Inviting folks like Dorothy Nell to see this cool new tool in action!

(Clicking on highlighted text should open the annotation tool.)

Allows me to bring a viewer to a specific comment in the video, with notes. And this is just a demo/test site?

Marvelous.

"...xAPI enables detailed recording and transfer of “learning experience” data,"

"Cape Able island within Second Life® is a haven for deaf, hard of hearing and people with disabilities."

Visitors to this Second Life coffee shop could wear their own objects.

• like the Matrix-styled sunglasses attached to my avatar's nose with its own website. .

Edit

Reaching out again with new project MentorsOnline.NET

Notes: 1st edit of annotation for update of info

• 2nd use of tag: LTI-test-team

Scenario: Team building exercise, group tag(s) sorting downstream readers/ viewers (audience).

Note: First use of tag: LTI-test-team

Howdy, Tim, others! Here's a fine resource. But, I'm biased.

"a manual for new users, and a reference tool"Genius!

Vocabulary highlighting with theTool performed well, considering the amount of time and effort needed to add once the tool was live.

UI Note: In Google Drive docs, Hypothes.is annotations are shunted into Page Notes on save. (Find: How to merge Hyp-tags: Mentor... vs. mentors...)

Is The Fund still funded? How about a new module for educators...a new button on the Hypothes.is UI, that taps into emerging shared knowledge repositories.

Would annotations last longer for archived files (i.e., archive.org), as opposed to being attached to the original post (such as this page note)? Mapping the liquid margins of (what can become) the curriculum.

Emperor Ashok's edicts are declared in Indo-Aryan on these pillars.

plug-ins for annotator; see marginalia, heatmap, MIT Annotation Data Store ...is WikiEdu course data available?

1499 European History

tagging course ID creates a thread

ping again <insert course desc, syllabus, wiki/blog/forum>

Discuss inherited similarities in light of...

"inherited similarities"

gameLayers in '08, "how we failed"

Clearly defined outcomes pave inroads for teachers and students as they certain-navigate the Interwebs.

What would you want to do, if you were right there with your students...in their browser window?

Writing underway for VA, TX, CA. Provide supporting reference to standards listed here and likelihood of educators using the activity/quest/lesson increases significantly.

Are these S.S. SoLs still in effect?

What forum or bug-reporting facility is needed for the team? Is it enough to use shared Google-Documents (i.e.,UAT Scripts)?

During development, users can easily record observations during testing by entering comments directly in chat.

*Edit* see also: "onboarding"

roadmap

Thinking about Digital Literacy while looking for possible resources for a Life Science WebQuest...and this line practically jumped off the page. A multi-day (week long?) small group research project could combine Library Research with independent web research strategies.

Several of Virginia's Standards of Learning would be supported (see G-Doc).

Encouraged to find this report from opening with an idea that is central in the MentorsOnline project, which asks: "What would YOU want to do, if you could be with your students, right there in the browser?" Glad to have found this. (Glad for the course correction back to good material.)

Looking for a solution to replace EventSource in the MentorsOnline prototype. This could work.

"Courses" in Canvas LMS do not need to be elaborate. The MentorsOnline prototype pulls a complete "lesson" from a single Canvas "assignment"...very simple. (How we use Canvas with the tool differs from how we use Canvas in general.)

For more about the project, see this page.

Some design decisions await feedback from educators. This is one example... (What is the routine in schools where Chromebooks are shared?)

This is the goal of the MentorsOnline project: making it convenient for teachers to share links, and simplifying navigation for students.

To read "about" the project, see this page. (Rendered in the Hypothes.is annotation tool.)

Less clicking, more learning. Browser extensions can place instructional content right there, where it is needed, adding an interface layer* that enhances learning.

• See The Interface Layer (rendered in Hypothes.is)

This is the primary motivation for the MentorsOnline project. By making it convenient for teachers to share links, we make it easier for students to learn on the Internet.

Here, annotation could enhance a document like this, reinforcing the study of Nepali vocabulary...maybe even importing definitions from WordsAPI.

"Investment" being the key term, here...difficult judging how much time to invest in documentation and presentation, as opposed to continuing to develop the application.

@Adrian: This comment was added using the Hypothes.is browser extension. You are viewing the file (archive.org) as rendered by the Hypothes.is proxy, which emulates the effect of that browser extension.

This install guide closes a gap. Now, users can 1) register an account (click the face, use "mentor" as pass key), 2) add links to database, 3) create a lesson, 4) DL/install the browser extension, and 5) SEE THEIR LESSON in the application.

More info here: https://azwaldo.com/wordpress/category/project/ (blog category)

This is good news, as it is precisely what has been happening in the project. More info here: https://azwaldo.com/wordpress/category/project/

What are the "Six Big Questions" regarding digital literacy and digital citizenship? (See http://azwaldo.com/wordpress/the-interface-layer/ )