Peerdraft

Collaboration for Obsidian – Sync, Share, and Edit anywhere

https://www.getoutline.com/

Mentioned by PK

https://en.wikipedia.org/wiki/Mixedink

MixedInk was a startup that provided web-based, collaborative writing software enabling large groups of people to create text that expresses a collective opinion, such as a mission statement, editorial, political platform, open letter or product review.

• for: collaborative commons, rapid whole system change - governance, 3rd party, TPF, power2thepeople political power, criminal power

-SUMMARY - A good article that - briefly traced the roots of the the major categories of power in modernity: - government - business - NGOs - and provides an argument for the emergence of a 4th power - the collaborative commons - it provide a model for the collaborative commons and a system diagram showing the various parts - I've critique I raise it that since it could only emerge within the technological mileau of the internet, it cannot be based upon an archaic, corporate and centralized power be structure. Even cryptocurrency is still centralized and there is generally a single point of failure. - When more important than decentralisation however, is that the current web id not people-centered and intertwingled with interpersonal - a necessary condition for a collaborative commons is their what we call a "flipped" web. - The indyweb and Indranet are being designed as an open function opens learning ecosystem for humanity at the level of trust networks - inter-operating with other larger systems, it can pay a role in creating the flipped web which can provide the human communication media for a collaborative commons

• comment

  • There night also be a bother 4th category of power not me- criminal mentioned - criminal power

• epiphany: new slogan

  • power2thepeople has a double meaning
    • political power
    • physical power
  • since modern society runs on physical power, we need the people too control it rather than serving a small group of financial elites

• for: canonical unit, collaborative commons - missing part - open learning commons, question - process trap - natural capital

• comment

  • in this context, indyweb and Indranet are not the canonical unit, but then, it seems the model is fundamentally missing the functionality provided but the Indyweb and Indranet, which is and open learning system.
  • without such an open learning system that captures the essence of his humans learn, the activity of problem-solving cannot be properly contextualised, along with all of limitations leading to progress traps.
  • The entire approach of posing a problem, then solving it is inherently limited due to the fractal intertwingularity of reality.

• question: progress trap - natural capital

  • It is important to be aware that there is a real potential for a progress trap to emerge here, as any metric is liable to be abused

• for: collaborative commons - parts, question - collaborative commons - glue - Indyweb - Indranet, collaborative commons canonical unit - Indyweb - Indranet

• parts: collaborative commons

  • capital
  • metrics - to measure outputs
  • cryptocurrency
  • governance

• question: collaborative commons glue

  • Could Indyweb and Indranet be the open source glue that holds the 4 parts of the collaborative commons together?

• for: collaborative commons - technological dependence

• comment

  • since the collaborative commons emerged from the internet, it is obviously dependent on and made possible by ICT technologies

• for: steps towards a democracy collaborative

• description

  • two steps to form a democracy collaborative
    • more inclusive ownership
    • building the next system of capital

https://hedgedoc.org/

Reclaim Hosting / Reclaim Cloud has a one button installer for HedgeDoc

Friends of the Link uses this for collaborative note taking into the anagora.org.

https://etherpad.org/

A collaborative online editor

Wörgötter, Michael. “Schriftenkartei [Typeface Index], 1958–1971.” Photo sharing social website. Flickr, 2023. https://www.flickr.com/photos/letterformarchive/albums/72177720310834741. License: Creative Commons BY-NC-SA 2.0 https://creativecommons.org/licenses/by-nc-sa/2.0/

Found via: Coles, Stephen. “This Just In: Schriftenkartei, a Typeface Index.” Letterform Archive, November 3, 2023. https://letterformarchive.org/news/schriftenkartei-german-font-index/.

All seven of West Germany's metal type foundries collaborated to create a card index catalog (Schriftenkartei) of their typefaces. These included Bauersche Gießerei, H. Berthold AG, Genzsch & Heyse, Ludwig & Mayer, D. Stempel AG, Johannes Wagner GmbH, and C. E. Weber.

Fewer than 400 copies of the card index were available for purchase by members of West German's National Printing association.

reply to u/atomicnotes at https://www.reddit.com/r/Zettelkasten/comments/16njtfx/comment/k1tuc9c/?utm_source=reddit&utm_medium=web2x&context=3

u/atomicnotes, this is an excellent question. (Though I'd still like to come to terms with people who don't think it acts as a knowledge management system, there's obviously something I'm missing.)

Some of your distinction comes down to how one is using their zettelkasten and what sorts of questions are being asked of it. One of the earliest descriptions I've seen that begins to get at the difference is the description by Beatrice Webb of her notes (appendix C) in My Apprenticeship. As she describes what she's doing, I get the feeling that she's taking the same broad sort of notes we're all used to, but it's obvious from her discussion that she's also using her slips as a traditional database, but is lacking modern vocabulary to describe it as such.

Early efforts like the OED, TLL, the Wb, and even Gertrud Bauer's Coptic linguistic zettelkasten of the late 1970s were narrow enough in scope and data collected to make them almost dead simple to define, organize and use as databases on paper. Of course how they were used to compile their ultimate reference books was a bit more complex in form than the basic data from which they stemmed.

The Mundaneum had a much more complex flavor because it required a standardized system for everyone to work in concert against much more freeform as well as more complex forms of collected data and still be able to search for the answers to specific questions. While still somewhat database flavored, it was dramatically different from the others because of it scope and the much broader sorts of questions one could ask of it. I think that if you ask yourself what sorts of affordances you get from the two different groups (databases and word processors (or even their typewriter precursors) you find even more answers.

Typewriters and word processors allowed one to get words down on paper quicker by a magnitude of order or two faster, and in combination with reproduction equipment, made it easier to spin off copies of the document for small scale and local mass distribution a lot easier. They do allow a few affordances like higher readability (compared with less standardized and slower handwriting), quick search (at least in the digital era), and moving pieces of text around (also in digital). Much beyond this, they aren't tremendously helpful as a composition tool. As a thinking tool, typewriters and word processors aren't significantly better than their analog predecessors, so you don't gain a huge amount of leverage by using them.

On the other hand, databases and their spreadsheet brethren offer a lot more, particularly in digital realms. Data collection and collation become much easier. One can also form a massive variety of queries on such collected data, not to mention making calculations on those data or subjecting them to statistical analyses. Searching, sorting, and making direct comparisons also become far easier and quicker to do once you've amassed the data you need. Here again, Beatrice Webb's early experience and descriptions are very helpful as are Hollerinth's early work with punch cards and census data and the speed with which the results could be used.

Now if you compare the affordances by each of these in the digital era and plot their shifts against increasing computer processing power, you'll see that the value of the word processor stays relatively flat while the database shows much more significant movement.

Surely there is a lot more at play, particularly at scale and when taking network effects into account, but perhaps this quick sketch may explain to you a bit of the difference you've described.

Another difference you may be seeing/feeling is that of contextualization. Databases usually have much smaller and more discrete amounts of data cross-indexed (for example: a subject's name versus weight with a value in pounds or kilograms.) As a result the amount of context required to use them is dramatically lower compared to the sorts of data you might keep in an average atomic/evergreen note, which may need to be more heavily recontextualized for you when you need to use it in conjunction with other similar notes which may also need you to recontextualize them and then use them against or with one another.

Some of this is why the cards in the Thesaurus Linguae Latinae are easier to use and understand out of the box (presuming you know Latin) than those you might find in the Mundaneum. They'll also be far easier to use than a stranger's notes which will require even larger contextualization for you, especially when you haven't spent the time scaffolding the related and often unstated knowledge around them. This is why others' zettelkasten will be more difficult (but not wholly impossible) for a stranger to use. You might apply the analogy of context gaps between children and adults for a typical Disney animated movie to the situation. If you're using someone else's zettelkasten, you'll potentially be able to follow a base level story the way a child would view a Disney cartoon. Compare this to the zettelkasten's creator who will not only see that same story, but will have a much higher level of associative memory at play to see and understand a huge level of in-jokes, cultural references, and other associations that an adult watching the Disney movie will understand that the child would completely miss.

I'm curious to hear your thoughts on how this all plays out for your way of conceptualizing it.

reply to u/glugolly at https://www.reddit.com/r/Zettelkasten/comments/16njtfx/comment/k1fn8w4/?utm_source=reddit&utm_medium=web2x&context=3 and

Well, Zettelkasten is not a knowledge management system. [...] Update: I mean digital ZK. Shoe-box ZK is a combination of knowledge management system of that time and "thought system" of Niklas Luhmann. u/Aponogetone at https://www.reddit.com/r/Zettelkasten/comments/16njtfx/comment/k1f23nj/?utm_source=reddit&utm_medium=web2x&context=3

I'm curious to see some evidence for why both you and u/Aponogetone say that a slip box (analog, digital or otherwise) is not a knowledge management system? Perhaps you don't think of it that way or use it solely to that end, but I find it difficult to see in light of the way I use mine and others have in the past. I suspect that if I had access to either of yours I could use it as a knowledge management system and it would tell me a lot about your interests and what you know and with a bit of work I could continue using it as one.

Even an argument against the more encompassing group nature versus personal or individual knowledge management systems is blunted by the use of a Zettelkasten by Adler, Hutchins, et al. to create the Syntopicon, the group uses by the Mundaneum effort (which went to great lengths to standardize information to be findable), the Oxford English Dictionary compilation, Thesaurus Linguae Latinae (TLL), Wörterbuch der ägyptischen Sprache, or even the academics who still use photocopies or microfilm versions of S.D. Goitein's zettelkasten.

What are the rest of us missing in your argument?

Not all of the jokes in Phyllis Diller's collection were written by her. Many include comic strips she collected as well as jokes written by others and sent in to her.

One of the biggest contributors to her collection of jokes was Wisconsin housewife Mary MacBride, the mother of five children. Jokes contributed by others include their names on the individual cards.

this reminds me of the "whiteboard effect" and the concept of collaborative learning as described by cal newport in his book, deep work.

such dynamics cultivate a culture of fortuitous learning and the exchange of ideas. when another individual is present, it instills a sense of accountability and motivation to dive profoundly into a problem and the gaps of each other's knowledge than we might when woking in solitude.

reply to u/bestlunchtoday at https://www.reddit.com/r/Zettelkasten/comments/12gadut/benefits_of_sharing_permanent_notes/

I love the diversity of ideas here! So many different ways to do it all and perspectives on the pros/cons. It's all incredibly idiosyncratic, just like our notes.

I probably default to a far extreme of sharing the vast majority of my notes openly to the public (at least the ones taken digitally which account for probably 95%). You can find them here: https://hypothes.is/users/chrisaldrich.

Not many people notice or care, but I do know that a small handful follow and occasionally reply to them or email me questions. One or two people actually subscribe to them via RSS, and at least one has said that they know more about me, what I'm reading, what I'm interested in, and who I am by reading these over time. (I also personally follow a handful of people and tags there myself.) Some have remarked at how they appreciate watching my notes over time and then seeing the longer writing pieces they were integrated into. Some novice note takers have mentioned how much they appreciate being able to watch such a process of note taking turned into composition as examples which they might follow. Some just like a particular niche topic and follow it as a tag (so if you were interested in zettelkasten perhaps?) Why should I hide my conversation with the authors I read, or with my own zettelkasten unless it really needed to be private? Couldn't/shouldn't it all be part of "The Great Conversation"? The tougher part may be having means of appropriately focusing on and sharing this conversation without some of the ills and attention economy practices which plague the social space presently.

There are a few notes here on this post that talk about social media and how this plays a role in making them public or not. I suppose that if I were putting it all on a popular platform like Twitter or Instagram then the use of the notes would be or could be considered more performative. Since mine are on what I would call a very quiet pseudo-social network, but one specifically intended for note taking, they tend to be far less performative in nature and the majority of the focus is solely on what I want to make and use them for. I have the opportunity and ability to make some private and occasionally do so. Perhaps if the traffic and notice of them became more prominent I would change my habits, but generally it has been a net positive to have put my sensemaking out into the public, though I will admit that I have a lot of privilege to be able to do so.

Of course for those who just want my longer form stuff, there's a website/blog for that, though personally I think all the fun ideas at the bleeding edge are in my notes.

Since some (u/deafpolygon, u/Magnifico99, and u/thiefspy; cc: u/FastSascha, u/A_Dull_Significance) have mentioned social media, Instagram, and journalists, I'll share a relevant old note with an example, which is also simultaneously an example of the benefit of having public notes to be able to point at, which u/PantsMcFail2 also does here with one of Andy Matuschak's public notes:

[Prominent] Journalist John Dickerson indicates that he uses Instagram as a commonplace: https://www.instagram.com/jfdlibrary/ here he keeps a collection of photo "cards" with quotes from famous people rather than photos. He also keeps collections there of photos of notes from scraps of paper as well as photos of annotations he makes in books.

It's reasonably well known that Ronald Reagan shared some of his personal notes and collected quotations with his speechwriting staff while he was President. I would say that this and other similar examples of collaborative zettelkasten or collaborative note taking and their uses would blunt u/deafpolygon's argument that shared notes (online or otherwise) are either just (or only) a wiki. The forms are somewhat similar, but not all exactly the same. I suspect others could add to these examples.

And of course if you've been following along with all of my links, you'll have found yourself reading not only these words here, but also reading some of a directed conversation with entry points into my own personal zettelkasten, which you can also query as you like. I hope it has helped to increase the depth and level of the conversation, should you choose to enter into it. It's an open enough one that folks can pick and choose their own path through it as their interests dictate.

A staff of at least 26 created the underlying index that would lay at the heart of the Great Books of the Western World which was prepared in a rented old fraternity house on the University of Chicago campus. (p. 93)

While the Syntopicon ultimately appears in book form, one must recall that it started life as a paper slip-based card index (Life v24, issue 4, 1948). This index can be queried in some of the ways one might have queried a library card catalog or more specifically the way in which Niklas Luhmann indicated that he queried his zettelkasten (Luhmann,1981). Unlike a library card catalog, The Syntopicon would not only provide a variety of entry places within the Western canon to begin their search for answers, but would provide specific page numbers and passages rather than references to entire books.

The Syntopicon invites the reader to make on the set whatever demands arise from his own problems and interests. It is constructed to enable the reader, no matter what the stages of his reading in other ways, to find that part of the Great Conversation in which any topic that interests him is being discussed. (p. 85)

While the search space for the Syntopicon wasn't as large as the corpus covered by larger search engines of the 21st century, the work that went into making it and the depth and focus of the sources make it a much more valuable search tool from a humanistic perspective. This work and value can also be seen in a personal zettelkasten. Some of the value appears in the form of having previously built a store of contextualized knowledge, particularly in cases where some ideas have been forgotten or not easily called to mind, which serves as a context ratchet upon which to continue exploring and building.

Hypothesis Animated Intro, 2013. https://www.youtube.com/watch?v=QCkm0lL-6lc.

This was an early animation for Hypothes.is as a tool. It was on one of their early homepages and is (still) a pretty good encapsulation of what they do and who they are as a tool for thought.

The Wörterbuch der ägyptischen Sprache was an international collaborative zettelkasten project begun in 1897 and finally published as five volumes in 1926.

https://en.wikipedia.org/wiki/W%C3%B6rterbuch_der_%C3%A4gyptischen_Sprache

I have thought long about the same issue and beyond. The triple (wiki, Hypothesis, donations) could be a working way to search for OER, form a social group processing them, and optionally support the creators.

I imagine that as follows: a person wants to learn about X. They can head to the wiki site about X and look into its Hypothesis annotations, where relevant OER with their preferred donation method can be linked. Also, study groups interested in the respective resource or topic can list virtual or live meetups there. The date of the meetups could be listed in a format that Hypothesis could search and display on a calendar.

Wiki is integral as it categorizes knowledge, is comprehensive, and strives to address biases. Hypothesis stitches websites together for the benefit of the site owners and the collective wisdom that emerges from the discussions. Donations support the creators so they can dedicate their time to creating high-quality resources.

Main inspirations:

Deschooling Society - Learning Webs

Building the Global Knowledge Graph

Schoolhouse calendar

I love this! It is similar to Prezi or VoiceThread.

Do you also support collaborative editing (public or with invited collaborators)? If yes, a high-resolution world map could be used for collaborative pinning of local events, meetups, news, videos, and so on, such as radio.garden or YouTube Geofind.

This sounds similar to the variety of calls to do collaborative card indexes for scientific efforts, particularly those found in the fall of 1899 in the journal Science.

This is also very similar to Mortimer J. Adler et al's group collaboration to produce The Syntopicon as well as his work on Propædia and Encyclopædia Britannica.

link to: https://hypothes.is/a/nvWZnuApEeuKR--5AeBv8w

https://www.hastac.org/blogs/allisonhitt/2014/02/04/01-collaborative-note-taking

Examples of existing types of mobilization systems: 1. Persuasive technology 2. collaborative technology 3. user experience 4. gamification

lack of common learning goals among the student

Institutions may supply learning environments that facilitate social interaction and collaboration and assure effective support to students with technological difficulties. Technological difficulties can cause student frustration as well as communication problems, which hamper collaborative processes such as explanations, sharing answers, and negotiation (Ragoonaden & Bordeleau, 2000).

Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences.

A major point in Chloé Collins's text is that traditional annotations risk feeling like a chore, done to fulfill teachers' requirements. In Collins's experience, the collaborative dimension of social annotation helps make it into something learners do for themselves.

https://eductive.ca/en/resource/real-life-story/boosting-engagement-with-social-annotation/

collaborative institutions relying on common design principles are seen helping to avoid the tragedy of commons

SA is also known as Collaborative Annotation in writing studies, as it focuses on peer-to-peer annotation of a shared document.

SOMA Infographic: How to Conduct a Collaborative Investigation. (2021, March 7). SOMA Disinfobservatory. https://www.disinfobservatory.org/soma-infographic-how-to-conduct-a-collaborative-investigation/

The same problem exists for paleogeography Q&A forum.

overall, the article proposes a way for massive collaboration in math, and explains the potential advantages which ultimately result from the inherent differences of human race and relativity (not the Einstein relativity, but the philosophical one which relates to the perspectives/angles of viewing the world in general): 1) the tendency of trying out different techniques to solve problems (assuming that we know exactly the same amount of knowledge), 2) the complementing nature of collective knowledge (if we know about different things), and 3) different strategies for approaching problems as people prefer and are good at different aspects of solving the same problem.

interesting perspective; by contributing to discussions in written format, people can trace the contribution of each author (or participant of a discussion) more accurately in a later published result

The answer isn't that convincing and motivating; we need better stimuli for people to contribute

mechanism 3: it is the difference that makes the human race flourish.

mechanism 1: trying out different techniques for solving the problem at hand

mechanism 2: collective knowledge of a community is likely to better approximate reality; this applies especially to subjects like paleogeography; also related to relativity

rules of the game

The platform and mechanism for collaboration

types of problems that require huge collaboration

the same for paleogeographic reconstruction, human genome sequencing, building large colliders, etc.

I like the use of [[collaborative exams to enable peer-to-peer learning]].

One of the challenges with L&D at work is the knowledge / skills transfer if someone does a course on their own, or if people are taking the same course at their own times.

wondering how this idea could translate to professional learning & development

to help grow a learning culture / learning environment / peer-to-peer-learning - things like process-note-books could be used as a light-weight way to capture information as people are working.

same with better tracking of work that people do for projects, etc.

• [[collaborative exams]]
• [[metacognition]]

Convenient to have these four share an initial. (My perception is that a tendency to emphasize this type of parallelism has been strengthening over the years. At least, I don't recall this practice being common in French when I grew up.)

• push vs pull for learning - create an environment that enables learning to happen, and let the people doing the work surface what they need to learn, and then help facilitate and amplify that process

by investing in a learning organization, and learning eco-systems, we can turn learning into an active, social collaborative activity - which can benefit everyone, adn help break down silos between departments and teams.

Mills, M. (2021). Online Academic Collaboratives, Part 1: Overview and Possibilities. PsyArXiv. https://doi.org/10.31234/osf.io/azmu9

Collaborative annotations can have a deep impact on approaches to learning and teaching.

evaluation of open educational resources, questionnaires and interviews of chem lecturers, lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

Through a study of freshman students, the author aimed to determine the success of the Wiki for collaboration. Results revealed variances in learner responses and use of the tool. Lack of use was explained by individual barriers (family, social, work) and system barriers (wiki design). The authors conclude that for the Wiki to be an effective, collaborative tool, additional resources must be provided to the learner, and the Wiki must be meaningful in its design to foster that participation. 7/10

(Available in text or audio.) This article provides basic principles (agenda, duration) and technologies (gamification, discussion boards) and activities to keep employees engaged in online learning. While this provides strategy, it does not provide implementation guidance within the corporate environment. (2/10)

Description: The purpose of this article is to explore the idea of using Wikis inside the classroom. Wikis are considered great tools because they are flexible and promote collaboration. The author discusses the different ways teachers can implement wikies from groups creating and presenting a single wiki to each student creating their own and commenting on their peers wikis. Furthermore, Wikis are familiar to students which helps promote engagement. The last section describes how to create Wikis and integrate them into a classroom setting.

Rating: 10/10

Reason for the rating: This topic fully engages the reader with easy to understand text and diagrams. There are plenty of citations to support the theories.

Description: This article outlines three phases for collaborative teaching: Planning, implementing, and reflecting. It discusses the ways teachers can support student interactions through the implementation phase by creating well-thought out activities which engage the learner. These activities should focus on collaboration of peer ideas in order to be effective in building social and academic skills. It mentions a few examples such as discussion groups or large projects. The author gives multiple examples of the teacher's role in a collaborative setting as well as issues that may occur. The article encourages both the teacher and the students to reflect on the learning and collaboration afterwards.

Rating: 9/10

Reason for the rating: The author is very thorough in their research and explanation with the text. They have many citations to support their theories as well as diagrams to help illustrate their ideas. The biggest fault with the paper is that it is entirely idealistic without any reference to a case study.

Shi, W., Wang, L., & Qin, J. (2020). Extracting user influence from ratings and trust for rating prediction in recommendations. Scientific Reports, 10(1), 13592. https://doi.org/10.1038/s41598-020-70350-1

Way to collaborate with places outside of the school

Teaching design to students, can this be a collaborative project with people from multiple locations?

Zone of Proximal Development -Vygotsky; by mixing skill levels, students at a lower skill will learn from those at a higher skill; those at a higher skill will better understand the process/concept by helping teach those at lower skills

Students can teach one another--assessment of understanding Asking each other questions before asking the teacher

Group work empowers a student's cultivation of resilience

Creates habits of mind

Going over homework in groups, if no resolution to a problem, talk about it as a class, asking groupmates to help (and they are helpful--how do you inspire helpful intentions?)

Classwork harder than homework--need to talk to one another to solve problems

Talk about problems before taking pencil to paper

Can you see one another; check ego at door; be willing to take risks; throw out ideas even if not fully formed, others can add to it

Different roles to fill: discussion: scribe, mapper, moderator

How did you do? Encourage quieter students to engage, have peers help them out somehow

Respect individual, celebrate small victories

So it necessarily starts with one of the song options provided by the platform. Users don't seem to be able to provide their own "seeds".

In a platform where one of the main values is collaboration, how important is it that these platforms guarantee that the user will be able to backup his/her data in case he/she wants (or is forced to) move out? Shouldn't this platforms also guarantee that one would be able to download ALL public data (or data the specific user has access to) to make sure he/she will be able to recreate the whole thing if he/she wants (or is forced) to?

This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10

This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

important: I think this idea could help some students realize they are not alone in their feelings and that there are a diversity of feelings and mindsets (that change on the daily) in the classroom.

there is plenty of research backing the idea that students can benefit academically and personally from learning from older/ more experienced peers

so crucial to actually understanding the math, and not just focusing on "being done" or "getting the right answer". Much more sustainable approach to teaching math.

group tests need to be based on critical thinking in order to achieve the collaborative aspect of learning

teacher taking a step back; reminds me of Deweyian philosophy

using peers to solve problems rather than directly consulting teacher for answer

Discusses the use of the eZoomBook Tool which has the ability to allow learners to navigate back through subject matter they need to refresh on as they learn new material. It allows peer to peer teaching and working which is it's most successful feature for adult learners. the eZB template is open-format and can be adapted to a variety of learning situations. Results from their initial experiments show high use of intrinsic motivation for adult learners once they got a handle on the platform.

Students can help each other learn by collaborating their efforts. Each student can bring a certain strength to the group so that they can all work out problems together

Prezi is a productivity platform that allows for creation, organization, collaboration of presentations. It can be used with either mobile or desktop. Prezi integrates with slack and salesforce. RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

When examining the pedagogy of learning, teacher and student centered approaches, there is additional evidence supporting a model moving more towards technology-based learning. This articles considers the question of technology in the classroom and its' advantages/disadvantages.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Hypothes.is could serve as group knowledge sharing tool

Diverse perspectives of 'collaborative learning'

The dark side of time artifacts and the social pressure of busyness/industriousness as a virtue.

Classic CSWC literature on time includes: groupware calendaring systems, temporal rhythm, temporal trajectories, temporal ordering, temporal artifacts.

A good website option to give students for online collaborative inquiry (when having students research, list this website)

Spider web discussions for collaborative learning

inaturalist website- really cool place to upload nature pics and correspond in discussions with others about identifying the plant or animal species

Looks like a great project to get involved in! Very collaborative (both in the classroom and in online), plus integrate technology while having students explore nature

A teacher does a study on collaborative learning and reports her findings: assign specific jobs, determine gender balance of group, self and peer evaluation tools

Wow! I did not know this! I would think that in person collaboration produced greater results, but this is not the case. Great point of how collaboration online can be just as effective!

Use real-world problems, not "artificial scenarios" for collaborative learning

Assigning different tasks/jobs to each member of the group

goof point about group size for collaborative learning (4-5 students in one group)

Vygotsky- social interaction is fundamental in learning- group work is the perfect way to do this- 2 heads are better than one:)

It's a shame that the meta data can't be extracted from the SBTF documents. I'll bet there is a story to tell there.

It might be interested to do a meta-analysis of several SBTF deployment documents to understand the trajectory of its own knowledge and practices around crowdsourcing crisis data, but also to substantiate my hunch that event temporality (slow, sudden, chronic) affects the collaboration process and the data artifacts it produces.

verbal interactions are the key!

• Mirroring to guiding

technique #1 to promote colloboration

Collaborative Reasoning

Yes! This is how I plan to teach science. I will give them questions but they have to find the answers.

It is very interesting to see just how applicable those terms are for our everyday life!

Page 187 On hyper authorship

"hyper authorship” is an indicator of "collective cognition" in which the specific contributions of individuals no longer can be identified. Physics has among the highest rates of coauthorship in the sciences and the highest rates of self archiving documents via a repository. Whether the relationship between research collaborators (as indicated by the rates of coauthorship) and sharing publications (as reflected in self archiving) holds in other fields is a question worth exploring empirically.

Valuing the teaching profession.

This is a neat idea, but do you think that this inhibits some of the students from annotating to their full potential? If I had a great idea, I might save it for myself instead of having someone else "steal" it.

bibliography tying rate of coauthorship to professionalisation of science

in some domains, collaboration is necessary. Hence the preference for team grants

A great deal of scientific production is the product of a "socio-technical production and communications network"

Shoutout to h?

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

Pre-post tests showed better gains (again by about 8%) for collaborative note-takers than for students who did not take notes collaboratively.

Students who took notes collaborative scored nearly 8% higher on their course grades than students who did not.