338 Matching Annotations
  1. Oct 2020
    1. when the annotations are made inside the lms i think it's trickier than if they're made out on the open web but it's still possible i believe and so uh maybe aaron or jeremy can find that quickly or for any

      Would love to get this link!

    2. where where where was this obvious for you in the text

      What a great question. Thank you.

    3. laid out their two hypothesis right and after i say that then i'll say deconstruct

      Great idea!

    4. then also they're pulling in like definitions from the internet right and and then putting in videos that might be

      Ok this has really grabbed me. Will this annotation of videos work within an LMS? You don't need to answer, just externalizing my questions as I wander, wonder and explore. :-)

    5. like you can see students responding to a text

      This is a great point -- I had faculty this week saying they can't really tell how/if students are engaging with the material (faculty previously taught f2f), I will share this perspective with them!

    6. reading as a kind of preparation for later reading

      Sheri Vasinda said her students called it 'the conversation before the conversation', one of my Creative Writing instructors uses it to prime the classroom discussion.

    7. begin to see knowledge as um as a part of the culture of knowledge construction right that their voices are celebrated

      And once they sense that ownership does their engagement with the material increase? Wouldn't that be fantastic?

    8. writing in your discipline and in your own writing but also in reading other um scholars writing privileges and 00:10:22 advances some topics and some voices and disadvantage others right so actually it does have a um an equity and inclusion lens even in the writing process

      This is so interesting and I would love to hear more about it.

    9. i love i love 20th century american 00:01:39 literature

      Same.

    10. lorado college

      This is cool, and I want to know how you did this! Wait -- went to docdrop, I see now. Awesome.

  2. Aug 2020
    1. Lori Goetsch, Dean, Kansas State University Libraries

      Dean signs the MOU?

    2. Oversee all aspects of article submissionsand publication, including the peer review process

      Done by the ejournal editor

    1. 'Click on a link below to submit your research electronically', has a list of journals and conferences, in this case the work would already have undergone external review?

    2. Authors invited to 'submit their research'.

    1. Transactions of the Burgon Society Transactions of the Burgon Society is the annual journal of the Society. The Burgon Society welcomes submissions in one of the three fields that reflect our main areas of interest: the history, design and practice of academic dress.

      This looks like a niche publication

    2. Kansas State University’s College of Education

      Prairie Journal of Educational Research, looks like it is no longer published

    3. onference proceedings

      2019, conference proceedings highlighting 'research of student scholars'

    4. NPP hosts

      NPP hosts volumes of OZ, student run journal. Does NPP handle editing, etc?

    5. Crossing Borders

      Crossing Borders, 'first journal featuring undergraduate scholarship", first NPP journal to invite member of Libraries' staff to serve on editorial board

    6. the publishing arm of Kansas State University Libraries

      Here is it described as "the publishing arm of Kansas State University Libraries"

    1. Carousel near top of page featuring NPP publications

    2. focus on "journals and conference proceedings in the humanities, social sciences, and the arts" but publications from all disciplines welcome

    3. home for "scholarly publications committed to the principles of open access publishing"

    4. Describes itself as New Prairie Press at Kansas State University, link to KState website.

    5. Our publications header includes journals, conferences, monographs, and special publications.

    6. Left column has 'our publications', featured collections (which includes student publications) and links for editors.

    7. Can search this repository or across all repositories.

    8. 'This collection is part of the digital commons network' what does that mean? The Digitalcommons logo says it is powered by bepress, they are a commercial vendor now, aren't they?

    9. They Highlight the top 10 downloads.

    10. Map indicating number of downloads, shows from where, also what the resource is that's being read?

    11. Note to analyze the NPP twitter account, and the kstateoati twitter account

    12. From embedded tweet stream -- looks like the OPen/Alternative Textbook Initiative has its own Twitter account, @kstateoati

    13. Retweets of Nicole Allen, Josh Bolick. But tweets are sporadic, last is February 2020.

    14. Hashtag in embedded tweet stream is #OA and #OER

    15. Embedded Tweet stream, @NewPrairiePress account, celebrating publications, linking out to news announcement

  3. Jul 2020
    1. first learn

      I first became aware of them when I was teaching MS/HS music. I would have students apply a license to their compositions, and it was awesome to see the pride and sense of ownership they developed as they did that!

    1. manyoftheopentextbookswerecreatedwithaspecificstudentinmind:afullyable-bodiedstudentwithnophysicalorlearningdisabilities.

      Documents importance of reflective engagement

    2. Therefore,readingsandtrainingaroundthepurpose,goals,androleofOERinhighereducationwereintegratedintothere-searchprocess

      Helpful list of readings for others involving students in OER initiatives.

    1. Asking the Right Questions

      This should maybe be where we point them, where the time should be spent.

    2. we propose three strategies for self-advocacy and mutual support for OER librarians to counter the replication of oppressive practices in OER labor. These strategies include asking the right questions, documenting labor, and building community support.

      'how to OER Librarian'

    3. ensuring the sustainability of OER initiatives when they are funded and staffed through soft money rather than permanent funding sources, and balancing the competing—and frequently changing—needs of various stakeholder

      Sustainability -- program's ability to meet its goals (Wiley) -- make sure you set clear goals so you can document sustainability of the program.

    4. peer-reviewed studies that analyze job descriptions or contractual statuses of OER librarian positions are absent from the literatur

      Amanda's addressed this?

    5. Although the philosophy of open education aligns with critical and intersectional feminist values, these values are not always reflected in the open community, nor are they easy to incorporate into practice.

      Be measured and realistic as you engage.

    6. educators who practice critical pedagogy believe that students can co-create knowledge by reflecting and contributing their lived experiences and perspectives

      example of how open practices (which can be enacted through OER) can enhance DEI

    7. These similarities suggest that OER librarians can benefit from the literature by instructional librarians and their pedagogical practices in order to deconstruct power in OER spaces.

      Ties in to roles section

    8. Given this system, the conversation about open education may prioritize—and in turn be shaped by—the voices and values of those who work at institutions with more financial resources and the motivation to invest in open education.

      Reminder to be reflective about our practice -- ensure our privileged opportunity to design/participate in sessions like this do not replicate systems of oppression or exacerbate existing inequalities.

    1. Boredom is actually an emotion. There's often a lot of confusion about this. Is boredom actually a feeling I have? Is it an emotion? Is it a state where I'm not feeling anything at all? There's been a lot of debate in psychology about this, but the growing consensus is that boredom is an emotion like any other that you experience, like anger or sadness. We define it as those cases where you're not able to engage meaningfully in whatever it is that you're doing. Either because you're not able to pay attention, or because whatever it is that you're doing just doesn't feel meaningful to you.

      Boredom is an emotion, 'either because you're not able to pay attention or because whatever it is that you're doing just doesn't feel meaningful to you.

    1. My surprise stems from the fact that the overlap between Scholarly Communication (often the support mechanism for Open Access [OA] initiatives around open publishing research) and Open Education (OE) is extensive

      Overlap between OA and OER

    2. third deductive theme coded for was whom the applicant would report to if hired. Of the twenty-four position descriptions analyzed, sixteen listed whom the applicant would report to directly. Four of the positions would report directly to the Library Director, Executive Director, or Associate University Librarian. The rest would report to the head of a department. Some of the departments included are Outreach & Instruction, Digital Scholarship, and Electronic Resources & Scholarly Communication

      Where to find OER/Library publishing

    3. maybe even coalesce into specific types of open education librarianship (for example, Open Education Outreach Librarian, Open Education Publishing Librarian, etc.)

      Great idea.

    4. deductive analysis (analysis tied to pre-defined questions)

      GREAT definition of deductive analysis. Thank you.

    5. what the field perceives as the role of an Open Education or OER librarian, and the support that libraries provide OER initiatives

      how does field of librarianship perceive OER

    6. academic libraries are creating a variety of open or affordable textbook programs to help increase the use of OER or low-cost materials as replacements for high-cost traditional materials

      academic libraries' involvement in OER

    7. faculty who are looking to lower costs for their students and re-engage with their pedagogy

      effective and uncomplicated articulation of reasons faculty explore OER

  4. Jun 2020
    1. responsiveness to students

      This is a question, should we be more proactive than just being responsive? Or does the proactiveness end up feeling exhausting to them? How do we balance that?

    2. 3 Things Some of Us Can Do

      Love this 'next steps'. Will use. Three is not very many, and surely I can do one.

    3. socioemotional literacy.

      Making sure this gets surfaced!

    4. I told them I’d gotten overwhelmed and just could not do it

      Trying actually to have this spaced in response to the seed question she planted -- hm -- but I think this was probably very effective in the higher ed environment.

    5. NOT to use the more complicated technology

      Yes! And in this upcoming semester, in particular, they need to have literacies/teaching strategies for a variety of spaces, and be able to switch between, integrate them, make sure that they have techniques and strategies at hand for wherever people are gathering to construct understanding.

    6. create social spaces—socioemotional literacy

      Glad to see this as a blurb! When our data carpentries took their F2F workshop online, we met with them to share some specific distance learning/learning theory info. They were stunned to hear of the importance of social presence in creating meaningful learning experiences, and that the findings were well supported in the research. Oh, and also that this is an entire field of study. :-)

  5. May 2020
    1. indicating leadership in research activities but also promoting scholarship and intellectual growth of the department

      for full professor, leadership in research activities, 'promoting scholarship and intellectual growth of the department'

    2. recognition of demonstrated distinction

      Full professor, demonstrated distinction, 'national reputation for outstanding work'

    3. matters most is the quality of faculty contributions to the advancement of science and the expansion of knowledge

      Emphasis on 'advancement of science and the expansion of knowledge' does this mean growing the body of knowledge or disseminating knowledge?

    4. Theoretical, applied, and interdisciplinary peer-reviewed publications in statistics and/or subject matter research journals are the prime indicator of productive research/consulting/scholarship/ creative activity

      publication in peer reviewed journals as indicator of productive activity

    5. scholarly activities

      development of resources which increase accessibility of the discipline, discussion groups, 'oversight of student consulting activity'

    6. External and internal funding

      Would funded OER projects go under research because it counts as an earned grant?

    7. Publications

      Refereed articles, visibility of the journal, invited reviews (indicate professional recognition), books because 'generally represent greater effort than a journal article'

    8. important contributions to the advancement of the theory and practice of statistics and national recognition of the quality of the department’s work

      'important contributions to the advancement of the theory and practice of statistics', national recognition

    1. Faculty achievements in research and creative works will be evaluated on their quality and significance in their respective fields and in society

      'evaluated on their quality and significance in their respective fields and in society'.

    2. A “peer-reviewed” classification refers to academic research and scholarship, while “juried” and “refer-eed” classifications refer to creative works

      Interesting, peer review associated with 'academic research and scholarship', juried and refereed 'refer[s] to creative works'

    3. esearch and creative works encompass: 1) quantitative research such as content analysis, experimental studies, narrative analysis or survey design; 2) qualitative re-search such as case studies, participant observation, rhetorical criticism or textual analysis; and 3) creative works, which can be broadly defined and are usually discipline-specific.

      Quant research, qual research, creative works, 'broadly defined and are usually discipline-specific'

    4. required to produce no less than five scholarly or creative products that demonstrate significance and impact,or a minimum of one scholarly book or text-book, over a five-year period

      one scholarly book or textbook counts the same as five scholarly or creative products?

    5. annually:

      Look at this in context to see the breakdown.

    6. •Scholarly research and/or creative activity that extend and apply knowledge

      extends and applies knowledge

    7. at least the equivalent of five scholarly products within a five-year window

      minimum criteria

    8. Scholarly or creative work of high quality must be formally recognized by the faculty member’s peers to determine if it exerts influence in the discipline

      Peers "determine if it exerts influence in the discipline"

    1. if decision-making over which texts to annotate and process of annotation comes from or involves marginalized groups

      Use to advocate for pilot--share with Dr. Elmore-Sanders

    2. (especially if this later gets mentioned in the conference offline)

      Very cool point

    3. Transformative

      Peer review

    4. Transformative

      Peer review

    5. Table 2

      Use this.

    6. Transformative refers to addressing systemic/structural roots of injustice, affirmative/ameliorative refers to addressing surface injustice, neutral refers to not having a social justice impact, and negative means reproducing or even exacerbating injustice.

      Good breakdown of the Fraser?

    7. for example

      also parity of participation?

    8. practice may address

      Economic injustice (redistributing who has access, restructuring to address cause of maldistribution), leaves "learning experience unchanged".

      Cultural injustice (gives access to those without access [redistribution?]), redesigns to recognize the culture of those who had been unable to access the experience, "address root causes of cultural misredognition" re-acculturation.

      Political injustice (access to those otherwise unable to access the learning experience) but also to those who hadn't been able to 'redesign or overhaul' the experience, equitable representation, 'parity of participation', address root causes of misrepresentation 're-framing and parity of rights'

    9. process of openness is performed by teachers with other teachers, or by learners supported by teachers

      teachers with other teachers or learners supported by teachers

    10. ranging from content to process centricity, we consider OEP whose main purpose is to produce or create OER to be content-centric; however, if the main purpose is a focus on processes of interaction amongst participants, then it is more process-centric

      Is it to produce content or to facilitate 'interaction amongst participants'

    11. From content-centric to process-centric; From teacher-centric to learner-centric; From primarily pedagogical to primarily social justice focused. If primarily social justice focused, we can consider the degree to which it addresses

      Can these be used to help scaffold faculty and instructors who know they want to incorporate this, but are overwhelmed with the 'how'?

    12. “active engagement of learners in participation and dialogue, as well as further critical explorations of the relationships between technology and education” (p. 21)

      happening in Holly's class

    13. fostering learner activity and agency

      surface this in conversations with Matt re: student work licensing in Pressbooks

    14. open sharing of teaching practices

      Yes, this is what is happening in the music educator FB group

    15. may not involve use of technology

      Note: how can we surface the definition of technology as the process of identifying and solving problems, not just things that have electricity

    16. narrating one’s own practice and sharing one’s incomplete scholarship openly

      incorporating this description gives courage, openness is understood as an iterative process

    17. open education is not limited to OER alone: “It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices” (p. 4)

      understanding of open education unshackled from definitions of OER

  6. Dec 2019
    1. Library publishing of open textbooks is in its infancy, and literature on the topic is limited

      limited literature on the topic

    2. opportunities for libraries to become involved in the publication of open textbooks through their own publishing structures, or in collaboration with university presses and other campus partners

      library partnerships

    3. While library publishing programs are becoming more commonplace, the creation of open textbooks through these models is just beginning to take shape

      OER taking shape

    4. trend is coalescing with the appearance of librarian positions and services that focus on the discovery and adoption of OERs, as well as the emergence of the library publishing field, in which academic libraries are assuming the role of publisher for the intellectual output of their institutions

      Library publishing is resurging?

    5. Some academic libraries, however, are pursuing new strategies that revolve around open textbooks

      Libraries exploring OER in response to textbook affordability

    1. University press publications were dealing with issues that needed attention but would not otherwise have sold well among general readers.

      k

    2. university presses have become savvier about touting their distinctiveness within the publishing business

      l

    3. But the AAUP, in its official statements, has been cautious in its approach to open access, noting that 'costs for scholarly communication overall will not change radically, but merely be shifted from one sector of the university to another

      kj

    4. The widespread call for open access to scholarly information also stands as a challenge to university presses

      lk

    5. In a certain sense, then, each new e-book acts like the old print footnote or bibliography: as a portal to the best and most useful scholarship available on any given topic

      lk

    6. The History E-Book Project (now the Humanities E-Book Project), for example, is a partnership of the American Council of Learned Societies, ninety-five publishers, and librarians at the University of Michigan's Scholarly Publishing Office. As the project's Web site notes, its goal is to expand the notion of the scholarly monograph

      lk

    7. most significant work of university presses, however, lies in their commitment to producing major scholarly publications. Monumental works such as the Dictionary of American Regional English (Harvard), the Papers of Thomas Jefferson (Virginia), the Oxford English Dictionary (Oxford), the Middle English Dictionary (Michigan), and The Dictionary of Canadian Biography (Toronto) are too specialized, too commercially risky, to be undertaken by trade presses. If university presses do not retain responsibility for these contributions to scholarship, it is unlikely that any other publishing entity will.

      lk

    8. university presses have contributed to the pool of scholarly information by recovering the past through the republication of books that have had a significant impact on popular culture or scholarship

      lk

    9. Margaret Harding, director of the University of Minnesota Press, considered the publication of regional titles a crucial part of her press's mission: 'to make scholarly books more usable and less forbidding; to bridge the gap between the specialist and the layman; and to represent the region without provincialism.'

      l

    10. 'parascholarly book' or the 'university press trade book,' a book that was written by and for scholars but appealed to a broader audience

      l

    11. publishing regional works had always been part of university presses' missions

      ;

    12. Scholarly publishers also responded by bringing trade books into the academic fold, with a special emphasis on regional topics

      l

    13. university press community has responded to tightening budgets in several ways, sometimes adopting entirely new strategies, sometimes building upon earlier practices

      l

    14. The resulting report, published in 1979 as Scholarly Communication: The Report of the National Enquiry,32 made twelve recommendations, including one that focused on universities without presses. The study appeared to fault colleges and universities who relied on the publishing services of university presses without having to bear the financial burdens of supporting a press. (This is still a hot-button issue for existing presses: in a 2004 article in the Chronicle of Higher Education, Philip Pochoda, director of the University of Michigan Press, asked when institutions without presses were going to begin to 'pay their fair share for this whole network that is supporting and undergirding . . . tenure and promotion').33 The recommendation appears to have had little impact: the creation of press consortia had already begun by 1979, and the issue of publication subsidies to presses remains a matter of vigorous debate. The recently released Ithaka report University Publishing in a Digital Age, in a similar vein, calls on every college and university to have 'a publishing strategy' (though not necessarily a 'press') to help sustain the scholarly communication system

      lk

    15. effect on university presses was devastating, as libraries diverted funding from scholarly monographs to expensive serial publications

      .

    16. transfer of scholarly capital to the commercial sector was at first seen as a blessing for scholarly communication; however, the chief executive officers of for-profit publishers answer to their shareholders rather than to the scholarly community, resulting in a concern not for the open dissemination of scholarship but for the bottom line.

      l

    17. During the last quarter of the twentieth century, however, several things had begun to change in the academic landscape and in the nature of scholarly communication. One factor was the aggressive entrance of commercial presses into the scholarly market

      k

    18. variety of educational programs have been initiated for aspirants to the profession.

      k

    19. debut of the journal Scholarly Publishing in 1969, under the imprint of the University of Toronto Press, signalled that the profession and the study of scholarly publication represented a valid discipline in their own right

      ki

    20. An editorial board of some sort, usually consisting of the faculty of the college or university, was the norm. Rigorous peer review was not necessarily part of the editorial [End Page 5] process; sending manuscripts to outside reviewers was not, at first, a routine part of a university press's duties

      h

    21. ounding of the AAUP also marked the beginning of the professionalization of university press operations.

      l

    22. be recognized by a university or college as its scholarly publishing arm • be 'devoted to scholarly and educational ends' • have a committee or board of the faculty that certifies the scholarly quality of the books and journals that bear the university's imprint • have published five or more scholarly books in each of the two previous years; • have no fewer than three employees, one of whom serves as director • supply a statement from its parent institution indicating that this institution recognizes the financial implications of sponsoring a press

      ;

    23. AUP serves its members 'through cooperative programs, professional development opportunities, industry research and analysis, and representing the interests of members to the public, other organizations, and government agencies.'

      jk

    24. he directors' reluctance to create a formal organization was erased in 1936 when Farrar & Rinehart announced the establishment of a service organization called University Press Services, Inc., which would act as a marketing and distribution service for university presses. The AAUP, in a sense, was founded, as John Tebbel put it, 'in self-defense against intrusions from commercial houses.

      u

    25. nucleus of the organization that would become the AAUP was a small group of (male) press directors from eight presses who had [End Page 4] been meeting annually during the 1920s and 1930s to discuss issues of common concern

      o

    26. Association of American University Presses (AAUP)

      l

    27. Existing commercial publishing houses could not handle the subsequent increases in the scholarly output of college and university faculty, and the audience for specialized monographs (the primary means of scholarly communication until well into the twentieth century) was too meagre to attract for-profit publishers.

      dfg

    28. network of university presses to serve the publication needs of these new generations of scholars

      lk

    29. library collections began to expand, becoming a source of institutional pride and prestige and an indispensable tool for research

      jk

    30. By 1901, the president of Yale University announced that faculty promotions would be contingent upon 'productive work' that gave the professor 'a national reputation.

      lk

    31. scholarship and the imperative to 'publish or perish' taking precedence over teaching and undergraduate instruction at the most prestigious institutions

      klj

    32. Johns Hopkins emphasized not just teaching but the production of scholarly work by university faculty

      lk

    33. growth of colleges and universities and new imperatives that faculty engage in productive research helped shape the function of the modern university press.

      ;lkj

    34. increase in the number of university presses in North America coincided with the growth in the number of the continent's colleges and universities, the transformation of liberal arts colleges into universities, and the growth of a system of graduate education.

      lk

    35. rationale for the creation of a university press; it has become, for contemporary university presses, a universal mission statement: 'It is one of the noblest duties of a university to advance knowledge, and to diffuse it not merely among those who can attend the daily lectures – but far and wide.'

      lkj

    1. early presses to become freestanding units within their universities

      Early presses pushed by economic considerations to "become freestanding units within their universities"

  7. Oct 2019
    1. chnology in the classroom has not taken away from the process of teaching, rather enriched it profusely.

      It has! Have to EdTech nerd here a bit, though, an operational definition of technology is "a process through which problems are identified and solves". In educational technology, particularly, it embraces any process and resource used to facilitate learning. I love your description of how digital technology has 'wiggled its way in"!

    2. “Does anyone actually understand this? Am I crazy for thinking this means ___?”

      This is a very good description of one of the reasons I love Hypothes.is!

    1. core, required course that focuses on digital citizenship and addresses these large question

      Holly's course. It should be required.

    2. They see colleges and universities as moral institutions who will use data to serve their interests and with care

      They trust us.

    3. students had a difficult time expressing how the institution accessed and used data and information about them; their views were either inaccurate or rudimentary

      The document Cristina has drafted intentionally and clearly addresses this.

    4. “students don’t care about their privacy.”

      If this is true, it's our fault. We haven't taught them to care about their data privacy, and we should have. We should be.

    5. institutions do not practice informed consen

      We are intentionally addressing this, trying to figure out how to most effectively engage our students in their decision whether or not to share their data.

    6. Students are in a disadvantaged social system where they often feel their futures are at the whim of their professors, and only their advisors really know how to navigate Byzantine curricula and resource systems

      Double highlight

    7. privacy is an instrumental value, which is to say that it helps us accomplish tasks and goals in our lives

      Cristina, perhaps can be part of how we tell the students why their data privacy matters beyond don't post pictures with beer.

    8. provide students the right resources at the right time

      What if we did this by having class sizes that facilitated students and faculty being in relationship? Not one prof in front of a 300 seat lecture hall using a $50 clicker and GIS info to take roll, but a way that people actually know each other.

    9. anticipating problems and steering students who may be in trouble toward resources for suppor

      The story of the lady from Hawaii who got the 'we see you are part of such and such culture, you might be having a hard time with school, here is how to get help'. Very hurtful.

    10. What they choose to quantify and analyze in part signals what is important to them

      And can you say you are quantifying and analyzing learning without first defining it?

    11. learning analytics are an expression of power

      Cristina, this is a very interesting phrase. Useful to incorporate into the opened presentation?

    12. learning.

      How is learning defined in this space?

    1. sustainability

      To what definition of sustainability does this refer? Wiley (2007) defined sustainability as a program's "ongoing ability to meet its goals".. With this definition, thorough understanding of the program's goals are important. The article linked above quotes Baraniuk with OpenStax as sayin "The reason why we are excited about [our partnerships] is that it helps get the word out about OpenStax and, as those companies make money, they are actually revenue sharing back with us. So when they make a sale from a $40 subscription system, they're sharing roughly 10-15 percent back with use, so that we can sustain ourselves long-term" (p. 32) https://cgscholar.com/bookstore/works/the-social-construction-of-openness, Natasha Chtena But go to the paper and read the quote in context, you might pull out something differently.

    2. accepted an invitation to answer your questions about how learning materials will be created, maintained, improved, licensed, sustained, and distributed in the future

      At my University, as well as the Universities whose work we are modeling, this happens via partnerships across campus with subject matter experts, instructional designers, librarians, administrators, students, and instructors. It's not a mystery.

    1. The Future of Learning Materials (Panel)

      Anybody here yet? Looking forward to seeing what everyone shares!

  8. Aug 2019
    1. [1]

      Which CC license? Site appears to be under full copyright, did Brian secure permission?

  9. May 2019
    1. For example, the open

      Ties in to what Dr. Bailey was saying about things taking time

    2. Discussions about the potential of social media in education are ‘­self-­contained, ­self-­referencing and ­self-­defining … These are generally conversations that only ever take place between groups of social media–using ­educators – ­usually using social media to talk about the educational benefits of social media.’

      Interesting

    3. send your history article round to the world and his wife

      What the heck with that saying?

    4. Veletsianos (2012) identifies seven ways in which scholars use Twitter

      Remember for feminism paper

  10. Apr 2019