25 Matching Annotations
  1. Feb 2019
    1. “the true benefit of the academy is the interaction, the accessto the debate, to the negotiation of knowledge—not to the stale cataloging of content

      Once this particular light goes on in one's head, it may be impossible to turn it off. Yet we still need the so-called "stale" cataloging of content. We need foundational knowledge. Perhaps the academy has just made its function (again) more visible under connectivism? And we are in a creative tension of sorts with knowledge cataloging as an end in itself?

    2. The kind of participatory connected learning experiences that we are advocating for arenot easily described

      What are some ways we who seem to "grok" participatory connected learning (or think we do) can make this concept more accessible to colleagues who lament the failure of "sit-and-get" faculty development/PD, but don't know what to do next? I was reminded of this a few days ago in a "mixed" meeting of faculty, staff, and administrators. We all meant well, but could have done better in planning some upcoming sessions that (we hope) will become a Community of Practice. I think a way to describe participatory culture in a room full of people who don't already know Henry Jenkins and Mimi Ito would help.

    3. have enough agency to find that support elsewhere

      Why can't the university, with all its supposed resources, support PLN development among its faculty and staff?

    4. So much of faculty development is one-size-fits-all andarranged according to preset schedules and locations - and by doing so, will consist-ently fail to meet the needs of those whose interests are marginal or different from themajority. Moreover, the understanding of“network”in the institutional sense fails toaccount for the individual level of the Personal Learning Network (PLN) where educa-tors can build connections and relationships that advance their ongoing learning out-side of institutional structures and boundaries

      One-size-fits-all is the perennial challenge of PD (professional development, faculty development)—the demand that faculty as learners must conform to the instruction, rather than bringing their full selves. There have been days, weeks, and even semesters when I felt marginalized (even as campus entities insisted that I wasn’t). The only way through this was the PLN (“my” PLN) that welcomed my whole self into another type of PD.

  2. Nov 2018
    1. how does misrepresentative information make it to the top of the search result pile—and what is missing in the current culture of software design and programming that got us here?

      Two core questions in one? As to "how" bad info bubbles to the top of our search results, we know that the algorithms are proprietary—but the humans who design them bring their biases. As to "what is missing," Safiya Noble suggests here and elsewhere that the engineers in Silicon Valley could use a good dose of the humanities and social sciences in their decision-making. Is she right?

  3. Sep 2018
    1. Snapchat's politically active Gen-Z and young millennial user base.

      How are "Gen-Z" and "millennial" defined? Most people in casual conversation just mean "young people" but are not very clear about it. Pew Research thinks it should be about specific year groups.

    1. politicians looking for issues to drum up with have made a whipping boy out of the social networks

      Here, I think the author is just saying that Facebook and Twitter have taken a lot of heat from politicians about the 2016 election, Russian interference, etc. This year, the tech companies are showing that they are "good citizens" by having better security and helping young people register to vote.

    1. an illusion of superiority
    2. build regular feedback loops

      Once you realize that you have a bias, you can try one of the suggested methods to counteract it. In this case, to get a realistic view of our progress towards goals, the suggestion is to build feedback loops into our routine.

  4. Aug 2018
    1. when enough people bump into each other often enough in cyberspace

      What is "often enough" to form a virtual community?

  5. Jul 2018
    1. How many things can you do at once? Short 4-min video on multitasking

    2. Our hipper, more progressive (and perhaps younger) colleagues brag about their prowess

      I don't think there is an upper or lower age limit to bragging about how well we can multitask.

  6. Aug 2016
    1. Gunnar Myrdal

      True Confessions: I've never read Myrdal even though his work was of great influence. These days, I read people who cite him. For example, Roberts and Klibanoff start Chapter 1 of their great 2006 book, The Race Beat, immediately talking about Myrdal in depth. Sampler is here at Amazon:

      The Race Beat

      When I need insight into Myrdal, I know where to go first, thanks to this book.

    1. the value of a residential, liberal-arts college lies in the continuous slate of opportunities that students receive to start and restart their lives over the course of their college years.

      Is the liberal arts missing a chance to connect better with students by likening the college experience to video games?

    1. The LMS reflects a content-driven concept of education that encourages learners to master what the university thinks they should know. Blogs, wikis and social media, on the other hand, are distributed across networks. These technologies encourage more self-driven, open-ended exploration—skills that Siemens says are increasingly important for humans to function in their careers and society.

      The LMS is a great example because it's ubiquitous across higher ed. And no one actually likes using an LMS. (There are things it's good for, as Lisa M. Lane has explained, but it's a hindrance in so many other ways.)

  7. Jun 2016
    1. It also allows for bodies marked by race, gender, class, queerness, disability, and intersections of these and other identity facets to publicly resist being made to stand in the gap.

      Back to the old New Yorker cartoon, "On the Internet, nobody knows you're a dog." Now, not only do you know it, we insist that you know it, and deal with it. Even with that, there are still sub-spaces that have "porous boundaries" such as Black Twitter.

    2. it was generated not by pre-existing factionalism but by specific public statements and responses made online

      I question this one. Our institutional (hierarchical) roles mask our pre-existing factionalism. Smile, or else. Be glad you've got a job. I often say "I'm just a lecturer" though sometimes it's with irony. The medium (Twitter in this case) may have given a sense that it was all right to speak out.

  8. Jan 2016
    1. a truly bad book

      I'm arguing with some colleagues/friends about Sherry Turkle's book, Reclaiming Conversation. They pretty much don't like her take on social media, how we use our devices, etc.

    2. Well, I keep a file but it's not just one file. I have a Facebook & Twitter & Google+ presence and even Diigo... Put them together for my file.

  9. Dec 2015
  10. Aug 2015
    1. "Digitally passive aggressive" is a wonderful and real term I plan to keep. I've done the muting of posts and hiding of relatives whose beliefs aren't quite aligned, ha ha, with mine. But now I have to reconsider. "To make a person seen and not heard..." I don't want to be on the receiving end of this. Rather, I see Facebook's algorithm as a force of the universe that keeps people from seeing all each other's posts. But I'm not sure it's my most authentic move to play along with this practice.

    2. One temporal (as in time-related) note as it relates to "Black Twitter": This post was from Feb. 2013, after Trayvon Martin was killed but before George Zimmerman was acquitted in July 2013. Since #blacklivesmatter's ascendance this year, there is a main-stream media pseudo-awareness (external lens) on what they believe to be Black Twitter.