3,832 Matching Annotations
  1. Last 7 days
    1. In The New Laws of Robotics, legal scholar Frank Pasquale argues for guidance from professional organizations about whether and how to use data-driven statistical models in domains such as education or health care.

      Very interesting. Hypothesis, in its small way, can perhaps help some educators...

    2. we need collaborative processes to seek clarity.


      And the reminder that writing (and knowledge production more generally) is always collaborative, has an audience, both potentially elided by relying on ChatGPT to generate prose/ideas.

    3. slow thinking,

      Love it! Social annotation certainly help slow reading IMO.

    4. Should I ask students to prompt a language model and then critique its output?

      Great assignment idea!

    5. preferences of data scraped from internet sites hardly renowned for their wisdom or objectivity.

      Something else we try to teach our students, right?

    6. “mathy math,” a model of language sequences built by “scraping” the internet and then, with massive computing, “training” the model to predict the sequence of words most likely to follow a user’s prompt

      A kind of plagiarism in and of itself?

    7. What a contrast to the masochistic persistence I had practiced for so many years and preached to my struggling students.

      So true. Writing is hard, isn't it? ChatGPT sometimes makes it look easy. What will students make of that!?

    1. Back in the early 2000s, I used to demonstrate to students how EasyBib often gets it wrong when it comes to MLA formatting.

      This is a great analogy. I remember feeling the same way about EasyBib when teaching comp.

    2. having students socially annotate the paper, practicing their editing and fact-checking skills.

      Yes! Would love to see an example of such an assignment.

    3. The text is being generated on behalf of the student and is being substituted for the student’s self-generated text. This use of AI is inherently dishonest.

      Could one still argue that it's a component piece of the text/writing that is generated? Just like spelling, grammar, and citation are?

      No doubt it's a lot MORE of the text that is generated and COULD be handed in completely as is in many cases. But could it nonetheless be seen as a kind of starting point for students to then focus on other work, other skills? Like the editing processes mentioned above.

    4. Teaching students to be good critical readers takes time and requires instructors develop activities, such as social annotation assignments, that draw students’ attention to the details of a well-written text.

      Yes! And they ARE writing when they read and annotate, so they can still practice and instructors can still evaluate that skill. It's just a very different writing assignment than a final paper.

    5. So, while effective editors may or may not be exceptional writers, they must be great critical readers.

      I have often wondered (when I was an English teacher), am I teaching writing or reading? Obviously the answer is both.

      The product of so much English courses is paper writing, but that's also meant to be an assessment of a student's reading, right?

      So maybe there's a shift to focus more on reading as a formative assessment that is needed?

    1. “As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizing one another’s presence.”

      Love this so much.

    2. “Cooperation, community, and connectedness are central features of culturally responsive teaching. Mutual aid, interdependence, and reciprocity as criteria for guiding behavior replace the individualism and competitiveness that are so much a part of conventional classrooms. The goal is for all students to be winners,

      Collaboration central to equity-minded teaching.

    3. cognitive benefits of sharing ideas with peers, but also the socio-emotional benefits of being a member of a learning community

      I love the idea that peer to peer learning isn't just about "cognitive benefits" but carries social-emotional weight too.

    1. I could instead present students with ChatGPT’s response alongside some marking instructions and ask them to provide a critique on what grade the automated response deserves and why.

      What a great assignment idea (and Hypothesis could be used). Would really help students reflect on what writing is and what techniques/skills are needed to be an effective writer, sone modeled by ChatGPT, some not.

    2. do we really need all students to be writing the same essays and responding to the same questions?


    3. an opportunity to improve the way we assess


    4. articulate its inability to fully replicate the expertise and real-world experience that human teachers bring to the classroom

      Learning from the discourse over the past 6 weeks?

    5. If ChatGPT is used to grade assignments or exams,

      Cheating for teachers?

    6. making it capable of engaging in natural language conversations.

      Is it conversation?

    1. ZTD captures the essential spirit

      Also just has a "ring" to it like Elvis's TCB.

    2. keep you doing what you need to do,without distractions




  2. Jan 2023
    1. but an opinion is different from a grounded understanding.

      Preach! Here maybe we're approaching at the limits of AI writing chatbots and the horizons of where we need to push student writing.

    2. “A lot of people in our industry haven’t had very diverse experiences. So they don’t have enough dots to connect, and they end up with very linear solutions without a broad perspective on the problem,” Jobs said. “The broader one’s understanding of the human experience, the better design we will have.”

      Love. We need more English majors in tech companies!

    3. But more crucially, the humanities have not fundamentally changed their approach in decades, despite technology altering the entire world around them.

      Fair point.

    4. It’s painful and extraordinary to watch the ham-fisted way a brilliant engineering mind like Musk deals with even relatively simple literary concepts such as parody and satire.

      LOL. So true. Musk doesn't get comedy.

    5. Humanities departments judge their undergraduate students on the basis of their essays. They give Ph.D.s on the basis of a dissertation’s composition. What happens when both processes can be significantly automated?


    6. They will be essential in determining the ethical and creative use of chatbots, to take only an obvious example.

      Love love

    1. It’s around 24/7, it never gets tired or sick,

      Ugh, those sleepy, sick friends.

    2. It can summarize things you’ve said to it in new language that helps you look at yourself in a different light and reframe situations more effectively. 

      This IS fascinating. Is something lost here, though?

      I keep thinking about the journey versus the destination. There's not doubt a car gets you places faster and more efficiently than a bike. But riding a bike does open about physical and geographic awareness less accessible in an automobile.

    3. Journaling in GPT-3 feels more like a conversation, so you don’t have to stare at a blank page or feel silly because you don’t know what to say.

      Is this part of the generative (and sometimes frustrating) part of journaling?

      In general, this article seems rather utilitarian in its understanding of journaling. But I don't journal regularly so maybe I'm not one to talk.

    4. If you know how to use it correctly and you want to use it for this purpose, GPT-3 is pretty close, in a lot of ways, to being at the level of an empathic friend

      Interesting. In other contexts, AI has been aligned with the unfeeling?

    1. Rather than letting students explore the messy and fraught process of learning how to write, we have instead incentivized them to behave like algorithms, creating simulations that pass surface-level muster

      Annotation shows that messy process.

    2. The fact that the AI writes in fully fluent, error-free English with clear structure virtually guarantees it a high score on an AP exam


    3. The first thing to know is that ChatGPT has no understanding of content and does not evaluate information for accuracy or importance. It is not capable of synthesis or intuitive leaps. It is a text-generating machine that creates a passable imitation of knowledge, but in reality, it is just making stuff up.

      Hmm, I don't really know the facts, but this seems kind of elitist.

    4. ChatGPT may be a threat to some of the things students are asked to do in school contexts, but it is not a threat to anything truly important when it comes to student learning.

      Great line,

    5. an opportunity to re-examine our practices and make sure how and what we teach is in line with our purported pedagogical values.

      Love this.

    6. methods of assessment that take into consideration the processes and experiences of learning, rather than simply relying on a single artifact like an essay or exam. The evidence of learning comes in a little of different packages

      Hypothesis social annotation throughout a course and throughout the process of essay composition.

    1. Ask students to engage in metacognitive reflection that has them articulate what they have learned, how they have learned it, and why the knowledge is valuable.

      Students annotating their own writing?

    2. create assessments that “take into consideration the processes and experiences of learning.”


    3. more and more jobs involve the use of generative AI for everything from discovering new drug molecules to developing ad copy,

      Working with ChatGBT is preparing students for the workplace.

    4. more creative assessments that require students to demonstrate application of knowledge rather than simply the ability to produce information.

      More creative and more formative.

    5. It forces us to reconsider what is distinctly human about intelligence if a machine can generate human language complete with analysis.

      Really situates this moment in history.

    6. I fully believe that the fact that the essay was written by AI and not a live person would be undetectable for many college admissions committees.


    7. synthesize

      Is AI really not synthesizing?

    1. The question isn’t “How will we get around this?” but rather “Is this still worth doing?”

      Somewhat defeatist. Quit rather than evolve?

    2. The rudiments of writing will be considered a given, and every student will have direct access to the finer aspects of the enterprise.

      I wonder if there are analogs in math.

      The graphic calculator, for example, must have changed how math was taught, removing the need for that lower-order computation in math.

    3. Last night, I received an essay draft from a student. I passed it along to OpenAI’s bots. “Can you fix this essay up and make it better?” Turns out, it could. It kept the student’s words intact but employed them more gracefully; it removed the clutter so the ideas were able to shine through. It was like magic.

      This is probably scariest of all. ChatGBT as editor rather than author.

    4. nor does it successfully integrate quotations from the original texts

      Interesting. Probably easy for AI develop this skill rather than a limit of the technology.

      But, for now, maybe a good indicator of more sophisticated writing.

    5. What GPT can produce right now is better than the large majority of writing seen by your average teacher or professor.

      Wow, that's a provocative statement! What is meant by better here?

      On some level, I've always felt that a poorly-written, but original essay is better than a well-written, well-analyzed but plagiarized one.

    6. Is this moment more like the invention of the calculator, saving me from the tedium of long division, or more like the invention of the player piano, robbing us of what can be communicated only through human emotion?

      Great question!

    1. deeper humanistic questions like, what is truth? What is. beauty? How do we know what we know?

      Like the calculator opened up other areas of math education. Let chat bots do some of the grunt work?

    2. I'm happy to say good riddance to the college essay and other "skills" that we've come to see as proving the value of the humanities.

      Again, with the with the throwing things away...

    3. one that demands students find out something about themselves and tell it to you in a voice that is their own.

      I do think student voice is an interesting place to focus attention on in this debate.

    1. One high school teacher told me that he used ChatGPT to evaluate a few of his students’ papers, and that the app had provided more detailed and useful feedback on them than he would have, in a tiny fraction of the time.

      Interesting concern: AI writing chat bot replacing teacher. Like concerns over Perusall's algo-grading.

    2. They’ll need to know their way around these tools — their strengths and weaknesses, their hallmarks and blind spots — in order to work alongside them. To be good citizens,

      And good workers!

    1. Our interviews with faculty indicate that reforms to pedagogy, instructional practices, and grading as well as expanded equity-centered support for both students and instructors are key, especially in light of the pandemic.

      Could Hypothesis social annotation be among the reasons?

    1. the use of high support, high challenge,equity-minded teaching practice

      Increase of teacher interactions with students. Increase teacher presence.

    2. share strategies that promote studentengagement, foster belonging

      Hypothesis can help here.

    1. extra work it places on instructors to serve a group of students with variable levels of preparedness,

      Again, increased burden on teachers for addressing wider range of skill sets.

    2. curriculum changes, or additional supports

      Hypothesis social annotation?

    3. “These types of changes are hard and challenging and lead us to have to rethink how we think about students and ourselves in the classroom and about how our classes and colleges are structured,” he said.

      Acknowledgement of challenges as a result of AB-705.

    4. standardized placement testing has a racial bias and that the colleges may have been underestimating the ability of students to succeed in more rigorous courses

      Why AB-705 removed remediation: potential racial bias in existing placement process.

    1. Responding to multi-level students who are in the same class takes significantly more time and effort

      Increased work load for instructors.

    2. Composition courses, for example, often require students to work in groups, and some faculty have noted an impact on more prepared students who have to adjust to or compensate for too many underprepared students in such a setting.

      Group work effected by new diversity of skills.

    3. faced with such a wide range of student preparation, the instructor is forced to dedicate extra time to issues that previously were not a focus in the course.

      Key issue.

    4. And, particularly, we are spending much more time on reading and retention strategies than we would in a regular 1A class where a few class sessions are sufficient to bring them up to the level of college annotations and retention necessary.

      More time spent on foundational skills as a result.

    5. When many of the students in a course are underprepared and need remediation but now must have their needs addressed in a transferrable course

      Burden on instructor to address issues that would usually be addressed in a different course altogether.

    6. encouraged instructional innovation and experimentation that has led to positive curricular changes

      Like adopting Hypothesis....

    7. the same research also shows that while the raw numbers of students passing transfer-level English and math courses have increased, success rates have actually decreased slightly, especially for students of color (Smith, 2019)

      More students are passing but more as failing and this is disproportionately effecting students of color.

    8. larger numbers of students have been able to enroll in and complete transfer-level English and mathematics (Smith 2019), as the new placement system has minimized or eliminated the use of remedial or college preparatory classes and now allows students who would previously have been placed into such classes to enter directly into transfer-leve

      More and more diversely-skilled students taking English 1A as a result of AB 705.

    1. AB 705 was written to clarify existing regulation and ensure that students are not placed into remedial courses that may delay or deter their educational progress unless evidence suggests they are highly unlikely to succeed in the college-level course.

      no more remedial

    1. strategic decisions about how they want to meet or challenge those expectations in terms of mode, content, structure, rhetorical appeals, presentation/design, language, and style

      Can be made visible with annotation.

    2. You are familiar with the vocabulary and concepts that define rhetorical situations and can apply them in analyzing and evaluating your own and others’ texts, including print, visual, digital, and multimedia.

      Annotation can be used to demonstrate/evaluate.

    3. Writing is an act of communication that involves an author writing for a purpose and using a genre to reach an audience in a specific context--these elements constitute the rhetorical situation.

      Social annotation is writing for an audience, it is itself a rhetorical situation.

    4. You can recognize or trace how ideas emerge and combine to create meaning in others’ texts as well as your own.

      Annotation can be used to demonstrate.

    5. You can read texts closely to interpret and understand writers’ messages, and read texts critically to evaluate, critique, and question those messages and how they are constructed, including their use of language.

      Annotation can be used to demonstrate this skill.

    6. they make specific compositional choices in their writing

      Annotation as a means to make these choices more visible.

    7. Close and critical reading/analysis

      Annotation as primary tool/vehicle for this activity.

    8. You can provide respectful feedback to others and demonstrate responsiveness to readers’ feedback through reflection and revision.

      Key to social annotation.

    9. You can demonstrate perseverance and openness in developing your ideas and writing across time.

      Key to social annotation.

    10. reading, generating and discussing ideas, researching, drafting, reviewing and sharing our work, reflecting,

      Social annotation brings these activities together.

    11. In this way, writing is a social experience,

      Reading is social too!!

    12. does not always follow a linear path

      When we write we should be returning to the reading!

    13. multiple stages

      The writing process begin with the reading

  3. Jun 2022
    1. Usability equity.

      Is this subjective?

    2. Pocketbook equity. Does the technology or e-learning resource ensure zero out-of-pocket costs for all students? 

      Avoiding a student pay model helps here. Most edtech goes there because it's the easiest path to revenue.

  4. May 2022
    1. The students accessed the Hypothes.is platform as a web browser plug-in.

      Some of the inconveniences or confusions that arise in. this study would have been avoided if the Hypothesis LMS integration had been used. For example, students would not have had to added Chrome/plugin.

    2. Grounding in a primary document reduces the number of explicit references needed in order for comments to be understood (Honeycutt, 2001). If the source text is absent and not connected to a discussion, participants have to reconstruct the context, which has been referred to as communication overhead (Weng and Gennari, 2004).

      Some "science" about why discussion forums suck.

    3. I definitely preferred the website nature of Perusall over the plugin of Hypothes.is.

      This seems kind of ironic considering that Perusall is...not a website whereas Hypothesis browser plugin actually lets you annotate...the web. Perhaps "platform nature" is what is meant. It's true that Hypothesis is less a destination than a journey and that comes with some extra work.

  5. Apr 2022
    1. examine the summative writing for correlations between annotation and stu-dent writing outcomes.

      Can't wait!

    2. may open up space for more empathetic forms of coming to belief

      Annotation as encouraging empathy--not just with text/author but with other annotators--is such an interesting idea.

    1. Genius activities and encouraged students to “write down what they noticed

      In private pages on Genius or public ones? The former were at some point taken away. The latter are a radically different space for considering student writing. Genius has its own editorial process to which student writing would be subject, for one.

    2. encouraged collaboration, and mirrored social media practices familiar to students.

      I like the idea that social media practice is considered alongside formal "college" writing.

    3. Her view was that the more students engaged in course readings, the better they would be at leveraging those readings in their writing.

      But did this connect in anyway to the algorithm?

    4. Seatter calls for an increased focus on universal design and accessibility with Open Web SA technologies, seeing more inclusive features as helping make Open Web SA technologies “more objectively open technologies” (p. 10).
    5. SA technologies render the act of reading visible among a group, thereby enabling socially situated “first draft thinking” practices for learners to read and write together (see Kalir, 2020).

      Visibility of reading to counteract its traditional invisibility. It's writing that is usually the visible product of reading. To make reading itself visible is something new.


  6. Mar 2022
    1. I proceeded to take all of the papers to my childhood bedroom at my parents’ house, a conceivably more stable space to store such things.

      I've had a very similar experience. I have a giant metal filing cabinet that's moved with me from place to place over the years--with a long stop at my folks' house when I was in an apartment too small.

      I wonder if there's a connection between my love for annotation and my holding on to all that paper, writing, ideas.

    1. shifts reading from being primarily a solitary activity into one that is social, with these tools (broadly understood) “support[ing] social reading, groups sensemaking, knowledge construction and community building”

      Another paradigm I feel young writers are often burdened with that social annotation helps deconstruct: reading, writing, and learning are all deeply social activities.

    2. practices students employ while reading remain invisible.

      This is the key to the power of SA IMO.

    3. Document-based SA technologies (Document-based)

      What's not document based about the open web annotation model? It anchors to the doc at its origin.

    4. First, readers are writers who, for centuries, have added both informal and scholarly notes to their texts: manuscript glosses and scholia, book marginalia

      I feel this is so important in early college writing courses: to realize one is a writer, not "just" a reader.

    5. invite students to serve in multiple roles (tutor, expert, motivator, mentor, and collaborator)

      I've often thought of annotation as a way of "speaking back" to the text, situating the students as a scholar.

    6. the “fluidity” of written texts, and that processes of composition, revision, publication, reading, analysis, and discussion are fundamentally collaborative endeavors.


    7. cognition with composition (e.g. Traester, Kervina, & Brathwaite, 2021)

      Again, this idea of synthesizing various skills and practices too often experienced (IMO) as disjointed.

    8. a genre of communication that synthesizes reading with writing (e.g. Wolfe, 2002)

      I like this idea of annotation as a bridge between reading and writing.

    9. deceptively simple



  7. Feb 2022
    1. making students’ reading processes, motivations, strategies, knowledge, and under-standings visible to the teacher and to one another;

      "Making reading visible" means making reading visible to the reader for their own metacognitive understanding of "reading strategies" but also making their reading visible to the instructor so the instructor can better understand (metacognitiviely?) where individual students are at in their reading practices.

    2. making the teacher’s discipline-based reading processes and knowledge visible to stu-dents;

      This could be done with teachers pre-annotating texts for students or using Hypothesis on a demo text to model.

  8. Jan 2022
    1. moving in ways that are summer

      I love this line so much. Summer as a way of "moving" or a way of being in the world. So true! Of course it's a season too and a style. But it's also a consciousness.

  9. Dec 2021
    1. the physical act of writing can help you remember better than just listening or reading

      Annotation helps with retention and memorization.

  10. Nov 2021
    1. Remain conversant in developing texts, technologies, composing strategies (including those requiring computer skills), and standards recognized in the field of Rhetoric and Composition Studies

      Social annotation as a new way to read, annotate, and write could be key here.

    2. Use critical thinking and reasoning skills to analyze, to infer, to synthesize, to interpret, and to evaluate effectively, including information, arguments (i.e., premise, deductive and inductive reasoning, forms of appeal, and forms of evidence), and literary works as well as to argue effectively (i.e., to develop a position, reasons, evidence, and warrants) when presenting informationor analyzing and interpreting texts.

      These reading activities could be done through annotations, using tags to call out the various analytical moves.

  11. Sep 2021
    1. As a history instructor, for example, one of us requires students to locate archival photographs from the Library of Congress that might help illustrate the reading, link to them in appropriate places, and write a caption that explains why they’ve chosen the photograph.

    2. They may share a link to the biography of a person mentioned in the reading, or a news story related to the reading, encouraging their classmates to check it out. They may link to an image or map online that they think will help their fellow students better understand the reading.

      Great prompt ideas!

    3. The act of assigning shared annotations can help students think about reading as a social element rather than a private practice.

      But what are the benefits of reading being seen as social?...

    4. demystifying what has often been a private, individual practice.

      Is there evidence that the "mysticism" of reading leads to students dropping courses or school altogether?

    5. Social annotation, on the other hand, provides an unobtrusive way for faculty to focus on student reading and interpretation in any course that requires reading

      I.e. it's not just for English!

    6. First, instructors should provide students with multiple means of engagement, especially by helping students understand the wider significance of the content they’re learning. Second, instructors should provide students with opportunities to interact with course content in multiple ways, for example, by providing audio, video, and textual materials.

      Having a hard time distinguishing these first two principles. Is the first teacher-drive, providing different means for students to hook into material? And the latter student-driven, enabling different formats for student responses to said material?

    7. The UDL framework is helpful generally in working with students of a wide range of abilities;

      UDL addresses diversity of students in class.

    8. provide students with options for expressing their knowledge and ideas in several ways

      Like cognitive and affective?

    9. platform through which they can employ the principles of Universal Design for Learning (UDL) to improve engagement and accessibility for all learners.
  12. Aug 2021
    1. Work through each paragraph identifying the overall argument, claims, types of claim, evidence (and types of evidence), strategies, appeals, and rebuttals

      Do it with Hypothesis!

    2. identify the main elements of the argument

      Why not do this with Hypothesis?

  13. Jul 2021
    1. Crossing the Stage: Bachelor Degree Completion Programs

      Social annotation can be used to help students development fundamental "college" skills but also discipline specific skills and practices once on a degree pathway.

    2. For high-stakes courses (i.e., prerequisites), Santa Cruz has early alert programs to identify students at risk of failing a course early in the quarter and provide academic advising and support.

      Could Hypothesis data be used to inform this early warning system?

    3. Santa Cruz would create a community of teaching professors and graduates students to more effectively bring new teaching techniques to courses
    4. Enriching the culture of these courses
    5. Santa Cruz is increasing the proportion of curriculum available online, including fully online degrees building on courses created through ILTI (24 courses and high demand courses now offered in summer).
    6. UC campuses are integrating online technology into existing courses, expanding the number of courses available online,

      There's a definite need then to make these not just simple platform based courses, but to add third-party tools that deliver on the learning not just the management piece of online education.

    7. proactively helping students engage more deeply in their educational experiences,
    8. importance of cohort-based learning
    9. Research findings from the UC Undergraduate Experience Survey (UCUES) show that students with a lower sense of belonging (on the campus) have lower graduation rates than their peers (see Figure 4).
    10. I also was able to network a bit, making some friends in the process.

      Social annotation can enhance sense of community and belonging in students which can in turn increase retention, especially in first generation students.

    11. learning new skills to handle college courses
    12. The first step to increasing degree attainment is ensuring students get off to the right start.

      How do we know if they do? Hypothesis social annotation can act as an early impetus for students and early warning system for instructors.

    1. would allow UC to confer 1.2 million undergraduate and graduate degrees by 2030, a 20 percent increase over current projections.
  14. Jun 2021
    1. whether the challenges associated with critical reading in the digital age could be addressed through both tool- and pedagogy-based interventions.

      Also starting with Wolf, Maria Konnikova asks and similarly answers the same question in a (heavily annotated) New Yorker article from a few years back.

    2. to state them “explicitly,” teach them “directly, and [require them] in students’ work” (Horning 2007: 3).

      Yes! I often talk to instructors about using Hypothesis's tag feature to explicitly call out these micro-processes that are part of reading "well."

    3. renewed focus to reading as composed of sequential and increasingly complex steps


    4. The page paves the way to one’s personal reflection in the same way that a front path leads to one’s home


    5. stronger reading practices online.

      Yes! We're not going to stop students from reading online.

    6. Such a return to print-based reading could prompt the considered belief formation that scholars agree is the best defense against misinformation

      I know a "however" is coming, but obviously this presumes that the canon of scholarship/publication is not itself a kind of "bubble."

    7. Pedagogy to Disrupt the Echo Chamber

      This is a pretty great title!

    1. When learners have adequatedomain understanding and self-regulation skills, a lower level of instructor involvementmay provide moreflexibility to learners while also reducing the instructor’s workload

      So is degree of instructor involvement merely a factor of level of course?

    2. some earlier-starter students communicated challenges with the timing of participationas they needed to check back multiple times to read their peers’contributions

      This is a perennial issue that has a technical solution (notifications) but also needs to be addressed culturally. "You should be checking back, rereading the text and our own and the comments of others!"

    3. rereading

      Definitely a key "means to an end" goal for annotation IMO.

    4. As Web annotation activities generate digital trace data that provide indicators oflearning, one approach worth considering is to derive learning analytics that extractsannotation data to be analyzed for evaluation purposes.

      This would be a cool project, DHSI friends...

    5. useful for peer interaction but less valuable for thecreation of course community

      What's the difference here?

    6. some peer annotations might evenimpede their understanding

      I've never really heard this before, though it's clearly an issue when thinking about public annotation on the web in terms of the whole "don't read the comments" thing.

      I suppose it's also a pedagogical dilemma. Can noise be as instructive as signal? Is distinguishing the two, and perhaps leveraging both, part of the work of educaiton?

    7. In the COVID-19 pandemic

      In the end I'm not sure this great review of the literature has much to do with the pandemic or even specifically remote teaching and learning.

    8. The authors suggested instructor facilitation wascritical for achieving the desired outcome.


    9. provided sufficient scaffolding

      Would like to see the how here…

    10. The annotations wereextracted from Diigo for groups to discuss and construct well-reasoned arguments.

      Love the idea of harvesting annotations for summative assignments.

    11. orchestrating knowledge construction

      While I don't disagree with the concept, it's interesting that the instructor has the agency here in what is often seen as a more horizontal activity.

    12. socialconstructivist views of learning

      While I agree, I also sometimes think about where on the social constructivist spectrum different kinds of Hypothesis/social annotation activities fall.

    13. One challenge facing the use of social annotation is the occurrence of“low-quality”student annotations.

      There's an assumption here about the utility of an annotation. Is it only supposed to convey meaning? Or could it convey confusion that would occasion meaning making through peer to peer learning or instructor intervention.

    14. processing domain-specific knowledge,

      While not specific to just this use case for social annotation, I'm a big advocate of leveraging tags to aid in metacognition around this type of annotating.

  15. May 2021
    1. In my own institution,

      It seems like these types of support vary depending on institution. Some schools have an obvious and active center for teaching and learning. Others not so much.

  16. Apr 2021
  17. Jan 2021
    1. Apr 25, 2018

      Some people have been thinking about these issues well before the pandemic and I hope we'll continue to be thoughtful about creating online spaces even after remote education isn't a medical necessity.

    1. This division is severe enough to call to mind the disagreements between the colonists and King George, and those between the Confederate and Union forces in the Civil War.

      Eerie to read this in the aftermath of the Trump Insurrection January 6, 2021.

    2. restoration

      What the problem is with current approaches isn't laid out clearly at the start.

    3. Americans will never falter in defending the fundamental truths of human liberty proclaimed on July 4, 1776.

      We're always faltering. That's the point. Faltering and learning from our mistakes to form "a more perfect union."


  18. Oct 2020
    1. has a weight you can feel Hanging on you, & then it’s there – that Point – whatever – which, now, while It’s happening seems to be constantly slipping away, “Like the sand through your f


  19. Jul 2020
    1. This is the sergeant5 Who, like a good and hardy soldier, fought ’Gainst my captivity.—Hail, brave friend! Say to the King the knowledge of the broil

      not capturing line breaks...

    2. 10

      think about xyz

  20. Jun 2020
    1. Almost all are affected by the physical isolation measures and lack of human contact.

      I feel like my kids' school did well to equip them with good apps to keep up with their academics. What was really missing was the social aspect of their schooling. I'm hoping that if they are online in the fall that there will be more attention to this.

    1. ed tech)

      Why no dash?

    2. Amnesia

      One thing I really like about annotation is that it's "nothing new" right? It actually asks us to remember an analog practice and revive it.

  21. May 2020
  22. Mar 2020
    1. Strategy 7. Reimagine advising and support services.

      The future is leveraging the data and content of social annotation in order to inform advising and other support services.

    2. ▪      Peer-led study groups.

      Reading socially can be used to address equity gaps:

      • encourages students to collaborate
      • learn from each other
      • realize they are not alone in their confusion, etc.?
    3. emphasize Instructor presence

      With collaborative annotation, the instructor can be "present" and engaged during one of the most isolating but crucial academic experiences: reading.

    4. active learning pedagogies

      Like social annotation!

  23. Feb 2020
    1. /

      what do you call this thing between the numbers in a fraction?

      dividing line?

    2. 1/4

      annotating a full fraction

    3. 1/

      this is me annotating a piece of a fraction

    1. Gerstle Cove Campground is situated atop the coastal bluffs on the ocean side of Highway One and offers 30 family campsites. 

      This is where we want to stay