- Nov 2022
What sorts of prompts or questions could teachers and learners use on a regular basis, similar to Brian Eno and Peter Schmidt's Oblique Strategies, to improve their learning environments, creativity, and learning outcomes?
Powerful, non-judgmental questions
- If you had to guess, what would have to be true for you to...?
- If you did know...
- (on tangent) ...and how does that relate to you?
- What's not allowing you to...?
- What prevents you from asking…?
- Do you want to go into this?
- What's your criteria for saying yes?
- What would have you say yes?
- What are the things we're lacking?
- What's the scary question that you're not asking?
- What are the qualities you want for [being, action, process, etc.]?
- How would you behave if you were the best in the world at what you do?
These questions and similar ones (work this out) could be interesting prompts to be included on a syllabus or as starts for an annotated syllabus. (eg: What do you want to get out of this class? What do you already know about these areas? How can we expand on what you know? What would you like to explore?, etc.)
- Aug 2022
- Jun 2022
The course Marginalia in Books from Christopher Ohge is just crying out to have an annotated syllabus.
Wish I could follow along directly, but there's some excellent reference material hiding in the brief outline of the course.
Perhaps a list of interesting people here too for speaking at https://iannotate.org/ 2022 hiding in here? A session on the history of annotation and marginalia could be cool there.
- book history
- courses on annotation
- annotated syllabus
- material culture
- W. B. Yeates
- Frank Fay
- annotation history
- John Keates
- Herman Melville
- Christopher Ohge
- Mary Astell
- Jan 2022
You could imagine employers shipping corporate laptops with pre-installed notes to make it easier to transfer (previously tacit) knowledge and thus improve the onboarding process for new hires.
Using Hypothes.is as an annotation layer for internal company notes in a private space could be an interesting way for easing on-boarding.
In some sense, this is a little bit of what the annotated syllabus is doing for students at the beginning of a course (in addition to helping to onboard them to the idea of social annotation at the same time.)
- Mar 2021
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Remi Kalir</span> in Annotate Your Syllabus 3.0 (<time class='dt-published'>03/13/2021 14:18:33</time>)</cite></small>
Because annotating a syllabus conveys a message–from day one–that course documents are not static artifacts, that something authored by an instructor is not unwelcoming of feedback, and that student voice is both appreciated and necessary for a shared endeavor.
This helps to turn the class into a community.
It also establishes the class as an ongoing conversation of learning with all the participants.
It sets up the teacher not simply as the unquestionable "sage-on-the-stage" but as a guide through the material.
If we didn't question our teachers, their ideas, their writings, and learn new things, we could have stopped at Aristotle and everyone would still think the Earth was the center of the universe and that feathers fall as fast as bowling balls.
Annotate Your Syllabus 3.0
Potential sub-title: "The syllabus is a living conversation"