3 Matching Annotations
  1. Apr 2022
    1. 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)
  2. Feb 2021
    1. The incipient pedagogical message in these sessions seems to be that teachers ought to adapt their approach to fit the technologies,
  3. Jan 2021
    1. 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.