3,703 Matching Annotations
  1. Feb 2019
    1. Joe could direct the computer to move that string from where it was to insert it at a new point which his light pen designated

      Cut and paste!

    2. He showed you how he could single out a group of words (called the "object symbol string," or simply "object string") and define an abbreviation term, composed of any string of symbols he might choose, that became associated with the object string in computer storage. At any later time (until he chose to discard that particular abbreviation from his working vocabulary) the typing of the abbreviation term would call forth automatically the "printing" on the display of the entire object string.

      Keyboard shortcuts? Or autocorrect? Again, these seem (appreciated) conveniences of speed rather than evolutions in intellect. But is part of the point my brain is saved for other tasks?

    3. He showed you how he could call up the dictionary definition to any word he had typed in, with but a few quick flicks on the keyset. Synonyms or antonyms could just as easily be brought forth.

      So crazy how prescient this is. Though I suppose folks at IBM and Microsoft probably read Englebart.

    4. This didn't impress you very much

      Right, though I'll take it.

    5. For example, select a given capability, at any level in the hierarchy, and ask yourself if it can be usefully changed by any means that can be given consideration in the augmentation research contemplated. If it can, then it is not basic but it can be decomposed into an eventual set of basic capabilities.

      It would be interesting to do this exercise with the various learning outcomes one might have for a course. Which can be aided by augmentation/technological intervention? Which can't?

    6. out

      Needs augmentation.

    7. If it were so very easy to look things up,

      Despite the "brick pencil" prolepsis above, I still don't feel like the (simultaneous) potential for de-evolution is sufficiently addressed here.

      Yesterday I attended a parent-teacher conference at my daughter's elementary school. One spelling exercise she did strikes me as relevant here. She would be shown a card by a teacher with a word spelled out and have to spell it out orally in front of there (this was accompanied by a kind of patty cake hand work.) Then she would cross the room and spell the word out on paper. The goal was obviously to drive home the spelling in some deeper way and used only basic human motor and brain functions.

      Meanwhile, there are words I routinely misspell: accommodate, guarantee, for example. I basically don't know how to spell them. But I am able to rely on autocorrect/spellcheck--spelling augmentation software--to get by. Is that augmented intellect or handicapped intellect?

      There's no doubt that being able to look things up easily helps me function. But something is lost as well, no?

    8. We fastened a pencil to a brick
    9. The English language since Shakespeare has undergone no alteration comparable to the alteration in the cultural environment; if it had, Shakespeare would no longer be accessible to us.

      Is this true? Gardner, as a literary scholar, do you agree?

    10. Where a complex machine represents the principal artifact with which a human being cooperates, the term "man-machine interface" has been used for some years to represent the boundary across which energy is exchanged between the two domains. However, the "man-artifact interface" has existed for centuries, ever since humans began using artifacts and executing composite processes.

      This is an important point I think in current debates about "technology" and "social media." Not to exculpate the builders of our more modern tools and their responsibility for abuse on their platforms--important work still needs to be done there--but the abuse of such tools has deeper underlying human and social causes that need to be addressed as well.

    11. amplifier."

      For me this word connotes volume whereas the power of "augmentation" lies more in capacity.

    12. Even so apparently minor an advance could yield total changes in an individual's repertoire hierarchy that would represent a great increase in over-all effectiveness

      I'm starting to wonder about the difference between augmenting intellect and increasing efficiency...

    13. You can integrate your new ideas more easily, and thus harness your creativity more continuously, if you can quickly and flexibly change your working record.

      Perhaps. I often long for the linearity of the hand-written word. I feel that sometimes my digital composition processes allow for too many tangents, not enough focus.

    14. It would be practical for you to accommodate more complexity in the trails of thought you might build in search of the path that suits your needs.

      Fascinating. Is the suggestion here that digital composition allows for more complexity because, essentially, I'm not limited by the linearity of the page, either in thought or writing?

    15. This writing machine would permit you to use a new process of composing text.

      Though I lived through the change from writing out essays for school to typing them out on a computer, I haven't really thought about how the processes and products for those different forms of composition are. I'd be interested to research this issue, especially across literary history, and how, say, the novel, changed as it means of production shifted.

    16. Let us consider an augmented architect at work.

      I can't help but think of this scene from Bladerunner as I read this section.

    1. "Guess what? All that up-and-down with the cylinders, all firing at exactly the right millisecond, and then the gears and contraptions to turn the up-and-down into round-and-round? Gone. Oil changes? Gone. You have a battery, you have electric motors directly attached to wheels, you have absurd amounts of torque, and very few moving parts to wear out. The power goes straight to the wheels. All that internal combustion stuff did a great job for the last 100 years, but we can propel our wheeled vehicles with more efficiency and less complexity now."

      This is a description/advocation of electric cars?

    2. If you want to get a lot of money from VCs, it helps a lot to look like a platform company (although I get the sense that's beginning to change in the education investment space).

      Very interesting. Hypothesis will never be a platform I don't think.

    3. This value proposition is a far cry from robot tutors in the sky that can semi-read your mind. It's less sexy, more grounded, and more strategic.

      Still curious how it effects on the ground labor, though...

    4. Operational excellence is the new hotness


    5. I never got the sense that there were many True Believers in adaptive learning as a magic bullet.

      At ELI 2019, the 2019 Horizon Report was released. It was observed that "adaptive" was no longer on the roadmap.

    6. In fact, the OER True Believers club may now be larger than the learning analytics club.


    1. We are not seeing the same level of investment in the professional development of faculty as teachers and course designers. And yet, skilled teachers seem to be a critical success factor for personalized learning.


    2. But as we learned from a great Disney movie, a magic wand wielded by a sorcerer’s apprentice generally does not produce the intended results.

      This is a little elitist, no? But I guess so is Fantasia.

    3. Even great software is not magic. If you want magic in the classroom, you need a great teacher. At its best, the software gives the magician a wand to work with.

      Great lines.

    4. prolonged interaction between the instructor and the students

      I'm always a little proud when I say that Hypothesis will not make things easier/more efficient for teachers. If anything, it helps widen and deepen this "prolonged interaction between the instructor and students," which takes even more time!

    5. personalized learning products will be used not to improve student learning, but as cheaper and “good enough” replacements for faculty labor.

      Yeah, this is scary.

    1. There was a child

      Such a abrupt transition: the natural world and the human! And juxtaposition: childhood and death!!

    1. Visible, invisible,

      Jelly-fish really do have this quality, right? Corporeal yet elusive.

    1. I think that this dimension is especially interesting, as evaluation is a fundamental part of any traditional education system. At this point, I simply want to emphasise that the availability of this kind of data will definitely be noticed, especially considering that social reading and online annotations have made their move into the learning and teaching sector.


    2. The graph in figure 2 is cropped at day 1, as there was a tiny fraction of comments created after the day of the class. Out of the 1286 comments only 6 were created after the day of the lecture.

      This is a super interesting data point to think more about in terms of how annotation activity is set up in a course. Not sure how this would be graded, but one ideal scenario for me as a teacher is that students are returning to a reading AFTER it's been completed for assignment and discussed in class. How can we encourage this? Clearly it can be measure--and assessed if desired.

    1. the wind-bird

      Is this an actual bird? Funny that there's no real name given. What type of bird is it?

  2. Jan 2019
    1. There's something darkly funny about this word by itself in the opening line. You get the sense the speaker has maybe had enough of it for a while.

    1.     Like any of us

      Oliver is always reminding us of our kinship with the animal world. The image below is a familiar one of someone moving around to get comfortable and warm in a bed.

    1. Select Supports deep linking to allow instructors and course builders to launch the LTI tool and add content from the tool provider, rather than adding content through the Blackboard Learn interface. If the tool provider is configured so that the instructor can select multiple pieces of content in a single import, this tool can save time and simplify the workflow.

      I'm guessing that this should not be selected when installing the Hypothesis app. Current workflow moves through the Learn interface.

    2. Non-student tools are available for instructors and course builders. These tools appear in the Course Management section of an Original course and in the Books & Tools menu of an Ultra course.

      Hypothesis is definitely not a student tool as defined by BB.

      It is a "content type" tool that should be available to instructors and course designers.

  3. Dec 2018
    1. In my work, I have strayed far from a background that includes a MA in English Literature and teaching K-12 students written composition. I’ve focused on teaching or analyzing written communication or networked online discourse in the higher education, especially at the graduate level, for the past 16 years or so. But this work, annotating in the open not just for an individual, the teacher who grades the assignment, hits close to my heart in teaching K-CEO learners to write for an audience.
  4. Nov 2018
    1. it is the oppressive and symbolically violent use of the essentials of our discipline—words, rhetoric, and modes of communica-tion—that sticks to us most in the ongoing aftermath of the election

      This is a powerful point and one that, as I mentioned above, was part of what made me want to go back to the classroom after the election.

      One of the scary things to me about Trump's campaign and presidency has been not just the dehumanizing language/policies, which of course are terrible. But it's the denigration of the most fundamental skills and practices of an English classroom: close reading, critical thinking, empathy, arguing from evidence, arguing without fallacy, and on and on. Trump really represents a direct challenge to the humanities itself!

    1. that an instructor familiar with the platform might guide or encourage use of the question and answer feature.

      Again, this seems obvious and makes me wonder how this data is clouded by the expectations set by the research and the technology itself.

      As an analogy, I didn't naturally use the glosses in Folger editions of Shakespeare plays I read in high school. I had to be taught the value and learn how to leverage that tool of literacy.

    2. turn this note into a question for the course instructor to answer.

      This is such a great feature.

    3. instructor notes and highlights are automatically shared with students in Engage.

      Interesting. Can students reply?

    4. because of students' lack of awareness of these features.

      Well, of course.

    5. In a typical semester, students read more in the first four weeks and less in later weeks

      Somewhat matches patterns we see in student annotation over course of semester.

  5. Oct 2018
    1. Fact-checkers in Brazil complained this month ahead of the election that most voters trust what their friends and family send them on WhatsApp over what they see on TV or in newspapers.

      Terrifying. Clearly this is the case with the anger against "fake news" CNN in the US.

    2. Teenage Instagram wellness communities are already transforming into mini Infowars-style snake oil empires.

      This is the most insane sentence.

    3. Which means all of this — the trolls, the abuse, the fake news, the conspiracy videos, the data leaks, the propaganda — will eventually stop being a problem for people who can afford it.

      Seems to me this was never the problem to begin with. Weren't the privileged already above this noise?

    4. While a far-right community is building in your country,

      Is it really only the Right that is exploiting social media in this way?

    5. aided by algorithms recommending content that increases user watch time.

      What I want to see is more of a breakdown of this kind of thing: what exactly about the social media algorithms and distribution of content creates bubbles/polarization/etc. that lead to the politically radicalization/instability we're talking about.

    1. The Text is not to be thought of as an object that can be computed

      A powerful statement for DH to reckon with.

    2. I cannot re-write them


    3. a pleasure of consumption

      Does annotation--especially social annotation--make reading a pleasure of production? If so, would that be a good or a bad thing--for Barthes? For you?

    4. the following are not argumentations but enunciations, 'touches', approaches that consent to remain metaphorical.

      And as such, the form of his essay is in keeping with the topic, both a bit slippery?

    1. At all-boys’ schools, when students stand shoulder to shoulder with their classmates and hear that they are called to greatness, they also internalize the absence of women from their position of privilege and power. Women are not part of the club. They are separate. They are for conquest; they are for dating; they are for marriage. Women are not peers. Some boys graduate and go on to unpack and unlearn these lessons. Others find new clubs with guarded access. They join fraternities. They go on to business schools and law firms and seek out institutions with disproportionately more men than women. Look at the gender breakdown of boardrooms everywhere. Look at the Supreme Court.


    2. but the general message of the school was that we were already fully actualized as “Men for Others.”

      The very definition of privilege.

  6. Sep 2018
    1. The real internet is structured by myriad people with different aesthetics and different needs. Online course design decisions should reflect the instructor’s individuality in the same way that everyone else’s webpages do.

      Love this. Though it can be a pain to navigate that idiosyncrasy.

    2. At that point, the well-trained online educators of the future will never accept the limitations of designing their courses entirely inside an LMS.

      Well, I'm not convinced by the argument but I certainly hope so. Perhaps it's not so much being well-trained in online education as well trained in some of the more traditional aspects of humanistic study.

    3. My graduate program did not prepare me to teach online, but graduate education will reflect reality when enough programs recognize the fact that online education is here to stay.

      Did it prepare you to teach? Most grad programs aren't focused on f2f education. The idea that they would be savvy enough to focus on online teaching and some particularly innovative form of it seems unlikely.

    4. the LMS will eventually wither and die, because the alternatives are only going to get cheaper (if they aren’t free already), better and easier to use.

      I'm not convinced.

    1. We still see a two-horse race for new implementations (LMS product switches) in higher education, largely shared between Canvas and D2L, but the second horse that is looking better than it used to still needs to make further adjustments and run faster.

      Annotation as a core, multi-use feature could be a difference maker.

    2. One of their goals was to turn the product development process on its head and, drum roll, put the users first.


    1. So one very rough estimate is that academic LMS market is worth approximately $2 billion per year.

      So this is the number excluding professional education.

    2. as anecdotally there is not a big emphasis on LMS usage outside North American and Northern Europe.


    3. So a better question is what is the size of the global academic LMS markets, combining K-12 and postsecondary?


    1. Part of this change according to D2L exec interviews was that in the past it was easier to talk to CIOs, but now they are learning how to talk to faculty and end users.


    1. Moodle and Sakai both lost market share of just under 1%, not enough to show up in the rounded numbers in the table but enough to show up in our underlying data.

      Small number but loyal users?

    2. The difference in Moodle's market share by institutions at 25% and by enrollments at 12% really shows how concentrated their usage is for smaller schools.

      Interesting. Because of smaller budgets?

    3. the market continues to be a two-horse race recently with Canvas by Instructure and Brightspace by D2L as the only two solutions with material gains in market share.

      So Blackboard is not growing. Only Canvas and D2L are and the former more substantially.

    1. While each tool has differing ways in which it can be used in the classroom and with various Learning Management Systems (LMSs),

      What's the relationship between the LMS and OER or perhaps more specifically "open educational practices"?

    2. This, coupled with the fact that the market is not set up for students to purchase used e-texts, means that the annotation tools that are native to publisher platforms are often not a realistic option for the community college population.

      Not to mention they are not ideal from a scholarly/academic perspective. How are my notes in one publisher platform connected to another?

    3. Annotation tools provide an alternative to the image of the solitary student sitting in the library reading a text.

      Not sure it needs to be alternative. The library itself if of course a deeply networked space--not only because of the databases available, but because of the abundance of interconnected paper texts.

    4. Current technology takes this a step further as modern annotation tools combine, in one platform, both the social sharing/dialogue and the ability to engage in ways beyond the text.

      Yes, moving the conversation from Facebook or the LMS discussion forum back to the margin of the text itself.

    5. Basic skills courses are not the only place where scaffolding active reading practices should occur

      Maybe any course!

    6. students are not downloading texts in ePub format but, rather, as PDFs.

      Interesting. Because they're easier (more familiar?) to work with?

    7. "Web Annotation Technologies for Learning,"
  7. Aug 2018
    1. we do not err as a society when we innovate, but when we ignore what we disrupt or diminish while innovating

      A valuable reminder for those of us in the business of "innovation."

    1. (Anne-Mette Nortvig and René B. Christiansen, International Review of Research in Open and Distributed Learning, September 2017)

      Anyone know what's up with these links (couldn't highlight the links themselves but they all begin "educau.se/")? They're not internal EDUCAUSE links. Is EDUCAUSE providing access to this research? Or getting credit for sending people to it?

    1. Reagan described a four-credit course at the University of California at Davis on organizing demonstrations. "I figure that carrying a picket sign is sort of like, oh, a lot of things you pick up naturally," he said, "like learning how to swim by falling off the end of a dock."

      Wow! This is a recurring sentiment on the Right echoed in the mocking of Barack Obama as a "community activist."

    1. a university’s making its own values clear.

      I wonder if it's fair to apply this to a social media platform like Facebook (or Hypothesis) for that matter.

    2. The most important principle to uphold is the distinction between hearing someone and honoring someone.

      Valuable distinction.

    3. odious presidency

      This isn't really enough--I hated Bush. It's the explanation that follows that makes clear what lines have been crossed that make this presidency different.

    1. motto of Britain’s Royal Society, the world’s oldest national scientific institution — nullius in verba, Latin for "take no one’s word for it."

      I didn't know this and love it!

    2. replication efforts as "slapstick" psychology.


    3. "It’s not that I ever did him anything wrong. I just think he was fishing around for some way to make him a more notable figure," Zimbardo said of Blum in an interview. "And he hit on this." It was 1971. Philip G. Zimbardo, a psychologist at Stanford University, had just earned tenure, and he had completed a study he wanted the world to know about.


    1. Iwillhighlighthowrecentadvancesinadaptivelearning,learninganalytics,andsomepedagogiesclaimingtoempowerlearnerssometimesdotheopposite,orfallshortofachievingtheirobjective.

      I'd be interested in the positive version of this. What technologies out there are working for student empowerment.

  8. Jul 2018
    1. literary Facebook,

      We hear you younger students don't use Facebook anymore, so maybe imagine hypothes.is as a "literary Snapchat" or "literary Vine." (The above is what Buzzfeed thinks a Snapchat from Emily Dickinson would look like.)

    1. auto-provision them into, e.g. private groups allocated for use by courses or sections.

      But this is a different handshake then the one's described above, no?

    2. users who aren't restricted to 3rd-party namespaces

      Not true.

    3. their WordPress identities,

      It's unclear to me when these WP IDs exist and when they don't.

    4. per-instance-of-plugin basis

      Though in the case of the LMS app, the third part name space includes all instances of the LMS app across all LMSs.

    5. If step 1

      Yes, but wouldn't step 2 really be step 1 since that's what creates a set of users for H to create accounts for?

    6. use a user's university credentials to create and provision these accounts.

      So not through the LTI package?

    7. whether we can configure the hypothesis plugin for WordPress to implement a ‘third-party account’ using the reference implementation at https://github.com/hypothesis/publisher-account-test-site. If we’re successful with this, this may perhaps allow us to automatically create Hypothesis accounts when new Pressbooks accounts are created?

      This is the heart of it, I think.

      Is there some kind of necessarily user table in a given WP/PB instance?

    8. We’re running an instance of Pressbooks with the hypothesis plugin installed and networked activated. We want to have the option of giving users one login to gain access to both Pressbooks and Hypothesis (when the hypothesis plugin is installed and activated for a book).

      Should this be considered separately or firstly before adding the complexity of the LMS/LTI? That is thinking first of how PB users can have h accounts just on the web?

      Particularly in the edu context, how are accounts created for students using PB at other schools, not necessarily in the LMS?

  9. Jun 2018
    1. arguments scholars make about The Making of Americans are based on limited knowledge of the text’s underlying structure because the underlying patterns are difficult to discern with close reading.

      Human eye/analysis is limited. Technology enhances visibility.

    2. The first part introduces what Marjorie Perloff calls “differential reading,” which positions close and distant reading practices as both subjective and objective methodologies.

      Is New Historicism close or distant reading? The latter, right? But nonetheless deeply human, perhaps more so than "close reading" criticized as privileging text over lived reality.

    1. [edit] The choice tag is used to represent sections of text which might be encoded or tagged in more than one possible way. In the following example, based on one in the standard, choice is used twice, once to indicate an original and a corrected year and once to indicate an original and regularised spelling.[10]

      I love that this exists!

    1. Player A's role is to trick the interrogator into making the wrong decision, while player B attempts to assist the interrogator in making the right one.

      Why are these roles gendered, the man always dissembling, the woman assisting?

  10. May 2018
    1. untested

      Not likely. Not exactly. But the point is still important.

    2. In ed tech, schools are the customers, but students are the users.

      This is the central disconnect in my opinion. Companies and schools are both talking about what's right for students on a level, the sustainability of both institutions, that doesn't necessarily equate with what's right for teaching and learning.

    3. In the start-up world (including in ed tech), the true customer is the investor, who merely needs to be convinced the project is worth taking a flier on.

      I find the previous point more convincing. The article glosses over the processes/research necessary for a start-up to get SV funding not to mention grant-funding.

    4. Max Ventilla of AltSchool was previously “Head of Personalization” at Google. Jose Ferreira has a Harvard MBA and was managing director of new markets at Kaplan. Adam Braun of MissionU did have a connection to education, but it was as a fundraiser for his non-profit Pencils of Promise which focused on building schools in impoverished areas of foreign countries

      Not convinced that these resumes are causal in the failures of these projects.

    5. The story of someone who claims to be able to revolutionize a complex field without possessing relevant expertise seems to have some parallels in education technology.

      Fair point but more important is whether they've done their research, have folks on their team who have.

    1. as developer Vijith Assar puts it, “the content and mechanisms [of online annotations] could end up owned by a single for-profit tech startup.” Assar suggests an “open-source software project,” or something “handled by a standards body.”)


  11. Apr 2018
    1. Public support for higher education is declining—in both dollars and respect—while Silicon Valley companies and other for-profits have moved in. Put simply, colleges are following the money.

      And so innovation is moving in the wrong direction? Or at least colleges and universities are following the market, SI, instead of developing based on their needs.

    1. Rather than shun the "tyranny of relevance" — a concept within the liberal-arts community that refers to the need to demonstrate tangible benefits of humanities-research funding — we should embrace it.


    2. The need to understand the human dimensions and impacts of those advances, as well as the basis for making many of the ethical decisions that should guide their use, has never been greater.

      In fact, this is a very specific aspect of humanistic studies: technology studies and any and all related fields.

    1. First, what has happened, as in time that students spend on tasks, clicks and downloads. Second, what does it mean for a student’s learning, as both formative and summative assessment.

      All of this should be available to students themselves.

    1. But this framing also rises from our embrace of a technological solution to a pedagogical problem.

      Can't it be both? Techno-pedagogical? Or technological with a strong influence of pedagogical understanding?

    2. through a series of flipped switches and clicked buttons.

      This feels highly reductive of much of the technology that's developed around online learning.

    1. Turk.

      I wonder if there was something racial about this word choice? I'm thinking of Othello's self-referential last words:

      And say besides that in Aleppo once, Where a malignant and a turbaned Turk Beat a Venetian and traduced the state, I took by the throat the circumcisèd dog, And smote him, thus.

    2. Faculty members may not stipulate on the syllabus how they treat their students (although they probably should), but their practices are as much a form of pedagogy, and arguably more so, than any list of required texts, assignments, or due dates.

      Not following...

    3. Mechanical Turks of education technology

      Not exactly. Student labor in most of the examples given has been harvested as data for the improvement of their and other student experiences. Students have been made into Mechanical Turks of university bureaucracy? Again, consent is definitely at issue here. But I don't think it's simply corporate exploitation.

    4. all possible future uses of these data, since those uses are not fully known yet, or even knowable.


    5. corporate products

      Corporate here is used as a kind of trigger word--and there's a lot of slippage between academic and corporate throughout this piece. The above paragraph talks about a university's use of data to improve student retention.

    6. Arizona now uses some 800 data points — on academic performance, financial aid, and use of the university’s course-management system, among other things — to identify which students are most at risk for dropping out. Those predictions are about 73 percent accurate from the first day of classes, with the accuracy rate improving over time, according to a university official.

      Whether students consented to this data extraction aside, isn't this a good thing?

    7. information about me will be used to evaluate the behavior of other people is a question we don’t know how to ask very well.

      Again, I don't see how this knowledge structure is a problem. Putting aside AI and informed consent, if I'm teaching a class and students in one semester struggle with a concept, what's wrong with me adjusting my curriculum to better present it next time?

    8. When it comes to collecting student data, the notion of informed consent is simply not a part of the model.

      Don't disagree that it should be, but don't don't think this account captures the complexity of what's going on--or is presented in such a way that those who can make this change will care to listen to.

    9. That is the point of ideas like predictive analytics and plagiarism detection: using data generated by some people in the past to predict and understand the behavior of other people in the present or future.

      Doesn't this practice describe a wide range of academic fields? For example, ethnographic studies in sociology and anthropology are used by scholars to make larger claims about groups in human society.

    10. Such developments should make us question the growing number of education-technology practices now in place at colleges across the country.

      What development exactly? Microtask services? All AI? And all education technology?

    11. students often provide the raw material by which ed tech is developed,

      This is an incredibly broad statement. It doesn't need to be. Clearly there are technologies that are exploiting labor in this way. It's just not all ed tech.

  12. Mar 2018
    1. We normally acknowledge, however grudgingly, that writing must betaught and continue to be taught from high school to college and perhapsbeyond. We accept it, I believe, because we can see writing, and we know thatmuch of the writing we see is not good enough. But we do not see reading.We see some writing about reading, to be sure, but we do not see reading.

      It's not just reading that's invisible, it's all the pieces of the puzzle that make up the formal close reading/writing that goes into a college essay:

      • reading
      • annotations
      • class notes
      • class discussion
      • outlining
    1. Students are simply not in the same place at the same time anymore, and technological interventions can help recreate some of that social loss if managed effectively.

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

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

      Well said.

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

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

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

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

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

      nice sound

    1. this year

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

    1. manual

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

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

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

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

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

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

      I think this is right.

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

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

    1. anyone can read the publisher group

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

    2. within the Canvas authority

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

    3. in an authority

      Does this mean a namespaced "group" like elife?

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

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

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

      For real.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

      Ideals, yes, but also simply guardrails.

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

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

    4. almost

      Exactly? By design.

    5. no nutritional labels

      Great analogy re regulation.

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

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

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

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

    8. to a lesser extent, Twitter.

      Just by the numbers?

    9. algorithmic public sphere

      Great phrase.

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

      Hashtag medialiteracy?

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

      Does it? Even with interactive tools like Hypothesis?

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

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

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

    3. public value

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

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

      I'm not following the distinction.

    5. public

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

      But also how is this different from the Nussbaum argument?

    6. agile

      Borrowed from Silicon Valley?

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

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

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

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