Yes. Right off the bat, it engages learners as collaborative learners and teachers. Teacher Ed, what are some other strategies to set a tone of this sort - right off the bat?

Welcome SEHD Teacher Ed peeps. We're going to explore annotation with annotation about annotation. Please read and discover. Comment as you wish. Answer any of my prompts below so I know you were here... = )

Truthiness. Which is why this approach is high-engagement. It's authentic, open, and honest.

Who here has annotated their syllabus with their students?<br /> If so, what was the greatest affordance? If no, why not?

Same. I often invite students to use hypothes.is to help craft portions of the syllabus, like a rubric. This engages them in the learning objectives ahead and with assessment planning - as instructional designers and teachers. It's a meta technique.

In a digital sense, you may have groups online, on-campus, or on Zoom. They may be synchronous or asynchronous. This can be a challenge but also an incredible affordance. There is so much we can do when unbound by time and geography.

What are some of the best practices for digital group work? Let's hear it...

Easter eggs are tucked away here and there in the details. Subtle. Hidden. Present. They extend the story a bit.

If you find them and do them, you can add 1 point to any assignment.

If you tell others where they are hidden, you can lose up to 1 point on any assignment.

That's the game.

EASTER EGG 02

This easter egg expires at the end of Week 07.

Reply to this message and briefly explain. What would you like to more-of and what would you like less-of, and why?

e.g. I would like more and less _ so that...

• media projects
• digital story samples
• articles
• teamwork
• HG Wells
• ... anything.

Easter eggs are tucked away here and there in the details. Subtle. Hidden. Present. They extend the story a bit.

If you find them and do them, you can add 1 point to any assignment.

If you tell others where they are hidden, you can lose up to 1 point on any assignment.

That's the game.

EASTER EGG 01

This easter egg expires at the end of Week 05.

We all have tribes. Here are some of mine. Reply below and describe one of your tribes, and paraphrase one of the stories that they tell.

https://youtu.be/dAfOsV_5Iaw

STEP 01 of 02

This was deleted earlier. I am putting it back.

If you have any final votes for our soundtrack, share it here. If you have posted here previously, my bad - I think I deleted the thread!

Once you get here, click the reply button below and say hi! So I know you made it.

STEP 02 of 02

Select a Storything on this page that inspires you. Highlight the title and annotate here in hypothes.is. Tell us why this story stands out for you and offer kudos to the author. Give a shout out to a classmate.

Yes, we will use hypothes.is to annotate articles and web sites throughout the course.

https://youtu.be/1sCynhCOKbc

SCAVENGER HUNT

Click here to join the INTE5340 Slack Team, then head to to the #01-general channel and announce your arrival.

Please use hypothes.is to read the syllabus together. Post any questions about the course and the details by highlighting text and asking. This is is our syllabus Q & A.

I've posted a couple of things for you further down the page. Please find, respond, and do the thing - whatever it may be.

Hey you made it!

We are annotating the syllabus in the Public space (see above where it says Public?) so anyone with a hypothes.is account can see/read/comment here. I mention this only because in the future - we will use private groups for this kind of work.

For this, we annotate in the Public.

Please reply to this post by clicking the arrow icon below, and let me know you made it. Tell me - what is your favorite song or band of the moment? What's your jam?

Some kind of comment about this.... (doing a demo)

I'm curious if Ratto has any thoughts or experience with making that is purely digital - or mostly digital. That is, not materially constrained. Curious...

I assume this is in reference to the commercial aspects of technology? e.g. edtech, etc.

This bit distinctly reminds me of Jesse's article where defines Critical Digital Pedagogy and he precisely means by the word critical...

This is the fundamental value behind co-creating, be that collaborating on art, an article, a course, or a digital media project. This is a social construction of knowledge and community in parallel - in sync.

ooo, this is new to me. Book.

A distinct differentiation from traditional maker culture, I think. Considering that the things we make and how we make them are greater than the final product.

Congratulations #MakerDPL you made it. Reply here using the curvy arrow icon below - so we know you made it!

Among the tools we'll be using this summer is Slack. It will be our primary place of collaboration and communication. I highly suggest you download and install the app, as it is much more convenient that way.

(3 of 3) Click the link below to join our class Slack Team. Slack will take you on a guided tour when you join - don't skip it! After the tour, go to the #introductions channel and follow the instructions in the final stage of our scavenger hunt.

INTE5340 Slack

Sometimes the class picks a story-theme and play with that over the arc of the course. Last semester we were Lost in Space. In the past we've done Road Trip and even Smokey & the Bandit.

(2 of 3) What story themes, genres, or concepts might we use this summer?

Please reply here with any suggestions. Or vote/comment on other suggestions you like.

(1 of 3) Let me know you made it!

Respond to this post by clicking the reply icon below (curved arrow) and saying hello. Tell us your name and your favorite story or genre of the moment. What are you watching, listening to, reading, or following right now? What's your current favorite story?

Hey, glad you made it. Look above and see where it says Public ? That means we are annotating in a public space, where anyone with hypothes.is can read and comment. This will be the only time we annotate publicly. In the future we will break into private groups for our hypothes.is discussion.

I'm going to ask you a 3 questions below. And some directions on next steps. Please complete them all, and feel free to annotate the syllabus and ask me any questions as well.

here

Curious how this might combine with hypothes.is. Theoretically, I could have students watch a video and annotate it

"...a panoply of complex social and material forces with indeterminate effects." In higher education we call this student success.

And takes us into the dark web where we get the fringe benefits of drug and human trafficking. Off the grid in this way is a trade-off.

V for Vendetta, Mr. Robot, et. al.

Greetings Boulder Journey School friends. I'm glad you made it. Please reply to my posting here so that I'm notified you're here. Give us a shout-out and say hello to the group.

Hey Boulder Journey School (BJS) friends. You are in the right place. You'll note there has been a lot of discussion and exploration of this article already. I would encourage you to read/chat with any of the folks already commenting here .

Hey you made it! (I knew you would).

Scavenger Hunt - TASK 1 of 2:

As a means of introduction, reply below (little curved arrow) - tell us your name and about your favorite song or musical artist. We are making a mixtape for the trip.

Who or what are you listening to these days? What's your jam?

Scavenger Hunt - TASK 2 of 2:

By this point you should be familiar with the course materials and expectations. Proceed now to the Student Setup form and fill in the blanks - submit the form and you'll be set for the next step, aka Slack.

I'll be emailing you a Slack invitation on Wednesday, as this week's Weekly-Thing. Once you are in our Slack team, I'll ask you to explore a bit and introduce yourself. Bada-bing - week one will be done and we'll be ready for our trip.

Nothing beats a failure but a try. Experimentation and trying are critical for higher ed models and pedagogies.

The technological shift is the easy part. It is the culture shift that folks fail to recognize or understand. Campus culture is change-resistant.

This was written in 1962! I wonder how he would reflect on things today. He's basically describing the need for more technology mutation as a means of cognitive evolution; more complex augmentation. The dependency dynamic is interesting.

Ha! We don't have to agree on learning-theory to learn.

Google.

Seems we are living this in the Internet age. Rapid prototyping; ubiquitous tools and information; viral growth of good and bad elements. It runs parallel to Moore's Law and the exponential growth of technology. Exponential growth of Engelbart's notion of augmentation.

I suppose this is digital literacy. Some individuals are more literate than others - more augmented than others - but society as a whole has been augmented as well. Man and his tools.

All of this focus on process, sub-process and sequencing keeps me thinking of machine-learning and concepts of AI. Seems this executive capability provides differentiation; human-learning.

New term for me; seems to break down how we interface with the world. A lot of HCI and learning theory baked in here. Heck, AI is baked in here.

Design-fiction often defines the future. Seeds of imagination are planted; then we build it - or avoid it.

Moore's law, augmented.

Is there such a thing as an unMOOC? Seems like there should be.

This is an educational philosophy that could/should shape a any course or program truly centered on equity and access. The essence of open education.

Institutions often use incentives to reward cooperation; sometimes injecting particular pedagogies, ideals or tools. Faculty who stray off the beaten path often go unrewarded and unrecognized. Unfortunately, divergent thinking and professional development lack recognition by traditional systems.

What exactly is the difference between heutagogy and being autodidactic?

Hello thinqstudio. This is our third and final annotation session, leading up to our Zoom chat with Sean and Jessie this Friday, Feb. 1st. If you want to Zoom with us, please register here!

uhg. This.

Tried a discussion tool this week that builds assessment into the LMS - based on the number of posts and replies. Post once, reply twice; robograder awards 3 points. Teacher need not read at all.

Name another famous story that follows the Cinderella formula.

synonyms: model, pattern, prototype, exemplar, paradigm, form, ideal, specimen, sample.

Reply here to answer this question:

Can you name a story - ANY story - that does NOT follow a circular structure?

Reply here to answer this question:

Minus style, media, tone, cadence and context - what is the core content of this story?

This suggests that we could/should help individuals thrive online rather than helping content thrive online. As is the DoOO mission. Connect people, their expertise, and mechanisms for sharing - nurture professional learning networks rather than course catalogs.

What other scenarios are possible?

ThinqStudio friends, you are in the right place. Welcome to week 2 of 3 of our annotation fest with Sean & Jesse.

https://thinqstudio.corsizio.com/c/5c3787ab5667f91ef6fad8d7

TASK 2 of 3:

Go to the class Bulletin and view my introduction - and introduce yourself. Tell us your name (again), your program, your favorite story of the moment.

It might be a book, a movie, a television show, or anything - - what's holding your attention these days, and why!?

Include some form of media from the story - an animated gif, music, something - and include that in your Bulletin.

Hey you made it! (I knew you would).

TASK 1 of 3:

As a means of introduction, reply below and tell us your name and about your favorite song or musical artist.

Who or what are you listening to these days? What's your jam?

TASK 3 of 3:

By this point you should have your blog setup, as well as your hypothes.is account. Likewise you should be familiar with the course materials and expectations. Proceed now to the Student Setup form and fill in the blanks - submit the form and bada-bing. Week 01 done.

We will use hypothes.is extensively in this course - largely as our discussion forum. It is here (in the margins) where we'll read articles together and share insights and ideas along the way.

Use hypothes.is here to ask any questions about the class and our process. Highlight the item in question, and ask away.

Taylor's post on the elephant in the room. https://twitter.com/taykendesign/status/1084610497121415169

I'm not sure I get this. Kim - do you have a sense of how "Pam" was place-making? I'm not connecting the dots...

Loving this example of digital storytelling...

All very noble, but I wonder how they did this...

And the interwebs themselves. Is the internet a place?

lol

++

Review the Syllabus carefully. Post any questions you have here, by highlighting the item in question and posting your question here in hypothes.is. I will see it. I will answer to satisfy everyone's inquiring minds.

Let me know you made it this far. Reply to this post and answer the following questions. Once I see your answers, I will email you instructions to the next step of the Scavenger Hunt.

(1) Have you ever worked with WordPress or other blogging platforms before?

(2) Have you seen Smokey & the Bandit?

We'll get into this further next week, but this video is an excellent primer.

https://www.youtube.com/watch?v=RPKzF2tFgfs

I'll give you directions on how to set this up next-week.

Take note that we are annotating the Syllabus in a public space... see where it says Public above? After we annotate the Syllabus we'll be moving into two private discussion groups for the rest of the course.

Agreed. But how do you assess and measure commitment?

Authentic and unsanctioned - yes. What are they doing outside of tweeting? If there is action taken beyond the social mediascape, then I would deem it authentic. Otherwise, it just seems like an attention-getting strategy.

++

Maybe I'm a pessimist, but I question the authenticity of people who make these public declarations - tweet, retweet, etc. Ultimately, I think these are used by individuals to garner attention. Look at me. Look at me. Look at me. People align with ideas and people they like and seek to 'leach' popularity off of them. People crave spotlight and attention and I think this is the primary motivator to "civic engagement" of this sort. Kim, am I wrong?

Kim, How do you think they determine a 'demonstrated commitment to civic engagement' ? This seems subjective to me.

Nice. This examines social studies using digital storytelling methodology. Research. Curate. Create. Share.

Kim, of the definitions described - which appeals to you the most? Which would you choose and why? OR would you define it your own way? Or some combination thereof?

• normative
• capacity
• participation
• dutiful
• actualizing

Brings Henry Jenkins to mind

https://www.youtube.com/watch?v=LDPHiaWaI28

Nice summary.

https://www.commonsensemedia.org/

This is message 3 of 3 from me on this page. You need to find/read all 3.

Let's move on to the next stage of the Scavenger Hunt.

Your next step can be found in the StoryTools. This is a toolbox of digital-storytelling tools and resources - mostly free. You can find the StoryTools linked at the top of all course web pages and in our INTE5340 Slack.

Let's see, where did I put that next-step... it's in the toolbox under... was it stock media? No, wait. I put it under... was it comics? Awww, just go find it. It's in there somewhere. Find it to move on to the next step.

And by the way... you're welcome.

This is message 2 of 3 from me on this page. You need to find/read all 3.

Look at the top of this column and note it says Public - meaning anyone can read/post here. We will be using private hypothes.is groups for the remainder of this class. By the end of this Scavenger Hunt you will be a member of Earth, Wind or Fire.

https://www.youtube.com/watch?v=Lrle0x_DHBM

Let's practice responding in hypothes.is. What is the BEST song by Earth, Wind & Fire? You can only pick one.

Scavenger Hunt (Step 2 of 6)

You made it! This is message 1 of 3 from me on this page. You need to find/read all 3.

Please review this page and post any questions here in hypothes.is. Highlight any words/sentences where you might have questions, and click Annotate to post a question.

https://www.youtube.com/watch?v=1sCynhCOKbc

Hey, you made it!!

Look around a bit and get familiar with hypothes.is.

Note at the top it says Public - that means this conversation is just that - open for public viewing. For the remainder of this course we will be using private groups. By the end of this Scavenger Hunt you will be assigned to one of the following private Hypothes.is groups: Earth, Wind, or Fire.

https://www.youtube.com/watch?v=Gs069dndIYk&list=RDEMl64kWU-roUENsTUSX-sP8A

|| Intro Prompt (2 of 3):|| Pscyh!!

This isn’t actually the prompt. Prompt (2) is found within your class discussion group. All future class discussions will be in these private discussion groups. You should have received a group assignment upon completing the Getting Started activity.

Select your discussion group using the drop-down menu at the top of this window. Go to them now - - switch to your discussion group and follow the Intro Prompt (2) instructions there.

|| Intro Prompt (1 of 3):|| Who are you and why are you here?

|| INTRODUCTIONS || Please complete the (3) three prompts embedded in this syllabus to introduce yourself to the class. You can simply reply by clicking the reply icon below.

Welcome to INTE5340! Please use the syllabus for some hypothes.is practice. Highlight any areas of question or concern and post your questions here.

khgvkhgvkghvkgv

Testing hypothes.is and owncloud

This is effectively about discovering and allowing student agency. I wonder if there are students who struggle with agency, i.e. who are uncomfortable without the rules and pathways explicitly defined.