23 Matching Annotations
  1. Sep 2020
    1. students basically just stopped doing the reading

      In addition, there are also some interesting strategies for getting students to do the reading. See Reading Engagement Strategies, for example.

  2. Mar 2019
    1. I follow thousands of people, so my office mate, who happens to be a skilled programmer, wrote a script for me that turned off retweets from everybody. Retweets make up more than a quarter of all tweets. When they disappeared, my feed had less punch-the-button outrage. Fewer mean screenshots of somebody saying precisely the wrong thing. Less repetition of big, big news. Fewer memes I’d already seen a hundred times. Less breathlessness. And more of what the people I follow were actually thinking about, reading, and doing. It’s still not perfect, but it’s much better.

      For me, retweets aren't the problem, following the wrong people is. At least half, maybe more, of what I glean that is useful from Twitter comes from re-tweets...perhaps because instead of following thousands, I follow people I trust and/or want to converse with?

  3. Jan 2019
    1. I find some consolation in Stephen Spender’s poem “I Think Continually of Those Who Were Truly Great.”

      Near the snow, near the sun, in the highest fields,<br> See how these names are fêted by the waving grass<br> And by the streamers of white cloud<br> And whispers of wind in the listening sky.<br> The names of those who in their lives fought for life,<br> Who wore at their hearts the fire’s centre.<br> Born of the sun, they travelled a short while toward the sun<br> And left the vivid air signed with their honour.

  4. Dec 2018
    1. A sweet excerpt from James Geary's latest book. He is punstoppable. I am punapologetic.

    2. The frisson in the ship captain’s reply to the first-class passenger who asks if he can decide for himself whether to help row the lifeboat—“Of course, sir, either oar”


  5. May 2017
    1. more verb than noun, it only exists through the convers




  6. Jul 2016
    1. If you burn down a Library of Alexandria full of paper scrolls, you destroy knowledge. If you set fire to a bunch stone tablets, you further preserve the lettering.

      A nice phrase

    2. It requires us to counter the story that “technology is changing faster than ever before and it’s so overwhelming so let’s just let Google be responsible for the world’s information.”

      Not sure I buy the pace of change argument and, in some ways, the whole "it doesn't matter how deep the water is if you know how to swim" argument applies...but I wholeheartedly agree with questioning the assertion that it follows we should leave it to the media overlords.

    3. The average lifespan of a website, according to the Internet Archive’s Brewster Kahle is 44 days

      But...what about my digital footprint? My tattoo? The end of my prospects to become a Supreme (the court, not the musical group)?

    1. I would suggest that members at a cerebration session be given sinecure tasks to do—short reports to write, or summaries of their conclusions, or brief answers to suggested problems—and be paid for that, the payment being the fee that would ordinarily be paid for the cerebration session. The cerebration session would then be officially unpaid-for and that, too, would allow considerable relaxation.

      A good gig if you can get it.

    2. My feeling is that as far as creativity is concerned, isolation is required.

      How quaint this seems today, in the era of relentless promotion of connected, collaborative and even co-creative activities.

  7. Jun 2016
    1. Henry is gone. No buffer. It’s down to ‘I’ now, the poet himself, alone. It is not one of Berryman’s better songs and there’s relatively little art to it, but its plainness renders grief more poignantly than the mirror and mask might have done.

      I think this "plainness" and baldness...this exposure of the bone is powerful and happens a lot in the later songs.

    2. There is a sharp falling off in His Toy, His Dream, His Rest, which contains a further 308 songs. The Henry mask begins to erode and with it the capacity for play and burlesque that manages to keep the poems buoyant instead of sinking into the self-indulgence typical of most of the ‘confessional’ poetry from the era. The later Dream Songs are reduced to grim reportage from the front

      The easy characterization which is, perhaps partly true. But this is overly dismissive.

    3. ‘Henry does resemble me,’ Berryman told an interviewer, ‘and I resemble Henry; but on the other hand I am not Henry. You know, I pay income tax. Henry pays no income tax. And bats come over and stall in my hair – and fuck them, I’m not Henry; Henry doesn’t have any bats.’

      The contradictions in Berryman's characterization (he doth protest too much)

    4. ‘I’m pretty much at sea about that book,’ she wrote to Lowell. ‘Some pages I find wonderful, some baffle me completely. I am sure he is saying something important – perhaps sometimes too personally.’

      Bishop got it...need to find complete context.

    5. Homage to Mistress Bradstreet is much admired and little read, its clotted syntax not permitting enough air to let the piece breathe. One feels the strain in its assemblage.

      Mistress Bradstreet syntax

    6. In 1960, while writing his Dream Songs, he railed against Eliot’s ‘intolerable and perverse theory of the impersonality of the artist’. By then, for Berryman/Henry it was very personal indeed.

      Evolution of Eliot's influence

    1. might

      So much trouble wrapped up in this one little word. Alan's use of the "All Rights Reserved" image would be strongly defensible as Fair Use...but is it worth the bother (practically) even if doing so would be a philosophical gain in asserting our unvoidable right to fairly use material no matter how assertive the copyright labeling?

  8. Jun 2015
    1. Today we watched some highlights from “The Mother of All Demos,” Doug Engelbart’s 1968 presentation heralding the dawn of interactive computing.

      I need to remember to bring this into the course next time around...I brought it up in comments but really wish I'd pushed it more up front!

    1. So it’s easy to say you don’t have to do everything in a MOOC to be part of it – some MOOCs offer different options to choose from, to help people find something they like. Some people will just think they’re supposed to do it all (poor them). More interestingly, though, is this: sometimes the “cool” people (and it’s really a perception more than anything) choose to all get together and do a particular “thing” and if you’re not into that particular “thing” you might feel excluded. They may have issued an open invitation, but you may have missed it, or didn’t realize you could join, or didn’t think you were talented enough, or didn’t know how to introduce yourself. Not everyone can do those things, you know… But it’s ok… as long as there are multiple opportunities, open invitations, eventually, someone will find something somewhere with some group. If they hang in there long enough.

      Might this not be a kind of test of "digital citizenship": the ability to negotiate the barriers posed by such unintentional, perhaps even illusionary, cliques and groups in order to substantially participate in these open spaces?

    1. What resonates with your experience? What doesn’t? I chose these models of digital citizenship specifically because they do inform my real life experiences (well, porn not so much in my middle age). As a teacher, I am frustrated by mobile devices and how kids behave in computer labs – I always have a special bunch of kids who have behavior issues. In this way, it is quite important to me.

      I don't have much experience in K-12 classrooms...I hope some others can help!

    1. Some of his examples, like Shakespeare, I found a little difficult to make the transition between classic literature and cyberinfrastructure. Seemed like quite a leap to make when he talks about every student needing to learn to become his or her own system administrator, whereas I’m pretty sure not everyone who learned writing and literature became even close to Shakespeare’s level of genius. With regards to that, Campbell does discuss the PS3 game LittleBigPlanet, where players act as both participants and producers, and that of the creations made in the game, the majority aren’t worth a second look. I get what he’s trying to say, but the logic doesn’t work for me. That’s not the focus in my opinion. Teaching skills should be done to teach skills, using technology to enable skill-creation and learning should be the end-goal: not to find the next Shakespeare of the cyberworld by training the masses to find the one gold nugget.

      Gardner? What say you?