- Apr 2022
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nyu-dataservices.github.io nyu-dataservices.github.io
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a way for us to compare, restore, and merge changes to our stuff.
- google docs
- save as for local files: (e.g. file1.docx, file2.docx)
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- Feb 2021
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hybridpedagogy.org hybridpedagogy.org
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The incipient pedagogical message in these sessions seems to be that teachers ought to adapt their approach to fit the technologies,
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- Jan 2021
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nsuworks.nova.edu nsuworks.nova.edu
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the next step is to design discussion board prompts or questions to reflect thatgoal.
I'm curious how instructors might facilitate constructivist learning through productive digression via in-text social reading prompts, where asynchronous conversation is seeded in context. Perhaps instructors could turn this tension between anchored conversations and productive digression into a reciprocal advantage by encouraging students to annotate with intertextuality in mind, or better yet, have students free-associate on a word/phrase and let their responders go from there. Doing so might foster rhetorical patterns and opportunities for reflexive inquiry if developed in the mid-range composing acts (e.g. blog/discussion posts) that Ugoretz discusses here. That process would also work with a variety of digital artifacts situated in new media discourse.
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