23 Matching Annotations
  1. Jun 2019
    1. We will be using Hypothes.is to comment and annotate with website.

    1. through Hypothes.is

      We will use Hypothes.is to engage others in this discussion.

    1. In this study, quantitative findings show thatstudents rated the icebreaker discussion as the most important engagement strat

      I think this reinforces the idea of the social dimension of engagement.

    2. The instrument was developed by the researchers after conducting an extensive literature review on student engagement in higher educa

      This same instrument could be used to build a rubric to assess interactivity and engagement in online courses. This rubric would be a useful tool for further evaluating the research. Similar rubrics have been created and are in use today elsewhere.

    3. Interaction and engagement are closely related and even used interchang

      One of the differences that I like to use is that interaction is what the participants in a course do and engagement speaks to the motivation and social dimension of a course. I know that defining these terms is a little late in the game though.

    4. nce, it is essential to create multiple opportunities for student engagement in the online environment.

      This is often the missing piece in the design of online courses. One of the consequences of the commodification of learning is that some begin to think that a textbook or supplemental materials make a course.

    5. The definition of engagementhas been extensively explored in distance and online learning literature fordecades.

      What fascinates me about this research is that despite study after study, some corporations and institutions insist on putting up point and click courses and then wonder why they fail.

    6. Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation,and improves student performance in online cou

      I have been following the research into student engagement for quite a while now probably starting with Roybler's work.

  2. May 2019
    1. I checked out this presentation in Google Docs. Some really great ideas!

    2. This would be a good space to let folks really kick the tires with Hypothes.is. I am wondering why they seem reluctant to let the crowd loose on the "actual" program? If someone finds the notes and such distracting, one can turn them off. This is a great feature of Hypothes.is. I sometimes like to read a document all the way through before I read any comments or notes.

    3. Despite not being able to attend this conference, I am finding the Twitter feed and the program to be very useful and interesting.

    1. We should annotate this program! If any program should be annotated, it should be this one. I can't get out to DC this month, but I am VERY interested in this topic. I will definitely be cyber-stalking this conference.

  3. Apr 2019
  4. Mar 2019
    1. It would be better than hypercards

      I am famous for my non-prescient thinking around technology. I too was on BBS's at the time and when I heard about the Hypertext Protocol and the internet, I told my wife that it wasn't going to go any where. I mean why would somebody go through all that trouble when you could just download a hypercard stack from a BBS, edit it, and then re-upload it to the bulletin board?

  5. Feb 2019
    1. Our concept of language as one of the basic means for augmenting the human intellect embraces all of the concept structuring which the human may make use of.

      It could just be me but this sounds like Chomsky - and that is not a bad thing. OR it could be that the current state of my evolving concept structures only allow me to see this in terms of Chomsky.

    2. We feel reasonably safe in assuming that learning involves some kind of meaningful organization within the brain, and that whatever is so organized or structured represents the operating model of the individual's universe to the mental mechanisms that derive his behavior.

      It would be interesting to map out a pedagogy based on this document. On the surface, so far, it feels mechanistic and behaviorist, but there is something else here that I have yet to tease out.

    3. take advantage of this new external symbol-manipulation capability of students and teachers (and administrators)?2c4p

      We have the students put away their phones as a distraction because teachers have yet to figure out how to effectively use the treasure house of the world's knowledge that is available in every students' pocket. :-)

    4. The Whorfian hypothesis states that "the world view of a culture is limited by the structure of the language which that culture uses."

      Linguistic relativism? How would we prove this outside of language?

    5. synergism

      Synergism is also in the process for augmenting intellect. This is how our capacities for problem solving are exponentially increased as we develop the tools for solving the problems.

    6. a direct new innovation in one particular capability

      One of the things I appreciate about Engelbart is how central the human person is to this work and the relationship to technology. This work is focused on human capabilities which leaves no room for people abdicating their responsibilities to the consequences of technology, good or ill. This is the antidote to the business-centric approaches of Zuckerberg or a Gates.

    7. we define four basic classes

      I like this mini-map to the framework - it is a quick reminder that tools only represent 25% or the framework: being, doing and thinking are the others.

    8. how would our education system change

      This is a very interesting question. I have taught in k-12 and currently teach in community colleges and it is astounding to me that instructors and administrators keep harping on "classroom tech policies." Every time I hear someone ask "how do you get your students to put away their phones?" my answer is "have them do something worth more than flipping through Instagram." I find it hard to believe that students are walking into a classroom with a connection to vast amounts of information, the largest encyclopedia in the world, a repository of world literature, art, and music and our response as educators is "put your phone away."

    1. especially at a time when many (perhaps most) computer technologies appear untethered to any philosophy besides the pursuit of maximum profit

      This is why I am here. As we have become more and more specialized, we have become less capable of understanding the consequences, good or ill, of new technologies. Looking back at foundational documents like this with a critical eye is a first step. We can't divorce science and technology from history, ethics and critical analysis without suffering the consequences. Looking back and understanding how we got here will provide clues in how to fix things. I am Geoff Cain - I started out life as a writer and English teacher and eventually went into elearning. I am VERY interested in projects like this because we need to stop being passive consumers of information. I want to help end the Era of the Guilty By-Stander: shared thought can lead to shared action. I will be blogging my experiences with this project at http://geoffcain.com