35 Matching Annotations
  1. Apr 2019
  2. Aug 2018
    1. INTE 5100 – Planning and Design for Instruction

      Thanks for jumping into our evolving and annotated course contract (i.e. syllabus). This is a shared space for continued discussion and negotiation about the course (and also a chance to learn/play with Hypothesis).

      A few ways annotation might be useful here:

      • Discuss specific terminology or phrasing.
      • Ask contextual questions about specific course details.
      • Provide links to other connected resources.
    1. Hypothes.is: A social annotation tool.

      I'm quite excited that we'll be using this tool in class. I just came across a tweet (and blog post) about annotating your syllabus, and I was curious about how it might work with students. I'm happy to be experiencing it as a student!

    1. Educators – across disciplines, grade levels, and institutional contexts – appear interested in annotating their syllabi with their students
  3. May 2018
  4. Feb 2018
  5. Aug 2017
  6. mimno.infosci.cornell.edu mimno.infosci.cornell.edu
    1. Using other people's code is an important part of programming, but for group projects the code should be substantially the work of the group members except for standard libraries.
    2. LaptopsIn order to facilitate interactive in-class work, you are allowed to bring a laptop.
    3. "Multitasking" is a myth.
    4. If you have a laptop, you will be expected to use it for relevant work.
    5. Work in pairs will be encouraged.
    6. A typical week
  7. Jul 2017
  8. Jun 2017
  9. Feb 2017
  10. Jan 2017
    1. I have said to you that I would eliminate the liquor agents in this state and that the money saved would be returned to our citizens . . . I am happy to report to you that I am now filling orders for several hundred one-way tickets and stamped on them are these words . . . "for liquor agents . . . destination: . . . out of Alabama." I am happy to report to you that the big-wheeling cocktail-party boys have gotten the word that their free whiskey and boat rides are over . . . that the farmer in the field, the worker in the factory, the businessman in his office, the housewife in her home, have decided that the money can be better spent to help our children's education and our older citizens . . . and they have put a man in office to see that it is done. It shall be done. Let me say one more time . . . . no more liquor drinking in your governor's mansion.

      This hearkens so much to current day - everyone's focused on jobs and politicians are using weird backward economic logic to further their own unreasonable beliefs. We can look back now and say prohibition really was not that great for the economy, or the poor and working class, but that wasn't even on anyone's radar.

  11. Dec 2016
    1. E58.2167 TRANSNATIONAL MEDIA FLOWS

      syllabus from nyu

    Tags

    Annotators

  12. Oct 2016
    1. Wobble occurs routinely in the classroom when something unexpected emerge

      A daily, weekly, and yearly occurrence in every classroom given the shifting students.

    2. taking a culturally proactive stance toward your practice and seeing yourself as a writer, a curator of curriculum, and so on

      and a developer of human beings. Tis' important to remember how much this rubs off on others even if the intention is not so.

    3. collaborate with colleagues who provide moral support and at the same time challenge our thinking

      YES!!! Again, great resource for open observation and feedback: http://robertkaplinsky.com/observeme/

    4. not about an endpoint; it is a framework to help acknowledge how one’s practice changes over time and requires constant adaptation

      Just like our students, it seems when they see this they begin to adopt similar viewpoints and practices

    5. reflect on areas in which they wobble with the intent of attaining flow

      A great testimony to reflective practice. It seems some of the very best educators understand this concept at its core.

    6. a lifelong practice, and one never quite arrives at a perpetual state of flow.

      Very well put, I'm adopting this specific language to my practice as this is how I view it. Thanks for putting it in such eloquent words for me!

    7. To progress in yoga, practitioners learn to hold familiar poses for extended periods of time and to gradually add more difficult poses to their repertoire

      In addition to new poses that combine their previous knowledge and expertise, seems to be quite the connection with teaching

    8. we don’t view them as liabilities, but as challenges that can further our pro-fessional growth.

      Growth mindsets vs fixed mindsets, this is what teaching is all about - learning at the core. Brought to mind this observation movement I ran across recently: http://robertkaplinsky.com/observeme/

  13. Jun 2016
    1. If only 2% – 5% of all faculty and their students (who are doing renewable assignments) were active creators and improvers of OER, that would likely be sufficient.
    1. students to find three credible sources on narrative to use in a short piece of writing
    2. the possibility that learners may engage more effectively by finding their own resources to share and then seeing how others respond.
    1. similar to picking texts for the course well in advance

      Though the advice makes a lot of sense, leaving it aside makes for a very empowering experience.

  14. Feb 2016
  15. Nov 2015
  16. Feb 2014
    1. Lecture 1: The Foundations of Copyright Law

      Readings:

      • 17 U.S.C. 102
      • Feist Publications, Inc. v. Rural Telephone Service Co., 499 U.S. 340 (1991)
      • Mannion v. Coors Brewing Co., 377 F.Supp. 2d 444 (S.D.N.Y. 2005)
      • Alexander v. Haley, 460 F.Supp. 40 (S.D.N.Y. 1978)
  17. Aug 2013
    1. A pregnant single woman (Roe) brought a class action challenging the constitutionality of the Texas criminal abortion laws, which proscribe procuring or attempting an abortion except on medical advice for the purpose of saving the mother's life. A licensed physician (Hallford), who had two state abortion prosecutions pending against him, was permitted to intervene. A childless married couple (the Does), the wife not being pregnant, separately attacked the laws, basing alleged injury on the future possibilities of contraceptive failure, pregnancy, unpreparedness for parenthood, and impairment of the wife's health. A three-judge District Court, which consolidated the actions, held that Roe and Hallford, and members of their classes, had standing to sue and presented justiciable controversies. Ruling that declaratory, though not injunctive, relief was warranted, the court declared the abortion statutes void as vague and overbroadly infringing those plaintiffs' Ninth and Fourteenth Amendment rights. The court ruled the Does' complaint not justiciable. Appellants directly appealed to this Court on the injunctive rulings, and appellee cross-appealed from the District Court's grant of declaratory relief to Roe and Hallford.

      Not actually the law--just the syllabus