You cannot go wrong with stuff made from the neck and giblets.

Hypotheis in a Docsify rendered page? HOLY *! I am out of the loop. Amazing

Thanks Richard for sharing this bold concept with OEGlobal in our OEG Connect community

I would like to ask people there (or anywhere) to engage with this paper here via Hypothes.is, as there are lots of aspects to query and explore.

Who will join in?

This is 2023 calling. You were ahead of the curve and while movement has been made your way, it's very unevenly distributed, but at least more educators are working towards pedagogy as a core. But still, textbooks are pretty central still.

I wish more followed your lead. I'd say more about your future, but that leads to those time travel implications you see in movies....

Since the 40 benefits are listed as a graphic we cannot annotate them!

But maybe we can make notes on these six clusters. A question might be, what kind of research can be done on these social benefits? Or has been done?

A favorite example for K-12 and multilingual was the videos from students in Mexico collected by Rosaria Rogel in FlipGrid

https://flipgrid.com/+wnji664y

So excited to see this paper, yet wondering, where are all the annotators? Hi @fncil

Open for annotation, right?

Happy Sabbatical time! Glad you made it and are blog-otating it here. For your sabbatical I plan to read / annotate your posts.

Injecting some custom CSS? I went looking in the page shown in the screenshot and searching https://hypothes.is/users/chrisaldrich?q=standby

So there is a secret door here?

Leaving more as a note for myself, some annotation rss tricks from Chris Aldrich

Notes on this blog

https://hypothes.is/stream.rss?wildcard_uri=https://cogdogblog.com/*

Also explore https://annotations.lindylearn.io

e.g. https://annotations.lindylearn.io/domain/cogdogblog.com

What happened?

This plugin has been closed as of January 28, 2022 and is not available for download. Reason: Guideline Violation.

For OEGlobal 2022 Let's Annotate these Action Areas!

For anyone presenting or participating at the OEGlobal 2022 Conference please attach your own presentation, unconference session or notes, ideas, resources from any session to the specific words below that references.

Can we fill up this space with many yellow notes? See also the other language versions available for annotating.

Offered as a Coursera MOOC, Aboriginal Worldviews and Education is produced by the University of Toronto:

ntended for both Aboriginal and non-Aboriginal learners, this course will explore indigenous ways of knowing and how they can benefit all students. Topics include historical, social, and political issues in Aboriginal education; terminology; cultural, spiritual and philosophical themes in Aboriginal worldviews; and how Aboriginal worldviews can inform professional programs and practices, including but not limited to the field of education.

See more in the research paper (Tessaro and Restoule, 2022) "Indigenous pedagogies and online learning environments: a massive open online course case study":

Despite significant pedagogical differences between massive open online course and Indigenous pedagogical learning environments, this study builds the case that various Indigenous pedagogies can effectively be incorporated in a massive open online course.

Follow the effort of Catherine Cronin's Just Knowledge GO-GN research project

a community-focused, open knowledge research project guided by three core ideals: justice, equity and openness. The aim of the project is to work with community-based knowledge initiatives to: (i) understand their current aims and challenges, (ii) study their use of digital and open approaches to accomplish those aims, and (iii) explore ideas together for context-appropriate, equity-focused, open approaches to knowledge sharing.

Note the emphasis on extending the aims of open education beyond institutions to community organizations:

Community-focused initiatives, located within HEIs or not, may lack adequate support for developing and using open educational practices, and thus in making the most of sharing open knowledge with their associated communities. Conversely, resources may be shared openly without a full understanding of copyright, consent, and other critical considerations regarding openness.

A post from encore+ OER Sustainability Business Models reviews a recent paper by Konkel et al (2021) citing three categories of sustainability models for OER:

1. Community-based models "In the Community-based model, the members of an OER community or network collaboratively create and use OER. Revenue can be generated by hosting the required infrastructure or charging for related activity."
2. Philanthropy-based models "In the Governmental model, national and international governmental agencies provide funding for creating OER. This (along with philanthropy) is how a lot of OER has traditionally been funded but is rather dependent on the political and strategic priorities of those outside the business itself."
3. Revenue-based models "The Selling course experience model or “Freemium” model where educational materials (e.g., slides, texts, data) are offered for free. Sustainability here is derived from income streams offered alongside this, such as answering questions, giving feedback on submissions, supervising research and examination, and certification."

See the full paper (shared under CC BY):

Konkol, Markus, Jager-Ringoir, Katinka, & Zurita-Milla, Raúl. (2021). Open Educational Resources – Basic concepts, challenges, and business models (2.0). Zenodo. https://doi.org/10.5281/zenodo.4789124

To me, annotation is most effective when attached at the word level, rather than entire sentences or paragraphs. Bu maybe that's my preference? What seems most effective to you?

Am I too clever here to be using annotation (the red marks) in my images?

It's a common act to add meaning to not only text, but images, audio, and video media forms. Where have you seen annotation outside of text and also outside of digital spaces?

Who here has read the entire Recommendation?

Hello friends, colleagues, and all others that I hope become part of the first two categories. I am Alan Levine, coming to you from central Canada. Welcome to my unorthodox workshop. I am so web old I can remember annotations in the first Mosaic browser.

Please reply with your own introduction, and share your experience, interest in web annotation.

Do not forget to tag all responses oer22 in this workshop !

If you are looking at this, then you are (a) the type of person who is curious enough to click; or (b) you already are wise to the power of Hypothes.is

Are you ready to Jam at OER22?

https://www.youtube.com/watch?v=6jTAb5AVLsg

WikiAfrica's Offline Resources is an effort of outreach for poorly connected areas of the world - in English, French, Spanish languages.

This is a curated list of resources (visuals, texts, graphics, videos etc) related to the Wikimedia ecosystem in three languages : English, French, Spanish.

Those resources may be used by anyone really, but they have been curated with those mostly offline in mind (= the resources are self-standing).

European Open Education Champions (SPARC Europe):

How can we draw attention to the importance of Open Education? SPARC Europe thought that one of the best ways would be to talk to OE experts and practitioners themselves and share real stories about their OE journeys: successes, challenges, and plans for the future. .... The project gathered an initial handsome group of thirteen OE Champions from nine European countries

Shared for Open Education Week 2022 https://oeweek.oeglobal.org/resources/2022/oe-champions/

Built With Bits

In 2021, our eight-week mentoring programme helped educators and teachers to achieve this by combining collaborative learning experiences and digital technologies with the values of accessibility, inclusivity and sustainability that are at the heart of the European Commission’s New European Bauhaus movement.

The programme explored how virtual experiences can be used within education and is designed for teachers and educators working with students in secondary education in Greece, Italy, Spain and Portugal.

Shared during Open Education Week 2022 https://oeweek.oeglobal.org/resources/2022/built-with-bits/

Based in Brazil, Alquimétricos > designs and shares tutorials, educational guides, and STEAM projects instructions and blueprints to fabricate DIY modular didactic toys.

We are an open, collaborative, cooperative, and international movement aimed to reduce the entry barriers to learning STEAM disciplines by experimenting and playing. The intention is to help lower educational resources access inequality, especially in the Global South.

Shared during Open Education Week 2022 https://oeweek.oeglobal.org/resources/2022/alquimetricos-lab-open-steam-toys/

CREA

es el nombre del nuevo portal de recursos educativos abiertos para la enseñanza de STEM de la Fundación Internacional Siemens Stiftung. La plataforma ofrece a los profesores más de 1.300 medios gratuitos (REA), introduce modernas metodologías de enseñanza y aprendizaje, además de interesantes cursos de formación para profesores.

UNESCO invited its Caribbean Member States to discuss the implementation of the UNESCO Recommendation on Open Educational Resources (OER) in Caribbean SIDS and issues related to OER in the region, on 9 December 2021.

Kicking off this multi-faceted process, the meeting, held via Zoom, discussed the necessary next steps to advance the implementation of the Recommendation on Open Educational Resources in Caribbean SIDS by sharing knowledge and information on the activities and progress of the OER Recommendation at the global level, presenting the proposed activities of the plan for the Caribbean sub-region, and deliberating and recommending strategies to ensure the success of the initiative.

https://en.unesco.org/news/steps-taken-towards-implementation-unesco-recommendation-open-educational-resources-oer

Shared in the session were plans to distribute surveys to examine the development and implementation of OER capacities and policies in Caribbean Member States.

Caribbean UNESCO Member States, including Cuba, Jamaica, Curaçao and Aruba, expressed great interest in implementing the OER recommendation in their countries.

e.g. Global Network on Copyright User Rights

What is the connection between OER policies at an institution/organizational level to national frameworks and strategy frameworks? Are there examples? How do they influence each other? These are notes that can be added here as a reply or anchored to other words in this item.

What policies have incentives for creators of OER to publish the source files of their works? What does this afford? What are the mechanisms that enable this?

From the Canadian Association of Research Librarians (CARL) a collection of Canadian OER communities of practice for librarians

https://www.carl-abrc.ca/advancing-research/scholarly-communication/open-education/communitiesofpractice/

The question for item c is tying these listed acts to policies that support them. For example, the BC Open Education Librarians (BC OEL) is supported/hosted by BCcampus, the provincially funded organization that supports open education, and supporting communities of librarians falls under their policies. Right?

See OER Quality TIPS (PDF) a guide developed by the Commonwealth of Learning (COL) and Commonwealth Educational Media Centre for Asia (CEMCA) and shared under a CC BY-SA license

The Research on Open Educational Resources for Development (ROER4D) project was proposed to investigate in what ways and under what circumstances the adoption of open educational resources (OER) could address the increasing demand for accessible, relevant, high-quality and affordable education in the Global South. The project was originally intended to focus on post-secondary education, but the scope was expanded to include basic education teachers and government funding when it launched in 2013. In 2014, the research agenda was further expanded to include the potential impact of OER adoption and associated open educational practices.

https://www.roer4d.org/

For reference, see the section on File Formats from the WikiEducator OER Handbook for Educators

https://wikieducator.org/OER_Handbook/educator_version_one/Find/File_formats

A 2013 paper by one Paul Stacey (!) makes a case that OER development initiated by private funding sources should then be supported in implementation by government and/or public funding

Stacey, P. (2013). Government Support for Open Educational Resources: Policy, Funding, and Strategies. International Review of Research in Open and Distributed Learning, 14(2), 67–80. https://doi.org/10.19173/irrodl.v14i2.1537

On February 1-3, 2022 we are calling for annotation of this Developing Supportive Policy Action area with a Three Days of Focus event in OEG Connect.

We offer a place there for discussion, prompts for annotating specific items listed in this action area, plus live drop in sessions where we can talk and annotate together.

Annotate with us to fill this part of the recommendation with new notes or respond to existing ones.

What do we seek? We want to collectively expand on the meaning and application of specific words of this section of the OER Recommendation to share where policy connects to practice.

• If your institution has an operating policy on OER, attach it to the specific section that best correlates to the suggestion. This means, what does an example of the recommendation look like in the world?
• You can also explore the OEPolicy Hub for examples of other policies from different parts of the world, and find in the recommendation where it is best connected to
• Critically ask questions of the recommendation to discuss where it may be missing policy issues or where local or national regulations cause problems. What should be changed?

Look for specific words or phrases in items (a-h) under article 12 to attach a note or reply to existing notes you see there.

从 2022 年 2 月 1 日至 3 日，我们通过 OEG Connect 中的活动 呼吁关注和注释开发支持政策行动领域。

我们提供了一个讨论的地方，建议 用于注释列出的特定项目在这个行动领域，加上 现场直播 我们可以一起讨论和注释。

与我们一起注释以用新注释填充推荐的这一部分或回应现有注释。

我们追求什么？我们希望共同扩展 OER 建议本部分特定词语的含义和应用，以分享政策与实践的联系。

• 如果您的机构有关于 OER 的运营政策，请将其附加到与建议最相关的特定部分。这意味着，推荐的示例在世界上是什么样的？
• 您还可以浏览 OEPolicy Hub 以获取来自世界不同地区的其他政策示例，并在推荐中找到最适合的地方
• 批判性地询问建议的问题，以讨论它可能遗漏的政策问题或地方或国家法规导致问题的地方。应该改变什么？

在第 12 条下的项目 (a-h) 中查找特定单词或短语，以附加注释或回复您在此处看到的现有注释。

1–3 февраля 2022 г. мы призываем аннотировать эту область «Разработка поддерживающей политики» мероприятием в OEG Connect.

Мы предлагаем место для обсуждения, предложения для аннотирования конкретных перечисленных элементов. в этой области действий, а также сеансы в прямом эфире, где мы можем вместе обсуждать и комментировать.

Аннотируйте с нами, чтобы заполнить эту часть рекомендации новыми примечаниями или ответить на существующие.

Что мы ищем? Мы хотим совместно расширить значение и применение конкретных слов в этом разделе Рекомендации по ООР, чтобы поделиться информацией о том, где политика связана с практикой.

• Если в вашем учреждении действует политика ООР, прикрепите ее к конкретному разделу, который лучше всего соответствует предложению. Это означает, как пример рекомендации выглядит в мире?
• Вы также можете изучить [OEPolicy Hub] (https://www.oepolicyhub.org/) для получения примеров других политик из разных частей мира и найти в рекомендациях, где они лучше всего связаны с
• Критически задайте вопросы по рекомендации, чтобы обсудить, где могут отсутствовать вопросы политики или где местные или национальные правила вызывают проблемы. Что следует изменить?

Ищите определенные слова или фразы в пунктах (a-h) статьи 12, чтобы прикрепить примечание или ответить на существующие примечания, которые вы там видите.

Du 1er au 3 février 2022, nous appelons à l'annotation de ce domaine d'action de développement de politiques de soutien avec un [événement de trois jours de discussion dans OEG Connect] (https://connect.oeglobal.org/t/3392).

Nous y proposons un lieu de discussion, invites pour annoter les éléments spécifiques répertoriés dans ce domaine d'action, plus live drop in sessions où nous pouvons parler et annoter ensemble.

Annotez avec nous pour remplir cette partie de la recommandation avec de nouvelles notes ou répondre à celles existantes.

Que recherchons-nous ? Nous souhaitons développer collectivement la signification et l'application de mots spécifiques de cette section de la recommandation sur les REL afin de partager les liens entre la politique et la pratique.

• Si votre institution a une politique opérationnelle sur les REL, joignez-la à la section spécifique qui correspond le mieux à la suggestion. Cela signifie, à quoi ressemble un exemple de la recommandation dans le monde ?
• Vous pouvez également explorer le OEPolicy Hub pour des exemples d'autres politiques de différentes parties du monde, et trouver dans la recommandation où il est le mieux connecté à
• Posez des questions critiques sur la recommandation pour discuter des problèmes politiques manquants ou des problèmes liés aux réglementations locales ou nationales. Que faut-il changer ?

Recherchez des mots ou des phrases spécifiques dans les éléments (a-h) de l'article 12 pour joindre une note ou répondre aux notes existantes que vous y voyez.

For the USA see SPARC's State Policy Tracker a map and list of OER policies at the state level

https://sparcopen.org/our-work/state-policy-tracking/

Presented in the Dynamic Coalition Webinar -- RELIEFH : Ressources Educatives Libres pour l’Egalité Femmes-Hommes (EFH) (Open Educational Resources for Gender Equality (EFH))

A platform allowing the research, the exchange and the sharing of resources and good practices between the countries of the Francophonie for the promotion of GE in the field of Education. This portal is intended for teachers and supervisory staff wishing to integrate GE into their daily teaching practice, and more broadly for all institutions and people interested in this subject.

PAVE is a tool "to make your PDF documents accessible and to interpret conventional reader programs correctly. It does not change the visual layout of your PDF. The ICT Accessibility Lab of the ZHAW School of Engineering which developed PAVE, is making it available free of charge for personal use."

https://pave-pdf.org/index.html

Principles of Web accessibility - Perceivable, Operable, Understandable, Robust https://webaim.org/resources/quickref/

See UNESCO's Atlas of the World's Languages in Danger

What if the national copyright legislation is overly protective or hinders open practices? Where is the recommendation to influence copyright reform?

I'm thinking of this while listening to this episode of the Walled Culture podcast --Salvador Alcántar Morán: Mexican Copyright Unfit-for-purpose in the Digital age, the Public Domain as a Human Right, and the Need for a True Multistakeholder Approach and a Global Perspective on Copyright

He talks about how the Mexican copyright framework is not adapted to the digital age and shaped mainly by the creative industries, the copyright industry’s scaremongering tactics. He also explains how the fact that Mexico has the lengthiest copyright term (100 years after the author’s death) negatively impacts the country’s collective memory and the public domain. In his view, the public domain should be considered as a human right. He further emphasises the need for normal citizens and other stakeholders, that are currently neglected, to be more involved in shaping a copyright framework that works for the digital age based on a true multistakeholder approach. He also talks about the need for a more global perspective on copyright in general.

Despite some concessions to access in the early start of the pandemic, publishers have returned to aggressive pricing of textbooks. A group of library, educational organizations in the UK have organized together around the #ebooksos campaign to press for more fair and sustainable pricing. See https://academicebookinvestigation.org/2021/10/06/the-sector-united/

The paper calls for “immediate action by publishers an aggregators to introduce more sustainable and affordable pricing models for e-books and e-textbooks” and pledges the signatory bodies to work towards a “fairer and more transparent marketplace” so that “students and teachers in UK higher and further education can gain equitable and sustainable access to e-books, e-textbooks.”

More info at https://academicebookinvestigation.org/ such as

https://www.youtube.com/watch?v=tuZUJs72288

Leaving this as a note here for @Bonni228 and her note on Post Its here https://hyp.is/O9zpRG4wEey6j7tB382Liw/forge.medium.com/13-ways-of-looking-at-a-post-it-note-6d72cd035c7d

Hmmm, does Hypothes.is have anything like track backs?

Anyhow here was a more critical look at Post-It mania

Remi shows how the granularity of the words chosen for annotating can be important.

UNESCO has much covered in their 2021 report AI and education: guidance for policy-makers

Policy-makers and educators have entered uncharted territory that raises fundamental questions on how the future of learning will interact with AI. The bottom line is that the deployment and use of AI in education must be guided by the core principles of inclusion and equity. For this to happen, policies must promote equitable and inclusive access to AI and the use of AI as a public good, with focus on empowering girls and women and disadvantaged socio-economic groups. The growing use of novel AI technologies in education will only benefit all of humanity if – by design – it enhances human-centred approaches to pedagogy, and respects ethical norms and standards.

OER at secondary level -- Mountain Heights Academy (Utah, USA):

we were the first secondary school in the world to create and publicly release its own curriculum as an open educational resource freely available for anyone else to use. Because it is our own content, our teachers have the ability to personalize it to meet students’ needs.

Learn more and explore resources https://mountainheightsoer.org/

Many examples of open pedagogy can fit here! For example, see the Deltia Project a citizen science project from NC State University, shared at OERcamp 2021.

See "https://sched.co/rYTm"

We have connected a citizen science project (go.ncsu.edu/delftia) to several undergraduate and graduate courses through the use of public student projects shared openly. As part of courses assignments, students create and use OERs made by peers to learn about the microbes around us and technologies to improve sustainability and biotechnologies.

As presented at OERcamp 2021:

The three-year IMLS Grant, Reaching Out: Meeting the Needs of Rural School Librarians, focused on building capacity of stakeholders to create, access, use, adapt and redistribute OER. Grant participants learned the skills needed to utilize Open Educational Resources (OER), to integrate digital applications into professional practices, and to serve as instructional leaders in their schools.

See presentation resources https://tie.link/oercamp

It's interesting that the concept of open scholarship does not appear here (unless I am missing it worded differently). Where is the place to recommend the recognition of open pedagogy and practices as being equally importance as research and service?

For example see the University of Windsor's Open Educational Practices Hub section [on Open Scholarship] where there is a series of posts/interviews about issues of (https://uwinopenlearn.ca/blog/category/open-scholarship/).

For an example from a single discipline, see Open Social Work "a collaborative project that addresses open education, open access, open science, and the practices that support them." with resources on open education, open science, open data, as well as a collection of OERs in the field of social work.

The Open Education in European Libraries of Higher Education (2021) provides a comprehensive summary of how European libraries are implementing the UNESCO Recommendation of OER. "The research analysed responses from 233 libraries from 28 European countries. Respondents primarily came from universities, followed by technical colleges, specialised institutions, universities of applied sciences, teaching colleges, distance education institutions and other service centres."

The SPARC Europe survey shows familiarity with the UNESCO OER Recommendation amongst many academic libraries, with about one-third of respondents taking concerted action. Therefore, whilst some concretely address the UNESCO OER Recommendation, further awareness-raising and support in academic libraries and their institutions is required to help implement it.

Of all of the five actions of the UNESCO Recommendation on OER, building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER, developing supportive policy for OER, encouraging inclusive and equitable quality OER, nurturing the creation of sustainability models for OER, and promoting and reinforcing international cooperation in OER, libraries are carrying out capacity-building activities the most. Libraries continue to lead or support OE in equal measure and lead in areas close to their core work. They do this mainly through their teaching and learning and research support departments. In addition, they work in conjunction with Open Access and Open Science areas when advocating for open.

I am unsure of what "automatic OER Processing" might mean/ Can anyone help?

The closes I came was in the section of a International Journal of OER paper by Stephen Downes: A Look at the Future of Open Educational Resources where in the Artificial Intelligence section he illustrates an example of AI creating OER (?)

What is relevant to open education is that the services offered by these programs will be available as basic resources to help build courses, learning modules, or interactive instruction. For example, Figure 3 illustrates a simple case. It takes the URL of an image, loads it, and connects an online artificial intelligence gateway offered by Microsoft as part of its Azure cloud services using an API key generated from an Azure account.

The Azure AI service automatically generates a description of the image, which is used as an alt tag, so the image can be accessible; the alt tag can be read by a screen reader for those who aren’t able to actually see the image. In this case, the image recognition technology automatically created the text “a large waterfall over a rocky cliff,” along with a more complete set of analytical data about the image.

Yes this is interesting and is a useful tool for content creation, but to me seems a far leap to creating educational content.

Take a closer look at item (a) -- look for specific word, phrases to associate a note with, rather than the entire sentence.

Some places to look at this item at a more granular level might include:

Potential text to anchor notes might include:

• building awareness - what encompasses building awareness? what are marks of success?
• stakeholder communities - who might this be in your locale?
• how OER can increase access to educational and research resources what are examples of this? Add specific examples of access increasing for education and research. Where has this been done?
• improve learning outcomes where and how has OER been used to achieve this? What research has been done? where is OER being linked to learning outcomes?
• maximize the impact of public funding again what are examples where OER has been shown to make better use of public funding? what data is needed to support this?
• to become co-creators of knowledge This would related to examples of open pedagogy, right? What are some examples you know of that demonstrate this?

One of many examples, see OER - Radical Digital Literacy by by Ruth Weeks as part of the Digital Futures course for the MSc in Digital Education at the University of Edinburgh

This resource is based on the idea that current approaches to digital literacy in most Higher Education institutions are simplistic and fail to take into account that technology is not a neutral entity. This OER provides a number of resources to read and watch with the aim of providing a springboard to discuss and share ideas of how to integrate a more radical approach to digital literacy into an undergraduate curriculum.

Many guides, I would guess hundreds?? can be added here, for example from Worcester Polytechic Institute's Libguide for creating OER https://libguides.wpi.edu/oer/create

Examples adding here could be many, but programs that share open versions of syllabi are definitely an act of building capacity. For example, from Open Education for a Better World (OE4BW) is a remixable of their Open Syllabus for teaching Open Science.

Differentiating between licenses is one thing we work towards in capacity building, but often the differences in copyright and public domain between countries gets to be even more complex in the fine print- see for example the exceptions listed in this 1912 image in Wikimedia Commons https://commons.wikimedia.org/wiki/File:Krotona_sketch_public_domain_circa_1912.jpg

First coming to mind is the accomplishments of OERu for showing how much can be done in delivering open education with a platform of only free and open-source tools. See the summary Open For All: The OERu’s Next Generation Digital Learning Ecosystem

This paper describes the functionality, scalability, and cost of implementing and maintaining a suite of open source technologies, which have supported hundreds of thousands of learners in the past year, on an information technology infrastructure budget of less than US$10,000 per year. In addition, it reviews pedagogical opportunities offered by a fully open digital learning ecosystem, as well as benefits for learners and educators alike.

Item b provides annotation points to expand on the elements of training programs, noting the importance of educators as well as listing other roles where capacity building of OER awareness is important.

Potential words to respond to with notes include

• in-service or pre-service Differentiate issues, challenges, examples of where capacity building is done
• how to create, access, make available, re-use, adapt, and redistribute OER This sounds like some “Rs” and many programs, annotation could be added to specific "hows" such as re-use or redistribute to provide examples or raise questions
• an integral part of training programmes Where has OER capacity building been made integral to training programs? or…
• specifically initial training programmes for educators ?
• public authorities or policy makers provide examples or issues with providing this capacity building to these roles
• attach specific examples of supporting integration into learning or teaching or research or everyday life

What does strategic planning and support for OER Capacity Building look like, require?

What are examples of it being done? Items a-f describe these in more detail, but here in article 11 phrases worth annotating with examples might include the references to "institutional and national levels" or expanding on where it is focused on "all education sectors and levels"

We are focusing on this Action area November 30 - December 2 with a Three Days of Focus event in OEG Connect, offering a place for discussion, prompts for annotation to specific parts of the recommendation, live sessions where we can talk and annotate together.

Let's fill this part of the recommendation with new notes- or respond to existing ones.

Look for specific words or phrases in items (a-f) under article 11 to attach a note.

The DSOERs project offered an online course opportunity for Pacific Island secondary school teachers on how to find, remix, and publish as printable worksheets OERs. It touches all of these points, and was made available to anyone. Another great project from the OERu.

https://pacificopencourses.col.org/ds4oers/

See WUN / UNESCO Webinar featuring Glenda Cox on "Open, inclusive education and social justice: The role of open textbooks"

https://www.youtube.com/watch?v=0X1DwDdKYk0

Worth adding here, a new IRRODL paper Developing Institutional Open Educational Resource Repositories in Vietnam: Opportunities and Challenges

The introduction of open educational resources (OER) provides new opportunities for learners worldwide to access high-quality educational materials at the lowest cost. As a developing country, Vietnam is one of the countries that can most benefit from the OER movement. However, the concept of OER in Vietnam remains little known to the public, with few institutional OER repositories (IOER) developed. This study contends that IOER development in Vietnam is complicated and constrained by many contextual difficulties; it was designed to explore the challenges and opportunities.

The paper suggests while awareness of OER is present, barriers include policy issues and funding issues. Perhaps this is a call for international collaboration?

Go GLAM! https://openglam.org/ and as well from Creative Commons the CC Open GLAM Platform.

In this tweet David Wiley suggests a reason why OER projects struggle with sustainability

https://twitter.com/opencontent/status/1462798079732731911

Wiley is quoting an opinion blog post by Martin Weller "Academics as entrepreneurs" that makes a case that most academics are not entrepreneurs nor should we expect them to be.

So is "entrepreneurship" a necessary item for sustainability? The recommendation described here suggests more specific and systemic approaches.

Ver el seminario web de WUN / UNESCO con Glenda Cox sobre "Educación abierta e inclusiva y justicia social: el papel de los libros de texto abiertos".

https://www.youtube.com/watch?v=pmYTaUb4218

Nos enfocamos en esta área de acción del 30 de noviembre al 2 de diciembre con un evento Three Days of Focus en OEG Connect, que ofrece un lugar para charlar, solicitudes para escribir partes específicas de la recomendación, sesiones en vivo donde podemos hablar y escribir juntos.

Completemos esta parte de la recomendación con nuevas notas o respondamos a las existentes.

En el marco de un proyecto de innovación financiado por la UE y desarrollado a nivel internacional que se denomina “Enfoques Colaborativos Interdisciplinares para el Aprendizaje y la Enseñanza” (INCOLLAB), este artículo propone analizar dos aspectos, en concreto, los enfoques interdisciplinares mediante el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y la consecuente y necesaria cooperación entre el profesorado de disciplinas lingüísticas y no lingüísticas para programar y diseñar materiales didácticos innovadores y personalizables en forma de Recursos Educativos Abiertos (REA) que se puedan adaptar a contextos educativos similares. Se describen dos propuestas específicas de REA sobre el tema del “Apoyo a la Autonomía” como parte de la asignatura de “Psicología del Desarrollo” y también como competencia transversal y se analizan los resultados de su implementación en tres contextos reales

https://journals.ucjc.edu/VREF/article/view/4398/3172

从 11 月 30 日到 12 月 2 日，我们将在 OEG Connect 上举办为期三天的焦点活动，重点关注这一行动领域，提供一个聊天的地方，要求撰写推荐的特定部分，以及我们可以一起交谈和写作的现场会议。

让我们用新的笔记或回应现有的笔记来完成这部分建议。

欢迎 OEGlobal 呼吁对在 OEGlobal 2021 在线会议上提出的联合国教科文组织开放教育资源建议进行注释。

会议空间包含丰富的内容，例如演示文稿、链接、文档、视频和讨论，您可以使用这些内容为推荐的特定部分提供上下文。

这里的注释可以帮助构建关于这五个领域的上下文、含义、理解和对话。

Мы фокусируемся на этой области действий с 30 ноября по 2 декабря с помощью трехдневного мероприятия на OEG Connect, предлагая место для общения, запросы на написание определенных частей рекомендации, живые сессии, на которых мы можем поговорить и написать вместе.

Давайте дополним эту часть рекомендации новыми примечаниями или ответим на существующие.

Добро пожаловать на призыв OEGlobal аннотировать Рекомендацию ЮНЕСКО по ООР, представленную на онлайн-конференции OEGlobal 2021.

Конференц-пространство включает в себя множество контента, такого как презентации, ссылки, документы, видео и обсуждения, которые вы можете использовать для предоставления контекста для определенных частей рекомендации.

Аннотации здесь могут помочь построить контекст, смысл, понимание и диалог о пяти областях вместе.

Nous nous concentrons sur ce domaine d'action du 30 novembre au 2 décembre avec un événement Three Days of Focus sur OEG Connect, offrant un lieu de discussion, des demandes d'écriture de parties spécifiques de la recommandation, des sessions en direct où nous pouvons parler et écrire ensemble.

Complétons cette partie de la recommandation avec de nouvelles notes ou répondons à celles existantes.

When I learn a song to play on my guitar, I print the lyrics, but annotate with chords and notes (since I don't always follow the notations of others)

Vea el proyecto del kit de herramientas de REA de REBUIN con una sección sobre sostenibilidad de los REA https://rebiun.libguides.com/GuiaREA/sostenibilidad

One possibility discussed at OEGlobal 2021 is the Web Monetization concept (I am still working through an understanding) presented by Erica Hargreave in Sustainable Funding Solutions in Open Education with the Web Monetization Standard -- see also https://www.grantfortheweb.org/

Definitely see for reference the OEGlobal 2021 pre-recorded presentation by Florence Devouard on Using offline tools to build open content and introduce to open knowledge movement including by not limited to WikiFundi (see presentation for more references).

It may be worth clarifying that "offline" refers to situations and places with little to no connectivity, generally speaking all parts of the world where internet access is restricted, expensive, or unavailable: including schools, clinics, prisons, refugee camps, disaster areas. This presentation intends to provide a broad perspective

https://www.youtube.com/watch?v=mJII-6A8oA0

An interesting study on research papers about Open Educational Practices (OEP):

The findings showed that research on OEP started in 2007 and focused on higher education, including open and distance higher education. Most of the OEP studies were published in English as journal articles, in particular, many were published in Distance Education, International Review of Research in Open and Distributed Learning, and Open Praxis. The United Kingdom, Spain, and Australia were the top contributors to the OEP literature. The analysis of keywords and terms in the titles and abstracts revealed that current OEP trends covered only open pedagogy and open collaboration, suggesting a need for more research on other trends, such as open assessment, open data, and open science. The results also suggested that future research needs to focus more on inclusive open educational practices that accommodate students with disabilities.

Tlili, A.; Burgos, D.; Huang, R.; Mishra, S.; Sharma, R.C.; Bozkurt, A. An Analysis of Peer-Reviewed Publications on Open Educational Practices (OEP) from 2007 to 2020: A Bibliometric Mapping Analysis. Sustainability 2021, 13, 10798. https://doi.org/10.3390/su131910798

Noting that the word "ethics" does not appear in the Recommendation, and the discussion in a draft by the Creative Commons Copyright Platform Working Group 4 seems relevant- what are the ethical considerations of sharing?

In September 2021 the University of Edinburgh updated their OER Policy originally put into place in 2016:

Supported by the central OER Service, the policy encourages staff and students to use, create and publish OERs to enhance the quality of the student experience, expand provision of learning opportunities, and enrich our shared knowledge commons. Investing in OER and open licensing helps to improve the sustainability and longevity of our educational resources, while encouraging colleagues to reuse and repurpose existing open materials expands the pool of teaching and learning resources and helps to diversity the curriculum. As one of the few universities in the UK to have an OER policy, the new policy strengthens the University of Edinburgh’s position as a world leader in open education and reiterates our strategic commitment to openness and achieving the 2030 Agenda for Sustainable Development.

See the summary in a blog post by Lorna Campbell of what gains the university has achieved in five years of having in place an OER policy

Here we are in 2021 at the OE Global Conference reflecting back on this declaration that was a key point in the journey to develop the UNESCO OER Recommendation.

How does this declaration stand up over time? What was unanticipated? What has it achieved? Were you there? Do you remember this?

We are using this as a practice annotation activity for activities that will take place after the conference.

Please annotate in abundance, reply others and tag them #OEGlobal21 Then tune in to find out what we will annotate next.

نرى هذا يحدث في كثير من الأحيان داخل المشاريع التي ترعاها الحكومة.

Had to look this one up, this definition from CLimate Policy Watcher. Well-mixed greenhouse gases

are relatively evenly distributed because their molecules remain in the atmosphere for at least several years on average. Many of these gases are much more potent warming agents, on a molecule-for-molecule basis, than CO2, so even small changes in their concentrations can have a substantial influence.

Unequivocal, please stop quivocating and accept this fact.

The web is 30 years old, bring on hyperlinks! https://interactive-atlas.ipcc.ch/

How refreshing would it be for policy decision makers to based action on scientific understanding!

See the OER World Map's Policy Registry https://oerworldmap.org/oerpolicies (e.g. example from Trier University)

We could make a concerted effort to add more policies to this registry.

A tool that could be easily leveraged i this very tool I am using to write this note, Hypothes.is. Right here in the interface, it declares "Annotations can be freely reused by anyone for any purpose." with a link to this annotation (and every annotation's) CC0 license

What is OEG Connect? It sounds great!

I think it is driving now, and it is not a driverless car. Hi Mike.

And that is what we are doing here in the OE Global Open Pedagogy Summer Adventure (2021) in particular, the interactivity strand.

We can use these tools to augment this text but also reply to others, like a greeting space. So if you are here during our live workshop, or maybe later, reply with a greeting to let us know who you are, how you see (or maybe want to ask about) web annotation as an act of open pedagogy.

And explore the many annotations already present here...

And if you remember, add a tag of opsa to your annotations during this activity -- watch what happens.

Let's go adventuring with web annotation

Indeed, Maha! We hope participants in the Summer Open Pedagogy Adventure series might ponder, and explore here in annotation space.

How /what does annotation activity open up? Is that experience going to be the same for all? Yes we can create safer spaces in private group Hypothes.is annotation, but it is more cumbersome and we trade off perhaps the possible serendipity of connection with peers offering different perspectives.

And Why? Reply here and tag your annotation opsa

And this what we are asking participants in the Summer Open Pedagogy Adventure series to explore and question. Is this framing of students as content creation, which is valuable, the full range of what is open pedagogy? Engage with us here and elsewhere we we look at annotation as a form of open pedagogy, of going being the creation and adoption of OERs but building activities around them.

What do you think of Annotations being freely reused as licensed CC0?

What do our adventurers think? Annotate and tag opsa

I won't have all the references but what about the methods of putting holes in cards so they could be collated database-like with a rod? Or the edge notching approach https://hackaday.com/2019/06/18/before-computers-notched-card-databases/ I thought Doug Engelbart had done something similar too

Does anyone visiting here have memories of or experience with the original MIT CourseWare? If we were doing a history project, we might ask annotators to share stories or links to artifacts.

Hi, who wants to annotate Open Educational Global's history? This is just a demonstration of making any web page available for annotation.

but while you are here, maybe reply with a note of introduction and what your first memory is of Open Education Global and/or it's earlier iterations.

I can say I was aware of the Open Courseware Consortium in as the idea of MIT's open courses spread elsewhere, But I was not involved.

And in my other work, I had colleagues who attended the conferences in Banff, South Africa, Delft. I was envious ;-)

I was part of a project, the UDG Agora which did win an OE Award for Excellence.

Now I am fortunate to work for OE Global!

Thanks for making this clear and demonstrated on your site (attention to accessibility, offering transcripts, etc), This is a model to show as podcasting in it's full form and potential, more than just posting an audio file and call it done.

Welcome to PPU. Is anyone put there in Annotation land? I've always had high hopes for using web annotation as a semi secret conversation layer or even a narrative layer, not just for making notes on readings.

We are not sure how much we will use it with the Kean students, but alway am game to try.

https://giphy.com/gifs/movie-film-total-11TU9wJqEtr2ZW

The differences for students subjected to this include "anxiety", "creeped out", “uncomfortable”, “intrusive” “sketchy” "pointless"

Who would not want to experience this?

https://www.nytimes.com/2020/05/21/learning/what-students-are-saying-about-online-test-proctoring-favorite-books-and-driving-tests.html https://www.theverge.com/2020/4/29/21232777/examity-remote-test-proctoring-online-class-education

While it might be inferred under "teaching and learning materials" what about openly shared media like images, audio, video? These are often the raw material of OERs

The history misses a big chunk that was present at the place I started by edtech career (1992), maybe because it was at a community college. I entered on the tailing end of a long, rarely mention systemic approach to technology, going back to mainframe systems for automation and synchronizing in the mid 1980s, to starting faculty computer literacy projects in the late 1980s.

An early project I did in that 1994 year was putting online a backward and forward looking collaborative report on the system's efforts, "It's a River, Not a Lake" - the original site gone but in the wayback and my own archives Description.

There's a lot more history buried than in books.

I doubt the lack of interest, but doesn't this suggest that the only histories are ones recorded in printed books?

I love these dogs! I got to walk with Bruno and have enjoyed virtually seeing Teilo's adventures via instagram (go for the big sticks!)

Walking with dogs is a highly recommended strategy for pondering, away from the screens.

Sadly I have experienced the use of my photos in fake profiles http://cogdogblog.com/i-am-alan

Network building is what we are doing right now, just be having Howard come into class. The ability to do this is an outcome of the Net Smart actions of your teachers, that their networking has been effective enough to connect directly to an expert like Howard.

Likely you know this has become much more complex in current times than what you were likely taught in school about evaluating online information. What's maybe the most trickiest thing you have seen that challenges our ability to detect crap? Or the impact of not doing so?

Have you heard of Howard Rheingold?

What can you find out about him? Of course you may first reach for Google, but can you think of ways to find out something more unique, less widely known about him?

This is a powerful program to know about-- wonder how we might find a connection to the discussions in 2020 in the Networked Narratives class? (and showing how we might use tags across articles)

Is there hope for utopia out there.

I think also that the feeling is the screen is off when its gone black, but is it?

I was a Twilight Zone fan as a kid, and loved the series. "Time Enough at Last?" "Talking Tina" "Eye of the Beholder"? So many classics that still hold up.

I was a fan of Charlie Brooker from one of his parody of news videos

https://www.youtube.com/watch?v=aHun58mz3vI

When I shared with a colleague in the UK, she asked if I watched his show "Black Mirror" -- it was not even available in the US. With some VPN software I was able to spoof my way to see it... and was hooked.

It's incredibly creative in writing, concept. Even when it leaves you feeling "ugh" at the end.

Well hello, you made it in here. This is an annotation. And a pace to say hello?

I'm Alan Levine (hey links) one of the course co-teachers. I Have been hoping for sometime to find people interested in not nly using annotation for commentary, discussion, buy maybe even a way to weave a net narrative.

Who are you? What do you know of this kind of tool?

Extending for me is like one of those photos of plants that just seem to reach across to find opportunity.

"Strawberries Want to Run" flickr photo by cogdogblog https://flickr.com/photos/cogdog/20715771212 shared under a Creative Commons (BY) license

Excellent! You found the annotation link. So while you are here reading this, why not reply (button below) and introduce yourself and how you feel about starting the Ontario Extend program.

Well done! You have found the annotation message, you might was well reply to this an introduce yourself, and say something about how you feel about starting your Ontario Extend experience.

It's over the line from being a fan or an interested part in a culture, it's almost using its attributes as a thing to play with.

To see something really neat, see how the CROWDLAAERs tool provides summary data and visualization of the annotation activity here. Totally free tool you can use for any URL you ask others to annotate.

Almost nobody appreciates the power of this humble acronym

I remember when Terry did the DS106 Daily Create challenge that produced the banner image on his blog.

Wish Scott had some more mOOC time, follow him on twitter, he is an expert in radio, podcasting, and narrative use of audio.

I have to like a playful blog name with an animal in it!

Well hello, participants in the Ontario Extend mOOC (or anyone else). I'm Alan Levine, from the mOOC Parts and Services Department; I spend a lot of my time blogging and sharing photos and sometimes blogging about sharing photos.

We are running a small activity for the Collaborator module inviting people to gather here around one of our web pages. What kind of collaboration space can happen here?

Say hello here as a reply and then try adding more annotations on this page, perhaps after exploring some of the blogs from other participants.

Cue Skinner and Pressey

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

as well as Audrey Watters who is writing a new book on not only the machines but their biases, intent

This a substructure needs a unique and addressable address? so it can be referenced itself as well as connected back to it's source?

Annotating what he is writing about as annotation... yet, what is missing here is some way of re-arranging, weighting, them...

I might be getting ahead of what's to come, since I am annotating as I am reading, but this gets me thinking about some visualization approaches I saw in the 1990s by the brilliant and forgotten Roy Stringer working on what he called "Navihedra" - while they were often seen as navigational, his ideas seemed to be rooted in better representations of the kinds of structures Engelbart is telling us

In brief, however, Navihedra are 3D models based on Platonic solids and relationships between pieces of information are articulated in terms of the spatial relationships represented by the vertices of the polyhedron. That is, units of information (of any kind, media, size or complexity) are attached to a specific vertex and bi-directionally hyperlinked to all the immediately adjacent vertices. The overall structure being determined by some perceived relevance reflected in proximity. Proximate vertices are understood to locate units of information/argument that are more closely related to one another than units of information that are not directly hyperlinked. Furthermore, this 3 dimensional arrangement can be rotated in space so that differing patterns of inter-relatedness can be viewed. Creating such an arrangement is much more difficult than it might appear and requires an author to consider the structure/presentation of even a simple argument like the one contained in this article with at least as much care as a more conventional presentation.

Sadly these were produced in a media form hardly displayable now (Macromedia Shockwave), remnants are in the Internet Archive.

Here we go- associative trails on steroids!

Maybe he is describing this annotation interface (except it requires here a mouse click to read; Hey Joe, can you pass us a light pen?

Links are vectors, maybe even... thought vectors?

Interestingly here described as "cut and try" so it' more than just the movement and re-arrangement implied by "copy/paste" - like Engelbart is describing intent.

Looking up the origins of the every familiar cut, copy, paste (Wikipedia):

Earlier control schemes such as NLS used a verb-object command structure, where the command name was provided first and the object to be copied or moved was second. The inversion from verb-object to object-verb on which copy and paste are based, where the user selects the object to be operated before initiating the operation, was an innovation crucial for the success of the desktop metaphor as it allowed copy and move operations based on direct manipulation.

It's credited to Larry Tesler at Xerox PARC in 1974 for coining "cut/copy/paste"

Maybe one of my favorite sentences. Who is he talking about? Is this Engelbart on Engelbart? The conversations in his head?

Here Engelbart is more or less defining the still dominant form of education!

This kind of writing here so much more parallels the way we think and problem solve (working through things) rather than the typical expository writing of articles. Brilliant.

Spent some time rabbit-holing on "programmed instruction" rooted in Skinner's behaviourist linear approach (and Pressey's teaching machines) to Crowder's branching methods, more or less, choose your own adventure-style learning.

He's describing page layout that did not happen for what, another 20 years, but it's not for aesthetics here- side by side formatting is "justified" (pun intended) as a better way to represent an argument or different viewpoints.

Formatting with purpose.

Global search and replace!

Cut and paste seem almost trivial now, like it is a most basic editing thing. Yet I still painfully remember in the late 1970s making a resume and cover letter on a typewriter, with no ability to reshape writing.

Anticipating the Undo! I have to admit I do like remembering the iOS method of undo by shaking the device up and down.

Boom! Again, he is describing what would become predictive text (Wikipedia reference), yet Engelbart is not mentioned in the history section.

But maybe he missed out on the weirdness of bad autocorrect.

Can't help but relate the 150 to Dunbar's number. Coincidence?

Wow, he foresaw macros and/or TextExpander

wrapped text! We don't even think of it as a service

Indeed strange- while we still refer to things on the web as "pages", have we gone far from the book like way of interaction?

A fully ambidextrous interface, both hands with keys and pens. Where is that done now?

It took quite a long time to get to more tactile interfaces, yet still, predominantly (as I am using a laptop right now) interfacing more of a vertical interface.

I'm struck again by the suggested method of standing over the shoulders watching someone work, to not try and explain it first as academics often do.

This rings a bit of Jon Udell's concept of "narrating work" where we get some insight to how people work, in that case, by them writing about their processes. How often do we get to just closely observe how someone works/learns?

This is rather interesting in that Engelbart is saying not knowing much about the technical details is almost an asset here.

Interesting parallel as Gordon Moore was thinking about it maybe around the same time, his paper was published in 1965 https://drive.google.com/file/d/0By83v5TWkGjvQkpBcXJKT1I1TTA/view

The prodigious rate itself is expanding, is it a scale even conceivable at this time? (insert the usual stats of YouTube content growing at 300 hours a minute).

I'm anxious to read if he anticipates the notion of turning to automation to try and handle this organization- it always seemed that Bush's vision was human focused.

Week 1 end: A marker to indicate that Week 1 of the Engelbart Framework Project ends above here - we are focusing on Section A and B of the introduction (but feel free to annotate anywhere)

Week 1 start: A marker to indicate that Week 1 of the Engelbart Framework Project starts here and includes Section A and B of the introduction.

Sitting there with a smartphone one might smirk at the mention of a CRT display, but remember when this was written-- screens were way way off from being a "normal" interface for computer interaction

Always interesting to read how Engelbart builds organizational schemes which build off of themselves, very very meta

Yes, the yellow text works, right?

This is the section I will add to. I am curious about fake people. Really!

Solutionism as a Silicon Valley mindset seems to be the norm for the technology field, and/or the amount of time given to understanding complex ideas being proportional to half a tweet.

We ask that participants follow this annotation to say hello, where they are from, maybe share their connection/interest to the project.

Starting as the person making this site, I have early access. I'm Alan Levine, co-conspirator with Gardner Campbell. I worked with him 10 years ago in a Networked Seminar where we discussed parts of this paper. While working for the New Media Consortium I also got to meet Doug when he spoke to our Board and at our conference.

I always tried to imagine what that 1968 conference venue was like; for the DemoAt50 site I built an animated GIF using the empty auditorium and images on the screen.

Like usual, I'd wish I was in the front row.

Righ there is a great thread on "What is Alchemy" https://www.reddit.com/r/alchemy/comments/akxaa7/what_is_alchemy/

One thing that can be good to know is that there are a few ways to divide the Art.

First is internal vs laboratory alchemy. Internal is where all the operations is inside of you, laboratory is where you do the operation in a laboratory with different materials that you mix etc. Practicioners will say that one or the other is the RIGHT way and the other is fake, misguided and so on. A few (like me) say that both paths are correct.

This is an interesting distinction!

Now for something really alchemy like- use the CROWDLAAERS link to see a visual summary of all annotation activity from this page.

I said this last time, but as someone who has been late in life learning to cook and bake, I consider the kitchen a place of performing alchemy!

Ah, the pursuit of eternal youth, that one keeps coming up again and again. I expect some kind of Twilight Zone twist where immortality turns out to be a real burden or tragedy.

I look forward to you bringing some Latin to the discussion here (Laura has been helpful in creating some of the names of places here in NetNarr, like Labyrinthus and the new Somni Porta

So John, how did this interest in chemistry develop?

I'm here first since I'm just making the page- hello from one of the NetNarr co-instructors, annotating from Mortlach, Saskatchewan, hoping alchemy can keep me warm while the winter winds howl.

I have a sense of the idea of alchemy. since it was an idea I suggested, but really am lacking a lot of the deep history and references our guests (and you) can offer.

So let's make this a lively discussion space.

You are in the right place for annotation Doug Engelbart's paper as part of the February 2019 Framework Project - see https://framework.thoughtvectors.net/

For an overall view of activity here, see the paper's entry on CROWDLAAERS

Annotation is great!

I was taught this by a pro photographer when shooting a subject, even when the background is not focussed, it helps to consider framing it so there is a dark, non distracting background. It takes some practice to think of both the subject and how what behind them will affect an image.

In this one, I wanted the dying sunflower frames against the lighter blue sky, it would have been lost, or even created a sense of distraction, with the darker trees behind it.

Even when I take more than one photo, I typically end up choosing the first one in a series. Am I lucky? I prefer not having a bullion photos to sort through. Trust your instincts, but it is always worth it to try 2-3 slight variations

I was unaware as Brett mentioned in the hangout that the greetings for the time of day were programmed into the experience, that the web site knew what time of day it was and where i was. This is very basic, but the fact that I did not consider it anything other than a friendly greeting directly to me.

I really would like to learn more about his practice.

What do you think of in terms of documentaries? Like films about history or animals in Africa?

There is an entire genre of web-based documentaries, or i-docs -- these are ones that take advantage of the networked and non-linear capability of the web as a medium

How about that, this web site is still alive http://jodi.org

This is from the 2006 book https://www.taschen.com/pages/en/catalogue/art/all/41923/facts.new_media_art.htm

This guy hardly annotates, he needs to step up his game!

Greetings wise, experience annotator, sort of like a wizard, eh? How experienced would you say you are in using this tool? What advice would you/will you give to others?

(one might me to add the netnarr tag below, right?)

Well, you are here. You are in the world. You can annotate any thing you select on this web page, or you can reply to someone else's.

Always try to remember to add the netnarr tag below so we can group all annotations across all the digital alchemists.

Is this not like magic? Speaking of which, you can add web links and images, even animated gifs

Considering Rheingold's stories and methods to explore his interest / curiosity, not how much was not dependent on technology (would he have gotten to the same place if there was a Google in the 1970s?) How much was social, and human networks?

See Kay's concept of the Dynabook

https://en.wikipedia.org/wiki/Dynabook

I wondered if the iPad, which looks like Kay's drawings, realized that dream http://cogdogblog.com/2010/10/the-dynabookpad/

Note sure if this is the interview, but when Howard had Ted Nelson and Doug Engelbart over for dinner, it had to be interesting

https://www.youtube.com/watch?v=zCLCIw-HSJc

Definitely worth following up on this work by Doug Engelbart.

Is there a shift from human filters to a reliance on algorithms?

Curious how broad is the population that engages this way. Plenty of studies show the number of people who edit Wikipedia is relatively small. Compare to tens of thousands who readily retweet/reshare stories that are easily provide false.

via https://twitter.com/tomgauld/status/907176391959080960

This is becoming more complicated; suggest looking at work of Mike Caulfield http://hapgood.us/

We are reading something written before FOMO was a term? Or is this a case of differing behavior norms?

Sounds like mentioning watching a movie on VHS ;-)

It's interesting to explore that the motivations might be. Somewhere long ago, and because I did not bookmark it, I can't remember, someone described the most effective social media as services that can both do something to benefit the individual, but augment with features that can benefit a larger community.

So if a service like flickr gives me a way to easily store, present, organize my photos, my individual activity for myself (e.g. tagging photos) can, without more effort, provide a group benefit.

But with the example of Jim Gray, there is also the positive feeling of contribution, of helping out that motivates some of us. Or maybe there is the aspect of building a reputation.

aka Collective Intelligence (did you see what I did there?)

Howard says BLOG this!!!!!

Hmmm, how will we know people will become proficient at these skills? Do they have an individual / community motivation to be skilled?

At the time of this writing, the author's concerns seem to be in the problem of overload or being annoyed; yet in 2017 we are seeing more dark and evil worries- using networks to manipulate, deceive, and to harm others.

How does this feel as an expanded definition of literacy?

I'd wonder, want to ask if the author's optimism is at the same level in 2017.

But what motivates people to be so virtuous? Current state of affairs indicate some desire to use this for other, capitlizes purposes

Facing the latter question should help with the ones above.