43 Matching Annotations
  1. Jan 2019
    1. the LMS is no match for the wideness of the Internet

      Agreed! But I'm not so sure that wideness is always good for learning either. I want both and agency over which is used when.

    2. the LMS convinced us that teaching online was not only possible, it was easy

      I don't blame the LMS here - I blame people, the stories that they tell, and a long history of behavioral edpsych behind educational technology as a whole.

    3. The LMS was a mistake because it was premature.

      This is so often the case with technology systems. It is born out of the tech/business culture and silicon valley mindset. "Move fast and break things" right?

      But part of me does not want to fault it for being premature so much as I want to fault it for lack of imagination and worse an inability to imagine over time.

    4. mistake

      I don't know. I'm very conflicted here. I agree with the whole paragraph and part of me wants to even take it further to talk about the way the LMS is platform and how all platforms concentrate power in subtle ways that users (who in this case are students) can't always see.

      On the other hand part of me feels like this is somewhat harsh. The LMS does have some merit when it comes to finding a starting place, a low hanging fruit, for teaching online. It can also serve as a protected backchannel in some situations if working with students who would be vulnerable in open networks or in platforms (designed for consumers) that may have predatory practices in the way of advertising or data extraction.

      So yeah... conflicted [thinky face]

  2. Nov 2018
  3. Jul 2018
    1. The more nebulous I was about my expectations

      I love that the expectations were collaboratively created with the students - take a moment to check out this link

    2. —Miranda Dean, undergraduate student, In ‘What an Open Pedagogy Course Taught Me About Myself

      This post is soooooo good. Take a moment to read this when you get a chance. Student voice in this post is really amazing.

    3. When we stop judging students they stop judging and censoring themselves. They begin to actually learn.

      <3

    4. participation is an individual choice

      Focus on ownership and agency of the learner

  4. Jan 2018
    1. Bryn Mawr Digital Competencies Framework

      I think the BMC Digital Competences are awesome!!!

  5. Oct 2017
    1. Digital education reshapes its subjects. The possibility of the ‘online version’ is overstated.

      I'm not sure I understand what is meant by this or how the two part of this point are related. How does digital education reshape its subjects? Are "subjects" teachers or students or administrators or what? Doesn't all education reshape a person? What is this possibility that is spoken of in the second part? What if the "online version" is the only version... I'm just confused by this whole point.

    2. was reproduced

      I love that this was copied especially for the purpose of annotating. This is very interesting to me in terms of respecting the author and the open space to annotate.

  6. Jul 2017
    1. Slack may share Customer Data

      Questioning here:

      By "Customer Data" they are refering to #1 under "Information we collect and receive" where it states "Here are some examples of Customer Data (but keep in mind they are only examples and there may be others): messages (including those in channels and direct messages), pictures, videos, edits to messages or deleted messages, and other types of files. A user may also choose to enter information into their profile, such as first and last name, job, a photo and a phone number."

    2. As further explained below, Customer Data is controlled by the organization or other third party that created the team (the “Customer”). Where Slack collects or processes Customer Data, it does so on behalf of the Customer.

      I wonder what "controlled" means in this sentence? Interesting that they did not use the word "owned". According to this I have been both a customer and a user in different Slack teams but I'm not sure exactly how much more "control" I get as an owner. I suppose I get those analytic reports but it is not like I get access to messages in private channels or DMs.... so i find this a bit confusing.

  7. Apr 2017
    1. It is still possible to envisage behavioral science playing a part in the great social experiment of providing the kind of public education that nurtures the critical faculties of everyone in our society.

      ...

    2. the very existence of such companies tells us something important about the weight that unconscious influence

      Agreed

    3. It is impossible to test the claims of organizations such as Cambridge Analytica, since there can be no control group, only the kind of ambiguous observational data that can be attained in a very “noisy” environment.

      A statement like this concerns me because we don't even have access to the noisy data. This statement seems to write off the prospect that having transparency would give us something and that bothers me. It seems to state that the environment is so "noisy" that we would never be able to make sense of it. But the truth is that we don't know because we can't see the data or the context in which it was collected.

    4. But it is important to remember that this much-discussed video is a sales pitch.

      agreed

    5. It is either an empty boast or there is a disturbing story to be told about how they acquired this information.

      They can't have it both ways

    6. unpack the knowledge hidden in big data,” “design…choice architectures,” and “reduce noise in decision-making” (that is, to eliminate inconsistencies created by conflicting subjective judgments in organizations)
    7. But Facebook defended the research on the grounds that its users’ consent to their terms of service was sufficient to imply consent to such experiments.

      This makes me angry - this is not informed consent - no one reads the TOS

    8. When this came to light in 2014 it was generally seen as an unacceptable form of psychological manipulation
    9. If subjects are unaware of this unconscious influence, the freedom to resist it begins to look more theoretical than real.

      There it is again that unconscious bit

    10. for instance flashing smiley faces on a screen at a speed that makes them undetectable
    11. we need not rely on our faulty subjective judgments about what will make us happy

      instead we are to assume benevolence of a third party that will decide what will make us happy...

      ... le sigh

    12. Scores on these tests could be combined with enormous amounts of data from the user’s Facebook environment.

      Boom

    13. Their claim is that this form of influence, albeit often unconscious, is not manipulative or coercive because the possibility of a person choosing differently is not closed down

      I find this so troubling though... this is not free will or free choice. This is coercion at it's most basic.

    14. the potential for doing good through such means can be a kind of magic

      Alas that is the problem with moving to science before magic is understood... the fact that good magic and bad magic are two sides of the same coin is never fully grasped.

    15. Lewis supplies a consistently redemptive narrative, insisting that this new psychological knowledge permits us to compensate for human irrationality in ways that can improve human well-being

      Ummmm.... unless it is being sold the highest bidder...

    16. people regretted losses caused by their actions more than they regretted inaction that could have averted the loss

      Ah yes - we are biased toward action arn't we?

      I see something similar in the neturality illusion as well - if we don't say anything then we are not taking sides.

    17. emotions powerfully influence our intuitive analysis of probability and risk.

      Sorry but ... well Duh

    18. System One, which is fast and automatic, including instincts, emotions, innate skills shared with animals, as well as learned associations and skills; and System Two, which is slow and deliberative and allows us to correct for the errors made by System One.

      And is there a propensity for some folks toward more of one than the other? Can environment affect this....

      .... perhaps I need to just read the article ;-p

    19. If psychologists could possess a systematic understanding of these nonrational motivations they would have the power to influence the smallest aspects of our lives and the largest aspects of our societies.

      So what is the effect on democracy? What is the response from those that love consciousness and want to encourage rational thought?

    20. unconscious

      This seems to be the bit that is concerning to me. So much of this is unconscious. Unconscious consent, unconscious collection, unconscious analysis, unconscious filtering....

    21. inescapable

      This seems so broad to me yet I wonder to what lengths I would need to go to escape them... Perhaps documenting such and endeavor would shed light?

  8. Feb 2017
    1. Authority Is Constructed and Contextual

      This seems so important to me right now in terms of misinformation and "fake news" rhetoric abound.

  9. Oct 2016
    1. Why students who do well in high school bomb in college

      Just a reminder for students that are here annotating with the #fyschat project - tips and best practices on annotating in a public space can be found here https://hypothes.is/annotation-tips-for-students/

  10. Sep 2016
    1. we actually find ourselves at risk of losing our humanity.
    2. “Thorndike won and Dewey lost,”

      If this is true the best we can hope for is to upset the ideas of winning and losing.

      binary

      complexity

      see it

  11. Aug 2016
    1. computer labs

      Here I start wondering about the politics between IT, academic departments, and the library. Could a campus computer lab have different filter settings on a general computer lab, a discipline specific computer lab, and the computer lab in the library

    1. You can’t be an adaptive learner if you don’t know anything,

      I suppose this is true in the most absolute sense of things but how many of our students don't know anything when they come to us? All students know something. The key is to get them to connect what they are learning to what they already know.

    2. efficient

      When you see this word in relation to edtech beware. Look to replace with word with creativity instead.

      ~ my 2 cents

    1. Wherever you go in the world, you can pretty much guarantee that a good proportion of the people around you will be too busy checking their phones to look up and appreciate their surroundings.