138 Matching Annotations
  1. Last 7 days
    1. Ghosting is only a problem for the ghosted if the ghosted values the opinion/support/endorsement of the ghoster.

      So the real questions are: Why does one value the ghoster? Is that valuation warranted?

  2. Jan 2023
    1. My plan is to make some sort of physical timeline eventually, but while analog does feel a little "fixed" for this purpose, I want the shear size and the speed of cards.Do you happen to know what historians used to do before computers?

      reply to u/stjeromeslibido at https://www.reddit.com/r/antinet/comments/10nlu4l/comment/j6bdgma/?utm_source=reddit&utm_medium=web2x&context=3

      I've used data from my own cards to create timelines before using the Knightlab's TimelineJS tool: https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=18QD2-Kx0WdFBzqDv1sTkQWOJLGHGXsvr4NBLYNiX9FA&font=Default&lang=en&initial_zoom=2&height=650%27%20width=%27100%%27%20height=%27650%27%20webkitallowfullscreen%20mozallowfullscreen%20allowfullscreen%20frameborder=%270%27

      You'll note that it's got a fun card-like flavor to its design. 🤩

      Historically, while they had certainly done so much earlier, historians began doubling down on slip-based research work flows in the late 1800's. Many in the late nineteenth and early twentieth centuries were heavily influenced by the idea of "historical method" or the German "Wissenschaftlichen Arbeitens". Primary sources going back over a century have included:

      • Bernheim, Ernst. Lehrbuch der historischen Methode und der Geschichtsphilosophie : mit Nachweis der wichtigsten Quellen und Hilfsmittelzum Studium der Geschichte ... völlig neu bearbeitete und vermehrte Auflage. 1889. Reprint, Leipzig : Duncker, 1903. http://archive.org/details/lehrbuchderhisto00bernuoft.
      • Langlois, Charles Victor, and Charles Seignobos. Introduction to the Study of History. Translated by George Godfrey Berry. First. New York: Henry Holt and company, 1898. http://archive.org/details/cu31924027810286.
      • Dow, Earle Wilbur. Principles of a Note-System for Historical Studies. New York: Century Company, 1924.
      • Barzun, Jacques, and Henry F. Graff. The Modern Researcher. New York, Harcourt, Brace, 1957. http://archive.org/details/modernreseracher0000unse.
      • Eco, Umberto. How to Write a Thesis. Translated by Caterina Mongiat Farina and Geoff Farina. 1977. Reprint, Cambridge, MA, USA: MIT Press, 2015. https://mitpress.mit.edu/books/how-write-thesis.

      A few prime examples of historians practicing this sort of card index method (though not necessarily in the same form as Niklas Luhmann) include:

      Margolin's short video is particularly lovely for its incredible depth despite its brevity.

      Beyond this there is also a very rich history of sociologists, anthropologists, philosophers, linguists, and others in the humanities using similar methods.

      Beatrice Webb has a fairly good description of how she created her "scientific notes" in the late 1880/1890s in a database-like fashion in the appendix to her memoir My Apprenticeship and expanded on some of the ideas in a more specific text a few years later.

      • Webb, Beatrice. My Apprenticeship. First Edition. New York: Longmans, Green & Co., 1926.
      • Webb, Sidney, and Beatrice Webb. Methods of Social Study. London; New York: Longmans, Green & Co., 1932. http://archive.org/details/b31357891.
    1. reply to u/rl4215 at https://www.reddit.com/r/ObsidianMD/comments/10jhlr2/using_obsidian_in_academia_a_demotutorial_vault/

      This is an awesome start.

      Some additional resources I often recommend for folks: Obsidian has a discord with a chat room specific to #academia where folks can ask questions. https://discord.com/channels/686053708261228577/@home

      Historian and professor u/DanAllosso has some great YouTube Videos on Obsidian with respect to both his own work as well as discussion on using it to teach: https://www.youtube.com/@MakingHistory2022/search?query=obsidian Because he's into Open Educational Resources, he's naturally got a great book on note taking and writing: https://boffosocko.com/2022/08/02/how-to-make-notes-and-write-a-handbook-by-dan-allosso-and-s-f-allosso/. His YouTube channel has a series of videos in which he reads the entire book making it an audio book of sorts as well. If you dig around you'll see that he's got a book club with a shared Obsidian vault that multiple can contribute to in a wiki-like manner.

      Kathleen Fitzgerald, Director of Digital Humanities has a fairly significant Obsidian practice and has some fun material on task tracking: https://kfitz.info/tasks-matter/. It looks like you've got a good start on some of this in the example vault already.

      Archaeologist Shawn Graham has a class he's teaching with Obsidian that has some great resources some may appreciate: https://mastodon.social/@electricarchaeo@scholar.social/109509678170907504. See also: https://shawngraham.github.io/hist1900/

      I haven't run into anyone in the Library Carpentries space with Obsidian resources, but I suspect they'll show up sooner or later.

      We definitely need more of these resources to share and learn from collectively.

      Thanks again!

    1. https://github.com/rlaker/Obsidian-for-Academia/issues/1

      Perhaps I can circle back around to add in more of the specifics, both for the documentation and so people better understand what's going on and how things are dovetailed. Until then, the following two articles about setting up and using Obsidian with Zotero are fairly useful templates/walk throughs: - https://www.marianamontes.me/post/obsidian-and-zotero/ - https://nataliekraneiss.com/your-academic-reading-list-in-obsidian/

    1. Around 1956: "My next task was to prepare my course. Since none of the textbooks known to me was satisfactory, I resorted to the maieutic method that Plato had attributed to Socrates. My lectures consisted essentially in questions that I distributed beforehand to the students, and an abstract of the research that they had prompted. I wrote each question on a 6 × 8 card. I had adopted this procedure a few years earlier for my own work, so I did not start from scratch. Eventually I filled several hundreds of such cards, classed them by subject, and placed them in boxes. When a box filled up, it was time to write an article or a book chapter. The boxes complemented my hanging-files cabinet, containing sketches of papers, some of them aborted, as well as some letters." (p. 129)

      This sounds somewhat similar to Mark Robertson's method of "live Roaming" (using Roam Research during his history classes) as a teaching tool on top of other prior methods.

      link to: Roland Barthes' card collection for teaching: https://hypothes.is/a/wELPGLhaEeywRnsyCfVmXQ

    1. Her work on borrowed function words was so far manifest in her Konkordanz der nichtflektierten griechischen Wörter im bohairischen Neuen Testament, Göttinger Orientforschungen VI/6, Wiesbaden: Harrassowitz 1975, the tip of the iceberg as we know now.

      Gertrud Bauer used her zettelkasten on Coptic and Greek to write Konkordanz der nichtflektierten griechischen Wörter im bohairischen Neuen Testament, Göttinger Orientforschungen VI/6, Wiesbaden: Harrassowitz 1975, a work on borrowed function words.

  3. Dec 2022
    1. Contemporary academia engages, more or less permanently, in self-critique on any and every front it can imagine. In a tech-centered world, language matters, voice and style matter, the study of eloquence matters, history matters, ethical systems matter. But the situation requires humanists to explain why they matter, not constantly undermine their own intellectual foundations. The humanities promise students a journey to an irrelevant, self-consuming future; then they wonder why their enrollments are collapsing. Is it any surprise that nearly half of humanities graduates regret their choice of major?
  4. Nov 2022
    1. Productivity drops off 20% after female faculty members become parents

      This just means that they're measuring productivity incorrectly. If they worked out productivity per work hour, they'd likely find the drop in productivity was much less, if present at all.

  5. Oct 2022
    1. I have always been impressed by those academics who can sit impassively through a complex lecture by some visiting luminary without finding it necessary to make a single note, even a furtive one on the back of an envelope. They’d lose face, no doubt, if they were seen copying it all down, like a first-year undergraduate.

      In academia, the act of not taking notes can act as an external signal of superiority or even indifference.

    1. Furthermore, in extreme cases, any opposition to CRT could be painted as ‘upholding white supremacy’, a view essentially justified on the grounds of Foucaldian postmodern philosophy rather than objective reality.

      In addition to the concerns about CRT generally, this popularization, and bastardization, of CRT speaks to the danger of releasing too much information from academia into the popular sphere. When incompletely considered theories, arguments, and models are made widely available, they will be taken advantage of by unscrupulous and malicious people.

  6. Jul 2022
    1. One of the risks I heard mentioned is that of becoming/ being perceived as an ”arm of the university bureaucracy”, as CTLs become more involved in decision-making on educational issues.

      Interesting problem. Why is the CTL not seen as an "arm of shared governance" in these cases? Or at least a venue of it?

    2. Dilemma: should/ can the CTL be neutral territory (and can it be?)

      Fascinating to see what "neutral" means here. There's the "non-evaluative"/"non-supervisory" sense, where "neutrality" is essentially with respect to office politics, and the "not advancing an argument" sense, which in the strictest sense seems almost impossible to reconcile with any kind of developmental work.

  7. Jun 2022
  8. May 2022
    1. commenting in an interview: “By the way, many people havecome here to see that.”13 The writing tool became an object of desire, especially foryoung academics seeking to add a carefully planned card index to their carefully plannedcareers: “After all, Fred wants to be a professor.” 1

      Luhmann indicates that aspiring academics came to visit to see his card collection in potentially planning their own.

      1. Ralf Klassen, “Bezaubernde Jeannie oder Liebe ist nur ein Zeitvertreib,” in Wir Fernsehkinder. Eine Generation ohne Programm, ed. Walter Wüllenweber (Berlin: Rowohlt Berlin Verlag, 1994), 81 – 97, at 84.
    1. xml <link rel="related" type="application/atom+xml;profile=opds-catalog" title="theses.fr > Flux ATOM et OPDS des thèses accessibles en ligne" href="/?q=&sort=dateSoutenance+desc&access=oui&format=atom"/>

  9. Mar 2022
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  11. Dec 2021
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  14. Jul 2021
    1. Can A.I. Grade Your Next Test?Neural networks could give online education a boost by providing automated feedback to students.

      What problem is AI solving in education?

    1. Prof Nichola Raihani on Twitter: “Submitted a paper reporting null results to a mid tier journal. Guess how it went. I literally don’t care at this point but I do feel bad for the first author (who I won’t name here). Https://t.co/sX5lTcEl29” / Twitter. (n.d.). Retrieved July 16, 2021, from https://twitter.com/nicholaraihani/status/1415308025179656194

  15. Jun 2021
    1. hey suggest annotation presents a vital means by which academics can re-engage with each other and the wider world.

      I suggest that the real power of annotation is not necessarily with academia. We need to go beyond academics and find ways to engage with others outside. For example, I have tried to engage Matt Taibbi on his substack article: https://hyp.is/go?url=https%3A%2F%2Ftaibbi.substack.com%2Fp%2Fcongratulations-elitists-liberals&group=__world__

    1. being gainfully employed, I don't have to worry about graduation or tenure

      Again Morningstar shows a lack of recognition that academia (most especially in the USA) operates in a marketplace, even though he describes some of its market characteristics elsewhere.

  16. May 2021
    1. Before introducing the KPIs, a majority of polish science was basically people milking the system and doing barely any (valueable) research. It was seen as an easy, safe and ok paying job where the only major hassle is having to teach the students. You often needed connections to get in. It was partially like that because of the communist legacy, where playing ball with the communist party was the most important merit for promotion, which, over the course of 45 years (the span of communism in Poland), filled the academia management ranks with conformist mediocrities.Now, after a series of major reforms, there's a ton of KPIs, and people are now doing plenty of makework research to collect the required points, but still little valueable work gets done. Also, people interested in doing genuine science who would be doing it under the old system are now discouraged from joining academia, because in the system they're expected to game the points system and not to do real work.What is the lesson from this is? Creating institutionalized science is hard? It requires a long tradition and scientific cultural standards and can't be just wished into place by bureaucrats? Also, perhaps it's good to be doing the science for some purpose, which in the US case are often DoD grants, where the military expects some practical application. This application may be extremely distant, vague and uncertain (they fund pure math research!), but still, they're the client and they expect results. Whereas the (unstated) goal of science in Poland seems to be just to increase the prestige of Polish science and its Universities by getting papers into prestigious journals, whereas the actual science being done doesn't matter at all - basically state-level navel gazing.

      .

    1. Anyone who treats research as a business tends not to be well received in academia, but they likely have the funding necessary to drive advances, and they may eventually be wealthy.

      There can be clear benefits to treating academia like a business.

  17. Mar 2021
    1. I hadn't really thought that much about the pedagogical aspects (they don't really teach PhD historians pedagogy where I went to school, or I missed it somehow, so I've been trying to educate myself since then).

      Don't feel bad, I don't think many (any?!) programs do this. It's a terrible disservice to academia.

      Examples of programs that do this would be fantastic to have. Or even an Open Education based course that covers some of this would be an awesome thing to see.

  18. Feb 2021
    1. David Dye. (2021, January 26). So if you work somewhere already like this maybe suggest how to really run a WFH/mobile collaboration uni, and how we re-tool the physical meeting place we then in light of that? Maybe the philosophers already know this?? [Tweet]. @DavidDye9. https://twitter.com/DavidDye9/status/1354176181042556929

  19. Jan 2021
    1. Are the books that much better than the disses? Mostly, no, I'd say. So what's the deal? I think it's that we just like books. And by "we" I mean the whole industry of academe.

      Often when I see this pattern happening, the dissertation is the new and original research and the subsequent book is a rewriting of that research into a form meant to help popularize and distribute it into a broader public.

      This is similar, in a way to journal articles being written about by science journalists which then usually massively broadens the audience of the work. Usually this version helps the work to reach more eyeballs than the dissertation to book route does.

      Another version of this might be the translation of a screenplay and a move into a novelization for popular movies. Some of the goal here however is just to make more money.

      It's worth looking at who is (privileged to be) doing the writing in each of these cases.

  20. Dec 2020
    1. But by default, reports also let managers drill down into data on individual employees, to find those who participate less in group chat conversations, send fewer emails, or fail to collaborate in shared documents.

      This is going to be awesome when it debuts in universities. I can't imagine that any academics will be concerned when a departmental chair or administrator asks you why you're not sending more emails.

    1. Microsoft says it will make changes in its new Productivity Score feature, including removing the ability for companies to see data about individual users, to address concerns from privacy experts that the tech giant had effectively rolled out a new tool for snooping on workers.

      It's great that MS has reacted so quickly to the outcry around the privacy of workers.

      I thought it would be super-interesting to see how academics might have responded to the idea of institutional administrators keeping tabs on the number of hours that they'd spent in meetings (via Teams), composing and reading emails (via Outlook), writing articles (via Word), and so on.

      And yet these would be the same academics who do this kind of monitoring of student work.

  21. Oct 2020
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  28. Feb 2020
    1. Ways forward

      The shift from "review article" to "research proposal" article uses a format that I've been trying to promote for quite some time: the call to research format.

  29. Oct 2019
  30. Sep 2019
  31. Jul 2019
  32. Mar 2019
    1. In academia, an article that is 10 years old is considered dated.

      In academia - but Lasch is still considered relevant?

  33. Jan 2019
    1. Blogging highlights the process, not the output – one of my early blogging chums was Tony Hirst here at the OU. He has commented that blogging reveals an ongoing process of research, but that much of our formal systems (promotion, REF, research funding) are focused on outputs. That’s not to say outputs aren’t important, but the longitudinal picture that a blog gives you allows for a better representation of developing ideas.

      Totally agree. Hope to blog more in 2019! #TrustTheProcess

  34. Nov 2018
    1. Most early hospitalist groups formed in community hospitals. Over the past 5 years, many academic medical centers have adopted hospitalist models for inpatient care and teaching. Beyond the legitimacy that this expansion into academia affords the movement,68 the 2 greatest effects are on education and research.69 Academic hospitalists are emerging as core teachers of inpatient medicine. For example, at the University of California, San Francisco, 15 faculty hospitalists now staff about two thirds of ward-attending months and all medical consult months. Preliminary evidence indicates that resident teaching evaluations of hospitalists are significantly higher than those of our highly selected nonhospitalist 1-month-per-year ward attendings (K. Hauer, MD, written communication, December 2001), an effect seen elsewhere as well.32 The impact on medical student education has not been empirically studied; we recently described several potential advantages and disadvantages of hospitalists in student education.70 The development of hospitalist groups in academic medical centers may have its most far-reaching effects in defining a new research agenda.69 No longer limiting their research to the impact of the hospitalist model itself, academic hospitalists are now applying the tools of health services and outcomes research, ethics, and clinical epidemiology to critical inpatient issues, such as preventing nosocomial infections,71 end-of-life care,72 and hospital quality measurement.46 Over time, hospitalists are likely to become increasingly engaged in patient-centered research, clinical trials, and genetic epidemiology (BOX 2), taking advantage of their onsite availability and large numbers of potential subjects. Box 2. Clinical Research That Might Be Undertaken by Academic Hospitalists, Beginning With Those Areas Already Under Study 1. Studies of the efficiency, cost, and quality of hospitalist services. 2. Studies of new approaches to systems issues that arise in and around the hospital (eg, medical errors, pain management, palliative care, inpatient-outpatient communication). 3. Clinical trials (single site or multicenter) involving diseases that hospitalists commonly encounter (eg, pneumonia, sepsis, gastrointestinal bleeding, heart failure, thromboembolism, asthma). 4. Multicenter trials involving interventions with smaller expected benefits or less common diseases. 5. Multicenter studies of the etiology of disease and disease susceptibility (eg, genetic analyses of why some patients become severely ill with pneumococcal pneumonia while exposed family members do not).
    1. The paradox of resistance: critique, neoliberalism, and the limits of performativity

      I found this post from Sherri Spelic's post, "A Convention In My Mind.

    2. Varieties of neoliberalism, varieties of critique?

      The three main varieties of critique of neoliberal knowledge production: marxist, poststructuralist, and neo-materialist (eg, big data, ai, machine learning).

    3. Relatedly, given the level of agreement among academics about the general direction of these changes, engagement with developing long-term, sustainable alternatives to exploitative modes of knowledge production has been surprisingly scattered.

      Alternative practices to exploitative knowledge production have not kept up with critiques.

  35. Oct 2018
    1. Scholars still have a lot of anxiety about this practice. Many of those relate to the university careers and workplaces: evaluation, tenure, reactions from their peers, hallway jealousy, and so on. These are real worries, and as a scholar and university professor myself, I empathize with many of them.
    2. The internet has made it easier than ever to reach a lot of readers quickly. It has birthed new venues for publication and expanded old ones. At the same time, a sense of urgency of current affairs, from politics to science, technology to the arts, has driven new interest in bringing scholarship to the public directly.
  36. Jun 2018
    1. When I see a paper that I find interesting, I make sure to send the author an e-mail or message them on Twitter. I say: “I just read your paper — it helped me with some concepts. I look forward to seeing your future work.” It lets people know that they have worth.

      We need to do more of this!

  37. May 2018
    1. I’m part of the policy working group for an international professional network called the Marie Curie Alumni Association. I’d like the working group to have a new mission: aligning the incentives and rewards of science with the type of work and productivity that we really want to see. We need to better reward non-traditional outcomes, such as data sets, research methods and code. And we need to better appreciate activities outside of the lab, such as public engagement, education and outreach. That’s the way towards achieving substantial and lasting change.

      Crucial yet challenging given the power system in place. More academics need to recognize the value of shifting the current valuation system.

    2. Everyone is publishing and publishing because that’s where the money in science comes from. But if everyone is publishing and nobody is reading, are we making a contribution?
  38. Feb 2018
    1. decolonization of knowledge and research methodology point to critical areas of reflection for researchers, regardless of the context of their work.

      La investigación se hace desde HackBo, pero no en nombre de él.

      ¿Qué otras formas de narrativas, desarrolladas al interior de las comunidades, les permitirían narrarse a sí mismas? ¿Acaso el documental?

    1. Se trataría de inventar prácticas de contra-diseño que puedan mantener un compromiso duradero con proyectos de vida politizados. ¿Podrá la educación del diseño cumplir esta misión? Los conocimientos académicos, fundados bajo el imperativo firme de la separación del mundo natural, parecieran ser completamente incompetentes para proveernos con los conocimientos en sintonía con la Tierra necesarios para que los humanos funcionemos acoplados con ella. Tampoco parecen ser capaces de acoger los conocimientos lugarizados y vernáculos de las culturas que se rehúsan a rendirse al mundo globalizado, manteniendo su sabiduría del habitar y de enraizar sus mundos.

      Esta frase me recuerda mis menciones a la anti-hackatón como forma de protección contra la gentrificación. En todo caso, la solución está del lado de no ser absorvido por la academía, para quedarse cómodamente enunciando desde su "torre de marfil" cómo está de mal el mundo, pero sin untarse de él, siguiendo esclavos de sus dinámicas de publicación indexada y los egos asociados.

    2. ¿no es la universidad una de las fuerzas más eficaces de ocupación ontológica de las vida y de los territorios de la gente, junto con el Estado, la economía, la Policía y los ejércitos? ¿Será capaz la academia de superar la cultura de la profesionalización del conocimiento experto tan desacreditada por Illich, de tal forma que pueda apoyar miradas conviviales? ¿Lograrán los diseñadores y aquellos dedicados a la recomunalización de la vida ‘escapar de la educación’ de tal forma que puedan diseñar “desde las culturas de base” (Prakash y Esteva 2008) para las cuales la educación convencional no puede sino devaluar sus conocimientos y vidas? Hay, sin duda, muchas respuestas a estas preguntas, desde renunciar a la universidad como espacio para la afirmación de la vida hasta luchar por su pluralización epistémica, especialmente frente a la incesante presión para que la universidad adopte cada vez más modelos corporativos al servicio del mundo globalizado.
    3. la mayoría de las principales universidades, tal vez en el mundo, se están doblegando ante las presiones para capacitar a las personas con el fin de ser ‘exitosas’ en un ‘mundo cada vez más globalizado e interconectado’, lo que significa preparar ‘individuos’ para competir en una economía de mercado; estos son los mismos individuos que llevarán a cabo el mandato de la insostenibilidad y la desfuturización
    4. . Como Maturana y Varela señalaran con referencia a la forma como concibieron el novedoso concepto de autopoiesis, “no podíamos escapar de estar inmersos en una tradición [la racionalista] pero con un lenguaje adecuado podíamos orientarnos de manera diferente y, tal vez, desde la nueva perspectiva generar una nueva tradición” (1980: xvii). La novedad de su trabajo reside, precisamente, en haber inventado un nuevo léxico para hablar de la existencia biológica, en particular sobre la cognición, como veremos en el último capítulo

      Uno podría pensar en algunas referencias circulares que permitan escapes de la lógica en la que están inmersas. Un ejemplo es la licencia GPL, que usa los sistemas de restricciones que brinda el derecho de autor para proveer una meta-restricción: "prohibido prohibir". Estas prácticas circulares que deconstruyen las lógicas donde se instauran, podrían ser usadas también para revisar las tradiciones académicas, por ejemplo desde la publicación.

  39. Jan 2018
    1. El diseño está inextricablemente ligado a las decisiones sobre el tipo de vidas que vivimos y los mundos donde las vivimos; estas son cuestiones normativas que la academia usualmente rehúye, dada su predilección por la neutralidad: “La pregunta que los humanos debemos enfrentar dice Maturana, [a quien recurriré en secciones posteriores] es qué queremos que pase con nosotros, no una cuestión de conocimiento o de progreso”