20 Matching Annotations
  1. Feb 2019
    1. Please note that in the interest of ensuring that existing Bitly Links continue to function for all of our users, the Bitly Links that you have created and shared cannot be deleted or disabled (even if your Account is deactivated), and any shortening and sharing activity that has already occurred on your Account also cannot be deleted (but your user history can be set to private from within your Account settings).

      This means that there are no time boundaries around the use of shortened URLs, and that this data persists basically forever.

  2. Jul 2018
    1. The building of equitable, agentic, and open learning is neither an insignificant nor effortless social accomplishment.

      I spot an understatement! I continue to be amazed whenever I encounter this.

  3. May 2018
  4. Apr 2018
    1. As learning architects, we should ask of ourselves and our partners: How do our technologies and social practices cohere in service of more open infrastructure?

      I'd suggest that an important consideration for these social practices is carefully tracking which labor is valued and which perhaps is not. The influences of prestige economy upon open practices and open projects, in my experience, reifies rigid architectures. Sustaining open endeavors, for instance, tends to be less valued than "creating" them.

    2. Every course, every semester, and every workshop is a mutable foundation upon which to build for empathy rather than efficiency, to architect relations of curiosity and variance rather than similarity and control.

      I fully agree. and likewise see opportunities to balance power, to affirm we are all teachers and learners in these spaces.

    1. Compliance with the Family Educational Rights and Privacy Act (“FERPA”)

      points awarded for a specific FERPA stanza. Unclear what kinds of educational records may be made available to the service.

    2. What other parties can see me on Poll Everywhere?

      this, in essence, waters down basically everything about a privacy policy. It is at the point of 3rd-party involvement where the wheels fall off the cart.

    3. Updated March 23, 2018

      also recent update.

    1. Effective: February 23rd, 2018

      fairly recent effective date for this policy is a good sign. some of these from other companies can get rather stale.

    2. Don't rip off our stuff.

      tone is interesting. It's engaging, but the 'thou shalt not' nature of these assertions, combined with this language, is a little intimidating, also. It would be nice to see this same tone applied to a summary statement of how Poll Everywhere was looking out for user data protection, etc.

    3. Friendly summary

      this is a good way to start.

    1. And we can literally look at the software to see what the intentions behind online learning are: “speed grading,” test proctoring, plagiarism detection, automation (e.g., personalization), student monitoring and surveillance.

      I believe we are missing an opportunity to develop student centered software that emphasizes individual metacognitive awareness, instead of platform centered edu-analytics. Not only would this seem to require an opt-in default, it is not hidden within instructor-only dashboards.

    2. when we omit seminar classes or dialectical teaching and learning from online course offerings, we create an inequity.

      I agree with this criticism of online courses, and I think it is becoming easier to support dialectical teaching and learning within online courses but my sense is it would also require a synchronous scenario. As I parse this article, I wonder how many of these shortcomings might be mitigated by more online synchronous teaching and learning. On the other hand, I think one of the more desirable characteristics of online courses or programs for students is their asynchronous-ness. Especially as this often allows their participation around work, family obligations, etc.

    3. Have we built, do we sustain, an online learning that embraces these students? Do our online courses actually accommodate them?

      In my experience, I think we do a somewhat better job at the graduate level of accommodating the particular students enrolled, especially in applied disciplines where project-based and collaborative pedagogies are abundant.

    4. What are the assumptions behind this rationale? At the very least, putting this course online because “the teacher will be too busy to teach it” betrays a belief in an inherent, marked difference between learning and teaching that happens in the classroom and learning and teaching that happens online.

      I can't speak to this particular rationale (too busy to teach), but I have heard similarly questionable rationale for developing online courses. The opposite is true for me, also. I've seen folks work to bring courses online in order to support students who almost certainly would not be able to participate in a conventional face to face context. I'm curious to learn from others about the range of motivations for developing online courses or programs.

    5. We will be annotating this article as part of our hypothes.is workshop at OLC Innovate 2018. Please join us throughout the day on 18 April 2018.

  5. Jul 2017
    1. We do not currently recognize or respond to browser-initiated Do Not Track signals as there is no consistent industry standard for compliance.

      I just did a quick search of this language, and it seems to appear in many privacy policies. How should this be interpreted by a user of this service? Do browser-initiated 'Do Not Track' settings do anything meaningful? Last question - who shoulders the burden of establishing this industry standard for compliance?

  6. Aug 2016