622 Matching Annotations
  1. Apr 2019
    1. Faculty members are increasingly interested in open access publication models. Approximately 64%

      Growing dissatisfaction with a subscription-based publication model with "scholarly research outputs" freely available to public.

    1. How much is professional curation—in the form of scope and sequence—worth?

      Two questions re: that: How much more is the authoritative expert's professional curation supposed by the publisher to be worth? Eminent historians writing textbooks. Second, how much of that activity aggregates the work of instructors -- or in other words, replaces that work? Should we have minimum wage instructors in the future using super-value-added digital texts? Why not just eliminate instructors and engage students directly with textbook companies?

      Who is eating whose lunch, actually?

    2. formative assessments, student and instructor dashboards, nudges and reminders, and maybe adaptive capabilities

      This is the transition from print to digital being reproduced in a more expensive print book. How long can that last?

    3. used books

      This is not entirely two sides of same coin. But it does emphasize the question about what additional value is the new version of the textbook bringing.

    1. different value proposition

      How are my lectures different from a Wikipedia entry? It's not just bundling with assessments etc. How much of this bundling is a distraction? A technological solution seeking a problem to solve?

    2. pipes

      Maybe flow and pipes is a good way to think about higher ed in a digital world?

    3. platform is proprietary

      People do need to be paid for their work. Use this idea in HighTech class and compare to Jaron Lanier.

    4. transformative labor

      I'm concerned that my work is going to be aggregated in a paywall-protected anthology whose value-add is simply the act of aggregation or, now that I think of it, the claim that value can only be gained from it if it is consumed in a particular way. That is, in a for-credit course in a degree-granting institution.

      How quickly does this become a discussion about what the academy does. I agree with Steel in the sense that I believe the experience of studying text A or historical event B with me is different from just reading about it on one's own. But how much of that extra value resides in what I bring to the vs. the fact that in order to get a grade and Lib Ed credit, the student has to do the work in my class?

    1. Annotation Tips for Students

      Assign to students at beginning of semester.

    1. Scalar is a more comprehensive multimodal publishing platform

      I just watched the Scalar video and my brain sorta exploded. Will definitely have to return there and explore it a bit more...

    2. Douglas Engelbart’s 1962 essay “Augmenting Human Intellect: A Conceptual Framework”

      Also good background for HighTech course, but it's too long and although it's online, it's also copyright protected. But at least it's not behind a paywall.

    3. Vannevar Bush’s hypothetical “memex,” described in “As We May Think”

      Add to High Tech course reading list, after having them turn on Hypothes.is

    1. Why the Future Doesn't Need Us

      Add this to History of High Tech course reading list too.

    1. digital writing practices might facilitate annotation as a form of “student protest,” a component of Ira Shor’s “empowered” classroom

      These are both interesting threads to follow. Hypothes.is breadcrumb trails could be used by students (and we're all students) to identify sources that can later be pulled together into syntheses. It could also be used by instructors to track this work by students...

    1. sources become “reified as objects”

      This also happens in course readers that excerpt the "important bits" from longer texts.

    2. students virtually never summarize entire sources but rather pluck individual sentences out of them for quotation or paraphrase

      Is this an issue if the student has used the idea cited appropriately? As long as they're not taken out of context, we don't expect an authority to be entirely consistent, and we don't insist that they agree with us on everything in order to consider a point valid, do we?

    1. Minnesota State

      If you are using this hub I'd appreciate it if you would drop me a line at dan.allosso@bemidjistate.edu . I'm trying to see if this will be a spot we can get going again for collaboration across the system. Thanks! --Dan

  2. Dec 2018
    1. CC Pukeko

      This is a nice, short animated video covering not only the basics of CC licenses but also the institutional arrangements in New Zealand supporting CC authoring and use. It got me thinking about investigating organizational issues at my university that might help or impede CC and OER adoption.

    2. Web Content Accessibility Guidelines

      I'd like to understand a little better how accessibility relates particularly to the topic at hand? Moreso, for instance, than to traditionally-copyrighted materials? This guideline document is quite elaborate and to be honest, I looked at it for a few minutes and then sort-of backed away, shaking my head. I believe thinking about the usability of things we create with open licensing is important, but to be honest this is more than I'd be comfortable trying to consider when creating new OER. My suggestion, I guess, would be to find somebody to translate this legalese into simple language and straightforward guidelines (as the CC organization has done for CC).

    3. Creating Open Educational Resources

      Don't miss the menu bar at the top with links to additional resources, examples, and search tools. Although designed for UCB people, this is great info useful beyond the Vancouver campus. It's worthwhile to back out to the main page (https://open.ubc.ca/ ) and explore from there.

    1. Public Domain Review

      The interface takes a bit of time getting used to, and isn't precisely suited to finding exactly what you're looking for. On the other hand, searches often return VERY interesting material you didn't know you were looking for, which can be quite helpful.

    1. Enclosure Wikipedia Article

      The article is relevant and useful as far as it goes, but a slightly more contemporary example might be the shift from ideas of common use and private ownership in America illustrated by the “enclosure” of the Merrimack River by the Boston Manufacturing Company which dominated the textile industry in Lowell and Lawrence in the 19th century. This shift is described in Ted Steinberg’s book Nature Incorporated and I talk about it in my OER Environmental History Text I’m developing on Pressbooks. I’ll add a link later, when the text is complete.