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.

the artificiality of systems of indexing.

The real heart of the matter of selection,

halting

The prime action of use is selection,

whenever thought for a time runs along an accepted groove

The cord

As a tool for assessment,

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.

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

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

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

Books have become my journals,

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?

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.

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

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

"create communities of people talking to each other."

talk back to their books,

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

social reading

several

Numerous

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.

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

as instrumentalities

a real motive behind and a real outcome ahead.

first-hand contact with actualities.

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.

arbitrary inventions of particular teachers

the progress made by the individual child

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.

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

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.

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.

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

that topic

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

mine citations.

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

to institution-wide

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

omments or suggestions on the paper submitted

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

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.

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

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

the name of which I have no desire to call to mind

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

anyone

No, no, no, no, no.

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

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.

Riis recalled many years later

THE MARGINAL MAN

live out loud.

the privilege and the responsibility of the act of empathy.

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.

Create spaces for postpublication open review.

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.

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.

scholarly writing wants readers.

open-access movements.

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.

retractable banner

(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.)

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.

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.

experiment with the technologies underlying new models.

spreading the influence of openness across the entire education infrastructure.

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.

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

remixing

create a small tutorial

to teach

disposable assignments.”

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

wasn’t a text in any strict sense,

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

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.

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

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

technology-enabled teaching

Common Core State Standards

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

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

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.

to strengthen the connection between teacher and student.

The Stream

customizing feedback.

teacher dashboard

Yet tracking contributions and navigational pathways was clunky.

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

Annotations and highlights will not appear in PDF

It is also widely used as a teaching tool, allowing students to engage with a text and each other.

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.

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

An Annotated Domain of One’s Own

Also published on Medium.

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.

we can share updates to growing resources,

many truths seem surreal.

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.

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).

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!

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.

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

accessible

which is a much broader process of opening up universities.

Open Educational Practice (OEP).

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.

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

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.

the declining benefit to employment of having a university degree,

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.

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.

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,”

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?

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.

Assessments:

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.

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

Independant

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

a generation of capacity building to do.

Hypothes.is as bettering Twitter

(much less a vendor!)

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

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

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

student engagement

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.

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

including mechanisms for updates and maintenanc

funds will be allocated to support the necessary infrastructure

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

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.

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

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

could be stored, distributed, and copied

updated its technology to make it simple for everyone to share education materials with a single click

In the case of Minecraft,

How much research before we can support a new practice?

How do we innovate education without trying new things?

Any school technology purchaser will agree that there are thousands of options when it comes to learning tools out there. Every which way you look, there’s a new technology claiming “pedagogical relevance” and “impact on learning”—and this is becoming especially true in the game-based learning environment.

‘Swamp

The ‘recorded’ item, the open educational resource, has a low headline price, which has been great for creating an educational commons, but the price of an educational experience has diverged between the very high cost, place-based ‘experiences’ in the presence of ‘top’ educators and the lower cost blended or online-only ‘experiences’ for everyone who cannot afford those place-based experiences.

those same corporate behaviors.

Yes, folks sampled other people’s work, and yes, they could produce their own work and release it on the Web as they saw fit, but very, very few ‘made it’ without the support of the big boys.

Although free at the point of use, MOOCs actually fitted a consumerist model of behavior, rather than the prosumer and co-production of knowledge model that many advocates sought.

anyone can add resources to the commons, and yes, anyone can adapt, modify, and republish what is already there, but in reality this reaches far fewer people than the big boys do.

It struck me as the best possible documentation of my actual year in reading — not a vague memory or an idealized portrait, but the moment-by-moment experience itself.

Gutenberg-style revolution

A rare haven of total focus in a culture plagued by distraction?

endless virtual book club —

broken spines, dog-eared chapters, marginalia

“metadata” about our reading

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

meta-conversation

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

Almost 90% of teachers and 74% of students preferred laptops over tablets,

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

It’s like a doorway…

a good therapist

and what if our characters created had their own hypothes.is accounts??)

Participants will create and inhabit characters for role play,

combinatorial creativity?

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:

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.

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.

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.

Thanks to Tinder

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

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

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

Finally, individuals and communities are producing innumerable resources.

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