1,875 Matching Annotations
  1. Oct 2020
    1. The idea here isn’t prediction, but to encourage thinking about possible futures.

      I think this makes this fall in the category of values. What do we value that we want to be drawn toward in the future. Feedforward.

    1. How To Write This Poem

      begin here …with TIME

      where words

      are layered with text

      where the pen

      etches into screen …

      then go here …

      (https://www.vialogues.com/vialogues/play/61205)

      … only to leap from one place

      to another,

      where my mind goes

      I hardly every know,

      only that it ventures forward …

      (https://paper.dropbox.com/doc/How-to-Read-a-Poem-by-me--A9AH3OSbHZqKqxia0PQOSa1~Ag-pHyO4XNCl1aIq4KoX22Be)

      … heard by hearts,​​

      and scattered stars,

      ​​where I see the sky fall,​​

      you find the debris …

      our thoughts.

      (https://nowcomment.com/documents/234044)

      Might we be permitted them?

      The dragonfly

      rarely yields her ground

      to the critics among

      us.

    2. Kevin's Response

      How To Write This Poem

      begin here …with TIME

      where words

      are layered with text

      where the pen

      etches into screen …

      then go here … https://www.vialogues.com/vialogues/play/61205

      ... only to leap from one place to another, where my mind goes I hardly every know, only that it ventures forward ...

      https://paper.dropbox.com/doc/How-to-Read-a-Poem-by-me--A9AH3OSbHZqKqxia0PQOSa1~Ag-pHyO4XNCl1aIq4KoX22Be

      … heard by hearts, ​​and scattered stars, ​​where I see the sky fall, ​​you find the debris …. ​​https://nowcomment.com/documents/234044

      Your thoughts?

    3. Books

      Do you have a bookshelf? What percentage of the books that you own are paper and what digital?

    4. a gleaming, predacious dragonfly.

      I haven't even spoken of rhythm. Each of the last three lines has three syllables. I don't know why. Explicating rhythm is so difficult for me. As a poet I don't articulate it often to myself. Mostly, I step back and hold the line in abeyance. I needed something with weight at the end to serve as an anchor for the flexing light and heat of the rest of the poem. What better image than the dragonfly, the top of the foodchain insect predator on my farm.

      And predacious is exactly the sound and sight of them flying commando next to me on a tractor as I mow a field.

    5. page to page,

      Almost ended the poem here, but that muscular, flexing I spoke of above really attracted me. The meteor and minnow skipping on the surface. Implied here are the images of fingers.

    6. skimming

      I am drawn to the minnow metaphor, the meteor metaphor, the ardent heart making words do more and better, to carry more with less and less.

    7. catalytic

      A catalyzing agent encourages two to get together as one, the physical "fire" of a book--how it fits into our senses as real-- and the abstract--its content of words, sentences, paragraphs that re+mind us to turn and re+turn to them for warmth and purpose. All fires are practical and useful.

    8. heartsardent

      I adore the assonant fit of ardent and heart. I keep a copy of the OED handy, a digital version. My paper copy is at school. Ardent comes from the Old French verb "ardere". The OED mentions "ardent spirits". The word has slowly and inexorably shifted from concrete toward the abstract--just like the poem where the books move form concrete, physical things toward the abstract and toward me. Re+mind and re+turn both make us consider physical moves. Like dance, a perfect entanglement of concrete and abstract.

    9. burning bright as meteors

      I thought about using "fireflies" or "lightning bugs" instead of meteors. I still might. I just liked the idea of a paragraph flashing across the sky, a spectacle of wow burning up in the sky.

      Then I thought about another kind of bright, the silvery flash of minnows, a-leap as they are chased by larger fish, in the morning light. Passionate and seeking safety, burning to survive. I feel something animal in the poem flexing its muscles. And that word--minnow, something very like ...well, I don't know. The word fits for me emotionally.

    10. Paragraphs

      A physical container for ideas and words--paragraphs. Are we crossing over into abstraction and metaphor. Yes. Metaphor in the original Greek meant "to carry over". That is what I am trying to do, carry the reader over from their world to mine, a world of magic in text.

    11. bursting to light and heat

      More physical imagery. When they are lit they give off heat and light, but the word "blaze" above, with its ambiguity, should give a strong hint that I am doing more than create a sensorium even as important as we all think of that--the touch, smell/taste, sight, sound, and heft of books.

    12. Spine and margin and cover and leaf

      More physical images to accent the sheer physical power of books. And then...light and heat as if on fire.

    13. return

      Re+turn should bring to mind re+turn. Hidden under this is the argument I am making for physical books. I have been walking by my bookshelves for thirty years, turning toward them over and over again like compass needle to north. They are my lodestone even though for many they would be an albatross. Have you ever picked up a box full of encyclopedias? Yeah, dense with epistemologies.

    14. blazes

      This word is ambiguous. It has several meanings. This is what poet thinking is all about for me--subverting the routine. First, the word is about fire, right, but if you have every looked at my posts (count on two hands my very fine viewership) you know that I write about trail blazes. I want the word to be a fork and to mean both of these simultaneously. My poems are designed to carry a lot of freight. What do you think about ambiguity?

    15. lit

    16. ethical blazes

      What ethical blazes have books kindled in you? Most poetry tries to freshen the language. Most poets are work necromancers. They bring what is routine and everyday back into clear and plain air. This is called a metaphor. Values don't really burn, but I am trying to conjure up a feeling here where what we believes has the intensity of a fire. I am trying to do that with a few words and not a lot like here. Maybe poetry is all about translation and summary put together. What do you think poetry is supposed to be or do?

    17. what we love

      What do you love? What values do you live by?

      For me, I have books that remind me that there was a reason that moved back to the land over 30 years ago. One of my books is A Continuous Harmony by Wendell Berry. Here is a recent reading from that book where I talk about my values. Books remind of these values.

      https://www.youtube.com/watch?v=PAra-yL45hs&t=87s

    18. remind

      Have you ever thought about the word re+mind? To "mind" again? What does that mean? Poetry is meant to de-cliche words and expression. That is a mental model to keep in mind as you remind yourself with this filter in mind.

    19. Step One: 

      Use Hypothes.is to annotate the poem. I have seeded the poem with questions and comments that you can reply to.

    1. Instructions for navigating page and for working with the poem.

      1) Read the poem and annotate with Hypothes.is

      2) Listen to a recording of the poet performing the poem. Respond in Hypothes.is

      3) Read our discussion of the poem in Hypothes.is

      4) Then join others reflecting on what others say.

  2. Sep 2020
    1. spectrum

      Big mistake making empathy and rationality as two points on a linear scale.

    2. a super rational parent you want to empathize with your kids and be emotional and understanding with them

      This is wrong. Empathy is rational. It makes logical sense for example to empathize with your reader if you are a writer. Seeing the world through their eyes makes the writing better for them. Logical, yes?

    1. Free Riders

      Yeah, not really caring about the free riders. What a bunch of losers they are. And when it comes to applying what they learned, they well and truly, aren't they.

    1. over time. Theinnovative programs we’ve studied are using three main approaches to measure the size of students’ networks: relationship mapping, checklists, and student surveys

      How can I do this, too? We shall see. However we might measure, it must be something that is simple and sustainable over an entire semester or school year.

    2. . All young people come to school with existing relationship assets.

      Too true. Too often we label learners as "at-risk" or "underachieving" or "underprepared" when we really should be looking at their "assets" (although I despise the adoption of finance metaphors to human beings). Maybe fortes or blessings might be better.

    3. Without broad, diverse networks, less-connected students will be at a distinct disadvantage to their better-connected peers.

      I work with my students from this assumption. How do I measure the quality of their learning networks? Are their social networks the same as their learning networks? What combination of bridging, bonding, weak, strong connections are best for each student. Definitely not one size fits all.

      Makes me think about Dave Snowden and the kinds of "networking" stories that we need to be gathering from our students. I ask students to reflect each week on their research work, perhaps part of the reflective work each week should be a reflection on who they gathered information from.

    4. But broader research on social capital and emerging practices on the ground would counsel against focusing solely on strong relationships. Although the descriptors sound like value judgments, stronger isn’t always better. Sociology research has shown that “weak ties,” or those with whom we interact less frequently, can also offer real value by providing access to new information, supports, and opportunities that our stronger-tie networks lack.11 T

      Points to how carefully we must approach the "naming" of phenomena. Applies also to the measuring as well. I am not opposed to measuring,but we have to be just as careful that what we are measuring actually points to some causative pulse/event/thing. Really unfortunate that the connotations inherent in "Weak" and "Strong" are so overwhelming emotionally.

  3. Aug 2020
    1. look at all I have—

      A different kind of nothing? A something that looks like nothing?

    2. privilege is an aggressive form of amnesia . . .

      a form of forgetting what we never knew?

    3. Aristotle: what is and isn’t the good life 
    4. didn’t speak money

      Money talks, bullshit walks? Listen to Brother Randy. Your call.

      https://youtu.be/-3HoMOmoxzU

    5. in the coming I got a lot.

      implied word here is "riches", but a different kind of rich. As she says later--hunger, cold, no privacy.

      Hinting already that the word 'privilege' is a fucking minefield, a different mine for a different class of privilege, but all quite harmful.

      Yeah but wouldn't you rather be comfortable? Comfortable in your privilege Uncomfortable in your privilege

    6. Failed Essay on Privilege

      on whose terms? What I mean was this an assigned essay for a class that was evaluated and judged 'failing'? Or was this a failed understanding of what privileged means?

    1. (bell hooks  1990, p. 149-150).

      I don't mean to trivialize this, but I can resist thinking of this scene in The Big Lebowski

      Careful, there's a beverage here man.

      It seems everyone in this movie could define themselves as 'marginal' or marginalized. Margin and center are spatial. Without one you could not have the other. One person's margin is another's center. Where does this leave us?

    2. We share our labor of love

      Here's something to share from the margins--George Carlin. Like Carlin, we in the margins need is to crash into the open and yoke academic power (good ideas, clearly expressed, and openly political) to systemic change. Open education seems too tame to do that. Prove me wrong.

      https://youtu.be/Nyvxt1svxso

    3. ask important questions, s

      Here's another question:

      Why does the open education movement seem unable to break through their margins to take on the man?

    4. Therefore, we are cautious about rhetoric concerning equity, diversity, and inclusion, asserting that these only have meaning when concomitant processes are genuinely embraced to avoid further marginalizing the marginalized.

      I do not understand this.

    5. the voices from the periphery

      What if, like me, they are voices considered to be in the center, assumed to be full of while privilege, not on the margins and not wanting to imagine much less create alternative, new worlds? I would argue that as an adjunct, someone over 65, and a farmer at the end of a half-mile hollar, that I am mos def on someone's damned margins. And who's to say otherwise.

      John Seely Brown even talks about how the margins of open education create their own margins:

      Open source communities have developed a well-established path by which newcomers can “learn the ropes” and become trusted members of the community through a process of legitimate peripheral participation. New members typically begin participating in an open source community by working on relatively simple, noncritical development projects such as building or improving software drivers (e.g., print drivers). As they demonstrate their ability to make useful contributions and to work in the distinctive style and sensibilities/taste of that community, they are invited to take on more central projects. Those who become the most proficient may be asked to join the inner circle of people working on the critical kernel code of the system. Today, there are about one million people engaged in developing and refining open source products, and nearly all are improving their skills by participating in and contributing to these networked communities of practice.

      (Seely Brown, John, and R. P. Adler. “Open Education, the Long Tail, and Learning 2.0.” Educause Review, vol. 43, no. 1, 2008, pp. 16–20.)

    6. a central location for the production of a counter-hegemonic discourse

      So... if the margin can also be the center, then who and what is at the margin of this marginalized center? I suspect I am there. So who is at my margins and what are they countering? This map is an undiscovered territory.

    1. This is a rather large island. We have a map to the side called a Table of Contents. I am sure there is hidden treasure, but I don't have a map. Where shall I start?

    2. Open at the Margins

      Everything about this begs for this to be annotated here.

      First, the title says for us to "open at the margins". It is an imperative, a command. And sure enough, there is a tool that opens at the margins.

      Second, Pressbooks is designed to be opened at the margins with Hypothes.is.

      Third, this is where the conversation begins if that is what the authors and editors want. So often we say we want a discourse, we want to share, but we don't do the extra work that now needs doing. It is as if the gardener planted the seeds and walked away from the hard work that Voltire advocated for at the end of Candide: cultivating these gardens.

      https://youtu.be/-DROkQJc_F0

    1. FAscinating how infrequently the authors join in to the margins. Why is that? Some might consider it a snub. There are all manner of issues that arise when authors don't reciprocate. Dishonorable?

    1. How to annotate literally everything

      One very important video annotation tool is missing: vialogues.com This tool has been around for nearly a decade and is served by Columbia University. I hope it never deprecates. It is awesome. Why don't more people know about it?

  4. Jul 2020
    1. Creative collaboration & communication features for your web and mobile apps.

      Sooundeth worthy.

    2. We hope Covid-19 will be behind us sooner rather than later.

      Sooner. Yes, sooner.

    1. My syllabus is not a “contract.”

      If it is a contract, it is one of "adhesion" and not enforceable.

    2. Because annotating a syllabus enables learners to share their curiosity and concern, over time.

      How can teachers keep track of the syllabus throughout the semester? Is there an RSS feed for anytime the syllabus is annotated?

    1. Yet, what may be radical about the DIY ethos is that learning relies on these mutual support networks, creativity is understood as a trait of communities, and expression occurs through collaboration.

      Learning grows from the soil of mutual aid. Creativity is only expressed within communities. Creative expression comes through collaboration.

      Summed up correctly and fairly? I ask a question of my community. Can anyone help me.

    2. call this "learning by doing" is too simple, since we will not learn as much if we separate what we are doing -- making a podcast, modding a game, mastering a level -- from the social context in which we are doing it.

      Thinking out loud about one's work, what we are doing, is inferior to thinking out loud about the social context we are working within? That's disturbing. Where is everybody? If this is social bookmarking then where the hell are the social bookmarkers. I wasiInvited to share, but nobody here. Maybe I was mistaken.

      These spaces are like desert isles, monads, not social at all. What is the social context when you are alone. A radio station that mistakenly thinks it is broadcasting but no one is listening? A tree falling the forest and no one adjacent?

    1. Drawing on those emerging practices, this paper offers a framework for measuring social capital grounded in both research and practice.

      Wonder how Dave Snowden's Cynefin framework would work here.

    2. right. In turn, schools routinely leave students’ access to relationships and networks to chance.

      Relationships are terrible complex with many variables. I am not sure I want schools too interested in them. Do they understand the social capital that is generated inside of those relationships? Will measuring that increase their understanding?

    3. MISSING METRICS

      Some things can't be counted or we just don't know how to count them?

    4. Emerging practices for measuring students’ relationships and networks

      Feels very "quantum effect".

      https://youtu.be/6Dp27XYjHuk

  5. quickthoughts.jgregorymcverry.com quickthoughts.jgregorymcverry.com
    1. I watch as poems

      The eye watches,

      unblinking as a poem

    2. but always broken in two

      They only know themselves through the other.

    3. the unmeaning

      They don't know meaning.

    4. of unrest together able to pluck value from   factors core

      They are careless AF

    5. Prime numbers climb through through slumbers

      Prime numbers never rust

    6. maybe icreeps in

      icecreeps? I see creeps? it creeps? A poem creeping and creaking and cracking open

    7. in there somewhere

      a seed? permafrost? Siberian meteor gloating and thawed.

    8. Poem

      Yes! a poem.

    9. letting light in

      giving light permission

    10. what a poem

      What? A poem.

    11. metaphor seeping creaks and cracks in floor boards.

      A light shining through

    12. rot in between apron    and still

      apron rot still

    1. Final exams.

      Has anybody tried to do a semester walkthrough using a screencasting tool and a presentation tool of some kind? I think that might be a valuable tool for first year comp students.

      Or maybe a short simulation like Clark Aldritch uses:

    2. Office hours.

      Be aware of how Zoom and the online scheduling tool Calendly and Google Calendar integrate, hand-in-glove.

    3. Provide students with a weekly to-do list

      I discovered how valuable this was for students last semester. I did a weekly screencast and walkthrough of the course which I also did synchronously on Monday. I also had a checklist for those who use the damned things.

      https://youtu.be/bCDmDzIOZ-g

    4. learning outcomes

      But never forget what Einstein is purported to have said, but was probably said by William Cameron:

    5. Here is a place to add more possible guidelines:

      1. Provide a scratchpad each week where students can reflect on the week on progress or regress.

      2. Get lots of quick feedback from learners with Google Forms.

      3.Introduce the idea of feedforward to students and teachers.

    1. because most of us have so little idea of what our classes will be like beyond the fact that they will undoubtedly be very, very different.

      Amen to that.

    2. once-in-a-generation challenges await educators this fall

      Daunting

    3. How Can I Connect with Students and Build a Classroom Community From a Distance?

      The ultimate practical question for fall of 2020.

    4. How can we connect as learners to build our classroom community? Distance doesn't matter, but the "we" does, more than a wee bit, it does.

    1. “In every tablet there are as many grains of luck as of any other drug. Evenintelligence is rather an accident of Nature, and to say that an intelligent mandeserves his rewards in life is to say that he is entitled to be lucky.”E. B. WHITE, 1943

      So amazing.

    2. I have the tools to understand what’s going on, the ability to not panic, toanalyze, to study, to move on. I’m willing to leave my ego at the door andrevisit my thought process, over and over.

      Do I have the tools? Do you?

    Annotators

  6. Jun 2020
    1. Our focus is on a return to an on-campus environment,

      no matter what, right? We better think about better futures drawing us forth than this. What is the future that this represents? Risky for all and shitty for all. We can do way better, but the stakes are too high for those large and in charge.

    2. COVID-19 changed the world

      Yet we so blithely call this a 're-start'.

    3. and guidance from public health officials

      And don't forget the marketers.

    1. tangled in grief, jolted in belief

      a meal fit for the transfixed.

    2. unflattened

      a souffle of unreason

    3. the ground hears witness to reason,

      short-circuited

    4. ‘what now’

      Saul on the road to Damascus

    5. ‘now what’

      the clap

    6. bearing down on us with a

      Hallelujah!

    7. it’s making its way into sound,

      as it grows from light to sound

    8. Lightning’s never over;

      it will make a believer of us

    1. Today we are possibly moving toward an age of Entanglement, but a reversion to tribalism in our times may result in a period similar to the tumultuous 16th and 17th centuries in Europe.

      I used this in a poem, or it became a poem here.

    1. And that’s where the real problem may lie—not with student semi-literacy but with that of their teachers.
    2. They face huge challenges,

      No shit. Just think of all the literacy modalities that someone younger has to deal with. Memes. Data visualizations. Tweets. Tiktok vids. Instagram stories. Digital annotation. Video annotation. YouTubes. Akkkk. Emojis. Gifs. Think of all the lateral communication modalities written, read, spoken that our students face daily. And the success with which most of them navigate these...well, it is extraordinary.

    1. what do we lose when we don’t read laterally, when we passively scroll information feeds and accept what seems to be true and dismiss what seems to be wrong.

      I read for me first. I read my way second. We all have reading blind spots. I think reading laterally reduces these blind spot, but it adds others. When I read people like Green it puts my back up and I say, "Who the fuck made you king of the lateral reading hill?" Another expert/sociopath rises up to keep me down. I teach to make people more powerful. Reading tools help, but the idiosyncratic ways we use those tools are grandly variably. I want it that way not one way.

  7. May 2020
    1. Thinking of these margins as a raised bed in a community garden. Share the wealth, the commonwealth.

    2. We have to gain skills and fluency in reading differently.

      It seems that many of my students have done exactly this:

      emojis memes vids for instagram, etc. FB Twitter

      All of these have a grammar and a lexicography and many constraints. Aren't they already doing this? Isn't this already much more difficult now than it ever was? Hence, another argument for reading differently bu perhaps one that applies equally fo teacher and learner.

    3. Changes to our reading habits are constantly happening and accelerating in comparison to previous speed of changes.
    4. Teaching Hyperlinked Reading and Writing (2008)

      Am I supposed to read all of these hyperlinks or are they supposed to show a mountain of posts as proof of "changes be happnin"?

    5. to read differently!

      Code switching literacy.

    1. Flexibility and adaptability

      Whose flexibility and adaptability?

    2. The safety of students, faculty and staff on our campuses is paramount.

      Finally, we get to what should be the first thing we read and see. Not a big red corpuscle/virus marketing icon. So very tone-dead.

    3. Should conditions dictate a departure from this focus, our plan includes contingencies that will help ensure the safety and well-being of our constituencies.

      Blatant--the tripwire is more deaths. If we have more deaths then we will contingencies for making people safe.<br> Roadmaps? Seriously? You need to go back to your literature classes and do a re-start on metaphor and its significance as a frame for shaping meaning. A roadmap is not the frame we have or want. Isn't that obvious?

    4. on-time, on-campus reopening this fall semester

      Start with this assumption and you end in tragedy. You start with humanity and its safety, then you ripple out to your mission statement, but not before you have secured everyone's safety.

    5. wku.edu/restart

      Did anyone do any UX work on this site before it went up? It tries to come across as expert, but all it seems to me to do is weigh in as heavy-handed and...useless. If you really wanted this to be interactive, a true back and forth, then the site might look more like a Discord or Slack site. I don't think WKU really wants feedback. If they did this site would be better and it would have been better all along. There is mos def NOT a crowdsourced document. This is a missive from on high written by a committee begging for us all to buy in or at least to not rock the boat. It is almost as if it was intended so that the virus of free thought and critique would not infect the university body politic.

    6. playbook

      The metaphor here is strikingly bad. We are not playing a game where COVID 19 is the opponent. We are talking about human lives not touchdowns. The brain is a metaphor machine. As such the metaphoric frames can control our entire response to a crisis. If we characterize it as a game with finite rules and goals, well, that's what we get. BE CAREFUL.

    7. remote instruction

      Not sure this is what the result was. It is important to realize that this shift was more a stagger. Anybody can stagger if their job depends upon it. And the authors (whoever they are) say that we learned something from our students. Was a study done? Surveys? Analysis? I have seen none of this. Without an indication of how they decided what is "clear", it is abundantly clear that this is an unproven assumption. No one I know actually looked at the blind spots revealed by the virus as it struck our campus.

    8. the institution rethought and temporarily reshaped almost every service we provide.

      The institution didn't do a thing any more than BigRed did a thing. People did things. And why this attempt to frame this as a heroic effort? Isn't this a waste of effort? Doesn't this reveal the sense of inadequacy that the authors are trying to hide? BTW, who the hell are the authors? What are their professions, fields, disciplines? What is their "cred"? What is their bias? Who gets paid? Cui bono?

    9. aggressive and unprecedented measures

      Is this assumption true?

    10. INTRODUCTION

      Is anyone else disturbed by the use of branding in this? What does BigRed, a fictional entity used solely for selling the image of WKU, have to do with something so deadly serious as COVID 19?

    1. Finding the Past in the Virus

      It is all intertwined like bamboo corms, all the stories from the past.

    2. I wonder what my Dad would say about all this right now?

      Maybe he would say, "Don'b be a hero."

    3. And, together in the silence, we thought about the future.

      My father ghosts in and out of my life like this. My wife was fixing our bird feeder the other day when she told me she lost the lock washer for the nut that held the whole thing together. I said, "I know just the thing." I went to my shop, tugged open a multi-tiered drawer with thousands of bits and bobs my father had scavenged for me. I found the washer and saw my Dad's satisfied smile as we both considered his real legacy to all of his children. I gave the washer to my wife and she said, "Thank you." I responded, "No, thank Dad." She smiled, knowing and grateful for his legacy.

    1. Questions (please add them as they occur to you).

      1. What are the long and short-term consequences of C19 on the ground level for folks on the inside? Folks on the outside? The country? The social fabric?
      2. What would you give up to fix it short term and long term.
    2. An aside: witness the superiority of digital annotation (@Hypothes_is style) to Twitter threads.

    3. Anyone who cares about education as an engine of social mobility and a tool to broaden our horizons needs to pay attention.

      Attendez! Certainmente. But the cliches need to be run through the chipper and used for mulching and fertilizing some better ideas.

    4. Even if states don’t shift cost burdens to students, rising unemployment and surging rates of poverty will take a toll on the most economically vulnerable student populations; we should expect to see higher than average drop-out rates.

      I predict lots of "set-aside" versus "drop out". Work then back to school then work then back to school. What we need to do is to be the place that recognizes this and makes sure that every re-entry is frictionless and...easy.

    5. There are countless unknowns that will impact the severity of the effects.

      Emergence. Unpredictable in its effects but predictably disruptive.

    6. “to decide on the core principles that should orient our judgments about what will bring about safety and happiness.”

      It doesn't appear that these values have won the day. Probably why Silicon Valley values have won the day. There is never a values vacuum--a post-truth consciousness.

    7. To give you a sense of scale, 25,814 undergraduate degrees were awarded in history in 2017, versus 488,539 in business and management.

      Five percent. What does that number even mean?

    8. After a decade of steady declines, the humanities’ share of all new bachelor’s degrees fell below 12 percent in 2015 for the first time

      What are the numbers at WKU? Should we ask the obvious market-centric questions like: how can we sell this degree better? Or should we just accept this as the zeitgeist, the river that we can really push against? I don't know, but I think that general education courses will need to become integrated into the other disciplines. I envision an English instructor like me being a team teacher with a business teacher and showing students how to do effect research or how to write a business plan that does what you want it to do. So, English teachers would be part of a real writing and reading across the curriculum program.

    9. Whatever the case, I usually feel depleted rather than energized at the end of an online class session.

      Zoom Enervation Syndrome (ZES). It is ZEST without the T. Low T zest? Maybe zoombombing is a necessary element to ZES, adding the T to it.

    10. MOOCs have been around for almost a decade.

      MIT's microcredential AI needs to be something we are thinking about as we add value to our courses. Why couldn't our Intro to Lit students get "added value" by taking a piece of a great online program like UPenn's ModPo MOOC. We might re-design Intro to Lit as a "buffet course" where we have main course work and then side dishes. Students would have to complete the main course stuff but they would have agency over the side dishes. I know, I know, how would I make it work. Probably by walking it through one semester and seeing what blindspots are revealed and what anti-fragilities exist.

    11. The lack of a personal touch may be one of the reasons Massive Open Online Courses, or MOOCs, have not lived up to their “revolutionary potential.”

      I think this is true, but I spent three years facilitating a MOOC for the NWP and all of my work was on building community with others. This is where we fail building community in Blackboard. We need folks whose job is to not only do pedagogy and content but others who are group facilitators who can encourage students to be facilitators. And I don't want to hear how that would cost time and money. I know it works and it is so hard to be teacher, facilitator, trainer all at once. That is one of the big changes I am contemplating for my embedded tutors in Fall 2020--training them in online facilitation.

    12. Personal interaction increases student satisfaction, and by extension, motivation to learn and succeed.” 

      I know this, but I have almost 120 online students this semester. I have encouraged them to use virtual office hours, but I am unwilling to have my whole life be available as a virtual office. That is a prescription for total burnout.

      This is why helping students create their own networks (of which I am part) is so important. And I wish these academics would stop using words like "robust" because WTF does that mean? Or my personal bugaboo, "rigor"

    13. On average fully online coursework has contributed to increasing gaps in educational success across socioeconomic groups while failing to improve affordability. Even when overall outcomes are similar for classroom and online courses, students with weak academic preparation and those from low-income and under-represented backgrounds consistently underperform in fully online environments.

      We need to teach everyone how to succeed online, especially ones who are ill-prepared for online college work. I am thinking low-income students coming from schools who do not have the resources to prepare students.

      One area I find disheartening for me is that students, especially under-resourced and thus underprepared students, don't know how to create their own online personal learning networks and don't know how to plug in to existing networks of peers and mentors and others who are doing what they like to do. This is a disastrous failure. I think my freshman comp class needs to emphasize how writing and reading can be tools to create these network and to extend them year-by-year as you go.

    14. As far as I can tell, there haven’t been any major research studies on OPEN SUNY, which is a shame because it’s a giant case study that could shed light on many significant questions, from student learning outcomes to the market value of an online degree.

      WKU needs to be part of consortia, state-wide or regional or national or all three, We would have the same kind of online footprint as OPEN SUNY.

    15. Unfortunately, watchdogs of the for-profit sector are already seeing signs that the “overaggressive recruitment of students by bad actors among for-profit colleges” witnessed in the Great Recession is returning in the coronavirus era.

      https://www.insidehighered.com/news/2020/04/17/new-recession-sets-stage-abuses-profits-critics-fear

      Vulnerable student populations. Aren't these the ones we have targeted for recruitment and retention the last several years? These are what Tressie Cottom identifies as "single mothers, downsized workers, veterans, people of color and people transitioning from welfare to work' I might add veterans, re-toolers, retired but not tired.<br> Will they be picked off like antelope from the herd by the for-profits? Yeah, I think so.

    1. To offer digital diplomas via blockchain, MIT partnered with Learning Machine to develop an open-source app for students called Blockcerts Wallet.

      Now Hylands Credentials.

    2. Originally designed for the digital currency Bitcoin, blockchain is essentially a public list of records, also known as blocks, that are joined together through cryptography. Each record—let’s say, a microcredential—is a time-stamped transaction between the student and institution. Once a record of the credential lives on the blockchain, it can not be altered (e.g. hacked or replicated) by other users without disrupting the entire blockchain system. In theory, that makes the record virtually impossible to remove or disrupt.

      IN a nutshell, blockchain

  8. Apr 2020
    1. There are plenty of good farmers out there

      I have no doubt that this is her generous attitude, but the biggest problem we face in the "grass community" is that the culture has been forcibly ripped out of agriculture. There are not plenty of good farmers out there by anyone's definition. I am not virtue signalling here. I don't count myself as a good farmer. Aubrey is a good farmer by almost any measure but especially by her mighty fine milk.

    2. you realize she is in constant motion

      The motion is of one piece with the quiet.

    3. only milk

      That word speaks volumes. It made me laugh out loud when I read it.

    4. relentless

      This is an abstraction for most folks or if not they only understand it in terms of their own work. Dairy relentless is different than sheep relentless is different than teacher relentless is different than..... The word is an abstraction masquerading as being one thing, having one meaning. Such is the foolishness of dictionaries and lexicography. I have known dairy relentless. It has a special feel that I know you have tried to capture in your photos, GG. I can guarantee you that while the physical aspect of this is important, it plays second fiddle to the concertmaster, the mind. If the mind can't handle it, no amount of metabolism and stamina is going to help. Your emphasis on focus (another one of the futile abstract words) is better, but there is also an un-focus that is absolutely crucial. None of this work happens without a balance and by-play between the two. In other words if I don't have a certain amount of what appears to be looking to the distance while I am also focused on checking on the health of each lamb, then I am not a good sheepfarmer.

    5. a good farmer is one that takes care of her animals and land.

      I love the word "usufruct" in regard to farming. It is a term from Roman law that asserts that we don't own the land, we only own the fruits. Anything that diminishes the usufruct is against the law. For me, that law in a natural one. I do think that modern agriculture is just as sick as everything else in our 'post-truth' world. Aubrey does it right. I try to do it right. Wendell Berry tells the story about how a good farmer walking out of field always scrapes their boots onto that field before they leave it. I live by that.

    6. raw milk

      One fine cold winter evening

      this city boy

      working on a dairy,

      walked down to the milk tank

      in the January dark.

      The electric lines

      sang and snapped

      in the cold

      as I greedily skimmed

      the cream from the tank

      for next morning's breakfast.

      Until that moment

      walking home

      I did not know one thing.

      I thought I knew many things,

      but they all had condensed l ike cream

      into one moment.

      Now I knew one thing

      and then I knew nothing.

    7. Family Cow Farm

      Love the name. Our farm doesn't even have a name. Here's a sheep-level view of one or our pastures. I see what you did here. Trying to inspire us to look at our own "farming" lives. Tricksy.

  9. Mar 2020
    1. I'm sure that this moment will be one of transformative change that will finally spur political policies to support more nimble educational practices. 

      I'm not so sure. COVID19 has revealed so many cracks in the system. Can we really build on top of that creacked foundation? We need to document the results of this stress test so that we can answer the question. I put my trust in nimble teachers first. NImble admins? Not so much.

    2. We (all the institutions) are so not ready for this.

      Call the empathy police. We are going to need them.

    3. labor intensive. 

      And imagination intensive, too. The idea of feedforward comes to mind

    4. there is no sound pedagogy in moving courses online quickly.

      This is quite a trope.

    5. I'm not afraid of the Coronavirus.

      I am. I am 65 with an impaired immune system. I am afraid.

    6. March 10, 2020,

      I took words from your previous paragraph to create a found poem. Just trying to honor your text with close reading.

      Impact.

      Ground Zero,

      a whirl,

      learning to cope and console,

      suspended,

      like dust

      in a new reality

      of not knowing.

      No airplanes.

      Nearly deserted highway

      Marking another forever day

      that changed

      the way

      we live.

      https://diigo.com/0h1y3v

    7. colleagues - college professors - on how to use Zoom

      I am slated to take a similar one from our unis Center for This and That Online.

    8. It's the end of the world as we know it...

      A slightly different cover of R.E.M.

      https://youtu.be/Az_ULnL2Cw8

    1. The rationale for calling an action cruel rather than merely describing it in more neutral terms is to tune into this evaluative aspect

      I like this sentence. Helpful.

    2. Thick concept

      https://youtu.be/KrAqO9F-12A Clear and succinct examples. Thanks.

    3. Meaning (semiotics)

      An interesting follow up link: https://en.wikipedia.org/wiki/Meaning_(semiotics)

    4. a kind of concept that both has a significant degree of descriptive content and is evaluatively loaded

      Gonzo journalism

    1. worth listening to,

      evaluating

    2. t young and needs to learn from its present failures to build a better infrastructure

      What kind? Federated?

    3. learn from its present failures

      Learn from failures:

      What are these failures?

    4. The net i

      What are we calling "the net"?

    1. Where will we tag this?remind me.Where will we tag this?And with what?remind me 
    2. I've lost more than I ever found ... 
    3. we were us

      https://youtu.be/dlFEJ-Ctpjc

      Rearview crosses Railroad ties Oh, Hail Marys Friday nights Heartbeat baby Low-beam lights God, I miss when you were mine Back when that song was a song I could sing along without thinkin bout you every time it came on Every beat, every line, every word, every time When a road was a road I could roll on through without wishin that empty seat was you Money was gas, dreams were dust Love was fast and we were us Shotgun sunset A cool mint kiss Backseat promise Breaking it Floorboard feeling County lines God, I miss when you were mine Back when that song was a song I could sing along without thinkin bout you every time it came on Every beat, every line, every word, every time When a road was a road I could roll on through without wishin that empty seat was you Money was gas, dreams were dust Love was fast and we were us In a sleepy town, just jumping in Far too young to know that summers end We were us, we can't go back It's what it is, but God I miss Back when that song was a song I could sing along without thinkin bout you every time it came on Every beat, every line, every word, every time When a road was a road I could roll on through without wishin that empty seat was you Money was gas, dreams were dust Love was fast and we were us Every beat, every line, every word, every single time I just close my eyes and you're ridin shotgun You and me, baby, on the run I can feel your heartbeat, baby

    4. a thousand bees
    5. all is forever

      or not ever

    6. Eternityas Mobius
    1. "should"

      When someone says should

      I withdraw into my shell.

      I have so little power against

      the hierarchy

      that it is way safer to hide than fight.

      I have done way more

      for my students by hiding in plain sight

      than ever i have fighting

      the People of the Should.

    2. "teacher's role"

      Pre-sets. Teacher as pre-set. Pre-set to "teacherly". i sign. This future is not now nor is this now the future. No. Not liminal. No. Not thresholds. The Shakers built thresholds in their sleeping quarters so that each room could be swept clear every day. and the dustbin could be hung up on a wall peg next to the broom. Done. Dusted. Now Not in some God-forsaken future. God lives in the daily dirt. Forgiving and forlorn.

    3. Crystalizing.Hard.My jaw clenching,

      This is the source of my feeling and sensing and thinking and knowing.

    4. I feel something.

      It all starts now. Feel. Sense.

  10. Feb 2020
    1. horses of instruction

      I find myself being a "horse of instruction" way too often. I think it is fear and a lack of faith that make me not be the "tyger of wrath" more often. What are you?

    2. in a small crack in the continuum of catastrophe

      Again, faith. We think of catastrophe as monolithic, but it has flaws, capacities for failure.

    3. a sublime generosity is coming toward you

      Such faith. Defines faith. This is the faith we need in the face of existential threat. This is the faith that will redeem us in Gaia's eyes.

    4. Eternity is in love the creations of time.

      Taken from Blake's "Proverbs of Hell", a mind-blowing read.. Here are a few more of my favs: What is now proved was once only imagin’d.

      The fox condemns the trap, not himself.

      The cut worm forgives the plough.

      In seed time learn, in harvest teach, in winter enjoy.

      Drive your cart and your plough over the bones of the dead.

      No bird soars too high, if he soars with his own wings.

    1. Keep doing the Maui Habit in your life.

      I finally remembered to do it this morning. I remembered by practicing just before I went to bed, rehearsing what I would do in the morning. I will keep rehearsing and then gradually I will do the "Reverse Maui" where I say, "What a great day it has been!" "What a great night of sleep it is going to be!'

    2. like teaching FBM to someone)

      I am planning on doing this using app Explain Everything.

    3. biggest surprise from today to social with #TinyHabitsCourse

      There is a certain amount of goofing around--Fogg's words. That reminds me of Mimi Ito's acronym (HOMAGO) to which I add (SO): hanging out, messing about, geeking out, sharing out) A certain amount of experimentation and loose play in devising and implementing tiny habits.

    4. the session evaluation

      It would be super helpful to share the feedback you get from the Google Form with the class. I do this in my own classes and students seem to appreciate it.

    1. I was hoping that more people would read this, look through Wakelet, and be prompted to consider the role of ritual in their workplaces. Gonna keep looking at this myself, especially in my own life.

      https://youtu.be/yiKFYTFJ_kw

    2. I’m still on my island, but I’m less alone.

      Amen. Amen. Amen.

    3. seemed a bit lonely

      If you have ever watched any of my zeegas you know how important and sustaining the lighthouse metaphor is to my personal and creative life. You never know what ship you kept from being cast onto the rocks. All you know is that you were steadfast at best or as others even my own children regard me--obdurate, flint-headed. Folks like us have "keep on" hard-wired into our DNA. I can see damned well your lighthouse and I can only hope that our respective beams cross and amplify for all those sailing the dangerous seas.

    4. But they, too, ultimately moved on. As that happened new students and volunteers were always joining.

      I can gin up the empathy to imagine what you are saying. I feel it most when someone cares enough to drop back by, poke their head in my door and say thank you or just a kind hello. I can feel that and I know you can, too. Most people on the outside don't know who we are. They don't even know they are on the 'outside'. I say this more in sorrow than in anger. And I realize that the anger I feel is easier to feel than this sorrow. I wish I could keep the connections but the entire structure of school WORKS AGAINST LONG-TERM CONNECTION. And those caps are the anger in me, open and raw. The sorrow I feel is altogether something...different, harder to feel, internalized into depression if not dealt with. So...thanks for the mental health moment. I certainly need it.

    5. Does this feel like your experience?

      When you do this long enough, yes, this is exactly the deal. I have always wanted to keep up connections, find ways to create useful tools, say newsletters, for my grads, but the zero sum day thwarts all. Only enough hours in a day to do what I do? I teach five university general education courses this semester. Three of them are comp courses. That means roughly 700-800 papers, a smattering of unusual projects, and 3500-5000 pages of material to read and respond to. I work harder in one semester than I can be bothered to explain to most people (except you). Why not be bothered? Because they would not believe me or they simply could not urge forth the imagination to generate the empathy needed to understand what I do. Yet...I feel it is important work and hard to stay connected to the fine folk who raft down the river of my course. I am grateful for the question, Dan. Very grateful.

    6. each student could create their own Wakelet

      One of the important discoveries I have made about using tech in the classroom is that I can model its use, show how I use it, keep using it in a public way, and generally hope it gets adopted. What I know from the population of students I teach (underprepared, first generation, working class) is that they've got quite enough tech in their lives. They are terrific people but they have busy lives. No time for new stuff that doesn't solve an immediate problem. I get a few privileged students in my classes who do adopt tech readily. Classic case of the rich getting richer, seeing past the minimal amount of time and attention needed to adopt a tool like Wakelet. I have three or four students out of 65 who are adopting this tool in the way you so astutely suggest. I find the same issues with Vialogues and Hypothes.is in the classroom. Mostly I get respectful students who clearly are not buying what I am selling, hence my soft sell, a wing and a prayer.

      Maybe instead I should always be closing?

      https://youtu.be/AO_t7GtXO6w

  11. Jan 2020
    1. thankfully was mostly enhanced, rather than stamped out, by my education

      So a liberal education is one that doesn't stamp out curiosity? I would love to see the data supporting that students are incurious "these days". Ok, boomer?

    2. my day job at Willow Research 

      Who do these people work for? Who funds them?

    3. John Warner's blog: https://www.johnwarnerwriter.com/

    4. Here is his email address: johnw@mcsweeneys.net

    5. Here is some info about the author:

      "John Warner, writer/editor/speaker/consultant with more than twenty years of experience teaching college-level writing. His newest books are Why They Can't Write: Killing the Five-Paragraph Essay and Other Necessities, and The Writer's Practice: Building Confidence in Your Nonfiction Writing. He is editor emeritus of McSweeney's Internet Tendency and you can read his weekly column at the Chicago Tribune. "

    6. writing process

      I love writing process posts. I am reminded of my work with high school students where I had them create "Instructables" to post on their blogs.

    1. chance

      A Chance Haiku

      Chance.

      A verb.

      A noun.

      The way in which things fall out.

      A cadence.

      A step.

    2. in their heads …

      This is the operative phrase. It is what I mean by providing the simplest set of initial conditions from which their heads and my head can merge and emerge. I am not doing my job if there isn't some initial confusion on both our parts.

    3. edges

      Mr. Margins...hmmm, great rapper/poet name.

    1. Poets are the unacknowledged legislators of the world.

      Legislators of the Word

      Legislators of the World

    2. the influence which is moved not, but moves.

      Poets are the unmoved movers. God? At least demigods.

    3. the trumpets which sing to battle, and feel not what they inspire;

      Poets not only don't understand the words that they use, but they don't feel what their trumpets are trying to inspire.