16 Matching Annotations
  1. Jul 2019
    1. at any time, in any place

      Huge thanks to Maha Bali for reminding me to make this point about annotation's capabilities to extend reading across time and space.

    1. Rather than teaching students how todoubt a source as a first step, we are affirming their ownbackground knowledge about a topic, and helping thembuild on and explore their own intuition, in order to helpthem reach a conclusion

      Thinking about how this step might be before Mike Caulfield's first "Stop" step in the SIFT framework he developed out of his "four moves".

    2. One way to empower these students to have voice isto encourage them to build on local knowledge andpersonal experience as valid and important sources oflearning.

      Thinking about this in the context of recent experiences where Western white men use Western rational frameworks to validate their own personal experiences where their privilege is challenged. Maybe there's such a comfortable fit between dominant identity and dominant knowing frameworks that, for such folks, the Western rational tradition is a sort of local knowledge.

    3. constructiveknower

      Love this formulation of the "constructive knower".

    4. Knowing how to assess the credibility of a sourceis useless unless the person develops a sensitivity and dis-position to question what reasonably warrants question-ing.

      Filing this quote away for later ;)

    5. careful ascommunitiesand not just asindividuals

      Love this, as so much of what needs amplification are understandings of people as actors within communities, not just as individual consumers or producers of digital artifacts.

    6. I argue that digital literacies should notbe taught as a technical skill, but should be seen as a partof cultivating critical citizenship

      This is an incredibly important point: too often explorations of digital practices focus on skills (often even then too narrowly defined, as when specific software programs are taught, rather than higher level skills about using an entire software category, like word processing, or spreadsheets), when they should be focusing on how digital practices fit in to wider human life, as in citizenship.

    7. digital literacies

      Love the move to the plural here.

  2. Feb 2019
    1. One of the things I absolutely hate is reading research done in a v narrow context and authors concluding “even though our sample was [insert v narrow non-diverse sample] we expect our results to resonate [insert absurd universality]”.

      AMEN! It is such a part of the "Western POV" to generate universalities out of their (our) own situated experiences.

  3. Jan 2019
    1. EthosandPractice of a ConnectedLearningMovement:Interpreting Virtually ConnectingThrough AlignmentwithTheory andSurveyResults

      Visit this annotation to join the conversation on top of this article, Ethos and Practice of a Connected Learning Movement: Interpreting Virtually Connecting Through Alignment with Theory and Survey Results", by Maha Bali, Autumm Caines, Helen DeWaard, and Rebecca J. Hogue.

      (Note that the article can’t be annotated at its default location in the OLJ website as the PDF reader there is not annotation enabled. You can download the PDF from OLJ and open in Chrome with the Hypothesis extension loaded to annotate locally; annotate the PDF hosted on docdrop.org; or at its hosted location on Terry Elliot’s RhetCompNow website.)

    1. The immense value of NOT “achieving a useful consensus” around what we mean by “open” and staying in that deeply interesting conversation is precisely because when we foreclose it, when we leave it, we miss out on new understandings for ourselves, and close them down for others. It’s no surprise that some women with very different global perspectives, like Maha and Sarah Lambert (whose paper “Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education” inspired Maha to write today) would remind me why we need to keep definitions of open, open.

      This paragraph is a core part of the main point I was trying to convey in this post. I was trying to celebrate respect for/comfort with/the value of ambiguity/messiness/"the other" in the term "open pedagogy" that the closed term "OER-enabled pedagogy" wasn't invented to support. As Maha Bali put it differently (better?) in part of a tweet about how truly open discourse might have: "Respect for the 'other' ... that does not reciprocate that respect. Comfort with ambiguity and messiness the 'other' does not have."

  4. Nov 2018
    1. Discuss?

      Read and annotate other contributions to this conversation about choosing a Creative Commons license sparked off by Robin DeRosa on Twitter, that has generated other contributions from folks like Maha Bali, Steve Foerster, and Steel Wagstaff (add more in the replies).