227 Matching Annotations
  1. May 2017
    1. Our well-being depends on our ability to draw wisdom and constructive meaning from even the most painful or cruel experiences

      An essential focus here not just on the act of writing and revising but on well-being.

    2. His writing conveyed harsh truths that he perceived in his life that colored his sense of self, and he wrote himself as a character imprisoned by them. Over the course of his narrative work, his tone and self-characterization evolved as he realized that he had agency in deciding what truth meant to him.

      A description of what it means to revise narrative truth

    3. revisions to narrative truth


    4. Agency: noun. The belief that I am here for a purpose. I’m not a nobody, I’m a someone.

      I appreciate this definition of agency too. Was in a conversation recently where we were talking about collective agency and agency within community. I think this sense of purpose starts to pick up on that.

    5. Truth: noun. Where I get my pride and grace.

      This is a beautiful and powerful definition that speaks to the power of the work the students and their teacher were doing here.

    6. Thanks to Bronwyn LaMay for partnering with the Marginal Syllabus and joining us in an annotation conversation during the week of May 22nd. Click here for additional information about our annotathon in partnership with Educator Innovator, including a webinar on Tuesday, 5/31 at 7p ET.

  2. Feb 2017
    1. we are diving back into annotation

      Another big thank you! As I've mentioned on Twitter, your course's "re/turn" to a previous Marginal Syllabus conversation (from October) is what Joe, Jeremy, and I hoped would happen over time - that educators would find conversations and texts that resonate with their interests and courses, and then join the text-based conversation via ongoing annotation. This turns the text-as-conversation into an open educational resource (OER), and - like you - we hope other educators and courses revisit these conversations to support their own learning.

    2. a significant jump-start to that sense of belonging to a community, both within the course and beyond it.

      I've had students say similar things about using Hypothesis to read together. I'd like to explore the relationship between open/collaborative web annotation and community-building... many questions to consider...

    3. their reflections that week posted to their own blogs were filled with connections they made between Dewey’s work, John Seely Brown’s, and the research report/agenda for Connected Learning

      Awesome. Is it possible to connect with some of these posts and perspectives?

    4. scaffolding between the texts and supportive approaches

      This is important, and in my teaching I've been careful to include web annotation in both private (group) and public modes so that learners find comfort with different approaches and can come to appreciate some of the scaffolding that you describe.

    5. Amazing

      You're very welcome, and we're appreciative of your willingness to merge formal course activities with the more open-ended and interest-driven approach to educator learning via Marginal Syllabus.

    6. to highlight things they noticed and that raised questions for them

      A publicly visible and annotated syllabus is a great practice, and something I'll incorporate into courses - great idea!

    7. about the power of annotation

      This is quickly going to become a bit meta... :)

  3. Jan 2017
    1. The common needs and aims demand a growing interchange of thought and growing unity of sympathetic feeling

      This sense of common needs is similar to "shared purpose" in connected learning.

      I love the chapter on shared purpose in this book btw: Teaching in the Connected Learning Classroom (http://www.nwp.org/cs/public/print/books/teaching_in_the_connected_learning_classroom)

    2. John Dewey

      In 2012 I heard John Seely Brown give a keynote at the DML Conference where he said that "perhaps John Dewey (and Marie Montessori) were 75 years ahead of their time" when driving models of education that brought the learner into the flow of what they were learning. Maybe, he posits, "their intuition was right but their toolset was wrong."

      I was so excited by this thought and have been wondering it ever since. So how might we do what JSB does in his speech and recast some of John Dewey's work here from 1907 in today's networked age?

      JSB described his goal is to create an "arc of life learning that scales." I am wondering about equity in connected learning and teaching.

      See: http://dmlcentral.net/the-global-one-room-schoolhouse-john-seely-brown/

    1. In the German case, the negative biological and ultimately commercial consequences of the stripped-down forest became painfully obvious only after the second rotation of conifers had been planted. "It took about one century for them [the negative consequences] to show up clearly. Many of the pure stands grew excellently in the first generation but already showed an amazing retrogression in the second generation. The reason for this is a very complex one and only a simplified explanation can be given.... Then the whole nutrient cycle got out of order and eventually was nearly stopped.... Anyway, the drop of one or two site classes [used for grading the quality of timber] during two or three generations of pure spruce is a well known and frequently observed fact. This represents a production loss of 20 to 30 percent."

      Yet, orchards, where there is no deforestation are managed environments. This doesn't help with the problem of deforestation but also might be instructive about how to conduct experiments.

    2. The vocabulary used to organize nature typically betrays the overriding interests of its human users. In fact, utilitarian discourse replaces the term "nature" with the term "natural resources," focusing on those aspects of nature that can be appropriated for human use.

      We probably focus on the discrete parts of the system because it is easier than studying the system and dealing with a more daunting data set.

    3. In state "fiscal forestry," however, the actual tree with its vast number of possible uses was replaced by an abstract tree representing a volume of lumber or firewood. If the princely conception of the forest was still utilitarian, it was surely a utilitarianism confined to the direct needs of the state. From a naturalist's perspective, nearly everything was missing from the state's narrow frame of reference. Gone was the vast majority of flora: grasses, flowers, lichens, ferns, mosses, shrubs, and vines. Gone, too, were reptiles, birds, amphibians, and innumerable species of insects. Gone were most species of fauna, except those that interested the crown's gamekeepers.

      Coincidentally, I just read the novel Barkskins, by Annie Proulx, which is historical fiction about the timber industry in pre-colonial and colonial North America. The novel covers a lot of territory, so to speak, but she compares the timber practices in the US to the tightly managed timber practices in Germany, and the most complex forest environment on earth, the Amazon rainforest.

  4. Jul 2016
    1. ALL the time

      Why? Because they are distracted in class due to learning that is not relevant to their interests? Or because they are participating in some type of activity that is complemented by mobile device use? The initial presumption that learners are "on" a device and not engaged with authentic practices (i.e. questioning, inquiry) is troubling, if not shortsighted.

    2. Podcasts. Both creating and listening to podcasts. I love podcasts and I’m not alone. Podcasts are HOT right now.

      What might youth author in podcasts? Can this be authentic journalling, planning and strategy? Can youth experts who are experienced with Pokemon make podcasts for their classmates to give the background of the game?

    3. Very few students will be using PearDeck, or Socrative outside of a school setting, so why not use what they will use or do use: Twitter, Snapchat, Instragram, Minecraft are all powerful tools inside and outside the classroom.

      This is a strange rationale. Instead of focusing on the inevitability of youth using phones, I would look at the possibility of connecting story, myth, strategy, mapping, exercise and social interaction.

  5. May 2016
  6. Feb 2016
    1. We watch as solid, slow moving, hermetic traditions of the academy are challenged by the fluid, fast-moving, and crowd-sourced affordances of contemporary digital media.

      Challenged and replaced, for all practical purposes. Pettitt's concept of the Gutenberg Parenthesis resonates. Image Description

  7. Jan 2015
    1. could connect my students with students in the K-12 system where they (many are future teachers) can practice using digital tools to teach children and mentor children about college along the way.

      Yes. I actually want to start some digital field placements.

    2. Why is open better than BlackBoard?

      I don't think you Really had to ask this question.

    3. in fact, if anything, it has been easier because I have a significant amount of evidence by which to judge performance (e.g. student-produced videos, blog posts, participation in discussion on VoiceThreads, etc.). This is useful because we know multiple touch points on student work is a better measure of student learning than perhaps, one exam and a few papers.”

      I agree. I made a series of makes and then allowed students to build portfolios.

    4. For instance, there were some pages with learning activities on them that I made password protected or only editable by people with specific email addresses.

      Good strategy for differentiating assessment within a #ccourses