64 Matching Annotations
  1. May 2019
    1. 'Women live like Bats or Owls, labour like Beasts, and die like Worms...'

      A great line...

    2. It is one of the great advantages of being a woman that one can pass even a very fine negress without wishing to make an Englishwoman of her.

      One of the moments in this work that gives me pause. Yes, and yet, the idea that greater beauty should bestow greater citizenship...

    3. Not only do the comparative values of charwomen and lawyers rise and fall from decade to decade, but we have no rods with which to measure them even as they are at the moment.

      On the mystifying structures of value in capitalist society.

    4. Women have served all these centuries as looking-glasses possessing the magic and delicious power of reflecting the figure of man at twice its natural size.

      Woman as mirror.

    5. Or is anger, I wondered, somehow, the familiar, the attendant sprite on power?

      Indeed, is anger generate by unjust power?

    6. With the exception of the fog he seemed to control everything.

      On how obvious the patriarchy is just in reading the news.

    1. Here’s my pitch for a Dumb Twitter app: The app forces you to tweet at the original 140 character tweet length. You can reply. You can’t like or retweet. You most certainly can’t quote tweet. There is no private DMing. Linear tweet stream only.

      Perhaps he's unaware of it, but this sounds a lot like the design decisions that micro.blog has made in it's platform which is very similar to DoOO, but for the broader public.

  2. Jan 2019
    1. Thanks to the fact that we kept our own domain when we moved to Medium, all the articles and links still work.
  3. Oct 2018
    1. educative process is carried on in a predominantly democratic or non-democratic way becomes, therefore, a question of transcendent importance not only for education itself but for its final effect upon all the interests and activities of a society

      If we want a democratic society we need a democratic educational system. This requires in digital literacy folks to have their own domain.

  4. Aug 2018
    1. The Domain of One’s Own initiative at University of Mary Washington (UMW) is helping to recast the conversation about student data.

      This is interesting.

  5. Jun 2018
    1. academia is built on the premise (IMHO) of getting a good idea, parlaying that into a job and tenure, and waiting for death. I’ve had a lot of colleagues and acquaintances ask why I would bother blogging. Ask why I share all of this content online. Ask why I’m not afraid that someone is going to steal my ideas.

      Though all too true, this is just a painful statement for me. The entirety of our modern world is contingent upon the creation of ideas, their improvement and evolution, and their spreading. In an academic world where attribution of ideas is paramount, why wouldn't one publish quickly and immediately on one's own site (or anywhere else they might for that matter keeping in mind that it's almost trivially easy to self-publish it on one's own website nearly instantaneously)?

      Early areas of science were held back by the need to communicate by handwriting letters as the primary means of communication. Books eventually came, but the research involved and even the printing process could take decades. Now the primary means of science communication is via large (often corporate owned) journals, but even this process may take a year or more of research and then a year or more to publish and get the idea out. Why not write the ideas up and put them out on your own website and collect more immediate collaborators? Funding is already in such a sorry state that generally, even an idea alone, will not get the ball rolling.

      I'm reminded of the gospel song "This little light of mine" whose popular lyrics include: "Hide it under a bushel? No! / I'm gonna let it shine" and "Don't let Satan blow it out, / I'm gonna let it shine"

      I'm starting to worry that academia in conjunction with large corporate publishing interests are acting the role of Satan in the song which could easily be applied to ideas as well as to my little light.


      [also on boffosocko.com]

  6. Feb 2018
    1. The biggest reason in my mind would be domains provides an opportunity to dive deeper into the infrastructure and architecture that is increasingly shaping the information landscape. What’s more, I whole heartedly think having an understanding of how the web works, and how you can build your own spaces online outside of third-party controls is an important skill.

      How many students are using cPanel to deepen their understanding of web infrastructure beyond installing and administrating WordPress? Do we have any examples?

  7. Jan 2018
  8. Nov 2017
    1. What about FERPA? The student is controlling how much information is out there. Similar to a public blogging platform being run by a university, FERPA only requires that student records (and what constitutes a “record” is debatable) not be public unless a student gives permission. In this case if the student wanted to sign up and lock down their hosting they can certainly do that, no one is requiring them to make their information public. This also comes back to our strict privacy policy (see previous question)

      Interesting approach.

    1. A video for Domains 2017. All footage by the amazing Meredith Fierro. Contributions from Zach Whalen, Steve Greenlaw, Nora Forknall, Janine Davis, Mark Synder, Clark Billups, Lee Skallerup Bessette, Callie Liberty, Parrish Waters, Claudine Ferrell, Sierra, Andi Livi Smith, Elaina Finkelstein, Troy Paino, Kris Shaffer, Jenn Hill, Stephanie Buckler, and Audrey Watters.

      Recognized a few, but not everyone. Would need to watch Meredith Fierra’s full film (with lower thirds, one might assume). https://www.youtube.com/watch?v=q9dGAAe-emY

  9. Oct 2017
    1. Documenting a Domain of One’s Own

      Early post on a Domain of One's Own by Jim Groom.

    1. OU Create has lent us the opportunity to talk about what does it mean to give students their data

      it's not until there is a choice that the choice becomes a focus

  10. Jul 2017
    1. There was an automatically generated screenshot of each site, linking to that domain. You could filter the sites based on pre-determined categories. You could also click into two different views of each site that broke down even more data, such as how many words, URLS, and images were used in each blog post, and how many themes and categories were used on the site.
    1. balance structured guidance with playfulness and empowerment

      agency as a balance between guidance and freedom

    2. Consumption/Creatio

      consumption vs creation; relate to agency

    3. Learning WordPress should not just be about learning WordPress — it should also be about all the tacit lessons that go along with learning how to publish online in an open-source Web application. WordPress should serve as an exemplar with which our students can grapple as a way towards a deeper understanding. The things they learn to do in WordPress are generalizable to other systems and other online spaces: identifying an audience; honing a voice; organizing and architecting an online space; mixing media to create compelling narratives; considering the interplay between design and content; understanding how Web applications work “under the hood” and how databases and scripts interact; adapting sites to consider accessibility and universal design; connecting disparate online spaces so they relate to each other in synthesized whole; adapting a site as it grows and develops in new directions; responding to comments and finding other spaces and sites upon which to comment; learning how search engines rank sites and how those search engine’s algorithms impact the findability of their own site.

      WP and digital skills

    4. not just helping students fix problems but helping them understand why things broke in the first place.

      learning from mistakes

    5. Naming, Building, Breaking, and Knowing

      pushing beyond the pragmatics of DoOO

    1. I’d like to suggest four goals that are embedded in DoOO. Provide students with the tools and technologies to build out a digital space of their own Help students appreciate how digital identity is formed Provide students with curricular opportunities to use the Web in meaningful ways Push students to understand how the technologies that underpin the Web work, and how that impacts their lives

      DoOO's 4 goals: tools, identity, experience, culture/community

    2. 1000 assignments in the assignment bank and 11 thousand submissions

      ds106: syndicated: 1K assignments and 11K submissions

    3. massive syndication

      syndication as connection

    4. Students have used UMW Blogs to create literary journals, survey properties around Fredericksburg, build online exhibits, connect with the authors of the works their reading, publish their poetry, develop  in-depth online resources, and, of course, blog.

      examples of student uses of DoOO

    5. The first great experiment was UMW Blogs, our institutional blogging system which debuted in fall of 2007. In that nine years, it has had almost 13,000 users and it now contains 11,000 individual WordPress sites.

      UMW blogs: 13K users, 11K blogs

    6. a perfect storm. We’ve doubled-down on courses and the LMS, we’ve bought into the notion that what technology afforded us for teaching and learning was standardization of experience and pedagogy, and we’ve abandoned the nascent spaces that might have let us continue to explore the Web as a flexible, open, and powerful platform for teaching and learning.

      The perfect storm that led us away from DoOO to course in a box

    7. And instead of putting our resources and skills into imagining what those spaces could become for teaching and learning, we began spending a lot of money on learning managements systems and other educational technologies.

      on disinvestment in tilde spaces as proto DoOO and investment into LMS and commercial edtech

    8. But when the LMS goes beyond merely providing administrative and management features and instead is offering features designed (perhaps badly) to build community, share information, and collaborate with others, it is obviously influencing pedagogy.

      LMS reaching into course containers to influence pedagogy

    9. even if we had decided for centuries that in our schools the course would be how we’d standardize administration of our schools, we didn’t, systematically, believe that courses themselves were standardized

      agreement of courses as standardized container didn't also mean agreement on standardizing content of course containers

    10. What if the early Web adopters in higher education had imagined Domain of One’s Own instead of Course in a Box?

      time for a "man in the high castle" alternative reality

    1. When I call for each of us to have a domain of our own, I’m not really invoking “ownership” in the way in which Maha suggests the "Domain of One's Own" initiative implies; but I am, I do confess, invoking Virginia Woolf and the importance having the space and safety and security (financially well before technologically) to think and write and be.

      on "owning" a domain

    2. How do we resist this? (And resist this, I contend, we must.) We resist through education. Yes. But we also must resist at the level of structure, at the level of systems, at the level of infrastructure.

      the necessity of understanding and infrastructure in resistance

    3. I’m not so sure it does, or at least that it does in the same way as Bush's vision of an “ownership society”. It seems, rather, that the rest of ed-tech – the LMS, adaptive learning software, predictive analytics, surveillance tech through and through – is built on an ideology of data extraction, outsourcing, and neoliberalism. But the Web – and here I mean the Web as an ideal, to be sure, and less the Web in reality – has a stake in public scholarship and public infrastructure.

      neoliberal edtech vs public web infrastructure

    4. A Domain of One's Own in a Post-Ownership Society
  11. Jun 2017
  12. May 2017
  13. Apr 2017
    1. Beyond Websites

      Not the tool or the product (both are valuable), but the greater experience for students to understand how the web works, what caused it to break, and how to work collaboratively to fix it. All big learning opps.

  14. Mar 2017
  15. Feb 2017
  16. Jan 2017
  17. Oct 2016
    1. From STEM to STEAM: Reframing What itMeans to Learn

      Welcome to the Division of Teaching and Learning Technologies (University of Mary Washington) Annotation Flash Mob. We will be coming together on Wednesday, October 12, 2016 at 4pm Eastern.

      Feel free to add your annotations and join the discussion at any time.

  18. Sep 2016
    1. An institution could retain theLMS as a core component, preserving its value as an administrative tool and a linchpin for learning data. But learning pioneers would be able to experiment and innovate by hooking apps and other functions onto the LMS. Contact with the LMS would be more indirect than direct for most users.

      Like DoOO buffet of tools and applications?

  19. Aug 2016
  20. Jul 2016
  21. Jun 2016
    1. delegitimated as “scribbling.”

      This is such a prevalent idea, which is limiting. My sentiment sides with @actualham and her idea that the internet is like a workshop space :) Drafts are okay. Scribbling encouraged.

    2. How do the professors and staff structure the learning process so that use of DoOO is not yet another required course task but one that is empowering? How do you move from a tool taught by a professor to one a student can use as she chooses? How can we use DoOO within a course framework while not inhibiting students’ own creative impulses? Students are often at a loss as to what to do with all this unstructured freedom, or maybe don’t yet believe that they are capable of this type of work. How do we create a safe space where students can practice that freedom?
  22. Apr 2016