111 Matching Annotations
  1. Feb 2023
    1. No. I need more advanced options.

      I like this handoff to another service.

  2. Mar 2022
    1. , what it would be like to create that form as a way of creating a database of how often the elevator's been broken and who it's affecting and stuff, and then presenting the information also

      gets into a different form purpose, useful, but different

    2. The different pieces of feedback that I got was a lot of them saying that they felt like this maintenance request form didn't really allow them to express how much of a pain in the ass it was when they weren't able to get where they needed to go,

      does this get to the intent of the form? should it be about justifying the issue/expressing unhappiness?

    3. maintenance came from the mapping access project. In a lot of the focus groups, students would talk a lot about this. They would say a lot of their biggest frustrations came from breakdowns and the repairs not happening fast enough. I think that's where my interest in maintenance came from. Yeah.
      1. the actual infrastructure
      2. the data on the map as a reflection of that infrastructure
      3. The map technology itself
    4. Maintenance, theories around maintenance and this pushback on the field of history of technology and science and technology studies more broadly, that they pay to much attention to innovation, that they pay too much attention to the new, toward the exciting, toward the heroes, etc. And not enough attention to the ongoing banal practices that keep our world running. 

      that seems awfully true for all the things

    5. engaging with the facilities management folks at Vanderbilt, they are always collecting tons and tons of data about the [crosstalk 00:10:18] environment. It's really for maintenance purposes. They have to do the report, the status of the door or the bathroom or whatever, for all these federal funding things. That information is not meant to be usable by people on campus, or visitors or whomever. But it could be really useful. The reason they don't share it is that it is a snapshot. 

      what data is currently collected, by whom, and how?

    6. So it sort of raised, for me, how do we collect data and share information about access as something that is dynamic and ever-changing? I mean, it makes me even think of - this is probably off topic - but the bird scooter situation in Nashville, so we could map these different [points] of access, but then those spaces of access get interrupted or new barriers arise. 

      more complexity

    7. As well, I think we were able to, again, complicate what a lot of the students thought of as accessible spaces, because we were also mapping lactation rooms, different gender bathrooms, etc. So I think that was cool too. 

      complicating things being necessary but rarely appreciated

    8. Our methods were, in part, determined by the funding that we had. So we had this funding that was like, "We're going to do a GIS project."

      worth noting how were the money comes from plays a role in how the project plays out

  3. Apr 2021
    1. replicable

      Like the P Murray comment . . . that focus on creating an environment for X rather than doing x, y, z

      I'm not sure that the rest of the paragraph doesn't describe doing x, y, z.

  4. Feb 2021
    1. we must better understand the machines and networks that continue to powerfully shape our lives in ways that we are often ill equipped to deal with as media and humanities scholars

      This points to a deep kind of digital literacy that's admirable but pretty daunting given what I know of most humans and humanities scholars in particular.

      It's also against the modular project construction approach that's advocated for in a number of the readings we've had this semester.

    2. we might see contemporary turns in computing—neural nets, clouds, semantics, and so on—as parallel to recent turns in humanities scholarship to privilege networks over nodes

      I would think that the computer options came first to deal with things that make money and then are adopted later (probably much later) by digital humanities people. I don't know that this is true but I can't see digital humanities driving technology advancements if that's the intent of this line.

      Maybe the intent is just to say "contemporary turns in digital humanities computing" rather than computing writ large.

    3. Is the modularity of the 1920s really the same as the modularity modeled in UNIX?

      There's a talk by cultural anthropologist Michael Wesch from 2011 at UMW that gets into some interesting parallels. It's stuck with me as a it shows the larger back and forth impact of technology as a shaper of society. It's similar to the "hammerhand" McLuhan reference from Gardner Campbelll.

    4. It is interesting to note that much of the early work performed in UNIX environments was focused on document processing and communication tools and that UNIX is a computational system that very much privileges text (it centers on the text-based command line instead of on the graphical user interface

      I'm trying to think if there was a system at that time that used the GUI. I think the first GUI was in the late 1970s (I looked it up) at Zerox and then after that was Apple.

      This seems to indicate a choice between text and graphics but that wasn't the case.

  5. Aug 2019
    1. intrinsically motivated students

      None of this does anything to shift the motivation to intrinsic.

      It's still based on external grades and a due date set by someone else (it's now just the end of the course).

    2. Record numbers of students today are reporting feelings of depression, which some researchers link to the increase in student screen time.

      From that same article -

      "But competing research contends that screen time has a minimal psychological effect on adolescents, and some researchers have speculated that the use of social media has actually helped children forge social bonds, especially when kid-safe public spaces are limited."

  6. Jan 2019
    1. Develop personal web site

      Depending on how you're framing their sites, I often have them go find a number of similar sites that they like from other educators and make a list of characteristics that those sites share.

    2. Model

      You may wish to consider using something in addition to color to signify these elements for accessibility reasons.

  7. Jun 2018
    1. advancements in labs for our online students in biology and physics.

      Trying to see what this looks like but haven't found it yet.

  8. Apr 2018
    1. that user behavior is essentially a black box.

      Feature not a bug

    2. . Yet, stories are almost always assigned more than one keyword, and keyword selection can vary tremendously in quality across sites. Now, I see duplicate stories and still manage to miss other stories I wanted to see.

      So technically all is well but humans fail. I'd prefer that to black box prioritization . . .

    3. try subscribing to the published headlines RSS feed of a major newspaper like the Washington Post, which publishes roughly 1,200 stories a day. Seriously, try it. It’s an exhausting experience wading through articles from the style and food sections just to run into the latest update on troop movements in the Middle East.

      This seems like a failure of options in the provided streams rather than a failure of RSS. Ought to be pretty simple to allow category choices etc on either the publication or subscription end of things.

    4. . Instead, users want personalization and prioritization — they want a feed or stream that shows them the most important content first, since they are busy and lack the time to digest enormous sums of content.

      Pretty sure this is what people keep getting angry about.

  9. Jan 2018
    1. “Where is the first word?” “There it is.” “Give me your book. Tell me the fourth word. Write it. What you have written doesn’t look like the fourth word in the book. Neighbor, the child doesn’t know what he says he knows

      This feels awkward.

      I don't know if I'd feel better if he said "Do you know the fourth word?" or something like that . . .

    2. something about which he can question him and thus ver­ify the work of his intelligence

      "verify the work of his intelligence"

    3. ntelligence by the will for discovering and combining new re­lations; but there is no hierarchy of intellectual capacity

      Does this end up sounding like "grit"?

    4. Everything is in everything.”6

      reminds me of Stranger in a Strange Land

    5. We know too that the master won’t have the right to stand anywhere else— only at the door. The student must see everything for himself, compare and compare, and always re­spond to a three-part question: what do you see? what do you think about it? what do you make of it?

      bears lots more consideration

    6. This is the first principle of universal teaching: one must learn something and relate everything else to it.

      Seems a bit like what happens in the traditional scenario as well.

    7. Thus, what was sought was the economic means of diffusing the minimum of instruction judged necessary for the individual and sufficient for the amelioration of the laboring population as a whple.

      addresses the speed/cost issue

    8. age quod agis

      "drive because you are driven" "keep going because you are inspired"

    9. And whether one learns French more quickly or less quickly is in itself a matter of little consequence

      maybe . . . maybe relative to emancipation . . .

    10. they had used to learn their mother tongue

      Is it speed or perceived correctness that drives the alternate approach?

      Are there things outside language where this type of learning would be less natural? Almost all people learn to speak but do all people learn to do math?

    11. He hadn’t even proceeded in the fashion of those reformer pedagogues who, like the preceptor in Rous­seau’s Emile, mislead their students the better to guide them, and who cunningly erect an obstacle course for the students to learn to negotiate themselves.

      apparently my "unreliable narrator" instructional model wasn't a very original idea either . . .

    12. Not to mention the strange circumstance that since the era of progress began, these explications have not ceased being perfected in order better to explicate, to make more com­prehensible, the better to learn to learn— without any discern­ible corresponding perfection of the said comprehension. In­stead, a growing complaint begins to be heard: the explicative system is losing effectiveness. This, of course, necessitates re­working the explications yet again to make them easier to un­derstand by those who are failing to take them in.

      This is exactly my problem with school in general. It should be better (faster, more knowledge) by now but it's pretty much the same (or seen to be declining).

    13. Post hoc, ergo propter ho

      after this, therefore because of this . . .

      logical fallacy

    14. a bilingual edition of Télémaque was being published in Brussels

      Rosetta Stone?

    15. what are the writing practices, that allow an episode from the past to become an episode in the present?

      and how can a single person look at their own history that way

    16. today’s much-heralded “democratization” of the globe— our own contemporary institutionalization and representation of progress— is just the new name for inequality.

      like democratization of publishing in terms of technology?

    17. It does this in part by establishing the temporal structure of delay (“a little further along,” “a little later,” “a few more explanations and you’ll see the light”) that, writ large, would become the whole nineteenth-century myth of Progress:

      "We have to do this because you'll do this in 9th grade/graduate school/etc."

      "I have to reteach everything!"

      "X-level students can't write!"

    18. xpérience in the French Enlightenment sense of both “experiment” and “experience”—

      like action research (at least some definitions)?

  10. Sep 2017
    1. It’s an entire multiverse of unexplored possibility.

      We can fill the entire multiverse with video lectures done by Robin William's AI-infused hologram!

    2. One day, a single super-star professor from a top college may teach the same introductory lecture all over the country.

      It is as I have predicted. Robin Williams shall save us!

    3. “If you look at the trajectory of online learning, some of the courses that were the first go online, it was math, computer science, physics.

      Are these the result of the subjects or the people we've pre-selected to take and teach them?

    4. A cheaper, streamlined subscription model of learning.

      Cheaper for publishers maybe. Slight savings for some students but a rental of things. There is a reason that's a move in music.

    5. Infinitely easier is the task of preparing digital materials compared to print ones

      man. what?

    6. test different pedagogical models

      'pedagogical models' like video lectures? or multiple choice quizzes?

    7. digital classes equal instant, overwhelmingly detailed feedback, the way online retailers like Amazon amass critical information on their customers.

      please read Audrey Watters and then consider the difference between buying a toaster and learning something

    8. recent improvements in technology

      like discussion boards and blogging? recent?

    9. being at home where I tend to relax.”

      GIven he took the f2f course and has developed extensive soft skills . . . he might apply them to himself and go to a library with his computer if he can't focus at home or go sit in an empty classroom.

    10. Do you have the ability to interact with people and have a good conversation? Having online classes will hurt that. You could take the class online in your pajamas and never interact with students or the professor.”

      It's crazy how wrong both groups can be in this article.

    11. Though it hasn’t all been plain sailing; sources at A&M say that parents have already pushed back on paying tuition, only to have their kids sit in their dorm rooms (also paid for by them) on campus to watch the class online.

      Turns out sending people to a location to do online courses isn't seen as sound economics. If only there was a class we could take to learn more about that.

    12. lessons

      This was impossible before video. Textbooks and notes were available only once. If you didn't memorize them that one time you lost your chance.

    13. there was also no guarantee they’d absorb the tricky material.

      So that's a guarantee in this scenario?

    14. Imagine this as the parental controls of a premier television package, only overwhelmingly more customized, advanced, intelligent.

      Imagine. That.

    15. they lag behind until finals week without the system flashing warnings at them

      we won't let them go too fast . . . and if they go too slow we'll have a machine warn them or something.

    16. they can’t skip too far ahead and “binge-learn” the entire semester at once

      because that would be bad????

    17. attendance dwindles

      there might be a way we could consider this symptom through economics . . .

    18. They start sending texts and browsing dessert recipes on Pinterest.

      millennials ... always LOL txting their brownie memes on the Internetzzzz

    19. it’s still vastly superior to delivering a lecture to 300 students at 8 a.m. on a Friday morning.

      compared to really cold, really rotten dog food . . . this slightly warmer, slightly less rotten dog food is great!

    20. Dead Poets Society

      I swear I didn't not read ahead earlier when I made the snide Robin Williams comment.

    21. engrossing themselves in thoughtful debate.

      it is like this person has never been to a lecture before

    22. students congregating in the same room, bandying ideas about—and socialization

      pretty much the opposite of what a lecture is . . .

    23. I missed talking to smart kids,”

      this is a parody article - you got me

    24. Inspire them

      like Robin Williams in that movie where he yells about the dying of the light but with economics

    25. he can refocus on individual students who’re genuinely interested in a deeper pursuit of economics.

      focus on the people who are top-notch . . . bc, you know, clearly they need the most help

    26. tay engaged and face-to-face with students

      it's like they're mocking what words mean on purpose - seeing someone's face doesn't make an encounter face-to-face . . . I don't know what 'engagement' means for a person on video

    27. painstakingly mapping every last moment of the semester out before it actually starts.

      bc we know how easy it is to predict what you'll need to do moment by moment across an entire semester with students you haven't met yet

    28. lover of teaching, who started this project out of frustration about lecture courses’ sheer inefficiency

      my love for teaching is focused mainly on efficiency

    29. begins droning away to a PowerPoint presentation that only a third of the kids will remember in a week’s time.

      random statement w/o merit

  11. Feb 2017
    1. utilizes different tools, differently

      I don't know if that's true- seems like different tools are used very similarily . . .

    2. historians – as for all authors — writing is an individual and highly personal process

      Big statement.

    3. to access it in nonlinear form

      Feels like this is being over-sold. You can randomly flip to pages in a book . . . if the contruction of the site isn't really built for nonlinear interaction, then does this really matter?

    4. interrupt this norm of silence

      Might also be worth interrupting the idea that data and visual elements couldn't/shouldn't play a significant role in historical writing.

    5. data tables or abstract jargon

      Strange association of two pretty different things.

    6. open peer review, and open access — into one volume makes a unique contribution to the field that illustrates our rethinking of the meaning of “publishing,” how we do it, and why. In

      Is peer review just the ability to comment on the work or are there larger more specific structures involved and did this follow them?

    7. 940 online comments

      Wonder what the breakdown is on the comments - unique commentors, role of commentors, book vs essay vs paragraph etc. Maybe this comes up later.

    8. What better way for historians to reflect on digital tools than to use them to write a book?

      Maybe to create something that isn't a book?

      Maybe not . . . but it seems like using a bunch of new tools/possibilites to create something limited by the previous technologies might not be the best way to push boundaries.

      It's a step for sure, just not sure about how the end goal of the book constrains things.

    9. Bound together as a book in paper and electronic forms

      I wonder how much trying to both hampers possibilities in the newer/less familiar form.

    1. ur vision is of a world of fusions and frictions, in which the development and deployment of technologies, and the sorts of research questions, demands, and imaginative work that characterize the arts and Humanities merge.

      This chunk by Gardner Campbell on McLuhan/HammerHand gets at some of this in an interesting way.

    2. It values the COPY more highly than the ORIGINAL.

      More highly?

    1. There is no such thing as “just a tool.” McLuhan wisely notes that tools are not inert things to be used by human beings, but extensions of human capabilities that redefine both the tool and the user. A “tooler” results, or perhaps a “tuser” (pronounced “TOO-zer”). I believe those two words are neologisms but I’ll leave the googling as an exercise for the tuser. The way I used to explain this is my new media classes was to ask students to imagine a hammer lying on the ground and a person standing above the hammer. The person picks up the hammer. What results? The usual answers are something like “a person with a hammer in his or her hand.” I don’t hold much with the elicit-a-wrong-answer-then-spring-the-right-one-on-them school of “Socratic” instruction, but in this case it was irresistible and I tried to make a game of it so folks would feel excited, not tricked. “No!” I would cry. “The result is a HammerHand!” This answer was particularly easy to imagine inside Second Life, where metaphors become real within the irreality of a virtual landscape. In fact, I first came up with the game while leading a class in Second Life–but that’s for another time. So no “just a tool,” since a HammerHand is something quite different from a hammer or a hand, or a hammer in a hand. It’s one of those small but powerful points that can make one see the designed built world, a world full of builders and designers (i.e., human beings), as something much less inert and “external” than it might otherwise appear. It can also make one feel slightly deranged, perhaps usefully so, when one proceeds through the quotidian details (so-called) of a life full of tasks and taskings.

      This chunk . . .

  12. Jan 2017
    1. not only does digitization mean a loss (albeit in some cases a very modest one), it also incurs a cost

      And the parallel consideration- not only does non-digitization mean a loss (albeit in some cases a vary modest one), it also incurs a cost.

    2. medieval manuscripts present much thornier difficulties, including different forms of the same letters and a plethora of superscripting, subscripting, and other hard-to-reproduce written formats
    3. “Taking an analog recording of a live concert,” writes one analogista, “and reducing it to 0s and 1s is not unlike a root canal: by extracting the nerves, the tooth is killed in order to save it.”

      It's well worth looking at actual data and testing around this vinyl vs digital audio debate. I've seen a number of articles (like this one) attributing people's preference for vinyl because it's less true to the original recording. They do sound different.

    4. But with 24 bits , you would have millions of colors at your disposal and could thus better approximate, though never fully match, the rich rainbow hues of Monet’s Water Lilies.

      it's statements like these that get to me . . . never? such a big word.

    1. The History Web has become so sprawling that some history websites concentrate solely on steering perplexed ramblers through the thicket.

      This is that idea that I struggle with.

      I want to help people but I think these scenarios take on the wrong burden . . . they do the thing for you while imparting no skills/knowledge so that you leave better prepared.

      You don't learn to navigate the "thicket" but rather just trust someone else based on who knows what.

    2. confusing hodgepodge of sites. Now Google’s rapid search of the raw mass of disorganized, heterogeneous web pages

      There are many judgement statements made regarding how things should be . . .

    1. At the same time, some wonder whether we really want to foster “interactivity” at all, arguing that it fails to provide the critical experience of understanding, of getting inside the thoughts and experiences of others.

      I really don't understand how one could believe that unless the defintition of interactivity is really limited to multiple choice selections.

    2. History Channel’s website Modern Marvel’s Boys’ Toys, which is a combination of watching the cable channel and playing a video game

      Part of the problem here seems to be an over-sampling of the History Channel as representative of anything other than a TV channel putting stuff on the web. What would you expect?

    3. But digital technology could, in fact, foster a new couch potatoÐlike passivity

      You could hang clothes on your new bicycle.

    4. . Such strategies are worthless in confronting hypertext essays.

      These are such big statements.

      Most online writing, especially academic writing, isn't substantially different than what would be done on paper. I wish it was.

    5. Himmelfarb implies a related problem in her horror that a comic strip could have the same authority as the Bible

      Now that doesn't sound alarmist at all . . . and certainly mixes returning something in a search result vs granting authority.

    6. “In-A-Gadda-Da-Oswald

      The point is sound, the evidence is poor.

      This is a joke not a counterfeit. The Dead Kennedys logo is on the wall.

      You can read Mahlberg's framing of it via the wayback machine.

    7. revolutions

      Revolutions (thought or otherwise) aren't always good.

    8. “Hypertext,” writes literary critic George Landow, “emphasizes that the marginal has as much to offer as the central by refusing to grant centrality to anything É for more than the time a gaze rests upon it. In hypertext, centrality, like beauty and relevance, resides in the eye of the beholder.”

      Seems a bit over-stated. A hyperlink only matters if someone click on it.

      Hypertex is important and it can change how you write/read (maybe think) in important ways but the "for more than the time a gaze rests upon it" stuff feels hyperbolic.

    9. “modular structure of a data object” means “a new media object is not something fixed once and for all, but something that can exist in different, potentially infinite versions.” Thus Manovich sees the database—with its infinitely rearrangable data—as one of the fundamental forms found in new media.

      This gets into aspects, or at least the potential, to create content like Bret Victor's Explorable Explanations.. Enabling that kind of active interaction with the content can be pretty powerful.

    10. d entered an inner sanctum where they did not fully belong

      I'm not sure why feeling like you don't belong is a good thing . . .

    11. accessibility

      It might come up later but meta data and search is a big chunk of this as well.

  13. Nov 2016
    1. This interactivity enables multiple forms of historical dialogue—among professionals, between professionals and nonprofessionals, between teachers and students, among students, among people reminiscing about the past—that were possible before but which are not only simpler but potentially richer and more intensive in the digital medium.

      You get some interesting stuff like this Flickr comments example on the Tyne & Wear Archives page or this one from the LOC account.

    2. She makes the useful analogy to early films, which were initially called “photoplays,” and thus thought of as “a merely additive art form (photography plus theatre).” Only when filmmakers learned to use montage, close-ups, zooms, and the like as part of storytelling did photoplays give way to the new expressive form of movies.13

      In other words, once people began to use the possibilities of the technology in a way that was more than just combining photography and theater . . .

    3. Roger Norton was a more influential Lincoln historian than the Pulitzer-Prize winning Harvard professor David Donald.

      What's influence and who should have it?

    4. How might our history writing be different if all historical evidence were available?
    5. 120-gigabyte hard drive that sells for $95
    6. quality, durability, readability, passivity, and inaccessibility.

      Are these different than non-digital sources? It seems they'd differ in detail but they seem just as applicable to non-digital sources.

    7. tens of thousands of online syllabi for history courses.

      Fun to look by searching google with filetype:pdf site:edu and history syllabus

    8. “the Internet does not distinguish between the true and the false, the important and the trivial, the enduring and the ephemeral. . . . Every source appearing on the screen has the same weight and credibility as every other; no authority is ‘privileged’ over any other.”

      I see similar patterns with print books. You can't rely on the bookstore (or library in many cases) to value true/false, enduring/ephemeral. They're both providing, to varying degrees, the stuff people want.

      I'd disagree strongly with the idea that authors on the Internet don't have varying levels of credibility. That's done in so many ways.

  14. May 2016
    1. When I was required to write something in JavaScript for the first time, I quickly came to despise it.

      I like the idea that this is written by someone who despised js initially.