for - Doug Engelbart - Mother of all demos - highlights

https://clippings.io/

I've used this before, but never added it to the collection.

https://readwise.io/bookcision

Links to: https://hypothes.is/a/9bHHZhhsEe-3LgOZEkaQcg

an old (6 years) project that readwise maintained, to export kindle highlights: https://github.com/tristanh/bookcision<br /> via PK

see also: https://clippings.io/

Der Bericht des Copernikus Climate Change Service über 2023 ist lact Direktor Carlo Buontempo "ein dramatisches Zeugnis dafür, wie weit weil wir uns von dem Klima entfernt haben, in dem sich die menschliche Zivilisation entwickelt hat". Viele Kimaforschende waren davon überrascht, wie deutlich die Temperaturrekorde des Jahres 2023 über denen der vorangegangenen Jahre lagen.Auch Zahl und Ausmaß von Extremwetterereignissen übertrafen die Erwartungen. https://www.theguardian.com/environment/2024/jan/09/2023-record-world-hottest-climate-fossil-fuel

Mehr zu den Copernicus-Daten für 2023: https://hypothes.is/search?q=tag%3A%22Global%20Climate%20Highlights%202023%22

Das Europäische Klima-Bebachtungsprogramm Copernicus hat die wichtigsten Daten zum Jahr 2023 zusammengefasst. Im heissesten Jahr seit Beginn der Aufzeichnungen war es im Durchschnitt 1,48° wärmer als in der vorindustriellen Zeit. Jeder einzelne Tag war mindestens 1° wärmer. Eine Vielzahl von Extremwetterereignissen sind auf die Rekordtemperaturen zurückzuführen. https://www.derstandard.at/story/3000000202321/2023-war-es-waermer-als-in-den-vergangenen-100000-jahren

One of my inquiries was for anecdotes regarding mistakes made between the twins by their near relatives. The replies are numerous, but not very varied in character. When the twins are children, they are usually distinguished by ribbons tied round the wrist or neck; nevertheless the one is sometimes fed, physicked, and whipped by mistake for the other, and the description of these little domestic catastrophes was usually given by the mother, in a phraseology that is some- [p. 158] what touching by reason of its seriousness.

"There is a large literature relating to twins in their purely surgical and physiological aspect. The reader interested in this should consult Die Lehre von den Zwillingen, von L. Kleinwächter, Prag. 1871. It is full of references, but it is also unhappily disfigured by a number of numerical misprints, especially in page 26. I have not found any book that treats of twins from my present point of view."

Die New York Times illustriert ihren Bericht zu der Copernicus-Zusammenfassung der Klimaentwicklung 2023 mit zwei Infografiken zu den Monatstemperaturen der vergangenen Jahre und zu Temperaturen in den verschiedenen Regionen der Erde. Noch ist unklar, ob die trotz El Niño unerwartet hohen Temperaturen Signal einer Beschleunigung der globalen Erhitzung sind. https://www.nytimes.com/2024/01/09/climate/2023-warmest-year-record.html

Copernicus-Bericht: https://climate.copernicus.eu/global-climate-highlights-2023

Infografik: https://static01.nytimes.com/newsgraphics/2024-01-08-year-in-heat/395771e2-3b2c-4c16-a6a6-360735130222/_assets/chart-Artboard_2.png

Infografik: https://static01.nytimes.com/newsgraphics/2024-01-08-year-in-heat/395771e2-3b2c-4c16-a6a6-360735130222/_assets/map-Artboard_2.jpg

And of course, somehow Tiago Forte encourages people to highlight and pay attention to those that interest them.

= Highlights - Patents granted for unoriginal inventions if prior art outside of the patent literature missed. - Misses most of free and open source software and hardware - number in millions. - = Open Source Hardware Association - created a certification database - centralized prior art. - Novel tool has a semi-automated way of certification from = MediaWiki - websites. - = OSHWA - certification completed on average in 62.5% less than direct form filling.

The suggestion of visual highlighting making ideas stand out, but without the idea of their location within the notes being a helpful part of the mnemonic technique.

Some Hypothesis Tips&Trick's

!- Paper : Highlights - Rich countries rely on a large net appropriation of resources from the global South. - Drain from the South is worth over $10 trillion per year, in Northern prices. ($ 242 Trillion over the period 1990 - 2015) - The South’s losses outstrip their aid receipts by a factor of 30. - Unequal exchange is a major driver of underdevelopment and global inequality. - The impact of excess resource consumption in the North is offshored to the South.

One shouldn't use highlighting in books/texts as a means of remembering things. They are the lowest form of fleeting note and should be used as an indicator or finding device for portions of text one wants to excerpt or reframe more fully for their note collection.

• highlights seems to save a copy
• should I save the copy into my notebook or just save its metadata?

• permanent notes are the note I rewrite from my comprehension, this is the core of ZK

• another question is we always forget the context of the highlights...

For those curious about the idea of what students might do with the notes and annotations they're making in the margins of their texts using Hypothes.is, I would submit that Dan Allosso's OER handbook How to Make Notes and Write (Minnesota State Pressbooks, 2022) may be a very useful place to turn. https://minnstate.pressbooks.pub/write/

It provides some concrete advice on the topic of once you've highlighted and annotated various texts for a course, how might you then turn your new understanding, ideas, and extant thinking work into a blogpost, essay, term paper or thesis.

For a similar, but alternative take, the book How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking by Sönke Ahrens (Create Space, 2017) may also be helpful as well. This text however requires purchase via Amazon and doesn't carry the Creative Commons Attribution NonCommercial ShareAlike (by-nc-sa 4.0) license that Dr. Allosso's does.

In addition to the online copy of the book, there's an annotatable .pdf copy available here: http://docdrop.org/pdf/How-to-Make-Notes-and-Write---Allosso-Dan-jzdq8.pdf/ though one can download .epub and .pdf copies directly from the Pressbooks site.

https://www.houstonchronicle.com/projects/2022/roe-opinion-annotated/

An interesting example of visual user interface of highlights and marginalia on a news site to help tell and report on a story.

retweeting as a bookmarking behavior

YES I underline and highlight when I read and YES I know xyz studies demonstrate highlighting is not an 'effective learning technique' ... but not all learning is about remembering #toolsforthought

— Amy Rae Fox (@thoughtafox) February 2, 2022

An interesting perspective. Worth comparing the ideas of learning and remembering and what relationship they have to each other.

Even when taught that some methods of learning don't work, students will still actively use and focus on them.

Are those using social annotation purposely helping students to steer clear of these methods? is there evidence that the social part of some of these related annotation or conversational practices with both the text and one's colleagues helpful? Do they need to be taken out of the text and done in a more explicit manner in a lecture/discussion section or in a book club like setting similar to that of Dan Allossso's or even within a shared space like the Obsidian book club to have more value?

What methods of studying actually make us learn something versus make us feel as if we've learned something?

Active reading, progressive summarization may be on this list while highlighting and underlining might not. Or perhaps there's a spectrum of poor to good, and if this is the case, what does it look like? Is it the same for everyone or are factors like neurodivergence part of the equation which might change this spectrum of learning methods and techniques?

Some of the lighter and more passive (and common) forms of reading, highlighting, underlining sentences and hoping to understand or even remember the content and contexts is far less valuable than active reading, progressive summarization, comparing and contrasting, and extracting smart or permanent notes from one's texts.

Related to literature notes, but a small level down are the sorts of basic highlights that one makes in their books/reading. For pedagogy's sake they're a sort of fleeting note that might be better rewritten in a progressive summarization form. Too often they're not, but sit there on the page in a limbo between the lowest form of fleeting note and a literature note.

Hierarchy of annotations and notes: - fleeting notes - highlights - marginalia marks: ?, !, ⁕, †, ‡, ⁂, ⊙, doodles, phatic marks, tags, categories, topic headings, etc., - very brief annotations - literature notes (progressive summaries) - permanent notes

These three are all essentially the same thing, just providing differing levels of overall value to Adler somehow. Is there really so much value in highlighting one's highlights?

Perhaps better would be to rewrite the sections one is highlighting in their own words to provide a stronger signal that one truly understands the concepts one has read.

I feel that these two aspects of the design process are important to the field of education. Knowledge of subject-matter is the purpose of education. However, so many people believe "why learn this information if we will never use it in the future". I try to explain to my students all the time that they will use the information that I teach them in the future and I often provide many examples that they are able to connect with.

I think this is a great way to ensure that learning and growth is still taking place. Asking this question early on could also guide design to help make sure that it is not only creative but effective.

In education, this is done often. As teachers, we often look at our students and determine what interest them or what would engage them in order to make their learning as fun and creative as possible. Currently, my students are all about "Among Us". Due to this, we have created games to review material, classroom management/reward systems, and discovery learning that matches the game. Although this is a simple step, it helps make the learning more relatable and therefore, effective.

This set up, although it seems to include differentiation for students to grow at their own pace, seemed too scripted with little interaction. I can see why this approach did not last for very long as students were likely bored and did not find the learning engaging or rigorous. Students need communication with peers to discuss their findings while learning and having no open-ended or thought provoking questions likely also led to disinterest.

Extensive is the key word here. I don't think you can skin the survace in these areas and come up with interesting instruction.

I can definitely see why learner analysis was named as a critical area for designing creative instruction. As an educator, it is extremely important for me to know and understand my students (likes / dislikes, interests, areas in which they excel / have difficulty) before creating any lesson plans. It is absolutely necessary to have a good understanding of your students in order to provide effective instruction. Once you have a good instructional plan in place, I believe you can then add those extra elements that will make it creative.

Yes, a balance is necessary. In my mobile learning class, we discussed how can we use mobile devices to increase engagement, yet keep them focused on how to leverage technology well for academic purposes.

I agree with the Constructivists in allowing individual flexibility, but there also has to be structure, discipline, and an overall plan or process to evaluate learning and ensure that learners are achieving the desired outcomes.

This is really poignant. Even though it's been reiterated several times, it's important to exercise caution when superimposing your experiences and interests on your learners. While appropriate in some instances, sometimes it can translate to instructors vicariously experiencing education in a way that aligns with the instructor's values, beliefs, motivations, etc. without taking into consideration the student's unique skills/abilities or potential.

I think this is a great idea! Having teachers and instructional designers work collaboratively to address learning needs is something that I think could eliminate a disconnect that often occurs in education. Teachers know their students well and can communicate their needs to the designers, and designers can offer insight on instructional practices/strategies that would improve learning in the classroom.

Even though I'm not an educator, I can see the value of having instructional coaches, instructional designers, and teachers work together to achieve the same, collective outcome: to empower students and make learning impactful.

I could see how this is important from a business perspective because businesses are continually analyzing data to see how they can improve their product, expand their market, and increase their overall gains. Sometimes the learner's feedback of the content gets overlooked in favor of the quantitative data. I'm not sure if this is what the author is attempting to say, but this is how I interpreted it.

This is also a key priority for adult learners. Their primary focus is how can I practically use this information in my workplace, my context, etc.? How is this knowledge relevant to me and my role/responsibilities?

Formative evaluation is so important to include, and not just as a means to assess the designer's level of creativity or how the learner perceived the content. It can also be used to evaluate the learner's progress and degree of comprehension of the material.

Furthermore cyclical revisions improve the content for the next cohort of learners, and there's a constant feedback loop that can improver the overall learning experience. It's important not to neglect or overlook the impact that formative evaluations can have.

When I was in school, I often felt like formative evaluation was not a key priority. The summative evaluations had the most emphasis and consequently received the most attention because they impacted final course grades.

Instructional Strategy

• What is the mode of instruction?
• How is content organized and presented to the learner?

I also think it's important that the instructional strategy complements the instructional content and the goals/objectives that you want the learner to achieve.

For example, for acquiring skill-based knowledge, it's helpful to integrate practice sessions where you can actually apply your newly learned skills. Whereas if the goal is to deliver content to a large population, a lecture-style might serve the purpose better.

So, I think that it's important to ensure that the instructional strategy is tailored to the content as well as to the learner to ensure a successful outcome and a positive learning experience for the individual.

I think this helps explain how the two pieces work together. Maintenance learning is used or modified from other ideas to fit new ones. It is the "dont reinvent the wheel" part of design. Meanwhile, innovation is pushing us forward and allowing for creativity for new ideas.

Here's an example of such a highlight/annotation.

Highlighting this sentence on the Highly blog (on Medium) ironically using Hypothes.is. I'm syndicating a copy over to my own website because I know that most social services are not long for this world. The only highlights that live forever are the ones you keep on your own website or another location that you own and control.

RIP Highly. Viva IndieWeb!

Mention examples of this like Medium and/or Kartik's example using webmention.

Interesting use of digital highlights--determining how "read" a particular book is.

I find it somewhat interesting to note that with 246 public annotations on this page using Hypothes.is, that from what I can tell as of 4/2/2019 only one of them is a simple highlight. All the rest are highlights with an annotation or response of some sort.

It makes me curious to know what the percentage distribution these two types have on the platform. Is it the case that in classroom settings, which many of these annotations appear to have been made, that much of the use of the platform dictates more annotations (versus simple highlights) due to the performative nature of the process?

Is it possible that there are a significant number of highlights which are simply hidden because the platform automatically defaults these to private? Is the friction of making highlights so high that people don't bother?

I know that Amazon will indicate heavily highlighted passages in e-books as a feature to draw attention to the interest relating to those passages. Perhaps it would be useful/nice if Hypothes.is would do something similar, but make the author of the highlights anonymous? (From a privacy perspective, this may not work well on articles with a small number of annotators as the presumption could be that the "private" highlights would most likely be directly attributed to those who also made public annotations.

Perhaps the better solution is to default highlights to public and provide friction-free UI to make them private?

A heavily highlighted section by a broad community can be a valuable thing, but surfacing it can be a difficult thing to do.

Posting this solely to compare my Hypothes.is highlights and annotations on my website with Will's version.

I'm still tinkering with mine and should have a Micropub based version using IFTTT and Webhooks done soon.

Is this not a comment on a highlight? And did I not just add tags? Is this article out of date?

This special issue has been featured in an Article Spotlight! For a summary of the special issue from the editor, please visit https://www.apa.org/pubs/highlights/spotlight/issue-124

This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-119.

This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-120.

This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-121.

This special issue has been featured in an Article Spotlight! For a summary of the special issue from the editor, please visit https://www.apa.org/pubs/highlights/spotlight/issue-122.

This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-127.

This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-126

This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-125

This article has been featured in an Article Spotlight! For a summary of the article from the author, please visit https://www.apa.org/pubs/highlights/spotlight/issue-123.