116 Matching Annotations
  1. Last 7 days
    1. This specification does not require any particular technology or cryptography to underpin the generation, persistence, resolution or interpretation of DIDs.

      I am not sure this is well formulated. The specification does not require, but implementation does require a bunch of particular technologies. I think the intention here is to say something like "This specification does not depend on any particular technology..."

    2. A DID document might contain the DID subject itself (e.g. a data model).

      I do not understand this statement. The DID subject is defined as:

      The entity identified by a DID and described by a DID document. A DID has exactly one DID subject. Anything can be a DID subject: person, group, organization, physical thing, digital thing, logical thing, etc. The document cannot contain a person…

  2. Sep 2020
    1. Visual Literacy for Educators and Performance Specialist | Chapter 1


      Glossary

      Decorative Visual - a visual that does not have a strong association with instructional content. Added for aesthetic reasons.

      Educational Design - Similar to instructional design, but focusing on materials for learning and long term memory. Transfer knowledge to a new and novel situations is the ultimate goal.

      Electronic slides - Display software used in business and educational settings.

      Instructional Design - Design that encompasses educational and performance design; the art and science of solving instructional problems and identifying their solutions.

      Instructional Designer - A professional who analyzes instructional problems and their solutions and creates, implements, and tests appropriate interventions.

      Interface - The message or cue between a system and a user such as a link or button on a computer screen, or headings, and page numbers in a document. These cues tend to provide navigational assistance to the user/learner.

      Interpretive Visual- A visual that helps explain content.

      Job Aids - Performance tools that help people perform a task at the time of need.

      Just-in-Time- Instructional or task support available at the moment of need. E.g. instructions on the gas pump or automatic bank teller. Job aids are considered just-in-time support.

      Literacy - A broad term describing the ability to be knowledgeable about a particular subject, traditionally that of reading and writing. We also have visual literacy in this case!

      Organizational Visual - A visual that strengthens the structure and hierarchy of information and helps integrate information.

      Performance Design - Design that helps people perform a task or job immediately.

      Performance support - a tangible support that helps people do something at the moment of need (just-in-time). Maps, recipes, and instructions on a gas pump are types of performance support.

      Powerpoint- an electronic slide software tool from Microsoft.

      Representative Visual- A visual that carries the same information as the text or clearly identifies information to make it more concrete.

      Slide-ware - Electronic slide display software.

      Transformative Visual - Visuals that supplant new information into memory by making the information more memorable.

      Typography - the art and science of letterform.

      Universal Design - A usable design of products and environment, accessible to all people. Recently the term universal design has been used to address the larger context of design. Universal design employs principles (visual and otherwise) to create environments accessible to as many people as possible. Skills in visual literacy rely on a number of principles that also fall under the universal design umbrella.

      User - The receiver of a message, also considered the audience. Learners are considered users who interact with instructional messages.

      Visual Literacy - A group of acquired competencies for interpreting and composing visible messages. A visually literate person is able to (a) discriminate and make sense of visible objects as part of a visual acuity, (b) create static and dynamic visible objects effectively in a defined space, (c) comprehend and appreciate visual testaments of others, and (d) conjure objects in the mind's eye (Brill, Kim, and Branch, 2001)

      Visual Literacy for Instruction and Performance Support - The ability to work with tools (type, shape, color, depth, and space) and actions (contrast, alignment, repetition, and proximity) to influence learning and performance. More specifically this could be described as the tools and actions necessary to facilitate cognitive processes of selection, organization, and integration.


      Objc. becoming more visually literate on the composition sense. Creating compelling visuals is both art and a science.

      Providing clear instructions is worthwhile because it preservers the user's mental energy for the important information rather than wasting that energy.

      Questions to ask:

      What information is critical to this job? How do I make the information the focus of attention.

      The book uses the word Users as a way to identify the audience of each type of visual document.


      What Exactly is a Visual?

      • Semiotics and film/video conventions
      • signs, symbols, and icons
      • images and illustrations
      • multi-images
      • graphic representation

      Saunders' Definition

      • symbols (pictographic or abstract)
      • maps graphsdiagrams illustrations or rendered pictures (realistic to abstract)models composite graphics (multi-images)photographs
  3. Jul 2020
    1. Another common mistake is to attempt to fit too many words into one line of text. For readability purposes, 50 to 60 characters per line is the ideal length.

      ideal length of a line.

    2. Bookmark EDIT 5322

    1. Save this for later reading - note to self: downloaded to the computer already.


      Guiding notes from the instructor:

      Here is the list of strategies from the chapter.

      Strategies to reduce overload

      • Stick to relevant graphics
      • Simplify explanatory visuals
      • Use thoughtful reduction to design data visualization
      • Group images and text together
      • Design text for comfortable reading
      • Use layers and hotspots to manage levels of detail
      • Use negative affordances to rule out options for learners Strategies to guide attention
      • Support learning with visual hierarchy
      • Support learner attention with conscious signals
      • Use rules and rapid recognition Strategies to support visual perception
      • Avoid color and texture faux pas
      • Use luminance for visual detail
      • Use depth selectively
      • Support learning and learnability with color-coding Strategies to promote visual learning
      • Translate large data sets into abstract graphics
      • Stay clear of the lie factor
      • Use segmenting, sequencing, and layering to tame complexity
      • Avoid interference
      • Use multiple representations
      • Use a systematic approach
  4. Jun 2020
    1. Furries are in the perilous position of having their interests form an integral part of their identity while simultaneously experiencing stigmatization from the world around them. For many, the fandom is their only source of social interaction and social support.

      For an activity, and a fandom, that is such a large part of the practitioner's identity (see Gerbasi et. al 2008 and associated responses), it's no surprise that the stigmatization that comes with being a furry is an isolating experience. I believe that this is a large a part of the reason why acceptance is such a large tenant of the furry fandom. Exclusion elsewhere leads to increased inclusion in other areas and groups.

      Non-judgementality should be the ultimate goal for health care workers in this position, but we have to recognize that it is a difficult, if not unrideable horse to handle.

    1. догматических определений

      Выразимость чистоты веры в догматических определениях ставит содержение веры в зависимость от избранного понятийного языка и лингвистических формулировок, оперирующих ими. При общности понятийного языка оказывается действительно возможным сравнить общность опыта, стоящего за одной и другой формулировками. Но общность философского языка современных богословов-теологов ещё не означает общности опыта их как богословов-молитвенников. Апофатическое богословие лишь очерчивает рамки опыта, не говоря по существу ничего из того, о чём нет насущной внешней необходимости говорить (насущная внутренняя необходимость говорить об опыте богообщения обычно вылиывается либо в поэзию, либо в проповедь, либо в размышление — но никак не в создание объективной картины.

  5. May 2020
  6. Mar 2020
    1. Designing a Course Syllabus

      The ultimate goal of a well-designed syllabus, therefore, is to inform students about what is expected of them throughout the semester by outlining content, requirements, policies, and due dates.


      notes


      0:20 - 2:45 Introductions

      2:50 - 3:35 Workshop Objectives

      Course Syllabus as a roadmap 3:56

      Syllabus will be first substantial means of communication with students.

      • Easy to read
      • Roadmap for the semester
      • Primary source of info to guide students for semester.
      • Acts as a Teaching Outline

      4:53 Purpose of a Course Syllabus

      Accessibility and Accomodations

    1. reminder: go through and chunk info into smaller concept and their time stamps.

      M5 Instructional Strategies


      Notes and reflections


      What is an instructional strategy?

      A set of instructional and learning events appropriate for achieving a learning goal.

      An instructional strategy is a bigger picture of how your curriculum should be presented.

      Example: Project Based Learning

      Producing a PRODUCT

      Multiple lessons could be involved and various activities. Then you have multiple lessons with various group or individual activities. Various learning objectives, etc.

      Designing Strats for Distance Education.

      • Engage learners in active learning experiences.
      • Scaffold instruction to develop learner self-reliance.
      • Recognize prior learning experiences.
      • Facilitate learning as an active instructor.
      • Link learning from prior knowledge to new ideas.
      • Provide collaborative, respectful and informal setting.
      • Provide self-reflection opportunities throughout the learning experience.

      Teacher vs. Student Center

      Complete Transformation? not quite.

      Think of a good combination between teacher-centered to student-centered.

      Instructional Strategies



      Types of Activities

      Learning contracts

      Lecture

      • most frequently used
      • an efficient way of disseminating info.
      • laying foundations

      Discussions

      • interactive, participatory learning
      • Asynchronous and synchronous discussions

      Types of Tools

      Mailing lists

      Course LMS

      Social Media

      Web conferencing

      Chat rooms

      Small Group Work

      Discuss content, share ideas, solve problems.

      Less hassle with organizing for larger groups.

      Discussion, problem solving activity and role-playing.

      Game activities.

      Project

      Work on special interest topics

      Individual or group based

      Increased relevance to learner

      Actual products

      Critique on product is possible

      May involve other instructional strategies as well.

      Case Study

      Requires to draw upon prior knowledge and experience

      Need an appropriate real-world situation relevant to learners

      Problem based or expert case - the biggest issue is finding a good case study.

      Both individual and group-based.

      Additional research often needed.

      Symposium

      Series of presentations and follow-up discussions

      2 to 5 people discussing different aspects of the same theme.

      Exposure to various experts viewpoints.

      Format suitable to webinars (asynchronous & synchronous)

      Audience participation through Q&A

      A moderator is often needed.

    1. M5 Successful Online Instruction

      Notes


      Basic Principles:


      View this from various perspectives (ID, Teacher, Student POV)


      • Communication with Students
      • Collaboration among students
      • High Expectations
      • Prompt Feedback
      • Active learning experiences
      • Respecting diversity

      structure of instruction

      • Organization
      • Syllabus facilitationinstructional materials *assessments
      • teaching and learning environments + tecvhnologies

      Teacher Roles

      • elaborating course content
      • supervising and moderating discussions
      • supervising indiv. and group projects.
      • grading assignments and providing feedbacks
      • answering all sorts of questions
      • helping students manage their study
      • motivating students Etc.

      Community of Learners

      Cultivate a community of learners and possible group of peers that they can rely on for feedback, sharing knowledge, critiques and fruitful interactions. Assessments would need to be criterion-based (rubric) and product-oriented. Environment has to be adaptable and technology-driven.

      Management

      Communication Very important, specially in fully online. You can create routines, correspondence time, and an open link for gathering around and meeting with the instructor.

      Assignments and grading They are useful to check in on progress. There is a debate on fewer vs. many. Have an expectation set in advance, like the use of rubrics. Provide examples or not?

      Reflection: For art classes a rubric would be good, but not examples. Examples can cause students to copy the example and you want to encourage them to do it well.

      Plagiarism: Teach students about copyright and fair use. Teach students how to cite and provide reference. Provide an institutional policy. Tracing = bad.

      Reflection: How big of a concern would plagiarism be in an art class?

      Review Other Elements in the textbook.

      reflection: Joshua might be fairly good with tech. We need to have some support for future instructors that might take over that class. Provide material for students and instructors on support.

    1. OVERVIEW

      We still have the upcoming course design template and syllabus draft.

      No reading check this week. Probably next week as we wait for feedback on all these things.

    1. Blocking In the Still Life Drawing with Christine Frerichs

      I want to be clear is still a great video. I learned quite a few new things.

      That said:

      They should chunk the video. If they are going to list materials, you should provide a "table of content" for video sections. The instructor lists all the materials. And how to make a viewfinder. Things that could have their own videos.

      She does not make use of the the video description.

      She uses word cues very well. At 1:20 she says "Create thumbnail drawings" and it appears in the video "white space".

      They edit video really well.

      They have interesting graphics that help represent certain concepts.

      There is a background music.

      I think there is a lot of CONTENT in this video that could have been split into small videos. Like tinting a bristol paper for the still life.

      They are using slightly different approaches to the measuring but all of it is fairly solid.

      On the whole, it does not ask any questions to prompt the student to reflect.

      She doesn't get into the point about lights, midtone and dark shapes, but I feel like if you have time to discuss how to do a proper sight technique, then you can briefly discuss that concept. It definitely had a bigger production value with multiple camera angles, a longer length, narration by the same artist. special effects, etc.

    1. Beginning Drawing Atelier #7: Blocking in Still Life

      Very brief intro

      no word cues

      no extraneous music

      it is chunked, very quick video 2mins 47 seconds total.

      Conversational tone, but quick and to the point.

      Credits at the end of the video.

    1. ACTIVITY 5: SYLLABUS DRAFT & COURSE WEBSITE DESIGN PLAN

      The course website design plan is due on March 15th, but the Syllabus is probably more difficult.

    2. 2. Select one production or creation tool that allows you to create the material. Introduce briefly about the tool.  Is it easy to create an instructional or learning material? How does this tool contribute to designing your material? How could this tool be used in your specific context other than creating this material? What would you add or omit to enhance this tool?

      1.Select one material that you may create for your A&E project and describe what that may be (e.g., type of material, how it is going to be used, why choose that material?). I expect each of you to create at least one material by yourself even if you are working as a team.

      2.Select one production or creation tool that allows you to create the material.

      • Introduce briefly about the tool.
      • Is it easy to create an instructional or learning material?
      • How does this tool contribute to designing your material?
      • How could this tool be used in your specific context other than creating this material?
      • What would you add or omit to enhance this tool?
    3. lease do read Chapter 8 from the textbook to gain more ideas on  material design and visualization.

      homework: read chapter 8

  7. Feb 2020
    1. After reviewing the synchronous communication tools, you will engage in Discussion 2-1 - which asks you to explore a new technology. Here is what I expect from you: 1. Select ONE async or sync tool from Module 4 to test and report on its use. Do pick the one that is new to you. If you already know all of them, then find a completely new one!

      Discussion 2-1 pick one async or sync tool from module 4 to test and report on its use.

      1. Think about the following questions to post about the tool:
      • Introduce briefly about the tool.
      • Is it easy to setup and use?
      • What are some advantages/disadvantages in terms of its use in online environments?
      • How does this tool contribute to building interaction or allowing discussion of content in an education or training setting?
      • How does this tool permit the sharing and/or creation of content?
      • How could this tool be used in your specific context?
      • What would you add or omit to enhance this tool?
    2. Album of Images

      Write an analysis when you get some time tomorrow.

    3. ACTIVITY 1: TECHNOLOGIES FOR DISTANCE EDUCATION

      Review textbook chapter 4.

      model of communication

  8. Jan 2020
  9. Dec 2019
    1. but no highpTlight leptons (electrons or muons) to trigger on

      ... but where there are no high p_T, isolated light leptons on which to trigger.

    2. to be able to search

      ... for searches for or study of ...

  10. Sep 2019
  11. Apr 2019
    1. There will often be some mention of Louis Riel after this point. But afterwards, while there are some variations depending on where went to school, Native peoples essentially vanish from the narrative. Aside from a short discussion of Louis Riel, Native peoples essentially vanish from the narrative.

      There's a repeat here.

  12. Mar 2019
  13. Dec 2018
  14. Nov 2018
    1. Given the sensitivity of daily mean radiative balance to diurnal cloud phasing [Bergman61and Salby, 1997;Yin and Porporato, 2017], understanding such mechanisms is critical.

      Suggest elaborating on "such mechanisms" for better understanding. For example, explicitly stating that "understanding this offset phasing in TCs" is critical.

    2. of transverse

      Add "the" after of

    3. that has long been puzzled over

      Suggest rewording of this phrase to, e.g., "that has long been considered in the literature."

  15. Sep 2018
    1. [Note.–The following very brief and inadequate notice of an important paper presented to the Royal Swedish Academy of Sciences in December, 1895, and printed in the Philosophical Magazine, Volume XLI, pages 237-276, is given here chiefly for the purpose of directing attention to an entirely novel and simple explanation of the vexed questions relating to the Earth's temperature in past times and to the cause of the Glacial Epoch. It is impossible in the present place to give more than the shortest abstract.– E. S. H.]

      This note is from a different publication, an abstract of the paper. The abstract was published in a US journal (Publications of the Astronomical Society of the Pacific), and this note accompanied it. The note should not be included here.

    2. 10.1126/science.00011111

      This number may not be correct for the Philosophical Journal publication

    3. Earth

      "Ground", not "Earth"

    4. Vol. 9, No. 54, pp. 14-24

      Series 5, Volume 41, pp. 237-276

    5. Publications of the Astronomical Soc

      Philosophical Magazine and Journal of Science

    6. 02/01/1897

      Publication date should be April 1896

  16. Aug 2018
    1. se durability of data.

      Would be good to give a basic list either here or in the above where you introduce metadata, or even a filled-out dummy form that shows some basic metadata. Would help folks who still have trouble visualizing the boundary between metadata and paradata.

    2. a Plan

      Storage and Preservation

    3. Deprecated formats

      Is this what header 2 looks like? Would be good to format these items so they stand out. The text is really understandable and helpful though.

    4. ld.

      Here introduce the key concepts you define below by saying something like: in order to get as close to a perfectly usable and preservable dataset, you should collect both metadata and paradata.

    5. The

      Before this sentence, introduce paradata somehow, like: "What you can do is record paradata, or information about how and why the data was created, like a data diary."

    6. ad infinitum

      This is a bit overwhelming - are you saying you should not aim to collect "all the data there are" and set appropriate boundaries, or that you should not expect to avoid all possible hiccups (a "perfect" dataset)? Or both? I think since you used the previous paragraph to point out some specific concerns to address, you should explicitly reference them here. I think you're saying that the key to good datasets is having reasonable and attainable goals, rather than striving to get "all the data and complete in every way possible".

    7. What do I want my data to do?

      This section is starting to get a bit hard to understand because the data are taking on person qualities. Could you introduce an example of an amusing fake-name project so that folks who do not discuss data in the abstract could more easily follow along?

    8. .

      :

    9. The

      "It is important to plan the structure of the data, expectations for its use by researchers, and arrange for its storage from the beginning of your research."

    10. You’ll notice that quality data (however you define the term) take planning.

      "Creating good data requires planning"

    11. As an added benefit, those same qualities that make data useful and conclusions reproducible can also help to protect against the ravages of time

      "And maintaining data in this condition helps protect them from the ravages of time" maybe?

    12. The data might be saved as an image, when in fact it's got a structure.

      Reword this so it is clear that it is different from the above: Access part = text and numbers and database saved in a bad format but still usable // Reuse part = a map or output saved as an image but the underlying data used to create it is not present (did I understand correctly?)

    13. proprietary

      Make sure somewhere earlier in the text someone has defined "proprietary" in plain language

    14. do

      ?

    15. What would make it better?

      Remove this question - the following section needs to be read first otherwise it is overwhelming

    16. in the past when trying to understand

      remove "in the past" and change following to "when trying to use someone else's data or reconstruct their conclusions"

    17. ef back to “The first steps in going digital are quite easy. They are fundamentally a question of maintaining some basic good habits. Everything else flows from these three habits:” section 1.1.6. These principles will help you and future researchers use your data, reproduce your conclusions and “future-proof” your digital work.

      I assume this is going to be turned into a link to a previous chapter?

    18. great

      Remove

  17. Jul 2018
  18. Feb 2018
  19. Aug 2017
    1. There is this idea of women being able

      Some argue that women are able

    2. it makes it hard for someone who doesn’t fit into these molds of heteronormativity to find an authentic operatic voice when portraying a role, reenacting a scene, or just trying to relate to the lyrics in a particular song.

      These norms mean that when I perform a role, reenacting a scene, or trying to relate to the lyrics of a particular song, I am also performing gender, sexuality, and race, all in ways that make it a challenge to find an authentic operatic voice.

    1. Callback is passed the decoded payload if the signature and optional expiration, audience, or issuer are valid.

      I think there is a part missing here. I'd like to propose the following new sentence as a replacement:

      Callback is passed the decoded payload if the signature is valid and optional expiration, audience, or issuer are valid.

  20. Jul 2017
  21. Apr 2017
    1. * So what does nuclear receptor even mean?

      Do I need to submit the dataset itself?

  22. Mar 2017
  23. Jan 2017
    1. 1-800-724-3506

      Phone: 800-724-3506 Fax: 570-825-9669

    2. Wilks

      Wilkes

    3. Covering New York, Pennsylvania, New Jersey, Maryland, West Virginia, Virginia, North Carolina, and South Carolina. Call 1-800-724-3506 or contact the store nearest you.

      [change ALL CAPS to Sentence case.] Covering New York, Pennsylvania, New Jersey, Maryland, West Virginia, Virginia, North Carolina, and South Carolina. Call 1-800-724-3506 or contact the store nearest you.

  24. Aug 2016
    1. Whether you are an organisation looking to invite young statisticians for a company visit, someone with questions about our upcoming or past events, or if you are just up for a chat.

      Wording

    2. Add correct pictures of the people

    3. Our mission is to bring young statisticians together. We aim to provide engaging discussions and create interdisciplinarity. To be at forefront of an information-driven society. You can find our upcoming events below.

      Make this proper

  25. Mar 2016
  26. Feb 2016
    1. Welcome to Hubzilla at LastAuth.com

      The Welcome Page. The Man behind the scene's has been truly welcoming. Test 1 Test 2

      So my consideration here is to go between an annotation structure such as this and a mind-map structure(initially until I regard other infographic materiaux making) such as mindmup.com.

  27. Jan 2016
  28. Jul 2015
  29. May 2015
  30. Feb 2014
    1. Dr. Weisman knows how to bridge the gap between science and marketing.

      "Dr. Weisman knows how to utilize his scientific credentials to undermine the scientific process."

  31. Aug 2013