25 Matching Annotations
  1. Aug 2018
    1. - Google can use your content for all their existing and future services DiscussionThe content you post on a particular Google service can be used by Google on other services you may not be aware of.

      Interesting... and explains how shortly after googling something an ad tends to pop up on a different website or app, such as FB.

  2. Jan 2018
    1. Grades encourage a fear of risk taking.

      Oddly enough, the 3 professors I have that have the whole idea that it is more important to just take risks and learn. Are the same professors that do not follow the traditional route of teaching, and truthfully I have become more interested in the class and exactly what were learning

    2. Grades don’t truly motivate students. Experts distinguish different types of motivation:

      the grades themselves aren't the motivation, its rather what the grades stand for. The idea of failing would then motivate a student to do whatever that professor's requirements for anything higher than a D is

    3. Students don’t start out the same. They don’t have the same life experiences -- or even academic experiences -- during our semester together. They don’t go to the same places afterward. They have different goals.

      Very valid point, no one has the same starting point, yet they are all forced to reach the same finish line (end of the semester)

    4. It felt like there was no space for adventure, zest, risk -- or even for genuine learning. Everything focused on pleasing the professor.

      This ! Like i stated before one professors C is another's A. When your concerned about solely meeting a professor's demands and not focused on finding new ways to actually learn, you take focus away from the actual concept of learning to learn.

    5. I felt as if students are fixated on grades above all else. Most faculty conversations with students include some discussions of grades: What do you want? What do I have to do to get an A? How can I improve my grade? What are the criteria for grades? And the professor takes on the role of a judge.

      I have been in this position just about every semester, my approach is never how can I learn and retain the most information, but rather what exactly will get me an A or a grade I will be satisfied with. I can honestly say, I've received A's in classes that if you ask me what I learned I could probably only give you a brief recap of what I learned.

    6. I had read many accounts of individual faculty members and whole colleges that were grade-free,

      as the years go past, I am noticing more and more professors that are taking this standpoint in terms of how they view school/grades.

    7. And I said that if I could make one change, I would get rid of grades.

      I have always stated that no one person grades the same, yet their given the same grading scale in terms of A-F

    1. These terms of use govern unless your institution has negotiated a set of terms of use with Instructure. Please check with your institution if there are any questions

      Allows for the institution to add on edit to the terms


      the previous statement about what you're responsible should've fallen under this category

    3. You are responsible for all activities that occur under your Account. You may not share your Account or password with anyone, and you agree to notify Instructure immediately of any unauthorized use of your password or any other breach of security.

      complete ownership isn't granted, yet complete responsibility for anything that may occur is granted

    4. he rights granted to you in the Terms are subject to the following restrictions: (a) you shall not license, sell, rent, lease, transfer, assign, reproduce, distribute, host or otherwise commercially exploit the Instructure Properties, (b) you shall not use framing techniques to enclose any trademark, logo, or other Instructure Properties; (c) you shall not use any metatags or other “hidden text” using Instructure’s name or trademarks; (d) you shall not modify, translate, adapt, merge, make derivative works of, disassemble, decompile, reverse compile or reverse engineer any part of the Instructure Properties except to the extent the foregoing restrictions are expressly prohibited by applicable law; (e) you shall not use any manual or automated software, devices, or other processes (including but not limited to spiders, robots, scrapers, crawlers, avatars, data mining tools, or the like) to “scrape” or download data from any web pages contained in the Website; (f) except as expressly stated herein, no part of the Instructure Properties may be copied, reproduced, distributed, republished, downloaded, displayed, posted or transmitted in any form or by any means; and (g) you shall not remove or destroy any copyright notices or other proprietary markings contained on or in the Instructure Properties. Any future release, update or other addition to the Instructure Properties shall be subject to the Terms. Instructure, its suppliers and service providers reserve all rights not granted in the Terms. Any unauthorized use of the Instructure Properties terminates the licenses granted by Instructure pursuant to the Terms.

      Detailed restrictions

    1. request their transcript, a document that lists their courses and their grades. A transcript is by definition a copy of their education record. The transcript is often printed on a piece of paper with formal letterhead, perhaps with a watermark or stamp to show that it’s “official.” This lack of portability continues in much digital schoolwork too.

      Both a digital transcript and a paper form should be submitted. Every teacher grades differently an A for one teacher could honestly be a B-, actually showing the work as well, would offer more insight on the students academic abilities.

    2. This can be a way to track growth and demonstrate new learning over the course of a student’s school career — something that they themselves can reflect upon, not simply grades and assignments that are locked away in a proprietary system controlled by the school.

      I believe there needs to be a happy medium, I think it also depends on the class. Some classes need the more traditional grading system while others would benefit using domains.

    3. As time went on, we talked a lot more about technical issues (backup, recovery, privacy options, hosting laws in different countries, etc). But we also talked a lot more about digital citizenship, safety, control, design, etc. The kids saw the site much more as their own and their responsibility.”

      Both of these are equally important.

    4. “At first there was a fair amount of fumbling around, Googling solutions, and trying to understand their options,”

      This is still me, after I've used the domains one and off for about 3 semesters

    5. Nor do schools give students the opportunity to decide what and when and how that public, online display should look like.

      The freedom with your own domain, allows you to edit it and change your website to be viewed however you wish. Whether you choose to exercise your web design skills or just keep it simple.

    6. “I wanted them to see and be aware of all of the options and the control that they are giving up when services such as Facebook are their primary web presence,” he said

      This seems to be the underlying idea behind the purpose of domain of ones own, although sites like twitter and facebook, give you the freedom to post. It's not completely up to your discretion, there are various things that breach their code of conduct. While on your own domain, you actually get that freedom.

    7. Students have control over the look and feel of their own sites, including what’s shared publicly. This means they have some say — although not complete — over their personal data

      This provides a happy medium

    8. But there remains this notion, deeply embedded in Domain of One’s Own, that it is important to have one’s own space in order to develop one’s ideas and one’s craft. It’s important that learners have control over their work — their content and their data

      This statement, is 100% correct, everyone needs their own space to develop into their own. Without control over your work, I believe you'll never learn how to do it on your own. You'll forever seek guidance or instruction never, taking risks on your own.

    9. it offers both technical and instructional support; and it hosts the site until graduation when domain ownership is transferred to the student.

      Every class that has ever required the use of umw domains,h has always encouraged the use of the domain even after the class had ended and after we left umw.

    10. Today, UMW and a growing number of other schools believe that students need a proprietary online space in order to be intellectually productive.

      With the way modern day technology is forever changing, and this being the new digital age, I agree with this statement.

    11. Instead of focusing on protecting and restricting students’ Web presence, UMW helps them have more control over their scholarship, data, and digital identity.

      Thought this was interesting given the fact when creating your domain and digital identity many professors have a say in how they expect it. Instead of giving you more control.

    12. But almost all arguments about student privacy, whether those calling for more restrictions or fewer, fail to give students themselves a voice, let alone some assistance in deciding what to share online. Students have little agency when it comes to education technology — much like they have little agency in education itself.

      Very valid points, my only suggestion would be along with having the ability to set your own restrictions for what you want to post. A seminar that would educate students on how and what they post online will affect them would be extremely beneficial.

    13. The author, makes her stance clear on the subject before even fully diving into the article.