ReconfigBehSci. (2021, February 9). RT @ChristoPhraser: Our paper on evaluating the first three months of the NHS COVID-19 app is out now as a pre-print. A 🧵 1/n https://t.co/… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1359132102927798275

EU DisinfoLab. (2021, March 9). 🗣️In this week’s #IWD2021 update: We highlight initiatives promoting gender equality and women safeguarding our digital information ecosystem. We also acknowledging the rise in online GBV and the threat of gendered disinformation. ▶️https://disinfo.eu/outreach/our-newsletter/disinfo-update-09-03-2021 #WomeninOSINT [Tweet]. @DisinfoEU. https://twitter.com/DisinfoEU/status/1369198151639441411

Why the choice of this metaphor? Is literacy an accordion file? Is it that the definition of literacy is expanding? Who has the right to say what literacy means or how it expands? Or is this position statement a backward looking report on the change that has already taken place? I have been using cheap and adaptable media tools for years but I am still writing "essays" and "poems" and research presentations with them just like I did in the analog 20th century days.

https://threadreaderapp.com/thread/1514938507407421440.html

A former Redditor's perspective on Musk's purchase offer of Twitter. Sounds like he gets many parts right, but doesn't address the specific toxicity of social media's part in amplifying it all using metrics and algorighms which encourage the fringes to fight. Simply turning off algorithms and tamping down on amplifying marginal content would make it all vastly more human.

Why use a disappearing message service

The point of a disappearing message service is to have the parties to the message agree on the data-retention provisions of a message. The service automates that agreement by deleting the message at the specified time. The point isn't to send a message to an adversary and then delete it so they can't prove that it has been sent. There are too many ways of capturing the contents of a message—as simple as taking a picture of the message with another device.

Summary tk

Modern note taking has seen a reversion to pre-Renaissance practices in which they're much more temporary tools. Relatively few students take notes with an aim for reusing them past their immediate classroom settings or current term of study.

The revitalization of the idea of the zettelkasten in the late 2010s seems to be helping to reverse this idea. However, there aren't enough online versions of these sorts of notes which allow them to be used with other publics or even to be used and shared with other collaborators. There are some growing spaces seen in the social media note taking space like the anagora.org or the digital gardens space where this seems to have some potential to take off. There's also a small community on Hypothes.is which seems to be practicing this as well, though direct links between various collections of notes is not commonplace.

There is an odd sort of self-selected information bubble here. DuckDuckGo promoted itself as privacy-aware, not unfiltered. On their Sources page, they talk about where they get content and how they don't sacrifice privacy to gather search results. Demoting disinformation sources in their algorithms would seem to be a good thing. Except if what you expect to see is disinformation, and then suddenly the search results don't match your expectations.

Und da virtuelle Realität so anspruchsvoll ist, gilt es, den Umgang mit ihr zu erlernen, damit die Wahrscheinlichkeit dafür, Fiktion für virtuelle Realität zu halten sinkt. Das ist also auch eine Frage der literacy

https://github.com/mathieudutour/gatsby-digital-garden

A set of packages to create a digital garden with Gatsby.

Distraction has been shown to be an issue with regard to digital note taking. Adding time limits to work has been shown to mitigate this form of problem.

Not all research shows that handwritten note taking is better than digital.

Compare and contrast the results in Dynarski,2017 and that of Artz, Johnson, Robson, & Taengnoi, 2017. What does Holland, 2017 say on the matter?

Students who take notes by hand learn more than those who do so on a laptop.

Exactly how were these studies laid out? What sorts of revision and follow up were followed in each case? Was it truly an apples to apples comparison?

Health Nerd. (2021, August 29). Fascinating stuff, a whole thread of people saying weird shit about me (and a poem that I’ve said many times was idiotic in hindsight) [Tweet]. @GidMK. https://twitter.com/GidMK/status/1431828103416877058

https://waxy.org/2022/03/pirating-the-oscars-2022/

Domestic COVID certificates: What does the evidence say? (n.d.). AlgorithmWatch. Retrieved 31 March 2022, from https://algorithmwatch.org/en/domestic-covid-certificates/

Cultura digita.

An interesting term ... what makes a digitally literate educator a connected one?

Professional learning networks support professional development of educators (who are digitally literate). Is this a more modern connected version or an extension of communities of practice?

En las instituciones educativas de los sectores más vulnerables donde la falta de acceso a las Tics fue la constante, redes sociales como el Whatsapp terminaron siendo el único medio que permitía un contacto esporádico y una educación remota, la privacidad y la cotidianidad de los docentes se vio alterada por la falta de un derecho a la desconexión, la labor docente se volvió una labor de tiempo completo donde la carencia de recursos primo y la creatividad de los docentes para realizar sus clases permitieron sacar procesos adelante.

Dashboards bauen in der Schule

Protokoll des Emailverhaltens - analog könnte man sagen des social media Verhaltens, des online Verhaltens (hier sollte aber eine Konkretisierung dazukommen) smartphone Verhaltens (mithilfe von Screentimeanalyseapps) - bei dem Protokoll/Tagebuch ist es wichtige auch emotionales Befinden UND Atmung zu notieren, um festzuhalten wie diese durch den Mediengebrauch beeinflusst werden

Treibe ich weg? Parallele zu Klarträumen - Träume ich?

Achtsamkeit ist Grundlage für digitale Partizipation, Kollaboration, crap detection und smartes Networken - die Grundlage dafür, in und durch die Informationsflut zu schwimmen, statt sich von ihr wegspülen zu lassen.

Entwicklung einer Pädagogik der Aufmerksamkeit als Basis für eine Erziehung, die analog zur Erziehung von dyslexischen Kindern zum Lesen, alle Kinder die Orientierung in der von den Kindern dekodierten Informationsflut lehrt.

sowohl analog als auch digital - es sind nicht Gegensätze!

Jede Verbesserung, so klein sie auch ist, von Aufmerksamkeit, ist eine tatsächliche Verbesserung im aufmerksamen Umgang mit digitalen Medien.

Annahme: digitales mind-set und Lektürekompetenz schließen einander nicht aus

Desirables: * data export * data import (POSSE/PESOS) * collaboration (wiki/fanclub, annotations)

Spannende Frage - ob ich hier Anschluss an Rheingolds digital literacies finde?

If this is the goal and the main reason for stable coins to exist we don`t need them.

https://www.youtube.com/watch?v=rTSEr0cRJY8

Starts out with four and a half minutes of anti-crypto and Web3 material. Presumably most of her audience is in the web3 space.

http://youvegotkat.neocities.org

Neocities: http://neocities.org

The Yesterweb: http://yesterweb.org

Marginalia Search: https://search.marginalia.nu/explore/random

It [the IndieWeb] is so so queer. Like it's super gay, super trans, super good.

The indie web also questions tech solutionism which often attempts to solve human problems by removing the human element. But easily the most remarkable and powerful thing about the internet is the ability it has to connect us with one another.

Howard Rheingold spricht bei digital literacies in Unterscheidung zu skills von der Abhängigkeit des Individuums von den anderen, von der Gruppe. Im Gegensatz zum Radfahren oder Schwimmen, helfen einem digitale Kompetenzen auf atomisiert individueller Ebene nicht weiter. Während das Radfahren ein Individuum durchaus schneller gemessen an seinem eigenen Zufußgehen fortbewegen lässt, hilft das Verlinken usw. vllt der individuellen Ordnung von Inhalten, jedoch stößt sich allein die Sinnhaftigkeit dieses Ordnens bereits an der Unmöglichkeit des atomisierten Individuums, Bedeutung und Sinn zu erzeugen. (Rheingolds Argument geht anders, ich erinnere es nicht mehr - sicherlich ist in seinen erklärenden Videos (runterscrollen) etwas zu finden)

Highlights of some important humanist problems that haven't had nearly enough work on the internet. Instead we allow rampant capitalism of certain areas without forcing companies to spend time working at the harder problems.

It's depressing to see that this fundamental problem of the early web seemingly has seen almost no progress in almost a quarter of a century.

We've been promised this for ages, but where is it? Shouldn't it be here by now if it were deliverable or actualizable?

What are the problems in solving this?

How might one automate the Markov monkey?

Kourtesis, Panagiotis, Graham Wilson, and Mario Parra Rodrigues. ‘Factors Influencing Acceptance of Technology across Age: Amid the COVID-19 Pandemic’. PsyArXiv, 4 February 2022. https://doi.org/10.31234/osf.io/tsrk4.

gesture as they teach on video, it’s been found, speak more fluently and articulately, make fewer mistakes, and present information in a more logical and intelligible fashion.

Teachers who gesture as they teach have been found to make fewer mistakes, speak more fluently/articulately, and present their lessons in a more intelligible and logical manner.

Symbolic gestures, which are the most valuable for relaying abstract information, are some of the least seen in online digital pedagogy. Slightly more frequent are "beat" gestures that are used for emphatic emphasis, while in the majority of studied online instructional videos the lecturers hands aren't seen on the video at all.

Gestures can help viewers direct their attention to the most salient and important points in a conversation or a lecture. As a result, learning has been show to be improved in watching lectures with gestures.

Learning using gestures has been shown to be stronger in video presentations over in-person instruction.

Should active reading, thinking, and annotating also include making gestures as a means of providing more clear reasoning, and drawing better inferences from one's material?

Would gestural movements with a hand or physical writing be helpful in annotation over digital annotation using typing as an input? Is this related to the anecdotal evidence/research of handwriting being a better method of note taking over typing?

Could products like Hypothes.is or Diigo benefit from the use of digital pens on screens as a means of improving learning over using a mouse and a keyboard to highlight and annotate?

Schreiber, M. (2022, March 4). ‘Bot holiday’: Covid disinformation down as social media pivot to Ukraine. The Guardian. https://www.theguardian.com/media/2022/mar/04/bot-holiday-covid-misinformation-ukraine-social-media

Soren Bjornstad has a public zettelkasten which is in the vein of a traditional one though he indicates that others might call it a digital garden or second brain. This shows the conflation of many of these terms.

What truly differentiates digital gardens from wikis and zettelkasten?

https://insertlearning.com/

Referred to me by Mark Grabe.

https://learningaloud.com/blog/2020/08/08/designing-instruction-using-layering-services/

Mark Grabe categorizes some digital pedagogy tools in terms of how they function structurally.

1. two servers/independent content
2. one server, independent purchased content
3. one company offering both a layering capability and content
4. user can upload content

https://brainbaking.com/post/2021/10/are-digital-gardens-blogs/

We definitely need better definitions of digital gardens (public or otherwise) to delineate them from blogs, zettelkasten, wikis, social media, and other forms of information exchange.

Wouter Groeneveld describes some of his thoughts here.

Link to notes from https://collect.readwriterespond.com/are-digital-gardens-blogs/

Actual public digital gardens, or what I would consider good ones, are exceedingly rare. Even rarer are find ones which have enough subject overlap with my own areas of interest which tends to make them even less directly interesting to me.

What I wouldn't give to have well tended public digital gardens by people in my areas of interest.

Wouter Groeneveld here is mixing up a digital garden and a blog with social media enhancements. I personally wouldn't expect a digital garden to necessarily have features like checkins, bookmarks, etc. Ideally it would be a mix of of a zettelkasten with atomic ideas and notes and a wiki structure with somewhat longer articles and ideas strung together.

From this definition, my personal website definitely isn't a "digital garden" but a blog with a variety of social media features built in. Looking at some smaller subsets of my website, one might consider it to be a digital garden.

An additional piece of digital gardening also has to do with actually tending the garden, which I generally don't do in my website the way I do in my Obsidian vault. My vault is more like a digital garden which has many streams of data coming into it and being regularly tended.

This is another example of the broader space of these ideas being mixed together in a hodgepodge without clear definitions of what each are.

A list of disadvantages of digital gardens versus paper-based notebooks.

For philosophical works on the properties of ‘the Digital’, see Stéphane Vial’s Being and the Screen, MIT Press, 2019 (official translation from the original book in French published in 2013).

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Learning Commons </span> in Annotating a text - The Lion, The Witch and The Wardrobe - LibGuides at Mater Christi College (<time class='dt-published'>02/24/2022 13:46:42</time>)</cite></small>

https://anagora.org/digital-gardener-taxonomy

A long and creative list with lots of attributes people have with respect to personal knowledge management, but without any real canonical definitions.

Note the use of the word "seedlings" here in a context reminiscent of the metaphor of the digital garden.

http://webseitz.fluxent.com/wiki/2022-02-06-AddingSisterSites#:~:text=Here%20are%20the-,most-seen%20pages,-http%3A%2F%2Fwebseitz.fluxent

This is so cool to see wikis interlinking and working together.

https://collect.readwriterespond.com/are-digital-gardens-blogs/

I see a lot of literature notes on the same books (Ahrens, Atomic Habits etc) but the notes that build from are always different enough

I haven’t done this (yet) in my own digital garden. Maybe because everything feels between seedling and budding. But equally, the digital garden concept frees me from every worrying about status, these notes are for me, you are just welcome to poke around.

Dame Adjin-Tettey, T. (2022). Combating fake news, disinformation, and misinformation: Experimental evidence for media literacy education. Cogent Arts & Humanities, 9(1), 2037229. https://doi.org/10.1080/23311983.2022.2037229

Democracy in the age of social media. (n.d.). EXPeditions - Meet the World’s Best Minds. Retrieved February 5, 2022, from https://www.joinexpeditions.com/exps/43

One of the most complex questions in journalism in the past decade or more is how can one best align editorial mission with the business model? This is particularly difficult because the traditional business model(s) have been shifting in the move to online.

It should be recognized that these basic note types are very different than the digital garden framing of 📤 (seedbox), 🌱 (seedling), 🪴 (sapling), 🌲 (evergreen), etc. which are another measure of the growth and expansion of not just one particular idea but potentially multiple ideas over time. These are a project management sort of tool for focusing on the growth of ideas. Within some tools, one might also use graph views and interconnectedness as means of charting this same sort of growth.

Sönke Ahrens' framing of fleeting note, literature note, and permanent note are a value assignation to the types of each of these notes with respect to generating new ideas and writing.

The problem almost certainly starts with the conception of what we're doing as "building websites".

When we do so, we mindset of working on systems

If your systems work compromises the artifacts then it's not good work

This is part of a broader phenomenon, which is that when computers are involved with absolutely anything people seem to lose their minds good sensibilities just go out the window

low expectations from everyone everyone is so used to excusing bad work

sui generis medium

violates the principle of least power

what we should be doing when grappling with the online publishing problem—which is what this is; that's all it is—is, instead of thinking in terms of working on systems, thinking about this stuff in such a way that we never lose sight of the basics; the thing that we aspire to do when we want to put together a website is to deal in

documents and their issuing authority

That is, a piece of content and its name (the name is a qualified name that we recognize as valid only when the publisher has the relevant authority for that name, determined by its prefix; URLs)

that's it that's all a Web site is

anything else is auxiliary

really not a lot different from what goes on when you publish a book take a manuscript through final revisions for publication and then get an ISBN issued for it

so the problem comes from the industry

people "building websites" like politicians doing bad work and then their constituents not holding them accountable because that's not how politics works you don't get held accountable for doing bad work

so the thing to do is to recognize that if we're thinking about "websites" from any other position things that technical people try to steer us in the direction of like selecting a particular system and then propping it up and how to interact with a given system to convince it to do the thing we want it to do— then we're doing it wrong

we're creating content and then giving it a name

This sort of objectification seems very similar to the type of erasure that Poland is doing with the Holocaust as they begin honoring Poles who helped Jews while simultaneously ignoring Poland's part in collaborating with the Nazis in creating the Holocaust.

How can we as a society and humanity add more care to these sorts of acts so as not to continue erasing the harm and better heal past wrongs?

Cross reference: https://www.nytimes.com/2022/01/29/opinion/holocaust-poland-europe.html and https://hyp.is/hrsb9oIOEey8sEObTYhk0A/www.nytimes.com/2022/01/29/opinion/holocaust-poland-europe.html

https://journals.sagepub.com/doi/abs/10.1177/0956797614524581

Jenkins makes a call for digital theory as offering an intersection between the arts and humanities and science. Digital theory "...offers us explanations, interpretations, and predictions which enables us to manage the process of technological change ant it's impact"

Budak, C., Soroka, S., Singh, L., Bailey, M., Bode, L., Chawla, N., Davis-Kean, P., Choudhury, M. D., Veaux, R. D., Hahn, U., Jensen, B., Ladd, J., Mneimneh, Z., Pasek, J., Raghunathan, T., Ryan, R., Smith, N. A., Stohr, K., & Traugott, M. (2021). Modeling Considerations for Quantitative Social Science Research Using Social Media Data. PsyArXiv. https://doi.org/10.31234/osf.io/3e2ux

https://www.notion.so/mindforest/818782f2ff0f44ccbc5941e3fd4d0cd0?v=3badd8762a2f424189dc13c6f4f11539

Love that they've called theirs a "Mind Forest".

https://publish.obsidian.md/alexisrondeau/Welcome+to+my+digital+garden

"We live in the shadow of clouds."

Birdfeeder could be a good name for a service that transports one's Twitter output to their digital garden.

https://johannesklingebiel.de/2021/03/10/new-website.html

I know that Johannes has a digital garden, but I didn't expect his post to take the turn it did! What a lovely little piece.

https://scrapbox.io/product

A note taking tool for groups that also does bi-directional linking.

reddit.com/r/DigitalGardens/comments/pchsu4/just_discovered_rdigitalgardens_and_now_im/

Other digital garden aliases:

• Mind Forest
• Brain Swamp

There's a digital gardner's group on Telegram that is somewhat active: https://nesslabs.com/digital-gardeners. I know there are many in the IndieWeb community who use their chat infrastructure for building/designing their sites as well: https://indieweb.org/discuss As a larger group effort there's a wiki of wikis of sort being built at http://anagora.org/.

What a great quote for a digital garden. Reminiscent of the philosophy of care seen in the book Braiding Sweetgrass.

Study: Digital literacy doesn’t stop the spread of misinformation. (n.d.). MIT Sloan. Retrieved January 12, 2022, from https://mitsloan.mit.edu/ideas-made-to-matter/study-digital-literacy-doesnt-stop-spread-misinformation

https://barnsworthburning.net/

https://dlinq.middcreate.net/detox-2022/

https://commonplace.doubleloop.net/interlinking-wikis

https://write.as/matt/what-would-a-real-web3-look-like

This roughly reflects my own thoughts about the "next web".

https://www.nickang.com/2021-09-05-types-of-notes-in-a-pkm-explained-with-a-gardening-analogy-part-ii/

https://www.nickang.com/2021-08-29-types-of-notes-in-a-pkm-explained-with-a-gardening-analogy-part-i/

An absolutely beautiful design for short notes.

This is the sort of theme that will appeal to zettelkasten users who are building digital gardens. A bit of the old mixed in with the new.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Pete Moor </span> in // pimoore.ca (<time class='dt-published'>12/24/2021 18:02:15</time>)</cite></small>

The irony is that this is, itself, somewhat a conspiracy theory.

Though, I think a nuanced understanding may be closer:

• The real purpose is not to influence people to believe anything. It's money. It's ad spend and data collection to sell. We need to demonstrate to advertisers that their ads are actually getting seen. The more they get seen, the more money we make. And, the more time is spent on the service, the more data we have to sell... which is as valuable as the add spend.
• Companies jigger algorithms to maximize time spent on the service.
• As the Bible is clear, the heart of man is wicked, and the kinds of things that maximize time spent are themselves attitudes of evil, malice, wickedness, and hatred, and the list of things Paul repeatedly tells us to avoid. Go figure.
• So, people feel the platforms are basically like smoking, and yet, they can't stop.

I'm enough of a tinfoil hat wearer to this this might be true. Especially since my google home talks to me entirely too much when I'm not talking to it.

Here's the rub. Only 1 out of 10 Americans surveyed think Facebook is a good idea.

Over half of Americans surveyed actually think Facebook is bad for them and society as a whole. And yet, the general sense is now that life is impossible without it.

How does the church respond to this? Do we tell people to get off or "use in moderation?"

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Ning, C., Wu, H., & Liu, Y. (2021). Deliberation in health-related headlines. PsyArXiv. https://doi.org/10.31234/osf.io/e5bn7

Espinoza, J. (2021, November 28). Vestager urges European legislators to push through rules to regulate Big Tech. Financial Times. https://www.ft.com/content/1880d0fb-0651-47ed-a8f4-6cde0f729859

Writing to understand what I read is critical to my practice. Doing so socially is particularly helpful when I don't understand something or am lacking the motivation to keep reading.

Example of someone who doesn't want to use their digital notebook because of admin tax of pending future changes.

This seems a lot like the same longevity questions that the Internet Archive and IndieWeb are working on or the @RJI's Dodging the Memory Hole conference for born digital news.

https://scholarlykitchen.sspnet.org/2021/11/17/guest-post-seeking-feedback-on-a-model-digital-preservation-policy-a-project-of-the-nasig-digital-preservation-committee/

tools

A second, and currently more important source of digital divisions are the skills to use technology (DiMaggio et al. 2004; Hargittai and Hinnant 2008). In the context of education, the distinction between access and skills is even more relevant as the two requirements are plausibly applicable to both the student and the school. Not only the student, but also the school needs the necessary equipment and skills to work with online education technology.

https://teach.kqed.org/

Sería informativo indicar las fechas de la edición original, que es de 2016 y en inglés, o si hay también edición en francés. Y la entidad que lo publicó.

Perhaps a wiki (single or multiple user) would be a better tool for this?

technologies

The benefits of deploying augmented reality solutions to provide digital adventures and disruptive advertising options along the consumer journey include driving purchase intent, high conversion rates, and more activatable data collection.

The Scandinavian countries, for that matter the European Union does not have the monopoly issue with Internet access, which in the U.S. turned into the battle for “net neutrality.” However, a related fight in the U.S., regrading digital inclusion, is much better and successfully fought in the Scandinavian countries by not only effectively establishing awareness, but by enabling relative digital equity in their countries, something, which Biden’s plan is just starting to aim

the human side

Students from more advantaged backgrounds may be more likely to attend schools with better digital infrastructure and where teachers have higher levels of digital skills. p. 19

COVID-19 is likely to further widen the socio-emotional disparities between children from more and less advantaged backgrounds.

Learning and inequality

effectiveness of using technology devices in online English classrooms.

usage of the tool increased substantially at the start of lockdown, with the bulk of study activity occurring on weekday mornings.

digital pedagogy or digi-pedagogical innovations.

digital inequality during the pandemic is an issue not only in Finland, but also in the Netherlands https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7446757/ van Deursen, A. J. (2020). Digital Inequality During a Pandemic: Quantitative Study of Differences in COVID-19–Related Internet Uses and Outcomes Among the General Population. Journal of Medical Internet Research, 22(8), e20073. https://doi.org/10.2196/20073

Katz, V. S., Jordan, A. B., & Ognyanova, K. (2021). Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates. PloS One, 16(2), e0246641. https://doi.org/10.1371/journal.pone.0246641

Covid-19 is increasing digital inequality: We need human connectivity to close the digital divide. (2020, April 13). Oxford Law Faculty. https://www.law.ox.ac.uk/research-and-subject-groups/oxfordshire-digital-inclusion-project/blog/2020/04/covid-19-increasing

Covid-19 is increasing digital inequality: We need human connectivity to close the digital divide. (2020, April 13). Oxford Law Faculty. https://www.law.ox.ac.uk/research-and-subject-groups/oxfordshire-digital-inclusion-project/blog/2020/04/covid-19-increasing

Burgess, G. (2020, August 13). Beyond the pandemic: Tackle the digital divide. University of Cambridge. https://www.cam.ac.uk/stories/BeyondThePandemic_digitaldivide

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