92 Matching Annotations
  1. Jun 2019
    1. Corium, also called fuel containing material (FCM) or lava-like fuel containing material (LFCM), is a lava-like material created in the core of a nuclear reactor during a meltdown accident.
    1. Control rods are usually used in control rod assemblies (typically 20 rods for a commercial PWR assembly) and inserted into guide tubes within a fuel element. A control rod is removed from or inserted into the central core of a nuclear reactor in order to increase or decrease the neutron flux, which describes the number of neutrons that split further uranium atoms. This in turn affects the thermal power, the amount of steam produced and hence the electricity generated.
  2. Mar 2019
  3. Jul 2018
    1. Interestingly, the word Internet is never used in the CCSS reading stan-dards (Leu et al., 2011), despite the fact that the writing standards specify the use of “digital sources,” “technology,” and the “Internet” repeatedly (CCSS, 2010, p.41). Because of this, many will ignore instruction in online reading, thinking that the CCSS only references traditional, offline read-ing comprehension. Many may also fail to integrate reading and writing instruction, an important part of any literacy program.

      There is a lot wrong with the Common Core standards, so I'm glad this article pointed this out. That is a perspective in the standards I had never thought of before and this gave me a new lens to look at it with

  4. May 2018
    1. Sterlite Power manufacturer and supplier of various kinds of power cables like extra high voltage power cable, 3 core power cable and high voltage power cables. Extra high voltage power cable is used for electric power transmission at high voltage. We design and tested before power cable used in underground work.

  5. Nov 2017
  6. Jul 2017
  7. Apr 2017
    1. Have organizations that I have been a part of supported Common Core? Of course. But that’s not my position.

      The possible origin of why some sites report she supports Common Core.

  8. Mar 2017
    1. 別行見出し

      ページ割付けされる文書(つまり冊子本のように見える文書)にも、ページ割付けされない文書にもあてはまる。

    2. 2.3 組方向(縦組と横組)

      縦組みと横組みの二つがあるのは、書籍や雑誌だけではなく、電子書籍にもあてはまるし、最近は縦書きのWebも多少は存在する。

    3. 2.1 日本語組版に使用する文字と配置の原則

      活字採用以降の日本語文書すべてにあてはまる。ただし、続け字をデジタルで再現する場合はこの限りではない。

  9. Dec 2016
  10. Sep 2016
    1. Many have argued that minimalist metadata (such as DC Core), is not only easier to create than IMS/IEEE descriptions, but also more cost-effective. One question the iLumina project is addressing is whether this is true.

      I only think it's true if you don't think too hard about the Dublin Core definitions.

  11. Jun 2016
    1. ublinCore and REACH (Record Export for Art and CulturalHeritage) prefer the terms ‘creator’ and ‘maker’ to the moretraditional ‘author’ (Baca, 1998). T

      Dublin Core and Reach prefer "creator and maker" to "author"

  12. Aug 2015
  13. Jul 2015
    1. State data showed more than 20 million downloads of material from the site as of early June, with a third of downloads initiated from outside New York as districts like Berkeley, California, adopt it.

      EngageNY

  14. Jun 2015
    1. immersed in information about the world

      In other words, the Internet.

    2. immersed in information about the world

      In other words, the Internet.

    3. immersed in information about the world

      In other words, the Internet.

    4. ocus on evidence-based writing

      What's more "evidence-based" than annotation?

    5. a command of sequence and detail that are essential for effective argumentative and informative writing.
    6. read the texts with care.

      But what does that mean?

    7. they intentionally do not include a required reading list. Instead, they include numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect during the year.

      So the Web could be the text. And Web annotation the means of reading socially.

    8. focus on academic vocabulary:
    9. growing complexity of the texts students must read
    1. > 500 students

      We could probably claim we have (had) this many student users over time.

    2. Web - based solutions that track a student's progress across most/all reading and writing skills and recommend discrete solutions from multiple providers to help build skills based on student performance

      Then again, with the right kind of added infrastructure (tagging of annotations aligned with standards) and extraction of that data for visualization, I don't see why h couldn't fit this category. (At least we would have to say we are MVP stage for this level, though.)

    3. “Solution” is our term for an application, game or website that come s from a single provider and address es some or all reading and writing skills and conte nt areas

      hypothes.is would seem to fit best within this scope.

    4. e have to ensure that our grantees provide broad availability and affordable access to the products they build using our grant funding. We call this Global Access
    5. test bed schools.
    6. Additionally, in order to address teachers’ time limitations, the interface that teachers use to customize the sequence or differentiate practice for students must be simple and user friendly in order for it to ever be used
    7. performanc e data to be exportable
    8. Educators believe that technology needs to help them more easily

      We cannot make these users work for it. Features needs to be built-in.

    9. Just managing distributing and collecting printed copies of 125 student essays per week was overwhelming – and providing edited essays to all students was nearly impossible.

      Responses to student annotations could be seen as micro-lessons in writing.

    10. dearth of products

      Again, this will be key to rhetoric of proposal.

    11. Articulate the weaknesses in the current digital product offering and the gaps between what the market offers and what schools want to buy

      Important to articulate this intervention

    12. innovative courseware solutions
    13. to use writing as a tool for learning, communicating, and facilitating their understanding of the complex texts

      Annotation is not just note-taking (though it can be). If annotation has always been the beginning of critical analyses in literary study, then in its online, public form, it becomes a more advanced stage of the writing process. For one, annotation online has an audience. While we can think of annotation as the start of the ideas developed in a formal essay, we might also imagine how annotations themselves can be essays!

    14. riting to read strategies
    15. o close ly read complex texts from both fiction and non - fiction sources ,

      For which annotation is key.

    16. while communications skills themselves are predicted to be critical to success in all field s in the 21 st century economy (Partnership for 21st Century Skills, 2009) .

      Annotation as modeling collaborative writing and review of documents in work places.

    17. Leveraging the capabilities of interactive technology to create an educational experience that isn’t possible in a physical, paper - based world

      leveraging social media, making annotation social

    18. Showing students their perfo rmance in order to generate a sense of ownership and agency

      Profile pages need to act as portfolios to do this.

      And dashboards for group activity could similarly give students a sense of where they're at in relation to classmates.

    19. Behavioral Engagement ,

      Might include the motivation to exhaustively (even if collaboratively) annotate a text: to say, "we mastered this!" as a class.

    20. use desktop computers or laptops to access web - based applications.

      Thank goodness. Love mobile technology, but for deep engagement in writing especially, nothing beats a keyboard.

    21. ability to deploy in a variety of learning environments due to the diversity of implementation approaches that schools utilize .

      Again, LTI is key here. We want to be able to integrate/interoperate with lots of L/CMSs.

    22. Affective Engagement, which includes interest and pride in success.

      liking/upvoting?

    23. Cus tomize the learning scope, sequence, and content

      need to partner with a content provider:

      1) publisher/distributor of text exemplars

      2) publisher/distributor of lesson plans inclusive of

    24. continuing to personalize instruction

      adding tags to personalize learning for students/advance certain students to next level of comprehension/analysis

    25. performance data
    26. G enerat ing student performance data that can help students, teachers, and parents identify areas for further teaching or practice

      Data, data, data

    27. Providing digital content aligned to teacher - delivered content to r einforce or help students to apply new concepts

      ability to create a set of prefabricated tags for a group, so students can label annotations with concepts, etc. that they are applying (or standards that they are fulfilling).

      differentiated view for instructor?

    28. described a vision for technology - supported learning that consists of rich, dynamic learning experiences both onli ne and off, and technology that enables teachers to engage deeply with their students one - on - one or in small groups.

      from teachers...

    29. (Education Market Research, 2012) .

      See/cite

    30. curriculum software packages

      courseware?

    31. courseware 7 | P a g e (instructional software)

      courseware defined as "instructional software"

    32. Increasing the amount of writing

      annotation naturally does this

    33. give them the capacity to design and deliver personalized instruction to their students .
    34. real - time feedback
    35. instructional arrangement s where children work together to plan, draft, revise, and edit their compositions
    36. collaboration and peer engagement
    37. The iterative, multi - step, and reflective practice of writing is well suited to digital supports and tools, which generate digital artifacts that can be exchanged and also analyzed to reveal a student’s thinking and skil l development (National Research Council , 2001)

      See this study.

    38. Writing helps students at all grade levels (a) better express thoughts, arguments, and ideas, (b) deepen content knowledge, and (c) demonstrate proficiency (Graham & Perrin, 2007) .

      Annotation=writing as comprehension/analysis

    39. However, tools to support students in developing reading and writing skills are lagging far behind,

      ELA tech tools as "what's missing"

    40. help teachers , parents and learners diagnose gaps in students’ knowledge and skill and adapt th e learning experienced based on their progress.

      importance of capturing some kind of data

    41. deep, one - on - one engagement with their teacher and other students tha t is often missing from today’s classrooms.

      SOCIAL annotation

    42. 2. I nstructional content discoverability

      Note

    43. formative assessment data
    44. Reinforcement of practice

      Does this mean feedback?

    45. persuasive writing using textual evidence

      Writing from evidence is annotation!

    46. to use writing to support learning in all subjects , including science and social studies ;

      Annotation as writing: key not only to ELA, but sciences as well.

    47. through 8 th - grade

      Why stop here? Can we expect a similar CFP for grades 9-12?

    1. Literacy Design Collaborative (LDC

      REALLY need to connect here.

    2. University of Washington ( $610,819 ) The purpose of this award is to develop tools and resources to support school and district leaders in th e implementation of the Common Core State Standards.

      Curious to see more about what they are up to, but can't find any web presence for the project.

    1. Integrate traditional schooling with after-school, out-of-school, and anytime/anywhere learning opportunities

      Apply Common Core skills like close reading to other content: mainstream media, politics/legislation, etc.

      This is kind of obvious with Rap Genius: students were using traditional humanities skills to analyze lyrics.

    1. “the process through which a person becomes capable of taking what was learned in one situation and applying it to new situations; in other words, learning for ‘transfer . ’”

      What better way to do this than taking a skill- or content-based lesson and applying it to the web as a practice through annotation.

    2. effective democratic participation

      Emphasize annotation as key to civic literary and participation.

    3. collaboration

      Collabora-tive annotation?

    4. the Common Core standards are strongly aligned with deeper learning—and represent an especially promising leverage point for the Program to help advance its goals . 9

      "Deeper learning"=Common Core

    1. portfolios,

      Ding-ding-ding! hypothes.is needs to build out profile page as portfolio-like...

    2. The new Common Core State Standards are an enormous step forward toward the goal of preparing all students for the future: across forty-five states, schools are now required to teach skills like critical thinking and effective communication alongside core academic content.

      So Hewlett is also investing in CC...

  15. May 2015
    1. to interact and collaborate with others.

      This emphasis on collaboration is particularly important in social reading. Through replies, each annotation is actually the beginning of a potential conversation.

    2. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

      Digital annotation is particularly suited to this type of everyday writing practice.

      In a sense, it's more like posting to Facebook or Twitter than writing an essay. But because it is grounded in text, it encourages more thoughtfulness.

      At the same time, if students are regularly annotating using an application like hypothes.is, then they will surely exceed the word count usually required in a five page essay. Annotation projects might be seen as pre-writing--a collaborative drafting space for ideas and language to be developed later in formal papers--or it might be seen as an end in itself.

    3. through the effective selection, organization, and analysis of content.

      This is essential to the pedagogy of annotation as well. The first step must be to identify an appropriate selection of text from a document. The annotation itself is the space for analysis.

    4. Gather relevant information from multiple print and digital sources,

      Students using an annotation application like hypothes.is can literally map their research on a topic in tagged annotations on sources from across the Internet.

    1. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

      Again, the hypothes.is application allows for this kind of intertextual analysis to be activated and visualized in powerful ways. Students can literally link between related themes or moments in various texts studied.

    2. words and phrases

      Digital annotation powerfully visualizes this process, as the application allows the user to isolate a particular word or phrase, and then create a comment specifically on that piece of textual evidence.

    3. PRINT THIS PAGE

      No, annotate this page!

    4. including visually and quantitatively, as well as in words.

      Image Description

      The possibilities of digital writing, given the WYSIWYG interface above, allow for students to integrate a variety of media into their own annotation compositions. Moreover, this use of media is not simply illustrative but as an integral part of the overall argument.

      Image Description

    5. Read closely

      Image Description

      Close reading is a major emphasis of the Common Core Standards, though most English teachers since New Critic I.A. Richards would probably agree that is it essential to any humanities curriculum. As the "Introduction" to the ELA section states:

      Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying great works of literature.

      Digital annotation, though, is close reading 2.0. The major activity of a service like hypothes.is is "annotation," the highlighting and noting of words, phrases, and sentences, which demands that students keep their thinking and writing "close" to the text and its evidence.

      Moreover, because digital annotation has the potential to be collaborative. It links this mandate for close reading with later calls in the Standards for collaboration. I like to think of hypothes.is as a "A Social Network for Close Reading." Could we make students obsess with annotations on the web like they obsess with Facebook and Twitter posts?...