18 Matching Annotations
  1. Nov 2018
    1. it speaks to the circulation of ideas and the ways in which all concepts build and alter relationally. Enabling students and individuals to engage with each other and with their projects in this relational way

      Excellent insights here, Jenni!

    2. If a template is created with images placed alongside videos, weblinks, tweets, and traditional text, one is able to develop their thoughts from an ecology of ideas and modes of knowledge production.

      This seems to be the most significant implication from your project, as it clearly articulates the type of opportunities for interrogating and integrating multimodal discussions/production within learning and teaching settings.

    3. Padlets at a time with the “free” plan, using Padlet as a pedagogical resource has its limitations. If an individual wishes to engage with Padlet as a resource,

      This is a smart observation regarding the actual infrastructural limitations of access.

    4. I meant to also try to engage with the posts in a more interactive way to create discussion about the topic.  

      This is a common tension that I, too, encounter in teaching: I come in with one plan, and we end up adapting/deviating from that plan for a range of reasons. Perhaps interactivity occurs, but not the way we always plan for or intend as educators and learning to build comfort and trust with that slippage takes time.

    5. but I felt like my approach was not very convincing or detailed enough to explain how they might use the templates in a meaningful way.

      How so? Could you provide more details about the aspects of your approach that might have needed more elaboration or instruction?

    6. By seeing each others’ responses on the board, I hoped that ideas would inflect each other and continue to develop as they appeared. The exercise was intended to depict the relationality of ideas, concepts, texts, and to show how using Padlet can be a resource through which students can engage with others in a collaborative way. 

      These are strong aims and provide useful insights regarding the rationale that motivated the design of this learning activity, Jenni.

  2. May 2017
    1. Contestants should also be warned that this problem tends to strongly overfit. The provided data is generally representative of the full test set, but not exhaustive by any measure. Impermium will be conducting final evaluations based on an unpublished set of data drawn from a wide sample.

      What does strongly overfit mean? #RSA17

    1. The work of genre analysts is to track these textual regularities and irregularities and explain them in terms of the relevant and pertinent social circumstances and the rhetorical demands they engender. Part of the work of those genre analysts with applied aspirations would then

      Here Swales outlies the role of the genre analyst.

    2. the work of genre is to mediate between social situations and the texts that respond strategically to the exigencies of those situations.

      Definition of genre

    3. Move 1:

      Genre moves that we might see or expect to see in a Statement of Purpose

    4. “occluded genres” (Swales, 1996), i.e., those that are hidden and out of sight to all but a privi-leged and expert few

      Swales notion of occluded genres "those that are hidden and out of view from all but a privileged and expert few"

    5. first of these metaphors comes from Bazerman. Here is an edited extract:Genres are not just forms.

      Bazerman: genres--> frames of social action, borrows from Burke/Bahktin in that terminisitic screens are shaped by discourse and inner/external speech is an example of a specific performance of a past that deviates and conforms to previous practice.

    6. Frames of Social Action→Guiding PrinciplesLanguage Standards→Conventional ExpectationsBiological Species→Complex HistoricitiesFamilies and Prototypes→Variable Links to the CenterInstitutions→Shaping Contexts; RolesSpeech Acts→Directed Discourses

      Swales offers metaphors for understanding genre

    7. (c) a greater sense that genres and genre sets are always evolving in response to various exigencies; and (d) a consequent more nuanced approach to genre awareness-raising and genre acquisition.

      genre-awareness/genre acquisition

      genres and genres sets evolving within various exigencies.


  3. Jan 2017
    1. The entire industrial process stood revealed, from the production on the farm of the raw materials, till the finished article was actually put to use.

      How much of the processes behind products we use are concealed from us? How does the level of transparency associated with the processes of production impact learners ability to acquire expertise in that process? Confidence that the product has been made in ways that are correct, both ethically, socially, technically?

  4. Dec 2016
    1. One challenge is whether – or how – this conversation becomes generative of traditional scholarship, such as a more linear, peer-reviewed article.

      There is, truly, so much potential in these tools and approaches toward asynchronous, distributed reading and writing. One question I have, already, is how such distributed forms of production-consumption further dissolve notions of textuality and authorship so entrenched within traditional notions and practices of scholarship and empirical research. The flattened hierarchies, especially, threaten the institutionalized power structures which have tightly controlled the design, review, and dissemination of scholarship and research.

  5. Aug 2016
    1. it struck me as old-fashioned and dull, and I could get through only a tiny chunk of it.

      The description of the power of annotation resonates with me because I remember those experiences working through complex concepts within theoretical texts--Foucault's discussions of askesis and/or Deleuze and Guatarri's discussions of bodies without organs, for example--where I would read or try to read and just not get it or how they related. Then, maybe I'd just get a piece of it. Then, at some point, I can't exactly pin-point it, but I had read enough of the conversation to get "it." I think annotating was central to that!

    1. As we consider the shifting approaches to technological literacy that have been discussed over the past 20 years in Kairos, we aim to reposition students from being situated most often as merely consumers and sharers of user data to being situated as the creators and facilitators of technologies that make use of digital data

      Gonzales and DeVoss argue that pedagogies and discussions of pedagogy within computers and writing must account for the ways that students curate, produce, and facilitate data streams when composing in digital spaces.