58 Matching Annotations
  1. Apr 2021
    1. But syllabi, as long as I’ve known them, are too often defensive documents aimed at controlling students through absurd levels of bureaucracy.

      This is certainly an apt definition of syllabi

  2. Mar 2021
    1. <small><cite class='h-cite via'> <span class='p-author h-card'>Remi Kalir</span> in Annotate Your Syllabus 3.0 (<time class='dt-published'>03/13/2021 14:18:33</time>)</cite></small>

    1. Because annotating a syllabus conveys a message–from day one–that course documents are not static artifacts, that something authored by an instructor is not unwelcoming of feedback, and that student voice is both appreciated and necessary for a shared endeavor.

      This helps to turn the class into a community.

      It also establishes the class as an ongoing conversation of learning with all the participants.

      It sets up the teacher not simply as the unquestionable "sage-on-the-stage" but as a guide through the material.

      If we didn't question our teachers, their ideas, their writings, and learn new things, we could have stopped at Aristotle and everyone would still think the Earth was the center of the universe and that feathers fall as fast as bowling balls.

    2. Annotate Your Syllabus 3.0

      Potential sub-title: "The syllabus is a living conversation"

  3. Feb 2021
    1. online curation is:

      The most prominent example of this type of online curation, in my personal experience as a teacher, is curating reading lists for my university courses.

      In some cases (more "traditional"), this list is part of the syllabus and coursepack that I distribute ahead of the semester so it's something that I would do in the Summer or during a Winter break. Having taught several courses on a short notice (getting the contract a couple of weeks before the semester starts), I've fine-tuned my technique to be as efficient as possible. Some of my reading lists were better than others and a few were really solid. Teaching with such a reading list is quite a joy. Much more so than teaching from a textbook. At one point, I stopped having printed coursepacks. I simply give links to the fulltext articles available through #OpenAccess or through the databases to which the university's library is subscribed. A few students complained early on but it does mean that they don't have to purchase text material for the course. The reason it's important to me does have to do with the cost of higher education. It's also about shifting the role of text resources. We use these texts to do some work together. It's not like these texts are "transmitting the knowledge" to learners' brains.

      So, that's my more traditional pattern: a syllabus with a list of links to articles (typically PDFs) that I distributed before the semester starts.

      In other cases (my "enhanced" practice), it's something I do every week, based on what has happened in the course. And I do mean a full reading list each week. Class members choose the text on which they want to focus. Though several of them expect me to be "the sage on the stage" who will lead them to that one nugget of wisdom they will have to "retain", a shift happens once they take ownership of those reading choices. That practice is quite timeconsuming and it doesn't necessarily improves my teaching in obvious ways. It's rewarding in other ways. (I sometimes ask learners to find resources on their own, which really deepens the learning process. It requires a significant level of autonomy that they might not reveal during a given semester, even if they have significant experience as university students).

      My routine of building weekly reading lists also means that I got quite a bit of practice at this.

      Typically, I start the collecting with a "forward citation search" in Web of Knowledge, Scopus, or Google Scholar. I often know this one key article which is likely to have been cited by a number of authors more recently. I collect as many of those as possible and some patterns emerge. Quite frequently, there would be subtopics that I rearrange. It might send me in a "rabbithole". Which is ok. I'm in a discovery mode. And some of the texts which fall under my radar at that point become relevant at a further point.

      In other words, I often cast a wide net during the collection phase.

      The selection process is mostly a matter or rearranging the reading list so that the first few items cover enough of the range of subtopics. Sometimes, my lists remain quite long, which means that learners have more choice (which is uncomfortable enough to help them learn). It also involves an organization phase.

      Summarizing the significance of the collection is the basis for my presentation of the list to the class. My description of the collection is the moment in a class meeting during which I switch to lecture mode. If I do it at the end of the class meeting (or just before the break), students are likely to pay less attention, even though it's typically short. If I do If I do it before discussing the items for the current week, it gets a bit confusing. So it often works best if I present this list after we've worked through the previous ones but before some kind of activity which links the two topics.

      As for sharing in the cloud, I typically do this through the LMS I'm using in that institutions. I've tried more public methods but they weren't that effective.

      All this to say... I could probably optimize my method.

    1. Course content headings should stand out in terms of font and position relative to other wording and outline. Use of bullets, italics and balancing does not enhance readability. Also, consistency of the columns and layout for the table are off, causing inconsistency and confusion due to improper alignments and proportion lacking overall for the contents table and outline. Topic headers are of the same color, value, shape and form for calling out new and important categories, where they should have different shape and form as well as alignment. Additional emphasis could be added to grading section to call out evaluative criteria for this are. Movement from section to section should be consistent with formatting and shapes as well as alignments that guide reader and students strategically. Hyperlinks could be properly formatted to allow for seamless movement through syllabus allowing for better connectivity and fluidity. More strategic use of images that guide learner in direction of necessary materials and reading texts associated with the class, which also allow for a variety and contrast between themes and required materials.

  4. Jan 2021
    1. And they have direct bearing on classroom practice — if I am to choose between the two, the choice is clear.

      Of course I agree... if students must be at war, or must be in a dance, I choose dance. And yet, when we see sea lions "dancing" on issues which are life-and-death to the other person in the argument, we see how mismatched metaphors create strife.

  5. Sep 2020
  6. Mar 2020
    1. Before posting your question to a discussion board, check if anyone has asked it already and received a reply. Just as you wouldn’t repeat a topic of discussion right after it happened in real life, don’t do that in discussion boards either.

      Read everyone else's post before posting your own question.

      Stay on topic, don't post irrelevant links, comments thoughts or pictures. Don't type in leetspeak, abbreviations, ALL CAPS, etc.

      Be polite, say please and thank you when soliciting help from your classmates.

      Respect the opinions of your classmates if you disagree. Acknowledge valid points and understand others are entitled to have their own perspective on the issue.

      Be brief when posting in the discussion boards.

      Try and quote what your classmate said if you are referring to something specific. Give them credit.

      Be forgiving of your classmates, they are learning and they too make mistakes.

      Run a spelling or grammar check before posting anything to the discussion board. I'd recommend Grammar.ly.

      Compose your discussion board post in a word or google document and then copy and paste it (save your responses for posterity).

    1. Netiquette Tips

      You will be asked to participate in online discussions and engage with your peers. You should adhere to the following general guidelines (on top of any specific assignment instructions):

      • Use proper language
      • Be precise
      • Avoid emoticons or "leetspeak".
      • Be explanatory. Justify your opinion.
      • Read all comments before hitting submit.
      • Recognize and respect diversity.
      • Tone down your language
      • Control your temper
      • Take your post seriously.
      • Be credible, use sources.
    1. Designing a Course Syllabus

      The ultimate goal of a well-designed syllabus, therefore, is to inform students about what is expected of them throughout the semester by outlining content, requirements, policies, and due dates.


      notes


      0:20 - 2:45 Introductions

      2:50 - 3:35 Workshop Objectives

      Course Syllabus as a roadmap 3:56

      Syllabus will be first substantial means of communication with students.

      • Easy to read
      • Roadmap for the semester
      • Primary source of info to guide students for semester.
      • Acts as a Teaching Outline

      4:53 Purpose of a Course Syllabus

      Accessibility and Accomodations

  7. Jan 2020
  8. Aug 2019
    1. Students need a syllabus that is passionate, affirming, and understanding.

      Nice statement

  9. Jul 2019
  10. Apr 2019
  11. 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
  12. May 2018
  13. Feb 2018
  14. Aug 2017
  15. 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
  16. Jul 2017
  17. Jun 2017
  18. Feb 2017
  19. 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.

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

      syllabus from nyu

    Tags

    Annotators

  21. 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/

  22. 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.

  23. Feb 2016
  24. Nov 2015
  25. 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)
  26. 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