs. We do not have a place for our work and no one sees our process. While there are bibliographic managers that help scholars manage their sources, actually writing about the things you read and how they speak to each other in a way that people can access makes it more likely that humanities scholars will have conversations with others who share your research interests.

      Sharing research encourages communication and the development of ideas and theories which is what research is all about so blog spaces and web spaces are a great way to achieve this successfully and across the web.

    1. using powerful technologies and vast stores of digitized materials that previous humanities scholars did not have.

      Libraries will never go out of style, and there is nothing quite like curling up in your favourite cozy spot, be it the beach or a recliner by the fireplace, and escaping into a good book. However, having access to a multitude of peer reviewed research articles at the tips of your fingers makes a world of difference, especially to students. As a working single Mom, having the ability to tuck my kid in at night and sit down to look up resources has made education much more accessible. For young students juggling jobs and school, I am sure this is an invaluable tool as well.

    2. No one person could digest the work’s enormous amount of material, and no single printing could render it accurately, so Mr. Foys created a prize-winning digital version with commentary that scholars could scroll through.

      It is absolutely INSANE that they were able to digitally map a 224 feet long, 11th century tapestry so that scholars could scroll through it and study it. I cannot wrap my brain around this, it's just something I never thought people would do or even could do. This fact has opened my eyes quite a bit.

    3. He offered the human genome project as an example of how an area of study can be transformed: “Technology hasn’t just made astronomy, biology and physics more efficient. It has let scientists do research they simply couldn’t do before.”

      These advanced have progressed medicine and sciences so far it's incredible. Think of all of the treatments and research data we never would've had without these advancements and technologies. Hundreds of thousands of lives have been saved or qualities of life improved due to technology and it's only going to keep going.

    1. At the ICCH conference in Columbia, South Carolina, in spring 1987 a group of people mostly working in support roles in humanities computing got together and agreed that they needed to find a way of keeping in touch on a regular basis.

      To think that we use online chats so casually, with family, friends and colleagues from all over the world, and it was only thirty short years ago that the first "electronic seminar" was introduced.

    2. Now that the Internet is such a dominant feature of everyday life, the opportunity exists for humanities computing to reach out much further than has hitherto been possible.

      I was just finishing high school when the internet became mainstream. In the following twenty-three years, we have seen an explosion of new developments as well as greater access to technology that is still relatively new. The implications for how knowledge can be shared and expanded upon is incredible.

    3. The TEI's adoption as a model in digital library projects raised some interesting issues about the whole philosophy of the TEI, which had been designed mostly by scholars who wanted to be as flexible as possible. Any TEI tag can be redefined and tags can be added where appropriate

      Question - What were some of the issues that arose with the TEI's adoption as a model in digital library projects?

      The ability to add tags where needed throughout the texts seems to be a positive aspect due to the added ease of searching key words and it being included in said search.

    4. An additional dimension was added to humanities electronic resources in the early 1990s, when it became possible to provide multimedia information in the form of images, audio, and video.

      This addition to the media made internet education and research even more advanced and helpful. And it also added a whole new level to entertainment that is very wonderful!

    5. At this time much attention was paid to the limitations of the technology. Data to be analyzed were either texts or numbers. They were input laboriously by hand either on punched cards, with each card holding up to eighty characters or one line of text (uppercase letters only), or on paper tape, where lower-case letters were perhaps possible but which could not be read in any way at all by a human being. Father Busa has stories of truckloads of punched cards being transported from one center to another in Italy. All computing was carried out as batch processing, where the user could not see the results at all until printout appeared when the job had run. Character-set representation was soon recognized as a substantial problem and one that has only just begun to be solved now with the advent of Unicode, although not for every kind of humanities material. Various methods were devised to represent upper- and lower-case letters on punched cards, most often by inserting an asterisk or similar character before a true upper-case letter. Accents and other non-standard characters had to be treated in a similar way and non-Roman alphabets were represented entirely in transliteration.

      I find it very interesting how materials made by human beings were put into a machine and rendered virtually unintelligible until man came through again by creating a code. It's fascinating to read how much work "creating the internet" was and it makes me very appreciative that I wasn't the one who had to do it.

      • 0:37 - need to recognize the networked nature of today's media
      • 0:37 - need to recognize the networked nature of today's media
      • 0:48 - work within traditional media literacy and build on things that have worked for decades, but recognize what has changed and use the strengths of networked media
      • 1:05 - how do children check sources on the internet
      • 1:20 - one of the simplest ways is to follow the links back to the source
      • 1:34 - when it's a photo, you can do a reverse image search
      • 1:50 can do a news search and sort by date to see if the news story is current
      • 2:45 - misinformation campaigns happening - mixing genuine content with misinformation
      • 3:25 - some create alternate identities or fake accounts
      • 4:25 - important to get a sense of how reliable a source is
      • 4:35 - what is the purpose of the source and what is their business model? - is there accuracy and reliability in this, then likely will trust it as a source
      • 5:10 - impact that we don't get our news from a limited number of sources
      • 5:45 - some of these sources are from friends on social media, others are algorithmically determined
      • 6:08 - some advantages and disadvantages - the old model was news curated in a newspaper; new model has the potential of getting news we may not have gotten in the old model
      • 6:20 but in the old system you had gatekeeping and 'provenance'; in online news it's sometimes an effort to see where the information originates; gate keeping falls to us now
      • 7:05 we need to train young people to do this
      • 7:30 how should we teach this?
      • 7:35 - with the concept approach you don't need to feel like an expert
      • 7:40 - success teaching media literacy from the key concepts for three decades; begin from these
      • 7:52 - media are constructed;
      • 7:55 - they have commercial considerations;
      • 7:58 they have social and political implications;
      • 8:00 that audiences negotiate meaning;
      • 8:05 that each medium has a unique form and the form influences the content
      • 8:20 these can be applied to any form of media and adapted to any grade from K-12
      • 8:30 so the key concepts of digital literacy are paralleled and are in addition to those, they don't replace the original five concepts
      • 8:40 now have implications of digital literacies in that they are networked so we need to understand the idea of the network
      • 8:50 understand that content now is shareable, that this is the default rather than the exception
      • 8:55 - the ways the tools we use influence not just the content but the ways we use them
      • 9:05 - this has an impact, an ethical dimension
      • 9:10 - these can be applied in any context and to any grade level
      • 9:20 - we have a full digital literacy curriculum that we offer (speaking about Media Smarts Canada); it has lessons on seven different aspects that a teacher or school board can use
      • 9:45 - the value of the key concepts is teachers can modify these resources to their contexts
      • 9:50 - teachers have in those key concepts what is essentially a GUIDING STAR to understand what they are supposed to be achieving with these lessons
  6. dhibeirut.wordpress.com dhibeirut.wordpress.com
    1. clear plans to integrate digital projects and/or methodologies into their course.

      Rather than "clear plans": multiple plans! So much food for thought. So many possibilities and options.

  7. Apr 2019
    1. We may share information as discussed below, but we won’t sell it to advertisers or other third parties.

      Notice Drop Box states up front that it does not sell your info to advertisers and third parties. This line is crucial to your data privacy.

    1. (iii) Information we collect from other sources: From time to time, we may obtain information about you or your Contacts from third-party sources, such as public databases, social media platforms, third-party data providers and our joint marketing partners. We take steps to ensure that such third parties are legally or contractually permitted to disclose such information to us.

      So while this is a free site, they can mine your data including your social media account. All of this in the name of providing you better service.

    1. Página 564 (62 del PDF): Aquí las bibliotecas pueden jugar un rol importante brindando infraestructura como desarrollando capacidades informacionales. Particularmente en Acelerar la inclusión digital puede hacer muchísimo el sector bibliotecario.

      (Página 68 del PDF) Allí se menciona a Mintic, suponfría que mediante Puntos Vive Digital, pero la Red Nacional de Bibliotecas Públicas del Ministerio de CUltura puede participar también. Tiene la infraestructura para hacerlo.

      Se podría fortalecer no sólo el programa Computadores para Educar, sino otros programas bibliotecarios que también ofrecen infraestructura, en colaboración con el programa aquí mencionado.

      Página 571 (69 del PDF): El promover el acceso y uso de TIC para ciudadanos con discapacidad suena muy abstracto: un plan con entidades como INCI, INSOR y el sector bibliotecario podrían concretarse en acciones puntuales.

      Pare C. Empoderar a ciudadanos y hogares en el entorno digital, las bibliotecas pueden ayudar con talleres, servicios de información local y referencia, que hagan de este un plan con acciones y servicios concretos.

      Podría pedirse algo sobre software libre para el fortalecimiento de la economía naranja.

    2. ODS RELACIONADOS

      Se menciona que incide en los ODS 4, 8, 9, 10, 11, 16 y 17

    3. industria 4.0

      ¿Qué es industria 4.0? ¿Cuáles fueron las industrias 1.0 a la 3.0? ¿Hay una industria 5.0?

    4. Pacto por la transformación digital de Colombia:

      Este tema me interesa: lo digital

    1. In Estonia, for example, it takes about a minute to file a tax return.

      It is the second time I've seen Estonia mentioned this morning. Sounds like they are trying some really interesting things in government. Curious to see how it all goes.

      https://www.zdnet.com/article/e-estonia-what-is-all-the-fuss-about/

    1. Digital sociology needs more big theory as well as testable theory.

      I can't help but think here about the application of digital technology to large bodies of literature in the creation of the field of corpus linguistics.

      If traditional sociology means anything, then a digital incarnation of it should create physical and trackable means that can potentially be more easily studied as a result. Just the same way that Mark Dredze has been able to look at Twitter data to analyze public health data like influenza, we should be able to more easily quantify sociological phenomenon in aggregate by looking at larger and richer data sets of online interactions.

      There's also likely some value in studying the quantities of digital exhaust that companies like Google, Amazon, Facebook, etc. are using for surveillance capitalism.

    1. Author Ted Mitchell is the President of the American Council on Education. The article outlines solid numbers of Higher Education demographics and the changes that have occurred over the years and what that means for the future of students, especially those who have lived their entire lives in a digital era. The article is a great approach to reflecting on the future of technology and questions we can answer in this area and is not so much a focus on certain technologies.

      Rating: 9/10

  8. Mar 2019
  9. www.archivogeneral.gov.co www.archivogeneral.gov.co
    1. Normalización de las entradas descriptivas: Personas, Lugares, Instituciones (utilización de Linked Open Data (LOD) cuando sea posible.

      ¿Qué sistema de organización de conocimiento se los posibilita? ¿Qué están usando para enlazar datos y en qué formato?

    1. Living in a media ghetto means less that my views are shaped and improved, much less challenged, than that they are hardened and made more extreme;

      Some of the reasons why views are getting so extreme.

    1. This site includes links to brief discussions of more than 100 learning theories, some of which relate to technology enhanced learning. Those include gamification and online collaborative learning among others. Usability is adequate and this is sufficient for an introduction to the theories though not necessarily a nuanced understanding. rating 4/5

  10. Feb 2019
    1. Instead of viewing a 'digital' version of literacy as a pinnacle to be achieved or surmounted, the focus would be upon Flow. When dealing with digital 'texts' (widely defined) this would result in Digital Flow depending upon literacy. Literacy becomes a staging-post on the journey instead of the destination itself

      This is how I think of digital fluency - this flow-like state where you can maneuver from tool to tool without consciously having to focus on the tool.

    1. Given that many of my fellow Chefs are likely to focus on the scientific article, I’m going to highlight some of the exciting trends in the humanities

      useful insights here re: scholarly publishing in the humanities

    1. He thought that networked digital computing could release and channel neural power in the same way that physics had released and channeled nuclear power, but to far more beneficial effect.

      This is a very powerful idea.

    1. sis. To the use of these tones is owing in a great measure concise­ness of discourse; and the necess

      Tone is crucial in conversation and public speaking. I think this is where the disconnect happens through texting, where tone is difficult to reveal, often leading others to misinterpret messages. I believe the invention of emojis was designed to combat this problem.

    1. Par facilité, nous parlerons donc du numérique.

      digital versus numérique

      Quelques années plus tard, je concède que j'aurais dû faire le choix de digital. Sur ces aspects, voir ce texte : 10 raisons de préférer digital

    2. La documentation ne disparaît pas avec le numérique, et encore moins avec le Web

      Début de l'expérience

      Bienvenue sur la partie commentaires et annotations de l'ouvrage. N'hésitez pas à me solliciter et à poser des questions. Rien que la première phrase peut poser déjà des questions. En premier lieu, faut-il parler de numérique ou de digital ?

    1. Manage, analyze, and synthesize multiple streams of simultaneously presented information

      This is a lot. How do we currently do this? How is this successful?

    2. can’t be created

      There is a certain amount of empathy embedded in these, but I'd like to make it more explicit. We can weave in some thinking that "it's okay not to know everything." And, it's "okay to learn from others." And, it's okay to "not be perfect online."

      Carve out a space for learning, failure, exploration, growth.

    3. Do

      I like that most of these focus on process…as opposed to product. I still think they need to be revisited and remixed to capture my earlier note.

      Also thinking about issues of ownership, sharing, and IP online. This would call in a need for CC-licensing, open learning, OER, etc.

    4. global communities

      This ties in to the "ethical responsibilities" bullet below, but I think we've largely failed in this regard. I don't think of it as perhaps a failure, but we were a bit naive about the purpose and promise of tech use. I think the online social spaces have become a warzone, and these have been coopted by various groups. We need to do a better job educating, advocating, and empowering individuals to survive in these spaces.

    5. malleable

      get the multiple and dynamic…but what does malleable mean here?

      Of the three…this is the most interesting to me. Does it mean that we'll see opportunities for student work process/product be a bit more portable, transferrable, remixable? If so…sign me up. :)

    6. among members of particular groups

      Wondering how much a focus on "in the classroom" limits us as I believe most learning contexts in the future will be outside of traditional classroom settings. Also thinking about power structures in these contexts.

    7. continued evolution

      Wondering how far we (and NCTE) would like to push/advocate for "evolution" of curriculum, assessment, & teaching. I've been thinking lately (as per guidance from Gerber & Lynch) that we need to really problematize and reinvent these elements. Thinking about more digitally native pedagogies (and assessments, practices, etc.) as opposed to digitizing the traditional.

      An example would be considerations of computational thinking/participation in theoretical perspectives, or authentic assessments using API data or a tool like Hypothesis.

    1. Some people go years without giving their data much thought. As we start a new year, here’s one more item to wedge onto your New Year New You list: a comprehensive checkup on your own data.

      We really need to unplug.

  11. Jan 2019
    1. Since the great majority of new scholarly editions established in the last twenty years and more have some prominent digital component (electronic text, hyperlinks and hypermedia, and so on

      Common components of digital scholarly editions: Digitized (electronic text), transcribed, translated; hyperlinks and hypermedia

    1. As was hinted at from the star

      This is when “the other shoe dropped”. They planned this all along (since 2012). Hidden in plain sight was a more subtle strategy than people might have imagined.

    2. The Grid is based around ideas familiar to Bitwig Studio

      The continuity between these new modular features and the rest of the DAW’s workflow probably has unexpected consequences. Before getting information about BWS3, one might have thought that the “Native Modular System” promised since the first version might still be an add-on. What the marketing copy around this “killer feature” makes clear, it’s the result of a very deliberate process from the start and it’ll make for a qualitatively different workflow.

    1. A creative communicator expresses themselves clearly and concisely through digital media

      It is sometimes difficult to interpret what someone is saying through technology, so it is important to be fully aware of how and what you are saying to people through technology.

    1. Our research reveals several design opportunities in this space. Importantly, informed by the empirical findings presented here, we argue for situating solutions within current work practices and infrastructures.

      Description of design opportunities

    2. Empirical research on historical disaster events shows response efforts taking four different organizational forms: established, extending, expanding, and emerging [3

      Types of organizational forms of digital volunteers

    1. rauma centersare representative of organizational entities that arefaced with unpredictable environmental demands,complexsetsoftechnologies,highcoordinationloads,and the paradoxical need to achieve high reliabilitywhile maintaining efficient operations.

      Also a good description of digital humanitarian work

    1. I proposed three new dimensions to considerin conceptualizations of Big Data, which are intendedto nuance and temper some of the grand claims of BigData’s affordances.Key principles from critical and feminist GIS havehere been leveraged to understand the limitations andimpacts of Big Data. Further integration of principlesfrom critical information technologies research willideally seek to show how technologies shape andreproduce uneven social and political relations. Thissort of research can have practical influence on howtechnologies are leveraged, working to ameliorate thepotentially harmful implications of new technologies.More broadly, research critiquing and situating thegeographies of humanitarianism can be integrated intostudies of Big Data digital humanitarianism. Conver-sations around technologies for development andhumanitarianism overwhelmingly bring Western ide-als into non-Western contexts, without considering theimplications of this power relation. Critiquing theserelations should be central to theories of informationtechnologies, with the goal of rectifying and

      Burns' contributions:

      • Incorporate critical and feminist critiques in humanitarian-Big Data research

      • Integrate critical scholarship into the development of technical tools

      • Consider Western contexts and political/social power relations in research and practice with vulnerable individuals and communities

    2. are certainly not limited to, continued struggles aroundknowledge politics and legitimacy (Burns2014;Elwood and Leszczynski2013), shifting understand-ings of scientific knowledge production (Dalton andThatcher2014; Crampton et al.2013), and increasedneoliberalization of humanitarian aid (Adams2013;Hyndman2009; Polman2010). In other words, theseprocesses take a form specific to Big Data digitalhumanitarianism, and exploring this case sheds greaterlight on these larger-scale processes.

      overarching critique of digital humanitarian crowd work and the artifacts it produces.

    3. signifies a new epistemology insofar as it portraysevents as discrete and isolated; knowledges as mod-ifiable, categorizable, and abstractable; and locally-situated knowledges as best understood by thoseworking remotely

      Evokes complexity of creating classifications and boundary objects that can provide relational data, e.g., report of fire and report of car bombing.

    4. Not only does the convergence of BigData and humanitarianism depend on a particularsocial shaping of technologies and data, but Big Dataitself embodies particular values, social relations, andepistemologies

      This premise feels over-stated, as seems to be evidenced in the footnotes -- presumably responses to reviewer questions/critiques.

      I don't disagree with social, methodological, and ethical concerns about "Big Data" (scare quotes, intended) but DHN groups are certainly not there (nor are they likely to be) using large data sets. The overly-enthusiastic/optimistic hype about using large, unstructured data, lacking critical examination of its many downsides, seems to be motivating this paper in ways that are unfortunate. Critique of DH work is needed but this approach seems to be chasing imaginary monsters.

    5. Digital humanitarianism can be con-ceptualized as ‘‘the enacting of social and institutionalnetworks, technologies, and practices that enable large,unrestricted numbers of remote and on-the-groundindividuals to collaborate on humanitarian managementthrough digital technologies’’ (Burns2014).

      Burns' definition of digital humanitarianism.

      I'm not convinced that DHN groups actually work with Big Data (excepting QRCI's MicroMappers algorithm training project with SBTF). I'm not aware of any group collecting large amounts of data and quantitatively analyzing it.

    6. However, discussions of the relationship between BigData and digital humanitarianism tend to be cautiouslyoptimistic. Letouze ́(2012) the challenges facingdigital humanitarianism as falling into five broadcategories: (1) privacy, (2) access/sharing, (3) extract-ing meaning from qualitative text, (4) apophenia, (5)detecting anomalies.

      Citing Letouzé, Burns raises challenge of "extracting meaning from qualitative text."

      Get Letouzé paper.

    7. Theseunderstandings of spatial technologies build on les-sons from science and technology studies (STS)research that describes the processes by which dataand technologies come to assume and reify social andpower relations, worldviews, and epistemologies(Feenberg1999; Pinch and Bijker1987; Wajcman1991; Winner1985)

      Good summation of Bijker's and Winner's STS work

    8. Bor-rowing principles from critical GIS, technologies canbe seen to embody social norms and values (Schuurman2000; Sheppard2005), often reinforcing extant powerdynamics and social inequalities rather than disruptingthem.

      Definition of critical GIS.

    1. Not only in physical environment, the virtual world also needs placemaking.

      How to brand/create/maintain online communities?

    1. In the context of disaster, social media and other ICTare enablingthe manifestation of a “knowledge commons” [11], a shared information space for victims, onlookers, and the convergent digital volunt

      Cites Elinor Ostrom's work on collective action and commons

      Evokes Benkler et al's work on peer production and commons.

    2. Disasters might be one of the few natural events that override the socio-temporal order; indeed, damage to the routines of social life is a defining characteristic that separates disasters from local emergencies and other disruption

      Evokes Zerubavel and temporal ordering

    3. In other words, the articulation work [24], which had to be made explicit previously, became in part implicit by being embedded in the document and in the actions taken upon the document.

      Evokes Schmidt and Bannon's articulation work

    4. Under the stress of the situation, with too many peopledoing too many things at once, the socio-technical infrastructure that underliestheirwork practice wasbreaking down. Star and Ruhleder [25] explain that infrastructure becomes visible only at these points of breakdown. Volunteers directedtheir attention to their social configuration as the critical infrastructure here (the technical infrastructure remains take

      Evokes Star's work on the invisibility of boundary infrastructure until a breakdown.

    5. Giddens’ theory of structuration explains how social structures, defined as rules and resources or transformational relations, are both the products and the pathways of human action [10]. Employing the concept of duality of structure, Giddens contends that social action both shapes and is shaped by these structures. Orlikowski [20] provides a duality of technology framework for applying structuration theory to research on the role of information technology (IT) within organizational change, whereIT is both the product of human action and a medium of human action, functioning to enable and constrain it. The communication constitutes organization perspective again extends structuration to communicative processes, claiming that communication and the organization co-produce and co-adapt[23], and provides a helpful approach for examining organizing within the virtual organization though the digital traces of its communication [4].

      Definition of structuration theory and application to using ICT digital traces as a resource for studying how digital volunteers organize themselves.

    6. Additional features of the disaster domain are that action is often fast-paced and social structures are emergent [15].

      Features of humanitarian response and relief work

    7. uited. Response and relief work ischaracterized byconvergence of people, information and resources. It is also characterized by improvisation, withvolunteers and formal responders alike innovatively adapting to unique and changing conditions, using resources in new ways, taking on new tasks and assembling into new organizational forms [7,9,15]

      Characteristics of humanitarian response and relief work

    8. Describing the from-scratch conditions of virtual organizing, Finholt et al. write that the “absence of prior structure means group members must develop new structures for sharing information, for example, norms or rules for reporting progress and division of labor” [8p. 292]

      Practices of virtual organizations (and digital humanitarian groups specifically). Evokes Benkler et al., Kittur et al descriptions of peer production group practices.

    9. relief. Virtual organizations are “geographically distributed [organizations] whose members are bound by a ... common interest or goal, and who communicate and coordinate their work through information technology”[1]

      Definition of virtual organizations.

    1. ces. In their study of the digital volunteers who instituted the “disaster desk” in response to the 2011 Peru earthquake,Starbird and Palen [34]reveal how work was restructured in response to the restructuring of the information environment volunteers were working in—which itself was an exasperated response to a confused division of labor and in the end enabled the group to sustain itself relative to its production functions

      Case study of Humanity Road

    2. The desire to assist in disaster events in some way is broad [12, 18], but the mechanisms for enabling action in the form of on-line work or commitment, as with other causes, can beunclear [22, 28, 30].

      Evokes Kittur et al's work on intrinsic and extrinsic motivations -- check to see what these papers actually cited

    3. METHODS

      Nice, concise description of the methods and how White triangulated the ethnographic approach with email, Facebook graph API data, and interviews.

    4. 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.

    5. Following Orlikowski [29], this analysis unites both practice-based [35]and structurational-basedinterpretations of coordination and social organization [8] to understand the nature of collective work in large, distributed,and emergent groups—groups that havesome existing common motivation to help but have little prior precedent for how that work might be conducted[21]

      Get Orlikowski's paper to demystify Gidden's work on structuration theory.

    6. In the domain of pet advocacy, the latent potential for crowd interaction comes fromintrinsic and extrinsic motivations—we focus on how that potentialwas transformed intoa viable form of distributed, decentralized cooperative work.

      Evokes Kittur, et al's work on peer production/crowd motivation

    1. As Rosner [35] explains, this goes beyond the “affordances” of objects [28] and instead goes to what the tools represent to their craft and their expert execution of w

      White describes how worker expertise superceded affordances of the material objects (trailers, equipment, ropes, etc.)

    2. Furthermore, tolink this back to the matter of expertise, we see thatexpertise was displayed through material objects:people wore clothing that was consistent with their identification as equine experts (such asboots and cowboy hats),and the Posse memberswore theiruniforms.At the ranch, onejob was to hand out halters and lead ropesto riders. If riders’preferred materials were not available,their expertise allowed them to adapt to what was at

      Linkage of expertise and materiality in the response work

    3. Calling upon media theory, which considers how mass media frames and focusesthekind ofattention an eventreceives,e.g., [4,8], social media can do the same.

      Evokes media framing and Chouliaraki's work on distant suffering

    4. priori. Such is the situation with disaster.We easily dismisshow uncertainsituations of disaster areor can become, and how a goalin safety-critical work is to avert situations beforethey become problems. Much of the work in safety-and time-critical matters in CSCW appreciates the implications of this goalon vigilance, mutual awareness, and, of course, error, especially propagated error. It is all too easy to blame “pilot error” when a sequence of preceding systemic conditions took place to set a pilot up for perceiving the problem as he or she did [34,48], including one that warns of hazard. Indeed, disaster can magnifyproblems, not necessarily out of proportion, though that can happen, but rather too so that wefocusonspecific detailswhen many things are happening.

      Evokes distributed cognition (Hutchins) as well as the uncertain nature of safety- and time-critical work and how to classify risk/need.

    5. Expertise is a type of embedded knowledgedeveloped within a cultural, social and cognitive environment[6].Expertiseistheability to apply knowledge in different contexts[6], including in emergent situations that require experts to improvise, as Normark and Randall note [29]

      Definition of expertise

    6. 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)

    7. Threaded throughout thesearguments is the idea of distributed cognition particularly as it materializes in the on-the-ground work, but also through prior online preparation.Through this lens, we see how ideation ofsolutions sprung from uncertainexpressions ofproblem statementswhich were quickly forwardedto the local (or local enough) domain experts—horsepeople in Colora

      Evokes distributed cognition

    8. Ethnographic Investigation

      Nice, succinct description of the ethnographic method

    9. Finally, a maincontribution of this research lies in the examination of the solicitation of expertise in a digitally-connected world, where widely distributed and diverse expertise must nevertheless be realized under highly localized conditions.

      Evokes crowdsourcing/peer production literature on expertise (Majchrzak et al, Faraj et al, Benkler et al, Kittur,et al.)

    10. We see how problem definition, work articulation [37], and the materiality of work[27,35] come together to make the work happen in asocially-, spatially-, and temporally-distributed matter[14].

      Evokes articulation work (Schmidt and Bannon) and materiality (Bowker and Star; Miller; Zerubavel; Csikszentmihalyi)

    11. We see howperformances aroundpaperwork intended to connect the online to the offlineare once again superficial[44], and that the offline work is refiguredat the very endprimarily to communicate its successful completion back to a waiting, online crow

      Evokes Goffman's work on performance and identity

    12. In this online-meets-offline account of cooperative work, we see connections to the classic literature in CSCWaround matters of mutual awareness in safety-critical systems[12]that is partially achieved online andonly “satisficingly”[38] achieved

      Evokes Simon's theory of satisficing

    13. Disconnection Between Offline & Online ResponseIndeed, amajor criticism of much current crisis social mediaresearch is that it does not consider the relationship between online work and offline or on-the-ground activities(Wulf, et al.[49]is a notable published location, and it isadiscussion often brought up at conferencesand in paper reviews). It is an important conce

      Central questions about the efficacy and value of digital humanitarian work:

      • Is online data collection/analysis/artifacts making its way to on-the-ground responders?

      • Is the online data collection then overstated?

      • Do we need to add field work to our approaches to digital humanitarian research?

      • Rethink methods for how to capture/analyze subtle online-offline connections

      Lots of grist here for dissertation studies

  12. Dec 2018
  13. Nov 2018
    1. Cynicism is a bigger problem than gullibility. Too many people doubt everything in the news, regardless of the source.

    1. An online discussion about screen time and its connections with digital literacy and creativity. Hosted by Drs. W. Ian O'Byrne and Kristen Hawley Turner.

    1. This article takes a different perspective on technological integration, showing that sometimes technology, when used improperly, can set a class backwards.Examples in the article clearly show that effective use of technology is extremely important, otherwise the technology may cause more problems than it offers solutions.

      Rating: 9/10

    1. This article takes the perspective that education should not necessarily be solely focused on educational experiences, as we tend to do. Rather, technology should also have a focus in supporting non-academic areas and using data to drive instruction.

      Rating: 7/10

    1. This research takes an interesting look into the role gender plays in self-efficacy in technology. The research finds that self-efficacy in technology was primarily effected by gender and gender roles, not specifically by biological sex.

      Rating: 10/10

    1. Several problems and barriers to technological integration are often included in the discussion about using technology in higher education, however it is less common that solutions are presented. This article proposes solutions for transforming educational technology through personalized experiences and collaboration.

      Rating: 8/10

    1. This article suggests that perhaps keeping updated and informed on technology can prevent the shut-down and closure of specific degrees and the departments they come from. Technology is constantly changing, and it is expected that institutions will change with it. Rating: 7/10

    1. Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT exampl

      This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. This article stuck me immediately as a former K-12 teacher who now works in higher education. Andragogy and Pedagogy are both extremely similar and unalike in many ways. It is important to understand technological styles in pedagogy, as this article demonstrates, in order to effectively apply similar principles in the higher education setting.

      Rating: 8/10

    1. This site includes five highly effective technological resources that instructors can use in their higher ed classrooms. What is especially useful about this site is that it includes a rationale for all the proposed technologies, ensuring that the technology is not just including in lesson planning for technology's sake.

      Rating: 10/10

    1. We often talk about avoiding the use of technology for technology's sake and ensuring here is relevance in the integration. This site lays out specific characteristics of effective technologies in the classroom.

      Rating: 9/10

    1. This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.

      Rating: 7/10

    1. This article focuses on the importance of using technological integration in the classroom correctly and effectively. Barriers to effectiveness, as the article states, are often linked to lack of rational, vision, or necessity for including technology in instruction.

      Rating: 8/10

    1. This site gives a thorough overview into the integration of technology in the classroom. The most helpful element it includes is a list of limitations to consider within this integration. The downside is you will have to "dig" a little through the article to find the solutions to these problems, as they are not immediately obvious. Rating: 8/10

    1. List of web 2.0 applications

      EDUTECH wiki is a site that contains a variety of links to lists to hep educators with web 2.0 applications improving productivity Caution: some of the links are not active!

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Yammer is Web 2.0 software which integrates with Microsoft 360 and allows users to communicate together and across the organization. It essentially functions as social networking software for corporations with the ability to collaborate on projects, maintain task lists, store files, documents and pictures all within a private enterprise network. In addition Yammer allows for the sharing of feedback and the management of group projects. Yammer is freemium software with a variety of custom add-ons. Licenses are currently issued for all learner participants and at this time no custom add-ons are necessary.

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)