3,703 Matching Annotations
  1. Feb 2018
    1. The point is to make out these values publicly in a much more robust and sustained way while also building curriculum more coherently, at least in part, around these capacities. Call this “diversifying the humanities portfolio.”

      I'd love an updated report on this work!

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

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

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

      This isn't real?

    4.  

      Remove?

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

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

    6. April 2014.

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

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

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

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

      This seems like good news for Hypothesis.

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

      Ugh.

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

      Sigh.

    5. “DISQUALIFIED; He’s GONE!”

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

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

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

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

    8. The point was partly to get feedback.

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

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

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

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

      "Fake fake news"?

    11. neutrality is a choice in itself

      Right

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

      Yup.

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

      Nice concise summation of the rise of Facebook!

    1. We will not require a child to provide more information than is reasonably necessary in order to participate in an online activity.
    2. We may disclose any and all personal information collected from a Child to the parent or teacher who registered for the service in connection with such Child.

      Is this the right thing?

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

      Feel me

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

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

    3. LTI Advantage can also enable the tool provider to give the LMS links that support single sign-on to specific places within the tool,
    4. then no amount of coolness will matter.

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

    5. multilateral trade agreements.

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

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

      test

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

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

    2. create Perusall courses through the LMS

      Equivalent of groups?

    3. without having to log into Perusall separately

      the key!

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

      I wonder why?

  2. Jan 2018
    1. Bryan E. Wagner

      Personal connection

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

      Uses h in anthology

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

      test

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

      test

    3. y-TO-DAy BUSINeSS, TheN whATCLAIMSCANITMA

      test

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

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

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

      Connection between STEM education and citizenship

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

      Could be accomplished through annotation

    1. The Qualitative Data Repository (QDR) and Hypothesis have partnered to meet this challenge by developing a new way to cite, supplement, and share the data underpinning published work.
    1. ntelligent tutoring systems (ITS) and related activities that narrowly scope learning tasks

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

    2. STEM education research

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

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

      So cool!

    2. Slack provided a replacement of traditional threaded discussion forums

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

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

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

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

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

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

      Do forums ever have a tagging feature?

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

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

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

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

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

      Of course Hypothesis uses threading as well.

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

    9. self-organization of discourse participants around ideas

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

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

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

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

      This is crazy!

    1. narrowly scope learning tasks;

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

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

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

    3. diverse learners

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

    4. distributed digital environments

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

    5. adaptable

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

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

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

    1. students will work collectively to build scientific understanding

      Students as active producers of knowledge.

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

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

    1. embedding local examples

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

    2. permanent access to their course materials,

      And their notes.

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

      Though of course they likely get the book for free.

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

      So this replaces the dev key creation process?

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

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

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

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

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

    2. I prioritize reading first, and online discourse second

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

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

      Interesting approach.

    1. In order to assess and document the level of compliance, completion of this information by an authorized representative of the supplier organization will provide the University of Colorado Procurement Service Center, and the campus affiliates it serves, with knowledge regarding the level of compliance and satisfaction of this policy and related standards with respect to the offered products and services.
    1. There is a habit in tech culture of saying that the latest app is “democratizing” whatever it happens to do. This is lovely, but best not to confuse it with actual democracy. Democracy is about participation with control, freedom with accountability, privacy with transparency. Tech companies tend to pick and choose from that list rather inventively.

      Great line

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

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

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

      Very cool.

    2. Social DistanceIn addition to problems of bias,

      I'm not sure these are different things.

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

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

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

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

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

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

    1. move beyond practices of civic participation

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

    2. media outlets

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

      https://www.youtube.com/watch?v=iRVZozEEWlE

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

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

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

      Hmmm. Want to hear more about this argument.

    1. apply research skills and disciplinary knowledge

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

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

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

    2. some sort of curating function

      Could students do this?

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

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

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

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

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

      Customization again.

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

      Or just customization in general.

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

      Feel me.

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

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

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

      Love this idea.

    7. keep us addicted to the social network.

      Or at least keep us "in the stream."

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

      Very interesting. Need to check this study out.

    9. “two masters” dilemma,

      Useful phrase.

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

      Great, but how would you measure that?

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

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

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

      Transparency.

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

      Yes! Though this is awful nuanced.

    2. stream-based reading behaviors,

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

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

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

    1. analyzing the claim, not the article.

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

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

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

    1. Ofcourse,amorecynicalreadermightclaimthatthisiswellandgoodbut,really,doesn’tallthisjustrepresentjobtrainingforthecognitariat,aninitiationintothecasualized,creative,collaborativeworkvaluedbycontemporarycapitalism.

      I suppose one question we must ask ourselves as a panel is: what exactly are we each or collectively dissenting from? Erin's paper similarly argues for a dissent from contemporary [insert modifier(s)] capitalism. I read Jeff's (forgive me if I'm wrong, Jeff) as more concerned with dissent from traditional disciplinary protocols--also a concern here for Larry. Generally, how are these two breaks aligned or in tensions?

      For me, I see the breaking from discipline here as plenty radical, though perhaps not revolutionary with a (err) capital "R," which I'm okay with.

    2. RandyBass

      Was thinking of Bass and this very essay in reading Jeff's paper...

    3. Tosolvethisproblem,acoupleofstudentsandIhackedtogetherourfirstplatform,asimplebuteffectiveGoogleformanddatabasetocollect,share,andanalyzepopularandacademicwritingonUber.

      Why not a private Hypothesis group?

    4. Inageneraledcourse,moststudentsarealreadyunfamiliarwithdisciplinarywaysofreading,talking,andwritingaboutliterature.And,ifanything,theTransmissionUberprojectmadevisiblethecomplexliteraciesweoftenassumeinthehumanitiesclassroom.

      Connects to Jeff's project for me: alternative, more creative, and better ways to teach traditional humanities literacies.

    5. studentauthoredbook

      (This PDF wouldn't allow me to select the text I wanted but anyway...)

      Is this a networked form of expression? Using a kind of network to explore the concept of networks?

    6. Wikipediaspawnsplagiarismandfakeknowledge

      Why pick on Wikipedia still?

    7. thesuburbsofSiliconValley

      Meaning San Francisco?

    1. league

      A league? Cool!!

    2. Finally, despite a growing air of suspicion surrounding capitalist digital technologies, there is still no clear consensus on where exactly to place responsibility or how one might meaningfully resist these technologies in ways worth the personal and professional sacrifice.

      So important to acknowledge that despite our skepticism, there's good work and even pleasure to be had here.

    3. a recognition that the way digital technology is shaping our collective existence is one of the most pressing humanistic issues of the day

      Yes! DH really has to be about not just how digital tools can be leveraged in our humanities disciplines as they are but how the traditional study of the humanities bears on the advent of the digital in human culture.

    4. somewhat paradoxically,

      I'd like to dig into this supposed paradox a bit...Perhaps we need to focus less on platform and more on user agency and literacy. New platforms free of capitalism sound great. But can't we also train ourselves and students to be more savvy, resistant users of even mainstream technology?

    5. The fact is institutions already spend millions on digital infrastructure with estimates that global ed tech spending will reach $252 billion by 2020 (EdTechXGlobal).

      But if a university diverted its edtech budget to developing such a platform, would that budget also provide sustainability for that platform? Perhaps a consortium model would?...

    1. a radically egalitarian pedagogy in which knowledge and mastery are produced laterally among players rather than distributed radially from experts to students.

      A large part of me doesn't buy my own provocation here but: wouldn't it be more radical and subversive to do away with expertise entirely? Aren't we still reifying a certain mode of knowledge production here?

    2. in ways that unfold within the often-ignored middle spaces between 200-level close reading skills and 400-level journal article-like engagement in ongoing critical debates.

      I love this phrasing. Here's to further exploring these "middle spaces" (even those that precede close reading 101) through non-traditional assignments.

    3. If the narrow goal is to improve the scaffolding that guides English majors from elementary exegesis to professional-grade literary research, the broader aim is to promote more horizontal, rhizomatic relationships among students, between students and instructors, and between students and the texts they read.

      After reading the essay, I'm thoroughly convinced of the first piece here--this gamified assignment does better than the traditional scholarly essay--but I'd like to hear more about the broader aim: what skills and practices students developed during the course that are less disciplinary-specific or even traditionally academic?

    4. his very essay

    5. included critics like Lewis Mumford,

      I wonder if you could design a disciplinary Ivanhoe game around Mumford--or any meme Am Studies text/author? Others in their school of thought...Their critics...authors and figures they studied...

    6. The sheer distance between my students and the highly professionalized and specialized discourse they are attempting to enter is manifest in their adoption of a strange “elevated” voice, rich in obfuscation, slightly misused Latinate words, and malapropisms; the dutiful summary of several extant arguments in the literature with no original argument; the joyless pursuit of acrude but original argument with a few near-random cites from often irrelevant articles to fulfill the requirement to include X number of cites; and/orthe exaggerated reverence for the text, accompanied by superlatives applauding authors’ creativity and skill (“Melville did a fantastic job creating vivid characters in Billy Budd!”).

      I find Randy Bass's channeling of John McClymer and Lucia Knowles helpful here. These are "coping mechanisms"--built into the wrong assignments for the right goals--rather than "genuine learning." See Bass, "Engines of Inquiry" (11).

    1. vendors tend to be selling a product as opposed to selling a process or an idea.

      Oversimplification.

    2. MIT, ASU, Porter & Chester Institute, and Musicians Institute, acquire a reputation for being willing to experiment with new technology and are often invited by EdTech vendors to participate in beta testing for a product.

      Pioneering institutions.

    3. For academic software, unless a department-level decision is made by a committee, it is often faculty members individually identifying tools useful for their teaching. Faculty members are hard for vendors to reach. Sometimes they ask for pilots which are expensive for the vendor and often lead to nothing.

      Faculty initiate pilot/purchase of "academic software"--teaching and learning technology.

    1. Move away from simply asking whether EdTech is helpful or unhelpful.It’s here to stay, so focus on what pedagogical strategies it can support and how to use it better to improve student learning and other outcomes.

      Refreshing!

    1. In a few cases, a vendor and an institution in our study collaborated to conduct and co-publish research on an edtech product. The outcome can be a win-win: faculty members are able to fulfil their need to publish, and vendors can provide prospective customers with rigorous evidence of product effectiveness.

      Model of partnership

    2. “None of us, as far as I know, systemically looks at whether the vendor does indeed curate, manage, and protect data that well. I think that is a lawsuit waiting to happen.”

      Really? There seems to be a hyperawareness of these issues in my experience.

    3. sell products as opposed to a process or an idea

      I think it's more complicated than this. Surely most startups begin around an idea. But it's true that they have to productive that idea in order to become sustainable. It's that process of "productizing" I would argue when the original idea can get compromised and corrupted.

    1. a writing space in which traces of authority persist only as local and contingent effects, the social equivalent of the deconstructed author-function

      Cool!

    2. The magnitude of the change implied here is enormous. But what about the politics of that change? What community of interpretation-- and beyond that, what social order--does this intertextual world presume? With the conviction of a true Enlightenment man, Nelson envisions "a new populitism that can make the deeper understandings of the few at last available to the many" ("How Hypertext (Un)does the Canon" 6).

      The attention to politics of hypertext is so important...

    3. His "grand hope" lies in "a return to literacy, a cure for television stupor, a new Renaissance of ideas and generalist understanding, a grand posterity that does not lose the details which are the final substance of everything" ("How Hypertext (Un)does the Canon" 4)

      Interactivity of computers vs passivity of TV?

    4. Hypertext systems exploit the interactive potential of computers to reconstruct text not as a fixed series of symbols, but as a variable-access database in which any discursive unit may possess multiple vectors of association (see Conklin; Joyce; Slatin)

      Definition of hypertext.

    5. With Xanadu, Nelson invalidates technological abjection, advancing an unabashedly millenarian vision of technological renaissance in which the system shall set us free.

      Hypertext as liberating.

    6. Of course, this pessimistic or defeatist attitude is hardly universal. We are far more likely to hear technology described as an instrumentality of change or a tool for liberation.

      The technology as simulation narrative is far less dominant than the technology as change (transformation) narrative.

    7. new Xanadu(TM), the universal hypertext system proposed by Theodor Holm Nelson

      Never realized the cultural history of hypertext was linked to Coleridge so literally.

    8. realization of Jean-Francois Lyotard's "game of perfect information"

      Fascinated by this phrase as a way of the thinking through the problem of utopian visions of a data-informed society.

    9. the ultimate wetware dream of the clerisy: discourse converted with 100 percent efficiency into capital,

      Nice phrase.

    1. abandoning bits in favor of atoms.

      Are "bits" not physical?

    2. the coupling of human biology to mechanical movement. The feet, legs, heart, lungs, pedals, chains, and gears work together to push the bike forward.

      Love this description of biking. Remove "gears" and I think you have an even purer experience.

    3. “There’s a comfortable speed for perceiving the world in motion, and it’s about 18 miles per hour.”

      New average speed goal. (Seems kind of high.)

    4. I am a computer!”
    5. experience became subordinated to purpose.

      Hmmmm

    6. Analog devices represent information with a continuously variable portrayal of that information. They create an analogous depiction of a source signal in physical form. A mechanical watch, for example, measures the passage of time with a set of hands, driven by a loaded spring, that traverse the watch face. In the case of a bicycle, as Newman suggests, the crankcase moves the bike analogously to the rider’s physical exertion.

      Hadn't thought about this definition of "analog" as parallel to physical reality rather than askance.

    7. But is a big screen that can display anything really minimalist? It is harder and riskier to commit to specific information from the start.

      Great point.

    8. That deliberateness would eventually show up in the Omata, which promises a “deeper connection to the ride itself.”

      I like the emphasis on "deliberateness" as opposed to, I suppose, automation.

    9. Today, computers wrest people from activities outside the computer to work or play back inside them. But the Omata is pushing me toward something else. It’s nudging me to to focus on the non-computational activity I’m participating in, rather than reminding me of all the other, digital ones I might choose instead. What if more computers had that same ambition?

      Is it though? You're watching your speed not the sunrise.

    1. Among all programs and players, few sources play a greater role in mitigating these divides than public libraries.

    2. these digital divides,

      Including the issue of abuse noted in the paragraph above?

    3. Although the Android and iOS ecosystems presently offer a rich range of apps, mobile phones are nonetheless constrained in comparison with laptops and desktops. Screen size limits some functions. Entering text without a keyboard is not a viable option for everyone. Some applications are cramped or stripped down. Meanwhile, mobile phone Internet access can be severely limited by data plans — again a greater problem for the poorest than for the affluent.

      Mobile can't be the future.

    1. With respect and humility, I must say that we have fooled ourselves for long enough that a pivot to governing is right around the corner,

      I.e. that Trump would get control of himself (or with some help from Kelly et al.) and begin to act "presidential>"

    1. COMPETENCY-BASED LEARNING

      Close reading is basically standardized in Common Core--it's referenced in the first ELA anchor standard for reading. Hypothesis is a means to assess competency in that standard by recording, measuring, and allowing feedback on