1,684 Matching Annotations
  1. Feb 2016
    1. our education targets' are currently set

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    2. reset 'our education targets'?

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    3. Who are we performing for?
    4. whose interests are 'our' 'education targets' set

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    5. Is education preparation for war?

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    6. EDUCATION-INDUSTRIAL-MILITARY-COMPLEX

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    7. saved from our own savagery...

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    8. to encourage those who have an interest in the services to become Officers of the Regular or Reserve Forces"

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    9. may develop powers of leadership

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    10. target practice

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    11. In 2001, in the UK,  40,509 kids were receiving military training, including weapons training while at school.

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    12. a 'youth organisation'

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    13. ammunition was live
    14. a flag was raised

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    15. 'tac, tac, tac'

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    16. was being paid to do so

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    17. in the bunker feeling rather smug

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    1. Book: SuperBetter

      @tellio working on this book right nows.

    1. What does the "B." stand for in Benoit B. Mandlebrot?

      Be. He be Mandelbrot.

    1. Each story or video should end with a "call to action" pointing people to this list that I maintain, or to similar program directories maintained by others.

      Yes, a call to action. Always be 'selling', always be sharing, always be helping.

    2. While some students will begin to write stories, others need to begin to build directories showing what tutor/mentor programs operate in the area they focus on.  Others will begin to build web libraries, pointing to resources programs and students can learn from.  Others will begin to track activity and create maps like the one above, that show who is doing this work, and connect them with each other.

      Many hands with many eyes and many perspectives, stances, and capacities--that is an open way of looking at volunteers. And those capacities need building. That is part of the psychic pay of being a volunteer--growing within a context that helps you.

    3. I created this concept map to illustrate this vision

      ConceptMap

    4. This is all part of a 4-part strategy created since 1994.

      Dan talked about this in our Hangout. Simple, direct, tattoo it on you forearm, but not easy.

      FourPartChangeStrategy

    1. something like this:

      I want this tool to also be able to annotate the image. So instead, here is my image response.

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    2. bogost

      Can you dip into the margins within the margins, ie the stuff to the side of the text? Nomadwarmachine did just that below to point out that one of the links is 404. I highlighted bogost from Remi's tag pagebecause I just read Bogost's provocatively titled article, "Gamification is Bullshit" I am wondering how far outside of the primary zone of annotation one can wander in before it becomes that rabbit hole of distraction. Let's see, where was I?

    3. Playful Annotation in the Open

      Does Remi know we are here? Bets on how long till he responds?

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    4. What are the playful qualities of learners’ open and socially networked annotation?

      I am reminded of my favorite Brit philosopher here: A.N. Whitehead who insisted that we needed romance before precision, we need play before pragmatism. When I began teaching Hypothes.is this semester my emphasis was first on homago, especially the messing about part of that. Now I am moving toward being more precise about its affordances, for example, in writing summaries. But even when we are being instrumental and pragmatic with the tool we can still have a playful attitude. If there is no joy and play in using the tool, then why bother. We won't continue to use it, will we.

      BTW, we really need a copy to clipboard function here that nicely gathers in all these annotations much like Diigo has. Just saying.

    1. amount they pay
    2. opportunities for paid student employment
    3. hope with all my heart that this is not a trend
    4. do not have any answers
    5. how can a major research institution expect to maintain its mission as such without a current, up-to-date, and extensive library collection, and librarians
    6. cannot participate in professional development activities unless they pay for it out-of-pocket.
    7. a lasting impact on current and future students, including out-of-state, or even international students
    8. I was informed last week

      This paragraph brings the negative consequences to the personal level--the effects on the author, a student.

    9. On another note, I am wondering how these budget issues will affect the future of academic research libraries,

      paragraph explores the future effects on author's discipline, academic research libraries.

    1. Rather, bullshit is used to conceal, to impress or to coerce. Unlike liars, bullshitters have no use for the truth. All that matters to them is hiding their ignorance or bringing about their own benefit.

      Provacative but for a purpose.

    1. I think again of all my jettisoned plans.

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    2. It has the potential for moving the shipvessel but without a hearty crew it is a wreck in waiting.

      I am thinking of container ships here. These behemoths ply the seas with tiny crews and mostly automated shipping plans. The hearty crew is only needed to get underway and to weigh anchor at their final destination. This is modern education, on automatic pilot with a skeleton crew mostly playing cards below deck, clueless about anything that asks them to risk judgment or variance from the stayed course.

    3. "How many film versions of Treasure Island have been made?"

      My screencst version of Treasure Island: "The Maps of Treasure Island"

      http://youtu.be/lG6Riht0a84?hd=1

    4. unstrategy

      I unschooled all my kids. Is that akin to unstrategizing? Is unstrategizing the same as doing nothing, the same as one hand clapping, the same as that damned finger's silent pointing at the moon?

    5. I was reading Terry Elliott's blog post "My Map, Your Territory."

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    1. I plan on returning to this on a daily basis as I work through the semester.

      This is the most interesting part of the week's work, personally--creating my own candle to be drawn toward and even burned by, but it is my own.

    1. I found a conference on empathy.

      Vialogue for Sharing the Silence](https://vialogues.com/vialogues/play_embedded/27325)

    2. suddenly occurred to me that this moment

      the silence sudden? occurring? the moment silent? sudden? occurring?

    3. silence

      this word is not a pipe

    4. we can not frame more than our shadows

      the frame is an illusion, oh, a shadow of a shadow, a shade twice removed

    5. joy and sadness

      Is this a continuum, does it have a between?

    6. The moment is gone.

      And gone again,

      and again,

      and...the moment is always going, going,

      and gone again.

    7. What do those investors feel for learners?

      Nothing. Greed. A greedy nothing. Greednought.

    8. Fear of silence

      Sedatephobia

    1. “If you change the way you look at things, the things that you look at change.” Max Planck

      Feels like a clicking into place this quote does.

    1. Liminal thinking: http://liminalthinking.com/

      Dave Gray's great screencast. Here it is as a vialogues video: https://vialogues.com/vialogues/play/27163/

    2. Reparations:  http://www.theatlantic.com/magazine/archive/2014/06/the-case-for-reparations/361631/  Ever change your mind about something

      This is one of my favorites.

    1. The organizational aspect: handwritten annotations always seem to be messy and squeezed into the margins of a paper. With hypothes.is, the annotations appear in a column on the side and can be more easily read.
    2. don't have to print out the articles
    3. It enables students and teachers to interact.
    4. Seeing others responses on the same page as mine.
    5. Your annotations are stored online so multiple people can annotate the same document easily
    6. annotate articles for use with a research paper.
    7. the possibilities for debate and discussion is great.
    8. The efficiency of it. You can make notes on something without having to worry about having enough room in the margins or loosing your notes
    9. I like seeing what others have highlighted as well as what they have to say. I enjoy being able to reply to their comments as well. This device is also super user friendly and quickly available on many sites.
    10. It makes reading it more memorable.

      I love this. Memorable. Part of my theory of close reading is that the slowing down and summing up and otherwise internalizing makes the reading easier to remember and easier to access in our memory schema.

    11. Interactions with others.
    12. Being able to share important articles with others.
    13. being able to view other's comments on the same article
    14. Being able to see the perspectives of other people who have read that article.
    15. I understand it's use and how to use it but like I said I don't understand the purpose.

      This is up to me and will be the subject of a ten minute "why is this worth learning and using" minilesson.

    16. It is nice to be able to easily annotate articles online without having to print and write on them. With the class instruction given, learning to use hypothes.is was not difficult.
    17. It is a very effective tool. It will be very useful when marking up articles for our research papers.
    18. easy to maneuver.
    19. I like using online annotation better than on paper.
    20. It provides the opportunity to annotate documents in a much more efficient way. Also, the ability to see other comments promotes learning and various interactions.
    21. simple and user friendly
    22. very useful in creating discussion and allowing somebody to find the key points in an article.
    23. ead and participate and see my classmate commons through it.

      My classmates' commons--wow, what a phrase!

    24. First thought was that the documents appeared to be too over-marked.

      Students often feel cramped by lots of highlightings on top of highlightings.

    25. a different experience

      not sure if this is damning with faint praise or just withholding judgment.

    26. looks minimal

      not sure what this means, probably not a criticism.

    1. n easy ask. OK, everybody stand or sit
    2. the assumptions the author makes

      tes

    1. Really interesting discussion of some of the assumptions the author makes in the post.

    2. Encouraging movement

      The key word here is "encouraging". And the simplicity of it--standing--is such an easy ask. OK, everybody stand or sit whichever suits you at the moment. But what if you need folks to sit so all can see? We now can appreciate that your whole philosophy of learning is reflected everywhere, even down to the furnishings!

  2. Jan 2016
    1. Navajo creation story
    2. written in the stars they can be read and remembered forever.

      Constellations are forever. They tell stories and they are practical tools for navigation. And you don't need Google Maps or Google Earth to make them mean something.

    3. Have we forgotten how to look up?

      Great question. One of my goals when I retire is to build my own telescope. I love the stars.

    1. These models

      I use a model for analysis that goes like this:

      1. What is the "text"?
      2. What is the context?
      3. What is the subtext?

      I initially used this model to teach 8th graders about how to analyze political cartoons. Later I used it as a tool for analyzing all manner of media. I have added a fourth text to this.

      1. What are the pretexts (assumptions)?
    2. Cenk Uygur

      Big fan of the Young Turks and have been since their AirAmerica days and before. Combine them with Chuck Mertz' WNUR show "This Is Hell" and podcast with the same name, I feel halfway informed about the world

    3. a recent spat

      Correction: a recent spate?

    1. breaks it down vividly

      How do you mean? Give a specific time stamp and say why that is an example of vivid.

    1. a former Latin teacher

      I did not know that!

    2. Teaching: Just Like Performing Magic

      It feels like magic sometimes including the possibility for failure. Plus, it takes lots of practice just like magic does.

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    1. raine.

      What is the purpose of repetition here specifically and in poetry in general?

    1. Update: We have since implemented RSS and that turns out to be a better solution than Atom for Slack integration. To use it, just change stream.atom to stream.rss in the examples here.
    1. Today's foreign/second Language teaching methods are based on the belief that students should be as autonomous (or even independent) as possible in the process of acquiring the target language and the communication skills in that language (Benson, & Voller, 1997; Dam, 2002; Morrison, 2012).

      Is this true?

    1. Theprincipleismerelythisthatdifferentsubjectsandmodesofstudyshouldbeundertakenbypupilsatfittingtimeswhentheyhavereachedtheproperstageofmentaldevelopment.

      You would think that this was obvious, but in some schools and universities we are as far away from that as we can be. Learning is not a treatment to be undergone, yet...

      This is the entry point for everyone's oscillating learning wave.

    1. See, these are political questions and they are philosophical questions.

      I see her argument as an extension of Tim O'Reilly's essay "The Architecture of Participation" . And I see it as a Marxist way of viewing political and economic agency as a function of some idea substructure. Although I find it intriguing that Watters uses a mesh metaphor at the end of the post. We are enmeshed in rather than standing upon political and philosphical assumptions and axioms.

    2. Who will direct Watters to this shared work or is that even wanted?

    3. to make it "future-facing”

      I cannot begin to say what "future-facing" means. I am reminded of an old George Carlin routine where he notes that a plastic Jesus in one's car is probably facing the wrong way. If Jesus is helping you, then he ought to be looking at the damned road, right, not you. I don't think we need to project onto the future a roadmap (template) especially one that is as waste-ridden and futile as 'school'. Talk about a manifestion of Eliot's wasteland. Rather I think we need to feedforward from the future. We need to imagine what we mean by content and context delivery and connected learning and the programmable web. Then we need to allow ourselves to be drawn toward that future as we live in the present. And we need to allow ourselves to modify that future present like a feedback loop.

    4. reliant on

      reliant as they are on...

    5. “participation architectures.”

      I much prefer this nomenclature especially since it allows me to add Christopher Alexander to the mix. He argued that there are machine systems and growing systems. Or perhaps we can think of the distinction as between engineered and rhizomatic? Or using James Scott's terms: legible v illegible.

    6. but the lack of constraints

      and hilarity ensued...MySpace is/was/never has been less templated than Wordpress. Just not as well templated as Wordpress or as peopled by good developers who add more choice via plug-ins and the WP API. But make no mistake: plug-ins are templates.

    7. A hand-built site is much less templated, as one is free to fully create their digital self in any way possible.

      This is partly true, but....every space is a templated space. Coding creates the space. Text boxes and the metaphor of page and post are templated. Just minimally so. Templates are not the boogey man. A haiku is a template, a sonnet is a template, but is anyone reasonably arguing that Basho and Shakespeare would have been better off not using them. We use templates to create buildings. We call them "forms" and use rebar and concrete to send them to the sky.

    8. It’s a nod to political power, social power as well.

      And it's a nod to the practical idea that you don't allow inexperienced folk the chance to muck up the works accidentally or maliciously.

    9. learning as a process

      learning as a process that develops the __.

      You fill in the blank with your own expertise NOT HERS or any others. If this all about power and control then the ends and means must be about that as well, even to the point of arguing individually for the idea that content is king.

    10. Control over the content. Control over what’s shared. Control — a bit more control, not total — over one’s data.

      You MUST control what you share and know and are. What makes this dictum any different than programmed learning where you must mast this set of content. Just Watters telling us what we must do as opposed to Skinner.

    11. it is important to have one’s own space in order to develop one’s ideas and one’s craft.

      A root initial condition for being a connected productive person on the web.

    12. Learning on the Web opens that intellectual exchange up in new ways. Authority, expertise, participation, voice — these can be so different on the programmable web; not so with programmed instruction.

      This is nothing if it is not connectivist MOOCs like CLMOOC.

    13. content as the center of learning

      vs. connection and creation as the center of learning. Of course, you deal with content as a teacher but it through the learner connections that we educe learning.

    14. “teaching engineer”

      The fucking hubris of this is worthy of the profanity. This is classic Taylorism and worse because engineering/managing complexity is impossible unless you force everything into a 'legible' state, a reduced state.

    15. Me, I rewound and replayed those statistics videos a lot. It didn’t help.

      Education fails for most of us when it becomes this farming adage: just put the food down where the goats can get to it. If all education is, is this, then almost everybody will be left out. I think that is what technocrats like Khan and Gates want in their most secret hearts even if they would never admit it--rule by the autodidact, rule by those who look just like them.

    1. "What can I do to enable change for the better in language learning?"

      Question

    2. strategy

      Is this only what we will do or is it something else?

    3. Whose language do we speak?  Whose interests do we serve?

      questions

    4. What is to be our 'change for the better'?   Who is 'our'?

      question

    5. "BE REALISTIC!!"

      I get it. My alt rallying cry is

      BE FANTASTICAL

    6. I have come to the conclusion that you can not enable change for the better in language learning, if you do not enable change for the better in education.

      thesis

    7. "What can I do to enable change for the better in education here where I teach?"

      question

    8. What is to be our 'change for the better'?   Who is 'our'?

      question

    9. Nothing, nothing will ever change.

      Something will change.

    10. Open doors are not enough.

      Yes, you have got to feel like walking through.

    11. Many moons ago I believed that if you put the food down where the sheep can get to it, they will eat it. Not so much.

    1. without investigating how the technologies might be helpful.

      Somebody somewhere has to test these tools IRL and that means they have to take the risk of failure. We just need to make the risk small and safe. We need to protect the early adopters.

    2. “Sticking all kids on an app where they are just having fun but not rigorously learning.”

      Cringe worthy phrases of the day "just having fun" and "rigorously learning". If you got rigor, you not learning. You dead.

    3. for all students v

      all students? one sized equitable tool fits all?

    4. And which are, in fact, worse than a pencil?

      I am ok with quantifying this and even making a rough matrix/rubric of techquity, but I am unwilling to say unequivocally as best practice (shudder...) that a pencil is 'better' than an app. Each has its charms and the user's mileage may vary.

    1. Will these

      All grand questions. But as Candide said, let us cultivate these gardens. And observe what happens.

    2. Working Out Loud Week #wolweek

      One of these real talk affinity spaces.

    3. What students need he says is meaning, and dialogue with their peers and elders.

      Yes. Maybe even simpler we could: we need real talk with peers and elders.

    4. The unattractiveness of unmeaningful commercial networked teaching and testing can hardly be understated.

      Abso-freaking-lutely!

    5. The challenge is enormous.

      yes and no. If it is nothing more than opening your door and making your classroom permeable, then what could be simpler. I did not say easy. Just simple. If you change the initial conditions even slightly then perhaps the butterfly does cause a hurricane in Cuba.

    6. La vie inactive

      Reminds me of St. John of the Cross' "via negativa", describing something but describing what it isn't. Learning is divided between school and 'the real world'.

    7. yawning gap between their 'education' and what they call in France 'La Vie Active' (the rest of their lives).

      Mark Twain said, "Don't let your schooling get in the way your education." Might substitute 'learning' for 'education' because of the fishy smell that emanates from the latter.

    8. "Networked market-led/PISA innovation"

      Follow the money.

    9. opening a little more than space.

      This is to aspire and to die for.

    10. What can be learnt from studying the 'learning spaces' and practices of the most innovative companies?

      I am wary here. I have read too many Harvard Business Review articles and bestseller leadership/entrepreneurship books to want to replicate the "100 points of light generalized to the universe" theories.

    11. How do we transform pockets of innovation into wider uptake of innovation?

      Moving to influence others with known happy practice.

    12. "Teaching space" architecture often encourages 'closed door policies'.

      This is exactly what Christopher Alexander wrote. So you have to change the physical space. This what the permaculturists say, you have to change the ecosystem. I wonder what Buddhist farmers like Masanobu Fukuoka would say?

    13. It is a question of  first "educational culture" and second access to innovative networks.

      Current educational error can be reduced to one faulty assumption: students learn because teachers teach.

    14. What a teacher does (once the door is closed) may be largely unknown.

      Unknown outside AND unknown inside and forgotten outside.

    15. many good reasons for teachers to continue practices which have hardly evolved and where 'new' technology has largely reinforced existing practices of teacher controlled/centred closed classrooms.

      If the function of learning is duplicate conditions inside of the learner, I suppose this is true. But even in static times, when change was more glacial, there was still a need to address change. And now that change is a constant we need learning ecosystems that address this stressor so that we can adapt and survive. The old way is like the story of the guy who lost his car keys and a cop finds him looking for them under the street lamp. The cop wants to know where he lost them to which the guy says, "Over by my car." The cop asks, "Then why are you looking over here?" To which the guy says, "There isn't any light over there." We need to provide folks with good flashlights not hope that there are convenient street lamps. I think that is what CLAVIER is trying to do.

    16. The practices of language teachers

      A largely inconvivial space in France (frankly, the US too mostly).

    17. afffinities
    18. the CLAVIER project

      Simon and his colleagues assume that the connected learning network for becoming an English language user already exists. We just have to jack into it via affinity spaces.

    19. As there is a 'digital divide' so there is a 'linguistic divide'.

      Access as metaphor. Security metaphor? If you don't have the key, the password, the magic symbols/handshake/medium of exchange, then you don't get in.

    20. English language skills

      Simon tutors/teachers/facilitates English language learning for his students.

    21. It is only by working/learning out loud and understanding that the classroom walls are virtual that things have changed.
      1. think out loud about your status quo
      2. know that wherever you are, the map's margins and lines are never as solid as one might imagine

      This permeability is one of the defining characteristics of learning in the virtual age.

    22. Nothing would have changed

      This is always a retrospective view. Always worry about the post hoc view that this represents. Perhaps the change was inevitable given the set of initial conditions the classroom represented at this point in time. Perhaps we need the hard rock problem that the status quo ante bellum represents. Perhaps it is just one narrative of many that are equal to more compelling.

    1. infinitely malleable

      No, it's not. Technology carries with it a certain amount of rigidity. Text boxes as discussion mechanisms. Limited to text? Not always but usually. Coding creates finitude not eternity.

    2. but is this really what we mean or even want?

      Why wouldn't we? Aren't we just privileging the salacious over the boring? This is where the word "privilege" explodes with the non-meaning it is so capable of carrying. I don't even know what it means anymore and I think that this is a classic strategy of those without power, disabuse the word by opening up its boundaries just like some words have been re-abused by closing down their boundaries.

    3. Who has the power to make certain that their perspective is heard above the fray?

      You cannot manage a meme.

    4. a diet of starvation

      Hilarity ensued. I never felt information starved as a student or as a hobbyist or as a business owner or as a parent. It was the tempo of the information gathering that was different.

    5. We had to learn new skills in order to manage the fact that fats and sugars are abundant and cheap in our diet

      I think this ignores the genetic fact that some of us are way better at this conversion process. The same might be argued about the handling of information abundance. Yes, we can learn to get more skilled, but there are still differences baked in by adaptive evolution. Unexpectedly it would seem.

    6. how can we optimize them

      You cannot optimize or manage the efficiency of complex systems. It is a fool's errand to try.

    7. And what does this mean vis-à-vis vulnerable populations who may be more susceptible to being manipulated by content driven by an agenda?

      Some proportion of the population must be driven by a biological need for certitude. We all have cognitive bias, but for some this need for certitude is so strong that it cannot be balanced. What can we do for those in this situation.

    8. information quality
      1. We can rule informaton by separating the good (credible, fair, good-faithed) from the bad (inaccurate, unfair, hate-filled)
    9. solving “information overload

      Problem-solution template/metaphor:

      1. We can rule information with tools (the technocratic solution)
      2. We can rule the information but only so long as we acknowledge the truth that we are not multitaskers but serial taskers who have to learn how to codeswitch.
      3. We can rule the information by allowing ourselves to not be ruled by fear of missing out.
    10. “information overload.”

      burden metaphor

      Make up your mind. Which is it? Here tossed salad of a paragraph is indicative of the confusion we all have in face of this thing called the Internet or the web or mediarich ecosystem. See. We can't even agree with a noun to call the thing out.

    11. consume all

      eating metaphor

    12. more access

      security metaphor

    1. a move towards thinking of genres in terms of interpretive strategies readers bring to their encounters with texts.

      Very much a move toward what we in litcrit call 'reader response' theory or what in physics they call observer effect.

    2. In other words, genres of participation are not value-neutral when it comes to issues of equity and opportunity.

      power relationships.

    3. We are still early in developing a robust understanding of these complicated barriers to participation.

      I don't want to say 'understate much' but I do want to indicate the level of complexity that is being undertaken is at a scale similar to exploring the genome.

    4. we’ve selected many cases that have high numbers of girls and black and Latino/ Latina youth.

      What are we looking at here: race, gender, economic class or what? Which category is more 'telling'?

    5. jump off from this point into finding a new genuine interest

      geeking out

    6. interest-driven practices

      messing around

    7. friendship-driven practices

      hanging out

    8. agency versus structure

      huh? agency as a everything from total freedom to totalitarian submission, a continuum? Agency within structure.

    1. classroom learning or out-of-school learning

      Perhaps the next paradigm shift has more to do with blurring or erasing the line between informal and formal learning than making that line brighter. Every situation is a learning situation, every learner defines for themselves how best to learn, every person in that person's life can be a participant in that learning culture. The idea would be to make learning a permeable thing.

    2. the term has never really worked for me.

      Interestingly it seems to be working for Laura Hilliger here: http://laurahilliger.github.io/learning-materials/

    3. For those who are used to a teacher-controlled classroom, this shift towards power-sharing can be frightening.

      @dogtrax wrote about this recently discussing the difficulty of allowing his 6th graders to 'have their heads". The structure has more to do with just learning. Schools are about sociality, they are about babysitting for working parents, they are about shared culture, they are about isolating young cohorts from the workplace. I see teachers working within the limits of this structure, but only at the tacit consent of the system, a consent that can be removed at will at any time.

    4. shape the curriculum

      I would not want beginning nurses to shape the curriculum on how to insert a central line. Content can shape participatory approach.

    5. lives beyond the schoolroom

      Is this authoritativeness inherently wrong for the classroom? Could there be ways to move from external control toward internal control? Can authority be made to serve autonomy? Isn't this quite common in tutor-mentor or apprenticeship structures, even informal learning situations?

    6. authoritative

      The word "authority" here is one I am unclear on. Does Jenkins mean acknowledged and certified expert knowledge, does he mean hierarchic power, or does he mean something else entirely?

    1. King explicitly linked racism to economics in ways that remain sharply relevant.

      Yes, racism is just another tool in the box for the haves to keep the have-nots from sharing in the incredible wealth generated by us all.

    1. In my experience, email becomes a pit where ideas go off to die.

      Well...applies to blogs as well even when in a fishbowl. Readers are not codeswitching carefully and intentionally.

    2. The #WalkMyWorld Project is an open education, open publishing, and open research initiative. In it we develop and facilitate a mentored, open, online learning community in which educators and their students use social media (e.g. Twitter) to connect and share.

      walkmyworld defined

    3. A fishbowl discussion is a participatory form of dialogue that allows the entire group to participate in a conversation.

      fishbowl defined

    4. In this post I discuss the possibilities for using your personal blogs, and Medium to create a fishbowl discussion for use in project and research planning

      Purpose of post

    1. In that way, even in this state of sense-making I can model for others how I'm seeking to identify the potential of what we're doing in the margins when we gather as a mob to annotate together. 

      I propose some prototypes for this kind of scholarly/active research work.

      1. Pick a short text/poem/digital object.
      2. Create a solo Hangout on Air.
      3. screencast the text chosen at highest possible resolution.
      4. annotate with hypothes.is while the the Hangout is running.
      5. When finished, upload to YouTube.
      6. Create a YouTube playlist with all participants represented.
      7. Use Vialogues or NowComment to comment on other's videos or to analyze or otherwise annotate and observer and name and notice.

      Of course one could also do this with a screencasting tool like Screencast-o-matic or Camtasia. I am sure there is better workflow than this, but maybe this "small pieces loosely joined" philosophy works best. It doesn't matter how you get it to the cloud, just get it there and share. I know I will be doing this in my online intro to lit course this semester. Gotta.

      1. save
    2. I think there is something to learn by engaging in text-centered discourse and then looking back at the digital footprint that results. 

      Yes! This is the next step that these technologies enable. And who knows what will happen once we step through that door and see four more doors in front of us. Just hope it's not a tyger behind one or all of them.

    3. One important possibility I see for collaborative annotation is the opportunity to structure learning conversations about texts that produce transcripts of written discourse that we can see, study and learn from.

      Take it a little further from the other night--Google Hangout on Air + Screenshare +Hypothes.is = a new way of collaborative learning. And a new way to learn about our learning, metacognition on the hypothes.is half shell.

    4. Skimming through these familiar texts I thought about the potential for social annotation.

      Great. My thoughts, too. How do we make these affordances dance, how do we make them mean more and give us a stronger signal on how people and ideas work.

    5. my aforementioned brother

      ah, the subtext here could fill volumes...well,

    6. Not pictured above are the giant, expensive sticky notes I used to annotate Blau's book at the end of each chapter. They're big and pink and covered with my excited ideas

      Does it seem like annotation tools are just pouring old wine into new bottles? They afford so much more. What they represent are useful palimpsests, bridges between people carried by 'text' like a StarTrek transporter.

    7. the promise of having educator readers mark up text together

      Yet another way to look at writing and reading as indistinguishable conversations. This would be a profound author talk tool.

    8. favorite, "annotation discussion thread"

      Fav Annotation Annotated

    9. My favorite annotation from the flash mob

      Just love the rhetorical strategy here--give a fav. I love the phrase "for example". As a reader I am being mapped down a wide blue highway when I hear it or its many cognates.

    10. annotation mobsters.

      Love the moniker. Now where's my gat. Gotta have a gat to be a mobster. Or at least a pen.

    11. With those as yet undiscovered possibilities in mind, some colleagues and I convened online for an experimental "annotation flash mob."

      Consider all the adjacent possible doors that had to open for us to even consider taking this small step toward collaborative annotation. We stand on the shoulders of giants.

    12. The Internet, with its interactive opportunities and Web 2.0 applications, suggest a more social approach, and present an opportunity for teachers and students alike to consider the possibilities for annotating together

      But now...annotation can be social. The Webs are alive with marginalia.

      In pairs, in web-powered groups, and yes oh yes in crowds

    13. Still, though we shared our annotations in discussion, the act of annotating was an independent act that we did alone,

      Historically, even very recent history, annotation is a solitary act. Or at best it's an imagined conversation with the author, usually one-sided.