Sounds like separating content from format (à la \(LaTeX\)) and there are interesting parallels between annotations, metadata, and formatting. All of these can be described as “layers”, in the common metaphor.

Slick, neat, and informative.

Powerful but misunderstood (or, even, difficult to grasp) feature of Open Annotations.

Tell that to Genius!

Part of the argument for OER might come from more efficient ways to curate this type of material. Creating textbooks is some people’s main goal, but there’s a whole lot to be said about Open Coursepacks in Linked Open Data.

First step in Linked Open Data is moving away from image PDFs.

No ePub?

Interesting initiatives for video annotations, especially in educational contexts.

The great reveal! (Had missed it. Thanks to @EvanKindley for leading us to this entertainment piece.)

Pour le contexte… Girard est instigateur d’un projet qui a donné lieu à un manifeste sur la pédagogie active.

Ce manifeste a donné lieu à un débat.

Le texte de Tisseron auquel répond Girard a été partagé par Jacques Cool sur Facebook (connu sous le nom de « Jacques McCool » parce que la plateforme n’accepte pas son vrai nom).

Let’s not underestimate single mothers.

Sounds like a Wikiquote project. And the potential for a nextwork of texts.

Sounds logical, in the abstract. But the explanation is often known to “kill the joke”, to decrease the humour potential. In some cases, it transforms the explainee into the butt of a new joke. Something similar has been said about hermeneutics and æsthetics. The explanation itself may be a new form of art, but it runs the risk of first destroying the original creation.

Could just imagine how that went. And how it might have gone, had Russell complied.

One of the ultimate levels of technological appropriation may be in designing and implementing new tools related to a given technology.

Can serve well as an OER quote.

Common refrain but important lesson.

We can’t take things for granted.

Even Prensky got that, after a while.

Several likely causes, not jumping to conclusions.

Asking questions which find easy answers online may exacerbate the problem, but the problem existed before the Internet.

Lots of openings for #HybridPedagogy.

Sounds safe, resorting to the discourse on standards.

How suprising, from a head teacher. “Throw money at the problem” is exactly what government bodies want to hear, at this point in time.

“Resistance is futile”?

Great argument for OERs, no? And Open Annotations, for that matter.

Now we’re talking!

Does Seymour Papert still argue against the 3Rs? There’s reason to dig deeper instead of jumping to conclusions. But it’s clear that “access to hi-tech devices” is hyped.

Warschauer et al. have done a lot of work on digital divides, especially in education. One of the lessons is that it may not be about access to the tools.

Sounds like those studies of moderate alcohol consumption and heart diseases. There might be an appropriate degree of technology use or it may be much more complex and contextual.

Free as in “tracked”. Sure, Google signed the privacy pledged and they don’t use data to advertise directly to students. But there are many loopholes. As rms makes very clear, GAfE is the exact opposite of Free Software. It’s “not having to pay for your own enslavement”.

Doh!

Student-driven beginning for universities.

Have they demonstrated so clearly that their textbooks have enhanced learning? Oh, wait. They set the criteria by which we assess learning and push for their own brand of Learning Analytics, so…

Maybe the model from commercial textbooks isn’t the one we need to follow?

New business models for journalism or the birth of new approaches to information?

Good ole appeal to journalistic exceptionalism.

OER as alternative to textbooks. But what about “smaller” OERs?

In other words, Open Educational Resources need not reproduce the textbook model.

Might be a bit difficult to do but it’d be nice to have an interactive version of the canvas, wizard-style. Going through the canvas with others does wonders to everyone’s understanding of what and why badging matters. But there’s a bit of handholding involved, in my experience.

Effects/impacts?

Reasons?

Isn’t that closer to “how”?

Sounds more like a Western than the history of emancipation.

Editorialising through scare quotes?

Anchors are a key issue. Hope that deliverable will suffice.

Linked Open Data could work well in education

OA can be paired with OER

Nice opportunity to like Open Education to Library work. Librarians are the heroines and heroes of the #InformationAge.

Maps make a great case for SVG. There are some neat libraries and tools to play with SVG maps but, more importantly, maps make it easy to understand that an image can be semantic.

A couple of weeks before Shepazu posted this, was playing with SVG maps of contemporary Africa’s political boundaries. (Especially those used on Wikipedia; including some which separate South Sudan.) Been teaching African Studies (on occasion) for years, and maps of the continent tend to become important quite quickly.

Those SVG maps with which I started playing were pretty neat in several respects. The fact that they were vector drawings instead of bitmaps meant that they easily be resized without causing visual artifacts. More importantly, though, each country was drawn as a named outline, so it was possible to play with them as separate objects.

One thing I was trying to do is create an animation which would show where each country fits in a region of the continent, using this United Nations geoscheme. Doing so, eventually noticed that Sudan and South Sudan had been classified as part of different regions, which is an interesting tidbit which could lead to useful classroom discussions.

Haven’t retraced all the steps but, at some point, I’ve used a Public Domain map of Africa from Wikimedia Commons (itself based on another Public Domain map), and ended up creating a simple animated version using Tumult’s Hype commercial HTML5 editor.

It’s flawed in many ways, but for someone with almost no background in this things, it’s a significant accomplishment.

(Surely, the same could be done through SVG itself. Haven’t been able to learn how to do so.)

Playing with those maps taught me quite a few things. For instance, the benefits of a well-tagged image. And some rudimentary notions of CSS-based animations. Or the limitations linked to selecting rectangular sections of an image (with a large overlap between Northern and Western Africa, for instance).

The experience also gave me all sorts of ideas. Such as annotating parts of a well-structured image. Or uses for Open Street Maps. Or ways to embed interactive content (including quizzes) in Open Textbooks.

The key point, perhaps, and what led me to Schepers’s work (including this deeply insightful SVG-based presentation and interactive infographic about annotations) is that Open Standards can open up fascinating opportunities for learning.

So nice to be working at a standards-happy learning technology non-profit!

We view the world in these simplified 2D representations of clearcut political entities. Fredrik Barth and Benedict Anderson have said quite a few important things about these issues of maps and boundaries.

Being from Montreal and having heard quite a bit about “Huron” and “Iroquois” in the region, was quite struck by this one.

My thought(s) exactly. The sedentary-centric worldview is quite dominant, but it blinds us to the obvious.

Some connection with SAMR, unbundling, “open learning”… With diverse learners whose constraints may affect institutions, there’s a fair bit of talk about new(ish) tech-infused approaches to distance education. As with many other things, not much of it is new. But there might be some enabling phenomena. Not sure how gamification fits, here. Sure, open play could allow for a lot of flexibility. But gamification is pretty much the reverse: game mechanics without the open-ended playfulness.

This might be the most explicit link to constructivism and constructionism. Not only is it about “learn by doing”, but it’s about concrete action in the physical world. Can’t help but find it limiting and restrictive to mention “3D Printing” as the main component. After all, FabLabs got started without 3D printers and the Maker movement has a lot of stuff which has little to do with 3D Printing. But it’s hard to argue that 3D Printing haven’t attracted attention, in the past couple of years. Sexier than laser etching? As Makers often point out, there’s a lot in the movement which is really very similar to what was happening in shop class. Though the trend may sound new, it’s partly based on nostalgia. A neat aspect, though, is that much of it can happen through learners’ projects cutting across class boundaries. Sure, we’ve known about project-based learning for a while. You do a project for a class or a series of classes. But how about a personal pathway (cf. “individualism”, above) through which learners add learning experiences around a central project? Learning Circles can make that into something really neat.

The “social”, with an embedded emphasis on the data part of knowledge building and a nod to solidarity. Cloud computing does go well with collaboration and spelling out the difference can help lift some confusion.

Customisation: the “personal” era. What with “personal learning networks” and everything “self-”. Does sound like a major trend. What’s possibly most interesting, though, is the framing. To some of us, the term “individualism” may carry some negative connotations. It could be fairly neutral, in a context like this one, or deemed positive (prefixed with “rugged”), but it’s an interesting choice, here.

Not usually fond of these listicles, but the classification makes sense.

Ominous…

Hm… Awkward business model.

Wishing it were also available on Firefox. Been having issues with Chrome.

how the Internet would have turned out differently if users had been able to annotate everything

Maybe a new phase in the Internet’s development will allow us to observe this.

Potential for LODLAM!

Might also be a good point to introduce people to Hypothes.is…