oh! Annotation is brave because it is "first draft thinking"!

Just heard this from another MS participant too: finding a community of other people out there who share my experience and concerns when that is sometimes hard to find "locally".

Epiphany! Social annotating while reading brings to READING a stance I try to have when WRITING: considering an audience. Do I read differently when my annotations mean my reading has an audience?

Hypothesis is deeply supportive of the Marginal Syllabus community and activities!

I wasn't expecting this third meaning for "marginal"...and its unexpectedness maybe illustrates its power: finding ways to advance professional development/community learning in environments that may not support the exploration of specific views and topics.

I can't wait for this! I love Baltimore and can only start to imagine how Ebony's special skills will tell some of its stories...

You can see a bit of what I think may be Ebony's working space in this 2017 interview she did for her Rona Jaffee fellowship.

https://www.youtube.com/watch?v=Z1AQO3GQFFw

Not sure if the lab is still going, but here's an article about its early days.

This would be a great prompt for a reading response: "Is the reading a window or a mirror for you? Why?"

Another of Ebony's parody ads reminds me of the beauty product adds for brands like Goop, that make dubious scientific claims as a part of their sell.

Multimedia > multisensual: How to convey touch through sight? Sound > taste? That seems like a whole world to explore...

"green tile, scott richard" by torbakhopper

This is a cool idea: how a graphic study is actually superior to a text-based study!

Explore an excerpt from Ebony's dissertation online.

Join the conversation! People are annotating this interview with Ebony Flowers in conjunction with her keynote at the 2020 convention of the National Council of Teachers of English.

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

This is a success story? Two dead, another shot and the SRO also firing shots?

How can this be seen as anything but an imbalance in priorities? If schools are so dangerous that their security has to be a higher priority even than student mental or physical health, we have a much bigger problem than police in schools can fix.

Extend the conversation from this session: Join us in an annotated conversation on the book Racial Shorthand: Coded Discrimination Contested in Social Media edited by Cruz Medina and Octavio Pimentel.

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

Extend the conversation from this session: Join us in an annotated conversation on an in-depth interview with Ebony Flowers: "A Space Where Past, Present, and Future Come Together: Ebony Flowers on Hot Comb" by Nathan Scott McNamara.

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

Extend the conversation from this session: Join the Marginal Syllabus community in an annotated conversation on readings related to this session.

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

Extend the conversation from this session: Join the Marginal Syllabus community in an annotated conversation on readings related to this session.

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

Extend the conversation from this session: Join us in an annotated conversation on readings selected by Jenae Cohn and Laura Gonzales to expand the conversation in their session:

"'Wanted: Some Black Long Distance [Writers]':Blackboard Flava-Flavin and other AfroDigitalexperiences in the classroom" by Carmen Kynard

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

Extend the conversation from this session: Join us in an annotated conversation related to the themes of this session on Maisha T. Winn's blog post: "Transformative Justice Teacher Preparation."

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

You can learn more about Carmen Kynard on her personal website.

Join the conversation! People are annotating this article in conjunction with Jenae Cohn and Laura Gonzales in conjunction with their session at the 2020 convention of the National Council of Teachers of English.

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

You can read and annotate Pranis's "The restorative Impulse" online.

A strong call to teachers to enter fully into the what's happening...given how many different things teachers are already asked to do, is it too much to ask this of them too? Or is it essential that they do?

Visit the Transformative Justice in Education Center online.

Join the conversation! People are annotating this blog post by Maisha T. Winn, "Transformative Justice Teacher Preparation" in conjunction with "The Intersection of Restorative Justice and Literacy Instruction in the English Language Arts Context," a session at the 2020 convention of the National Council of Teachers of English.

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

I wasn't able to get the mysql image to build right unless I ran this from within the same directory containing docker-compose.yml.

The crucial thing here is making sure the directory paths in your Apache vhosts file take into account the local to container mapping you made earlier.

Because social annotation enables people to add media beyond text to annotations, like emoji 🤪, images, and videos, it makes it possible to turn any online text into a multimedia following the rascuache principles Cruz Medina talked about at #NCTE2020.

https://www.youtube.com/watch?v=r-st7uQ2MPU

Join the conversation! People are annotating this book in conjunction with sessions at the 2020 convention of the National Council of Teachers of English, like:

Rascuache Technology Pedagogy: Making Do with a Confluence of Resources with Cruz Medina

Creating Dialogue across Generations of Scholars: Revolutionary Scholarship for and with Latinx Students, Families, and Communities with Tracey Flores, Antero Garcia, Korina Jocson and many others.

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

One shift that could help: focus on teaching students rather than teaching content.

In interviews I conducted with students studying remotely during the pandemic, every single one said that their technology skills had increased. One outcome of so many people moving to use online teaching and learning tools is they became more experienced and confident with online technologies in general.

This has been a tricky issue during the pandemic as transport for internet access may increase health risks. I have seen some EDUs also loan out wifi hotspots from the library.

This report, "Student Speak 2020", prepared by GlobalMindED in partnership with Every Learner Everywhere and The Equity Project, is the focus of an AnnotatED social annotation workshop during OLC Accelerate 2020. Read more about the workshop and join us in reading and discussing this report using annotation.

OLC Accelerate 2020 speaker Flower Darby selected this report to foster discussion around the themes of her keynote and closing plenary.

Find @remikalir and @anterobot's book Annotation online.

I was chagrined to see this move to put communication infrastructure as the root cause of a social-political phenomenon.

It seems like Loofbourow buys the primary claim in the Harper's letter that there is a crisis in free speech, but wants to shift the blame from progressives to Twitter and Reddit et al. Rather than accepting the existence of the crisis in the Harper's letter (which pops up in other places too), I would instead focus on how that story of crisis has itself been generated and who benefits from its telling.

The panic about "cancel culture" seems to grow directly out of the earlier panic about political correctness, continuing the rightist tradition of fear-mongering whenever new voices start to be heard.

Notice that every example of information disorder Loofbourow outlines and blames on the Internet is a rightist challenge to broadening voices and identities. Is Twitter causing a crisis? Or are rightists using Internet platforms to sow discord and worry about that discord's effects?

Blaming this manufactured crisis on the Internet smacks of technodeterminism, as if Twitter created not only the opportunity to troll, but the trolls themselves. The bigotry behind the trolling existed long before Twitter. The alarm we should sound is not that "cancel culture" has gone too far, but that otherwise well-meaning progressives are getting sucked into the rightist crisis narrative that all the new voices we are hearing are a threat to free speech.

That all said, I certainly agree with Loofbourow that Internet platforms present serious issues, all the way from Twitter's inconsistency in managing violations of their terms of service, or Facebook's practice of accepting disinformative political advertising, up to whether ad supported social platforms can ever support healthy discourse.

Exactly, although I differ with Loofbourow on where to put primary focus to fill this void.

Loofbourow is certainly correct that Internet platforms shape discourse, but I think there is another set of activities beyond the Internet that has been working hard to generate not just "'censorious' rhetorical strategies", but also a manufactured "panic" about their causes, scope and effects.

Rightists would have us believe that there is a crisis in free speech, that it is ending civilization, and that it is caused by progressive political correctness run amok. At the same time that rightists are using the Internet precisely to foment all the bad faith conversation Loofbourow describes (and often baiting progressives to join them), they are also using the information disorder they generate as proof of their larger argument that political correctness and "cancel culture" are a significant threat. I don't buy it, and neither should the signers of the Harper's letter that inspired Loofbourow's response.

Join the annotated conversation around the original Letter on Justice and Open Debate in Harper's that inspired this response and other responses from various points of view.

Join the annotated conversation around the original Letter on Justice and Open Debate in Harper's that inspired this response and other responses from various points of view.

Join the annotated conversation around the original Letter on Justice and Open Debate in Harper's that inspired this response and other responses from various points of view.

Join the annotated conversation around the original Letter on Justice and Open Debate in Harper's that inspired this response and other responses from various points of view.

Echos a similar idea of "stickiness" that I wrote about back in 2011.

To extend the discussion, let's connect Michael's post to another thoughtful thinker about the future of higher education, Bryan Alexander. Specifically, two of Bryan's posts from roughly the same time (late September 2020):

• Imagining higher education after three COVID years
• American higher ed enrollment declined in fall 2020. Again.

I was reminded of this idea of "stickiness" that I wrote about long ago while reading Michael Feldstein's excellent recent 21 Sep 2020 post on the future of higher education during the time of COVID: Reports of Higher Education’s Death Have Been Moderately Exaggerated.

For other, related reflections on the same topic, see Michael Feldstein's 21 Sep 2020 post, Reports of Higher Education’s Death Have Been Moderately Exaggerated.

For another perspective, see Michael Feldstein's 21 Sep 2020 post, Reports of Higher Education’s Death Have Been Moderately Exaggerated.

Perhaps my favorite short bit by Foucault. If you're going to read just one thing by him, maybe make this it.

This is not fully accurate: Hypothesis annotations are like mini-webpages and can include text, links, images, videos, and equations.

AKA ETS

As far as I am concerned, Sputnik is the hero of this book.

One thing that is not obvious about Hypothesis, is that you can also use it to annotate data sheets — that's easiest if they are CSV files published on the web.

Is this the research question for this work?

This document was used as a group annotation activity as part of the Research Summit at the Online Learning Consortium Innovate 2020 conference. There was another document also used in this exercise: Example Dissertation Chapter

Research Annotated Treasure Hunt

Can you find and add your answer to each of these as an annotation in the document below?

1. Find the research question: What is the researcher trying to answer?
2. Find the problems and calls to research: What is one problem or challenge was the researcher trying to address? What prompted this research?
3. Find the due diligence: What did the researcher do (or look at) to see if the challenge could be addressed?
4. Find the measurements: How did the researcher know that their change isn made an impact on the challenge?
5. Find the big picture: What existing factors or barriers may have also impacted this challenge?
6. Find the variables and methods: What data, people, or information did the researcher access to in order to address the challenge?

This document was used as a group annotation activity as part of the Research Summit at the Online Learning Consortium Innovate 2020 conference. There was another document also used in this exercise: Teaching Online: Where Do Faculty Spend Their Time?

Research Annotated Treasure Hunt

Can you find and add your answer to each of these as an annotation in the document below?

1. Find the research question: What is the researcher trying to answer?
2. Find the problems and calls to research: What is one problem or challenge was the researcher trying to address? What prompted this research?
3. Find the due diligence: What did the researcher do (or look at) to see if the challenge could be addressed?
4. Find the measurements: How did the researcher know that their change isn made an impact on the challenge?
5. Find the big picture: What existing factors or barriers may have also impacted this challenge?
6. Find the variables and methods: What data, people, or information did the researcher access to in order to address the challenge?

You can remix your own version of the openly-licensed cover of Martin Weller's book, like I did:

One way to respond to Kathleen's text is to participate in the already-vibrant discussion in the margin...if you don't already have one, sign up for a free individual Hypothesis account using the Sign Up link at the top of this sidebar or directly on the Hypothesis website.

A longish silence, apparently!

As a part of the AnnotatED Workshop before OLC Innovate 2020, a group of people will annotate this article by Maha Bali, along with the author herself.

Learn more about Maha on her blog or follow @bali_maha on Twitter.

Read along with us and add your own annotations using a free Hypothesis account you can also create using the link at the top of this sidebar.

You can also explore all the annotations on this article a different way using visualizations and analytics at CROWDLAAERS from Remi Kalir and Francisco Perez.

As a part of the AnnotatED Workshop before OLC Innovate 2020, a group of people will annotate this introduction to Martin Weller's book, 25 Years of Ed Tech, along with the author himself.

Learn more about Martin on his blog or follow @mweller on Twitter.

Read along with us and add your own annotations using a free Hypothesis account you can also create using the link at the top of this sidebar.

Learn more about Maha Bali on her blog, Reflecting Allowed, or follow @bali_maha on Twitter.

Let's flip this around: Rather than focusing on what will be safe and joyous for the middle class, what will be safe and joyous and life-changing personally and economically for the far larger group of people underneath the shrinking middle class? Will the improved and more widely credible online education this interview imagines serve first-generation college students better than the current system?

You know I love a good framework, and the ACE framework from Robin DeRosa is aces! Adaptability: create flexibility for learners (and everyone). Connection: connect activities beyond the classroom. Equity: include everyone.

A definition of Albert Bandura's social learning theory.

Thinking about how collaborative annotation, like with Hypothesis, can enable teachers — and other students — to be facilitators of reading, rather than as the disseminators of the ideas contained in readings.

This is the heart of how online education has been driven to date: if we don't work to change these driving forces, the ill-effects we've already seen will accelerate.

See the AAC&U's work with employers on the value of liberal education.

Social reading and collaborative annotation (like we are doing here) provide another way for teachers and students to engage with learning: gathering on readings when it's not possible to gather face-to-face.

You can find the original Google Presentation online.

Like so many Donne poems, he makes great use here of astronomical imagery. I love this idea of the soul being like a spinning planet in the body, "being by others hurried every day", affected by gravitational pulls of "pleasure or businesse". What is your soul's "first mover"? By what is your soul "whirld"?

If you would like to start by integrating Hypothesis into your learning management system (LMS) instead, reach out to us at Hypothesis.

Hypothesis offers and will continue to offer free annotation capabilities for people to use across the web.

To sustain our project, Hypothesis arranges paid partnerships with institutions looking to use annotation at scale and with integration into their learning management systems for single sign-on, automatic private groups, dedicated support, service -level agreements, dashboards on usage at the class and institutional levels, participation in the AnnotatED community, and more.

In response to the current COVID-19 crisis, Hypothesis has waived all institutional costs for at least 2020.

You can (follow Jonathan on Twitter)[https://twitter.com/Lashleyed].

You can follow Christina on Twitter.

Here's more info on President Nana Addo Dankwa Akufo-Addo

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

Visit past editions of the Horizon Report with annotation enabled and browse/subscribe to a Twitter list of Horizon Report contributors past and present.

1. 2019
2. 2018
3. 2017
4. 2016
5. 2015
6. 2014
7. 2013
8. 2012
9. 2011
10. 2010
11. 2009
12. 2008
13. 2007
14. 2006
15. 2005
16. 2004

Visit the primary 2020 EDUCAUSE Horizon Report authors on Twitter. You can also browse and subscribe to a Twitter list that collects all the Horizon Report contributors that I could find from the 2020 and 2019 reports.

1. Malcolm Brown: @mbbrown
2. Mark McCormack: @MarkMcCNash1
3. Jamie Reeves: @Jamie_l0u
4. D. Christopher Brooks: @DCBPhDV2
5. Susan Grajek: @sgrajek
6. Bryan Alexander: @BryanAlexander
7. Maha Bali: @Bali_Maha
8. Stephanie Bulger: @sdccdBulger
9. Shawna Dark: @ShawnaDark
10. Nicole Engelbert: @nengelbert
11. Kevin Gannon: @TheTattooedProf
12. Adrienne Gauthier: @ajgauthier
13. David Gibson: @davidgibson
14. Rob Gibson: @rgibson1
15. Brigitte Lundin: @brigittelundin
16. George Veletsianos: @veletsianos
17. Nicole Weber: @nwebs

Maha describes here the primary concern I have with the pursuit of both AI and adaptive technologies in education. Not that the designers of such tools are attempting to replace human interaction, but that the spread of "robotic" educational tools will accelerate the drive to further reduce human-powered teaching and learning, leading perhaps to class-based divisions in educational experiences like Maha imagines here.

AI and adaptive tool designers often say that they are hoping their technologies will free up time for human teachers to focus on more impactful educational practices. However, we already see how technologies that reduce human labor often lead to further reductions the use of human teachers — not their increase. As Maha points out, that's a social and economic issue, not a technology issue. If we focus on building tools rather than revalorizing human-powered education, I fear we are accelerating the devaluation of education already taking place.

You can learn more about Maha Bali from her faculty page at the American University in Cairo, on her blog "Reflecting Allowed, and from her Twitter stream at @Bali_Maha.

And important: the role media plays in political polarization. On this topic, I've found works from the Pew useful, like "U.S. Media Polarization and the 2020 Election: A Nation Divided":

"As the U.S. enters a heated 2020 presidential election year, a new Pew Research Center report finds that Republicans and Democrats place their trust in two nearly inverse news media environments."

Also useful are works from Data & Society like "Media, Technology, Politics: six new pieces on the networked public sphere"

"Although many people are anxious to understand how much influence old and new media had over the US presidential election, the reality is that we will never know comprehensively. We can, though, seek to understand how different cultural and technical factors are shaping the contemporary information landscape."

I wonder if we should promote climate change to be an over-arching meta-trend given how its effects will touch on all the other trends listed?

Given the spread of the novel corona virus and COVID-19 as this report is published and it's already demonstrable effects on education (eg, instructional continuity), we might add a health dimension to this list of social trends.

Social

1. Well-Being and Mental Health
2. Demographic Changes
3. Equity and Fair Practices

Technological

1. Artificial Intelligence: Technology Implications
2. Next-Generation Digital Learning Environment (NGDLE)
3. Analytics and Privacy Questions

Economic

1. Cost of Higher Education
2. Future of Work and Skills
3. Climate Change

Higher Education

1. Changes in Student Population
2. Alternative Pathways to Education
3. Online Education

Political

1. Decrease in Higher Education Funding
2. Value of Higher Education
3. Political Polarization

You can find all 16 previous editions of the Horizon Report online with annotation enabled. Some editions are also published in different languages on the EDUCAUSE website.

1. 2019
2. 2018
3. 2017
4. 2016
5. 2015
6. 2014
7. 2013
8. 2012
9. 2011
10. 2010
11. 2009
12. 2008
13. 2007
14. 2006
15. 2005
16. 2004

You can browse/subscribe to a Twitter list of Horizon Report contributors past and present.

Data and analysis about student textbook use, online and FTF.

Testing tags on pagenotes.

Testing tags.

Slides for EDUCAUSE digital transformation in EDU webinar from 18 Dec 2019.

Process of EDU digital transformation.

EDUCAUSE webinar on digital transformation in EDUs with links to resources.

Definition of digital transformation (DX).

You can browse all the posts on this site that relate to either Learning Experience Bingo, or its parent category, Open Knowledge Practices

Zine learning experiences collected by Elvis Bakaitis.

You can browse all the posts on this site that relate to either Learning Experience Bingo, or its parent category, Open Knowledge Practices

You can browse all the posts on this site that relate to either Learning Experience Bingo, or its parent category, Open Knowledge Practices

Links to zine learning experiences collected by Elvis Bakaitis.

My annotations here are a (partial) record of how I'm going through this open education assignment while playing "open education experience bingo".

My bingo card for this learning experience record will be published on my blog. Caveat: I didn't end up making an annotation for everything I checked off on the bingo card.

Openness on including and/or creating new/different evaluation strategies that are sensitive to personal dimensions of works produced in the experience.

Openness on including people.

My annotations here are a record of how I'm going through this student's reflection on open education experiences while playing "open education experience bingo".

My bingo card for this learning experience record is published on my blog.

Openness in connecting to people.

Wow. This seems contradictory, but in a good way?

Trust in the system (of openness) because it will help you expand your horizons.

Openness in reflecting on roles and recognition, and connecting on recognition.

Openness on surfacing and including roles.

This is a very rich section: openness in developing skills, connecting materials, skills, roles, feedback and evaluation to other learners, and including other learners in the experience.

Openness on surfacing and reflecting on roles and design.

Openness on reflecting about design.

Openness on reflecting about materials.

Maybe one of the best definitions of open education I have ever seen.

To what degree are talk radio and cable news themselves connected to conversations on social media?

I am not able to find whether this study has yet been published formally with peer review. You can find the first author, Shelley Boulianne, on Twitter, and the last, Bruce Bimber, but I don't see a Twitter account for the middle author, Karolina Koc-Michalska.

On EDUs working with vendors.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maren Deepwell presented on “Open for whom?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maren Deepwell presented on “Open for whom?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maren Deepwell presented on “Open for whom?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maha Bali presented on “How do we design our learning spaces with Intentionally Equitable Hospitality?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maha Bali presented on “How do we design our learning spaces with Intentionally Equitable Hospitality?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maha Bali presented on “How do we design our learning spaces with Intentionally Equitable Hospitality?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Katsusuke Shigeta presented on "How to root Open Education in a region with specific needs?: An example of Japan".

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Katsusuke Shigeta presented on "How to root Open Education in a region with specific needs?: An example of Japan".

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Katsusuke Shigeta presented on "How to root Open Education in a region with specific needs?: An example of Japan".

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Katsusuke Shigeta presented on "How to root Open Education in a region with specific needs?: An example of Japan".

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Katsusuke Shigeta presented on "How to root Open Education in a region with specific needs?: An example of Japan".

What I like to call "FreeBNOp", as in "Free, but not open" content.

I thought the term "renewable" as opposed to "disposable" came up later. The word "renewable" does not appear in David's 2013 blog post cited here.

While I personally agree that "learning by doing" is perhaps one of the or even the most powerful forms of pedagogy, a very large part of current and historical pedagogy does not really engage doing. So either not ALL learning involves doing, or the majority of education that happens without doing doesn't involve learning.

Definition of "OER enabled pedagogy".

Sure. And others also care about the way open is used in educational contexts beyond OER, to mean more than just specific copyright statuses.

First use of "OER-enabled pedgogy" outside of David Wiley's blog?

Good guidance on effective PR from Om Malik. View the slides.

Literally LOLed.

"Stealing" from family is a core practice in OEP.

Lowering costs for learning materials via OER: A complicated problem vs what Dave calls complex problems, like open pedagogies.

A masterful way to help shape the conversation.

This is my favorite procurement strategy.

On opt in vs opt out in GDPR.

On opt in vs opt out in GDPR.

Thanks to @mkcow below for providing a direct link to the CARE Framework.

This mantra should be forefront in all our thinking about #EdTech.

And maybe this is the core of the tension around higher ed for jobs/skills vs "the value of a liberal arts education". To be an engine for social mobility, education needs to transfer not just skills, but social and cultural capital.

Interesting: an outcome of the "EdTech 3.0" work at VCU was that the student experience evolved to become more like the faculty experience.

So inspiring to think about how each discipline might use its own practices to embed, interrogate and shape the #EdTech in use. "EdTech 3.0" is the meta we've been waiting for.

Learn more about Dr Baker and CEPA.

Yes! This is why digital literacies programs that focus on training for specific tools miss the point: students really need metaskills and literacies that they can then apply to specific tools.

Yes! Thinking back to my note above about how the tech we may need to think about most or first may not even be "EdTech", but some of the more basics of network and hardware.

Perhaps the core question of this article.

A direct call to locate #EdTech on the "academic side of the house" in EDUs.

Thinking here about the technologies that end up being used in everyday practices of teaching and learning, but live mostly outside the structure/sphere of influence of EDUs, for example, smart phones, ecommerce, or even the Internet itself. I'm thinking TMcC is also calling for thinking about how those are embedded in everyday practices of education and we should be thinking about what we should do with them as well.

If you don't already know Dr McMillan Cottom, you might check out her recent books, Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy and Thick, And Other Essays, tune in to her podcast with Roxane Gay, Hear to Slay, visit her website, or for more frequent updates, follow her on Twitter.

Annotate here, or you can also join in the annotations on her post “Why Is Digital Sociology?”

Kudos for using the plural — "literacies" — right off the bat, not only given the many literacies listed later (eg, data literacy, information literacy, visual literacy, media literacy, metaliteracy, etc), but also that there are multiple literacies even in a single category.

Amen! For example: proficiency in a specific software program (eg, MS Word) rather than broader literacies about how such software can be used generally (eg, word processing).

Some of the different kinds of digital literacies.

You can read more about James Bessen in his Wikipedia entry.

For folks who don't have time to read Benedict Anderson's Imagined Communities, I recommend just watching Whacking Day, an episode from the Simpson's 4th season (also on Wikipedia).

A call to act together as a community: "to go far, go together".

The core project of open knowledge practices.

And yet, machines are being invented and put in to use that attempt to measure student emotion and attention to inform assessment...

I'm imagining a course where the only way to earn an "A" would be to become totally outraged by its end.

Again I reach for the language of "disposable" (going in the trash can once it's graded) and "renewable" (of value above and beyond the class) assignments.

Yes: aligned with the mentality that students are cheating on exams, plagiarizing works, and inventing excuses for late work. In all these cases, there are things teachers can do to restructure the educational experience and stop casting blame for the inadequacies of machine graded assessments, disposable assignments, and even date-based grading.

Interested folks might also want to check out @RemiKalir's updated post: Annotate Your Syllabus 2.0.

Tanya Joosten chaired UWisc's Learn@UW Roadmap Task Force.

Now Hypothesis annotations not only show when they were created, but also a second timestamp if they were edited.

Many thanks again to Steel Wagstaff for suggesting this language.