3,620 Matching Annotations
  1. Feb 2017
    1. A single screen for each student offers all of the information that advisors reported was most essential to their work,

      Did students have access to the same data?

    2. and Georgia State's IT and legal offices readily accepted the security protocols put in place by EAB to protect the student data.

      So it's not as if this was done willy-nilly.

    1. Not in this world of “alternate facts,” to be sure.

      In some cases, isn't this precisely what combats alternative facts? Wasn't it data--subway ridership specific--that was used to disprove Trump's false claims about turnout at the Inauguration? (I don't disagree that data alone or primarily is what is needed.)

    2. most of which I’d wager are not owned or managed by the school itself but rather outsourced to a third-party provider.

      Would this situation really be better if it was absolutely controlled by the school?

    1. educators have a desire to unbundle all of the components of a learning experience

      I believe this "unbundling" is critical to the future of ed-tech, but curious about the evidence for the claim that this is something educators have demanded.

    2. collaborations between instructional designers and students

      Love this idea. There should be more of this kind of collaboration.

    3. persistent connectivity, enabling students and educators to access and contribute to shared workspaces, anytime.

      I find this very powerful: the extension of the intimate and highly collaborative space of the classroom into asynchronous online environment has never been more possible.

    4. and developing solutions to real challenges

      Lots of mention of engaging in real world issues/solutions/etc. Is this at odds with the mandates of FERPA and privacy/security in general that govern ed-tech integration in education?

    5. mastery of content that engages students in critical thinking, problem-solving, collaboration, and self-directed learnin

      It's not "mastery of content" it's mastery of the skills to engage with content.

    6. Rather than existing as single applications, they are a “confederation of IT systems and application components that adhere to common standards ...that would enable diversity while fostering coherence.”

      This definition sounds a lot like the definition of the Web itself.

    7. Domain of One’s Own

      I'm pleased to see this truly innovative project recognized here.

    8. are limited in capacity, too narrowly focused on the administration of learning rather than the learning itself.278

      Agreed, emphasis is on the "management" not on the learning.

    9. dynamic social exchanges


    1. Western understanding of marriage

      Is it the Platonic ideal of love (from the Republic)?

    2. The good news is that it doesn’t matter if we find we have married the wrong person.

      The title of this piece is so provocative, I feel this more nuanced point should have been made earlier.

    3. very different and more administrative plane,

      The administration of love is a different thing than its origin, its discovery.

    4. “And how are you crazy?”

      I love this as a speed dating question!

    1. When the segment of interest is a selection in a textual resource, one kind of selector captures the selection and its surrounding text. Another captures the position of the selection (“starts at the 347th character, ends at the 364th”). Still another captures its location in a web page (“contained in the 2nd list item in the first list in the seventh paragraph”). For reasons of both speed and reliability, Hypothesis uses all three selectors when it attaches (“anchors”) an annotation to a selection.

      This is useful for users concerned about changing content--should probably be articulated somewhere on the h site.

    2. That entanglement makes it harder to provide tools that support the tasks individually. If you can annotate segments of interest, though, you can disentangle the tasks, tool them separately, build the book more efficiently, and ensure others can more cleanly repurpose your work.

      The vision here seems more of a set of tools that can be integrated into various platforms rather than a single platform with a set of features. In this way, it's very similar to the idea behind EDUCAUSE's NGDLE initiative--or even Canvas's LTI-based app store.

    3. The web of URL-addressable resources is infinitely large. Even so, URLs address only a small part of a larger infinity of resources: words and phrases in texts, regions within images, segments of audio and video. Web annotation enables us to address that larger infinity.


    1. Though the complaining candidate in this case was also a black man, it seems evident that there was demonstrable racial animus on the part of those Sessions helped by bringing the case.

      This needs to be unpacked. It would seem part of Sessions' job at the time to evaluate these motivations and decide whether or not to prosecute the case.

    1. Must we always transform to mechanical movements in order to proceed from one electrical phenomenon to another?

      Abstractly worded, but this remains an enduring question about technology and innovation. Albeit with a more critical sensibility than Bush carries in this essay.

    2. more directly?
    3. delight

      I love that pleasure is foregrounded as part of this process.

    4. amplified

      Amplification is an interesting trope in Bush's essay and tech talk in general. It's less about speed than visibility. Certainly works for annotation:

      Online, a book can be a gathering place, a shared space where readers record their reactions and conversations. Those interactions ultimately become part of the book too, a kind of amplified marginalia.

      - Jennifer Howard, Chronicle of Higher Education

    5. Thus he builds a trail of his interest through the maze of materials available to him.

      I love the image of a trail through a maze.

    6. specialization

      Though clearly, Bush is situated squarely within a capitalist context, I'm reading Marx in here against the grain in terms of specialization and the loss of holistic sense of labor. Could increased access to knowledge counter that trend in capitalism?

    7. advanced photography which can record what is seen or even what is not

      I realize this isn't contemporary but Bush's allusion to photography revealing the unseen made me think of this early meme:

    8. All else he should be able to turn over to his mechanism,

      3 cheers for automation!

    9. the prosaic problem of the great department store

      "Disrupted" by Amazon.

    10. It is exactly as though the physical items had been gathered together from widely separated sources and bound together to form a new book.

      I love this idea of pastiche at the core of the memex.

    11. he names it,

      Bush is usually credited with conceiving of hyperlinks, right? But isn't he really talking about tagging?

    12. It consists of a desk,

    13. may yet be mechanized

      Is mechanized different from automated? I'd agree that these associations can be more rapidly and frequently induced. I don't think they can be automated. It's still going to require idiosyncratic human labor.

    14. With one item in its grasp, it snaps instantly to the next that is suggested by the association of thoughts, in accordance with some intricate web of trails carried by the cells of the brain.

      Gardner, is this "insight"?

    15. the artificiality of systems of indexing.

      So organic catalogging, "intuitive" design? Aren't these always in the eye of the beholder?

    16. The real heart of the matter of selection,

      Ironically, the selection of the entire next two paragraphs is something we should not allow in hypothes.is. Let's limit word or character count for targets.

    17. halting

      Acceleration is a key trope for Bush. It's largely about speed. When I think of some of the same technologies that he is imagining, however, its more about direction--to keep in in the realm of physics...

    18. The prime action of use is selection,

      In annotation too.

    19. whenever thought for a time runs along an accepted groove

      It's interesting that the groove is the basic unit of computation for Bush...

    20. The cord


    1. amplified marginalia

      Reminds me of Vannevar Bush's notation of amplification in the memex.

    2. Online, a book can be a gathering place, a shared space where readers record their reactions and conversations. Those interactions ultimately become part of the book too, a kind of amplified marginalia.

      The emphasis on place is so important here.

  2. Jan 2017
    1. Although the terms social reading and social annotation point to a genuinely new affordance of digital text, it’s important to note that the affordance isn’t sociality itself but, as noted above, the speed and scale at which it can be practiced. Failure to register this fact obscures one of the most important opportunities that the Web offers us as teachers: to explore with our students how thoroughly social the activities of reading and writing have always been.

      The level of access--I guess that's scale--seem quite different.

    1. It was a hopelessly clunky idea: a vision right out of a Library Science seminar circa 1949.

      Or The Atlantic, 1945.

      (Anderson's "marginalia strips" sound a lot like the "associative trails" that Vannevar Bush writes about.

    2. Digital technology, rather than destroying the tradition of marginalia, could actually help us return it to its gloriously social 18th-century roots.

      Admittedly, I do want to highlight this note in a distinct way so that it jumps out for me and for others from the rest of the page and its marginalia.

    3. The digital book — scentless, pulp-free, antiseptic — seems like a poor home for the humid lushness of old-fashioned marginalia

      Disagree. We can bring the analog practice to the digital environment and add tools that Anderson would find incredibly valuable, like search for example.

    4. Books have become my journals,

      Nice line, breaking down the division between reading and writing as distinct processes.

    1. Even more critical, though, is how sociable readers really want to be. Conversation in the digital margins makes a lot of sense as a way to draw students into reading assignments. Will scholars and other booklovers embrace the idea?

      I think English class is only the most obvious and deliberate manifestation of something that comes naturally from any experience of culture. We want to talk about it others.

    2. Copyright creates a barrier to social reading's catching on in a big way. Mr. Duncombe had a public-domain text to build on, but many readers want recent material. So far publishers haven't rushed to provide copyrighted works to gather around online.

      So this was written before the advent of browser plugins like Hypothes.is which don't quite solve this problem, but especially with PDF and (soon) ePub integration, do allow you to bring this toolkit to texts rather than the other way around.

    3. Roland Barthes's essay "The Death of the Author."

      Critical text for discussing what happens through social reading, collaborative annotation.

    4. "Keeping the discussion around the text is always a problem,

      Maybe the problem. In classrooms and comments sections...

    5. "create communities of people talking to each other."

      It's about communities. In classrooms, book clubs. We're never reading alone.

    6. talk back to their books,

      And talk through their books to others.

    7. a book doesn't have to be a static text.

      Books were never really static. Social reading just visualizes that more powerfully.

    8. social reading

      Love this way of describing what I normally refer to, clunkily, as collaborative annotation.

    1. the school shall not be mere practical devices or modes of routine employment, the gaining of better technical skill as cooks, sempstresses, or carpenters, but active centers of scientific insight into natural materials and processes, points of departure whence children shall be led out into a realization of the historic development of man.

      So not just vocational education but innovative education.

    2. But if the end in view is the development of a spirit of social coöperation and community life,

      What a radical way to imagine curriculum or even an entire school!

    3. as instrumentalities

      So isn't this the same argument that critics attribute to neo-liberalization of our education system, that is has become too instrumentalized?

    4. a real motive behind and a real outcome ahead.

      This reminds me of project based learning in general and specifically with David Wiley's notion of "disposable assignments."

    5. first-hand contact with actualities.

      Now hearing Whitman:

      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.

    6. We cannot overlook the factors of discipline and of character-building involved in this: training in habits of order and of industry, and in the idea of responsibility, of obligation to do something, to produce something, in the world.

      Hard not to think of Dewey's contemporaries in literature like Thoreau and Emerson with lines like this.

    7. arbitrary inventions of particular teachers

      Isn't this sometimes a positive? Give teacher autonomy. Let them teach to their local conditions.

    8. the progress made by the individual child

      Are we back in an age of educational individualism with our "personalized learning" etc? Should we be talking more about communal learning?

    1. Our audience inhabits a complex, polluted information environment; our role is to help them navigate it — not to pretend it doesn’t exist. The need to show our work and earn trust has never been more important, since once reliable official sources are peddling “alternative facts” — as the White House press secretary did Saturday.

      The first half of this statement could be reworked as a pedagogical call for digital literacy.

    2. we trust you to reckon with a messy, sometimes uncertain reality.

      Ideally, yes, but can that be done in practice today?

    1. Consider that 59 percent of links shared on social media have never been clicked; this means that the majority of users are sharing articles they have never actually read.

      This is an astounding fact.

    1. On a practical level, this means that we wanted to devise ways of presenting monographs that could be accomplished with only the most basic digital version of a book: a full-text PDF file.

      Is it? Why not the Web?

    2. Users are arguably ‘locked in’ to a linear, continuous reading experience, without the ease offlipping back and forth between chapters and the index as one can with a print volume

      Not to mention another book on another platform entirely.

    3. that topic

      Or to the sub-topics that obviously emerge in that process and may in fact be more concrete jumping off points for future scholarship.

    4. There was hope that digitizing monographs would be the answer to these troubling indicators of low usage of print monographs, and that the greater availability of digital monographs would help to grow the usage and impact of monographs in the same way that digitization efforts arguably helped to revitalize the usage and citation impact of backfile journals.2


    5. mine citations.

      Or the trails of previous readers/scholars, i.e. in annotation.

    6. “The annotations,” one participant said, “have to be able to escape the book file.”

      This really does seem key. That would add another answer to the why digital annotation question. It's social,it's multimedia, but it's also searcheable and exportable, which would make it really useful as the raw material of other kinds of scholarly work, rather than an end it and of itself.

    7. to institution-wide

      Is this just group within group? Or a more complicated relationship between different groups?

    8. The relative paucity of existing options for annotating digital scholarly books emerged as a particular frustration,

      "Paucity" of what exactly? Not clients for annotating surely? I can name a few. There are actually choices? Features that support the full analog, idiosyncratic process as described below?

    9. omments or suggestions on the paper submitted

      Link is to a Google form. Not saying it has to be h, but surely there is a better way to engage readers for comment.

    1. “Open” means that anyone can publish or invent online without asking for permission,

      This conception of openness is actually core to our principles at Hypothes.is, the open-source, standards based annotation application embedded here for discussion.

      We believe that not only should anyone anywhere be able to create annotations like this on Web content, but that they should be able to build their own client to do so and that annotation clients should be based on open-standards so that they can communicate with each other, while remaining autonomous.

    1. The relation of syntax to meter is absolutely crucial. And so, it can’t go “in singing not to sing” as the intoning of the paradox seems to demand, but rather “that he knows in singing not to sing," i.e., not to be claimed by allegorizing human intention as music, but instead as speculative discourse.

      This is an especially mind-blowing close reading.

    2. fracturing spring from fall, promise from conditional fulfillment, because they were both there in Milton’s Paradise.

      And brought death into the world, no? And that's what those leaves are, dead.

    3. Such new reconstructions of animals are almost a post-romantic cottage industry,

      And Disney too!

    1. The standard NMC format avoids the use of first person pronouns (“I will…” “We talk about…”), referring instead to “the presenters” or “this session.” 

      This is really odd rule to impose.

    1. anyone

      Insert "if" here?

    2. No, no, no, no, no.

      Didn't watch live, but assuming there was a negative crowd reaction here to mention of the pending inauguration...

    3. For every two steps forward, it often feels we take one step back.

      Foreshadowing? Is Obama calling out Trump as a one term president?!

    4. It’s why GIs gave their lives at Omaha Beach and Iwo Jima; Iraq and Afghanistan — and why men and women from Selma to Stonewall were prepared to give theirs as well.

      An interesting an powerful alignment of American military campaigns and the civil rights movement.

    1. live out loud.

      Love this!

    2. the privilege and the responsibility of the act of empathy.

      Great line.

    3. An actor’s only job is to enter the lives of people who are different from us, and let you feel what that feels like.

      Really this should be all out jobs. Everyday.

    1. Create spaces for postpublication open review.

      Every text should be annotated/annotatable.

    2. An important distinction, however, must be made. Whereas now the social nature of reading is enhanced through ubiquity and accessibility, reading during the Middle Ages was social because of scarcity and inaccessibility.

      Fascinating distinction!

    3. While there are multiple implications for this vulnerability and transparency within the context of open access, a key one is the relevance of open annotation practices for innovations in peer review.


    4. scholarly writing wants readers.

      And what do readers want?

    5. open-access movements.

      Surely Medieval history can't claim this term given wide-spread illiteracy and hierarchiced privilege among the literate.

    6. While all of these practices have continued to exist in various forms throughout the high age of print, they have achieved a prominence today that they have not experienced since the Middle Ages.

      What other differentiators? Scale? Inclusiveness?

  3. Dec 2016
    1. (For example, an extremely high quality, high fidelity, interactive chemistry lab simulation is the “wrong” content if students are supposed to be learning world history.)

      Hmmm. This seems an uncontroversial statement.

    2. many institutions with CBE programs treat their competencies like a secret family recipe, hoarding them away and keeping them fully copyrighted (apparently without experiencing any cognitive dissonance while they promote the use of OER among their students). This behavior has seriously stymied growth and innovation in CBE in my view.

      So open educational standards?

    3. Not everyone has the time, resources, talent, or inclination to completely recreate competency maps, textbooks, assessments, and credentialing models for every course they teach. Similarly on the technology side, not everyone has the time or inclination to code up a new blogging platform from scratch every time they want to post an article online. It simply makes things faster, easier, cheaper, and better for everyone when their is high quality, openly available infrastructure already deployed that we can remix and build upon.

      There are a lot of slippery slopes here. I always pause when I hear the "not everyone has the time" argument. Here, it especially gives me pause because we're talking about what to prioritize in ed-tech and ultimately the classroom. I'm not sure I would automatically value "competency maps" above "coding up."

    4. experiment with the technologies underlying new models.

      Not how I've been thinking about the work of Reclaim, but a good way.

    5. spreading the influence of openness across the entire education infrastructure.

      Love this...

    6. competencies or learning outcomes, educational resources that support the achievement of those outcomes, assessments by which learners can demonstrate their achievement of those outcomes, and credentials that certify their mastery of those outcomes to third parties.

      These all feel very product driven from my perspective. Perhaps it's a necessarily administrative position. Of course, David himself has written about this elsewhere, but what about the process, what about pedagogy?

    7. the assignment is impossible without the permissions granted by open licenses.

      To me, this is a limited definition of "open." What exactly are we opening? Just the resource itself? Just the price or access to the resource? What about it's composition? Does opening the composition or interpretation of a close resource count as open pedagogy?

    8. remixing

      How does this happen exactly?

    9. create a small tutorial

      Students creating wikis can function similarly.

    10. to teach

      Students as teachers, as experts, as knowledge producers.

    11. disposable assignments.”

      I've been think lately about an idea I'll now call "disposable tools": tools introduced in formal education that aren't really used outside the classroom.

      It's true that the skills gained by using such education technology can be carried out of the classroom. And it's true that we need the safety of the walled garden some such platforms provide in some learning contexts. But what if professors and administrators started thinking about what tech to use in the classroom based on the sustainability of those tools? Asking, will this be useful to students beyond graduation?

    12. How can we extend, revise, and remix our pedagogy based on these additional capabilities?

      To me, and I may be short on imagination here, the bulk of the work is in connecting teaching and learning with bullets 3 and 4.

    1. wasn’t a text in any strict sense,

      Indeed. And neither is the Web.

    2. my own teaching content is not so much infrastructure as the residue of the learning happening as a result of the course.

      So content is secondary to process?

    3. not designed around pre-determined content, often packaged as textbooks (so much of the open education movement is still premised on this idea of the authoritative text), but rather on an open educational experience.

      Fascinating tensions here. Yeah, fuck textbooks, even if they are adaptable/adaptive. It's really more about the process of learning in which content is just one aspect of the experience, like isolating just the sounds of a beautiful meadow and not taking in the other

    1. between colleges, and out of college into a sustainable career.

      H as classroom tool, but a renewable one, useable after graduation in a number of professional and personal contexts.

    2. better align K-12 standards—including the Common Core State Standards—with higher-education standards.

      Close reading, critical thinking, digital literacy and citizenship as h-aligned through lines here.

    3. technology-enabled teaching

      This is h does best.

    1. Common Core State Standards

      ELA standards focus on close reading...

    2. providing students and their teachers with more rapid, useful feedback to inform their learning all along the way.

      H clearly does this.

    3. freeing up time for teachers to give students more individualized attention and to focus on more complex tasks.

      H definitely shifts the way time is spent in a class. Basics are taken care of in the reading, allowing for more sophisticated tasks to be dealt with face-to-face.

    4. Ninety-five percent of 12- to 17-year-olds already go online on a regular basis. They use social networks, and create and contribute to websites. Our work is focused on taking full advantage of the kinds of tools and technologies that have transformed every other aspect of life to power up and accelerate students’ learning. We need to do things differently, not just better.

      Hypothes.is nicely bridges the worlds of social media and formal education.

    5. to strengthen the connection between teacher and student.

      Hypothes.is empowers this through annotation: students asking teachers questions, teachers responding; teachers guiding students through texts; teachers intervening to help students develop comprehension and analytic skills...

    1. The Stream

      Is it a stream? What we had before was a stream. Literally at /stream. This is now at /search and I'm wondering if there's a pedagogical difference between the two a la Mick Caulfield's distinction between stream and garden.

    2. customizing feedback.

      How will this feedback be delivered in your de-centralized LMS, Greg?

    3. teacher dashboard

      I'd like to solicit responses here from teacher readers: what else do you want in a teacher dashboard?

    4. Yet tracking contributions and navigational pathways was clunky.

      This is in part why, before the release of this great Activity Pages feature, we build in "homework submission" to our Canvas app. The response was controversial, though. When exactly does this tracking pathways become something dangerous in terms of data collection?

    5. I am teaching in a text rather than about a text.

      This remains one if Greg's best taglines for collaborative web annotation. I use it all the time. :)

    1. Annotations and highlights will not appear in PDF

      This could be made possible if desirable through the HTML code. See documentation here.

    2. It is also widely used as a teaching tool, allowing students to engage with a text and each other.
    3. What if my book is set to private? Can anyone see the public comments? If your book is set to private, any public comments in Hypothesis will only be visible to people with access to your book (or any chapter(s) within it). This means that if you aren’t publicising your webbook, you don’t have to worry about setting up a group for your editors and/or pre-publication readers, as all comments will be hidden from view by default.

      I don't think this is actually true. Public annotations would be visible via hypothes.is/stream. But the links there would ask for a log in.

    1. The scribbles and highlights made by students reading digital textbooks should allow them to sharpen their learning curve,

      Worth noting that one thing that distinguishes this project from H is that these annotations are private and then mined by textbook publishers. While students can annotate privately using Hypothes.is, these annotations are truly theirs and cannot be seen by anyone, even staff!

    1. An Annotated Domain of One’s Own

      Herein lies a brief guide to setting up a WordPress install with the Hypothes.is plugin...

    1. Don’t settle for instrumental uses of technology. Don’t stop with informal logic and historical fallacies. Help awaken your students to these new practices of digital deception, and help them face them effectively. If they are going to be transformative agents of change in the world, they need this knowledge.

      Again, I think this is the call for a critical shift in disciplinary thinking that needs amplification. Or perhaps these calls for more sophisticated understandings of digital media have just never seemed so urgent as they do today.

    2. we can share updates to growing resources,

      Love this idea.

    3. many truths seem surreal.

      Like late night comedy.

    4. Ad hominem attacks, reductio ad absurdum, the intentional fallacy — these pale in comparison to coordinated digital deception, powered by sock-puppet Twitter accounts, SEO expertise, and a Facebook algorithm that privileges fake news.

      Digital rhetoricians need to attend to this proposed turn as well.

    1. by inserting comments in the audio recordings they’d submit to me (as opposed to worrying about whether or not it was ok to correct their French in class in front of their peers… something I had always been hesitant to do in spite of – or perhaps because of – what had been done to me!) or by recording an audio walkthrough of suggestions and corrections to the first drafts of their compositions (instead of handing back a blood-red “fixed” version of a composition in class).

      Premium on teacher feedback.

    2. There’s something to be said about making the text your own in this manner: my students took ownership of the content and (literally) left their mark on it!


    3. Most of the exercises in the text are laid out in such a way that it’s meant to be written on: I’m sure you can understand that with a $350 text, students would be reluctant to write in their textbooks in order to benefit from a high resale value; however, here, with a no-cost (or low-cost) text, putting pen to textbook paper was a natural and regular practice.

      Costly textbooks inhibit annotation.

    1. The US strategy will have the biggest impact in the short run, but doesn’t necessarily lead to a change in behavior.

      Because it's still textbooks, just cheaper?

    2. accessible

      Key term.

    3. which is a much broader process of opening up universities.

      I'm really interested in what this work entails. I do feel the focus on "resources," while hugely important, is limiting on the important work to be done to open education up more broadly.

    4. Open Educational Practice (OEP).

      Same as Open Pedagogy?

    5. The first ten years were mostly focused on the creation of more open resources. Over the last five years, the focus has shifted towards adoption.

      Creation workflows. Adoption protocols?

    1. Textbooks will be forgotten. Individualization will be rampant at all levels of schooling above eighth grade.

      Given connotation of "rampant" is "individualization" a bad thing?

    1. There was a heated debate, but the Republican Party eventually decided to continue to support the incumbent, as he polled stronger on immigration and gun control issues.

    2. the declining benefit to employment of having a university degree,

      Is that really true?

    3. We can know all the history of innovation in education and technology, even have all the tools and code that they used and some of the things that they made, but it isn’t the same stuff as the knowledge that is used to run the world.

      The style of negation deployed in this essay never really points us in the right direction. Not a fault per se, but I'm fascinated in practical solutions to respond to this problem...

    4. Of course, no person of that age could ever afford (or be permitted) to attend college now, and the “career break” crowd would never have the time or the inclination to even look at a textbook.

      So the entire focus of the OER movement is way off base, then?

    5. Two weeks on the transatlantic steamer have given me the time and the space to put myself back into the mindset of the “Uber Age,”

      The conceit of this essay is pretty amazing (and terrifying).

    6. Maybe what we knew wasn’t as important to the world as we thought. You hear that England voted to leave the Atlantic Ocean last month?

      This statement could be applied in so many different contexts...

    7. It was just learning by staring at a screen, and having some computer record everything you did so it could pretend that it knew you. Which was pretty much like regular university education, actually.

      MOOCs as traditional university education? MOOCification of university education?

    1. Assessments:

      So standardized?

    2. a content API. Rather than getting the content through an HTML page, we can just get the raw HTML, which can be styled appropriately by whatever LMS CMS that we want to use.

      Fascinating. Who's the leading person on this?

    3. more modular content that can be placed into different delivery systems which can interoperate.

      This seems an editorial as well as a technical problem. Publishers should rethink the shape of the textbook. And content should be shipped in a that allows for revision and remix.

    1. copyright law regulates our exercise of all these newfound capabilities – so that what is technically possible is also legally forbidden.

      I keep coming back to this question: does web annotation open up copyrighted texts?

      Let's set aside whether it's ultimately legal for me to annotate a document and share that annotated document--or "republish" a portion of targeted content from a copyrighted source through an annotation service.

      Web annotation does allow me to "open" copyrighted content to critique, commentary, and a certain kind of remixing. Quoting and critiquing/commentating is the oldest remix tool in the humanities scholar playbook.

    2. a generation of capacity building to do.

      The work's not all technical!

    1. Hypothes.is as bettering Twitter

      There’s also a growing culture of people on Twitter hacking the microblogging platform as an annotation tool. They call them Screenshorts, Tweets that use screenshots of highlighted text to ground commentary. To me it’s just web annotation 1.0. But they’re just trying to be good English students, right?

      From a pedagogical and rhetorical perspective, at least, an annotated Trump speech is more effective than a random comment out there in the ether of the net. Similarly, a close read of the Clinton emails I believe would reveal there’s not much of a story there. But as a culture, we are not engaging with politics in that way, and we would be better off if we did.

    2. (much less a vendor!)


    1. By providing lower-cost pathways to graduation that feature open pedagogical practices designed to enhance student engagement, the institution removes more barriers to successful education and career attainment

      So there are twin pieces to the movement: resources and pedagogy.

    2. but publicly through the use of open licensing and posting to publicly available websites

      So the CC licensing makes the use of hypothes.is such a project.

    3. A popular assignment for writing classes is having students develop openly licensed articles for Wikipedia.

      Or edit them

    4. student engagement

      Engagement and retention, graduation, etc.

    5. In this broader definition of openness, we need to consider what makes a learner successful and persistent in the timely completion of their academic and career goals.

      Big question!

    1. Improved tools and workflows will reduce existing barriers to ready adoption and implementation.

      So it's cultural and technical?

    2. including mechanisms for updates and maintenanc

      To textbooks? As in feedback and revision?

    3. funds will be allocated to support the necessary infrastructure

      DING! DING!! DING!!!

    4. Learning, in both formal and informal settings, will be deepened, peer-based and collaborative, and extend to broader networks. The evolution of these new cultural norms

      How do we push the evolution of these "social norms"? For starters, are there OER conferences for teachers? To spread the word, train, etc. OpenEd was this to an extent, but I'd imagine an everyday teacher feeling a little overwhelmed at least by many of the sessions.

    5. With technological advances, the continuous loop of Open Educational Resources used in context for learning, with immediate assessment and feedback data on learning outcomes, will be realized. Rapidly, useless content and assessments will be reworked and improved. Pedagogical data gathered, stripped of individual identifying information, will be openly available to accelerate the next stage of innovation.

      What technological advances?

      Hypothes.is could play a role in user feedback for sure.

    6. the vast majority of humanity will engage in learning through what we now call supplemental resources,

      Informal learning spaces...need "informal" (?) learning tools. Do we already have the platforms to support this?

    1. An ongoing dialogue between business and academic cultures will lead to success in higher education institutions.

      On what level?