15 Matching Annotations
  1. Mar 2021
  2. Feb 2021
    1. I thought my posts would mainly be a useful resource for my students. Things I did not have time to say or elaborate on in lectures

      Blog posts as an addendum to your lectures.

  3. Sep 2020
    1. we assert a hierarchy based on an arbitrary judgment of what is “real” or “good” or “right” code

      Comme on l'a déjà fait par le passé (et même encore aujourd'hui) en littérature, finalement. C'est peut-être aussi par là que les critical code studies rejoignent les études littéraires. En laissant de côté une évaluation subjective de la qualité du code, on peut s'intéresser plus spécifiquement à son sens, à son imbrication dans un contexte, à son statut dans un espace culturel, etc.

    2. Code was literally becoming the means of debate, used as evidence in arguments for and against the scientific valid-ity of climate change.

      Intéressant parallèle à faire entre ce traitement du code et celui des publications scientifiques en médecine... Le manque d'informations dont dispose le public pour comprendre et contextualiser les études scientifiques de beaucoup de domaines peut ici se comparer à celui qui est fait de ce code, brandi comme argument mais fallacieux parce que mal interprété, mal contextualisé, etc.

  4. Dec 2019
    1. a course of lectures upon natural philosophy

      Far more than printed books, attendance at lectures on natural philosophy instructed thousands of eighteenth-century students of the sciences. Mary Shelley indirectly refers the reader to the vastly popular London lectures on the sciences to which audiences had been flocking since Humphry Davy's inaugural lecture in 1802. Anne Mellor has persuasively argued that Davy was a partial model for the character of Victor in this novel. [Anne Mellor, Mary Shelley: Her Life, Her Fiction, Her Monsters (Routledge, 1989) pp. 91-103)]

  5. Mar 2019
    1. This page is associated with Thiagi's interactive lectures, which are characterized in a book that is available via this site. This particular page involves links to types of interaction, such as games, puzzles, and so forth. It would be better to read or review the book, but since that option is not available, I will provide a link here. rating 2/5

  6. Dec 2017
    1. Lectures - For the most part, my lectures will center on materials to explain, support and offer inspiration for the upcoming assignments. I have included some examples of what they would look like, but they would vary by week according to what was covered previously, where we are in the readings, how well students are grasping the concepts we discuss, and even how many students are in the class.

  7. Nov 2017
    1. On this model, students are responsible for their own education, often forming communities or societies to collaborate. Professors typically worked one-on-one with students, but from time to time would be enlisted to offer a series - or 'course' - of lectures on a given topic. The lectures could be (and often were) public, and were frequently attended by other professors in the same field.

      Reminds me of @KevinCarey1 describe the original university of Bologna, in his End of College. Don’t have the quote handy (one of many cases where #OpenAccess would allow for more thoughtful discussion), but the gist of that paragraph sounds similar to what @Downes is describing here

  8. Oct 2016
  9. Jan 2016
    1. I want to get less wrong

      Compare with the phenomenon of (not) interrupting the university lecturer when one does not understand the lecture.

  10. Nov 2015

      Head of SIL Special Collections



  11. May 2015