collective

open annotation.

Low-barrier opportunities for interest-driven inquiry

confirmed my bias towards learning technologies that cultivate curiosity.

And our repertoires are often (re)arranged on-the-fly so as to meet contingent and emergent needs, whether individual or collective

Hypothesis has fostered a loyal community that values a responsive platform engendering questioning

Seldom does a promised innovation disrupt entrenched power relations or challenge institutional privilege.

we learn not with isolated tools (often hyped as silver-bullet solutions), but with repertoires of tools.

chat brought together people with a wide range of open annotation experiences; what some people would call more expert and novice experiences.

Low-barrier opportunities for interest-driven inquiry

And yet there remain traces of interaction, glimpses of expression and engagement that occurred largely because of these emergent margins.

confirmed my bias towards learning technologies that cultivate curiosity

“the future of open annotation in higher education,”

Tuesday evening’s #profchat discussed open annotation

So, suppose knowledge is not the goal of education. Rather, suppose today’s content knowledge is an offshoot of successful ongoing learning in a changing world – in which ‘learning’ means ‘learning to perform in the world.’

The educational thought experiment I wish to undertake concerns curriculum. Not the specific content of curriculum, but the idea of curriculum, what any curriculum is, regardless of subject. Like Copernicus, I propose that for the sake of better results we need to turn conventional wisdom on it is head: let’s see what results if we think of action, not knowledge, as the essence of an education; let’s see what results from thinking of future ability, not knowledge of the past, as the core; let’s see what follows, therefore, from thinking of content knowledge as neither the aim of curriculum nor the key building blocks of it but as the offshoot of learning to do things now and for the future.

Teaching has been reduced to the written equivalent of TV news sound bites in pan, because so many groups lobby hard for inclusion of their p et ideas Moreover, much of what they wish to be taught i s n ow taught; the problem is that it isn't learned and can't easily be, given the inert and glib quality of the text. Con tent is reducible to sound bites only when curricular lobbyists (and an alarming number of educators) be lieve that learning occurs merely by hearing or seeing the "truth." The problem of student ignorance is thus really about a dult i gnorance as to how thoughtful and long-lasting under standing is achieved

The view that everything of importance can be thoughtfully learned by the 12th grade notice I did not say "taught" is a delusion

Annotating puts you actively and immediately in a "dialogue” with an author and the issues and ideas you encounter in a written text. It's also a way to have an ongoing conversation with yourself as you move through the text and to record what that encounter was like for you.