3,377 Matching Annotations
  1. Last 7 days
    1. Students are simply not in the same place at the same time anymore, and technological interventions can help recreate some of that social loss if managed effectively.

      Yes. Too often tech is seen as displacing the real, which it certainly can. But it can also extend the real when done right.

    2. Practitioners have to interpret the machine learning-based results. If not, universities are going to be driving their strategies toward machine learning-derived outcomes that might not impact student success.

      Well said.

    3. it still takes good old-fashioned qualitative work with faculty, staff and students to really understand the answer the machines might be giving us

      Absolutely. They just have more information upon which to advise.

    4. Instead of adaptive learning playing the role of supplemental tool -- and a very good one in many cases -- these technologies could be sold off as a cheaper, faster and less contentious road toward a credential that will support advancement in the future work force.

      While I wouldn't argue for circumventing a liberal arts education, politics is not the only reason a person in need of a college degree could benefit from alternative credentialing systems. I'm thinking here of students with full time jobs.

  2. Mar 2018
    1. Motel Raphael (2:30pm), Elliot and the Ghost (1:45pm), I Am Bearwood (1pm) at Austin Beer Garden Brewing Co. (1305 W. Oltorf) [1pm, free]

      nice sound

    1. this year

      This is part of what gets me. It's expected now that getting a tenure track job is a multiyear process with the new PhD filling in those years with various kinds of contingent labor.

    1. manual

      That's okay as long as we can generate them programatically...

    2. But third-party accounts currently don't have access to https://hypothes.is web pages, including the pages for creating and joining private groups.

      What if the process is automated though? That is, what if Canvas sends the H app information to create a group and it happens behind the scenes?

    3. you need a Public group to be the default one when the user isn't a member of any private groups

      This seems a problem. The overall group should be private.

    4. We considered giving third-party Canvas accounts their own set of groups that behave the same as first-party groups

      I think this is right.

    5. (e.g. "canvas" rather than "hypothes.is")

      Really, I think it should be "utexas.canvas".

    1. anyone can read the publisher group

      We CANNOT have this in the LMS environ. These annotations must be private.

    2. within the Canvas authority

      Within the *specific" Canvas authority? Ie. hypothesis.instructure.com?

    3. in an authority

      Does this mean a namespaced "group" like elife?

    4. When Hypothesis is launched within Canvas: The Canvas app should create a private group, within the Canvas authority, for the Canvas course that the Canvas app is currently being used in, if such a group doesn't already exist. The Canvas user (student or teacher) who has launched the Canvas app should automatically be a member of the group. The Hypothesis client should be locked to this "course group" in the groups dropdown menu.

      This sounds amazing! And, as I said, kills two birds with one stone: authentication and privacy.

    1. nderlies one of the most compelling claims of critiquism: the argument that software platforms are never innocent. It’s true: when we adopt software, we are not adopting something that is valueless or, in an educational conte


    2. to picture th


  3. Feb 2018
    1. LaPierre ranted at the Conservative Political Action Conference, “If they seize power, if these so-called European socialists take over the House and the Senate, and God forbid they get the White House again, our American freedoms could be lost and our country will be changed forever.” If someone were mumbling like that at a bar, the bartender would be obligated to cut off his drinks.

      For real.

    1. It’s about giving students an opportunity that most of them will never have again in their lives: the chance for serious exploration of complicated intellectual problems, the gift of time in an institution where curiosity and discovery are the source of meaning.

      Okay, but how does a teacher, an institution evaluate whether or not this experience is being delivered? It's not like that's just working because colleges exists? In fact it's not working for lots of people it needs to work for most, no?...

    2. It means helping students immerse themselves in a body of knowledge, question assumptions about memory and orient themselves toward current events in a new way.

      Are these not skills and relatively measurable as well? Are they more experiences?

    3. “They need to be challenged and inspired by the idea of our disciplines.”

      Seems like this could lead to a disservice too, though. Like saying come marvel at our hallowed halls and be transformed in some vague way...

    4. No intellectual characteristic is too ineffable for assessment. Some schools use lengthy surveys like the California Critical Thinking Disposition Inventory, which claims to test for qualities like “truthseeking” and “analyticity.”

      Thinking of @gardnercambell's work on "insight" here.

    5. All professors could benefit from serious conversations about what is and is not working in their classes. But instead they end up preoccupied with feeding the bureaucratic beast.

      Still not clear to me exactly where the slippage happens here?

    6. In 2006, the Commission on the Future of Higher Education, convened by Margaret Spellings, the secretary of education at the time, issued a scathing critique of American higher education. “Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today’s workplaces,” the Spellings Commission report complained.

      I don't have the facts to back this up at the moment, but isn't this at the same time that "a college degree/education" was considered the single most important requirement for high quality employment?

    1. It can take days or weeks before anyone finds out what has been disseminated by social media software.

      If at all, right? Part of the problem is that there is no visibility into this algorithmic public sphere.

    1. There are few solutions to the problems of digital discourse that don’t involve huge trade-offs—and those are not choices for Mark Zuckerberg alone to make. These are deeply political decisions. In the 20th century, the US passed laws that outlawed lead in paint and gasoline, that defined how much privacy a landlord needs to give his tenants, and that determined how much a phone company can surveil its customers.

      Is the point here made clear enough: this should not just be a job for the tech companies, it needs to be more so government intervention?

    2. To be clear, no public sphere has ever fully achieved these ideal conditions—but at least they were ideals to fail from. Today’s engagement algorithms, by contrast, espouse no ideals about a healthy public sphere.

      Ideals, yes, but also simply guardrails.

    3. Facebook doesn’t just connect democracy-­loving Egyptian dissidents and fans of the videogame Civilization;

      But it DOES do this. Granted I need (and plan to) read the book, which I'm sure covers this point.

    4. almost

      Exactly? By design.

    5. no nutritional labels

      Great analogy re regulation.

    6. As Buzzfeed famously reported in November 2016, “top fake election news stories generated more total engagement on Facebook than top election stories from 19 major news outlets combined.”

      I of course already knew/heard this, but still audibly sighed when reading here.

    7. But at their core, their business is mundane: They’re ad brokers.

      Such an interesting point. In the end Silicon Valley is not all that innovative. They're doing what advertising has done for a century or more, just more efficiently.

    8. to a lesser extent, Twitter.

      Just by the numbers?

    9. algorithmic public sphere

      Great phrase.

    10. And sure, it is a golden age of free speech—if you can believe your lying eyes.

      Hashtag medialiteracy?

    1. And most importantly for the account with which I am directly concerned here, it skews against exactly the sort of collective and interactive dialogic and discursive analysis on which much learning across the human sciences depends.

      Does it? Even with interactive tools like Hypothesis?

      I value the power of face to face conversation above all else, but there's no doubt in my mind that various forms of interactive technology have occasioned conversation where there never could have been and extended and deepened conversation that has taken place in person.

    2. Humanities succeed as an institutional site, in the final analysis, only by making narrowly institutionalized humanities obsolete, by perhaps putting us out of business as an isolated, discrete institutional site and into the academy as engaged interlocutor pretty much across the curriculum.

      This is a fascinating point. I'd love to read a sci-fi novel or a university plan that enacts this vision. Imagine English professors embedded in engineering departments!!

    3. public value

      Totally agree about this--and even with its instrumentality, which David likely wouldn't--but would like to see this "value" more fully articulated.

    4. Not simply, note, truth to power, but truth in relation to power,

      I'm not following the distinction.

    5. public

      To me, this is the key, especially in so far as the humanities begins to engage broader publics in conversation and action.

      But also how is this different from the Nussbaum argument?

    6. agile

      Borrowed from Silicon Valley?

    7. Post-humanities speak to the ways in which the material and conceptual conditions establishing the conventions by which humanities once were structured and recognized no longer obtain.

      Hasn't this been the condition of the humanities for some time? Their disciplinary origin was centuries ago.

    8. The humanities require technological reflexivity and self-reflection as much as technology calls for critical humanistic engagement.

      Love this, though I'm not convinced that this work isn't being done to the degree claimed here.

    9. The point is to make out these values publicly in a much more robust and sustained way while also building curriculum more coherently, at least in part, around these capacities. Call this “diversifying the humanities portfolio.”

      I'd love an updated report on this work!

    10. Nevertheless, the fee revenue generated and the relatively low per student costs in educating students in at least the traditionally conceived humanities make them less the dependent family member than is often assumed (Newfield 2008), though the heightened cost of digital humanities now pulls somewhat in the counter-direction.

      This is interesting. If that's the case, are the humanities in crisis? Or can they just be left alone, like that uncle no one talks to but gets by on his own.

    11. the perception that in the past two decades academic humanities themselves became more introverted, more technical in language and modes of analysis, more specialized and self-concerned.

      This isn't real?



    13. Security itself actually is justified less as a public good than as a sort of baseline Hobbesian individual right, a more general right from which the right to bear arms is derivative, and that for which the state supposedly was socially contracted into existence. Even something as basic as health has been reduced to individualized, private concern: the virulent attacks on “Obamacare,” accordingly, have been fueled by its supposed intrusion upon individual freedoms.

      Well, this trend has certainly come to a head more recently (current admin taking away health care, building a wall).

    14. April 2014.

      I wish this publication info was higher up in the page.

    1. So what is it: publisher or platform? Facebook seems to have finally recognized that it is quite clearly both.

      Right. You really can't separate the two; it's a false choice to begin with. Every platform has an ethics or politics to it even if it's largely hidden from site.

    2. “interacting with people is positively correlated with a lot of measures of well-being, whereas passively consuming content online is less so.”

      This seems like good news for Hypothesis.

    3. Every publisher knows that, at best, they are sharecroppers on Facebook’s massive industrial farm. The social network is roughly 200 times more valuable than the Times.


    4. For years, The New York Times resented that Facebook helped elevate BuzzFeed; now BuzzFeed is angry about being displaced by clickbait.



    6. Trump’s candidacy also proved to be a wonderful tool for a new class of scammers pumping out massively viral and entirely fake stories.

      Another succinct account of the "abuse" of Facebook for misinformation during the 2018 election.

    7. Inside Facebook, almost everyone on the executive team wanted Clinton to win; but they knew that Trump was using the platform better.

      Was using the platform better? Or using a platform that was designed more for a certain kind of messaging and message that was unintentionally aligned with Trump's campaign/movement?

    8. The point was partly to get feedback.

      To address a problem that didn't exist. To a problem that was actually the very opposite (politically) of what was being addressed.

    9. Instead, Facebook spent the spring of 2016 very busily fending off accusations that it might influence the elections in a completely different way.

      There's something about the misdirection here that stands in for our (mostly the media's) misplaced attentions throughout this Trump era. We're constantly being pushed to attack or defend something that's slightly off where our real focus should be and in fact somehow undermines our ability to truly focus in on what the problem is...

    10. In early 2016, its security team noticed an uptick in Russian actors attempting to steal the credentials of journalists and public figures. Facebook reported this to the FBI.

      "Fake fake news"?

    11. neutrality is a choice in itself


    12. it’s hard to imagine how Facebook could exist if it were liable for the many billion pieces of content a day that users post on its site.


    13. Humans are social animals. But the internet is a cesspool. That scares people away from identifying themselves and putting personal details online. Solve that problem—make people feel safe to post—and they will share obsessively. Make the resulting database of privately shared information and personal connections available to advertisers, and that platform will become one of the most important media technologies of the early 21st century.

      Nice concise summation of the rise of Facebook!

    1. We will not require a child to provide more information than is reasonably necessary in order to participate in an online activity.

    2. We may disclose any and all personal information collected from a Child to the parent or teacher who registered for the service in connection with such Child.

      Is this the right thing?

    1. Operating it is not free. One of the steps that the organization made to save it from potential insolvency was to put a lot of the work behind a paywall. I don’t like it, but I get it. And it worked. The IMS appears to be much healthier now and has produced some of its best work in a very long time. Life is about trade-offs.

      Feel me

    2. I have been arguing for some time that Caliper should be used as a data interoperability exchange standard between apps that operates through the LTI window

      How does the whole Caliper thing relate to data H might generate?

    3. LTI Advantage can also enable the tool provider to give the LMS links that support single sign-on to specific places within the tool,

    4. then no amount of coolness will matter.

      What about rightness? Is there an ethical side to this conversation?

    5. multilateral trade agreements.

      Don't countries sometimes sign these for reasons besides pure capitalist interest?

    1. ’TWas’twas inin thethe TempleTemple wherewhere II firstfirst beheldbeheld herher,wln 0005AndAnd nownow agenagain thethe samesame, whatwhat OmenOmen yetyet


    1. your student roster in Perusall will automatically populate as students each launch into Perusall from the LMS for the first time.

      This is I believe what has been proposed by Atomic Jolt.

    2. create Perusall courses through the LMS

      Equivalent of groups?

    3. without having to log into Perusall separately

      the key!

    4. If they log in to Perusall directly (i.e., at perusall.com), then they will be seen as a second user.)

      I wonder why?

  4. Jan 2018
    1. Bryan E. Wagner

      Personal connection

    2. University of Virginia (Charlottesville, VA) Literature in Context: An Open Anthology Project Director: John O'Brien Co-Project Director: Tonya Howe, Marymount University Co-Project Director: Christine Ruotolo, University of Virginia Outright: $72,542 To support: Development of a working prototype for an open-access, curated, and classroom-sourced digital anthology of British and American literature in English (1650-1800).

      Uses h in anthology

    1. can subside. Digital Humanities is still in its infancy. But its ability to serve as a driver of innovation could become threatened as “doing the humanities digitally” become


    2. created by working across media tends to collapse differences and create an illusion of frictionless exchangeability. We sit with books in front of us, typing notes into files, w




    1. learning pioneers would be able to experiment and innovate by hooking apps and other functions onto the LMS.

      Why not hook apps into multiple other systems via annotation infrastructure?

    1. understanding of science and their capacity for responsible work and citizenship

      Connection between STEM education and citizenship

    2. In the C.R.E.A.T.E. (Consider, read, elucidate hypotheses, Analyze and interpret data, think of the next experiment) approach (Hoskins et al., 2007), students learn to think of themselves as scientists

      Could be accomplished through annotation

    1. The Qualitative Data Repository (QDR) and Hypothesis have partnered to meet this challenge by developing a new way to cite, supplement, and share the data underpinning published work.

    1. ntelligent tutoring systems (ITS) and related activities that narrowly scope learning tasks

      What's the opposite of narrowly scoping learning tasks? Project based learning? Collaborative learning tasks? "Real-world" engagement with scientific knowledge production?

    2. STEM education research

      This is a big piece that's missing or needs to be better emphasized: how can OWA support STEM education research--the study of how learners learn STEM fields...

    1. This continued design effort will attempt to challenge the imposed artificial timeframes, so as to continually engage course alumni, nurture a sense of sustained community, and foster boundary-crossing across cohorts of students. When an LMS closes, learning could continue, so could connections formed in or for learning. 

      So cool!

    2. Slack provided a replacement of traditional threaded discussion forums

      So, Hypothesis/collaborative annotation is not a 1:1 replacement of discussion forum.

    3. In addition, to negotiate the public--private boundary, the designer-instructor allowed course registrants to annotate either publicly or in a private Hypothesis group---both using a same course hashtag (Goal 4).

      Wow. I would love to see in-depth data/analysis on just this!

    4. portability of posts not widely supported in threaded discussion forums (Goal 2)

      Key point. Hypothesis needs to make this possible within the client.

    5. tags could be used to bring together Hypothesis annotations that are potentially scattered in different webpages

      Do forums ever have a tagging feature?

    6. discourse of varied publicity---private in a dyad, public in a private group, public to external communities---could have their unique strengths in fostering cognitive, social, and cultural aspects of discourse.

      My question here is always about FERPA and general privacy concerns. I'm all for more public engagement by students, but aren't the forces of IT arrayed against this?

    7. While a traditional discussion forum is separated from the objects being discussed, a more powerful discourse environment is able to incorporate various web objects into discourse to maintain its contexts.

      Same could be said for page bottom comments in online newspapers/magazines.

    8. threading structure of discussion forums leads to branching and increasingly fragmented conversations, with repetition and duplication appearing in different threads

      Of course Hypothesis uses threading as well.

      But is threading really the issue? Isn't is more a matter of the correct "parenting" of forums and replies? It's part of the skill of discussion/discussion forums that student-users read other's posts and not repeat what has been said before...

    9. self-organization of discourse participants around ideas

      This authentic discourse is definitely better achieved via annotation in which students self-select passages to annotate and annotations to reply to.

    1. It’s just that with companies like West Louis, the seams show, literally and figuratively.

      Right, wouldn't a quick Google search have solved the mystery here? The difference between capital then and now is that now isn't relatively easy to find out if something's made poorly--everyone's reviewing everything. You can easily find out where something's made if you believe that matters. Back in the day all you had was a glossy ad and finding out if it really was a solid product required trying it on.

    2. What Ganon does is pick suppliers he’ll never know to ship products he’ll never touch. All his effort goes into creating ads to capture prospective customers, and then optimizing a digital environment that encourages them to buy whatever piece of crap he’s put in front of them.

      This is crazy!

    1. narrowly scope learning tasks;

      Not following the problem here. Does "narrow" mean too personalized?

    2. (a) learning management systems (LMS) or massively open online courses (MOOCs) that primarily organize, coordinate, and deliver resources (e.g., syllabi, video clips, quizzes);

      See EDUCAUSE/Bodong for lack of teaching and learning in LMS.

    3. diverse learners

      How does our vision address needs of "diverse learners"? By being so flexible and universal as to work in different contexts? Unique opportunities for intervention/feedback?...

    4. distributed digital environments

      By definition h works across and connects various platforms...

    5. adaptable

      How can we make our vision of an h-powered or h-centric learning environment "adaptable"?

    6. the design of the next generation of digital learning environments for science,

      What's different between the NGDLE for science and for other disciplines?

    1. students will work collectively to build scientific understanding

      Students as active producers of knowledge.

    2. bring school science into closer alignment with real-world science through deeper connections to public scientific discourse.

      Scientific literacy and research as a continuum. Involving undergrads, etc. in "real" science.

    1. embedding local examples

      Making them living, breathing books. Annotation can help here.

    2. permanent access to their course materials,

      And their notes.

    3. do not benefit personally from adopting a given publisher's book

      Though of course they likely get the book for free.

    1. NOTE for LTI providers: Since developer keys are scoped to the institution they are issued from, tool providers that serve multiple institutions should store and look up the correct developer key based on the launch parameters (eg. custom_canvas_api_domain) sent during the LTI launch. For open source Canvas users, you can generate a client ID and secret in the Site Admin account of your Canvas install.

      So this replaces the dev key creation process?

  5. Dec 2017
    1. Annotation made ideas that could have simply died in print live on and flourish collectively.

      I love this idea that annotation can breath life, collaborative and emergent, into academic writing.

    2. publicly available on the web annotation platform, Hypothesis,

      Hypothesis doesn't make it publicly available--we're not hosting the content. But in any case, it IS openly published which is the more important point.

  6. thecurrent.educatorinnovator.org thecurrent.educatorinnovator.org
    1. click the eyeball

    2. I prioritize reading first, and online discourse second

      As it should be. It's one of my bigger concerns about the use of collaborative annotation in education, that it will displace the text or at least encourage a kind of skimming of text via annotation.

  7. Nov 2017
    1. What about FERPA? The student is controlling how much information is out there. Similar to a public blogging platform being run by a university, FERPA only requires that student records (and what constitutes a “record” is debatable) not be public unless a student gives permission. In this case if the student wanted to sign up and lock down their hosting they can certainly do that, no one is requiring them to make their information public. This also comes back to our strict privacy policy (see previous question)

      Interesting approach.

    1. In order to assess and document the level of compliance, completion of this information by an authorized representative of the supplier organization will provide the University of Colorado Procurement Service Center, and the campus affiliates it serves, with knowledge regarding the level of compliance and satisfaction of this policy and related standards with respect to the offered products and services.

    1. There is a habit in tech culture of saying that the latest app is “democratizing” whatever it happens to do. This is lovely, but best not to confuse it with actual democracy. Democracy is about participation with control, freedom with accountability, privacy with transparency. Tech companies tend to pick and choose from that list rather inventively.

      Great line

    2. As in Slow Food—with its unhygienic soil, disorderly farmers’ markets, and inconvenient seasons—the annoyances of Slow Computing have become pleasures. With community-made software, there’s no one to blame but us, the community. We’re not perfect, but we’re working on it.

      I really feel like the analogy works. I have for example begun to take pleasure in the messiness of vegetables bought at a farmers' market compared to the seeming perfection of those a a grocery store.

    1. One of the requirements of the program is that schools create a Student Tech Team to co-design technology policy, help lead the pro-gram roll-out, and serve as advisors and troubleshooters throughout the program. Giving stu-dents co-ownership of the program increases engagement and reduces disciplinary issues.

      Very cool.

    2. Social DistanceIn addition to problems of bias,

      I'm not sure these are different things.

    3. Even when efforts are deployed with the explicit inten-tion of serving disadvantaged youth, learners who are part of more entitled, tech-savvy, and highly edu-cated families take advantage of new programs and opportunities more aggressively, and at higher rates.

      But where exactly is the "bias" here? In the design? In the implementation?

    4. Affluent students use the same tech-nologies to support richer forms of learning with greater adult mentorship.

      I'm interested in digging deeper into this claim/research. Is this just another way of saying under-served populations are still under-served despite technological access?

    5. When new educational tech-nologies spread beyond progressive developer and early adopter communities, the weight of existing institutions and norms can squash their disruptive and transformative potential.

      While this is no doubt true in some contexts, it can't be ignored that technologies--even those created by "progressive developers"--carry with them into educational institutions certain in-built values, pedagogies, etc.

    1. move beyond practices of civic participation

      I don't want to speak too soon, but this concerns me. I'm all for imagining new kinds of civic participation or "innovation," but at some point there needs to be a connection to the established means of engagement and action, right? If everyone is just Tweeting and note marching or Tweeting and not voting, then we have a kind of virtual movement.

    2. media outlets

      And social media platforms. Check out Safiya Noble's work on "Algorithms of Oppression."


    3. What does it mean to educate toward civic engagement in a society in which progress occurs not inevitably or in a straight line but instead in stops, starts, and retreats?

      I love the phrasing of this question. It perfectly captures what @dogrtrax calls the messiness of it all above.

    1. The best way to decrease educational attainment for people of color and minorities is to take them out of traditional courses and place them in online classes, Newfield said.

      Hmmm. Want to hear more about this argument.

    1. apply research skills and disciplinary knowledge

      Or really the stuff of interdisciplinary academic practice. The kind of writing across the curriculum stuff that freshman comp course across the country attempt to nurture.

  8. Oct 2017
    1. To evaluate literary, scientific, or historical evidence, scholars and researchers must first marshal that evidence.

      I'd say identify and perhaps interpret (or begin to) before what I understand here as "marshaling."

    2. some sort of curating function

      Could students do this?

    1. where building a Website that would display equally well in all versions of all browsers was almost impossible.

      Standards like CSS and HTML make it so that any web page will display in any browser.

    1. It should also greatly increase the human oversight of ad targeting systems — specifically, oversee algorithmically generated categories (rather than basing them solely on user-inputted interests). Political and interest-based advertising should be under much stricter scrutiny than, say, the advertising of T-shirts or hair products.

      Should this be done internally to corps or should gov have a hand in the regulation?

    2. Facebook should allow users to sort their news feed chronologically by default on all platforms, rather than rely on an algorithmically sorted News Feed.

      Customization again.

    3. It would be interesting if Facebook offered a “vintage Facebook” setting that users could toggle to, without News Feed ads and “like” buttons.

      Or just customization in general.

    4. The key is for Facebook to be upfront about technical challenges, open about its mistakes and willing to answer the tough questions honestly. If it does that, it will continue to earn the public’s trust.

      Feel me.

    5. Companies would need additional levels of verification, and should have a label and scrutiny different from those of people. (Whistle-blowers and dissidents might need to use a different platform.)

      Great example of the tension between social media as liberating/oppressing. Like Twitter can be used by Black Lives and white supremacists. When, in this case, does anonymity become abused versus liberating?

    6. What if there were a “trust emoji”? Or respect-based emojis?

      Love this idea.

    7. keep us addicted to the social network.

      Or at least keep us "in the stream."

    8. At Reddit, I was able to effect positive, lasting change (at least according to this research) to content quality and interaction quality by building a diverse executive team.

      Very interesting. Need to check this study out.

    9. “two masters” dilemma,

      Useful phrase.

    10. Instead of measuring clicks and likes, what if Facebook optimized for how much value an article or video or game gave us weeks or months afterward?

      Great, but how would you measure that?

    11. Worthy, beautiful goals, but easier said than done when Facebook is also stuck delivering ever-increasing profits and making its platform serve the needs of advertisers.

      Corporate structure at odds with idealist slogans. This is essentially why I left (Rap) Genius: it became increasingly apparent that despite the company's well-intentioned, truly felt aspirations, there were only so many avenues to monetization and all would in some way compromise the stated mission.

    12. The single most important thing Facebook must do is come clean. Tell us what you know. Tell us what you know but can’t share. Tell us what you don’t know. And tell us what you don’t know that you don’t know


    1. We must critique these environments at a level deeper than “Facebook is a corporation and therefore bad.”

      Yes! Though this is awful nuanced.

    2. stream-based reading behaviors,

      Love this phrase. And web annotation, I think, encourages a gardening-like approach to reading.

    3. They have engineered a card, using the smartest data scientists in the world, that encourages you to read a headline and a description and never-ever click through to check the source or see the full story.

      Can annotation break the stream? Shared links to specific annotations within an article?

    1. analyzing the claim, not the article.

      This is Writing 101, right? It's also Annotation 101. Students focus on specific evidence to evaluate an argument/article.

    1. The web we know is an information fabric woven of linked resources. By increasing the thread count of that fabric, the annotated web enables a new class of application for which selections in documents are first-class resources.

      The most powerful and poetic articulation of the power of the annotated web I've read.