19 Matching Annotations
  1. Apr 2016
    1. collective

      This is really important for me to remember...we do change our repertoire at times and that's not a bad thing.

  2. Mar 2016
    1. open annotation.

      How does this tool compare to Diigo?

    2. Low-barrier opportunities for interest-driven inquiry

      Please, bring them on!

    3. confirmed my bias towards learning technologies that cultivate curiosity.

      could read 'confirmed my bias towards teaching strategies that cultivate curiosity'.

    4. And our repertoires are often (re)arranged on-the-fly so as to meet contingent and emergent needs, whether individual or collective

      Is the usage sequence of tools in each repertorie stored by Hypothesis and could this be data be mined to determine frequent and/or effective patterns?

    5. Hypothesis has fostered a loyal community that values a responsive platform engendering questioning

      To whom is this community loyal? Hypothesis or to each other?

    6. Seldom does a promised innovation disrupt entrenched power relations or challenge institutional privilege.

      I wonder about this in terms of the typical distance between college students' and "seasoned" instructors' knowledge of and familiarity with all this new technology. It seems to me that novice faculty struggling to learn and utilize technology that students use with ease does disrupt the power relations and I wonder how that affects the authority of the instructor's expertise as scholars.

    7. we learn not with isolated tools (often hyped as silver-bullet solutions), but with repertoires of tools.

      My classes right now use a few tools, but OLE is expanding my toolkit! I really like that we are exploring various media and platforms to incorporate into the classroom and engage students.

    8. chat brought together people with a wide range of open annotation experiences; what some people would call more expert and novice experiences.

      This is the whole point of our OLE class--learning tools like this annotation to bring varying levels of experience together to create the community of learners, shared knowledge, discussion. I'm not entirely sure how this particular tool would be applied in math. Perhaps we could get a discussion going regarding a real world topic for the modeling project (like discussing pros/cons to the exponential increase in Fb users over the past decade).

    9. Low-barrier opportunities for interest-driven inquiry

      Making it easier for people to access, question, and discuss is a huge key to participation and engagement!

    10. And yet there remain traces of interaction, glimpses of expression and engagement that occurred largely because of these emergent margins.

      it does seem like there is a lot of opportunity to communicate and discuss/critique papers in an academic setting using this approach

    11. confirmed my bias towards learning technologies that cultivate curiosity

      This is a great argument for open annotation, isn't the cultivation of curiosity the key to creating beings who want to engage in the world around them, and in turn the key to creating learning through active thinking?

    12. “the future of open annotation in higher education,”

      This line strikes me in many different ways. One being the possibility of open annotation, connection and discussion as relating to specific texts, a jumping off point for further research. The other being, this overwhelming feeling that comes with anything that is completely open-ended. Am I alone in feeling a burden instead of a total freedom from this idea of unlimited possibility or connection? Sometimes it makes me want to just crawl in a hole with a good book (in paper, that I can smell and touch and feel).

    13. Tuesday evening’s #profchat discussed open annotation

      Jon Becker suggested this piece for us to test out some annoation. I think he couldn't resist annotating a blog post about a Twitter chat about annotation! Very meta.

  3. Apr 2015
    1. So, suppose knowledge is not the goal of education. Rather, suppose today’s content knowledge is an offshoot of successful ongoing learning in a changing world – in which ‘learning’ means ‘learning to perform in the world.’
    2. The educational thought experiment I wish to undertake concerns curriculum. Not the specific content of curriculum, but the idea of curriculum, what any curriculum is, regardless of subject. Like Copernicus, I propose that for the sake of better results we need to turn conventional wisdom on it is head: let’s see what results if we think of action, not knowledge, as the essence of an education; let’s see what results from thinking of future ability, not knowledge of the past, as the core; let’s see what follows, therefore, from thinking of content knowledge as neither the aim of curriculum nor the key building blocks of it but as the offshoot of learning to do things now and for the future.

      What is "the essence of an education"?

    1. Teaching has been reduced to the written equivalent of TV news sound bites in pan, because so many groups lobby hard for inclusion of their p et ideas Moreover, much of what they wish to be taught i s n ow taught; the problem is that it isn't learned and can't easily be, given the inert and glib quality of the text. Con tent is reducible to sound bites only when curricular lobbyists (and an alarming number of educators) be lieve that learning occurs merely by hearing or seeing the "truth." The problem of student ignorance is thus really about a dult i gnorance as to how thoughtful and long-lasting under standing is achieved

      How is thoughtful and longlasting understanding achieved?

    2. The view that everything of importance can be thoughtfully learned by the 12th grade notice I did not say "taught" is a delusion

      Why is it a delusion?

    1. Annotating puts you actively and immediately in a "dialogue” with an author and the issues and ideas you encounter in a written text. It's also a way to have an ongoing conversation with yourself as you move through the text and to record what that encounter was like for you.