28 Matching Annotations
  1. Jul 2021
    1. Many people don’t know that the Pyramids in Egypt were originally covered in white limestone. Over time the limestone was stripped and traded. They must have looked incredibly striking 4,600 years ago.
    1. Dose also matters: A vaccinated person exposed to a low dose of the coronavirus may never become infected, or not noticeably so. A vaccinated person exposed to extremely high viral loads of the Delta variant is more likely to find his or her immune defenses overwhelmed.
    2. Given the upwelling of virus across much of the country, some scientists say it is time for vaccinated people to consider wearing masks indoors and in crowded spaces like shopping malls or concert halls — a recommendation that goes beyond current guidelines from the Centers for Disease Control and Prevention, which recommends masking only for unvaccinated people.
    1. How to Cold Brew: Using a standard 8 Cup French Press Add 4 Oz of coarse ground coffee to the bottom of the French Press. Pour 3 cups of cold or room temp water over the grounds gently. Gently stir to get all of the grounds wet. Let sit for 14-16 hours at room temperature. Press and strain into covered jar or vessel for storing your cold brew in your refrigerator. You now have a cold brew concentrate:  Mix 1 part coffee with 1 part water when serving.
    1. The Recipe I came up with a basic recipe for one cup of cold brew, which is as follows: Ingredients: 20 grams of coffee to 250 grams of water Measure out 20 grams of coffee. Grind to a medium-to-coarse setting. I chose the 24 setting on my Baratza Encore. Put 20 grams of ground coffee into your container. I chose a so-called "chilly bottle." A flask, a mason jar, or a cold brew coffee bottle would work fine too. Pour 250 grams of water into your container. Agitate the bottle to make sure grounds are incorporated into the water. I did this by moving the bottle around a bit (although not shaking the bottle). Put your container in the fridge. Wait 13 hours. You can experiment with the timing but 14 hours worked well for me. Take your coffee out and serve over ice in a glass.
  2. Jun 2021
    1. How to write a first-class paper Six experts offer advice on producing a manuscript that will get published and pull in readers.
  3. Dec 2020
    1. I’ve written and presented a lot about this in the past. I think there is a need for all individuals to create and curate their digital identity. One component of this larger infrastructure is a domain of your own. This allows you to have one spot online where you actively collect and archive your thinking over time. This is important as we recognize that our digital identities are as (or possibly even more) important than our offline identities.

      Would be interesting to go back and review the writing and presentations on this topic given my own similar emphasis on creating websites with pre-service educators.

      UPDATE: See https://wiobyrne.com/building-a-domain-of-ones-own-for-preservice-educators/

  4. Sep 2020
    1. Earlier today I created a read post with some highlights and marginalia related to a post by Ian O’Bryne. In addition to posting it and the data for my own purposes, I’m also did it as a manual test of sorts, particularly since it seemed apropos in reply to Ian’s particular post. I thought I’d take a stab at continuing to refine my work at owning and controlling my own highlights, notes, and annotations on the web. I suspect that being able to better support this will also help to bring more self-publishing and its benefits to the halls of academe.

      Just a test

  5. Jun 2020
    1. Here are a few recommendations for designing a Faculty Learning Community centered around new technologies: Evolving Outcomes: Begin with clear outcomes for the community, and ask faculty to articulate their own project objectives in their applications for participation. However, keep in mind that there is an inherent openness to this process. Rework project outcomes as needed and provide progress updates at the beginning of each meeting. Multi-channel Communication: Include multiple types of interactions throughout the term to meet the many needs of participating faculty. Allow the participants to design the format of their face-to-face group meetings. Then supplement these scheduled sessions with one-on-one design meetings, online communications, self-help resources, and triage sessions. Campus Partners: Use the participant applications to imagine what types of support the faculty might need, and identify the people on campus best able to offer this support. Reach out to these campus partners in advance of the FLC, gauging their interest and availability to offer demonstrations, create online learning tools, purchase technologies, or meet with faculty one-on-one. Community Building: Remember that this is a community, and build it as such: work to develop a good rapport among participants; listen deeply to each participants’ goals; learn about disciplines outside of one’s own; require a certain level of participation; and bring drinks and food. Good learning environments tend to blend the formal and informal, supplementing expectations and plans with the free flowing nature of discussion and discovery.

      I am especially interested in the "Evolving Outcomes" mentioned. How do we go about articulating initial outcomes for an FLC at my organization?

    2. FLCs are extended gatherings (typically a semester or more) in which participants organize around a clear objective but in an informal structure. Perhaps most importantly, the FLC itself is a process that develops as the group proceeds. The community members work together to direct the shape of the experience. This design engenders ownership (Cox & Richlin, 2011; Moore & Hicks 2014) in the project without requiring the faculty to become technical experts—ownership that promotes sustainable success.

      Very brief definition of faculty learning community.

    3. Building Faculty Learning Communities: New Directions for Teaching and Learning, Number 97, edited by Milton D. Cox, and Laurie Richlin, John Wiley & Sons, Incorporated, 2011.

      Check LSU Libraries for this resource?

    1. We’re presently living through what feels like a remarkably turbulent time. In fact, we might be tempted to think that ours is a uniquely chaotic moment. Of course, most of us know that human beings have lived through more chaotic, violent, and calamitous times than ours. What is novel in our experience isn’t the depth of the health crisis or the scale of the protests, the economic volatility, or the political instability. What is novel is the information ecosystem in which all of this and more is unfolding. Most of us now have far greater access to information about the world, and we are—arguably, I grant—exposed to a far wider array of competing narratives attempting, without notable success, to make sense of it all. In short, it would appear that our basic sense-making technology, the narrative, is a bit glitchy, both failing to operate as we might expect and causing some issues of its own. You won’t be surprised to learn that I think Marshall McLuhan can be helpful here. While many have found McLuhan’s aphorism “the medium is the message” confounding, McLuhan actually offered a rather straightforward explanation. “The ‘message’ of any medium or technology,” McLuhan wrote, “is the change of scale or pace or pattern that it introduces into human affairs.” “The effects of technology do not occur at the level of opinions or concepts,” McLuhan added, “but alter sense ratios or patterns of perception steadily and without any resistance.”Digital media introduced a new scale, pace, and pattern to human communication, and, in this way, altered how the world is perceived. With regards to scale, we encounter an unprecedented amount of information about the world at large through digital media. With regards to pace, we encounter this information with previously unknown and unrelenting immediacy. And, with regards to pattern, we encounter it both in novel social contexts and in a form that bears greater resemblance to a database than a story.

      L. M. Sacasas providing a very brief summary of McLuhan's "medium is the message" quote applied to the Coronavirus pandemic in June 2020.

    1. Physical Barriers and GuidesInstall physical barriers, such as sneeze guards and partitions, particularly in areas where it is difficult for individuals to remain at least 6 feet apart (e.g., cash registers).Provide physical guides, such as tape on floors or sidewalks and signs on walls to ensure that individuals remain at least 6 feet apart in lines and at other times.

      It is possible to distance students more than six feet from podiums. But would this be adequate during an extended class meeting (>1Hr) in which the instructor is speaking loudly and projecting her voice?

    2. Shared ObjectsDiscourage sharing of items that are difficult to clean or disinfect.Ensure adequate supplies to minimize sharing of high-touch materials to the extent possible (e.g., assigning each student their ownart supplies, lab equipment, computers) or limit use of supplies and equipment by one group of students at a time and clean and disinfect between use.Avoid sharing electronic devices, books, pens, and other learning aids.

      Lavalier microphone bodypacks could be cleaned with alchohol/water mixtures, this would need to be done between each class use throughout the day. Could instructors be responsible for this cleaning?

      Microphone manufacturers have not provided useful information regarding the cleaning of lavalier microphone windscreens.

    3. Clean and disinfect frequently touched surfaces (e.g., door handles, sink handles, drinking fountains, grab bars, hand railings, bathroom stalls, dining hall tables) within IHE facilitiesat least daily or between use as much as possible. Use of shared objects (e.g., lab equipment, computer equipment, desks) should be limited when possible, or cleaned between use.

      Surfaces would include keypads, touch panels, keyboards, and podium surfaces.

  6. Jan 2020
    1. PLNs offer new spaces in which teachers may learn and grow as professionals with support from a diverse network ofpeople and resources. With recent advances in technology and widespread access to the Internet, teachers can expand theirweb of connections beyond their face-to-face networks, seek help and emotional support, and aggregate vast quantities ofprofessional knowledge at anytime and from anywhere (Hur&Brush, 2009;Trust, 2012; 2013). PLNs can also be differen-tiated from online communities, networks of practice (Brown&Duguid, 2000), and social media sites. Online communitiesare groups of people who connect for a shared purpose, while a network refers to a,“set of nodes and links with affordancesfor learning”(Wenger, Trayner,&de Laat, 2011, p. 9). Social media sites are digital tools that people can use to connect andcommunicate with others. Each of these terms refers to a single medium for connecting with others. PLNs are broader,multifaceted systems, that often incorporate multiple communities, networks of practice, and sites that support both on- andoff-line learning. Researchers have yet to explore PLNs as complex systems of people, resources, and digital tools.

      Helpful contrast of PLNs with online communities, networks of practice, and social media sites from Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34. https://doi.org/10.1016/j.compedu.2016.06.007

    2. Many researchers and educators have attempted to define and envision the purpose of PLNs for teachers (e.g.,Couros,2010; Flanigan, 2011; Powerful Learning Practice, 2012;Trust, 2012), but there is no agreed-upon definition. PLNs havebeen described as“reciprocal learning system[s]”(Powerful Learning Practice, 2012, p. 8),“vibrant, ever-changing group[s] ofconnections,”(Crowley, 2014; para. 4),“network[s] of fellow educators and resources”(Catapano, n. d.),“the sum of all socialcapital and connections”(Couros, 2010), and“online communities that allow the sharing of lesson plans, teaching strategies,and student work, as well as collaboration across grade levels and departments”(Flanigan, 2011). Various scholars, authors,and educators conceive of PLNs in unique, and somewhat disparate ways. Prior to this study, researchers had yet to examinehow teachers themselves defined and described their PLNs. Understanding how educators conceive of and utilize PLNs mayhelp bring more clarity to the construct.

      Helpful overview paragraph related to variety of PLN definitions from Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34. https://doi.org/10.1016/j.compedu.2016.06.007

    1. Over the past several years I’ve written a broad number of pieces about the IndieWeb. I find that many people are now actively searching for, reading, and implementing various versions of what I’ve done, particularly on the WordPress Platform.

      A reminder to review Chris Aldrich's collection of articles, tutorials, presentations and podcasts. I've modeled my Wordpress site after his to better appreciate how I can use Indieweb technologies.

    2. Create an IFTTT.com recipe to port your Hypothesis RSS feed into WordPress posts. Generally chose an “If RSS, then WordPress” setup and use the following data to build the recipe: Input feed: https://hypothes.is/stream.atom?user=username (change username to your user name) Optional title: 📑 {{EntryTitle}} Body: {{EntryContent}} from {{EntryUrl}} <br />{{EntryPublished}} Categories: Highlight (use whatever categories you prefer, but be aware they’ll apply to all your future posts from this feed) Tags: hypothes.is Post status (optional): I set mine to “Draft” so I have the option to keep it privately or to publish it publicly at a later date.

      This is my first attempt to get Hypothes.is highlights and annotations to display on my WordPress blog.