30 Matching Annotations
  1. Feb 2019
  2. Jan 2019
    1. CORRESPONDENCE

      Throughout this section, Foucault characterizes correspondence as a way to reveal the self: "a certain way of manifesting oneself to oneself and to others," to "show oneself," "a decipherment of the self by the self as an opening one gives the other onto oneself."

      This sort of 'opening' is to make oneself vulnerable, to be seen by others. (cf. Marback's "A Meditation on Vulnerability in Rhetoric")

      This is characteristic particularly of writing that is intended for others (correspondence), but in what ways are other forms of writing equally--if not more--revealing of the self?

      (That also makes me question whether any writing is truly for the self and not intended in some way for others. Even diaries/journals are written with the possible eventuality that someone other than the writer will read it.)

  3. Oct 2018
  4. Aug 2018
    1. most of all, re-establishes education as a force for equity and social mobility — and I think open licensing is a crucial piece of that equation.I’m not content, though, with open licensing being the extent of our vision, and I hope many others feel the same way.

      Amen: open licensing as key infrastructure in improving public education rather than an end in itself!

    1. Kant’s basicthoughts on autonomy and the public domain arehighly relevant to challenges concerning modernsociety, particularly to communication in the publicsphere. Trust is but one important topic being dis-cussed here; openness another. Thus, our aim has notonly been to demonstrate how Kant can be produc-tively applied to new technology; in addition, it hasbeen to show how the basic philosophical queriesraised within this context can be fruitfully illuminatedwithin Kant’s conceptual frames.
  5. Jul 2018
    1. The distinction between openness in practice and openness in content is significant in cost as well. Creating content requires time, effort, and resources and opens up numerous discussions around intellectual property rights. However, openness in practice requires little additional investment, since it essentially concerns transparency of already planned course activities on the part of the educator.

      I appreciate the distinction -- between openness in content and openness in practice. But may disagree on the assessment of their associated costs. I bet the authors' thought on this has also evolved after the MOOC movement.

      In open science, both kinds of openness will incur burden and cost.

    2. Openness as Transparent PracticeThe word open is in constant negotiation. When learners step through our open door, they are invited to enter our place of work, to join the research, to join the discussion, and to contribute in the growth of knowledge within a certain field. The openness of the academy refers to openness as a sense of practice.4 Openness of this sort is best seen as transparency of activity.

      "Openness as a sense of practice"

  6. Jun 2018
  7. Jun 2017
  8. Apr 2017
    1. practice

      So openness is sort of like being open to new ways of thinking/being within constraints which, in the process, are also reshaped. I enjoy how postmodern and posthuman thinking plays with dichotomies (openness/constraints) and shows how they work together in interesting ways.

  9. Dec 2016
    1. many institutions with CBE programs treat their competencies like a secret family recipe, hoarding them away and keeping them fully copyrighted (apparently without experiencing any cognitive dissonance while they promote the use of OER among their students). This behavior has seriously stymied growth and innovation in CBE in my view.

      So open educational standards?

    1. a content API. Rather than getting the content through an HTML page, we can just get the raw HTML, which can be styled appropriately by whatever LMS CMS that we want to use.

      Fascinating. Who's the leading person on this?

    1. In this broader definition of openness, we need to consider what makes a learner successful and persistent in the timely completion of their academic and career goals.

      Big question!

  10. Nov 2016
    1. no one cancontrol how the system will evolve.

      I'd use the word "organic" to describe this process...

    2. Build a platform, or set ofprotocols, so that it can evolve in any number of ways; don’t play god;don’t hardwire any single path of development; don’t build into it amiddle that can meddle with its use. Keep the core simple and let theapplication (or end) develop the complexity

      A great analogy for course design, particularly the types of courses informed by #digped philosophies.

    3. indeed some might think,attacking the very idea of property

      ..intellectual property too. Can radically open be translated into scholarship, at least as currently defined?

    4. hen given to the next generation.

      Well, certain privileged and credentialed members of the next generation, right?

    5. utting into thecommons one’s work product

      The "commons" as both a place for ideas and tools.

    6. For this is just how open source software works: with aninspiration, handed over to the public, in an imperfect but promisingform, which a public then can take up on its own and continue towork out. But with a promise, that what they produce with thisproduct leaves this open part open.

      Great description! Applies to code AND ideas.

    7. heInternet as it was in 1995 was a space that made it very hard to verifywho someone was; that meant it was a space that protected privacyand anonymity. The Internet as it is becoming is a space that willmake it very easy to verify who someone is; commerce likes it thatway; that means it will become a space that doesn’t necessarilyprotect privacy and anonymity.

      But how does this relate to openness? Why is one or the other of these scenarios more open?

    8. The code of cyberspace—whether the Internet, or a net within the Internet—defines that space

      Space is an apt metaphor here. Design of space effects its relative openness too.

    9. a certain architecture in the Internet.

      Like open web annotation as defined by the w3c standards.

    10. governance in thesense I mean.

      I like how the politics slowly become more and more obvious in these examples of governance.

    11. And after extensive and engaged exchange on theNet, the glitch was undone.

      Democratic knowledge production.

    12. this margin is too small

      Just wow! Not any more!!

    13. in the margin of his father’s copy of Diophantus’Arithmetica,he scribbled next to an obscure theorem

      This classical text on openness begins with an anecdote about annotation!

  11. Apr 2016
  12. Mar 2016
    1. open annotation.

      I'd like to hear discussion around the term "open" here. How exactly are you using it @remiholden? To mean public as opposed to private?

      For me, open has specific infrastructural connotations: it's about a variety of annotation clients like hypothes.is conforming to certain wider standards so that web annotation--like the web itself--is an interoperable system.

      But I'm curious the degree to which that matters to teachers and learners. And why? We're using hypothes.is, which promises to conform to standards being developed by the w3c, but could DIIGO do the trick even though they're system (for now) is closed?

  13. Feb 2016