- Jun 2024
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disruptedjournal.postdigitalcultures.org disruptedjournal.postdigitalcultures.org
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Comment by drneilfox: Hello. This is my first entry. Dario and I plan to create a podcast that has three elements:
1) A formal exploration of the podcast form using our own podcast as a case study. 2) A discussion around academic research and the podcast. 3) A discussion around the 'disruptive journal' featuring input from JMP contributors.
The aim is to construct a text that operates as a viable and valid piece of research and also is reflexive regarding the changing nature of academic research.
We will be talking in person late July following some leave and will be emailing disruptive JMP participants shortly to invite them to participate.
For now I listening to podcasts to prepare, and recommend the latest NPR Invisibilia episode on problem solving, and any episode of the brilliant Longford Podcast.
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disruptedjournal.postdigitalcultures.org disruptedjournal.postdigitalcultures.org
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One challenge is whether – or how – this conversation becomes generative of traditional scholarship, such as a more linear, peer-reviewed article.
Comment by amidont: There is, truly, so much potential in these tools and approaches toward asynchronous, distributed reading and writing. One question I have, already, is how such distributed forms of production-consumption further dissolve notions of textuality and authorship so entrenched within traditional notions and practices of scholarship and empirical research. The flattened hierarchies, especially, threaten the institutionalized power structures which have tightly controlled the design, review, and dissemination of scholarship and research.
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www.imaginecanada.ca www.imaginecanada.ca
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www.utep.edu www.utep.edu
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Faculty who suspect a student of plagiarism or some form of academic dishonesty must report the suspicion to the Dean of Students via The Office of Student Conduct and Conduct Resolution (OSCCR). OSCCR will investigate the allegation and determine the course of action. It is against Regents’ Rules and Regulations for faculty to make a determination independent of OSCCR. According to UTEP’s Handbook of Operating Procedures Section 4.14, “such action is a disciplinary penalty that violates the student’s right to due process and leaves the faculty member vulnerable to a student grievance petition, a civil lawsuit, and possible disciplinary action by the University.” More information is available in the HOOP.
Faculty deciding themselves on academic dishonesty 1. violates student's right to due process 1. leaves faculty vulnerable to a student grievance petition, civil lawsuit....
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www.turnitin.com www.turnitin.com
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For students and educators alike, it's important to think about academic integrity as a learned concept.
Academic integrity is a learned concept
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Whether in history, social studies, science, or literature, most East Asian students are discouraged from producing original work in an academic setting and instead advised to remember and repeat the ideas of the masters in those subject areas as a form of respect.
Interesting that individual work is not the goal....
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nursing students, for example, are focused on the concept of caring for others and illustrate collectivist culture, in both academic study and clinical practice. It is often natural for nursing students to project caring for patients to helping at-risk cohorts in the form of academic collusion.
Interesting take on nursing students
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Students that grow up with this perspective may not understand why citations at the end of a research paper are important; furthermore, citations might even make them feel uncomfortable, as they recognize individual authors above the community as a whole.
This is a different view of authorship - elevating 1 above the many
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A collectivist culture is one that prioritizes the goals and desires of the whole over the needs of the individual. Often in East Asian countries like South Korea, Japan, and China, ideas that are beneficial to and shared by the community are not individually attributed, but rather recognized as universal knowledge.
Interesting take on east asian culture. it really makes sense if the collective owns the information - you don't have to cite authorship.
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www.valleycollege.edu www.valleycollege.edu
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But that practice fails to recognize that students are responsible for their own computer access and stable internet connection. Although the District-sponsored Learning Manage System will, from time to time, have problems, students need to accept responsibility for their own actions, actions that might be conveniently blamed on an impersonal component of technology.
This really holds students responsible for being proactive and not waiting until the last minute with work.
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It is a violation of the academic honesty and intellectual integrity policies of SBVC to log in to someone else's account and pretend to be that person.
I like that it holds both students in bad standing. The one doing the work and the one not doing the work
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oregoncoast.edu oregoncoast.edu
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heating includes giving information, materials, or work to another person in or
I really explaining that giving information to another student makes the "giver" dishonest as well as the reciever
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kb.ecampus.uconn.edu kb.ecampus.uconn.edu
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State Issued Driver’s License, State Identification Card, Military Identification Card, Passport/Visa, Permanent Residence Card
Valid Ids shown and compared to student school ids - you ight could fake this but it would take effort
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Method: Instructors use check-ins and/or office hours to discuss content, previous assignments, and progress on existing assignments. Process: Instructors ask for identification and/or confirm student identity via official UConn photo in StudentAdmin.
This is an interesting way to verify student identity. Required check-ins. but it also makes the professor feel more "real"
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Instructors should check student identity by verifying IDs in a one-on-one online meeting prior to the presentation.
I didn't realize that instructors had to verify student identity via ID.
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Federal Regulation §602.17: Application of Standards in Reaching Accreditation Decisions requires that all public universities have processes in place through which the institution establishes that a student who registers in any course offered via distance education or correspondence is the same student who academically engages in the course or program; and makes clear in writing that institutions must use processes that protect student privacy and notify students of any projected additional student charges associated with the verification of student identity at the time of registration or enrollment. Please see the Electronic Code Federal Regulations for more information.
regulation about identify verification of students in Online courses
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www.k-state.edu www.k-state.edu
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The ethical standards outlined above apply throughout the academic community. These guidelines apply to faculty and research assistants in their possible use of students’ and colleagues’ research and ideas, as well as to students’ use either of source materials and authorities or of other students’ ideas and work.
Great statement to teach students how to refer to each other's work.
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others result from sloppy scholarship or failure to follow proper format for crediting sources. For example:
I like the "sloppy" description of non-intentional plagerism
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Plagiarism is taking credit for someone else’s ideas, work, or words.
plain definition of plagerism
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All academic relationships ought to be governed by a sense of honor, fair play, trust, and a readiness to give appropriate credit to the intellectual endeavors of others where such credit is due. Since the academic community expects that the process of intellectual and creative endeavor is beneficial to a student, the student's original work, created in response to each assignment, is normally expected. The following rules and guidelines are intended not to replace an atmosphere of trust and cooperation in the pursuit of knowledge, but rather to assure due process and to provide guidelines for action in those instances where the proper relationships and attitudes have broken down.
I like that the guidelines are not intended to replace atmosphere of trust .....
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mountainside.beaverton.k12.or.us mountainside.beaverton.k12.or.us
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If plagiarism is suspected, students might be asked to defend or verify their work as their own in one of the following ways: Present notes, drafts, or works cited Produce an on-demand work sample Present an oral defense of work in question
Ways to verify work by students - I really like this.
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malpractice outlined by the IB Organization as behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment components. The following definitions are helpful in understanding our complete definition of malpractice: Plagiarism is taking credit for someone else’s words, work or ideas without giving them credit. Collusion is letting someone copy from you or letting someone turn in your work as theirs. Duplication of work is turning in the same assignment for two or more classes. Misconduct during an assessment is copying someone’s answers, letting someone copy your work, looking up answers, bringing answers into the test room, or using tools/material that the teacher has not approved. Confidentiality is not sharing assessment content, question, or answers with students who have not yet taken the assessment.
Definition of dishonesty
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www.plagiarism.org www.plagiarism.org
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The author made an observation that it is possible to draw a link between plagiarism and the concept of "loyalty" (based on Sykes and Matza 1957) that can be exploited to explain students’ attitudes and improper academic practices. The author believes that the interviewed students commit plagiarism not because of their unethical or immoral intentions, but rather due to specific hierarchy of values that they follow.
Hierarchy of values rather an unethical or immoral intentions is interesting
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illuminate.withgoogle.com illuminate.withgoogle.com
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https://illuminate.withgoogle.com/
via
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>Interesting experiment from Google that creates an NPR-like discussion about any academic paper.<br><br>It definitely suggests some cool possibilities for science communication. And the voices, pauses, and breaths really scream public radio. Listen to at least the first 30 seconds. pic.twitter.com/r4ScqenF1d
— Ethan Mollick (@emollick) June 1, 2024
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- Mar 2024
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theinformed.life theinformed.life
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I worked as an academic librarian, for about six years.
This somehow was missing from his bio with respect to Paul Otlet???
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- Jan 2024
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pileofindexcards.org pileofindexcards.org
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Nearly 5 years ago, I read Watanabe Shoichi‘s “知的生活の方法 (Chiteki seikatsu no houhou = A way to intellectual life)”. His episode was very first time I realize what is card system, and it is used in academic world for long time.
Hawk Sugano was introduced to index cards circa 2001 by means of Watanabe Shoichi's book “知的生活の方法” (A Method of Intellectual Life".
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web.archive.org web.archive.org
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https://web.archive.org/web/sitemap/https://machines.kfitz.info/ss22/
Archives of Kathleen Fitzpatrick's machines.kfitz.info sites for teaching/past courses.
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drstephenrobertson.com drstephenrobertson.com
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read [[Stephen Robertson]] in A New Graduate Course for 2022: Digital Scholarship
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www.owl.purdue.edu www.owl.purdue.edu
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peculiargenres.commons.msu.edu peculiargenres.commons.msu.edu
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hcommons.org hcommons.org
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Syllabus: Peculiar Genres of Academic Writing<br /> https://hcommons.org/deposits/item/hc:44397/ by Kathleen Fitzpatrick
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- Dec 2023
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docdrop.org docdrop.org
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we need to build this this again this bridge and it's obviously not going to be written in the 00:50:41 same style or standard as your kind of deep academic papers if you think this is uh U unnecessary or irrelevant then you end up with is a scientific 00:50:56 Community which talks only to itself in language that nobody else understands and you live the general Republic uh uh prey to a lot of very 00:51:09 unscientific conspiracy theories and mythologies and theories about the world
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for: academic communication to the public - importance, elites - two types, key insight - elites, key insight - science communication
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comment
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key insight
- Elites are necessary in every society
- Historically, people who strongly believe that the current elites aren't necessary or are harmful often become the revolutionaries who become the new elites
- elites need to speak in their own specialist language to each other but there are two kinds of elites
- those who serve society
- those who serve themselves
- often, we have fox in sheep's clothing - elites who serve themselves but disguise themselves in the language of elites who serve others in order to gain access to power ,
- we normally think of wealthy people as elites, but Harari classifies scientists as also a kind of elite
- elites may be necessary but
- We are caught in a double bind, a wicked problem as elites are also the world's greatest per capita energy consumers and their outsized ecological, consumption and energy footprint is now a existential threat to the survival of our species
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references
- Kevin Anderson: A Habitable Earth Can No Longer Afford The Rich – And That Could Mean Me And You
- The role of high-socioeconomic-status people in locking in or rapidly reducing energy-driven greenhouse gas emissions
- Millionaire spending incompatible with 1.5 °C ambitions
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you do need people who would take the discoveries and findings of Science and translate them into terms that will be accessible to the vast 00:54:05 majority of of the public and again if you don't have any scientists who tell the history of humanity then you will have people who have no regard for to 00:54:17 for science whatsoever doing I think a much much worse job telling the history of humanity
- for: academic communication - need to translate to lay audience, science communication - need to translate to lay audience
Tags
- key insight - science communication
- elites - two types
- science communication - need to translate to lay audienc
- double bind - elites
- elites - fox in sheep's clothing
- key insight - elites
- carbon emissions - elites
- climate crisis - elites
- academic communication - need to translate to lay audience
- academic communication to the public - importance
- wicked problem - elites
Annotators
URL
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- Nov 2023
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www.reddit.com www.reddit.com
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www.reddit.com www.reddit.com
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Cannot get it either to be honest. I want to use the antinet method for 2 main topics: Management and Personal growthIn management, for sure needs to add notion of leadership for example: how to approach the coding identification? I’ve assigned 2000 to management: shall I assign 2500 to all cards related to leadership? This is just an example, it’s a bit unclear for me so far.
reply to u/marco89lcdm at https://www.reddit.com/r/antinet/comments/17m7ggz/comment/k839k22/?utm_source=reddit&utm_medium=web2x&context=3
The way you're currently thinking is a top down approach in which you already know everything and you're attempting to organize it to make it easier for others who know nothing about the ideas to find them. The Luhmann model supposes you know nothing about anything to begin with and you're attempting to create order from the bottom up, solely by putting related ideas you're building on close to each other and giving them numbers so that you might find them again when you need them.
If your only use is for those two topics and closely related subtopics and nothing else, then consider not using a Luhmann-artig model? Leave off the numbers and create two tabbed cards with those headings (and possibly related subheadings) and then sort your related cards behind them. (This is closer to the commonplace book tradition maintained on index cards and used by those like Mortimer J. Adler et al., Robert Greene, Ryan Holiday and Billy Oppenheimer. Example: https://billyoppenheimer.com/notecard-system/)
Otherwise the mistake you may be making is mentally associating the top level numbers with the topics. Break this habit! The numbers are only there so you can index ideas against them to be able to find them again! These numbers aren't like the Dewey Decimal system where 510.### will always mean something to do with math. You'll specifically want to intermingle disparate topics, so the only purpose the numbers provide is the ability to find what you're looking for by using the index which will give you a neighborhood in which you'll find the ideas you know are going to be hiding there or very near by.
Cards that are near to each other (using the numbers as an idea of ordering and re-finding) create a neighborhood of related ideas, even if they're disparate in topics. This might allow you to intermingle two related ideas, one which is in anthropology and another from mathematics for example, but which would otherwise potentially be thousands of cards away from each other if done in a Dewey-like system.
Or to take your example, what do you do with an idea that relates to both management AND personal growth? If it's closer to an idea on management you might place it near a related idea on that branch rather than in the personal growth section where it may be potentially less useful in the future. (You can always cross index them if need be, but place it where it creates the closest link and thus likely the greatest value for building on top of your previous ideas.)
For more on this, try: https://boffosocko.com/2022/10/27/thoughts-on-zettelkasten-numbering-systems/
I suspect that Scheper suggests using the Academic Outline of Disciplines as a numbering structure because it's an early choice he made for himself and it provides a perch to give people a concrete place to start. Sadly this does a disservice because it's closer to the older commonplace topical method rather than to the spirit of the ordering that Luhmann was doing. It's especially difficult for beginners who have a natural tendency to want to do this sort of top-down approach.
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- Oct 2023
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www.insidehighered.com www.insidehighered.com
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was contributed by a member of the collective in the hours before the event
contributed by a member - but not reviewed or approved by the other members? it sounds like one member took advantage of the collective-authorship context and even sabotaged the group's presentation.
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This is great and yes it makes perfect sense, thank you!The comment on reading is super helpful. As I've mentioned on here before I've come ti PhD straight from industry, so learning these skills from scratch. Reading especially is still tricky for me after a year, and I tend to read too deeply, and try to read whole texts, and then over annotate.It's good to be reminded that this isn't how academic reading works.
reply to Admirable_Discount75 at https://www.reddit.com/r/Zettelkasten/comments/17beucn/comment/k5nzic6/?utm_source=reddit&utm_medium=web2x&context=3
If you've not come across it before you'll likely find Adler & Van Doren (1972) for reading a useful place to start, especially their idea of syntopical reading. Umberto Eco (2015) is also a good supplement to a lot of the internet-based and Ahrensian ZK material. After those try Mills.
Adler, Mortimer J., and Charles Van Doren. How to Read a Book: The Classical Guide to Intelligent Reading. Revised and Updated ed. edition. 1940. Reprint, Touchstone, 2011. https://amzn.to/45IjBcV. (audiobook available; or a video synopsis: https://www.youtube.com/watch?v=Y_rizr8bb0c)
Eco, Umberto. How to Write a Thesis. Translated by Caterina Mongiat Farina and Geoff Farina. 1977. Reprint, Cambridge, MA, USA: MIT Press, 2015. https://mitpress.mit.edu/books/how-write-thesis.
Mills, C. Wright. “On Intellectual Craftsmanship (1952).” Society 17, no. 2 (January 1, 1980): 63–70. https://doi.org/10.1007/BF02700062.
Should it help, I often find that audiobook versions of books or coursework sources like The Great Courses (often free at local libraries, through Hoopla, or other sources), or the highest quality material from YouTube/podcasts listened to at 1.5 - 2x speed while you're walking/commuting can give you quick overviews and/or inspectional reads at a relatively low time cost. Short reminder notes/keywords (to search) while listening can then allow you to do fast searches of the actual texts and/or course guidebooks for excerpting and note making afterwards. Highly selective use of the audiobook bookmarking features let you relisten to short portions as necessary.
As an example, one could do a quick crash course/overview of something like Marx and Communism over a week by quickly listening to all or parts of:
- https://www.thegreatcourses.com/courses/the-rise-of-communism-from-marx-to-lenin
- https://www.thegreatcourses.com/courses/communism-in-power-from-stalin-to-mao
- https://www.thegreatcourses.com/courses/legacies-of-great-economists
- https://www.thegreatcourses.com/courses/modern-intellectual-tradition-from-descartes-to-derrida
These in combination with sources like Oxford's: Very Short Introduction series book on Marx (which usually have good bibliographies) would allow you to quickly expand into more specialized "handbooks" (Oxford, Cambridge, Routledge, Sage) on the subject of Marx and from there into even more technical literature and journal articles. Obviously the deeper you go, the slower things may become depending on the depth you're looking to go.
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- Sep 2023
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Merchants and traders have a waste book (Sudelbuch, Klitterbuch in GermanI believe) in which they enter daily everything they purchase and sell,messily, without order. From this, it is transferred to their journal, whereeverything appears more systematic, and finally to a ledger, in double entryafter the Italian manner of bookkeeping, where one settles accounts witheach man, once as debtor and then as creditor. This deserves to be imitatedby scholars. First it should be entered in a book in which I record everythingas I see it or as it is given to me in my thoughts; then it may be enteredin another book in which the material is more separated and ordered, andthe ledger might then contain, in an ordered expression, the connectionsand explanations of the material that flow from it. [46]
—Georg Christoph Lichtenberg, Notebook E, #46, 1775–1776
In this single paragraph quote Lichtenberg, using the model of Italian bookkeepers of the 18th century, broadly outlines almost all of the note taking technique suggested by Sönke Ahrens in How to Take Smart Notes. He's got writing down and keeping fleeting notes as well as literature notes. (Keeping academic references would have been commonplace by this time.) He follows up with rewriting and expanding on the original note to create additional "explanations" and even "connections" (links) to create what Ahrens describes as permanent notes or which some would call evergreen notes.
Lichtenberg's version calls for the permanent notes to be "separated and ordered" and while he may have kept them in book format himself, it's easy to see from Konrad Gessner's suggestion at the use of slips centuries before, that one could easily put their permanent notes on index cards ("separated") and then number and index or categorize them ("ordered"). The only serious missing piece of Luhmann's version of a zettelkasten then are the ideas of placing related ideas nearby each other, though the idea of creating connections between notes is immediately adjacent to this, and his numbering system, which was broadly based on the popularity of Melvil Dewey's decimal system.
It may bear noticing that John Locke's indexing system for commonplace books was suggested, originally in French in 1685, and later in English in 1706. Given it's popularity, it's not unlikely that Lichtenberg would have been aware of it.
Given Lichtenberg's very popular waste books were known to have influenced Leo Tolstoy, Albert Einstein, Andre Breton, Friedrich Nietzsche, and Ludwig Wittgenstein. (Reference: Lichtenberg, Georg Christoph (2000). The Waste Books. New York: New York Review Books Classics. ISBN 978-0940322509.) It would not be hard to imagine that Niklas Luhmann would have also been aware of them.
Open questions: <br /> - did Lichtenberg number the entries in his own waste books? This would be early evidence toward the practice of numbering notes for future reference. Based on this text, it's obvious that the editor numbered the translated notes for this edition, were they Lichtenberg's numbering? - Is there evidence that Lichtenberg knew of Locke's indexing system? Did his waste books have an index?
Tags
- waste books
- Dewey Decimal System
- John Locke
- idea links
- intellectual history
- Konrad Gessner
- zettelkasten numbering
- fleeting notes
- Niklas Luhmann's zettelkasten
- note taking advice
- numbering systems
- quotes
- zettelkasten transmission
- Sönke Ahrens
- Georg Christoph Lichtenberg
- accounting influence on note taking
- academic writing
- open questions
Annotators
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docdrop.org docdrop.org
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we have been happy to engage with CEOs, with the senior policy makers, with the 'Davos set'. We've been happy to engage with them – across, generally, the sort of more senior climate change academics. But they haven't delivered for 30 years. But what we haven't... Who we very seldom engage with – the balance, to me, is wrong – with citizenry groups. We haven't engaged... with the climate parliament group. So we haven't lent... 00:58:06 Our support has been biased towards a group who are very much in favor of the status quo.
- for: quote, quote - Kevin Anderson, quote - academic support for bottom-up actors, bottom-up actors - academic support
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quote
- We have been happy to engage with CEOs, with the senior policy makers, with the 'Davos set'.
- We've been happy to engage with them – across, generally, the sort of more senior climate change academics. But they haven't delivered for 30 years.
- But what we haven't... Who we very seldom engage with – the balance, to me, is wrong – with citizenry groups.
- We haven't engaged... with the climate parliament group. Our support has been biased towards a group who are very much in favor of the status quo.
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comment
- Kevin is tuning into a potential idling capacity and leverage point that academic community has by-and-large missed.
- Academic support of bottom-up and citizen groups could yield the kind of top-down and bottom-up partnership that could really accelerate climate policy action
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scholar.google.com scholar.google.com
- Aug 2023
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remikalir.com remikalir.com
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Kalir, Remi H. “Playing with Claude.” Academic blog. Remi Kalir (blog), August 25, 2023. https://remikalir.com/blog/playing-with-claude/.
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www.lesswrong.com www.lesswrong.com
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The essence of the Zettelkasten approach is the use of repeated decimal points, as in “22.3.14” -- cards addressed 2.1, 2.2, 2.2.1 and so on are all thought of as “underneath” the card numbered 2, just as in the familiar subsection-numbering system found in many books and papers. This allows us to insert cards anywhere we want, rather than only at the end, which allows related ideas to be placed near each other much more easily. A card sitting “underneath” another can loosely be thought of as a comment, or a contituation, or an associated thought.
He's cleverly noticed that many books and articles use a decimal outlining scheme already, so why not leverage that here.
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- Jun 2023
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zettelkasten.de zettelkasten.de
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There is a difference between normal academic reading and reading for the Zettelkasten. It is not about understanding the author but about filling your archive with meaningful thoughts and how to improve its content and connections.
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web.hypothes.is web.hypothes.is
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I always like to point to a text that changed my thinking about this question, and that’s Kathleen Yancey’s “Writing in the 21st Century.” It basically states that students are writing more than ever before. If you were to challenge a group of students (which I have) to document how many text messages, TikTok, IG posts, Facebook posts, tweets, emails they send out in a day, the sheer volume of writing is staggering. Why we don’t value that writing in academia is the question for me.
interesting point! some other things in my head:
1) in addition to our increased writing endeavors, we've also been engaging in extensive reading as well, but our reading material has evolved beyond books, encompassing the plethora of content available in the vast expanse of cyberspace
2) and while the quantity of reading has expanded significantly, it is equally intriguing to recognize that the nature of these texts has shifted towards shorter formats—tweets, ig post captions, microblogs, etc
3) AND lastly, the act of reading has swiftly evolved into the realm of listening, with the emergence of podcasts, audiobooks, listenable videos, and similar forms of content consumption
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connect.oeglobal.org connect.oeglobal.org
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The variety of formats which OER resources are available in (.epub, .pdf, .html, and other formats, including future formats like audio and potentially video (.mp3, .mp4) are a form of accessibility.
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Is anyone placing OER materials into online channels which center piracy as a means of advertising or distribution?
(Library Genesis, SciHub, Pirate Bay, et. al.)
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www.theatlantic.com www.theatlantic.com
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Why didn't university libraries take on the role of publishing and maintaining academic journals rather than ceding the function to major for-profit corporations which they now pay heavily to license that material back from?
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- May 2023
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www.reddit.com www.reddit.com
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Extended numbering and why use Outline of Disciplines at all? .t3_13eyg8p._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; } Several things:Why are there different listings for the Academic Outline of Disciplines? Some starts the top level with Humanities and other start with Arts which changes the numbering?I am createing an Antinet for all things. Some of the levels of the AOOD has more then 9 items so Scott's 4 digit system would not work. For some levels I would have to use two digits. Thoughts?Why even use said system? Why is it a bad reason to just start with #1 that indicates the first subject sequence, #2 for a different subject etc..?
reply to u/drogers8 at https://www.reddit.com/r/antinet/comments/13eyg8p/extended_numbering_and_why_use_outline_of/
Based on my research, Scott Scheper was the one of the original source for people adopting the Academic Outline of Disciplines. I've heard him say before that he recommends it only as a potential starting place for people who are new to the space and need it as a crutch to get going. It's an odd suggestion as almost all of the rest of his system is so Luhmann-based. I suspect it's a quirk of how he personally started and once moving it was easier than starting over. He also used his own ZK for showing others, and it's hard to say one thing in a teaching video when showing people something else. Ultimately it's hard to mess up on numbering choices unless you're insistent on using only whole numbers or natural numbers. I generally wouldn't suggest complex numbers either, but you might find some interesting things within your system if you did. More detail: https://boffosocko.com/2022/10/27/thoughts-on-zettelkasten-numbering-systems/ The only reason to have any standardized base or standardized numbers would be if you were attempting to have a large shared ZK with others. If this is your intent, then perhaps look at the Universal Decimal Classification, though a variety of things might also work including Dewey Decimal.
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www.mercurynews.com www.mercurynews.com
- Apr 2023
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www.archpaper.com www.archpaper.com
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The Museum of Modern Art (MoMA) has acquired the MIT Press colophon, designed by Muriel Cooper, as part of its permanent collection. Designed in 1965 and now widely celebrated as a hallmark of modernist design, the iconic logo was abstracted from the letters “mitp” into the barcode-resembling design that stamps the spines of the press’s publications.
Muriel Cooper, the first design director of the MIT Press and a founding faculty member of MIT's Media Lab, designed the MIT Press colophon in 1965. The iconic colophon has been acquired by The Museum of Modern Art in 2023.
The commission had originally been offered to Paul Rand (o Eye Bee M logo fame) in 1962, but when he turned down the offer, he suggested they offer it to Cooper.
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certificates.creativecommons.org certificates.creativecommons.org
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Recommended Source
Under the "More on Philosophies of Copyright" section, I recommended adding the scholarly article by Chinese scholar Peter K. Yu that explains how Chinese philosophy of Yin-Yang can address the contradictions in effecting or eliminating intellectual property laws. One of the contradictions is in intellectual property laws protecting individual rights while challenging sustainability efforts for future generations (as climate change destroys more natural resources.
Yu, Peter K., Intellectual Property, Asian Philosophy and the Yin-Yang School (November 19, 2015). WIPO Journal, Vol. 7, pp. 1-15, 2015, Texas A&M University School of Law Legal Studies Research Paper No. 16-70, Available at SSRN: https://ssrn.com/abstract=2693420
Below is a short excerpt from the article that details Chinese philosophical thought on IP and sustainability:
"Another area of intellectual property law and policy that has made intergenerational equity questions salient concerns the debates involving intellectual property and sustainable development. Although this mode of development did not garner major international attention until after the 1992 Earth Summit in Rio de Janeiro, the Yin-Yang school of philosophy—which “offers a normative model with balance, harmony, and sustainability as ideals”—provides important insight into sustainable development."
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- Mar 2023
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www.raulpacheco.org www.raulpacheco.org
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How to Write a Thesis (Umberto Eco) - my reading notes<br /> by Raul Pacheco-Vega
perfunctory positive review; no great insight
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www.youtube.com www.youtube.com
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German academic publishing in Niklas Luhmann's day was dramatically different from the late 20th/early 21st centuries. There was no peer-review and as a result Luhmann didn't have the level of gatekeeping that academics face today which only served to help increase his academic journal publication record. (28:30)
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occidental.substack.com occidental.substack.com
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Scott Scheper has popularized a numbering scheme based on Wikipedia's Outline of Academic Disciplines.
It's not just me who's noticed this.
Interesting that for someone propounding Luhmann's zettelkasten system that Scheper has done this. Was it because he did it himself and then didn't want to change (likely) or because he spent time seeing others' problems with Luhmann's numbering system and designed a better way (less likely)?
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www.filmsforaction.org www.filmsforaction.org
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The process began much earlier.
- Comment
- Means lumps the entire European academic tradition as complicit in promoting the wrong worldview laying the ground for my modernity's destruction of nature and civilization
- Isaac Newton
- Rene Descartes
- John Locke
- Adam Smith
- Georg Hegel
- Karl Marx
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- Feb 2023
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forum.obsidian.md forum.obsidian.md
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I’ve also begun adopting a style loosely based on the approach to introductory signals used in legal writing, where things like See: [[something]] and See also: [[something]] and But see: [[something]] each have slightly different meanings. This gives me a set of supporting, comparison, and contradictory signals I can use when placing links as well.
Shorthand notations or symbols in one's notes can be used to provide help in structuring arguments. Small indicators like "see: x", "see also: y", or "but see: z" can be used for adding supporting, comparison, or contradictory material respectively.
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www.youtube.com www.youtube.com
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https://www.youtube.com/watch?v=vLV4EDBtuas
Quotes I've made that I never expected to be excerpted... 🤣
Perry analogizes many people's experience of writing to passing a kidney stone and then contrasts it with me talking about the Mozart composing/cow peeing analogy.
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- Jan 2023
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static1.squarespace.com static1.squarespace.com
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"=μ ²@μ \@@μªμ y@μ2@μ @2xx±μ @ μ Nμ 2μ V@μ @}f2³_μGμT@_μJbμ 8l£@μ*@{@2-±μ (μ8}Eμ 629wμ μ²@zF
In his work The Sickness unto Death, Soren Kierkegaard describes a similar polarity, describing how people wrestle with the conception of themselves as being both finite and infinite. Similar to Merleau-Ponty, Kierkegaard explains that the acknowledgement of these two "poles" results in a deeper understanding and sense of ones self.
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How, you wonder, can you be here, in place and at home in yourbody, and at the same time inhabit an atmospheric world that returnsthe body to you as a spectre? In that existential doubt lies the engine ofperception.
This idea ties to the subjectivity and objectivity as mentioned in class. Rather the objectivity and subjectivity of sensing and perception can exist simultaneously. It reminds me of the Daoist work of Zhuangzi. This work is comprised of various parables on natural and humanist reflections. A very fundamental principle of Daoism is the mimicry of nature as it exhibits the Dao, or the Way. One such parable depicts Zhuangzi and Huizi, a prime minister, strolling along a dam. Zhuangzi makes a comment that the minnows are so joyful as they "dart around where they please." Huizi rebuts saying "You are not a fish -- how do you know what fish enjoy?" Zhuangzi eventually concludes that he know what the fish enjoy simply by standing by the river. The parable gets at the subjectivity of his observations intertwined with the objectivity of the fish's actions. They are existing together much like the observation of a stars light and the objective luminescence of a star. It gets slightly at perspective but creates a fascinating tension between the objective and subjective. If you want to read the parable is is here: https://terebess.hu/english/tao/Zhuangzi-Burton-Watson.pdf on page 276.
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The painting appeals to us preciselybecause it both chimes with our experience of what it feels like to be underthe stars and affords us the means to dwell upon it - perhaps to discoverdepths in this experience of which we would otherwise remain unaware .
This experience is reminiscent of an approach in the Spiritual Exercises (a series of meditations constructed into a 4-week retreat, written by St. Ignatius of Loyola). Within the Exercises, the retreatant is instructed to make an "application of the senses," revisiting their meditations and paying closer attention to what they hear, feel, taste, smell, etc. Ignatius writes that in meditating this way, the experience and awareness of one's sensations allows them to "draw more profit" from the meditation, prompting a deeper, more revelatory prayer.
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The painting appeals to us preciselybecause it both chimes with our experience of what it feels like to be underthe stars and affords us the means to dwell upon it - perhaps to discoverdepths in this experience of which we would otherwise remain unaware
This reminds me of writing, in this instance rhetoric and writing is rhetoric and art, as an affective composition in that the context, style, and signification of the art affects how we are both sensitive to and can sense how it feels to be under the stars and ponder the depths in the experience of being under the stars that one might otherwise be unaware of. This makes Gogh's art "matter" because of its style like metaphysical graffiti from Edbauer.
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docs.datproject.org docs.datproject.org
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Dat keeps a secure version log of changes to a dataset over time which allows Dat to act as a version control tool.
Dat (academic papers) keeps a log and thus acts as a versionn control tool. IPFS is a CDN/Filesystem and has no such synchronization mechanism
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- Dec 2022
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www.reddit.com www.reddit.com
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Is the ZK method worth it? and how it helped you in your projects? .t3_zwgeas._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; } questionI am new to ZK method and I'd like to use it for my literature review paper. Altho the method is described as simple, watching all those YT videos about the ZK and softwares make it very complex to me. I want to know how it changed your writing??
reply to u/Subject_Industry1633 at https://www.reddit.com/r/Zettelkasten/comments/zwgeas/is_the_zk_method_worth_it_and_how_it_helped_you/ (and further down)
ZK is an excellent tool for literature reviews! It is a relative neologism (with a slightly shifted meaning in English over the past decade with respect to its prior historical use in German) for a specific form of note taking or commonplacing that has generally existed in academia for centuries. Excellent descriptions of it can be found littered around, though not under a specific easily searchable key word or phrase, though perhaps phrases like "historical method" or "wissenschaftlichen arbeitens" may come closest.
Some of the more interesting examples of it being spelled out in academe include:
- Thomas, Keith. “Diary: Working Methods.” London Review of Books, June 10, 2010. https://www.lrb.co.uk/the-paper/v32/n11/keith-thomas/diary.
- Webb, Sidney. Methods of Social Study. London; New York: Longmans, Green & Co., 1932. http://archive.org/details/b31357891.
- Eco, Umberto. How to Write a Thesis. Translated by Caterina Mongiat Farina and Geoff Farina. 1977. Reprint, Cambridge, MA, USA: MIT Press, 2015. https://mitpress.mit.edu/books/how-write-thesis.
- Sertillanges, Antonin Gilbert, and Mary Ryan. The Intellectual Life: Its Spirit, Conditions, Methods. First English Edition, Fifth printing. 1921. Reprint, Westminster, MD: The Newman Press, 1960. http://archive.org/details/a.d.sertillangestheintellectuallife. (Particularly ch 7 if I recall correctly)
For academic use, anecdotally I've seen very strong recent use of the general methods most compellingly demonstrated in Obsidian (they've also got a Discord server with an academic-focused channel) though many have profitably used DevonThink and Tinderbox (which has a strong, well-established community of academics around it) as much more established products with dovetails into a variety of other academic tools. Obviously there are several dozens of newer tools for doing this since about 2018, though for a lifetime's work, one might worry about their longevity as products.
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hcommons.social hcommons.social
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https://schopie1.commons.msu.edu/2022/12/05/microblogging_with_mastodon/
OMG! There is so much to love here about these processes and to see people in the wild experimenting with them and figuring them out.
Scott, you are not alone! There are lots of us out here doing these things, not only with WordPress but a huge variety of other platforms. There are many ways to syndicate your content depending on where it starts its life.
In addition to Jim Groom and a huge group of others' work on A Domain of One's Own, there's also a broader coalition of designers, developers, professionals, hobbyists, and people of all strips working on these problems under the name of IndieWeb.
For some of their specific work you might appreciate the following:<br /> - https://indieweb.org/Indieweb_for_Education - https://indieweb.org/A_Domain_of_One%27s_Own - https://indieweb.org/academic_samizdat - https://indieweb.org/WordPress - https://indieweb.org/Category:syndication
Incidentally, I wrote this for our friend Kathleen Fitzpatrick last week and I can't wait to see what she's come up with over the weekend and the coming weeks. Within the IndieWeb community you'll find people like Ben Werdmuller who created large portions of both WithKnown and Elgg and Aram Zucker-Scharff who helped to create PressForward.
I'm thrilled to see the work and huge strides that Humanities Commons is making some of these practices come to fruition.
If you're game, perhaps we ought to plan an upcoming education-related popup event as an IndieWebCamp event to invite more people into this broader conversation?
If you have questions or need any help in these areas, I'm around, but so are hundreds of friends in the IndieWeb chat: https://chat.indieweb.org.
I hope we can bring more of these technologies to the masses in better and easier-to-use manners to lower the technical hurdles.
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- Nov 2022
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www.insidehighered.com www.insidehighered.com
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Literature, philosophy, film, music, culture, politics, history, architecture: join the circus of the arts and humanities! For readers, writers, academics or anyone wanting to follow the conversation.
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However, knowledge production isnormally only an intermediate aim: the ultimateobjective of most medical research is to improvehealth and prosperity.
Exactly! Measuring citation counts doesn't help us understand whether research actually helped people
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Much broad and shallow evaluation is based onbibliometrics (examining the quality of researchpublications) to assess the amount and quality ofknowledge produced
here the authors are discussing the fact that a lot of analysis/evaluation of research is done via bibliometrics (citation-based impact metrics) and they consider this kind of evaluation to be "broad and shallow"
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hcommons.social hcommons.social
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hcommons.social is a microblogging network supporting scholars and practitioners across the humanities and around the world.
https://hcommons.social/about
The humanities commons has their own mastodon instance now!
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www.exponentialview.co www.exponentialview.co
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Elicit is really impressive. It searches academic papers, providing summary abstracts as well as structured analyses of papers. For example, it tries to identify the outcomes analysed in the paper or the conflicts of interest of the authors, as well as easily tracks citations. (See a similar search on “technology transitions”. Log in required.)
https://elicit.org/ - another academic search engine
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As the British prime minister WilliamGladstone put it at the time in the Edinburgh Review, speaking of the remarkablePrussian success in the Franco-Prussian War: ‘Undoubtedly, the conduct of thecampaign, on the German side, has given a marked triumph to the cause ofsystematic popular education.’
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en.wikipedia.org en.wikipedia.org
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Additionally, Henry Giroux claims that it was originally "military–industrial–academic complex".[16]
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- Oct 2022
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scholarship.law.georgetown.edu scholarship.law.georgetown.edu
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academic law libraries pool resources, through a consortium, to create a centralizedcollection of legal materials, including copyrighted materials, and to digitize thosematerials for easy, cost-effective access by all consortium members. For the sake ofexpediency, this proposal will be referred to here as TALLO (Taking Academic LawLibraries Online) and the proposed consortium as the TALLO consortium.
Coining "TALLO" (Taking Academic Law
Libraries Online)
The [[Controlled Digital Lending]] theory was first proposed as a way for academic law libraries to form a consortium to share the expense of collection-building.
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Local file Local file
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Deutsch himself pointed to criticswho called him a ‘chiffonier’ or historical rag-picker, though he defended his ‘incon-venient though undeniable facts’ (Deutsch, 1916). A number of contemporaries recog-nized the limits of his interest in individual facts. ‘I get the impression’, one figure put it,‘that the charm of the facts of history, was so great for Deutsch, he lost himself socompletely . . . in the study of them, that he was never altogether able to say he is throughwith studying them and that he is ready for writing’ (Schulman, 1922). One review ofDeutsch’s Scrolls (1917), which collected some of his scattered articles, reflected thatthe articles lacked organization. ‘In order to obtain value,’ the reviewer insisted, ‘factsmust be organized . . . Isolate a fact as one isolates a germ in the laboratory, such a factbecomes worthless for historical purposes’ (Leiber, 1917).
Just as people chided Niklas Luhmann for his obtuseness in writing based on his zettelkasten, Gotthard Deutsch's critics felt he didn't write enough using his.
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certainly surrounding oneself with acircle of people who will listen and t a l k - - a n d at times theyhave to be imaginary characters--is one of them
Intellectual work requires "surfaces" to work against, almost as an exact analogy to substrates in chemistry which help to catalyze reactions. The surfaces may include: - articles, books, or other writing against which one can think and write - colleagues, friends, family, other thinkers, or even imaginary characters (as suggested by C. Wright Mills) - one's past self as instantiated by their (imperfect) memory or by their notes about excerpted ideas or their own thoughts
Are there any other surfaces we're missing?
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- Sep 2022
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twitter.com twitter.comTwitter1
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@BenjaminVanDyneReplying to @ChrisAldrichI wish I had a good answer! The book I use when I teach is Joseph Harris’s “rewriting” which is technically a writing book but teaches well as a book about how to read in a writerly way.
Thanks for this! I like the framing and general concept of the book.
It seems like its a good follow on to Dan Allosso's OER text How to Make Notes and Write https://minnstate.pressbooks.pub/write/ or Sönke Ahrens' How to Take Smart Notes https://amzn.to/3DwJVMz which includes some useful psychology and mental health perspective.
Other similar examples are Umberto Eco's How to Write a Thesis (MIT, 2015) or Gerald Weinberg's The Fieldstone Method https://amzn.to/3DCf6GA These may be some of what we're all missing.
I'm reminded of Mark Robertson's (@calhistorian) discussion of modeling his note taking practice and output in his classroom using Roam Research. https://hyp.is/QuB5NDa0Ee28hUP7ExvFuw/thatsthenorm.com/mark-robertson-history-socratic-dialogue/ Perhaps we need more of this?
Early examples of this sort of note taking can also be seen in the religious studies space with Melanchthon's handbook on commonplaces or Jonathan Edwards' Miscellanies, though missing are the process from notes to writings. https://www.logos.com/grow/jonathan-edwards-organizational-genius/
Other examples of these practices in the wild include @andy_matuschak's https://www.youtube.com/watch?v=DGcs4tyey18 and TheNonPoet's https://www.youtube.com/watch?v=_sdp0jo2Fe4 Though it may be better for students to see this in areas in which they're interested.
Hypothes.is as a potential means of modeling and allowing students to directly "see" this sort of work as it progresses using public/semi-public annotations may be helpful. Then one can separately model re-arranging them and writing a paper. https://web.hypothes.is/
Reply to: https://twitter.com/BenjaminVanDyne/status/1571171086171095042
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Local file Local file
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Harris, Joseph. Rewriting: How To Do Things With Texts. Logan: Utah State University Press, 2006. https://muse.jhu.edu/book/9248
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research often misidentifies pain points
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press.rebus.community press.rebus.community
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Learning each year of academic.
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journals.sagepub.com journals.sagepub.com
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Compare to earlier archived draft from 2016: https://web.archive.org/web/20160629004859/https://wordsinspace.net/wordpress/2016/06/28/small-moving-intelligent-parts/
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- Aug 2022
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www.refseek.com www.refseek.com
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hypothesisproject.org hypothesisproject.org
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The Hypothesis Project is a 501(c)(3) with a mission to enable a conversation layer over the world’s knowledge. We envision a universal capability, native to browsers and other applications, allowing notetaking, collaboration, conversation and community over all forms of content– all without needing implementation by
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Polis. (n.d.). Retrieved April 26, 2022, from https://pol.is/home
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twitter.com twitter.com
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ReconfigBehSci. (2022, January 3). masking is not an “unevidenced intervention” and, at this point, it is outright disinformation to claim so. Sad coming from an academic at a respectable institution [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1478003733518819334
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www.insidehighered.com www.insidehighered.com
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Michael Spinella, executive director of the Textbook and Academic Authors Association
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www.washingtonpost.com www.washingtonpost.com
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The academic research that was footnoted in the Wikipedia articles was found to be cited more often in subsequent academic publications, as well.
Academic research used in Wikipedia articles drives more citations
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- Jun 2022
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www.facultyfocus.com www.facultyfocus.com
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there is clear evidence that explicitly teaching reading strategies to students improves their overall academic performance, such instruction is often limited to developmental reading or study skills courses (Saxby 2017, 37-38).
Teaching reading strategies to students improves their overall academic performance, but this instruction is often limited to developmental reading or study skills courses.
ref: Saxby, Lori Eggers. “Efficacy of a College Reading Strategy Course: Comparative Study.” Journal of Developmental Education 40, no. 3 (2017): 36-38.
Using Hypothes.is as a tool in a variety of courses can help to teach reading strategies and thereby improve students' overall academic performance.
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- May 2022
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wiobyrne.com wiobyrne.com
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Senior colleagues indicate that I should not have to balance out publishing in “traditional, peer-reviewed publications” as well as open, online spaces.
Do your colleagues who read your work, annotate it, and comment on it not count as peer-review?
Am I wasting my time by annotating all of this? :) (I don't think so...)
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- Apr 2022
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Open Knowledge Maps, meanwhile, is built on top of the open-source Bielefeld Academic Search Engine, which boasts more than 270 million documents, including preprints, and is curated to remove spam.
Open Knowledge Maps uses the open-source Bielefeld Academic Search Engine and in 2021 indicated that it covers 270 million documents including preprints. Open Knowledge Maps also curates its index to remove spam.
How much spam is included in the journal article space? I've heard of incredibly low quality and poorly edited journals, so filtering those out may be fairly easy to do, but are there smaller levels of individual spam below that?
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www.imperial.ac.uk www.imperial.ac.uk
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Imperial News. ‘“Issue of Inequalities” for Long COVID Patients Needs to Be Addressed | Imperial News | Imperial College London’. Accessed 22 April 2022. https://www.imperial.ac.uk/news/232234/issue-inequalities-long-covid-patients-needs/.
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- imperial college london
- fatigue
- science
- survey
- long covid
- global challenges
- academic
- disability
- data
- symptom
- infectious diseases
- is:website
- centre
- comms strategy
- school of public health
- urgence
- health
- health and wellbeing
- persistent symptoms
- inequalities
- COVID-19
- wider society
- lang:en
- patient
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twitter.com twitter.com
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ReconfigBehSci. (2020, November 10). Now #scibeh2020: Presentation and Q&A with Martha Scherzer, senior risk communication and community engagement (RCCE) Consultant at the World Health Organization https://t.co/Gsr66BRGcJ [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1326148149870809089
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twitter.com twitter.com
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ReconfigBehSci. (2021, March 5). RT @theAliceRoberts: A new study predicts the effect of fully reopening schools—Pushing R up from 0.8 to between 1.1-1.5. R is very abst… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1369569328920727553
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twitter.com twitter.com
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Daniël Lakens. (2020, October 28). This piece makes a great point about how we can try to make commentaries more useful for science—Turning them from ‘pointless quibbles’ into pieces where both parties actually commit to working out their disagreements. Https://t.co/fBKStzg7ib [Tweet]. @lakens. https://twitter.com/lakens/status/1321345954264633345
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yaledailynews.com yaledailynews.com
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- Mar 2022
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er.educause.edu er.educause.edu
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practices that skirt the institutional structures and roles by which formal learning has been organized for generations.
This would make it a para-academic practice. See: http://hammeronpress.net/wp-content/uploads/2015/04/PHA_Final.pdf
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link.springer.com link.springer.com
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Based on the ISO 12913-2, albeit with small changes, the most appropriate causal/sematic classifications found here with respect to heritage could therefore be ‘social communal, ‘electro-mechanical, ‘voice and instrument’, ‘transport sounds’, and ‘other’ sounds. The accessibility of these classifications could then lead to a framework with a view to determine potential heritage importance of sounds.
A well thought out set of categories for urban sounds, designed for the preservation of heritage
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www.linkinglearning.com.au www.linkinglearning.com.au
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PLE = Personal Learning Environment PLN = Personal / Professional Learning Network LMS = Learning Management System OLN= Open Learning Network
Important acronyms to take note of - mentioned often in online learning and can be overwhelming to students and 'newbie' academics
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- Feb 2022
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threadreaderapp.com threadreaderapp.com
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https://threadreaderapp.com/thread/1494322378142359554.html
from https://twitter.com/NeilLewisJr/status/1494322378142359554
Context:
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>Some news: yesterday I learned that, by faculty vote, my bid for tenure/promotion was not approved.<br><br>I feel many things, but not shame or regret. I am so proud of our work during our time at yale, and angry that this version of that work will come to an end, this end.
— Michael W. Kraus (@mwkraus) February 16, 2022
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- Jan 2022
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eductive.ca eductive.ca
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Depuis longtemps, je suis d’avis que la rigueur d’un cours ne se mesure pas à la quantité de connaissances dont l’enseignant fait étalage, mais aux apprentissages que les étudiants font.
Which can lead to an assessment of pedagogical efficacy. It's funny, to me, that those who complain about "grade inflation" (typically admins) rarely entertain the notion that grades could be higher than usual if the course went well. The situation is quite different in "L&D" (Learning and Development, typically for training and professional development in an organizational context). "Oh, great! We were able to get everyone to reach the standard for this competency! Must mean that we've done something right in our Instructional Design!"
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mauvais indicateurs comme gages de rigueur
Yes! Therein lies the rub. Sounds like arguments for Competency-Based Learning, which is officially what we have in Quebec's Cegep system.
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baisser les attentes
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L’un des thèmes récurrents pendant les discussions a été celui de la rigueur.
Not too surprising. It's an important consideration for the Academe. Almost part of the definition. And it's useful that learning pros are tackling such issues instead of jumping to conclusions. In a way, it's an extension of work done in the Sociology of Education since 1918.
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royalsociety.org royalsociety.org
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The online information environment | Royal Society. (n.d.). Retrieved January 21, 2022, from https://royalsociety.org/topics-policy/projects/online-information-environment/
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- misinformation
- technology
- provenance enhancing technology
- science
- bots
- academic
- public trust
- social media
- climate change
- is:webpage
- online platform
- deepfake
- behavioral science
- shallowfake
- decision making
- information
- misleading
- vaccine
- interaction
- malinformation
- policymaker
- scientific information
- search engine
- information environment
- censorship
- lang:en
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Local file Local file
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在選詞上一開始會有過於主觀或是太日常的詞彙出現，降低了論文
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課上多次強調Plagiarism, quotation, paraphrasing的差別，也在課程中了解到Quotation和Paraphrasing的使用方法與時機，明辨這三種的區別在往後無論是報告、中英論文或是撰寫任何的文章都十分重要，畢竟學術不端是一件嚴重且不道德的事，須極力避免。
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The adjective “well-known” seems to be too subjective and exaggerative. The modified statement is more objective and realistic, which is more suitable in academic writing.
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The “academic flavor” tastes different from our daily communication and literary works. I can still remember I used the word “at the first brush” in my RA, however, this word is an informal expression. I was advised to remove the word. What I learned is that the words in the paper need to be formal and rigorous to give the paper an academic flavor.
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- Dec 2021
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www.zsolt.blog www.zsolt.blog
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Taking notes is writing
I used to think that taking notes was an important but relatively small part of my work. But now I think of note-taking as my actual work.
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twitter.com twitter.com
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Timothy Caulfield. (2021, December 14). @LuisSchang @joerogan The Great Conspiracy Theory Paradox! Https://t.co/sEPuwvXJKp [Tweet]. @CaulfieldTim. https://twitter.com/CaulfieldTim/status/1470818785867153408
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markcarrigan.net markcarrigan.net
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The professionalisation of academic writing has forced us “to substitute the more writerly, discoursive forms, such as the essay, for the more measured and measurable –largely unread and unreadable – quasi-scientific journal article”
I wonder if it would be useful to distinguish between research and scholarship, where formal research is but one type of scholarly practice?
If we look at a journal as a channel for promoting scholarship then there's no reason that we can't include essays as a category of writing.
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- Nov 2021
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www.canopycanopycanopy.com www.canopycanopycanopy.com
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Bad art and academic writing on parade
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- Oct 2021
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docs.google.com docs.google.com
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Understanding COVID-19 Registration Form. (n.d.). Google Docs. Retrieved March 31, 2021, from https://docs.google.com/forms/d/e/1FAIpQLScrC4krKVHcSm_Wi2VcXcGHa4F8l3cilL2xhbB62etcK4sy4w/viewform?usp=embed_facebook
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- Sep 2021
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Local file Local file
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R E S E A R C H A R T I C L E
Found on Wiley Journals Audience: Wiley Open Access journals are supported by a network of authoritative journals and societies as well as internationally renowned editorial board members. All research articles published in Wiley Open Access journals are immediately freely available to read, download and share. Wiley Open Access publishes a number of online journals across biological, chemical and health sciences.
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www.bps.org.uk www.bps.org.uk
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Malpass, D. D. (n.d.). The impact of Covid-19 on students, staff and Departments of Psychology in UK Universities. This report was prepared by Dr Lisa Morrison Coulthard (Head of Research and Impact) and Laura Devlin (Research and Impact Lead). 124.
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- Aug 2021
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github.com github.com
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therefore in practice it's a bit academic to worry about which lines inside that block the compiler should be happy or unhappy about. From falsehood, anythihng follows. So the compiler is free to say "if the impossible happens, then X is an error" or "if the impossible happens, then X is not an error". Both are valid (although one might be more or less surprising to developers).
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- Jul 2021
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twitter.com twitter.com
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Carl Heneghan on Twitter. (2020). Twitter. Retrieved 2 March 2021, from https://twitter.com/carlheneghan/status/1329861848573861888
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arxiv.org arxiv.org
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Saltz, E., Leibowicz, C., & Wardle, C. (2020). Encounters with Visual Misinformation and Labels Across Platforms: An Interview and Diary Study to Inform Ecosystem Approaches to Misinformation Interventions. ArXiv:2011.12758 [Cs]. http://arxiv.org/abs/2011.12758
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- Jun 2021
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docdrop.org docdrop.org
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that sometimes we don't give you know uh you know credit to or sort of like survive underneath in the subterfuge of what's happening
you could kind of go deeper with that is um do the work of like fred moten and stephanos harney's uh black study or radical study in in the undercommons of of this idea of like um there are these molds intellectual practice you know that sometimes we don't give you know uh you know credit to or sort of like survive underneath in the subterfuge of what's happening—Christopher R. Rogers (autogenerated transcript)
He's talking about work (scholarship) that may sit outside the mainstream that for one reason or another aren't recognized (in this case, because the scholars are marginalized in a culture mired in racist ideas, colonialism, etc.). At it's roots, it doesn't necessarily make the work any more or less valuable than that in
cf. with the academic samizdat of Vladimir Bukovsky who was working under a repressive Russian government
cf similarly with the work of Thomas Kuhn in The Structure of Scientific Revolutions.
Consensus can very often only be consensus until it isn't.
How do these ideas interoperate with those of power (power over and power with)? One groups power over another definitely doesn't make them right (or just) at the end of the day.
I like the word "undercommons", which could be thought of not in a marginalizing way, but in the way of a different (and possibly better) perspective.
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blogs.lse.ac.uk blogs.lse.ac.uk
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Reflecting on how new digital tools have re-invigorated annotation and contributed to the creation of their recent book, they suggest annotation presents a vital means by which academics can re-engage with each other and the wider world.
I've been seeing some of this in the digital gardening space online. People are actively hosting their annotations, thoughts, and ideas, almost as personal wikis.
Some are using RSS and other feeds as well as Webmention notifications so that these notebooks can communicate with each other in a realization of Vanmevar Bush's dream.
Networked academic samizdat anyone?
Tags
- commonplace books
- digital gardens
- Webmention
- academic samizdat
- annotation
- personal wikis
- Vannevar Bush
Annotators
URL
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- May 2021
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patthomson.net patthomson.net
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Getting to grips with structure means keeping your reader in mind.
Always write with the reader in mind. Good writing isn't a vanity project i.e. it's not about you. If you can't get your message across clearly then you're letting down your reader.
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it’s more accurate to say that readers notice the absence of structures, and/or when we shift the logics of one structure to another mid-stream, without saying anything.
I often see this in my undergraduate and postgraduate students; they make a conceptual move without signalling it to the reader, which leaves the reader feeling discombobulated.
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psyarxiv.com psyarxiv.com
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Janke, S., Rudert, S. C., Petersen, Ä., Fritz, T., & Daumiller, M. (2021). Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity? PsyArXiv. https://doi.org/10.31234/osf.io/6xmzh
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twitter.com twitter.com
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ReconfigBehSci. (2020, November 18). @danielmabuse yes, we all make mistakes, but a responsible actor also factors the kinds of mistakes she is prone to making into decisions on what actions to take: I’m not that great with my hands, so I never contemplated being a neuro-surgeon. Not everyone should be a public voice on COVID [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1329002783094296577
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twitter.com twitter.com
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Dr Zoë Hyde. (2021, February 23). I don’t like to dwell on negatives, but something important happened recently that I’d like to make public. Shortly before Christmas, @mugecevik made a complaint to my university about me. When asked for details, she didn’t provide any. My employer took a dim view of the matter. [Tweet]. @DrZoeHyde. https://twitter.com/DrZoeHyde/status/1364184623262048259
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- Apr 2021
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www.chronicle.com www.chronicle.com
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Regardless of an explicit requirement, it is an implication of membership in the academic community that its members have a responsibility, and a right, to contribute to the intellectual corpus of their time.
So who then is, or isn't, a "member" of the "academic community?" And is it incumbent that members "produce ideas" within their defined fields, or does their membership entitle (require?) them to speak more broadly than that?
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I had always understood that academic freedom was associated with job security; however, and forgive my naïveté, I was disappointed to learn that academic freedom was inexorably tied to tenure. Before that revelation, I had always thought of academic freedom as a principle complemented by tenure, not contingent upon it.
This is the thorny heart of the problem - does the freedom only flow from the power to protect it?
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- Mar 2021
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blogs.bmj.com blogs.bmj.com
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You cannot practice public health without engaging in politics. (2021, March 29). The BMJ. https://blogs.bmj.com/bmj/2021/03/29/you-cannot-practice-public-health-without-engaging-in-politics/
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scholar.google.com scholar.google.com
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www.lshtm.ac.uk www.lshtm.ac.uk
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The impact of reopening schools on SARS-CoV-2 transmission in England. (n.d.). LSHTM. Retrieved 10 March 2021, from https://www.lshtm.ac.uk/newsevents/news/2021/impact-reopening-schools-sars-cov-2-transmission-england
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content.iospress.com content.iospress.com
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Kaiser, K. A., Chodacki, J., Habermann, T., Kemp, J., Paglione, L., Urberg, M., & Scott Plutchak, T. (2020). Metadata: The accelerant we need. Information Services & Use, 40(3), 181–191. https://doi.org/10.3233/ISU-200094
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blogs.lse.ac.uk blogs.lse.ac.uk
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Impact of Social Sciences. ‘How to Run an Academic Writing Retreat and Bring the Campus Back Together’, 9 November 2020. https://blogs.lse.ac.uk/impactofsocialsciences/2020/11/09/how-to-run-an-academic-writing-retreat-and-bring-the-campus-back-together/.
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www.nature.com www.nature.com
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Heyman, T., Moors, P., & Rabagliati, H. (2020). The benefits of adversarial collaboration for commentaries. Nature Human Behaviour, 4(12), 1217–1217. https://doi.org/10.1038/s41562-020-00978-6
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- Feb 2021
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science.thewire.in science.thewire.in
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Researchers do the actual work: they invent the hypothesis, do the experiments and write the articles describing the results of these experiments. Then they publish this article in an academic journal. They cannot simply put this article online on their blog: to be recognised as research work, it must be published in a respectable peer-reviewed journal. So they send their articles to publishers like Elsevier, Wiley or Springer. Publishers send articles they have received to other scientists for peer-review. Reviewers give their opinion on whether the work should be accepted in a journal or not, or if some additional work must be done. Based on these reviews, the article is published or rejected. Both reviewers and scientists work for free. They do not earn any compensation from the academic publisher. Here, academic publishers work as organisers of the academic community, but not as creators. The work of the academic publisher is organisational and not creative.
These few paragraphs do a great job of outlining the idea of slavery in an academic setting.
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They cannot simply put this article online on their blog: to be recognised as research work, it must be published in a respectable peer-reviewed journal.
Why not? Why couldn't they put their articles on their own sites or even those of the libraries of their institutions where others might read and evaluate them? annotate them? argue over all the fine points?
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patthomson.net patthomson.net
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One study suggests that academics who write daily and set goals with someone weekly write nearly ten times as many pages as those without regular writing habits.
See Silvia, P. J. (2018). How to Write a Lot: A Practical Guide to Productive Academic Writing (Second Edition). APA LifeTools.
Tags
Annotators
URL
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blogs.lse.ac.uk blogs.lse.ac.uk
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jargon comes so naturally
See Pinker, S. (2014, September 26). Why Academics Stink at Writing. Chronicle of Higher Education, 16.
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Mills, M. (2021). Online Academic Collaboratives, Part 1: Overview and Possibilities. PsyArXiv. https://doi.org/10.31234/osf.io/azmu9
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blogs.lse.ac.uk blogs.lse.ac.uk
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And if the world is going to grasp what’s happening then our writing needs to be digestible.
You need to use different language when writing on your blog, compared to writing papers. You don't need references. You should write in first person. Spell checking is optional.
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An academic blogger may feel constrained to topics only related to his or her academic research, whereas a blogger who is also an academic is free to explore wider fields of discussion.
This idea of "identity" is important. Many academics don't even think of themselves as authors let alone bloggers.
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psyarxiv.com psyarxiv.com
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Duckworth, A., Kautz, T., Defnet, A., Satlof-Bedrick, E., Talamas, S. N., Luttges, B. L., & Steinberg, L. (2021). Students Attending School Remotely Suffer Socially, Emotionally, and Academically. PsyArXiv. https://doi.org/10.31234/osf.io/rpz7h
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twitter.com twitter.com
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ReconfigBehSci. (2021, February 8). RT @PsyArXivBot: Students Attending School Remotely Suffer Socially, Emotionally, and Academically https://t.co/5MOfSYGFnt [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1359042668756692999
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gcs.civilservice.gov.uk gcs.civilservice.gov.uk
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GCS. ‘GCS Launches New Behaviour Change Guide’. Accessed 8 February 2021. https://gcs.civilservice.gov.uk/news/gcs-launches-new-behaviour-change-guide/.
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www.stm-assoc.org www.stm-assoc.org
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The Rights Retention Strategy ignores long-standing academic freedoms
It’s not entirely clear what is meant by this statement. This is incredibly inflammatory rhetoric for most academics who take academic freedom very seriously - for very good reasons. However, the academic has the freedom not to accept a grant if they fundamentally disagree with the funder’s desired approach to effective dissemination of the research they support. Furthermore, the rights retention strategy (RRS) is in place to give the authors more freedom of choice over what happens to the version of record (VoR). Because of the RRS, the author can submit to the most appropriate journal for the research regardless of whether it explicitly provides a compliant route to publication (assuming the journal takes the submission forwards) or whether or not the author can access funds to pay a publication charge (APC) in a hybrid subscription journal.
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- Dec 2020
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hybridpedagogy.org hybridpedagogy.org
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Academic research and teaching often necessitate manipulation, re-creation, breaking, rebuilding, etc. This “manipulation, re-creation, breaking, rebuilding” — in other words, hacking
It's not self-evident to me that these activities are the same as those associated with hacking (and I'm not talking about the malevolent/negative connotations of hacking).
I also think of a hacker as a tinkerer, which can include "manipulation, re-creation, breaking, building, etc." but need not. It feels like there's something fundamental missing here but I can't put my finger on it.
I don't really have a conclusion here, other than to suggest that the hacker/scholar relationship might need a lot more development than I see here.
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- Oct 2020
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And though flags from this software don’t automatically mean students will be penalized—instructors can review the software’s suspicions and decide for themselves how to proceed—it leaves open the possibility that instructors’ own biases will determine whether to bring academic dishonesty charges against students. Even just an accusation could negatively affect a student’s academic record, or at the very least how their instructor perceives them and their subsequent work.
The companies are hiding behind this as a feature - that the algorithms are not supposed to be implemented without human review. I wonder how this "feature" will interact with implicit (and explicit) biases, or with the power dynamics between adjuncts, students, and departmental administration.
The companies are caught between a rock and a hard place in the decision whether students should be informed that their attempt was flagged for review, or not. We see that, if the student is informed, it causes stress and pain and damage to the teacher-student relationship. But if they're not informed, all these issues of bias and power become invisible.
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When I asked Alessio whether her work addressed the possibility that proctoring itself could affect scores, she said it’d make for an interesting study.
Given all the iGen research about the growing amount of anxiety among students, this seems very interesting indeed.
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“They can see you, but you can’t see them, which I didn’t feel good about,”
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www.mattmaldre.com www.mattmaldre.com
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Clicking through to the photo, there is no mention of this image appearing on this important announcement. Perhaps the author privately contact the photographer about using his image. Since Ken Doctor is so incredible with his media experience (i’m being serious), I’m fairly certain someone from his team would have contacted the photographer to give him a heads up.
I'm sure I've said it before, but I maintain that if the source of the article and the target both supported the Webmention spec, then when a piece used an image (or really any other type of media, including text) with a link, then the original source (any website, or Flickr in this case) would get a notification and could show—if they chose—the use of that media so that others in the future could see how popular (or not) these types of media are.
Has anyone in the IndieWeb community got examples of this type of attribution showing on media on their own websites? Perhaps Jeremy Keith or Kevin Marks who are photographers and long time Flickr users?
Incidentally I've also mentioned using this notification method in the past as a means of decentralizing the journal publishing industry as part of a peer-review, citation, and preprint server set up. It also could be used as part of a citation workflow in the sense of Maria Popova and Tina Roth Eisenberg's Curator's Code<sup>[1]</sup>set up, which could also benefit greatly now with Webmention support.
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wiobyrne.com wiobyrne.com
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and serve as pre-prints to work that may live later on, or always exist in their current format
Thinking of a personal site as a pre-print server is an interesting concept and somewhat similar to the idea of a commonplace book.
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wiobyrne.com wiobyrne.com
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academia is built on the premise (IMHO) of getting a good idea, parlaying that into a job and tenure, and waiting for death. I’ve had a lot of colleagues and acquaintances ask why I would bother blogging. Ask why I share all of this content online. Ask why I’m not afraid that someone is going to steal my ideas.
Though all too true, this is just a painful statement for me. The entirety of our modern world is contingent upon the creation of ideas, their improvement and evolution, and their spreading. In an academic world where attribution of ideas is paramount, why wouldn't one publish quickly and immediately on one's own site (or anywhere else they might for that matter keeping in mind that it's almost trivially easy to self-publish it on one's own website nearly instantaneously)?
Early areas of science were held back by the need to communicate by handwriting letters as the primary means of communication. Books eventually came, but the research involved and even the printing process could take decades. Now the primary means of science communication is via large (often corporate owned) journals, but even this process may take a year or more of research and then a year or more to publish and get the idea out. Why not write the ideas up and put them out on your own website and collect more immediate collaborators? Funding is already in such a sorry state that generally, even an idea alone, will not get the ball rolling.
I'm reminded of the gospel song "This little light of mine" whose popular lyrics include: "Hide it under a bushel? No! / I'm gonna let it shine" and "Don't let Satan blow it out, / I'm gonna let it shine"
I'm starting to worry that academia in conjunction with large corporate publishing interests are acting the role of Satan in the song which could easily be applied to ideas as well as to my little light.
[also on boffosocko.com]
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kfitz.info kfitz.info
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There are still some wrinkles to be ironed out in getting the various platforms we use today to play well with Webmentions, but it’s a real step toward the goal of that decentralized, distributed, interconnected future for scholarly communication.
The fun, secret part is that Kathleen hasn't (yet?) discovered IndieAuth so that she can authenticate/authorize micropub clients like Quill to publish content to her own site from various clients by means of a potential micropub endpoint.
I'll suspect she'll be even more impressed when she realizes that there's a forthcoming wave of feed readers [1] [2] that will allow her to read others' content in a reader which has an integrated micropub client in it so that she can reply to posts directly in her feed reader, then the responses get posted directly to her own website which then, in turn, send webmentions to the site's she's responding to so that the conversational loop can be completely closed.
She and Lee will also be glad to know that work has already started on private posts and conversations and posting to limited audiences as well. Eventually there will be no functionality that a social web site/silo can do that a distributed set of independent sites can't. There's certainly work to be done to round off the edges, but we're getting closer and closer every day.
I know how it all works, but even I'm impressed at the apparent magic that allows round-trip conversations between her website and Twitter and Micro.blog. And she hasn't really delved into website to website conversations yet. I suppose we'll have to help IndieWebify some of her colleague's web presences to make that portion easier. Suddenly "academic Twitter" will be the "academic blogosphere" she misses from not too many years ago. :)
If there are academics out thee who are interested in what Kathleen has done, but may need a little technical help, I'm happy to set up some tools for them to get them started.
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adanewmedia.org adanewmedia.org
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Academic capitalism promotes engaged academics as an empirical measure of a university’s reputational currency. Academic capitalism refers to the ways in which knowledge production increasingly embeds universities in the new economy (Berman 2011; Rhoades and Slaughter 2010).
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www.penguinrandomhouse.com www.penguinrandomhouse.com
- Sep 2020
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psyarxiv.com psyarxiv.com
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Merrill, K. A., William, T., Joyce, K. M., Roos, L. E., & Protudjer, J. (2020). Potential psychosocial impact of COVID-19 on children: A scoping review of pandemics & epidemics [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ucdg9
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web.hypothes.is web.hypothes.is
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Writing in the margins has always been an essential activity for students.
I never really got into the habit of writing in the margins of books, it was something that never really occurred to me. While I am still hesitant to write in the margins of physical books, doing so digitally does appeal. Something I am starting to get more into, now that I'm on the journey to getting my Arts and Humanities degree.
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www.reddit.com www.reddit.com
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r/BehSciResearch—Inertia in academic priorities. (n.d.). Reddit. Retrieved June 16, 2020, from https://www.reddit.com/r/BehSciResearch/comments/h9cilq/inertia_in_academic_priorities/
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- Jun 2020
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psyarxiv.com psyarxiv.com
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Yamada, Y. (2020). Micropublishing during and after the COVID-19 era [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/8fum4
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psyarxiv.com psyarxiv.com
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Velez, G., & Power, S. A. (2020). Teaching students how to think, not what to think: Pedagogy & political psychology [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/yedap
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Learning about covid-19 outbreaks from non-viral tweets. (2020, May 29). The BMJ. https://blogs.bmj.com/bmj/2020/05/29/learning-about-covid-19-outbreaks-from-non-viral-tweets/
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psyarxiv.com psyarxiv.com
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Chatterjee, A., & Chatterjee, A. (2020). Managing through uncertain times: A study to understand the effects of conducting socio-academic life online during COVID-19 [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/zjaey
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eml.berkeley.edu eml.berkeley.edu
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DellaVigna, S & Linos E. (2020). RCTs to scale: Comprehensive evidence from two nudge units. UC Berkeley. https://eml.berkeley.edu/~sdellavi/wp/NudgeToScale2020-03-20.pdf
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- May 2020
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psyarxiv.com psyarxiv.com
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Ikeda, K., Yamada, Y., & Takahashi, K. (2020). Post-Publication Peer Review for Real [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/sp3j5
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www.nwppn.nhs.uk www.nwppn.nhs.uk
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Health Psychology Exchange
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psyarxiv.com psyarxiv.com
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Urbina, A. (2020, May 8). What do we know about University Academics’ Mental Health? A Systematic Literature Review. https://doi.org/10.31234/osf.io/37jhr
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science-sciencemag-org.ezproxy.redlands.edu science-sciencemag-org.ezproxy.redlands.edu
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Aspesi, C., & Brand, A. (2020). In pursuit of open science, open access is not enough. Science, 368(6491), 574–577. https://doi.org/10.1126/science.aba3763
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theconversation.com theconversation.com
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Munafo, M. (n.d.). What you need to know about how coronavirus is changing science. The Conversation. Retrieved May 6, 2020, from http://theconversation.com/what-you-need-to-know-about-how-coronavirus-is-changing-science-137641
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- Apr 2020
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bmcmedicine.biomedcentral.com bmcmedicine.biomedcentral.com
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Whitty, C. J. M. (2015). What makes an academic paper useful for health policy? BMC Medicine, 13(1), 301. https://doi.org/10.1186/s12916-015-0544-8
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fastgrants.org fastgrants.org
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Fast Grants. (n.d.). Retrieved April 9, 2020, from https://fastgrants.org/
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r/BehSciMeta—What makes an academic paper useful for policy? (n.d.). Reddit. Retrieved April 17, 2020, from https://www.reddit.com/r/BehSciMeta/comments/fsv6ej/what_makes_an_academic_paper_useful_for_policy/
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New CEPR publication: Covid Economics, Vetted and Real-Time Papers | Centre for Economic Policy Research. (n.d.). Retrieved April 17, 2020, from https://cepr.org/content/new-cepr-publication-covid-economics-vetted-and-real-time-papers
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- Mar 2020
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sourcethemes.com sourcethemes.com
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Create a course or documentation
Create a course or documentation for academic
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- Jan 2020
- Dec 2019
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scholarlykitchen.sspnet.org scholarlykitchen.sspnet.org
- Nov 2019
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digitalscience.figshare.com digitalscience.figshare.com
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We’re excited to announce that The Francis Crick Institute have partnered with our portfolio companies Symplectic and Figshare to enable richer profiles for their researchers and to make it easier for them to publish their papers and data Open Access.
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- Sep 2019
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www.kfs.edu.eg www.kfs.edu.eg
- Jul 2019
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thebaffler.com thebaffler.com
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Known Assailants Stalking the white working class from within
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- May 2019
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www.go-fair.org www.go-fair.orgGO FAIR1
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this is a great resource!
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- Apr 2019
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www.go-fair.org www.go-fair.org
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er.educause.edu er.educause.edu
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Ashley Norris is the Chief Academic Officer at ProctorU, an organization that provides online exam proctoring for schools. This article has an interesting overview of the negative side of technology advancements and what that has meant for student's ability to cheat. While the article does culminate as an ad, of sorts, for ProctorU, it is an interesting read and sparks thoughts on ProctorU's use of both human monitors for testing but also their integration of Artificial Intelligence into the process.
Rating: 9/10.
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journals.sagepub.com journals.sagepub.com
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This journal article, written by Amaury Nora, who is currently the Dean for Research at the University of Texas San Antonio and Blanca Plazas Snyder who was pursuing a degree in educational psychology at the time this article as written. The author's bring an honest review of technology and include the benefits, the downfalls and they identify areas where more research needs to be conducted (especially around student persistence).
Rating: 9/10. The article is informative and takes many perspectives. The only flaw is that when discussing technology in Higher Education, this article is from 2008, but it was also helpful to get the perspective from 10 years ago.
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- Feb 2019
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Local file Local file
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“Academic capitalism”, as it has been called since 1997, is a growing phenomenon, linked by Slaughter and Rhoades in 2004 to the “corporatization of education”, which has taken us from a public goods paradigm to an "academic capitalism knowledge regime [that] values knowledge privatization and profit taking in which institutions, inventor faculty, and corporations have claims that come before those of the public".
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static1.squarespace.com static1.squarespace.com
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Whately praises Sheridan
Nothing like a little rivalry to boost sales
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- Jan 2019
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static1.squarespace.com static1.squarespace.com
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I will complicate both narratives, showing that each depends on earlier devel-opments.
classic scholarly move -- I'm appreciating the repeated use of the personal "I" through here. I've noticed (both here and in Paul's class) that scholars of rhetoric seem more amenable to personal insertion into academic writing.
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psycnet.apa.org psycnet.apa.org
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Most frequently this appeared in the form of a tacit acknowledgment that IQ test scores correlate with academic success, followed by a quick denial that the scores are important for anything else in life
We discussed this point with a reporter for an article that made the front page of the local newspaper: https://www.heraldextra.com/news/local/education/college/uvu/uvu-researchers-found-incorrect-info-in-percent-of-psychology-textbooks/article_6a84fddd-3dba-59bb-9a7e-ed957619ff20.html
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- Nov 2018
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iphysresearch.github.io iphysresearch.github.io
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Over-Optimization of Academic Publishing Metrics: Observing Goodhart's Law in Action
爱可可：学术指标的过拟合游戏——古德哈特定律：“当一项指标成为目标时，它就不再是好的衡量标准。” 作者名单长、论文短、出版物数量激增、自引用和冗长参考文献列表，使得基于引用的指标越来越显现出局限性，是时候重新思考如何衡量学术成功了。
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www.twitterandteargas.org www.twitterandteargas.org
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I have published a more extensive bibliography on the website for this book, http://www.twitterandteargas.com.
I wish more books did this...
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The author has made an online version of this work available under a Creative Commons Attribution-Noncommercial-ShareAlike 4.0 International Public License. It can be accessed through the author’s website at http://www.twitterandteargas.com.
A great example of academic samizdat on Zeynep Tufekci's part.
The free creative commons version is available in the footer link at https://www.twitterandteargas.org/
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technosociology.org technosociology.org
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Some news: there will be a free creative commons copy of my book. It will be available as a free PDF download in addition to being sold as a bound book. This is with the hopes that anyone who wants to read it can do so without worrying about the cost. However, this also means that I need to ask that a few people who can afford to do so to please consider purchasing a copy. This is not just so that Yale University Press can do this for more authors, but also because if it is not sold (at least a little bit!) in the initial few weeks, bookstores will not stock it and online algorithms will show it to fewer people. No sales will mean less visibility, and less incentive for publishers to allow other authors creative commons copies.
An excellent example of academic samizdat
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en.unesco.org en.unesco.org
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Freedom of intramural expression means that teaching personnel is not only allowed to teach according to their knowledge, but that they can take part in the administration of their institutions. This is supported by the freedom of extramural expression, which gives teachers the capacity to share their research outcomes and disseminate the knowledge acquired.
participation in activities to share research outcomes.
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wcetfrontiers.org wcetfrontiers.org
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This page describes several theories for supporting students in academic advising with technology. There are interesting statistics on the tools most commonly used to promote online advising, with desktop computers ranking in number one and video-conferencing and social media falling near the bottom.
Rating: 9/10
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www.comevo.com www.comevo.com
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This page has easy-to-follow methods for integrating technology into academic advising practices. Many of the theories listed are quite similar to simply good teaching techniques such as using data to drive instruction and maintaining continuous outreach. Rating: 8/10
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www.nacada.ksu.edu www.nacada.ksu.edu
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This article gives a few quick insights into how technology is useful in academic advising. This article makes the distinction between technology "complementing" advising and actually impacting student success. In other words, technology should never be a sole substitute for success. I would like to see more numerical-based data supporting the claims listed, but there are some great resources cited.
Rating: 7/10
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- Sep 2018
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faculty.georgetown.edu faculty.georgetown.edu
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failings of the person here presenting them
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- Jul 2018
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kfitz.info kfitz.info
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In fact blog posts are not the kind of thing one can detail on one’s annual review form, and even a blog in the aggregate doesn’t have a place in which it’s easy to be claimed as a site of ongoing scholarly productivity.
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- Jun 2018
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wiobyrne.com wiobyrne.com
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I feel like this culture in academia may be changing.
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“pre-print” versions of manuscripts
This is just another, albeit specific, form of academic samizdat. https://indieweb.org/academic_samizdat
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