193 Matching Annotations
  1. Jun 2022
    1. musical scores

      For example, it is a common practice in choirs (I sing in the Grinnell Oratorio) to mark up musical scores in rehearsal, as when the conductor gives specific instructions about how to sing a passage (pronunciation, stress, where to breath, dynamics, etc.). It is common practice for choir members to bring pencils to rehearsal for just such purposes. And when scores get reused, the markings are there for the next singer.


    2. After an exam, ask students to annotate things they missed in order to diagnose the gaps in their knowledge

      This kind of strategy is sometimes referred to as an "exam wrapper."

    3. is its generous interpretation of the contexts in which annotation is at play

      "generous interpretation" ... perhaps too generous?

    4. annotations to the syllabus
  2. Aug 2021
  3. Jul 2021
  4. May 2021
    1. If I attended, I’d likely end up being a troublemaker (I don’t want my students to use some crappy site builder; they should write raw HTML/CSS.

      Well, for one thing, building sites with HTML/CSS and other web authoring tools is just as much an option as anything else on our platform, and we have any number of users who do so. That said, I've never heard applications like WordPress, Omeka, Scalar, Mediawiki, etc. described as "some crappy site builder" (perhaps you are thinking of things like Wix, Weebly, Squarespace, etc., which we do not host).

      The focus of the workshop is not primarily on specific tools (though there will be plenty of technical instruction), but on developing a robust digital presence and building web literacy. Thus, as our description indicates, more attention to using the web creatively to publish, create connections, document one's learning publicly, teach more effectively, and in general to learn how the web works.

  5. Jan 2021
  6. Nov 2020
    1. In many cases you should contact the university or test administrator directly to exercise applicable privacy rights.

      So it is up to the student to activate their own privacy rights? The default should be that all applicable privacy rights are enabled without a student having to opt in.

    1. facial recognition?

      I was not aware of the distinction between "facial recognition" and "facial detection." Both of these practices are extremely problematic. And I am suspicious about how the company uses the data it collects, even if their practice is not formally categorized as "facial recognition."

  7. Aug 2020
    1. Police are not some objective body neutrally “enforcing the law.” Not only do they choose to look for some crimes, committed by some people, in some neighborhoods, some of the time, but they have political incentives to manipulate the data they collect, and not to collect other data at all.

      Good point ... how do we address this?

    2. The concept of “crime” is constructed by people who have power. Throughout history, powerful people have defined “crime” in ways that benefit wealthy people and white people.

      There is a lot of truth in this, but I think the author overstates the case. There is much that is wrong with the criminal justice system, but there has been genuine progress that shouldn't just be completely overlooked.

    3. studies on both sides of the debate about “crime” and find many of them to be methodologically questionable and of almost no use in answering the most relevant questions

      So there are methodologically dubious assumptions with studies on "both sides"?

    4. have not invested in collecting data or studying it

      Good point ... how do we use data to analyze and understand the effects of policy decisions and to revise and reform policies in the light of evidence?

    5. serves the class of people who own things

      This is reductionistic. I agree that the radical inequality in the ownership of capital and property is grotesque and needs to be addressed. But we all "own things" and should be able to live in a society in which there is respect for property rights. For example, small business owners, many of whom are minority, whose businesses are damaged and destroyed by looting deserve to have their property protected.

    6. no expertise in prison and police abolition

      What counts as "expertise?" ... MY does represent himself as "someone who’s reported on and off on criminal justice issues from the standpoint of quantitative social science for years (my first print article after graduating college was a 2003 research-based argument for rolling back mass incarceration).

      Now, in contrast, I am an example of someone who genuinely has no expertise in these subjects and has not studied and researched them in depth.

    7. status-quo moderates

      To be "moderate" does not necessarily mean being "status quo," as if things do not need to change. MY literally says that "American policing needs to change."

  8. Jun 2020
    1. workload

      ere is another workload calculator that one of our computer science profs recommended … said he found it more useful that the one from Rice … https://www.rit.edu/academicaffairs/tls/course-design/online-courses/time-task

  9. May 2020
    1. its reading assignments are almost certainly not reading assignments that involve careful study of mathematical formulae.

      Why would you say this? Rice has large science and engineering departments, and so I would assume that their workload calculator reflects the makeup of their curriculum and that a good number of reading assignments might include "careful study of mathematical formulae."

  10. Apr 2020
    1. first is a tendency to think of ways of approximating their face-to-face teaching into an online format as much as possible — instead of considering the possibilities afforded by the new medium, with the diverse opportunities for engagement and communication

      We use the term "affordances" to denote the set of possibilities available within a given learning environment. Instead of focusing on what is lost without the f2f context, consider what might be gained in the online space.

    2. synchronous interaction here implies some form of two-way audiovisual interaction, even though there are text-only forms of synchronous interaction

      It is often overlooked that "synchronous" does not necessarily imply video, or even audio. And, asynchronous can involve video and audio.

    1. there is a high risk of cheating if educators take a traditional and punitive approach to exam delivery

      For example, using very strict time limits.

    2. I have also clearly articulated how my exam design is connected to my learning outcomes

      Important. Presumes that there are clearly articulated learning outcomes.

    3. Instead, I am designing an assessment that allows students to flexible ways to demonstrate their competence. It is just good pedagogy.

      "Flexible ways to demonstrate competence" is good pedagogy at any time.

    4. I looked at our accreditation standards. What they seem to want is evidence that students are meeting learning outcomes

      Still important even in the time of coronavirus.

    5. I am not going to police them. Instead, I am going to trust that over the course of the term we have developed a professional educator-student relationship

      Building trust in the learning environment over time.

    6. Students need to know that we care about them not only their success

      Yes, a hallmark of education at Grinnell.

    7. Too much choice adds stress, but generally speaking, asking students to write about one of three things is helpful.

      A measured amount of optionality is good, e.g, choose one of three question prompts. But too many choices leads to decision fatigue.

    8. Now is not the right time to test new proctoring technology

      In my opinion, there is never a good time to use proctoring technology ... it's invasive to privacy and assumes a lack of trust in the teacher/student relationship.

    9. Is it equitable to give a student on a personal computer with two screens the same amount of time as one who is forced to work on their phone?

      And we know that there are students who are trying to complete their work entirely on a phone.

    10. I think an open book test with the least technology possible is the simplest solution – and simple solutions are normally better.

      Another call for technological minimalism.

    11. When educators pick a specific time for an exam it creates a lot of unknown issues


    12. Timing of exams may need to be adjusted

      Yes, especially as we cannot control conditions in the student learning environment.

    13. variety of question difficulties on a test

      Good practice for any form of assessment or exam ... easier questions at least give students a chance to demonstrate something that they've learned.

    14. The average was low for several reasons, including stress, over-thinking test questions, lack of practice with application style questions, and the absence of test-taking strategies

      Many reasons that students might struggle with open book exams.

    15. Educators erroneously assume that just because an exam is open book students will excel at it

      Do students have experience with open book exams?

    16. if your class is lecture and content-heavy it is not fair to now ask students to move up to an application-level without any guidance.

      Though "lecture" and "content-heavy" do not necessarily go together ... active learning environments with less lecture can also be "content heavy."

    17. When I think about what I am testing, the most genuine way to assess if students can make good decisions is by allowing them the same access to resources they would have in practice


    18. designed not to test student recall but to assess how they would apply knowledge to practice

      This does not diminish the importance of recall, but situates it within a higher order learning objective of application and practice.

    19. They cannot cheat by talking about the exam or using their resources because the exam was designed to make them do both of those things.

      Turning possible occasions for cheating into affordances for collaborative learning.

    20. how environmental factors can prevent or encourage cheating

      What experiences do faculty have with academic honesty and cheating in the regular classroom, and how do you think this might change in the new environments our students find themselves in?

    21. open book with no time limit.

      That's our Grinnell policy for spring 2020

  11. Oct 2019
    1. flaunt

      The former copy-editor in me can't help it ... the word you want here is "flout." Happily, Karla has corrected this in the version that is going to the committee!

    2. we propose to develop a one- or two-credit Co-Convocation seminar that allows students to build upon the weekly Convocation series

      There are ~ 1,650 students at Grinnell. What is the critical mass of participation that would yield a "common intellectual experience?" Logistically, among other things, where would we hold convo in order to accommodate even half of that number? And that would be a ton of seminars to conduct!

    3. a set of readings or pieces of knowledge shared among all or most students

      So the "common read" is one attempt to provide some small element of "common intellectual heritage." Do we have evidence of how successful that has been?

    4. today’s Scholars’ Convocation series no longer achieves those important and lofty goals.

      Is there specific evidence that, in the past, convocations actually achieved the goal of a common intellectual experience for students?

    5. In Grinnell’s post-graduation surveys, alumni regularly report that they would have appreciated deeper grounding in presentation skills

      This is very good to know, especially as we consider an initiative in digital literacies and competencies for our students. "Presentation skills" involves a portfolio of competencies, including public speaking, information visualization, audience engagement, etc. These are extremely valuable skills in just about any profession.

  12. Sep 2019
    1. we hope to involve approximately 50 second-year students in years one and two

      How would these students be selected and/or invited/required to participate in this process?

    2. Curriculum Defense. At the time of the major declaration, we require each of these students to present a public defense of the issues raised in the essay before a review board consisting of (i) a faculty member from each division, (ii) an alumnus/alumna, and (iii) a staff member (e.g., from student affairs or the CTLA).

      In light of the recent Faculty Friday discussion on issues pertaining to the second year experience, including anxiety and stress around the major declaration, could this requirement sharply exacerbate that anxiety for a number of our students? I think that prompting students to explicitly articulate their understanding of how a particular curricular and co-curricular pathway will fulfill their aspirations and goals for a liberal education is a worthwhile idea, though I am less sure that a "curriculum defense" will be constructive. But maybe so...

  13. Aug 2019
  14. May 2019
    1. two parallel processes that support each other.

      Yes, agree with this point. Sometimes I wonder if the emphasis on the social dimension of learning, so emphasized today, leads some to neglect solitude and the personal study and knowledge work needed for deep learning in a subject.

    2. A stock exchange is designed to help capital flow and we need to use knowledge exchanges to allow ideas to flow

      Another illustration of the notion that ideas are meant to circulate, like blood in the body, money in the economy, and water in the ecosystem ... movement and flow prevent stagnation and create possibilities for connection and engagement.

    1. theological differences

      though many unfortunate theological dichotomies were amplified ... such as the greater Protestant emphasis on sola scriptura and, more generally, the "Word," as compared to relative Catholic emphasis on "Sacrament." A division that was only overcome on the Catholic side at Vatican II.

    2. Laying inherited scientific works side by side for the first time also pointed up discrepancies and contradictions.

      Actually, the elucidation of discrepancies (that is, the dialectical method) was already a distinct genre prior to the development of print, as evidenced, for example, in the writings of Peter Abelard (such as "Sic et Non") in the early 12th c.

    3. copying them

      It was not simply a matter of copying existing texts, but of adding annotation and commentary, compiling florilegia, composing new texts, etc. I'm sure there were scribes whose sole job was to copy, but there was also a rich practice of creative writing ... though a creativity that was for the most part prompted by the reception of existing texts rather than the kind of quest for originality that came later.

    1. The symbols for numerals were not new. They were the impressions of cones and spheres formerly representing measures of grain, which then had acquired a second, abstract, numerical meaning

      This seems like a huge deal, the invention of numerals. Conceptually, someone had to make a qualitative leap to break away from the notion of one-to-one correspondence between a symbol and its referent. The symbols were not new, but their meaning was.

      Also, was it understood that numerals were "impressed" in the tablet, while the thing being counted was "incised?"

    2. signs representing tokens traced with a stylus rather than impressed

      Whether the sign is "impressed" (with a token) or "incised" (with a stylus) does not seem to be a huge conceptual leap in itself. The development of the stylus does, however, a much more rapid development of variety and complexity in the pictographs.

  15. Apr 2019
    1. The development from tokens to script reveals that writing emerged from counting and accounting

      So, numeracy precedes literacy...

  16. Oct 2018
    1. over 2 billion of the 7 billion on the planet depend on the commons for their subsistence

      Who specifically are these 2 billion people...where do they live, and within what form of political economy?

  17. Sep 2018
    1. FunDHum introduces algorithmic thinking through three core approaches to the digital humanities: data representation, algorithmic texts, and textual analysis. In the lessons to come, you will explore the fundamentals of algorithm design, develop your own algorithms, and enhance both your problem-solving skills and your ability to represent things precisely.

      An exciting beginning...looking forward to seeing this take shape.

    2. We will explore various techniques for building "algorithmically supported" documents, documents that draw some of their content from algorithms, such as algorithms that analyze or reframe other documents.

      Any chance of involving folks from the writing center on campus? Would be interesting to see how they are dealing with the ways that "computers have changed how people write."

    3. guided by an underlying theory or framework

      Are we not all (and not just humanists) guided by underlying theories and frameworks, even (perhaps especially) if these are not consciously thematized? It would seem that the experimental inquiries of scientists are theory-laden as well.

    4. That's okay; my goal is not to teach you everything

      And, after all, this "is" an intro to computer science course.

    5. having to describe a thought process to someone else improves that thought process and helps find flaws

      So true. And beyond the paired classroom work, maybe consider having students blog (muse?) in order to externalize and express their thought and invite further interaction and feedback?

    6. most students learn computer science better by doing rather than by listening

      I'd say this principle is not limited to the learning of computer science!

    7. I might want to explain why this is an area of humanistic inquiry, rather than social scientific inquiry.

      I would be interested in that explanation. But need it be an either/or?

    8. digital humanists have found it valuable to develop map-based visualizations of where these children get housed compared to where they arrive
    9. Mark Laver at Grinnell College has developed an informative project involving place names in the songs of Kendrick Lamar
    10. Scientists and social scientists might also study these areas. However, humanists and scientists approach their study differently.

      What is the significance of the distinction between "social sciences" and "social studies?" We have a division of "social studies," which I presume indicates a broad methodological approach to the disciplines in that category, including forms of inquiry that range from the more quantitative and experimental to the more interpretative and narrative-based.

    11. the digital humanities

      Is "digital humanities" a preferable term to "digital liberal arts?" It's not a huge issue, but perhaps DLA is more inclusive than DH? Some folks, such as William Pannapacker, have been arguing for a few years now for the term DLA ... see his Chronicle article from 2013, "Stop Calling it 'Digital Humanities'." Does it matter that history, for example, is classified at Grinnell as a "social study" rather than a humanity. Granted, these divisional categories are porous, but perhaps that is the point?

      It may also be that "digital liberal arts" would be more consonant with the conversation about "the future of the liberal arts" that the college admin wants us to have.

      However, "FunDHum" does sort of have a ring to it...

  18. Apr 2018
    1. orphan annotations

      "Orphans" are annotations that have been separated from the original text to which they were anchored, usually because of changes in the web page or the URL. If a site has orphans, however, Hypothes.is will show an "orphans" tab in the display panel to show those annotations that were originally attached to the page. So the annotations themselves are not lost, even if their anchors are.

      See https://web.hypothes.is/blog/showing-orphaned-annotations/

    2. While listening to the lecture, I tried to figure out how to add Hypothes.is to the musings. It turns out that it's not all that bad

      Here's the scoop on embedding Hypothes.is in your web site: https://web.hypothes.is/for-publishers/#embedding

  19. Mar 2018
    1. I think every young person who regularly uses a computer should learn the following:

      Digital literacies/competencies

    2. We need to revivify the open Web and teach others—especially those who have never known the open Web—to learn to live extramurally: outside the walls.

      And increasingly, people have indeed never known the "open" web

    3. A wholly new ethics is required, and is required simply because of the scope of our technologies.1

      What would a "wholly new" ethics even look like?

    4. So, I replied, if that means that you have to give your personal data to tech companies that make money from it, that’s what you do? My students nodded, and shrugged.

      That's the world students have grown up in...it's all they've known.

    1. The retweet began as a user convention. People would write “Retweet” (or “RT”) and paste in another person’s post. This was cumbersome, but it also meant those words would go out next to your name and photograph.

      Or "MT" for modified tweet...what is perhaps now "retweet with comment"

  20. Feb 2018
    1. First, the companies (Yahoo, Google, Microsoft) who provided search also began to offer "webmail" – email provided via programs that ran not on your PC but on servers in the internet "cloud". Then Google offered word-processing, spreadsheets, slide-making and other "office"-type services over the network. And so on.

      Again, for me, these developments blur the distinction between the web and other applications..

    2. web pages are only one of the many kinds of traffic that run on its virtual tracks.

      This is a quite helpful analogy, though it's not yet crystal clear to me...more and more applications, it seems, run both as desktop clients and browser-based versions (e.g., email). My school is a Microsoft school, and I still get confused as to whether it is better for me to work in the desktop version of Outlook, or in Outlook365 in the browser.

      Also, of course, there is interleaving between desktop or mobile apps and the web ... links in text messages, documents, etc. that then take you to the web. So it is challenging to really conceptualize the distinction clearly.

    3. persecuted by an integer

      I love this phrase :)

  21. Jan 2018
    1. "Think like a computer scientist"

      Yes, this is the "global outcome" for any domain... how to think like a [fill in the blank]. Still, we should be able to articulate some criteria for differentiating someone who "thinks like a computer scientist" from someone who doesn't.

    2. Our students read better, think better, and argue better after most classes

      How do you know this? That's the question.

    3. inability to measure these things

      Perhaps we are taking a reductive view of "measuring" ... taking it to be limited to precise numerical analysis of learning ... and, granted, that is a typical meaning of the term. It's important, e.g., to use a measuring cup in a recipe when you have to add the exact amount of an ingredient.

      But perhaps "measuring" should be more broadly construed as "providing evidence for."

    4. measurable learning outcomes bother me.

      This calls to mind a similar but even more pointed expression of bother with learning outcomes, in this blog post by Gardner Campbell (and see his exchanges with Robert Talbert in the comment section).

    5. I end each of my classes with a review of what students might have learned

      What does this look like? By what process do you discover "what students might have learned"?

    6. I do think it's worthwhile to try to follow recommendations


  22. Aug 2017
  23. May 2017
    1. The strategy proved so successful in higher education that Mr. Casap decided to try it with public schools.

      So the Google strategy does have its roots in higher ed, though it is now most identified with K-12.

    2. I cannot answer for them what they are going to do with the quadratic equation.

      Ha! This is one of Roger Schenck's familiar examples in his criticisms of schooling...

    3. Google Classroom

      Is this the Google version of the LMS?

  24. Mar 2017
    1. I hope to explore this updated platform in the future.

      Julie Shahid has been using the new version, and the results have been good so far...

    2. The user analytics component of CS provides charts and graphs of class activity, student commentaries, and my responses. I’m able to keep track of when and how long students are active, the length of their responses, and if any questions were asked or answered in each task.

      I think you're the only one using CS who has employed the analytic tools...glad to know that you have found them helpful.

    3.  CS is also a good tool for managing assignments and tracking student activity. Assignments are easy to upload, store, and find.

      Great to hear...we've had several grantees using CS, with varying degrees of satisfaction. Perhaps those who were less impressed with it might pick up some ideas from those of you who have had successful implementations.

    4. This approach has proven to be especially effective for the quieter students in the class

      This is a very positive benefit...

    5. environment of accountability

      I really like the way you phrased this. Other collaborative projects also seem to bear out the fact that students feel motivated to up their game when the know that their work will be analyzed and evaluated by their peers.

    6. Students were assigned the task of analyzing their classmates’ works

      Did you assign who reviewed what, or allow students to pick and choose whose work they reviewed?

    7. working on their own creative works (a story or a poem),

      So what genre did most students create—poems, short stories, or something else?

    1. The video was then uploaded it to YouTube, and students used the captioning tool in YouTube to create the transcription in Spanish and the translated English subtitles.

      So, to be clear, they will eventually be producing two videos...one with Spanish captioning, and one with English?

    2. The creativity involved in the process of conveying an audio recording in a visual and textual format has proven especially motivating for the students. Each group expressed a different visual style and included distinct elements in their storytelling.

      This is very compelling...its sounds as though all the groups worked together very well.

    3. adding their own visual interpretation of the audio text

      So did they mostly use images and photos that you had given them, or did they go out and find more of them on their own?

    1. Simulation-based pedagogy offers an experiential learning process that emphasizes repeated action, reflection, accommodation, and testing.

      There are a possibilities for using simulation and game-based pedagogies across the curriculum, I believe ... your experience speaks to the benefits that can come from such strategies.

    2. This indicates that the simulation promotes better decision making by helping students see how their decisions can affect the performance of others and the organization as a whole.

      This is some solid evidence that the simulation is making a real difference in student learning outcomes.

    3. The goal is to achieve strategic dominance in the marketplace

      That is a very audacious goal...does the simulation deal with the ethical dimensions of business practice in any way?

    4. However, observing how well students handled the decision making process in the simulation, I upgraded the difficulty to a very high level in Spring 2017.

      Well we're very happy to hear that the students are doing so well!

    1. We were trained in a world of pen, paper, and heavy dictionaries, where if we didn’t understand the text it was our own individual failing. However, when the burden of understanding and of deciphering the text is on everyone, and students and instructor alike help each other move beyond comprehending the foreign words on the page, they can together move towards the more difficult work of understanding what the text is trying to do and what interest and value it holds.

      Such a valuable example of reflective practice here, comparing one's own learning environment and noting how different is the learning environment of today's students. And you are not even that much older than they are :)

    2. they record themselves having a conversation with a classmate

      How are these recordings then used by the students (and by you)?

    3. If students are asked to annotate texts by leaving definitions, asking follow-up questions, providing brief summaries, or pointing out particularly important quotes or ideas, they may find academic writing and research more approachable and engaging.

      Exactly, and it's why I'm so excited to see you project take off. I am looking forward to comparing your use of Annotation Studio with Brian Watkins' use of Hypothes.is as platforms for annotation.

    4. (Annotation Studio and Annotate

      Familiar with the first, but not the second...could you link to that second one?

    5. second classroom

      Could there be further "classrooms" in online spaces...dialogue and practice with native speakers on, say, Twitter and other platforms, for example?

    1. Writing assignments will be given via blogging.

      Great! This will help build the blogging community at the college.

    2. Justin and I will use a publishing software or platform, such as Scalar, to create an eBook rather than a printed book.

      A good choice, since Scalar is designed from the ground up as a digitally-native platform for book creation...and it's free and cross-platform.

    3. greater focus on digital art and graphics tools

      Looking forward to seeing how this develops

    4. the history of the book

      Would love to know what resources you used to teach about the history of the book.

    5. The digital component of this course was composed of creating art through art simulation software and graphic arts/pen tablets while collaborating and communicating with the students via Moodle course modules.

      "Art simulation software" ... that's a category I had never heard of :)

    1. a few takeaways that can have broader impact

      These are excellent ideas that should be widely applicable across our faculty and curriculum

    2. this will have some advertising and recruitment benefits

      YES...any evidence of this should be very compelling.

    3. open to anyone.

      Open online learning comes to Austin College...yay!

    1. I would like to end this report with student responses to some questions that I have asked for each offering of the flipped course.

      Thanks for including this data...extremely helpful.

    2. I don’t know if it is due to the flipped class or the requirement of Biochemistry for medical school.

      Well, wasn't Biochem a requirement for med school previously? If so, drop in D/W then very likely due to flip.

    3. It has been a major comment on my student evaluations that many students do not find these question-answer class sessions to be particularly useful

      I'm confused...is this statement referring to pre-flipped versions of the course, or is it reporting feedback on the flipped version? If the latter, seems inconsistent with what you said earlier in the paragraph.

    4. students are asking more than surface questions.

      This is really a great outcome, and, as you say, prompts you to up your game in return.

    5. I find the class much more dynamic in this format,


    1. possible to annotate digital audio files, like Soundcloud allows

      I am not familiar with how annotation works on Soundcloud, so will have to check that out...thanks for the tip!

    2. a way of managing burn-out in a repetitive task

      So students were actually having "burn-out?" So yeah, the problem may be that students not only skip the annotation requirement, but skip the reading itself.

    3. the quality of their comments were light years ahead of previous course discussions

      Light years!

    1. Doing these tasks in Classroom Salon is very time-consuming.

      Is the extra time correlated to deeper student engagement and more insightful commentary on the pieces? Would be very helpful if I could see a couple of examples to get a feel for what you're dealing with...

    2. There is a new version that works somewhat differently that I might try. And there might be new applications that have come along in the past two years that may be better fits.

      Just let me know when you'd like to get together and take a look at options :)

    3. Classroom Salon does not support that

      I can't think of any system that would guarantee and prove that students had listened to what they said they had listened to.

    4. with them students must list the length of time for each individual piece)

      Couldn't the students just indicate in an annotation at the beginning of the piece exactly what and how much they listened to?

    5. each time a student makes an annotation in their listening, a heading is required for organization

      Wouldn't the use of tags be a better way to organize and categorize the annotations?

    1. Student feedback on lecturing format, recordings, and digital grading has been net positive.

      Do you have a sense of the impact on learning outcomes?

    2. fact sheet

      Could we link to this?

    3. a copy of the assignment and all feedback was retained for future reference.

      Do the students have access to their assignments and feedback after the class has ended? Or is their only access through Moodle?

    1. I plan to have students include these videos and annotations in their electronic portfolios

      First, kudos for using electronic portfolios. Are you all still using the LiveBinders platform? How does including the videos in a portfolio correlate to the privacy of the classroom salon studio?

    2. debriefing the student teachers.

      Would like to hear more about what is involved in "debriefing the student teachers." What kind of process, questions, prompts for reflection, etc. did you use?

    1. this lab experience was able to parallel the student’s life in providing opportunity of digitally chronicling events through picture.

      So again, incorporating visual elements into the composition process increases overall literacy and enhances enthusiasm for lab work. In the end, was your assessment of student performance in the lab this semester significantly higher than in previous semesters?

    2. requires clear and frequent communication to students of expectations of obstacles and challenges that may come

      Had you had extensive previous experience with LabArchives prior to this course? Did you expect the obstacles and challenges that arose, or did these take you by surprise? Based on what you've learned from this first go round with the technology, what adjustments will you make with the next iteration?

    3. Students’ attitudes toward the laboratory experience were certainly more positive because of the use of the technology

      And this positive affective component should contribute to longer-lasting retention of learning.

    4. the use of lab partners became almost a necessity

      Enhancing collaborative learning with ELNs...definitively contributes to learning objectives.

    5. Students took pictures and video throughout the lab to show the setup, illustrate color and color changes, and describe products.

      Very cool...would be great to see some examples. From your perspective as the instructor, does the incorporation of visuals into the reports deepen student learning and knowledge creation, or is it more just a nice illustrative addition?

    6. Over the course of the semester, the students’ comfort level improved such that, by the end, they had the process mastered.

      This nicely describes the arc of learning, from initial confusion and frustration, through improvement, reaching toward mastery.

  25. Feb 2017
    1. After all, we spend great sums for disciplines aimed at understanding and harnessing nuclear power. Why not consider developing a discipline aimed at understanding and harnessing “neural power?” In the long run, the power of the human intellect is really much the more important of the two

      A beautiful closing statement!

    2. work in parallel independence on the joint structure

      Nice phrase...captures the interplay of the individual and the collaborative

    3. they meet at their concept and terminology interface and work out little shifts in meaning and use which each can find digestible in his system, and which permit quite precise definitions in each system of the terms and concepts in the others

      A great description of how we learn and advance by getting an insight into the webs and trails of the brains of others,

    4. If any two want to work simultaneously on the same material, they simply duplicate and each starts reshaping his version–and later it is easy to merge their contributions.

      An early vision of GitHub?

    5. We feel that the effect of these augmentation developments upon group methods and group capability is actually going to be more pronounced than the effect upon individuals methods and capabilities, and we are very eager to increase our research effort in that direction

      And so the real amplification comes about because now a connected group of investigators can collaborate on their materials in a more immediate way ... the materials and processes are visible and shared,

    6. Many of the external composing and manipulating (modifying, rearranging) processes serve such characteristically “human” activities as playing with forms and relationships to ask what develops, cut-and-try multiple-pass development of an idea, or listing items to reflect on and then rearranging and extending them as thoughts develop

      "Playing with forms and relationships to ask what develops..." This is a great description of how emergent learning can take place ... the outcomes are not pre-ordained or predictable, but rather a matter of discovery and insight that comes about through "play."

    7. We refer to a way of life in an integrated domain where hunches, cut-and-try, intangibles, and the human “feel for a situation” usefully co-exist with powerful concepts, streamlined terminology and notation, sophisticated methods, and high-powered electronic aids.

      This description of an "integrated domain," combining distinctively human capabilities such as intuition and a "feel for the situation" with "high-powered electronic aids" calls to mind the description of contemporary chess players as described by Clive Thompson in the chapter "The Rise of the Centaurs" in his book, Smarter Than You Think. How Technology is Changing Our Minds for the Better. The best players today are those who have augmented their intelligence with the most sophisticated chess engines and analysis tools. Generalizing this idea, Thompson says, "We're all playing advanced chess these days. We just haven't learned to appreciate it."

    8. many other capabilities for manipulating and displaying information

      And here is the clear articulation, revolutionary at the time, that computers could do more than "compute" in the narrow sense, i.e. number crunching. "Symbolized concepts" could be "manipulated and displayed" in "nonmathematical" ways.

    9. repertoire hierarchy

      I'm intrigued by this phrase and wonder what Engelbart is referring to

    10. rearranging

      The term "rearranging" keeps appearing in this essay...reminds me of Gardner's term "combinatorial disposition" .... the propensity to seek a more intelligible synthesis of discrete elements by continually recombining them in new shapes and patterns and forms, as in a bricolage.

    1. Building critical literacies around information and digital technologies takes time.
    2. what happens when you get the technology part but you leave out the metacognitive part? Bush does not seem to consider this option but I think this is often the world that we live in today.

      It seems that our conversation about AWMT focused on using annotation to create a deliberate trail through well verified sources. But as you say, we all leave much larger and ambiguous trails through everything we do online. And I have no idea what an outfit like CA would make of my complete online record.

    1. revelatory juxtapositions
    2. the way familiar texts reveal new layers of meaning and implication
    3. the poem of the self that we draft each day, writing ourselves into being yet once more
    4. you start to understand at least a little about how an experimental physicist views the world

      This is an excellent example of the notion that achieving competence and, perhaps, mastery in a domain is a matter of "learning how to think like an x," when x may be a physicist, a mathematician, a historian, a psychologist, etc. Not just a detached grasp of a certain body of "content," but a level of conversational ability within a community of inquiry and practice.

    5. discipleship

      Intrigued by the way that terms with theological resonance to me ("revelatory" juxtaposition, discipleship) subtly working their way into the essay...

    6. affirmation at all

      Wow, this whole paragraph...and it's one sentence!

    7. divergent-convergent meta-education

      I am curious about this phrase!

    8. combinatorial disposition

      I love this phrase, which takes me back to days of teaching combinatorics, as part of a basic intro to probability. And indeed, the occurrence of these "revelatory juxtapositions" is a matter not of strict necessity but of probability, of the providential coincidence of elements both in the learning environment and in the learner, as you point out.

    1. This focus on the learner is a big mistake. We should look at the whole learning system and how it works—the learner, teacher, technologist, administration, community.

      Some pushback here against "student-centered" learning. I think there is some validity here...need to focus on entire system. But also real sense in which learning should be "subject-matter centered" in that any given domain of SM possesses certain intelligibilities that are not open to manipulation by learners. We all must have appropriate epistemic humility in order to let reality present its own intelligible order to us. This is the basis for "learning to think like a __" in whatever field of study one is in.

  26. Jan 2017
    1. For mature thought there is no mechanical substitute

      Yes! Let's highlight this...no technology can substitute for the cognitional acts that produce understanding and insight. Technological affordances may contribute to the conditions for the possibility of insight, but they never replace the intelligence that grasps a unifying idea in a set of particular and otherwise randomly associated data.

    2. Britannica

      I wonder if Bush could have foreseen, not just that the traditional stores of records would become astoundingly more accessible, but that technologies would enable new forms of building such records based on opening the processes of knowledge production and editing...here I am thinking of the comparison of the Britannica with Wikipedia, and those analyses that regard them as comparably authoritative sources of knowledge

    1. Openness creates a virtuous cycle

      But, if "open" is used to indicate that "a resource may be used in any way imaginable," then the cycle is by no means necessarily "virtuous." Again, the need for an ethical framework to this discussion is obvious.

    2. “phraseological neologisms

      This is so meta...I think "phraseological neologism" is itself an example of a "phraseological neologism."

    3. In other words, “open” is being used here not to indicate the resource itself, but rather to indicate the nature of the tools used to build the resource, or by which resources are provided.

      This use of open reminds me of the theme of "observable work," "working out loud," and "thinking out loud" that Jon Udell and others have spoken about. These are practices that perhaps, at least at first, benefit the original workers and thinkers, in that they open themselves to constructive feedback and thus improvement. Then, however, others benefit from access and use of both the product and the process that has been created and refined.

    4. Jenkins, et al. (2009) argue that much of what we consider received culture is the product of appropriation and remixing, from the Iliad to Lewis Carroll

      I love these historical examples of "remixing." Reminds me of older forms of scholarship which promoted commentary and exegesis before the production of "original" work.

  27. Jun 2016
    1. The instructions at the PressBooks installation page, starting at Part 2, were pretty clear.

      I'm glad you found them clear...I had some problems following along (and I already had WP multisite going). First, they have you uploading the plug-in file to the wp-content folder on the server (on Reclaim), instead of using the regular procedure for installing plug-ins in the WP dashboard. Took me a minute to figure that out. Then they have you network activate the plugin. I must be missing something...isn't the whole point to not have PB take over all of your network sites?

      What I did was to first create a new subdomain, and then install the PB plugin to that subdomain only. Now I can create new books, where each new book is a new subdomain. Seems to be working just fine.

  28. Apr 2016
    1. Colleagues at the conference were intrigued by the project and proposed several interesting observations and questions

      I'm really excited to see how annotation might spread on our campus, given the enthusiastic response at the workshop. We have several more digital pedagogy grants to award in the coming year, so maybe some more folks will get the annotation bug.

  29. Mar 2016
    1. I haven’t looked into it yet, but I don’t think I can make the .pdf page itself private

      Your post prompted me to look into this, and there doesn't seem to be any easy way to do it. Even if media is linked/embedded on a page/post marked "private," it is still publicly accessible to anyone with direct URL to media file. Surprised that there isn't a plug-in that addresses this.

      Of course, if you have wordpress.org, and need to keep a media file private, you could store it in the public_html folder of your domain and link to it there, instead of putting it in WP media library.

  30. Nov 2015
    1. enormous geographical extent

      a new annotation

    2. Lousiades

      Where are the Lousiades?

  31. Oct 2015
    1. pottery, sago, canoes, dried fish and yams

      Lorem ipsum dolor sit amet, consectetur adipiscing elit. Donec quam metus, sodales vitae est nec, tincidunt pretium urna. Maecenas sem eros, ullamcorper vel interdum tempus, imperdiet vel sapien. Nunc mattis vel est sit amet varius. Suspendisse rhoncus lectus sed ex auctor dignissim. Nunc finibus malesuada nisl, in accumsan lectus blandit ac. Donec scelerisque nibh odio. Fusce diam sapien, facilisis sed ipsum fringilla, condimentum maximus nibh. Ut et velit eget est sodales viverra. Integer tempor nunc ac turpis dictum, id faucibus massa fermentum. Nam dictum, sapien nec auctor hendrerit, risus est accumsan justo, eget bibendum ipsum odio eget mauris. In faucibus massa velit, in finibus ipsum tempus facilisis. Duis euismod porttitor ultricies. Phasellus ac purus quis purus elementum rhoncus.

    2. Gulf of Papua

      Gulf of Papua

    3. Dr. Seligman's Melanesians.
    4. trading system, the Kula,

      <iframe width="853" height="480" src="&lt;a href=" https:="" <a="" href="http://www.youtube.com" target="_blank" rel="nofollow noopener">www.youtube.com="" embed="" BjI-4pAnbNU"="" target="_blank" rel="nofollow noopener">https://www.youtube.com/embed/BjI-4pAnbNU" frameborder="0" allowfullscreen=""></iframe>

    5. Conus millepunctatus

      Now referred to as Conus leopardus; see the World Register of Marine Species

  32. Sep 2015
    1. PJ O’Rourke’s Eat the Rich is a fantastic example of academic writing.

      Do you really mean to say "fantastic"?

    1. Are there other tutorials available beside the one about using tags?

    1. the intellectual effectiveness exercised today by a given human has little likelihood of being intelligence limited
    1. Whether in persuasive essays, scientific reports, or creative expression, all academic disciplines value clear and compelling prose. The act of writing visually demonstrates our thought processes: how we respond to ideas that challenge our own thinking, consider alternative perspectives or counter-evidence, and create entirely new points of view. As college educators, we recognize that our students become more engaged in the writing process when they draft, share, and respond to writing with a community of peer readers who encourage and challenge them to revise muddled first drafts into more polished, thoughtful essays. Moreover, we now realize how a new generation of web-based writing tools—including wikis, Google Documents, WordPress, and others—can transform how our students author, edit, publish, and comment on texts in ways that advance, rather than distract from, our liberal arts mission. But exactly how college educators can make use of these tools in our classrooms is not simple, and requires both time and support from our institutions. Our motivation behind this book is to offer faculty a wide range of web-based writing examples across the liberal arts, to help all of us to rethink our current approaches and inspire us to innovate with our own students.
  33. Jul 2015
    1. The problem with teaching history is the focus by its educators to “remember” history.

      This is a broad statement that seems to refer to all teaching of history at all levels. Have you experienced a qualitative difference in the teaching of history between middle/high school and college? What has been your experience at Austin College?

      Another question that arises is the distinction between "remembering" and "understanding." Do you imply a separation between these two? I would content that "understanding" is deeply reliant on memory, on having a sense of recall of key elements of, say, a historical event.

  34. Jun 2015
    1. Let us consider an augmented architect at work. He sits at a working station that has a visual display screen some three feet on a side; this is his working surface, and is controlled by a computer (his “clerk” ) with which he can communicate by means of a small keyboard and various other devices.

      Compare this with how architects actually work today.

    2. After all, we spend great sums for disciplines aimed at understanding and harnessing nuclear power. Why not consider developing a discipline aimed at understanding and harnessing “neural power?”

      Remember the context of this statement, coming at the height of the Cold War and the nuclear standoff with the Soviets.