3,714 Matching Annotations
  1. Sep 2015
    1. The carceral state has, in effect, become a credentialing institution as significant as the military, public schools, or universities—but the credentialing that prison or jail offers is negative.

      I once heard a speaker refer to prisons as "universities of violence."

    2. him

      Now male?

    3. the incarcerated begins to adjust to the fact that he or she is, indeed, a prisoner.

      Curious to use such impersonal language here.

    4. No Frills Prison Act,

      !

    5. The Gray Wastes differ in both size and mission from the penal systems of earlier eras.

      Others--and I'll dig for the references--have argued that the current prison system is a continuation of a long history of incarcerating and enslaving black people in the US.

    6. Employment and poverty statistics traditionally omit the incarcerated from the official numbers.

      Honestly this is insane. I don't understand what logic could allow this to be the policy.

    7. Moynihan.

      At this point, I'm not sure what Moynihan really has to do with this article/argument.

    8. a 1992 Justice Department report read. “The truth, however, is to the contrary; we are incarcerating too few criminals, and the public is suffering as a result.”

      Yikes!

    9. Imprisonment rates actually fell from the 1960s through the early ’70s, even as violent crime increased. From the mid-’70s to the late ’80s, both imprisonment rates and violent-crime rates rose. Then, from the early ’90s to the present, violent-crime rates fell while imprisonment rates increased.

      To be clear, I am 100% on board with the overall argument here. But. Doesn't this graph suggest that indeed for much of that time, incarceration rates correlate to crime rates? There does indeed seem to be a moment at which this became very untrue, but not until the 90s, well after Moynihan.

    10. It was the method by which we chose to address the problems that preoccupied Moynihan, problems resulting from “three centuries of sometimes unimaginable mistreatment.”

      Assuming the logic of this claim will be taken up below...

    11. But America had an app for that.

      Slightly cringe worthy line, IMO. If only because this is the hinge on which the logic of the article to this point rests. Something stronger (less cute) needs to hold together this transition to the "Age of Mass Incarceration."

    12. Moynihan was, by then, embittered by the attacks launched against him

      These are really just functioning as end/footnotes. As such, I'd rather them be that, at the end. Here they actually disrupt the flow of a sentence. Either way, that's bad placement.

    13. William Ryan, the psychologist who first articulated the concept of “blaming the victim,” accused Moynihan’s report of doing just that.

      And in taking as its focus the pathology "Negro family"--even contextualized historically--it really did.

    14. People who read the newspapers but were not able to read the report could—and did—conclude that Johnson was conceding that no government effort could match the “tangle of pathology” that Moynihan had said beset the black family.

      This is really interesting. Not that Moynihan's "Report" is free of racial bias, but it's almost as if the news coverage or just general racial sentiment just heard what it wanted to hear.

    15. Despite its alarming predictions, “The Negro Family” was a curious government report in that it advocated no specific policies to address the crisis it described.

      Looking back at the section above, I'm thinking how cool it would be to read Moynihan's report annotated by TNC.

    16. This is just a temporary annotation. :)

    17. a tangle

      A term with particular resonance here. Moynihan's most quoted chapter is his "The Tangle of Pathology."

    18. product of a broken home and a pathological family

      Terms typically associated with African Americans thanks to the rhetorical-political tradition in which Moynihan's "Report" was a seminal work.

    19. Moynihan as a human.

      Seems a valuable exercise.

    20. it's time to reclaim his original intent.

      Given how history has looked at Moynihan's doc--and the paragraph previously acknowledges it's "tragic" role in US history--this is a bold claim.

    1. Valley Girls.

      Lexically different form of the word, no?

    2. But why “Like”? Why not “Love,” or “I agree,” or “This is awesome”?

      What's the difference here? "This is awesome" just sounds like better branding.

    1. The child should make them his own,

      Had been thinking of Whitman and Emerson much in the reading thus far and am finally able to make the connection. From "Song of Myself":

      Have you reckon'd a thousand acres much? have you reckon'd the earth much?

      Have you practis'd so long to learn to read?

      Have you felt so proud to get at the meaning of poems?

      <br>

      Stop this day and night with me and you shall possess the origin of all poems,

      You shall possess the good of the earth and sun, (there are millions of suns left,)

      You shall no longer take things at second or third hand, nor look through the eyes of the dead, nor feed on the spectres in books,

      You shall not look through my eyes either, nor take things from me,

      You shall listen to all sides and filter them from your self.

    2. Corruptio optimi, pessima.

      "The corruption of the best is the worst of all" according to MW.

    3. "inert ideas" -- that is to say, ideas that are merely received into the mind without being utilised, or tested, or thrown into fresh combinations.

      Love this! Great argument for active/project-based learning.

    4. most useless

      Really, more so than the uninformed "man"?

    1. teem

      Plentitude so important in the beginning but later (in the scripture/in history) so many moments of scarcity.

    2. subdue it.

      Does this include the "wild" animals mentioned above?

    3. “Let us make mankind in our image,

      The way this is phrase it seems like "mankind" has been thought of/even discussed before. There's an assumed understanding that man was going to be created; "he" needs no introduction.

    4. the livestock,

      Curious about this word in the original. Seems like the concept of "livestock" is dependent on the existence of "man."

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    5. good,

      What does "good" even mean here? Morally "good"? Architecturally "sound"?

    6. God called the light “day,”

      I've always loved that the act of naming, of linking words to things, was so important in the Old Testament.

    7. God saw that the light was good,

      Makes God sound like a real artist, experimenting with color, etc.

    1. een greased and dusted with flour, and bake in a cool oven. As soon as baked turn cakes out on a sieve and dust while hot liberally with vanilla sugar.

      test

    1. Mindfully

      I like this Buddhist language.

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    2. Twenty-five years ago

      I was 12 then.

    3. (i.e. 140-character updates and pictures)

      Or should we adopt this format of writing--and it is writing--as a form of literate expression?

    4. Discuss the pros and cons in using images or video to tell a story versus text--what is better expressed in each form and what are the drawbacks?

      Because of course students writing online will have to make these decisions as well, deploying images strategically in their own web compositions.

    5. we can teach how to decode digital media

      I think the NYTimes Learning Network's "What's Going on in this Picture" feature does a great job of getting kids to start thinking about images specifically.

    6. We must be digitally literate, too.

      So many definitions for this phrase at this point. What does it mean?

      • The ability to navigate online platforms?
      • The sense to do so responsibly?
      • Online research skills?
      • Image and video analysis skills?
      • Coding fluency?
      • All of the above?

      Anyone have a good definition or able to point to one?

    1. Perhaps I should mention that my colleague is from Japan.

      Powerful rhetorical move here.

    1. connect in- and out-of-school learning

      break down divide between intellectual work of school and organic inquiry of students

    2. Connected Learning, has emerged as a powerful way to connect fragmented spheres of a young person’s life—interests, academic and work opportunities, and peer culture.
    1. The platform offers a wide variety of attractive style templates.

      And you can automatically embed the hypothes.is annotation application within the book if you want. See it in action here.

    2. an anthology of student writing

      Or an anthology of public realm literature annotated by students using hypothes.is!

    3. but one problem I have with it is that you have a choice of your annotations and highlights being public or private – you can’t have a private group, so far as I can tell.

      As is pointed out above, we will be launching just such a feature in a matter of weeks: the ability to create a closed group that can annotate privately anywhere on the Internet.

    4. this project doesn’t rely on monetizing user data (what Shoshana Zuboff recently called “surveillance capitalism”)

      Really pleased that Fister brought up this point. Many are, but I think more teachers need to be thinking about the politics of the tools they use, particularly because it's not just them that's signing up, but often their students too.

    5. magical venture capital dust

      It's a dangerous sort of magic indeed:

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    1. This has not been a scientist's war; it has been a war in which all have had a part.

      It kind of blows me mind that the end of WWII is the context for these early dreams of the Internet. Is it the hope experienced in patriotic collaboration toward technological innovation? That's what Bush seems to acknowledge explicitly. It's a techno-militaristic union that haunts us to this day (#prism). But I wonder too if it's the precarious of knowledge, or perhaps the destructiveness of knowledge, that also inspires Bush...

    2. Wholly new forms of encyclopedias will appear, ready made with a mesh of associative trails running through them, ready to be dropped into the memex and there amplified.

      It's the blazing of these "associative trails" that for me is the great potential of hypothes.is. But the cairns need to be better discoverable. If it weren't for Twitter I would never have returned to this document today. Hypothesis needs to have its own amplification systems. #letmefollowthispage

    1. the introduction of an interactive annotation component helped

      So #meta!

      This is the point in the syllabus where Professor DeRosa drops the mic. Nicely played, @actualham!!

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    1. due to digital communications tools, social media and the Internet
    2. And no tool digital communication tool fosters this more than collaborative annotation, which engages citizens with the primary sources of politics and directly with each other.

    3. activities through which people share their opinions

      This page and all the links are critical resources for this project.

    4. What is the relationship between young people's online activities and their political participation?

      Teaching that there is such a connection should be a priority for digital pedagogues.

    5. reshaping the manner in which young people participate in public life?

      Well, simply put, they are. When else in history would this have been possible for a farm boy. Seriously, though, young people have public personas today like they never have before.

    6. How can policy makers, educators and software designer promote frequent, equitable and meaningful political engagement among youth through the use of digital media?

      Two words: open annotation.

    7. what it means to be a citizen in the 21st century for a new generation of Americans.
    8. the prospect that new media can become a bridge to young people's involvement with politics and other democratic institutions.

      Quote this somewhere...

    1. HASTAC,

      Potential partner?

    2. interdisciplinary research networks—one on youth and participatory politics and another on connected learning

      Get involved here...

    3. MacArthur is supporting the Mozilla Foundation to develop the technical infrastructure to make Open Badges possible.

      Interesting.

    4. Connected learning also uses the tools of our connected age to link learning in school, home, and the community so lessons are reinforced and supported in multiple settings.

      Can't get over how perfect hypothes.is could be for this kind of pedagogy. The only thing I think we're lacking is a more robust social experience to annotation:

      • more easy/elegant to share on FB/Twitter
      • more ways to follow people and pages, receive notifications
    5. positioning them as the makers and producers they will need to become to be successful in work and in life.

      knowledge producers/cultural, political participants

    6. and the learner to inspiring peers and mentors

      As on Twitter, a student using hypothes.is could connect with classmates and others on topics of interest

    7. A new approach called “con-nected learning” has emerged from this work to become an important framework for rethinking and supporting learning for the 21st centur y
    8. learning that is relevant

      How is relevant defined? By student-centered inquiry?...

    9. how digital media are changing the way young people learn, play, socialize, and participate in civic life.

      Yup!

    1. Go on a campus tour

      I like this one. I also think it's great to learn about campus institutional history and incorporate that stuff into curriculum where appropriate.

    2. Try starting each class by acknowledging that your subject is difficult

      And that you (the professor) are by no means an expert, or at least not the only expert, and not always right/certain.

    3. generational finger-pointing concerning students’ behaviors.

      Facebook has become an unfortunate forum for such complaints among some of my academic "friends."

    1. begin developing a professional presence.

      Yes!

    2. open the door for others outside the walls of the course to contribute their knowledge to the discussion.

      Not to mention opening the door for our student to share their knowledge/learning/expertise with the world.

  2. www.schooljournalism.org www.schooljournalism.org
    1. ASNE

      American Society of News Editors=possible partner/funder

    2. news literacy curriculum

      I like this idea a lot. Annotation seems as though it could play a major role here.

    3. John S. and James L. Knight Foundation, the Robert R. McCormick Foundation and the Donald W. Reynolds Foundation.

      Funders of this theme.

    1. active, informed, responsible, and effective citizens.

      Note adjectives here:

      • active as in participatory
      • informed as in well- and critically-read
      • responsible as in listening to others, acting reasonably
      • effective as in taking action that has results
    2. young people from disadvantaged backgrounds are far less likely to be informed and to vote.

      Emphasis on peer to peer learning, open, free software...

    3. civic education

      ...and civic appreciation and civic enthusiasm...

    4. COLLABORATION AND INNOVATION

      Great words through which to think about cvic engagement of youth as an end in itself and a practice of important learning skills.

    1. Digital Inspiration: The Best Tools for Annotating Web Pages,

      Pretty cool to see how much things have changed in the last 4-5 years. Not just the tools but the very meaning of what it might mean to annotate the web has changed.

    1. Before class, copy the text of the article your class just read as an HTML document into a publishing tool such as Dreamweaver or a Wikispace. One strategy for republishing the article with its HTML tags is to view the document in the link above, select View and Page Source in your browser, then copy and paste the source document into your Web publishing tool.

      Or just use a web annotation tool like hypothes.is and annotate on the nytimes.com!

    1. fancy features such as videos and interactive games are more of a distraction than a valued tool.

      What about distinctly non-fancy features like annotation?

  3. Aug 2015
    1. we also need a good simple text editor to create our pages. You cannot use a rich text editor or a word processor.

      I feel like this is the first step in moving beyond the prefabricated tools most people are used to navigating the web with.

    1. Teachers implementing the Common Core State Standards for reading

      I'm really excited to connect with educators implementing the CCSS for reading and experiment together with how hypothes.is might be helpful to their students. Let me know if that's you!

    2. to comment on student writing published online.

      And, of course, there's the peer review use case as well, having students comment on each other's writing online. Maybe I should have made this "20 Ways to Annotate with Students"!

    3. 2. Annotation as Gloss

      This encyclopedic voice is the primary vocal register used by users of (Rap) Genius. See their guidelines here.

    4. (Users can create unanchored annotations for this purpose using the annotation icon on the sidebar without selecting any particular text within a document.)

      Thanks to feedback from our users and would-be-users, we've come to recognize how important document-level annotations are. Expect improvements to the creation workflow and UX in the future. (Look out, Diigo, here we come!)

    5. is a great example of students creatively responding to a text through annotation.

      This video is one example of his students' creative work and was attached to particular passage in Lear. (Yes, I know, hypothes.is needs to allow for video embedding in annotation. Do me a favor, email support@hypothes.is demanding so.)

    6. (and online writing in general)

      Who will (or has) written the Strunk & White for the digital age?

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    7. (This is how the rhetoric department at UT-Austin, where I taught while getting my PhD., structures their freshman composition courses.)

      They divide their First Year Writing course into three units: Describing a controversy and mapping the various positions within it; Analyzing a position within a controversy; and, Advocating a position within a controversy. More detail here..

    8. Billy Collins’ poem “Marginalia”

      The poem opens:

      Sometimes the notes are ferocious,<br><br> skirmishes against the author<br><br> raging along the borders of every page<br><br> in tiny black script.<br><br> If I could just get my hands on you,<br><br> Kierkegaard, or Conor Cruise O’Brien,<br><br> they seem to say,<br><br> I would bolt the door and beat some logic into your head.

      Annotated by myself and others here on Lit Genius.

    9. but in conversations with educators of late I’ve come to realize that we often mean different things by the word “annotate.” Annotation connotes something distinct in specific subject areas, at different  grade and skill levels, and within certain teaching philosophies.

      One group I've been in conversation with lately that has troubled my idea of what it means to annotate is the National Writing Project community.

      One particular conversation with those folks took place as part of an Educator Innovator webinar that you can watch here.

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      Thanks, Erick Gordon, Adele Bruni, Nathan Blom, and Louis Lafair!

    1. but in conversations with educators of late I’ve come to realize that we often mean different things by the word “annotate.”

      In particular, a recent NWP webinar with professors, teachers, and students about web annotation influenced some of my thinking here. Thanks to Erick Gordon, Adele Bruni, Nathan Blom, and Louis Lafair!

    1. At the same time, as Dennis Tenen has recently reminded us,25 we should not wait for readers to visit specific platforms to peruse (for example) famous and complex texts of world literature. Much better than trying to carry readers to specific sites of annotations will be to carry the annotations to the readers, i.e. to whatever version of the text (print, online) they happen to have in front of them. Ideas of how to do so are currently being hatched.

      This is particularly exciting and interesting. It seems such a system would have to be built on open annotation standards.

    2. a text that virtually speaks for itself (with just a little help from outside)

      Is there any such text? Doesn't accessibility depend on who the reader is? And aren't there an infinite number of potential readers/classrooms (different skill levels/contexts) to the point that no text truly speaks for itself?

    1. Dinerstein explores the idea of technology as a kind of secular American religion, focusing primarily on the exclusionary practices of such a posthuman theology.

    1. discoverable if I can simply remember any word from the highlight.

      Need a tagging feature.

    2. "a decent digital commonplace book system."

      Great tagline.

    3. least useful ways possible

      What's missing, do tell?...

    4. My library goes from being inaccessible to being a sprawling digital memory.

      Well said. Could be a tagline for hypothes.is...

    5. The Kindle's highlights and notes are invaluable to me:

      But so much is missing from that library, no?

    1. The Problems with Genius,

      Genius ends up being a strawman for this advertisement for Lacuna Stories. Ultimately, it's pretty easy to compare a small university-based education product favorably with a large, venture capital project with multiple audiences.

      If Education Genius falls short of Mike's aspirations for annotation in the classroom (and he does make some solid points), it's not because it was conceived of as such.

    2. believes in making everything public, all the time;

      Except when a page is private, a feature Mike actually outlines in the previous blog in this series.

    1. I don’t think it’s nearly enough to make it something I would rely on for teaching.

      [insert link to Lacuna Stories]

    2. the platform enforces this specific dynamic.

      Overstatement. Again, rarely was the platform used in this way. And platforms generally, especially Genius, can be hacked for teachers to get what they want out of them.

    3. I prefer to facilitate discussion, not to lecture.

      Except here apparently, which reads like a lecture and was researched without discussion with the principles involved at Genius.

    4. This role also allows instructors to have their annotations marked as by a "Verified Educator"

      Again, this was how the Educator role was hacked together. It's actually rather boring, but in order to allows teachers to create their own annotation-free copies of texts, we had to make them "artists"/"authors" of these texts which made them "verified"--Genius's term for a user annotating their own work.

    5. it actually puts the instructor in the role filled by Genius editors: gatekeeper. In this scenario, the instructor is the person who allows students to see each other’s annotations and who combines suggestions from the class into a coherent, single annotation of a passage. Until an annotation is "accepted," it will be marked in red. Once accepted, it is no longer editable by the student who created it.

      Again, Mike made no effort to speak to me about this article or understand the complicated history of these feature developments.

      I was in charge of Education Genius at the time, trying to carve out the space for the kind of work I know Mike also wants to get done in classrooms through his own annotation service, Lacuna Stories.

      That the Educator role was forked from that of the Editor was for expedience--I had a lot of trouble getting education-specific features added to the site for my project and this was one of the compromises.

      Rarely did Educators ever actually make use of these editorial privileges.

    6. who combines suggestions from the class into a coherent, single annotation of a passage.

      Again, this is rarely how the tool was used by Educators.

      Really the whole Education movement at Genius was a kind of non-technical hack. From the start when I played around with it in my classroom, I had to manipulate the existing features to make it work for my learning goals. Because we couldn't always get the resources devoted to developments we wanted, the Educator community often manipulated the system in order to make it work for them.

    7. the instructor is the person who allows students to see each other’s annotations

      Not actually true. All annotations are visible once created on the site. They are simply marked as unreviewed. Many teachers left their students' annotations as such.

    8. Even though we cannot expect Genius

      I really can't believe the author didn't catch their own snobby tone in reading this piece. There are some reasonable arguments here but this attitude really undercuts them.

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    9. Yet, this model is the one that Genius wants to impose upon literature, as it expands beyond rap lyrics into several other realms.

      In fact, at the time of this writing, Genius had already begun to allow what they called "personal annotations" alongside of the more encyclopedic ones Mike describes here.

      The language of "imposition" and tone of Genius as some kind of monolithic force in the world also ignores a basic way that emergent technology...well...emerges. Many of the issues Mike raises were often discussed at Genius throughout its evolution from a rap lyric website.

      Though an acquaintance of mine (while I worked at Genius), Mike didn't bother to talk to anyone at the company for these essays.

    1. Imagine reading Lolita for the first time where it is littered with typical responses to the novel from a naive reader: apologetics for Humbert Humbert.4

      This isn't that scary to me, honestly. I think it's great for a young person to encounter such a text alongside their peers. And for them to learn how to navigate both the problems (bias, ignorance) and possibilities (conversation, engagement) therein.

    2. This model fails to respect the possibilities of divergent readings and collapses ambiguity into single narratives authored via consensus.

      Really? Can't an annotation, just like a Wikipedia entry share a number of possible interpretations?

    1. “If you’re a good Amazonian, you become an Amabot,” said one employee, using a term that means you have become at one with the system.

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    2. “We’re trying to create those moments for customers where we’re solving a really practical need,” Ms. Landry said, “in this way that feels really futuristic and magical.”

      "...futuristic and magical" and insane! (Full disclosure: I'm a Prime Member.)

    3. old, lumbering company

      Not an old lumbering company as I first read it. I was like, "That's a career shift!"

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    4. “It would certainly be much easier and socially cohesive to just compromise and not debate, but that may lead to the wrong decision.” Tony Galbato, Amazon vice president for human resources

      This seems sensible. But I don't know how many companies go by the motto: "Don't debate ideas, just figure out a way for everyone to be right. Yeah!"

    5. and ways to restock toilet paper at the push of a bathroom button,

      I really thought the Dash campaign was a metaphor for Amazon's convenience more broadly until today.

    6. The internal phone directory instructs colleagues on how to send secret feedback to one another’s bosses.

      Okay, that is "peculiar," though I might use a different adjective.

    7. toil long and late

      How "peculiar"?!

    8. “I’m Peculiar” — the company’s proud phrase for overturning workplace conventions.

      Honestly, none of this stuff sounds that unconventional to me. Strange how "Think different" has become think the same for much of Silicon Valley.

    9. “Climb the wall,” others reported.

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    10. Amazon employees entering the company’s offices in Seattle. It recently became the most valuable retailer in the country. Credit Ruth Fremson/The New York Times

      Dunno that I've ever seen a gif for a photo at the Times before

    1. Thoughtfulness is almost beside the point, in many cases, if you can produce something enough people will want to associate with the curation of their core beings.

      Not to defend the endless curation/commercialization of self promoted by social media (read: Facebook), but this article is clearly biased toward the writer v. reader. I'm not sure that the billions of people on Facebook and Gawker are "thoughtless" though the thinking is certainly different than what it takes to read/write a longform article.

    2. The internet of 10 years ago has become the old media it railed against,

      At this point, I'm losing track of the argument. Seems like a lot of what is identified as the current state of affairs is quite different from the world of "old media." The death of longform attention span. The rise of the reader curator? Isn't is the opposite?

    3. And none of us — neither media professionals, nor readers

      Are these two groups really aligned? They don't even same to be aligned later in this very article...

    4. Mobile has ultimately downplayed the importance of words. Indeed, the fewer, the better. (God forbid you are reading this on a phone.) Images and video are king.

      Has this really stopped the drive of print publishers to translate text to mobile, though?

    5. Facebook on August 6, 2005. (Archive.org)

      Awesome image!

    6. But to someone not entrenched in the world of the media (which is the vast majority of everybody), it's just another Facebook content provider.

      But within Facebook I'm more likely to click on a Gawker link than a less known, respected brand.

    7. The internet has made it clear that the kinds of things that people want to read are sort of an endless collection of what's cool.

      Oh, god, it's true. I'm so ashamed.

    1. It’s just one of the things that makes Amazon peculiar.

      Is it though? And especially given the corny as heck images used below to illustrate the principles.

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    2. Although leaders pay attention to competitors, they obsess over customers.

      Want to play this message I received the other day from some guy at USA Pool Supply after I clicked to report a "defective product" up receipt of a Squiddy:

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      Message was like a minute long and he explained in detail how to fix the broken Squiddy--guess it happens a lot. He was right. And they still issued a refund.

    1. It becomes harder to ignore advertisements or intrusions.

      Because they're personalized? I'd rather someone call out my name and say "Jeremy, this is something you actually care about based on evidence," rather than "Hey you, you should buy this, it's cool generally speaking to your demographic we think."

    2. When billions of people hand data over to just a few companies, the effect is a giant wealth transfer from the many to the few.

      Totally on board with the broad rational here, but for argument's sake, is it really "handing data over"? It may not be worth as much as my personal data (and certainly not as much as the cumulative data of all FB's users), but we are getting something in exchange, aren't we? There is a service there, right? And it is worth something, isn't it?

    3. “consumers overreact to free.”

      Free really does make us behave irrationally.

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    4. For the most valuable innovation at the heart of Facebook was probably not the social network (Friendster thought of that) so much as the creation of a tool that convinced hundreds of millions of people to hand over so much personal data for so little in return.

      As such, it is (or will be) the greatest bait and switch in history. Truly an amazing feet of marketeering that the majority of people on FB do not (yet) see it this way.

    5. We are their customers,

      I've tried to contact customer service, though, and never got a response. They're clearly not set up for that, unlike, say, how an airline is.

    6. arbitrage

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    7. wrote that she wanted to pay for Facebook

      In the NYTimes, annotated here.

    1. The thing is: I quit, but no one else did. They continued to weave this great net, and catch everyone in it.

      The retrospective tone of this article reminds me of Ethan Zuckerman's "The Internet's Original Sin from the Atlantic.

      And the whole "caught in the net" thing of course reminds me of:

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    1. blend creation and criticism

      I want to hear more about how this part of the assignment was articulated for students. I love the idea of breaking down the line between criticism and creation. I simply want to know what the prompt was for "how to annotate."

    2. What is new is the ability to make this meaning-making communal and public through digital media.

      Really? There weren't public and collaborative forms of meaning-making before the web?

    3. Jenkins believes that “popular media representations often set so-called digital literacies at odds with the values and norms of traditional print culture”

      Collaborative online annotation is an easy way out of this false binary: as an age-old learning practice it can't really be questioned.

    4. lead students deeper into the text, not away from it.

      Again, part of what is unique about annotation in comparison to other forms of textual response is that it is inline and inextricably linked to the text itself.

    5. anyone with a digital voice.

      But who exactly is that? It's still a limited, if expanded group, right?

    6. for future classes and the general public to use.

      I really like the idea that this is not just for class use for one semester, but framed as part of a contribution to a community, whether that be the students of LaGuardia over the years or a broader public.

    7. more than mere consumers of ideas.

      Annotation powerfully enacts this by not only encouraging close, active reading, but--particularly as set up by this assignment--respecting students as scholars themselves with some knowledge to share with the world.

    1. The student account option provides a greater privacy for the user

      How exactly? No associated email? Limited visibility?

    2. Teacher Console, where the teacher can create and manage student accounts, with student email addresses being optional)

      2 things of import here:

      1.) teachers need to be able to create student account easily.

      doing so by listing a bunch of email addresses seems a first step.

      being able to sync with lists of students in school/LMS databases would be another feature down the road.

      2.) signing students up without email addresses would cover some concerns about privacy of student data schools have.

    1. which kicks off tonight,

      Article dated 8/12 but I believe the actual premiere is the 16th.

    2. the rise in urbanity requires all of us to master the multicultural beast that is the city. We figure out the city or we fail.

      I'm intrigued here (and above) by this notion of "mastery" or "figuring it out" that seems to important to Simon. I wonder if that really should be the goal. I wonder, even, if that was the effect or point of "The Wire": the city and its machinations remained elusive throughout that series.

    3. A black boy and a white boy smoking marijuana: The black kid’s about 3.7 times more likely to be arrested for it, even though there’s no difference between marijuana usage in our country.
    4. They had to get a white couple to pose as them through the Fair Housing Council in order to be the first black family to move into the town.

      Wow! I'd like to hear more about that story...

    5. the result of conscious housing policies.
    6. with the real estate agent realizing he was caught in a ruse.

      Probably because he was now breaking the law by selling a house to a black family. That's how messed up the FHA system was.

    1. we can become more perfect.

      A not so subtle reference to Obama's famous "A More Perfect Union" speech), one the most famous of his career given during the 2008 election.

    1. In his talk "The Disruptive Nature of Technology,"15 Udell laid out a vision in which K-12, colleges/universities, and open-source programmers are encouraged to help learners create "coherent personal digital archives" that seamlessly integrate with a wide range of institutional systems.

      @judell is now director of product at hypothes.is!

    1. automation proponents

      Again, who is actually advocating for automation as an end in and of itself?

    2. Its name: ELIZA – yes, named after Eliza Doolittle in a working-class character in George Bernard Shaw’s play Pygmalion, who is taught to speak with an upper-class accent so she can “pass.”

      LOL. Lots to be done here with labor, gender, etc.

      Image Description

    3. And what sorts of signals are the machines gathering in turn?

      This piece of the equation does scare me.

    4. Predictably contrarian, Vox’s Matt Iglesias laments that ”Robots aren’t taking your jobs – and that’s the problem.“

      I found Iglesias's argument compelling in this piece and would like a more formidable response. (Here's an annotatable version.)

    5. Men versus machine.

      I guess it's this over simplified dichotomy that I take issue with. Again, consider Thompson's answer to the question in relation to IBM/Watson, "Which is smarter at chess—humans or computers?"

      Neither. It’s the two together, working side by side.

    6. What happens when the whole educational process is offloaded to the machines – to “intelligent tutoring systems,” “adaptive learning systems,” or whatever the latest description may be?

      I'm not sure why I'm feeling so reactive to this talk, but again, who's suggesting a complete "offloading"?

      And is a complete offloading even possible? Just as we should remember that capitalist human beings fund many educational technologies, shouldn't we also remember the many other human beings who labor to build these technologies.

      This argument "against robots" seems to replace technology with robots, erasing the human labor that goes into producing and supporting any technology.

    7. Even the tasks that education technology purports to now be able to automate

      Is the claim really automation? Or something more like facilitation or cooperation as Clive Thompson envisions in this excerpt from Smarter Than You Think? I'm not really sure who is claiming to fully replace teachers...

    8. “They make great university professors,” says Harry Domin, the general manager of the robot factory.

      !

    1. Formal education is as much about power and compliance, conformity and regulation as it is about knowledge, mastery, intelligence, ingenuity, creativity innovation, or originality.   Like the penitentiary that evolves at the same time, it is about a system of social regulation, where deviation has consequences--advancement, recognition, achievement, graduation, and awards, or detention and failure.

      I love me Foucault (acknowledged in the bibliography below), but I'd rather not completely do away with the socializing value of education. Isn't it also important to follow some rules, learn some things that are mandated?

      I think introducing student-centered learning, indeed making it central, can be done alongside some more traditional forms of education. (Not suggesting that Davidson is a complete anarchist!)