46 Matching Annotations
  1. Apr 2019
    1. I and my fellow students participated in the course:

      I'm a little confused by this question. Is it meant to get at whether the student used all avenues of learning that are part of the course?

    2. What are the plusses and minuses of learning this way?Your answer

      Is this similar to the question above comparing online and on campus. I like this one more.

    3. In this course, I learned a great deal

      This question seems vague and not really needed since there are more specific questions following.

    4. The course helped me understand ethical issues involved

      Is this content specific?

    5. Overall Teaching and Learning Effectiveness

      This section seems a little problematic in that there are several different instructors who are each designing their sections. Answers could vary between each instructor.

    6. What were the trade-offs you observed for taking this class online/remote compared to taking a similar course on campus? Your answer

      Maybe word this one a little more explicitly:

      What were the positive and negative differences you observed, taking this class online compared with taking a similar class on campus?

    7. About how many hours per week did you spend on this course, including watching or attending lectures, doing readings and homework, and working on labs and team projects?

      Is this being compared to grades or how well students did in the course?

  2. Jan 2019
    1. I find that millennials are far less jealous of objects or belongings on social media than the holistic experiences represented there, the sort of thing that prompts people to comment, I want your life.

      This is where I start to push back. The idea that this is digital life. That everyone is trying to portray themselves in a way to make others want their life. That is one thing that is happening in those spaces, but others are finding that they are not the only one who ... Back and forth interactions online make this narrative less the norm.

    2. How, in other words, can I optimize myself

      This language fits with a lot of the talk about the "future of the workforce" and "skilling up the the workforce". It is language I get extremely uncomfortable and I think this article does a good job recognizing it as a core part of the sense of burnout.

    3. All of this optimization — as children, in college, online — culminates in the dominant millennial condition, regardless of class or race or location: burnout.
    4. Anne Helen Petersen

      It is interesting, they don't give much information about their reporters. Tried to quickly find out a little more about her and didn't find much other "Anne Helen Petersen is a senior culture writer for BuzzFeed News and is based in Missoula, Montana."

    1. hat readers encounter the book prolifer- ate. While the Western relation to the book as an object is certainly chang- ing, those changes may indicate a more th

      test

  3. Nov 2018
    1. Hypothes.is

      Plug 🔌🙂

    2. social dimension to reading

      This can actually become quite hectic. Helpful to develop a process of way of reading the main text, annotating, reading other annotation, and replying.

    3. format in which these materials are available to students, then, has an impact on students' willingness to access and use materials,

      This is very much a design concept. Where do "we" like to access and engage with material?

    1. What is our responsibility as educators to increase students’ agency around their own data, so that they can better understand what these data could tell someone about them, ways these data could be used to benefit them or harm them, and what they are giving away when they consent to data collection.

      Having a recent conversation with a student about data, it became clear that we need to provide a sort of big picture of data. It is not just that the information they are sharing will directly negatively or positively affect them, but that it may be used in the aggregate.

  4. Sep 2018
  5. Nov 2017
    1. what kinds of civic learning opportunities they may already be experiencing

      I wonder how to ask this question, without asking in this way.

    2. YPAR

      I appreciate that the authors also mention IPAR or Intergenerational participatory action research. This is not just in reference to youth but everyone's part in this type of civic engagement.

    1. challenge traditional and social media to be the media that we want

      Especially lately, I have found many people around me have given up on this idea. How do we do this in small ways?

  6. Jul 2017
    1. We may also use your contact information for our own marketing or advertising purposes. You can opt out of these at any time.

      Is this pretty standard? One thing I have appreciated about Slack is that I opt out in the very beginning and never receive anything through email. I know this is simple stuff, but it an obvious opt out.

  7. Mar 2017
  8. Jan 2017
    1. not only by incorporating multimedia elements that would be unavailable to print publications, but also by restructuring the ways in which authors and readers engage with scholarship.

      I find this is often overlooked. That the ways scholarship is written/shared in open digital environments can be totally different.

    2. They make the labor and practice of academic scholarship visible, understandable, and approachable to early career scholars and to the public.

      I love this idea of making the process visible. In a conversation with @donnalanclos she mentioned this same thing about technology. It is better when we can see and understand how something works. Not a shiny bulb, but something with stitches and seams.

    3. brand

      Can we keep this word out of conversations about developing digital identity?

  9. Aug 2016
    1. Don't worry, these aren't really public except for the few of us who are allowed into this Moodle page.

      I'm not sure I understand this. Can you show us how students would access the page?

    2. Example:

      This example is really helpful!

  10. Jul 2016
    1. the process allows input from a broader range of perspectives, and the publish-before-peer-review model gets scholarship out in the world and generating conversation right away

      A broader range of perspective or more thoughtful thorough responses. Would this then depend on the type of research or work? It would work well for some but not for others?

    2. And talk a lot about running. And cats. And Beyoncé. In essence, what we’re (mostly) doing is producing open, public scholarship in or beyond our areas of expertise, and we’re creating dialogue in Twitter conversations or blog comments.

      I really love how she brings this aspect in. How important these seemingly only personal things are in creating a human presence when now dialogue is part of the process.

    3. What these forms all have in common is an orientation toward open, public scholarship that creates dialogue and emphasizes the ongoing process of scholarly production.

      If scholarship is changing in this way, how do you feel about it? Or what part of this is most exciting or terrifying to anyone who has done traditional scholarship?

    4. a performance that we put on for a passive audience and all we want in return is a good review

      This could be said about how some scholars approach class or teaching as well. Or is that harsh? That some people approach online spaces and imagine a passive audience is definitely something to remember.

    1. particular network of actors

      I like this phrase. Figuring out the network of actors.

    2. as if the conditions for thinking, learning, and knowing have not changed.

      Looking at what has AND HASN'T changed is a nice place to start.

  11. Feb 2016
    1. For Google Hangouts / Office Hours say something about just easily adding a link to lms or website?

    2. Google Drive -

      Store Video - Mention how students can also view from Google Drive without downloading.

    3. This is looking really good so far! Nice work!

    4. I want to capture my lecture

      Do we actually want to encourage this?

    5. Along with Screen Capture, should we have the link to how to take a screenshot as well. Very useful. http://www.take-a-screenshot.org/

    6. Youtube - Mention signing in with your SNC account. Many don't know this and think they have to create an account.

    7. Moodle quizzes should be on here. They offer timing and other options that are useful.

    8. General - The name of the tool should stand out more.

    9. Store my files - Should we say something here about easy access to files for class?

  12. Jan 2016
    1. In this way, we can attend to annotations as texts themselves.

      This part I find harder to get my head around. How this make sense and is useful.

    2. a way of working many find much more engaging than individual analog annotation

      It is interesting to start with comments and then go to text, different from reading the text and when there is an annotation decide to read. I hate to say, but could be used kind of like cliffnotes?

    3. to not just passively read but to fully enter a text, to collaborate with it, to mingle with an author on some kind of primary textual plane.

      I'm wondering how this mingling with the author changes when it is public annotation. Is it a less intimate reading?

  13. Oct 2015
    1. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.

      Participation over presentation!