86 Matching Annotations
  1. Feb 2019
    1. basic information-handling capabilities

      If our computing capacity has improved anything it is our information-handling capabilities, even as the capacity is creating as many big problems (think Facebook and democracy) as it promises to address, whether with precision medicine or climate change. Engelbart sees the world out there, in a rather vague sense, as having problems, which he and his clerks are preparing to address as a public service.

    2. "clerk"

      A great reminder, this reference to "clerk," of how the augmented intelligence of these machines was once part of a human intelligence subject to a class system of actual clerks, with trades and crafts that served the architect. Augmented intellect as a general deskilling of humanity.

    3. the intellectual effectiveness exercised today by a given human

      It is sobering to think that no amount of augmentation was going to allow Engelbart in 1962 to even imagine that there might be a problem, however persistent, in referring to a "given human being" as if it could be anyone, when in fact it was such a small and privileged segment of humanity that could participate in the dozens of disciplines to which he refers as a means of intellect augmentation. Perhaps we need to supplement this solving of problems through the application of augmented intellect with a stepping back to consider the shortcomings in our conception of both the problem and the means to resolving it.

    4. engineering, mathematics, and the social, life, and physical sciences

      One might pause over the exclusion of the humanities, when it comes to the exercise of intellectual effectiveness, after the many gains made on behalf of the persistent problems of gender inequality through the study of history, literature, and philosophy by feminist scholars, much of it critical of this presumed right to identify and engineer the problems to be addressed by virtue of access to such tools as Engelbart describes. And the intellectual effectiveness of the humanities can be found in the extent to which we are guided in our approach to problems by principles of human rights, democratic governance, and social justice.

    5. full pursuit by an enlightened society if there could be shown a reasonable approach and some plausible benefits

      There is to this what would seem to be the engineer's approach that a problem is something to be solved, and that these persistent problems, such as the professional problems of social scientists (such as poverty), remain with us because of a failure of comprehension rather than anything systemic in the distribution of resources and opportunities. While some problems are being resolved by augmented intellect, and the Chan Zuckerberg Initiative may well provide further demonstrations of this with health issues, there is a well-intentioned presumption that problem persist because certain class of well-equipped people have not gotten around to solving them yet. The "complex situations" that Engelbart saw as needing a systematic approach 57 years ago continue to have their advocates today. Last month, a machine learning project here at Stanford was launched to "solve poverty." You cannot help but want it to succeed for as many people as it can, just as you cannot help but be encouraged by the data Steven Pinker assembles in his Enlightenment Now book on reduced global poverty rates. But that doesn't establish that the continuing daily grind of poverty persists because of a want of engineering and augmented intellect, when it could well be the opposite in many cases.

  2. Sep 2018
  3. Jul 2018
    1. most important

      "is given the most weight with regard to my position"

    2. D


    3. I didn't receive any verbal guidelines

      Seems out of order.

    4. your position

      your current position

    5. your own

      Not "your own" as in when you reviewed last year, but the "...processes that are applicable to your position." Plural because more than one may be applicable. Also the layout makes it hard to read. And unknowledgeable is not really a concept. Maybe the contrast is between knowing and confusion (as lack of knowing covers ignorance): Know a lot; know enough; know a little; a little confused; confused, very confused.

    6. Impact

      "High-impact" for parallel structure.

    7. related to scholarly outputs

      This is not clear. Maybe something like "within the scope of your current position" to set apart, for example, amateur musical performances.

    8. academic works

      Maybe try for consistency in referring to what is published, as you have references to blogposts and peer-reviewed items above.

    9. That the publication be freely available to the public

      What about asking about publication's "green" policies?

    10. Number of citations of the journal on average

      This seems oddly put vs. "How often the journal appears to be cited"

    11. Direct support (e.g. bonuses or funding) for publications in specific journals

      Not clear.

    12. Monographs

      "Monographs" are typically peer-reviewed, as scholarly, while not all books are.

    13. e.g.


    14. professional

      This, too, may seem like one aspect, rather than the whole of the "time on the job" or "the work that you do in your position"

    15. academic time at your institution

      "time on the job"

      Because "academic time" may not seem like service and at the institution may be seen as "on campus"

    16. Please provide us some feedback

      We welcome your feedback concerning any of the following: 1) Which questions, or aspects within them, are unclear to you?

    17. Please indicate your age range

      "Select the range into which age fits?"

    18. Tenure-track faculty, not received tenure Tenured faculty (received tenure)

      "Tenure-track faculty (pre-tenure)"

      "Tenure-track faculty (tenured)"

    19. Department chair

      Place this one above the "dean" one, so that "other administration position" comes at the end of the list.

  4. Jun 2017
    1. friends! 

      We also need to have a way of finishing section with options of seeing (a) What's Done/What Needs Doing; (b) how to go to another panel of the box or section; (c) how to return to the home (wait, you have that). We could also use a master plan page for the site (and for us in planning, using the six sides, and the screens and topics in each), as well as link to go there on each page or at the end of each section/panel.

    2. Still looking for a dynamic team to take your vision to fruition?

      We need this Editorial Team to be its own key activity, with roles, recruitment, training, and cultivaitng long-term succession.

    3. recruitment form,

      Again, we need a way to link tocopy-able forms, maybe in Google Docs, where we can easily edit and add additional variations.

    4. on-campus club. 

      Maybe provide examples with a link or screen shot examples https://sites.google.com/site/pahsasb/clubs

    5. Try finding a space on the organization's website for your publication's link;

      Provide an example from high school journal, such as AIR which is OJS as well as Intersect although noting it is college.

    6. Next Steps

      We should number and provide a sense of 3 steps out of 5, as in 3/5.

    7. a working concept

      This working concept (gret sense of it developing as you go) will need a lot (much earlier in the process), and we can use the current high school journals for that using screen shots of their statments of purpose, their table of contents, and links to the journals as examples o working concepts.

    1. a team meeting

      This is a good one for the What's Done/What Needs Doing list

    2. Establish what roles you’ve filled and what roles you need for your team

      The assembling of a team seems like it needs its own screen, whih you already have in mind perhaps for another part. This is a good one for (a) email template invitation to join the team and (b) another template for first meeting; (c) typical agenda for first meeting and examples of keeping minutes, with actionable items and assignments, etc.

    3. hare your advisor on your preference board

      Not clear.

    4. All of this is fine.

      Great to have the reassurances at many points, as well as the sense of having sufficient power.

    5. preliminary meeting

      Meeting with Journal Advisor and recruited Editor-in-CHief, others editors and staff?

    1. advisor.

      Ah, now I see why Advisory Board may be troubling, as we have an advisor as well. Let's suggest that the journal creators use of Journal Advisor, and Advisory Board or Expert Board.

    2. email address. ​

      "Thug" seems a bit off (but better that Theif, or Crooked Teacher).

    1. email template

      Maybe offer them an example email template. Wait! I see you do that on the next screen for another purpose. SO let's do templates for all instances. But let's set these up for each instance, not as an image but a text that can be copied and pasted

    2. If you're good, soldier on!

      Loving the variety in these prompts.

    3. Preference

      I find preference odd, and thin of it as an Advisory Board. We also need a way to say that you can begin with this, or wait til later (when it might be easier to convince peopel to join and get others to help with names) and come back to this page, using that idea of collecting a list of What's Done and What Needs Doing as we go along.

    1. a working concept of your journal;

      Good idea and maybe we need to start with how to get a "working concept" of the journal. Maybe with questions like "What are the best projects done in your school? What is worth sharing with others? What would students be interesting in exploring and sharing on their own?" Then they slip onto your "Make sure you have."

    2. Reaching Out to Your School and Community

      I'm wondering if can actually start with the journal idea, and the journal-in-a-box idea, maybe using images of print journals in a box. Do a search in Google for "scholarly journals" then choose Images from beneath the search box and you'll see clusters of journals which we can make appear as if in a box. The title might be something like: You Worked So Hard on that School Project. It Should be Published. Here's How! Open the Journal-in-a-Box. Instructions included.

  5. Dec 2016
    1. are therefore not being given enough resources to succeed.

      This seems too vague and could refer to support services, which is not what you seem to mean.

    2. open access college

      Explain this term.

    3. Good to have all of this down. Now, let's think about the order, decide on it, and introduce the readers to what needs to be understood in what seems like a logical order. (There can be more than one logical order.)

    4. For the last fifty years

      Why only this long. HBCUs were a much older response, and perhaps deserving of recognition in any such section. And the civil rights movement is older than 50 year. Think about how to frame the historic moment, as series of responses that have changed with the times but have share goals like the pursuit of equality.

    5. nder "Selected Issues". I will be adding/editing the areas on Race and Socioeconomic Status. I am also planning on connecting this article to the "Educational Equality" article.

      I think this is such a smart approach to what was a challenging problem of where-to-start and what-to-add. Well done.

    6. [83]

      I take it that these footnotes are part of the larger text and will be linked in later.

    7. Socioeconomic status can also influence performance rates once at a university.

      The order in which you present all of this well-researched and important information is something to now consider, given that you have it all in place. You might begin with enrollment, then performance, completion, and post-college, before introducing efforts to address these matters through Questbridge

    8. The National Center for Education Statistics reports that in 2009, high school graduates from low-income families enrolled in college immediately

      We need a stronger of why each study is being presented and the logic of the order in which they are being presented. In the next paragraph ("When considering how a college degree..."), you do a great job of noting why "it is especially important to consider" what follows. You need to do this for every paragraph or group of paragraphs. For example, you might note that "There are studies that demonstrate X, Y, and Z on the effect of SES on student participation in higher education." This would serve to set up multiple paragraphs.

  6. Nov 2016
    1. Related Concepts

      These are a great addition and each of the three presented is well handled, adding much to the concept by situating it among other critical ideas.

    2. support.

      References to follow, I trust,

    3. Because critical mathematics pedagogy is designed to be responsive to the lives of the students in a given classroom and their local context, there is no set curriculum. Some educators re-use lessons or units from year to year that may apply to multiple groups of students, while other educators develop projects that respond directly to the concerns of a particular group of students, building a project together around a problem the students have posed

      For this reason, you might explain, it makes sense to consider examples of projects.

    4. describes the work


    5. conscientização (Portuguese).

      Perhaps reference Freire as the origin of this terms and concept. I see that you do with the next sentence but it would be good on first encountering his concept.

    6. Mathemacy would consist of three components (1) mathematical knowing, or the skills developed in traditional mathematics classrooms, (2) technological knowing, or the ability to build models with mathematics and (3) reflective knowing, or competency in evaluating applications of mathematics.

      It is the last one that seems to hold the critical element which may be worth noting.

    7. Africa. This representation can be read to suggest that certain parts of the world are larger and therefore more important or more powerful than others via the (inaccurate) size comparison presented in the map. The decisions with regards to distortions were the result of political struggle and choice. Yet the map is most often read as a direct and neutral representation of reality.

      I keep this identified as Ole's work.

    8. first educator to coin

      Another opportunity to historicize.

    9. one of the first groups

      Always good to give dates and historicize the development of the ideas.

    1. The parallel veins of postmodern and postcolonial philosophy in education mirror many of the goals of critical pedagogy: In writing about education from outside the critical pedagogy camp, philosopher Stephen Hicks[10] describes the motives and practical application of "postmodern education."

      This seems to give too much weight to Hicks, as not central to CP.

    2. Applications

      This tile seems to belong below, with Teacher Training and In the Classroom, while what is here beginning with bell hooks might be better entitled Developments.

    3. Critical pedagogy has several other strands and foundations.[5] Postmodern, anti-racist, feminist, postcolonial, and queer theories all play a role in further expanding and enriching Freire’s original ideas about a critical pedagogy, shifting its main focus on social class to include issues pertaining to religion, military identification, race, gender, sexuality, nationality, ethnicity, and age. Many contemporary critical pedagogues have embraced Postmodern, anti-essentialist perspectives of the individual, of language, and of power, "while at the same time retaining the Freirean emphasis on critique, disrupting oppressive regimes of power/knowledge, and social change.".[3]

      This seems better suited to the Background, giving CP a sense of greater breadth.

    4. This seems too much about PF rather than CP. I think it could be dropped, and replaced by how it began with Freire in Brazil but later had a considerable impact in the US. That would serve better as introduction.

    5. Definition

      This might be better set as Background, which includes Schor's definition. Provide more historical sense of when and where Freire, Schor, Giroux wrote, to give a sense of the development.

    1. Learning Power Movement

      Not as clear how this relates.

    2. Critical Making

      This aspect seems particularly promising, given the critical pedagogy interests of this course (and it has a really strong Canadian component to it). It is mainly a university thing that may not have been explored for the schools but then might be considered as a way of addressing the critiques

    3. Critique

      I'd look at Monica Chan's honors thesis in SearchWorks, Stanford Library, as she looks at the missed math opportunities in the FabLabs of a couple of schools.

    4. People who participate in making often call themselves "makers" a

      Again, it might be good to distinguish between the education side and the larger movement. There is a long article on Maker that doesn't appear to have a section on education, which this could helpfully link to.

    5. TED Talk

      External link to talk might be a good idea.

    6. Maker Education

      Do we need to situate it within the Maker's Movement and DIY.

    1. Learning to Labour

      David, I cannot imagine how this could be any better (with minor points below). You have done an immense service to graduate students and faculty in education, as well as general readers.

    2. Willis uses the qualitative research methods of participant observation and group interviews to study an informal but cohesive group of twelve lads at Hammertown Boys.

      Have to be careful about repeating already stated aspects, as well as calling his method by different names, such as ethnography and participant-observer. You can describe the relationship between the two. See, for example, Ethnography and participant observation. Atkinson, Paul; Hammersley, Martyn Denzin, Norman K. (Ed); Lincoln, Yvonna S. (Ed). (1994). Handbook of qualitative research , (pp. 248-261). Thousand Oaks, CA, US: Sage Publications, Inc, xii, 643 pp.

    3. major

      This sense of "major" might be better set as his Xth book, if there are others.

    4. A Columbia University Press edition, titled the "Morningside Edition," was published in the United States shortly after its reception.

      This is a little US-centric. You can give credit to its first edition with publisher and year, while noting its US publication as a secondary aspect.

    1. 1 2 Grunewald, D. A. (2003). "The best of both worlds: A critical pedagogy of place". Educational researcher. 32(4): 3–12 – via Sage Publications. ↑ Gruenewald, David A. (2003-05-01). "The Best of Both Worlds: A Critical Pedagogy of Place". Educational Researcher. 32 (4): 3. doi:10.3102/0013189X032004003. ISSN 0013-189X. ↑ Gruenewald, David A. (2003-05-01). "The Best of Both Worlds: A Critical Pedagogy of Place". Educational Researcher. 32 (4): 4. doi:10.3102/0013189X032004003. ISSN 0013-189X. 1 2 3 4 Gruenewald, David A. (2003-05-01). "The Best of Both Worlds: A Critical Pedagogy of Place". Educational Researcher. 32 (4): 9. doi:10.3102/0013189X032004003. ISSN 0013-189X. ↑ Bowers, C. A. (2001-01-01). Educating for Eco-justice and Community. University of Georgia Press. ISBN 9780820323053. ↑ Gruenewald, David A. (2003-05-01). "The Best of Both Worlds: A Critical Pedagogy of Place". Educational Researcher. 32 (4): 10. doi:10.3102/0013189X032004003. ISSN 0013-189X. ↑ Gruenewald, David A. (2003-05-01). "The Best of Both Worlds: A Critical Pedagogy of Place". Educational Researcher. 32 (4): 7. doi:10.3102/0013189X032004003. ISSN 0013-189X. ↑ Bowers, C. A. (2008-06-01). "Why a critical pedagogy of place is an oxymoron". Environmental Education Research. 14 (3): 333. doi:10.1080/13504620802156470. ISSN 1350-4622.

      There has to be a way to use "Ibid." for repeated references and to give this a title. Any "External Links" to be found?

    2. Uptake

      Ah, this is why you didn't include others in the introduction. I would say that those written in the 2003-2010 period count as the formative time, while those after can be part of the uptake. I think that the indigenous represents an older place-based, or land-based, approach which calls for a separate standing that then takes into account its critical decolonizing aspects. I would include it among the origins. See, for example, Ohmagari, Kayo, and Fikret Berkes. "Transmission of indigenous knowledge and bush skills among the Western James Bay Cree women of subarctic Canada." Human Ecology 25.2 (1997): 197-222; Bielawski, Ellen. "Inuit indigenous knowledge and science in the Arctic." Human ecology and climate change: People and resources in the far north (1995): 219-227.

    3. (Why a critical pedagogy of place is an oxymoron, 2008)

      Make his article into a reference. I added a link to his W page.

    4. emphasis

      "... such matters as..." A good place to give examples of activities, curriculum topics, and ways of teaching (pedagogies). Also, we to have more than David G. represented here, for what he started others have taken up (earning it a place in Wikipedia). I see that you have much more of this below, but as I suggest you need to identify an initial group of exponents. This entry could have a brief intro of no more than two paragraphs, and then a section on Background or Origins.

    5. order to decolonize

      Great how you move immediately into explaining these two terms that will not be familiar to readers.

    6. often criticized for

      With a criticism section below, this seems a little out of place, and again may be a place for other exponents of CPP. Maybe note that this is something that you explore below in more detail.

    7. a philosophy of education

      Is it a philosophy? Not an easy question, but given the criticism reported below that it lacks strong theoretical underpinning, So it may be more of "a curricular approach" or maybe "an amalgam of pedagogies."

    8. urban contexts

      Rather than suggest that the focus on urban contexts is not placed-based, I think you need to set out how the focus on urban does not deal with what is place-based about the urban.