828 Matching Annotations
  1. Jun 2016
    1. If you want a revolution, you have to vote for it.
    2. Young people just don’t vote.

      Maybe this will be the year of the shift ...

    3. “Disenchantment with Obama was a driver of the Occupy movement for many of the young people who participated,” they wrote.

      Which explains the energy behind the Sanders' Movement ...

    4. At a time when the federal government is dragging its feet on every issue, the most significant policy decisions often come at the local and state level.

      This is a critical point ... change happens more on the local level but ... but ... the Supreme Court .. that is the key to so much in terms of fundamental change in the country ... now and into the future ...

    5. It will be the first presidential election in which Generation Y—a.k.a.: Millennials—makes up the same proportion of the U.S. voting-age population as the Baby Boomers.

      Let's hope they become informed voters, too

    6. the rising cost of school has combined with a chilly labor market to create a perfect storm:

    7. Although several polls find that young people are less likely to identify as Democrats, that has much more to do with an aversion to establishments and labels.

      I wonder if this is always true, or just this generation ...

    1. “Student debt will be a central issue in the 2016 elections, both at the presidential election and the congressional level,”

      Let's hope so but somehow, I doubt it. Maybe the continued emergence of Sanders on the Left will force the issue.

    2. The issue weighs heaviest on the minds of millennials, who have endured soaring college costs that forced many to take on tens of thousands of dollars in debt.

    3. $1.3 trillion burden of student debt

      My gosh ... just seeing a number like that makes me choke ...

  2. May 2016
    1. Venn

      What if we took this Venn and turned it again, and where the line meets the circle meets the line, we drew ourselves dancing? - See more at: http://impedagogy.com/wp/blog/2016/05/22/the-wolf-in-the-fold/#comment-12397

    2. mystery

      Surely, it is, and it is in the mystery that we engage in it.

    3. existing to herd

      OMG .. love this wordplay ...

    4. making learning legible

      Yes, if only ... or maybe no, if only not ....

  3. Apr 2016
    1. We don’t yet understand how to model a complex conversation in the web’s two-dimensional environment and we’re hoping this experiment will help us learn some of what we need to do to make this sort of collaboration as successful as possible.

      I wonder how far we have come since 2008 ... have we learned enough to really understand the possibilities of the Web as a mode of reading? How it differs from traditional paper reading? Eight years later, and we're sort of still working on the ideas.

    2. It’s an experiment in close-reading in which seven women are reading the book and conducting a conversation in the margins.

      So, I wonder what would have happened if a man or men were also involved. I get why this was not the case, but the gender influences the comments. Maybe? It's interesting that while this is an open reading space, it is also a closed reading space. But tools like Hypothesis allow me to add my own thoughts to the margins beyond the margins.

    1. People could make of it what they wanted and they could look at it as a future way to share. Let us not make a big deal about learning. Let’s not make it so ponderous and heavy. It needs to be lightweight, flexible, and nimble.

      There's a lot here, in this sentence that I like.

    2. sandbox

      I wonder how this step -- Hackpad -- went.

    3. marginalia

      like me, right now. There is something powerful about notes off in the margins, and the processing power of our brain to make those notes and read those notes ... and share those notes? Collective? Individual?

    4. my main purpose here is to model the work of close reading to my students and to show how you must pay homage to the reading in order to do justice to the writing.

      This is a key component, right? Showing how one goes forth, but leaving enough space for students to do it their own way, too. Yeah. That's always the tricky balance or we risk automatons.

    5. out of last week’s work with memes/gifs and political candidates arose classroom work with… annotation and memes and gifs.

      This is what we want to have happening ... moving from discussion and sharing with teachers to the classroom stage.

  4. Mar 2016
    1. It seems to me that by its very nature annotation would have to be lightweight.

      Lightweight is its own weighted phrase. It seems to suggest that nothing of meaning or value, beyond something skirting the surface, would be worth writing or reading. But I think it all depends on how one uses the margins of a text. If someone writes a racist post, I can't take it down, necessarily, but I can target the writer and the words with annotations, making my views known and inviting others to do the same. Perhaps then, the weight of the annotation protest might have some value. With annotation, we can target specific words and phrases and sentences, as opposed to comments, where observations are more general in nature. Maybe it is the comment bin that is lightweight.

    1. The fear now is that the avalanche of digital information might push things the other way.

      And that once again, those with power and money will give the rest of us a little gift ...

    2. Governments that were digitally blind when the internet first took off in the mid-1990s now have both a telescope and a microscope.

      Yikes

    3. Ever more data and better algorithms, they fret, could lead politicians to ignore those unlikely to vote for them.

      This is the crux of it all -- who has access and who does not have access means who has a voice and who does not have a voice. Who gets ignored?

    4. But it is beginning to spill out from the ivory towers, and is gradually spreading to other countries.

    5. The internet and the availability of huge piles of data on everyone and everything are transforming the democratic process, just as they are upending many industries.

      And this is a good thing, right? Unless of course, the "crowd" has views opposite your own, and then it is a bad thing. I like the focus here of localizing the impact of the flattening, improving lives in our cities and towns.

    6. “I will be using Facebook & Twitter. Watch!”

      "Where I won't have to say anything of real substance because it's only status updates anyway"

    1. I suspect a lot of Americans have had enough of 25 years of Clintonocracy, but who knows

      Not me, though. I am still one of the fans of the centrist theme and message of the Bill Clinton years but I often feel very lonely in that zone. I'm not saying Hillary does it for me, either. But Bernie is too far left for my taste.

    2. Ignore us at your peril.

    3. And there have never been as many Independents as there are right now.

      So, there is a possibility of some sanity ... unless of course, it is the nutjobs who have also opted out of the political parties and will make an even stronger lurch to the right or left than the primaries are showing right now.

    4. DINO

    5. independent voters

      This may be the key to the unknown element of the election -- while the primaries tell one story, the general election may unfold another - driven by those of us not affiliated with either party. Whose message will reach those people?

      https://www.youtube.com/watch?v=gndkcb12X1c

    1. along with an incident in which a member of the crowd punched and kicked a protester and another that involved Mr. Trump’s campaign manager.

    2. politics news updates

    3. Mr. Trump’s rallies have been anything but usual

    4. the protester was part of a group behind Mr. Trump that had been jeering him as he spoke.

    5. The cameras showed the crowd member being quickly led out by police officers

    6. rally

    1. Leveraging is an appropriation, and at times, repurposing of structures, tools, concepts, etc. in service of individual and shared interests.

      I like the concept of a "repurpose" beyond the original intent of the tool or tech or whatever. That's where the agency of the user has roots.

    2. By focusing on the remix moments that rupture existing power structures and impede the neoliberal flows toward efficiency, effectiveness, and individual competition, we can begin to understand how remix functions as an inflection point for developing individual and shared agency among MOOC participants, working together to coproduce knowledge and minimize hierarchies in this community of practice.

      What this report does that we in CLMOOC did not always do is to circle back around. I am not sure what "neoliberal flows" are but the inflection points of remix moments -- where the idea took root and then expanded -- is a fascinating topic to examine.

    3. remix as a kind of cultural glue

      Cultural glue is an interesting phrase ...

    4. authors

      Mia, too?

    5. Stephanie West-Puckett

    6. Anna Smith

    7. Christina Cantrill

    8. We can imagine how professional learning communities might embrace or even cultivate historical rupture to open moments of possibility for professional learning by leveraging active, collaborative, multimodal knowledge remixing as a pathway for co-creating critical approaches to technologies and new literacies.

      Hopefully, more than imagine it. Let's keep pushing to make it happen.

    9. n CLMOOC, the teacher is first and foremost a creator

      Yes

    10. Thus, it was not Vera’s remix move alone that created new learning opportunities for participants; rather, the turning happened as a relational function of artifact sharing and dialogic exchange, exchange that included both novice and experienced participants, each imbued with different kinds of power, that allowed a more critical learning pathway to emerge and subtly refigure the operational logics of the space.

      So, the larger question in mooc design is this: can such turns happen without a facilitator stepping in? How do online spaces and events ... just happen ... or can they? If we diminish the role of facilitator, and flatten the expertise, does activity and "turn"ing still happen?

    11. the CLMOOC professional development experience was marked by bursts of collective creativity.

      True, and then we often wondered: how to sustain the burst? But maybe I see now that such thinking might be counter-active to the burst itself. Maybe the question is: what resonance happens after the burst itself and what are the echoes from the original?

    12. bursting or a “burst effect”

    13. Screenshot of a portion

      Wish resolution was better, although the squiggly lines are interesting in terms of connections and iterations

    14. The pursuit of possibility is, perhaps, the key component in CLMOOC’s orientation toward professional development designed for potential rather than outcomes.

      Love this phrasing: "The pursuit of possibility" because it captures the essence of exploration and play, and maybe arriving at a destination that you didn't even know existed, but had faith that your journey will lead you somewhere.

    15. Joe

    16. bursting

      Interesting term to use ...

    17. openly networked, production-centered, participatory learning collaboration for educators

    1. As we continue to play, and as we continue to playfully approach our annotation in the open, I am eager to name the many ways in which learners creatively engage amongst text, context, and (con)text.

      Keep moving forward, reflecting as we go ... and learning the barriers and the open space, and finding the way between them.

    2. sarcasm

      Interesting ... and so cultural, too. We bring our language bias when we use sarcasm.

    3. a playful attitude – and whether expressed individually or shared socially – can appropriate a street, the city plaza, a building facade or foyer, a store, or an office as a playground.

      Unless you are the cops ... then "playful" skirts into "unlawful." Maybe. Continuing this line of thought is one that Terry brought up in some earlier annotation at some other post -- we have no control over who annotates our post with Hypothesis, right? Anyone could come here and add racist, derogatory media and comments in the margins -- maybe even under the banner of "play" -- and the post's owner has no recourse? Just wondering and pushing thinking about annotation etiquette in the realm of play and appropriation ... hmmm ..

    1. Inside, the margins are littered with notes.

      The margins are littered with notes: Scrawled love poems; Anguished understandings; Scribbled doodles of stick figures, dancing; A recipe for a dinner date; Lost phone numbers of dead telephone lines. The text dances at the margins, as if the book were a stage and the words, the music but not the show, and you and I, we pull up our chairs, watching in silence for the performance someone's pen wrote out, long ago, some other room, and we applaud.

    1. Think about that, a student speaks up to represent her class.
    2. The Open Stuff that I am interested in, is not just that anyone can walk through the door, as there are often ONLY IFs. They can walk through the door ONLY IF they create an account and login. They can walk through the door ONLY IF they are in certain parts of the world (geographic limits on media). Openness is not just a door.

      This is a crucial paragraph in this post ... many of us assume openness as a possibility for everyone but the world is complicated for many, and the "if" question -- and how to change the nature of the world to lower barriers -- is as crucial as designing something that has the possibilities of open.

    3. you do not always know who is there with what class, or on their own.

      I rarely even think about that idea of a "class of students is here" -- I just figure, this is my space and I am doing what I am doing, and enjoying what you re doing and so ... away we go ...

    4. inner cynic

    1. Participants were encouraged to start wherever they wished, to make multiple connections between each other and with a diversity of participant generated and shared resources, to create their own personal learning maps and content, to engage in multiple different modes of activity, in multiple spaces, and to manage their own learning. A culture of play and fun emerged; many artefacts incorporating poetry, music, personal writings, photography, and art works were produced. A-signifying rupture and lines of flight, if not lines of fantasy, and nomadic behaviours were in evidence.>

      -- http://ajet.org.au/index.php/AJET/article/view/2486/1342

      This is the heart of it for me: the playful exploration with no set boundaries

    2. This graphic is helpful since I continue to be unable to completely grasp the D/G concepts on my own in regards to how I participated in the Rhizo events.

    1. here we go

      Here we are ...

    2. It shouldn’t come as a surprise that the more I write about annotation in the open, the more meaningfully I connect with other higher education practitioners who share similar interests.

      The fact that you are so open about your teaching and the learning going on in your classroom is evidence of how this kind of open annotation is really just a thread in the ways of approaching learning. The annotations themselves are just one piece of the larger quilt, and you are inviting us into the making of that quilt.

    3. I jumped at the opportunity to share and deepen a conversation that is increasingly defining my own teaching

      Here is a great example of Connected Learning -- Connected Sharing.

  5. Feb 2016
    1. free range annotation

      Good band name .... Image Description

    2. Playful Annotation

      interesting that we can annotate the annotations ... can we use that meta-idea to surface thinking?

    1. playful adventures

      Was this egg hunt unassigned? (please say 'yes') and if so, whoohoo. And did folks play? (please say 'yes')

    2. Like the Konami Code in a game, bjauw’s annotation is intentional, context-sensitive, and subversive; it is literally and conceptually playful.

      This does bring up so many interesting questions. Did they know you would "get" the code? (speaking to our audience?) Was the code another code for the annotation activity? (It would be cool if they layered in another Easter Egg into the annotation) What was reaction of other students? (no answers needed here ... just thoughts off my mind) Image Description

    3. the course is designed so that student learning occurs across networked and open settings and practices;

      I love this concept of stretching the experience across platforms, Remi, and I will be doing my own grad course in summer that seeks to incorporate some of those same ideals. So, I might come back knocking for advice ... Image Description

    4. playful annotation in the open

      Thanks for sharing this post, Remi. I do wonder though ... we keep making notes in our blog post comment bins, saying: Check the Annotation in the Margins. How open is a system that would require you to tell someone to look for what you wrote? Does this impact the accessibility/open factor at all, do you think? Just thinking out loud here and looking around a bit ...

      Image Description

    1. map
    2. By the map, this map is a doozy to refold.

      As all maps are .. once unfolded, they take on a story of their own ... https://www.youtube.com/watch?v=iYLPe9WLqe0

    3. noting waystations and places where tickets get punched.

      I love the byways of discussing a course like this and wonder what the students thought of this. Terry is bringing the spirit of inquiry and adventure into the learning ... wondering whether some are doubtful about this approach (ie, Tell me what to Learn and I will show you what I Know ....)

    1. accept ourselves

      I'm forever lost in myself, wandering this terrain with such little preparation that disaster seems imminent every step of the way, and the one sole thing that guides me is the map of her voice and the hope of the world and the sense that just on the other side of this landscape, the world is always on the mend. Image Description

    2. She said nothing

      She said something when she said nothing but all I heard was empty thoughts rattling about inside my head because as she was saying something I was thinking on anything other than what she was saying Image Description

  6. Jan 2016
    1. participatory culture

      Hmmm (again) Is it participatory "culture" on display here or is it co-opting the idea of Participatory Culture for financial gains? This is an idea explored in other ways in the book that we have been slow-reading, right? This is a twist -- using the elements (remix for opposing point of view) for advertising gain (show me the money)

    2. The two ads

      This is a brilliant idea to read the ads. I saw the second one the other day during football and thought of the first one, and remember thinking: Hmmm. Then I forgot it. Hmmm

    1. Despite all the talk about “leveling the playing field” and disrupting old, powerful institutions, the Web replicates many pre-existing inequalities; it exacerbates others; it creates new ones. I think we have to work much harder to make the Web live up to the rhetoric of freedom and equality. That’s a political effort, not simply a technological one.

      Great point and important one, too, as we acknowledge the path is not all rosy and flowing optimism .... we still got work to do ...

    2. But the readable, writable, programmable Web is an important development in education technology. Perhaps one of the most important. As such, we can’t just let that go. We can’t just surrender the Web to the technology industry, just as we shouldn't surrender ed-tech to programmed instruction.

      In a nutshell ... how the forces of change are lining up ... who paves the way forward? the kids or the companies? (The kids, damn it!)

    3. Designing the machine. Designing the material.

      no student in sight?

    4. But my experience with the correspondence course did help me understand, I think for the first time in my life as a student I think, how our models and our theories and our practices in education shape and are shaped by the technologies we use.

      You see this weave through all of her writing (and others, too, including ours) ... where is the agency for the student? In the technology? The device? Or in the discovery? The inquiry? Or it it in the teacher? The lesson plans?

    5. “Wait, what are we doing? Why?”

      The most essential questions we can ask ourselves: Why are we doing this?

    1. useful bridge

      Image Description

    2. The more authoritative a classroom structure becomes, the less students feel that their own voice and their own choices matter, the less free they are to pursue their own passions and interests, and the less likely the curriculum is to reflect the realities of their lives beyond the schoolroom.

      This was the anchor of my audio letter to Mimi Dear Mimi

    3. New media technology has the possibility to reproduce many of the traditional assumptions of learning: disembodied, behaviorist, and sequestered. Examples include drill-and-practice software and more efficient testing regimes.

      It sure does ... and we see it all the time. Pushing back on this seems like a Life Mission. Doing it with others who have similar ideas of immersive learning (like all of you) makes it seem like a movement as opposed to an isolated experience (we draw energy from each other to keep on keepin' on)

    1. Wrestle With
    2. the teacher’s role here is as co-learner in the reading process, observing and coaching student thinking on the side.

      This is crucial ... and Terry is talking right now about videocasting annotation activity to show the work you are doing (but we do lose real authenticity? Are we annotation for the camera?)

    3. teachers can monitor student work like a portfolio

      Intrigued by how this would work ... the management of it ...

    4. archival news reports
    5. Hamlet

      Image Description

    6. Ask students to fact-check a claim made in an article.

      I love this idea ... particularly in this political season ... prove something right/prove something wrong ...

    7. Post questions

      like this?

    8. audio recordings on 12 months of reading

      Is this for him? Or for the world? You wonder about intention with annotation, and the value of it. Sometimes, I notice annotations get lost in the mix, and I wonder the real value of doing this: is it for me, to better understand? Or to gather with you, to share understanding? Both?

    9. variety of tools

      I like Hypothesis and the others here, but none feel like a natural fit for me in terms of conversation. I like this threaded element, but it still feels as if some of the bars for entry and participation leaves some folks out (unintentionally). I think we are making strides, though.

    10. close reading 2.0

      Catch-phrase of the Common Core era ... but probably a selling point for many teachers to consider digital annotation ....

    11. maps

      I love the annotation of maps, and the various tools that bring life to mapping ideas ... including the multimedia aspects of annotation .... showing us dark corners of the map and forgotten corners of the world ...

    12. graffiti

      I wonder how many people see graffiti as social annotations.

    13. it can be a technique to slow readers down, deepen their engagement and aid in comprehension and analysis

      This is so important, as a rationale for teachers to consider online annotation ...

    14. yellow Post-its

      I like sticky notes. So do my kids. But I know they fall off ...

  7. Dec 2015
    1. “Digital natives, digital immigrants,” how do I loathe ye?
    2. One challenge to this existing narrative is the emerging image of the geek or creative-class parent who is gaming with their kids, is tech-savvy, and provides a meaningful mentorship that values an empowered identity in relation to new media. This alternative orientation is defining a new digital learning elite characterized by particular kinds of social and cultural capital.
    3. If we are going to make meaningful interventions here, we have to go well beyond the myth of the digital native, which tends to flatten diversity and mask inequality. We need to engage more closely with the very different ways that young people encounter new media in the contexts of lives that are defined around different kinds of expectations and norms, different resources and constraints, from those encountered by youth raised under more privileged circumstances.
    4. We’ve seen a fragmentation of tools being used

      Like us ... here ... trying to participate in a conversation with the book and authors when hurdles are there: lack of tools to make it fully participatory, no feedback from the authors themselves, etc. We cobble together our experiences, and probably leave a lot of people outside the door (inadvertently)

    5. Teenagers need opportunities to learn how to interact in a healthy way in public and with strangers. They need to learn to take measured risks and face the consequences of their decisions.

      I wonder if school environments are the place for this or not? Of course, as a teacher, I say, yes. But the reality is that school-based learning are not always authentic places for young people to explore, make mistakes, do inappropriate things (and learn from them) and more. It reminds me of my eternal questions about my video game design unit: have I sucked the fun out of video games by making it a learning experience?

    6. For some adults, the phrase “digital immigrant” functions as a kind of learned helplessness: “I shouldn’t be expected to learn how to use this new technology because I wasn’t born in the right generation.”

      I see this with teaching colleagues at times ... less so now than just a few years ago ... so, progress ...

    7. They use song lyrics, pronouns, and in-jokes to have conversations that can technically be accessed but whose meaning is rendered invisible.

      I find this fascinating and remember her exploration of this in her book ... the invisible culture right in front of us ...

    8. When surveyed, youth consistently report that bullying happens more frequently at school, with greater intensity, and with more social and emotional costs. Parents, on the other hand, focus on the digital realm.

      This is another key insight -- where do things happen as opposed to where we (adults) think it happens, and maybe it is a control issue, too.

    9. Through social media, people have the ability to see – and interact with – people who are radically different than them. This means that youth can be exposed to new ideas and new people, not just in the abstract but through direct interaction.

      One of the best things (potential exposure to new ideas outside your small geographic sphere), and one of the very things that makes so many parents nervous.

    10. Today’s social and mobile media are part of this longer trajectory of media and technology, giving young people tools to access and participate in adult worlds and having adult-like autonomy and privacy.

      Interesting, though, how when adults went to MySpace, the kids all left. As adults staked out Facebook, the kids began leaving. What's next? Will adults start using Snapchat now?

    11. it’s important to shine a light on how adults often unreasonably curtail young people’s freedom and voice.

      Guilty, I suspect, even without always realizing it ...

    12. Technology was a way to gain unprecedented kinds of access to adult worlds and power.

      Still the case? I wonder ...

    13. Whether comic books were morally corruptive or video games made kids violent mattered less than the ability to drive fear through the heart of parents by suggesting that any new media would ruin their children.

      Yeah to comic books for disrupting the world!

    14. By positioning youth as “other,” adults fail to recognize or appreciate the ways in which youth use technology to connect with others, learn, and participate in public life.

      I think this is a pivotal idea here ... this division of youth from adults, and casting them as some strange animal that uses technology in ways unimaginable ... as if it was learned through osmosis.

    1. Our team has also found important gaps in access and participation, but the differences are quite nuanced and aren’t about a straightforward “digital divide.”
    2. Filed Under: Uncategorized

      Is there no comment opportunity on this blog? Am I missing it?

    3. I feel like in different ways, we have each taken on the challenge of adding some texture to blanket proclamations about “kids these days.”

      I appreciate adding texture and nuance to these conversations, and know I need to do a better job avoiding generalizations.

    4. Everyone can be a maker, but not many are. The vast majority of children’s engagement with media consists of consuming media, with only a small portion devoted to creating content

      Terry, this is what I referenced in a blog post some time ago and which you had some thoughts about the word choices being used, if I remember correctly.

    5. enthusiastically received

      Well, a friend, so not really a neutral reviewer ...

    6. brainjamming

      I like this word: brainjamming. https://www.youtube.com/watch?v=qcBCh2tulkA

    7. we did so, we solicited questions through various social media, and we made sure to address as many of them as we could. And then, we worked through the transcripts, again and again, clarifying our concepts, refining our arguments, shuffling the pieces to insure greater clarity and accessibility

      I appreciate this "explaining how we did this" as a process statement.

  8. Jul 2015
    1. They made us into a race. We made ourselves into a people.

      very poetic

    2. I would have you be a conscious citizen of this terrible and beautiful world.

      Yes

    3. I am not a cynic. I love you, and I love the world, and I love it more with every new inch I discover. But you are a black boy, and you must be responsible for your body in a way that other boys cannot know.

      A powerful lesson .. a truth in America ... and a gift from a father to a son that all that comes before leads to ...

    4. Never forget that we were enslaved in this country longer than we have been free. Never forget that for 250 years black people were born into chains—whole generations followed by more generations who knew nothing but chains.

      I saw this reference in a review of the book ... amazing to think about ...

    5. I have raised you to respect every human being as singular, and you must extend that same respect into the past.

      A great lesson ...

    6. I, like every kid I knew, loved The Dukes of Hazzard. But I would have done well to think more about why two outlaws, driving a car named the General Lee, must necessarily be portrayed as “just some good ole boys, never meanin’ no harm”—a mantra for the Dreamers if there ever was one.

      How did we all get hooked into that show and its underlying narrative?

    7. But my history professors thought nothing of telling me that my search for myth was doomed, that the stories I wanted to tell myself could not be matched to truths.

      What? Is that true? or perception of the past?

    8. Why are they showing this to us? Why were only our heroes nonviolent?

      Interesting ... and this is what we show and explain in school today, too, right? Peaceful protest ...

    9. I knew that my portion of the American galaxy, where bodies were enslaved by a tenacious gravity, was black and that the other, liberated portion was not. I knew that some inscrutable energy preserved the breach.

      This seems to be the center of this whole piece, in my opinion.

    10. To be black in the Baltimore of my youth was to be naked before the elements of the world, before all the guns, fists, knives, crack, rape, and disease. The law did not protect us.

      This was the reality of despair. Or is the reality of despair. How do we fix this? How?

    11. There is nothing uniquely evil in these destroyers

      I don't agree. Maybe not uniquely. But evil, nonetheless.

    12. What I told you is what your grandparents tried to tell me: that this is your country, that this is your world, that this is your body, and you must find some way to live within the all of it.

      Man. Powerful moment. I can see him. I can see his son. I see the shadows of history. And even in the sadness, I see something .. a glimmer. Perhaps, as a father, I am projecting. So be it. This is one of those moments, the lesson that will linger.

    13. I was sad for you

      This phrase makes the political so personal, as he intends. It really hits the heartstrings .. and I feel like I am intruding here, don't you? As if I shouldn't be reading this talk between father and son ... as if annotating in the margins is infringing on that bond that the writing is creating. Or is that me?

    14. And I remembered that I had expected to fail.

      This is a sad commentary on our times, when such an articulate man either can't find the words, or has the words but know they won't matter. Or something else I am not privy to.

  9. May 2015
    1. everything is in the middle and nowhere simultaneously

      A poem in the making here ....

    2. Content is a shifty word. It can mean different things to different people."

      Yep. And that's what has made these discussions so interesting ....

    3. content can be the human element that enables students to see themselves in their learning and to imagine their own possibilities

      I really like this point ....

    4. the specific content you use is less important than whether it can be useful

      Good point here, about the ideal of porous lines between disciplines (or that is how I interpret this). Learning in isolation has limited value. Making connections across content is "sticky learning."

    5. content is political.

      It comes with baggage and perspective and power ... and noticing all of those things is part of our own learning experience in the world.

    6. "The holes are vital to the whole. "

      Sarah's comment there at Wendy's blog has lingered for days with me .... Something about the gaps in between as the space where the learning really happens, and is hard to assess.

    7. We've been filling this space with content, but how it connects and how it all moves us through our learning paths and root systems, is not content but the result of the content and the curriculum moving in orchestra

      Here is that line between what something is (or might be) and how it impacts us (and whom we might become). Plus, using the orchestra metaphor really works for me, personally.

    8. for me the content emerges in the conversation itself

      Interesting, and brings to mind the power of writing and of talking through issues for understanding ...

    9. Content is how we conjure and trigger our stories, in ourselves, and each other.

      I love this statement, as it creates a powerful means of agency over content -- we make, and remix, the stories that make us who we are, and how we connect to others in the world.

    10. You have caused me to spend a good few hours thinking about all this... and it's probably done me and my students some good!

      I agree, and that is what sparks change and consideration -- a solid question along an interesting track ... and what is also interesting is how it make take time for it to sink in. Mulling it over ... that's part of the learning ...

    11. the transfer of knowledge from one to another

      Made easier by social spaces? Maybe.

    12. find those conversations and resources that keep me engaged

      and what matters here is that we have a choice ... we can leave, we can return, we can skip, we can jump .. but many students do not have that possibility in their classrooms (meaning: my classroom).

  10. Apr 2015
    1. Do not be duped into thinking that you can win a battle against the powers that be – they are the powers that be because they took action, because they created something.

      I am feeling as if this is resonating in our education circles about standardized testing and the testing industry, and who is making policy that shape the lives of our students and the shape of our classrooms. Push back. Create change.

    2. Writing has nothing to do with signifying. It has to do with surveying, mapping, even realms that are yet to come. (A Thousand Plateaus 4-5)

      I admit -- this appeals to me, particularly shifting the idea of inquiry into the unknown map and the ability to understand we don't always know what is coming ahead of us. Be prepared for the unsteady ground afoot. Be open to the territory just over the horizon.

    3. A Deleuzian aesthetic is predicated, at least in part, on change, movement, transformation, repositioning, shifting, flowing, mutating, multiplying, generating, and, of course, magic.

      Action words ... what's it meant by magic?

    4. Rhizome rather than root, molecular rather than molar, dynamic rather than static

      Here we go ... the rhizome takes root

    5. Action will always prevail. Reaction will always fail.

      Yet, we begin with reaction, right? If it is strong enough, we move into action. I don't see the dichotomy here.

  11. Feb 2015
    1. reflect

      On this side, she is beautiful, alive, curious, eyes full of the moon. She is the moonless night. On that side, she is little more than a reflection. He sees that now. He sees that he does not know what he created in the margins of the page. She will be lost to him. She will not be lost to herself, though. Somewhere, someone will find her, or she will find them, and it will be as if she never disappeared into the story.

    2. illustrating complexity

      Time went. Time passed. Time went. She disappeared. It was not what she wanted. Her reader forgot about her. Her writer no longer know what to do with her. She went. She passed. She disappeared.

    3. I am attempting to illustrate a passage of time

      She pulled out her pen. Closed her eyes. Drew the passage of time as an ellipse, folding in on itself. Pinned her words to the outer edge. Jotted Simon to the inner sphere. Reached into the drawing and pulled it out, holding it all gently in her hand. Watched as her skin got old, wrinkled, and then young, smooth. Heard his voice. Tossed him time and hoped that he knew how to catch it, too.

    4. You will not be reading what I wrote

      And yet, faint echoes remained. She thought she saw Simon in here, in these words. She knew his voice, even when his voice was merely ghosts of meaning, made flat by the lack of links. What if she could find a space on the side of the page, hide amidst the annotations. What would she see when others came calling? Perhaps the moonless night of her birth would come in handy after all. She molded her will into the shadows and waited ...

    5. limits of static text

      This morning, she pushed her fingers up against the edge and felt the limits of static text. It felt like popcorn, all soft and edgy at the same time, and it crumbled in her fingers. She watched the static text drop to the floor and imagined the janitor in the morning, cleaning up the debris. What intrigued her now, though, was what remained after the static text disintegrated ...

    6. You are clearly fictional.

      She was born in the last moonless night of October, just before the change of seasons. To think of it now, he wondered if that had anything to with whom she would later become ... the reader wandering through Simon's blog. The only blog she read. The only words she could find that would bring some lights to her nights. Yes, she was fictional. But aren't we all? That was what he often wondered, as he wrote about her as if she never existed. Perhaps, she didn't.

    1. I wanted to document things that I found to be important..for my son.

      our audience keys the decisions we make ...

    2. I can assure that that there is no secret digital native classes that I attend. I’m just like you. I have just spent a lot (and I mean A LOT) of time building and breaking things online.

      Great message here ... we're all exploring, making, tinkering, discovering ...

    3. You may want to combine them all.

      I hope folks shift into more media making ...

    4. Who are you becoming?

      And how much agency do you have in "sculpting" that identity?

  12. Jan 2015
    1. Sian Bayne's article entitled Smoothness and Striation in Digital Learning Spaces

      Link, brother? Where's the link?

    2. Nomad space is ‘smooth’, or open-ended. One can rise up at any point and move to any other.

      Hmmm ... beyond the cultural reference now to the Avatar television show/comic (not the James Camerson blue lagoon aliens), I like this way of describing the wandering thinker ...

    3. Look

      I will. I will look. I will look beyond. I will like for us beyond ..

    4. I am a mapping story.

      We seem to often return to the metaphor of maps, don't we? Perhaps it is the landscape of the unknown, of adventure awaiting. We don't imagine that the map might be the working of some madman's mind and only a faint echo of the real world. (more twists and knots)

    5. My point here, is that I am not here without you.

      And if you never hit "publish"? Then what, I wonder. Do I still reside in your mind as the imagined reader? Or do we know enough that I become halfway between imagined and known, even if I am not the reader there? But I am the reader here. (twisting us into knots, as I am apt to do)

    6. I am not entirely sure.

      And, Simon, you're not afraid to write anyway, which is why I love to see your words spin on my page from a half a world away. You always take me to some unknown space. Unknown, but not unwelcome.

    1. Reflective practice is at the heart of learning and teaching.

      Ahem on that.

    2. you want to follow Keving @Dogtrax down wormholes of meaning go right ahead

      Here's one wormhole right now, as a matter of fact. Check out the charting of every joke in Arrested Development AR Info See you on the other side ...

    3. Few of us shared and digital front doors.

      Perhaps it is a reaction of what it easiest to represent through the lens of the camera. The agency of the physical object both opens up pathways and hinders exploration. How many folks used screenshots to create their doors? Or videos? Animation? Abstract art? Plus, I wonder if it depends on the first few that were shown - did those mentor doors, so to speak, inspire and inhibit people? (A perennial question in the classroom when sharing mentor texts with students, right?)

    4. Do numbers matter? Is there a difference between being a content curator and a creator? Is one more important than the other?

      Great question. Yes, on one hand, they are interesting to get a sense of things. But the numbers are merely iceberg tips, right? Who knows how many folks are checking it out, watching, weaving in and out of the content over time. Those are the unknowable numbers ...

    5. identities shift

      Here is the main theme this year, right? How digital identities and offline worlds come together, collapse unto themselves (or, maybe not?)

    1. The Cobweb

      Perfect title

    2. Where is the Internet’s memory, the history of our time? “It’s right here!” Kahle cries.

      A poetic view of the archived world, always in flux

    3. “Every time a light blinks, someone is uploading or downloading,” Kahle explains. Six hundred thousand people use the Wayback Machine every day, conducting two thousand searches a second. “You can see it.” He smiles as he watches. “They’re glowing books!” He waves his arms. “They glow when they’re being read!”

      A visual representation of use ...

    4. he once put the entire World Wide Web into a shipping container. He just wanted to see if it would fit. How big is the Web? It turns out, he said, that it’s twenty feet by eight feet by eight feet, or, at least, it was on the day he measured it. How much did it weigh? Twenty-six thousand pounds.

      When the digital is physical ... it's a strange concurrence of ideas, right?

    5. You can’t search it the way you can search the Web, because it’s too big and what’s in there isn’t sorted, or indexed, or catalogued in any of the many ways in which a paper archive is organized; it’s not ordered in any way at all, except by URL and by date.

      Will we fix this? Will the fix make things better? Maybe we need this kind of disorganized chaos in order to stumble our way into discoveries. What do we miss when everything is searchable?

    6. Kahle put the Web into a storage container, but most people measure digital data in bytes. This essay is about two hundred thousand bytes. A book is about a megabyte. A megabyte is a million bytes. A gigabyte is a billion bytes. A terabyte is a million million bytes. A petabyte is a million gigabytes. In the lobby of the Internet Archive, you can get a free bumper sticker that says “10,000,000,000,000,000 Bytes Archived.” Ten petabytes. It’s obsolete. That figure is from 2012. Since then, it’s doubled.

      And so it goes, getting larger and yet, more crammed into memory boxes

    7. The footnote, a landmark in the history of civilization, took centuries to invent and to spread. It has taken mere years nearly to destroy. A footnote used to say, “Here is how I know this and where I found it.” A footnote that’s a link says, “Here is what I used to know and where I once found it, but chances are it’s not there anymore.” It doesn’t matter whether footnotes are your stock-in-trade. Everybody’s in a pinch. Citing a Web page as the source for something you know—using a URL as evidence—is ubiquitous. Many people find themselves doing it three or four times before breakfast and five times more before lunch. What happens when your evidence vanishes by dinnertime?

      If I footnote this article, with a reference to footnote, am I then meta-footnoting?

    8. The Web dwells in a never-ending present. It is—elementally—ethereal, ephemeral, unstable, and unreliable.

      As such, it disappears when we blink

    9. The average life of a Web page is about a hundred days.

      That's it? Here, I often think of permanence of things. So many words are merely fleeting ...

    1. The shared experience of sitting through an entire film with no subtitles and laughing not only at a film you can barely understand but also the absurdity of the situation was something that probably wouldn’t have happened with just a general audience. Our audience knows they are part of a group, they recognize each other from the various screenings over the years.

      This is a very powerful of our identity as a community, or even an audience.

      blog post

    1. I can still remember to this day, some twenty years later, that feeling of helpless suspension on the monkey bars. It’s the same feeling I get whenever I take on a new endeavor that I am unsure of.

      I think we all get this feeling from time to time, and yet we learn more about ourselves and the world by pushing up against limits and fears. I think. I may have blanked on that. Your story reminds me a similar story, but mine involved a waterfall in upper Maine, where I finally climbed to the top and froze ... and remained frozen in place (I couldn't even find the mindset to climb down the way I climbed up). Finally, after close to 30 minutes (with friends yelling at me), I jumped. Once. I jumped once. But I jumped.

      a comment from this blog

    1. I have to admit, writing and telling my story fulfills a biological need for me just as much as the next girl, and using words is just as imperative to my psyche as painting is, but it is much less work and takes less commitment in order to delete (or burn) a paragraph or two (or ten pages, as it were) than whitewashing another canvas.

      This is such a powerful quote here, as she thinks of the visual vs the word, and all I can think is: I am exactly the opposite, and how interesting it is that we all view how we express ourselves in such different ways -- depending on background, comfort and trying to say what we need to say ...

      Quote is from here

    1. We are using the term phygital as a way of emphasizing that these are a class of objects that have not simply had some digital functionality embedded within then but are connected devices whose functionality and operation is designed to exist simultaneously in both virtual and physical space.

      defining "phygital"

    2. this paper is speculating on a future in which creating game objects that link the physical and the digital presents an exciting and practical opportunity for game designers. However, such objects require interaction design approaches that not only utilise understandings from product design and graphical user interface but also how they might effectively be combined dynamically.

      Yep