3,604 Matching Annotations
  1. Dec 2016
    1. “metadata” about our reading

      Or the reading of others, thinking of this in a classroom setting. This metadata could be so useful in the teaching of reading.

    2. the sense of another consciousness co-filtering D.F.W.’s words,

      But not directly in conversation?

    3. meta-conversation

      So this is the conversation between SA and DFW. What about the conversation between the friends-readers?

    4. And yet I’ve continued to hope that, in some not-too-distant future, e-reading will learn to take marginalia seriously.

      This is just a matter of providing annotation ability, but of doing so in an interoperable way. If my notes on a Kindle are not also available elsewhere, alongside my notes from a book read on an iPad, then it would be as if I could write in certain books but not others, or had to put on a different pair of glasses to read my marginalia in different books.

    1. How do we know, and who knows “knowing” in a world where expertise is debunked?

      THE critical question, I think.

    1. It’s like a doorway…

      I like that: annotation as a doorway. Or the annotation sidebar as a doorway to a secret room...

    2. a good therapist
    3. and what if our characters created had their own hypothes.is accounts??)

      Yeah, I really love this idea. It'd be especially interesting if participants created dummy accounts of various sorts--characters, commentators, etc.--but did not reveal the identity (or even purpose) of the person behind the annotations at first.

    4. Participants will create and inhabit characters for role play,

      Folks might take a look at this neat project I worked on at Genius with the author Jeff VanderMeer. He annotated a chapter of the final installment in his sci-fi trilogy, but did so entirely through the fictional world of the novel itself, not as some meta-commentary.

    5. combinatorial creativity?

      Not that collaboration is anything new, but the central tension in the idea of "networked narrative" is the unprecedented force of the "combinatorial creativity."

      Surely all stories are networked: a storyteller listens to other storytellers, calling themselves storytellers or not; a storyteller is always listening to stories, whether capital "s" stories or not.

      But there does seem to be an exceptionally centripetal force about the digital era, or more the era of social media, that truly challenges the notions of story, author, book, etc.

  2. Nov 2016
    1. When we start to organise learning / technology outside of the establishment (universities, colleges, libraries, curricula), we quickly find ourselves inside a different kind of established order:

      Can the Ivory Tower and Silicon Valley really be so easily divided? Among other things, how are colleges and universities outside of the marketplace?

    2. And how we love convivial institutions in the ed tech community! We know them as networks, rhizomes, MOOCs, the ‘long tail’ of diverse opinions. They are non-hierarchical, or at least the hierarchies are unofficial (which can mean simply reproducing existing power relations). They agile. They are alternative. They fit with the counter-cultural, anarchism-lite that has been the prevailing politics of the tech industry since the year dot. Give me a provisional organisation any time I am organising a protest, or a development project, or a bit of voter intimidation. But provisional organisations are not inherently more progressive than formalised ones. Where has the populist right been organising, up until the moment they successfully took over the institutions we were so down on? Where have the conspiracy theories flourished, that have not unseated a single crooked politician that I know of, but have undermined the grounds for a rational political alternative? Those spaces.

      This "rant"--and I mean that in the best of ways--belongs in a play or a speech. I've been literally lifted out of my chair by it.

    3. The eternal referencing of Illych’s ‘deschooling’ meme – an essential diagnosis of what goes wrong for individuals when their learning is standardised, credentialised  and consumerised, but a poor analysis of what we should do about it collectively.

      I want to read another blog entry, essay, or book, just unpacking this fascinating statement. Or maybe Helen can just respond here or push me in the right direction.

    4. But it’s overwhelmingly the people who are already educationally successful who are learning successfully online, at least in ways that have an impact on our worldview and life chances. How are we going to ensure that everyone in our society can benefit from the knowledge that is there in abundance? How are we going to develop everyone as  independent learners and critical thinkers and interconnected citizens? That should be the only question we ask of e-learning now.

      This is the critical work that needs done.

    5. Thanks to Tinder

      It should be noted that the Foundation has thankfully changed it's name. Given the more popular internet Tinder, these sentences could cause puzzlement if read out of context.

    6. So in a culture where everyone has access to information 24/7, the political divide between educational have and have-nots is getting wider.

      Another truly remarkable statement here. In the wake of the US election, much attention has been paid on the role of mis-information. We have 24 hour access to information, but what kind of information? And how are we navigating that information? Both algorithmically and critically?

    7. But Tinder haven’t done this just by putting stuff online.

    8. It is no small thing for democracy that we live in an age of abundant information, including some of the most intellectually and commercially valuable knowledge on the planet. But access to this knowledge rarely means educational success

      I've read this statement a few times now. To me, it's remarkable in how obvious it is, but also how often we forget it.

    9. We need universal, publicly-funded education that is less penetrated by market forces and values, less obsessed with measuring ‘outcomes’, less oppressive and more playful – for everyone.

      What about?

      We need universal, publicly-funded education TECHNOLOGY that is less penetrated by market forces and values, less obsessed with measuring ‘outcomes’, less oppressive and more playful – for everyone.


    1. Finally, individuals and communities are producing innumerable resources.

      And students themselves too!

    2. One of the primary learning skills will be the selection and evaluation of resources.

      Interesting. Is this a platform's job? An algorithm's? An educator's? A student's?

    1. The same muscle that made them wonder why Beyonce’s Lemonade references Malcolm X can be put to use on other texts. This doesn’t have to be pandering to the youth.

      This has always been my teaching philosophy, not just about annotation, but critical thinking more broadly.

    1. consultant who was the architect of Medicaid changes in Vice President-elect Mike Pence’s home state of Indiana, to run a crucial section of HHS: the Centers for Medicare and Medicaid Services


    2. rump has chosen Rep. Tom Price (R-Ga.), a fierce critic of the Affordable Care Act and a proponent of overhauling the nation’s entitlement programs, to lead the Department of Healt


    1. So in judging the value of a technology, we need to look more closely at the ways in which it is being or could be used

      Though clearly we need to interrogate the ways technology is created and framed as well.

    1. can/should/will the human teacher be replaced by technology?

      Granted that working at a tech company I'm somewhat bias--though I am a former teacher--but I feel like critics of ed-tech too often push the automation concern further down a slippery slope than it actually is.

    2. what is best done face-to-face and what online, and in what contexts?

      I'm not sure I buy this divide. What about something like discussion that transcends both spaces?

    1. OEP is still in its infancy.

      So then clearly this is where we have to focus funding, development efforts...

    2. customized and personalized learning that has the promise to open up our classrooms to those students who so need to be freed from its current construct

      On the student level or the class level or both?...

    3. economic benefit

      Just a start...

    4. The real potential for OER to improve education is in its open license. In contrast to “all rights reserved” copyright, OER are licensed to allow anyone, anywhere, anytime to reuse, repurpose and redistribute the content.

      But then open licenses are just a means to an end. You can have the license, but if you don't have a way to do the repurposing then....

    1. ways that simultaneously improve their learning and the content they are learning with.

      This. Students using h to better engage with content and each other, but also to engage with content creators through a "feedback channel" that can be used to improve underlying content.

    2. Wiki Education Foundation to promote editing of Wikipedia by students in academic contexts

      How could h be leveraged for a similar project?

      Hundreds Climate Feedback groups run by teachers with their students?...Does the target text of annotation need to be open? Could we do this over proprietary content, but opening it up in other ways, technically and discursively?

      Not much needed in terms of tech here from h, except public groups which is in the immediate road map. But we'd need support to create and support these communities of practice...


    3. not simply widespread, equitable access to content,

      For some in the movement it does seem like the end.

    4. use in effective ways,

      Adding reuse/remix to the list of needs?

    5. students and educators improved existing content, adding real value back to the real world.

      Another thought here: what if H had a channel, in addition to personal note-taking, and group discussion, that allowed teachers and students to write back to authors and editors about the content marking what was helpful, what was confusing, etc.

    6. engage his students in adapting a textbook to better fit the course outcomes.

      Like Robin...how could h be useful here? Well, just as Robin used it, I suppose...

    7. students and educators improved existing content, adding real value back to the real world.

      Again, does the original content need to be open?

      What is the license on content extracted via annotation? That is, the target text?

    8. Using the full potential of OER by intentionally leveraging the open licenses is called open educational practice (OEP, or sometimes Open Pedagogy).

      Is this a mandate to create your own resources from others rather than use one "off the shelf" as it were?

    9. The ultimate value of OER is in the potential it holds to dramatically improve teaching and learning – value above and beyond what proprietary content can provide, given equal technology.

      Very interesting...

      So free movement between content types and a means to make that learning process cohere will be crucial. Could open annotation be the bookmarking, notetaking, and conversation tool that unites these across a wide variety of OER texts?

    10. I believe that most education technologists pay the heaviest attention to the bottom three layers of this framework, with occasional attention to the content layer. Attention to actual teaching and learning is rare.

      Not Hypothes.is, for better or worse.

    1. Faculty need the freedom to fail on their way toward pedagogical creativity.

      Great line!

    1. Will this disturb the sleep of a woman near to giving birth?

    2. Invest in the millennium. Plant sequoias.

      That is, take a long view of the right and the good, echoing Aldo Leopold. A beautiful idea, no doubt, but like many white male environmentalists before him, doesn't recognize that as a distinctly privileged position.

    3. So, friends, every day do something that won’t compute.

      Though the poem comes from a pre-(mainstream)Internet moment, I love the idea of applying the call in our contemporary data-centric world.

    4. Be afraid to know your neighbors and to die.

      In equating fear of your neighbors with fear of death, berry reveals the absurdity of being mortally afraid of others.

    1. this project draws inspiration from, and seeks to encourage, what bell hooks calls “the possibility of radical perspective from which to see and create, to imagine alternatives, new worlds.”

      Yes and to look more closely at the real world, to make note of fake news and false claims, to use annotation as a fact-checking and myth-busting tool.

    1. despite my grief, a sense of urgency has arisen.

      It feels like these forces are pulling me in different directions--to a cocoon and to the streets...

    1. 2. The role of digital tools in the lives of students today. 3. The role of digital tools in the learning spaces that serve our youth.

      I'd break these down a bit to cover:

      1) the politics of social media (terms of service, etc) 2) information/misinformation online 3) the role of data in education

    1. The conservative idea, at that time, was that liberalism had gone insane for political correctness and continental theory, and that the way to resist the encroachment of Derrida was through fortifying summaries of Emerson. Great Books.

      This is a fascinating idea: that the Republican party, once last hold out for modernism, has "postmodernized itself," no longer able to stand for the canonical, the central, given the warring parties of mercenaries it has let into its fold.

    2. democracy depends on a public forum, and ours is upside down.

    3. Politically speaking, precision is freedom.

      So many good lines in here. Hypothes.is users have work to do here...

    4. One of the conditions of democratic resistance is having an accurate picture of what to resist.

      Indeed, this was so muddled in the 2016 election and still is to some extent. For example, are we fighting Wall Street? Which candidate is more anti-Wall St.? Which candidate really stands for the working class? And how?

    5. Authoritarianism doesn't really want to convince its supporters that their fantasies are true, because truth claims are subject to verification, and thus to the possible discrediting of authority.

      This really feels like what happened. Not just with Facebook. There was some kind of "emotional truth"--not the best phrase--that Trump performed and which resonated with a lot of people who likely wouldn't/couldn't rationally defend his every claim.

    6. Facebook's algorithm, which promotes some links over others and controls which links appear to which users, likewise reflects a series of editorial choices, and it is itself a bad choice, because it turns over the architecture of American information to a system that is infinitely scammable.

      Spot on.

    1. radical hope. “What makes this hope radical,” Lear writes, “is that it is directed toward a future goodness that transcends the current ability to understand what it is.”

      This reads like a line from The Road. The Father conjures a goodness/"the light" against all empirical evidence to the contrary.

    2. Darkness, after all, is breaking, a new day has come.

      Darkness...is breaking. I love that image/idea.

    3. to bury the arc of the moral universe so deep in justice that it will never be undone.

      What a phrase!

    4. No easy task to take in the fact that half the voters—neighbors, friends, family—were willing to elect, to the nation’s highest office, a toxic misogynist, a racial demagogue who wants to make America great by destroying the civil-rights gains of the past fifty years.

      Indeed not.

    5. Repealing Obamacare, which has provided coverage to twenty-two million people, including Jim’s family members; cutting safety-net programs; downgrading hard-won advances in civil liberties and civil rights—these things will make the lives of those left out only meaner and harder.

      So how does this election make any sense? It's like people were saying, "I'm dying here, kill me faster."

    6. especially those who elected Trump because they felt ignored and left behind. President Trump is almost certain to betray them.

      I still need to finish Packer's prescient article on this topic from weeks before the election, but remain unconvinced that the Democratic Party, or at least President Obama, really abandoned the white working class. I mean, the bailout of the Auto Industry?...

    7. They were rejecting élites, out of fear and fury that, when it came to them, these values had been abandoned.

      This is nicely put, though it still baffles me that Trump came to represent something other than an elite that has repeatedly swindled working class people.

    8. Now it falls to us to listen with gracious and open hearts. This is not giving in or giving up. The hardest thing about democracy is the boring and irritating process of listening to people you don’t agree with, which is tolerable only when each side strives not to hurt the other’s feelings. To quote my colleague George Saunders, let today be National Attempt to Have an Affectionate / Tender Thought About Someone of the Opposing Political Persuasion Day. And (please, God) every day hereafter as well.

      I'm hearing this a lot lately. And maybe I'm just not there yet--still mourning. But, like a racist or sexist joke at a party, I feel like the conversation is over at exactly that point.

    9. Nasty talk didn’t start with Trump, but it was the province of people we all viewed as idiots—schoolyard mobs, certain drunks in bars, guys hollering out of moving cars. When a Presidential candidate mocks a disabled man or a Muslim family that has sacrificed a son for our country, the behavior is stamped with a big “O.K.”

      I find myself audibly sighing a lot these days as I read passages like this.

    10. Rather than lose its “whiteness” (once again), the family chooses murder.
    11. If it weren’t so ignorant and pitiful, one could mourn this collapse of dignity in service to an evil cause.

      This. I've paused to consider empathy, to force it on myself in a way, but any consideration of the legitimacy of that struggle stops short at their alignment with hate.

    1. This is where teachers have a great opportunity to model the type of critical thinking that might link a letter by Frederick Douglass or James Baldwin to a more current essay by Ta-Nehisi Coates or Roxane Gay.

      And with online texts these can literally become links, not just between texts, but between specific textual evidence within texts.

    2. a great jumping-off point

      Excellent point. And with annotations as threaded conversations as with Hypothes.is, then those can literally be jumping off points for individual development or group discussion, students building on top of reach other from summary to analysis to discussion.

    3. Oh, and I give them a handy dandy bookmark with suggestions.

      This is a great resource.

    4. a time capsule of their thinking in high school English.

      I love this idea so much. As a life-long student of and now teacher of English, I made productive use of those time capsules. I reread many books I read in HS in college building on those early marginal thoughts. And when I taught the same books again when I became a teacher, I was able to look through those layers of marginalia and see into the mind of a younger me reading those books.

    1. It was so extreme that in recent weeks, I was attacked for posting anti-Trump news stories on social media by furious people who took the position that to be overtly anti-Trump was to be covertly pro-Clinton.

      More and more I'm feeling that this is what lost the election for Democrats.

    1. Do they promote deep reading over interaction?

      Great question.

    1. I think that this should give us a lot of empathy for the kids in Syria and other war torn countries, who want to get away from crazy and to come here. Like, just the fact that someone who said mean things was able to become president traumatized a whole generation of children. No building got blown up next to them. They didn't see their dad get torn apart in a car bomb.

      It's true. We still have a lot more privilege and agency than most.

    2. almost half the people didn't vote at all. Of the half that did vote, Hillary got more votes and of the people that voted for Trump, only probably 10 percent of them endorsed all this crazy stuff; the other 40 percent were just giving a middle finger to either Hillary Clinton, DC, or PC stuff run amok, whatever that means to them. That doesn't mean that they all want to privatize Social Security or even build a wall, in fact. If you take the people that didn't vote, cut them in half and assume that some would have voted for Trump and some would have voted for Hillary, then you take her voters, that's like 150 million people. That's a lot of people who cannot be rationally included in the Trump camp at all. Then if you take the half of his voters, or more, probably, the vast majority of his voters who aren’t into a lot of his crazy stuff, you got a lot to work with.


    3. The problem is that it's marbled through with xenophobia and misogyny and bigotry.

      Exactly. And I love the use of marbled here and above: apparently you can polish a turd.

    1. who labor in this vineyard the one that produces words and pictures.

      So much going on in these metaphors: journalist as laborer; words and pictures as a kind of produce to be cultivated.

    1. “invisible humanities.”


    2. But we also need to be both more explicit in voicing and acting on that commitment and more capacious in our understanding of the role of the humanities in the world.

      Agree whole-heartedly. It was always how I taught: with my bleeding heart on my sleeve. But I worry--I'm scared really--that this is going to be made harder--through actual policy--for teachers to do.

    3. So many of the lessons we teach—about the value of culture, critical thinking, history, philosophy—seem now invalidated with the election to the highest office of the land of an individual who has expressed in word and behavior nothing but distain and contempt for these things.

      On a personal level, this is what is so devastating for me about the election result. It goes back to every class discussion in English class since middle school, every paper I ever wrote, the reasons I went to grad school to study literature.

    1. After falling in love with the Foucaultian concept of the panopticon like most advanced humanities students, I’ve come to wonder: is all surveillance by definition bad?

      Funny story, there's actually a video platform called Panopto. They were at EDUCAUSE.


    2. retractable banner.

      A "retractable banner" is a 33" by 80" banner that is retractable, printed on a glossy canvas that rolls up into a canister that slips into a black carrying case with a non-adjustable shoulder strap. A Google Image search produces some great finds:

    3. The Mad Vendor’s Manifesto:

      "Manifesto" is actually too strong a word for my reflections here, but I was trying to shout out Wendell Berry's "Manifesto: The Mad Farmer Liberation Front."

      Here's one of the best lines, which works surprisingly well in the context of critical discussions of ed-tech: "So, friends, every day do something / that won’t compute."

    4. the floor

    5. What was the total addressable market?

      What even is "total addressable market?!

    6. And that does seem valuable.

      The best line of this pitch came when the presenter showcased the team--a strong team being one of the rubrics for the judges. He said, well, we're the one's who created all these systems that don't talk to each other, so who better to make them do it.

    1. Navigating the modern educational landscape shares many parallels to navigating the physical world: learners are often trying to get somewhere (e.g., a job, a certification, or a set of marketable skills), they may want to know what topics or skills are “nearby,” and they may want to know what kind of roadblocks they may encounter along the way.


    2. value-added groupings.

      What does this mean exactly?

    3. learning pathways lead to valuable skills (Lumina Foundation, 2016)

      H leveraged as a tool for independent, but guided research...

    4. customized


    5. data-driven decisions in order to measure, improve, and adapt student learning?

      Why necessarily data-driven?

    1. National Association of Media Literacy (NAMLE)

      Note to self: need to spend more time following their work.

    1. However, with a few exceptions, I’m still not seeing institutions embrace the entire spectrum of openness.

      Still not sure what this looks like in current practice or ideally...

    2. students and faculty as active contributors

      What better way than through annotation?

    3. whereby the learning analytics and data about the institution are open and available

      Very cool. Is this compatible with FERPA?

    4. uses open source software for its administration and for teaching and learning involves students and faculty in research which is published in open access journals for all to see and use


      But seriously, love this.

    1. Which means we have to apply even greater pressure from the left: to march in greater numbers, to shout out louder against injustice, and to summon and be prepared to sustain everyday massive nonviolent civil disobedience on a scale not seen in this country for decades. Not because we refuse to acknowledge the results of the election. But because, as we would have written no matter who won last night, elections are only the beginning of the contest for power. And because in the coming contest there are some in immediate peril, who need our help, our energy, and our solidarity.


    1. the themes

      What does "theme" mean in this context?

    2. Open pedagogy – As OER becomes more of an accepted part of practice, openness encourages more experimentation with pedagogy, as well as a move from doing the same things more cheaply to exploiting the options of openness.

      Currently viewing OER and open pedagogy as separate though kindred causes. At OpenEd16 they occupied the same place, but didn't seem to be talking to each other.

    3. OER and data analytics – OER in combination with learning analytics, and the crossover with data viewed as an OER in itself.

      A la mainstream publishing industry?

      Will the data be open?

    1. There will be more collaboration, more attention to providing support to individuals, and more interaction between learners, as well as between learners and teachers.

      Annotation as student-to-student interaction/collaboration and teacher to student support/intervention.

    2. open resources that address skills like collaboration and cross-cultural understanding, and resources tailored to workforce development needs, tie open education to skills as well as knowledge, which makes it even more valuable.

      Hypothes.is as collaboration tool for emergent OERs. Need to discovery, evaluation, discussion...

    3. Open educational practice can not only model how to navigate a broad pool of information to find the most appropriate resources for understanding a topic

      Could h play a role here, help students and teachers to navigate this information?

    4. Second, the ideas around open pedagogy are still emerging.

      So some focus here then in terms of infrastructure?...

    5. Teachers are innovating their approaches to teaching, such as those inspired to bring their students in as the co-creators of their educational experiences (Example 1, Example 2)

      The first example here is to a blog by Robin De Rosa where she gives an account of her Open Textbook Project, in which she used Hypothes.is.

    6. educational building blocks

      Is that really what they are? Are they built for that type of manipulation? Do we yet have the tools to manipulate them as such?

    1. deport the undocumented

      OK, this is all a bit too blasé.

    2. Resentment is no excuse for bald-faced stupidity. America is still the land where the waitress’ kids can grow up to become physicists and novelists and pediatricians, but it helps a lot if the waitress and her husband encourage good habits and the ambition to use your God-given talents and the kids aren’t plugged into electronics day and night. Whooping it up for the candidate of cruelty and ignorance does less than nothing for your kids.

      I want to be aware of my own liberal elite bias, but I can't shake this one: I just agree.

    1. People can behave foolishly, recklessly, self-destructively in the aggregate just as they can individually.

      Perhaps more so.

    1. How Trump’s strange rise and Obama’s high rating can have coincided in the same moment will remain one of the permanent conundrums of our history.


    2. Connection, even connection in pain and dismay, is the one balm for trauma of any kind.

      My echo chamber on Facebook has served me well in this regard.

    3. I also believe that the comings and goings of politics and political actions in our lives must not be allowed to dominate our daily existence—and that if we struggle to emphasize to our children the necessities of community, ongoing life, daily pleasures, and shared enterprises, although we may not defeat the ogres of history, we can hope to remain who we are in their face.

      Certainly a privileged position, not in immediate danger of losing home and rights, but still a important point.

    1. how the affordances of technology modify our communication and our behavior.

      In that sense, while no doubt a worthy distinction, isn't it important to remember that digital skills are intricately bound up with digital literacies? In choosing Twitter as a platform with all its possibilities and limitations, haven't we already begun to make decisions that require literacy?

    2. authentic

      How exactly do we balance authenticity and risk, though?

    3. Facebook’s

      And Twitter's? Is there someone out there critically interrogating the use of Twitter, especially in the classroom? I remain perplexed that it seems to get a free pass by many academics otherwise critical of social media platforms.

    4. what kind of context do they need to consider?

      This is such an important question, especially as there may be an intended audience (the class group?) and a wider less known, unintentional one.

      And of course the same question should be asked of social web annotation. What will those outside this immediate community coming to this conversation think of it?...

    5. For example,

      Great example too!

    1. I served as the first cycle’s discussion facilitator (a task that students will subsequently lead); as such, I read and then added my annotations (i.e. I highlighted text, added comments and questions, hyperlinked resources, and made note of subsequent course readings and activities).

      I like the scaffolding potential of this: prof demonstrating, modeling the tool and its technical and critical utility.

    2. From the privacy – and primacy – of LMS (specifically Canvas) discussion forums to the public “playground” afforded by Hypothesis; From the formality of pre-determined questions (which can privilege the scope and purpose of reading) to open-ended and less formal (re)action and exchange; and From an instructor’s authority to center and control textual discourse to a de-centering of power through a fracturing of attention, interest, and commitment.

      So this first one is a technical distinction whereas the second and third are more pedagogical. But what occurred to me in reading this list of rationales was the way in which those pedagogical choices are effected by the tech we choose.

    1. no one cancontrol how the system will evolve.

      I'd use the word "organic" to describe this process...

    2. indeed some might think,attacking the very idea of property

      ..intellectual property too. Can radically open be translated into scholarship, at least as currently defined?

    3. hen given to the next generation.

      Well, certain privileged and credentialed members of the next generation, right?

    4. utting into thecommons one’s work product

      The "commons" as both a place for ideas and tools.

    5. For this is just how open source software works: with aninspiration, handed over to the public, in an imperfect but promisingform, which a public then can take up on its own and continue towork out. But with a promise, that what they produce with thisproduct leaves this open part open.

      Great description! Applies to code AND ideas.

    6. heInternet as it was in 1995 was a space that made it very hard to verifywho someone was; that meant it was a space that protected privacyand anonymity. The Internet as it is becoming is a space that willmake it very easy to verify who someone is; commerce likes it thatway; that means it will become a space that doesn’t necessarilyprotect privacy and anonymity.

      But how does this relate to openness? Why is one or the other of these scenarios more open?

    7. The code of cyberspace—whether the Internet, or a net within the Internet—defines that space

      Space is an apt metaphor here. Design of space effects its relative openness too.

    8. a certain architecture in the Internet.

      Like open web annotation as defined by the w3c standards.

    9. governance in thesense I mean.

      I like how the politics slowly become more and more obvious in these examples of governance.

    10. And after extensive and engaged exchange on theNet, the glitch was undone.

      Democratic knowledge production.

    11. this margin is too small

      Just wow! Not any more!!

    12. in the margin of his father’s copy of Diophantus’Arithmetica,he scribbled next to an obscure theorem

      This classical text on openness begins with an anecdote about annotation!

  3. Oct 2016
    1. e defined by hospitality, but not a hospitality that involves a clearly defined host or guest. We certainly extend invitations


    1. “Reading is a bridge to thought,” she says.

      Or, annotation is the bridge between reading and thought.

    2. The online world, too, tends to exhaust our resources more quickly than the page.

      The page can be a nice soporific too:

    3. reading had changed profoundly

      Has it? Must it?

    4. the reading brain

      This is, literally, your brain on Shakespeare (from The Big Think):

    1. And I think we should contemplate how we can build technologies that foster a deep and sustained attention to ideas, to knowledge, and yes, to public discourse.

    2. This isn’t simply about technologies of distraction. This is about technologies of a fragmented discourse, one that privileges “comments” – never read the comments – versus a deeper, critical commentary.

      Commentary (at its deepest) as antithetical to distraction.

      I'd be very interested to tease out the two types of commentary here...

    3. “The Garden and the Stream: A Technopastoral.”
    4. How do we learn to see differently and not just react to what’s “obvious” about these sorts of stories?

      Close reading, critical thinking.

    5. But I recently reread Pilgrim at Tinker Creek by nature writer Annie Dillard in preparation for this talk because it is fundamentally, I believe, a book about attention.

      OMG, so psyched to see Dillard referenced here.

    6. If there’s something to reclaim – or for many voices, to get to claim for the very first time – it is public discourse. It is, I hope, one that rests on a technological commons. I think we start towards that commons by thinking very carefully, by thinking very slowly and deeply, by cultivating very lovingly our spaces and places and own domains.

      Infinitely quotable passage here.

    7. Essays that both stoke and assuage fears about “digital distraction” tend towards the ahistorical because their assertions almost always focus on the digital, on new technologies as the cause.

      Right, with annotation, it's always already been a tool to manage the sheer difficulty of reading.

    8. We have created a variety of technologies to help us manage information and memory – writing most obviously, but also codices, indices, tables of contents, libraries.

      Why no digital equivalents?

    9. I find that those who want to dismiss such a thing as “digital distraction” tend to minimize the very real impact that new technologies do have on what we see, what we pay attention to.


    10. Our communication practices might change – might – because of new computing technologies. But new practices tend not to be invented utterly whole cloth. The legacies of language and culture persist.

      The analog role of annotation is interesting in this regard.

    11. That’s something that’s desperately lacking in the steady stream of information flow online.

      Don't require attention? A different kind of attention.

    12. Yeah. I know. Weird. Books. Those old things. But ideas are developed more slowly and thoroughly in books.

      Require attention.

    13. attending to the digital,

      Really like the implications of this phrase.

    1. If a school or teacher isn’t using Google Docs, a similar type of “talking to the text” can be achieved using Diigo, which also allows users to share marked-up documents with one another that include comments or highlights.

      Not just Diigo!

    2. The technology didn’t do any of the thinking for students, but in this case the software helped build an outline as students discuss and winnow down their evidence, and their work has been conveniently saved in an easy-to-review manner.

      Software enables thinking doesn't replace it.

    3. goal of slowing down reading.


    4. easy for students to access their work anywhere.

      Activity pages, export, all this stuff is key. We need to be a good information/learning management system.

    5. free

      Well, there is of course a cost...

    6. The key to getting kids to read deeply in any format is to have them engage with the text in meaningful ways. In the digital space, that means disrupting a pattern of skipping around, writing short chats and getting lost down the rabbit hole of the internet. It means teaching kids ways to break down a complex text, find key ideas, organize them and defend them. Practicing those skills in class can be time-consuming, but it also builds good digital reading habits that hopefully become second nature.

      I'm just so convinced that collaborative annotation--along with a robust information management system--does just this.

    7. there isn’t enough longitudinal data to know if those deficits can be remediated by learning strategies specific to digital content.

      Let's study collaborative annotation more...

    8. Several studies found the decrease in comprehension on digital devices was more due to distractions on the internet than to the medium itself. Perhaps self-control is among the key skills to teach students expected to read more online.

      Distractions as a researched problem, but where is the citation?

    9. social, collaborative spaces.

      SOCIAL reading, COLLABORATIVE annotation!!

    10. Many of his strategies resonate with teachers because they are based in research about how students have always made sense of difficult texts and are only enhanced by a few digital affordances.

      traditional strategies enhanced by digital affordances=hypothes.is

    11. casual digital reading

      Key word here is casual. Just as when we read for homework we do things we might not when reading for pleasure, so too online.

    12. Students are doing more reading on digital devices than they ever have before

      Would like to see the numbers around this...

    1. distinguish reading for fun on tablets, with the distracting bells and whistles, from reading for school, where material is less interactive but more straightforward for better absorption.

      This one I'm not so sure of. Why isn't annotation a distraction/bell+whistle? Or better yet, why can't we harness/leverage the other bells and whistles for literacy development.

    2. More research will need to be done, especially on how students use the annotation features of e-books, to get a clearer picture of how well students can take notes and be able to find them on digital readers. Perhaps technology will improve, and annotation features will become more intuitive in the next generation of devices.

      Bring it on.

    3. “In a traditional school environment, you’re given a textbook and told not to write in it at all. And this is really counter-intuitive to what we want kids to be able to do in the real world,” he said. “We want them to write all over the things that they’re reading.”

      +DanWhaley here

    4. She cites a new study that showed fifth-graders became better digital readers after learning how to use the digital annotation feature.


    5. new training and practice

      And new tools.

    6. In a Hewlett Packard online survey of 527 college students at San Jose State University, 57 percent of students who responded said they preferred print materials to e-books when studying. When citing reasons for their preference, 35 percent of print users cited “note-taking ability” as a reason for preferring print vs. six percent of those who favored e-books.

      Great stat for hypothes.is..

    7. “It seems that the very ‘richness’ of the multimedia environment that e-books provide — heralded as their advantage over printed books — may overwhelm children’s limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.”

      This doesn't bode well for research on annotation...

    8. “Reading comprehension research with multi-touch devices is still in its infancy and students will need to adapt new reading strategies in order to maximize their learning in this environment.”

      We need to get in on this...

    9. according to one preliminary study presented by Heather Ruetschlin Schugar and Jordan T. Schugar of West Chester University.

      Study showing better comprehension in paper.

    10. One of the best ways for readers to show engagement with the text, he said, is through marginal annotations.

      Thumbs up!

    11. “You can also flip back and forth very easily, and spatially, there are advantages to print media.”

      What about the spatial advantages to digital: the ability to search for example, or access one's notes as a discrete document. ...

    12. The trick to being a good reader, no matter the medium, is being an engaged reader, a fact that Pennington notes is well-supported by research. “It’s pretty clear that good readers are active readers engaged with the text,” he said.
    13. stay engaged,

      Disengagement is the issue?

    1. My students can’t write a clear sentence to save their lives, and I’ve had it.

      Feel like this sentence/sentiment should have been slept on before publishing.

    1. On an everyday micro level,

      I think we really need to work to articulate why these questions of digital identity and ownership matter on this everyday level too.

    2. ”my views do not represent those of their employer” statements in social profiles.

      Why do people still do this!?

    3. imperfect analogy,

      I think the physical, legal metaphors are fascinating in this piece.

    4. While the land you can see while walking down such paths can feel like public property (and, therefore, partly mine), it is, in actual fact, nothing of the sort.

      But it also isn't yours in the UK, no? I love this metaphor and think it works, but want it further developed...

    5. As the web developed, both in terms of technologies and business models, it became easier to get a space in which you could express your thoughts online. However, instead of sharing these thoughts via a “Top Level Domain” (TLD) such as a .com or .org, you were merely granted space on someone else’s server.

      This was such a critical turning point--one I only personally woke to after the fact. IMO it should be the primary goal of digital literacy curriculum to become aware of and reverse this trend.

    1. The answer lies in inviting students to write for public purpose.

      Does this always mean, in public, as in for a public audience, or just writing connected to public, popular themes. Or both? Or sometimes one and sometimes the other depending on the classroom context?

    2. Educators, students, and writers everywhere are encouraged to participate in the platform through Election Day 2016.

      I of course love this project--hypothe.is is a partner--but am curious what kinds of resistance teachers have had more broadly when asking students to write for the public. From students themselves? Parents? And especially administrators? I'm no fan of FERPA but how do such projects circumvent the anxieties of that law?

  4. Sep 2016
    1. vulnerability is the seed of true learning.

      So many good lines in this piece that could be posterized on a classroom wall!

    2. What emerged was the inherent knowledge within our own ranks,

      I feel like a jerk asking this question, but how did you grade these students/projects? Is their a self-, student-centered version of this kind of pedagogy on the assessment side?

    3. students

      So in what learning contexts does this work/work best/not work. Are some environments prohibitive of this type of radical pedagogy?

    4. curate and aggregate

      And annotate?

    5. step up and claim their own forms of learning.

      Love this. And it is scary. But really it's why we have school in the first place, though it's become something different.

    6. Why does race matter?

      Because the answer depends so much who's answering, this radical student-centered pedagogy is all the more urgent.

    7. But, despite this successful track record, this time around, I stepped back, and really thought about the point of this class.

      Gotta say this is a pretty noble thing to do. #greatteacher

    8. no prescribed syllabus for the course.

      So as much as I love this, a question: doesn't building in syllabus building into a course take up learning time or is the point that that's learning? (Maybe I answered my own questions.) But at least practically, doesn't this take up a lot of time?

    9. they were in charge of their own learning outcomes.
    1. rovider  will  store  and  process  Data  in  accordance  with  industry  best  practice

      Sounds like we're good here.

    2. d  Provider  has  a  limited,  nonexclusive  license  solely  for  the  purpose  of  performing  its  obligations  as  outlined  in  the  Agreeme

      Here we are good and much better than, say, Genius:

      When you post User Content to the Service or otherwise submit it to us, you hereby grant, and you represent and warrant that you have the right to grant, to Genius an irrevocable, perpetual, non-exclusive, transferable, fully paid, worldwide license (with the right to sublicense through multiple tiers) to use, reproduce, publicly perform, publicly display, modify, translate, excerpt (in whole or in part), create derivative works of, distribute and otherwise fully exploit all Intellectual Property Rights in and to such User Content for purposes of providing, operating and promoting the Service or otherwise conducting the business of Genius.

    3.  all  intellectual  property  rights,  shall  remain  the  exclusive  property  of  the  [School/District],

      This is definitely not the case. Even in private groups would it ever make sense to say this?

    4. Access

      This really just extends the issue of "transfer" mentioned in 9.