34 Matching Annotations
  1. Feb 2021
    1. Two aspects of the design process were not stressed by the students in their answers to my questions: (1) knowledge of the subject-matter domain under consideration, and (2) knowledge of the context in which the to-be-learned information will be used by the learners.

      I feel that these two aspects of the design process are important to the field of education. Knowledge of subject-matter is the purpose of education. However, so many people believe "why learn this information if we will never use it in the future". I try to explain to my students all the time that they will use the information that I teach them in the future and I often provide many examples that they are able to connect with.

    2. What happens when the designer asks, what will students know or be able to do when they finish this activity that they couldn’t do before?

      I think this is a great way to ensure that learning and growth is still taking place. Asking this question early on could also guide design to help make sure that it is not only creative but effective.

    3. The more we learn about them before we design the instruction, the more we can match their interests and concerns in the instruction. If the learners are anonymous, then we lose this tailoring of instruction to their interests.

      In education, this is done often. As teachers, we often look at our students and determine what interest them or what would engage them in order to make their learning as fun and creative as possible. Currently, my students are all about "Among Us". Due to this, we have created games to review material, classroom management/reward systems, and discovery learning that matches the game. Although this is a simple step, it helps make the learning more relatable and therefore, effective.

    4. Many students rebelled at the small steps and the forced writing of obvious answers to questions. They didn’ t find the feedback very reinforcing.

      This set up, although it seems to include differentiation for students to grow at their own pace, seemed too scripted with little interaction. I can see why this approach did not last for very long as students were likely bored and did not find the learning engaging or rigorous. Students need communication with peers to discuss their findings while learning and having no open-ended or thought provoking questions likely also led to disinterest.

    5. extensive use of learner analysis, various instructional strategies, and extensive formative evaluation.

      Extensive is the key word here. I don't think you can skin the survace in these areas and come up with interesting instruction.

    6. The first was learner analysis

      I can definitely see why learner analysis was named as a critical area for designing creative instruction. As an educator, it is extremely important for me to know and understand my students (likes / dislikes, interests, areas in which they excel / have difficulty) before creating any lesson plans. It is absolutely necessary to have a good understanding of your students in order to provide effective instruction. Once you have a good instructional plan in place, I believe you can then add those extra elements that will make it creative.

    7. What is required is a balanced perspective, and a balanced set of criteria by which we evaluate our efforts.

      Yes, a balance is necessary. In my mobile learning class, we discussed how can we use mobile devices to increase engagement, yet keep them focused on how to leverage technology well for academic purposes.

      I agree with the Constructivists in allowing individual flexibility, but there also has to be structure, discipline, and an overall plan or process to evaluate learning and ensure that learners are achieving the desired outcomes.

    8. Enter their world rather that making them enter your own.

      This is really poignant. Even though it's been reiterated several times, it's important to exercise caution when superimposing your experiences and interests on your learners. While appropriate in some instances, sometimes it can translate to instructors vicariously experiencing education in a way that aligns with the instructor's values, beliefs, motivations, etc. without taking into consideration the student's unique skills/abilities or potential.

    9. the inclusion of instructors and learners on the design team.

      I think this is a great idea! Having teachers and instructional designers work collaboratively to address learning needs is something that I think could eliminate a disconnect that often occurs in education. Teachers know their students well and can communicate their needs to the designers, and designers can offer insight on instructional practices/strategies that would improve learning in the classroom.

      Even though I'm not an educator, I can see the value of having instructional coaches, instructional designers, and teachers work together to achieve the same, collective outcome: to empower students and make learning impactful.

    10. the predominant use of the data is not to make the instruction more interesting per se, but to make it more effective.

      I could see how this is important from a business perspective because businesses are continually analyzing data to see how they can improve their product, expand their market, and increase their overall gains. Sometimes the learner's feedback of the content gets overlooked in favor of the quantitative data. I'm not sure if this is what the author is attempting to say, but this is how I interpreted it.

    11. Most Constructivists stress strategies for encouraging the transfer of skills from the learning context to the performance context.

      This is also a key priority for adult learners. Their primary focus is how can I practically use this information in my workplace, my context, etc.? How is this knowledge relevant to me and my role/responsibilities?

    12. Formative evaluation

      Formative evaluation is so important to include, and not just as a means to assess the designer's level of creativity or how the learner perceived the content. It can also be used to evaluate the learner's progress and degree of comprehension of the material.

      Furthermore cyclical revisions improve the content for the next cohort of learners, and there's a constant feedback loop that can improver the overall learning experience. It's important not to neglect or overlook the impact that formative evaluations can have.

      When I was in school, I often felt like formative evaluation was not a key priority. The summative evaluations had the most emphasis and consequently received the most attention because they impacted final course grades.

    13. instructional strategy

      Instructional Strategy

      • What is the mode of instruction?
      • How is content organized and presented to the learner?

      I also think it's important that the instructional strategy complements the instructional content and the goals/objectives that you want the learner to achieve.

      For example, for acquiring skill-based knowledge, it's helpful to integrate practice sessions where you can actually apply your newly learned skills. Whereas if the goal is to deliver content to a large population, a lecture-style might serve the purpose better.

      So, I think that it's important to ensure that the instructional strategy is tailored to the content as well as to the learner to ensure a successful outcome and a positive learning experience for the individual.

    1. In this sense, maintenance learning often supports design work and should be studied as an aspect of design; but it does not drive design forward in the same manner as innovative learning.

      I think this helps explain how the two pieces work together. Maintenance learning is used or modified from other ideas to fit new ones. It is the "dont reinvent the wheel" part of design. Meanwhile, innovation is pushing us forward and allowing for creativity for new ideas.

  2. Oct 2020
    1. Screenshots are disposable, but highlights are forever.

      Highlighting this sentence on the Highly blog (on Medium) ironically using Hypothes.is. I'm syndicating a copy over to my own website because I know that most social services are not long for this world. The only highlights that live forever are the ones you keep on your own website or another location that you own and control.

      RIP Highly. Viva IndieWeb!

    1. One of the things I do a lot on Twitter, for example, is retweet stories that I find interesting in order to come back to them later.

      retweeting as a bookmarking behavior

    1. To have, but maybe not to read. Like Stephen Hawking’s “A Brief History of Time,” “Capital in the Twenty-First Century” seems to have been an “event” book that many buyers didn’t stick with; an analysis of Kindle highlights suggested that the typical reader got through only around 26 of its 700 pages. Still, Piketty was undaunted.

      Interesting use of digital highlights--determining how "read" a particular book is.

    1. I find it somewhat interesting to note that with 246 public annotations on this page using Hypothes.is, that from what I can tell as of 4/2/2019 only one of them is a simple highlight. All the rest are highlights with an annotation or response of some sort.

      It makes me curious to know what the percentage distribution these two types have on the platform. Is it the case that in classroom settings, which many of these annotations appear to have been made, that much of the use of the platform dictates more annotations (versus simple highlights) due to the performative nature of the process?

      Is it possible that there are a significant number of highlights which are simply hidden because the platform automatically defaults these to private? Is the friction of making highlights so high that people don't bother?

      I know that Amazon will indicate heavily highlighted passages in e-books as a feature to draw attention to the interest relating to those passages. Perhaps it would be useful/nice if Hypothes.is would do something similar, but make the author of the highlights anonymous? (From a privacy perspective, this may not work well on articles with a small number of annotators as the presumption could be that the "private" highlights would most likely be directly attributed to those who also made public annotations.

      Perhaps the better solution is to default highlights to public and provide friction-free UI to make them private?

      A heavily highlighted section by a broad community can be a valuable thing, but surfacing it can be a difficult thing to do.

    1. Create an IFTTT.com recipe to port your Hypothesis RSS feed into WordPress posts. Generally chose an “If RSS, then WordPress” setup and use the following data to build the recipe: Input feed: https://hypothes.is/stream.atom?user=username (change username to your user name) Optional title: {{EntryTitle}} Body: {{EntryContent}} from {{EntryUrl}} <br />{{EntryPublished}} Categories: Highlight (use whatever categories you prefer, but be aware they’ll apply to all your future posts from this feed) Tags: hypothes.is Post status (optional): I set mine to “Draft” so I have the option to keep it privately or to publish it publicly at a later date.

      Posting this solely to compare my Hypothes.is highlights and annotations on my website with Will's version.

      I'm still tinkering with mine and should have a Micropub based version using IFTTT and Webhooks done soon.

    2. I’m not looking for just a “hipster-web”, but a new and demonstrably better web.
  3. Aug 2020
    1. but there are no comments or tags

      Is this not a comment on a highlight? And did I not just add tags? Is this article out of date?

  4. Feb 2019
    1. Racialized Sexism/Sexualized Racism: A Multimethod Study of Intersectional Experiences of Discrimination for Asian American Women

      This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-119.

    1. The Kids Are Alright (Mostly): An Empirical Examination of Title IX Knowledge in Institutions of Higher Education

      This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-120.

    1. Reframing Marginalization and Youth Development: Introduction to the Special Issue

      This special issue has been featured in an Article Spotlight! For a summary of the special issue from the editor, please visit https://www.apa.org/pubs/highlights/spotlight/issue-122.

    1. Community-Based Mental Health Intervention Skills: Task Shifting in Low- and Middle-Income Settings

      This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-127.

    1. Do Outcomes of Clinical Trials Resemble Those “Real World” Patients? A Reanalysis of the STAR*D Antidepressant Data Set

      This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-125