20 Matching Annotations
  1. Mar 2017
    1. demand transparency

      And security? And privacy for the students? Any consideration?

    2. While machine learning and automation are obviating the need for learners to memorize content and develop routine skills, current edtech solutions still focus on helping learners develop these capabilities, he says. Instead, they should drive students to hone their uniquely human traits—the ones that will help them thrive in an increasingly automated world.

      Yes, this is a really important consideration. I think too much ed-tech sells itself on the fact that it helps us do what we have always done, just more efficiently.

  2. Oct 2016
  3. Sep 2016
  4. Jan 2016
  5. Oct 2015
    1. the deep structure of the text/algorithm interaction inherent in all digital textuality — those places where the mathematical underpinnings of text as it appears on the screen (since there is always something at work keeping the text you are reading now visible) and how artists exploit them to create unique effects.

      Does this privilege form over content, or the programmers over the tool users? Is this how we want to exclude within e-lit?

    1. literary works

      We talk about e-lit being a contested term, but so too then is even the idea of something being "literary" and also thinking about authorial intent. Should that matter? And really, these two debates intersect, in terms of self-definition, intent, academic definitions, and exclusionary practices. Does it absolutely need to be "literary" to be e-lit?

    2. How did we come to accept afternoon as the unequivocal “granddaddy” of electronic literature (not just full-length hypertext fictions, as Coover in fact wrote)?

      What we're talking about is a good, old-fashioned "debate" around canon formation. I know that Kathi Inman Berens has looked at how gender has intersected with the formation of community and canon around e-lit (at least I remember seeing a talk she gave about it). http://kathiiberens.com/2013/07/19/dh-2013/

      Regardless, this is one of the issues I have with distant reading (as fun as it is) is the potential to de-politicize events around canon formation and the rise of a certain genre or mode.

    1. fast-changing field of electronic literature, artists, designers, writers, critics, and other stakeholders

      Are we chasing something or attempting to articulate a definition of something that is always going to be obsolete (or at least incomplete) the moment we put proverbial pen to paper?

      This course and these attempts, to be sure, will continue to evolve. But I appreciate the important direction towards a history and, dare I say it, a tradition. Or, knowing a lot of the people involved, a community might be more appropriate.

      So maybe "field" is the wrong word. Maybe this becomes a narrative instead about a community seeking to define itself. But if that's the case, what is our role, as relative outsiders, working to enforce a definition on it?

    1. some of which are

      I am wondering if adaptations or transmedia storytelling would be considered a part of e-lit. I would imagine yes, but it's not exactly explicit. What if a piece of e-lit interacts with other forms of media, text, literature, etc? Or is transmedia it's own thing?

  6. Sep 2015
  7. Aug 2015
    1. Polymath: An Interdisciplinary Arts andSciences Journal, Vol. 3, No. 3, Summer2013 PLAY

      Who thinks of play when they think of the classroom experience, especially in literature?

    2. AGAIN

      If you can see this, congratulations! You have successfully annotated this PDF...as long as you hit refresh...

    1. collaborative learning?

      If you are using Hypothes.is correctly, you should see this note from me, Dr. Bessette. Congratulations!

    1. Resilience

      I wonder how this relates to the current critique of "grit" that is making the rounds in K-12 circles.