We invited lots of UT folks, but this was who actually came. The JSTOR team definitely didn't want to outnumber other participants--they'd already been through the exercise themselves. But it's true the composition was not ideal.

Jim here is riffing on the central theoretical concept of "hospitality" (from Derrida) that underlies his criticism in the book.

would love to go there!

But MacArthur has. See their Connected Learning Research Hub.

So cool!

Is anybody looking into the longterm consequences of the Googlization of education? Of course, learning technologies (books, for example) have always been proprietary, but I'm not sure we've thought through what it means for us to sign all our students up for Google accounts? We own our books after buying them for the most part. Do we own our Google Docs?

Nice extended metaphor.

My mother?...

seems high...

mulch sale

measuring cubic yards

instructions

So the distinction is perhaps private versus public note taking? I do still print things out to mark them up for myself. But of course, I can't share that in any effective way with Chris. Online, using a tool like hypothes.is I can. In this sense, web annotation is not replacing analog annotation, it's replacing previous forms of online dialogue: discussion forums and comment sections.

And very very soon you'll have the ability to share that annotation with a group you are a member of. So, if I'm a student of Mr. Sloan's and he invites me to his "English 12 Fall 2015" group, then I could just share me annotation with my teacher and classmates.

Me too!

I suppose most people do. I was never into computer games really, but it was because of word-processing that my dad forced me to learn how to first navigate a screen.

Gaming as the humanities of computer science?

Note that you will see Krystyna Michael's class at NYU's Gallatin School annotating here since it's the same PDF as the one I shared with her. Even though it's hosted at a different URL--here's her WordPress page for the text--the annotations sync!

Here's the version of the PDF I created using FineReader. I don't think the quality is as good as the Adobe Acrobat Pro one, but it's viable. You don't have unlimited conversion powers with this program, though.

I should have said in text here that it was a conversation with Scott Robison, Director of Learning Technologies and Online Learning at Plymouth State, that inspired me to finally act on trying out some PDF converters.

I usually went with "comb"--I think it was probably cheaper. But, man, when those things come apart, it's over. The ideal for me, not surprisingly, was the "perfect" binding--with writing on the spine, you can't beat that.

One day you'll be able to just publish to your website directly from the Xerox machine. O Brave New World!

Here's an assignment that outlines this kind of class project explicitly. And here are a couple of great examples of this kind of project in action:

• Robin DeRosa and students at Plymouth State

• Larry Hanley and students at SF State

• John O'Brien and students at UVA

I think one year my course packet materials were so exhaustive that they had to bind it in two volumes. I took a certain perverse pride in this until I realized how much it would cost students and then I dialed it back.

The New York Times Learning Network feature, "What's Going on in this Picture?" is a great place to start students thinking about the culture of images. For college level teachers, I recommend UT-Austin's Digital Writing and Research Lab's viz blog.

The geographic then returns here with heightened, but elusive physicality.

Agh! Technology!

mark is the "significant landmark"

I want to write a dissertation on this repeated refrain over the years. No doubt it's partially true, but the same claim is made every year in some op-ed article in some local newspaper or magazine. Austin has been becoming less weird since it first became weird.

They paved over paradise And put up a parking lot.

Having just explained to my three-year-old daughter the difference between buildings dying and people dying, I'm sensitive to how strong this word choice/description is here.

wc? ethos?

Literally infantilizing the opposition.

References the subtitle of the classic Kubrick film, Dr. Strangelove.

Author does not mention it but he's the author of a book on the Hindenburg. Presumably this gives him the credentials to warn against modern-day zeppelllns.

LOL

Is social change a "vapid deliverable"?

How do we square the tendency of left-learning academics, especially in the humanities, of making their work pseudo-policy-driven? (Asking as a former one such scholar myself.)

So then what is "disinterested knowledge" and is it really desirable?

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Reich teaches at Berkeley.

I actually feel like this sentence could be about hyopthes.is!

Just realized @kfitz is likely referencing Harold Bloom's Anxiety of Influence (1973) here.

Strange to read this post-Prism program. But I wonder--even after the overreach of NSA surveillance--if it's not the Corporate Giants of the Post-Industrial World that we should be most wary/weary of.

Pretty legendary figure in American 20th/21st century culture, really: a cattle rancher, Grateful Dead lyricist, and cyber rights activist. This is my favorite line from his Wikipedia page:

In the meantime, Barlow was still able to play an active role in the Grateful Dead, and also recruit many unconventional part-time ranch hands from the mainstream as well as counterculture.

This is his cat:

Pretty legendary figure in American 20th/21st century culture, really: a cattle rancher, Grateful Dead lyricist, and cyber rights activist. This is my favorite line from his Wikipedia page:

In the meantime, Barlow was still able to play an active role in the Grateful Dead, and also recruit many unconventional part-time ranch hands from the mainstream as well as counterculture.

This is his cat:

For me--and I'm sure I'm not alone--one of the most intense cinematic moments in my film-going experience.

In this final shot we are actually POV of God which certainly adds dimension to the "joke" between character and audience.

Fair enough, but you've probably shared a graded paper with name crossed out with classes before, right, and that's clearly helpful for students to see. What's effective writing? What's not? How do we talk about writing?

So, if you are making (wc?) students write in public, why not ask them to take the full responsibility of that publishing? It's the scariest, but realist thing for any writer and I know that I personally only became a good writer when I knew my work was going to be read and responded to outside of a 5-page print-out with red ink on it.

The papers are public to begin with here, right? It's the comments that aren't.

I would definitely consider my comments on a student blog in public different from those on a private student paper. It's a different genre that needs to be sensitive to your very valid concerns here. And they wouldn't sound like formal assessments. They would sound like open discussion of the process.

Yes, I think so. I think it's part of the deal, part of what it means, scary as that may be, to write publicly, to publish.

Maybe it's this term that gives us pause. If we think about it as commentary, then perhaps it's okay--you'd respond to s student's comment in class, possibly critically, right?

Isn't this the case with any "the future" statement? Of course someone has to do something with it.

Part of the rhetoric of "the future" statements is simplicity, the one word of it all. But even Mr. McGuire tells Benjamin Braddock to "think about it."

Presumably this will require some citation of textual evidence from other stakeholders and to that extent I think it could be valuable to root this advocacy in annotation of primary sources.

At the very least, my annotations from Units 1 and 2 would likely prove incredibly helpful at this point in the term, as they could be the groundwork for my more argumentative approach to my chosen controversy.

Imagine this paper first as a detailed close reading/rhetorical analysis of a primary source document, an op-ed article, for example, with all the rhetorical strategies and patterns highlighted and described/analyzed...

This "analysis and description" of primary source documents related to the topic could be done through direct annotation of the texts--and probably already is, though on paper and individually. Doing so on the texts themselves, at least in preparation for an essay--might help prevent any slippage toward "evaluation and argumentation." Annotations could be checked/assessed for their attention to the difference.

Obama cites Moynihan's report favorably in his chapter on "Race" in The Audacity of Hope.

Alludes to the House Budget Committee Report on "The Was on Poverty: 50 Years Later" which focuses on the "breakdown of the family" as the central problem leading to poverty.

these plans seem solid. very basic. but they make hardware and accessories easy by including.

good simple modern option

And then they did.

Lexically different form of the word, no?

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

typo

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

Now male?

Curious to use such impersonal language here.

!

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.

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

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

Yikes!

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.

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

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."

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.

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

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.

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

This is just a temporary annotation. :)

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

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

Seems a valuable exercise.

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.

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.

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

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

Really, more so than the uninformed "man"?

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

Does this include the "wild" animals mentioned above?

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.

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

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

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

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

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Interesting that the geographic is dealt with as the temporal here.

I like this Buddhist language.

I was 12 then.

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

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

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.

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?

Powerful rhetorical move here.

I wonder if we are at a tipping point where more and more folks are caring about this issue. Hypothes.is certainly does and has structured our service accordingly.

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

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

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

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.

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.

It's a dangerous sort of magic indeed:

Reach out here...

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...

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

So #meta!

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

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.

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

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

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.

Two words: open annotation.

Quote this somewhere...

Maybe have Dan reach out here--in Bay Area.

Potential partner?

Get involved here...

Interesting.

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

knowledge producers/cultural, political participants

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

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

Yup!

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

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

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

Yes!

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

Blerg.

American Society of News Editors=possible partner/funder

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

Funders of this theme.

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

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

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

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

This is where hypothes.is becomes part of the picture...

A couple of my favorite blogs for thinking deeply about images are Viz from University of Texas at Austin's Department of Rhetoric and Writing (for colleges students) and "What's Going on with this Image?" from the New York Times Learning Network (for secondary).

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.

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

What about distinctly non-fancy features like annotation?

As in "Pipe down, back there"?

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

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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!

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"!

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

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!)

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.)

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

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..

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.

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.

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

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!

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

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?

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

Need a tagging feature.

Great tagline.

What's missing, do tell?...

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

But so much is missing from that library, no?

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.

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

[insert link to Lacuna Stories]

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.

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

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.

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.