Perhaps telling of the educational technology spaces I have hung out in, I've not heard mention of this book ever.

Journal of Interactive Technology and Pedagogy - Manifold @CUNY

Making a Hedgedoc installer? https://archive.reclaim.tv/w/22279169-525d-469b-afcd-e036c7b7f051

https://www.linkedin.com/in/straylor/

https://events.reclaimhosting.com/event/flex-course-open-publishing-ecosystems/

https://docdrop.org/

Can be used to create optical character recognition on .pdf documents and return documents with selectable/machine readable text.

https://indieweb.org/OPML

https://www.meetup.com/edtechsocal/events/296723328/

Generative AI: Super Learning Skills with Data Discovery and more!

https://claude.ai/login?returnTo=%2F

https://remikalir.com/blog/playing-with-claude/

jenni.ai https://app.jenni.ai

Research and write your next paper with Jenni AI

Scholarcy https://www.scholarcy.com/

https://www.wizdom.ai/

Your personal research assistant

via Jorge Arango at https://twitter.com/jarango/status/1723389160680243381

https://forums.reclaimhosting.com/t/november-community-chat-open-publishing-why-you-should-do-it-come-to-our-flex-course-in-two-weeks/4681

Open Publishing & Why You Should Do It

link to https://hypothes.is/a/FjbXGHnSEe6Qd4eEukSDKA

https://www.youtube.com/playlist?list=PLlcx8yl6hlPC3QjlbIHzxGqCP3qRa0zcg

Future Trends Forum

Barzun places the multiple-choice test as the central feature of modern schooling. This has a bit of a hyperbolic feel, but it's certainly a modern invention which aims to evaluate a low level of learning while still making it simple for teachers to quickly grade student's work.

Because of it's incredibly low-level function, these multiple-choice tests should be used only for the lowest level functionality as well.

https://watch.reclaimed.tech/reclaim-open

Not sure I knew that typewritters and mimeograph machines were so prevalent by 1910. (typewriters yes, but mimeo?)

Mills, Anna, Maha Bali, and Lance Eaton. “How Do We Respond to Generative AI in Education? Open Educational Practices Give Us a Framework for an Ongoing Process.” Journal of Applied Learning and Teaching 6, no. 1 (June 11, 2023): 16–30. https://doi.org/10.37074/jalt.2023.6.1.34.

Annotation url: urn:x-pdf:bb16e6f65a326e4089ed46b15987c1e7

Search: https://jonudell.info/h/facet/?user=chrisaldrich&max=100&exactTagSearch=true&expanded=true&addQuoteContext=true&url=urn%3Ax-pdf%3Abb16e6f65a326e4089ed46b15987c1e7

Might generative AI worries follow the track of the MOOC scare? (Many felt that creating courseware was going to put educators out of business...)

https://edtechmagazine.com/

https://2023.wpcampus.org/schedule/

https://www.erinroseglass.com/

Agreed, much of user testing focuses on the experience of the user when using the tool and depends upon users speaking to voluntarily making the quality of output part of their evaluation of the tool.

A possible counter: UX research professionals are not subject matter experts in the work deliverables generated in using the tool and not equipped to assess the quality of those deliverables. But that doesn't address the need the author calls out. Solving this will depend on the domain in which the tool is used and connecting with SMEs that can evaluate output in that domain.

In educational technology, we measure the quality of output by measuring the growth in students' mastery against state standards as they use the tool. This is why reporting has become the key feature for EdTech products.

reply to Sascha at https://forum.zettelkasten.de/discussion/2583/tipps-for-purchasing-a-dictation-device#latest:

I've got an older Livescribe Pulse pen I love with a small pocket notebook or Post-It Notes. It has an optical character reader and special paper but also records audio and links it to the written text (either before or after the fact). I primarily use it for longer lectures where I'll take scant notes, but have the ability to add to them based on the recorded audio later. They've also got some 3rd party OCR solutions that will take your handwriting and convert it to digital text later. While they do larger sized notebooks and a variety of other papers as well (including printing your own), the small pocket size and ease of use has been fantastic. I've owned one version or another for more than a decade and really love them for this sort of audio on-the-go functionality. Since it's a digital pen, it's also unobtrusive in meetings. The added ability to share pdf documents with embedded audio after the fact isn't bad for classmates or meeting attendees.

https://amanote.com/

Werberger, Raleigh. “Using Old Tech (Not Edtech) to Teach Thinking Skills.” Edutopia (blog), January 28, 2015. https://www.edutopia.org/blog/old-tech-teach-thinking-skills-raleigh-werberger.

link to: https://boffosocko.com/2022/11/05/55811174/ for related suggestion using index cards rather than Post-it Notes.

This process is also a good physical visualization of how Hypothes.is works.

https://www.uclaextension.edu/education/higher-education-adult-educators/course/how-edtech-can-change-way-we-learn-educ-7271

For 2023-02-10 at 11:00 AM - 12:00PM

https://www.uclaextension.edu/instructors/c-scott-hindell

https://docs.google.com/document/d/1E8b-aY6R-CUMgXe0UTCsdyHWHDatBa1DaQBvdcuA_Kk/edit

AI in Education Resource Directory

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Hypothesis</span> in Liquid Margins 38: The rise of ChatGPT and how to work with and around it : Hypothesis (<time class='dt-published'>02/09/2023 16:11:54</time>)</cite></small>

https://theconversation.com/how-chatgpt-robs-students-of-motivation-to-write-and-think-for-themselves-197875

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Hypothesis</span> in Liquid Margins 38: The rise of ChatGPT and how to work with and around it : Hypothesis (<time class='dt-published'>02/09/2023 16:11:54</time>)</cite></small>

What are the differences and affordances in moving from cadavre exquis to Eno/Schmidt's Oblique Strategies to ChatGPT?

reply to u/rl4215 at https://www.reddit.com/r/ObsidianMD/comments/10jhlr2/using_obsidian_in_academia_a_demotutorial_vault/

This is an awesome start.

Some additional resources I often recommend for folks: Obsidian has a discord with a chat room specific to #academia where folks can ask questions. https://discord.com/channels/686053708261228577/@home

Historian and professor u/DanAllosso has some great YouTube Videos on Obsidian with respect to both his own work as well as discussion on using it to teach: https://www.youtube.com/@MakingHistory2022/search?query=obsidian Because he's into Open Educational Resources, he's naturally got a great book on note taking and writing: https://boffosocko.com/2022/08/02/how-to-make-notes-and-write-a-handbook-by-dan-allosso-and-s-f-allosso/. His YouTube channel has a series of videos in which he reads the entire book making it an audio book of sorts as well. If you dig around you'll see that he's got a book club with a shared Obsidian vault that multiple can contribute to in a wiki-like manner.

Kathleen Fitzgerald, Director of Digital Humanities has a fairly significant Obsidian practice and has some fun material on task tracking: https://kfitz.info/tasks-matter/. It looks like you've got a good start on some of this in the example vault already.

Archaeologist Shawn Graham has a class he's teaching with Obsidian that has some great resources some may appreciate: https://mastodon.social/@electricarchaeo@scholar.social/109509678170907504. See also: https://shawngraham.github.io/hist1900/

I haven't run into anyone in the Library Carpentries space with Obsidian resources, but I suspect they'll show up sooner or later.

We definitely need more of these resources to share and learn from collectively.

Thanks again!

Homework problems are pedagogical devices and many (most) authors place them in the text near where they would be profitably be done. They also provide a useful break in the text to prompt more novice students to actually perform them at the end of a section.

More advanced students, however, should have caught on eventually at the need to work out examples for themselves which are presented in a textbook, but they should also be seeking out additional problems where ever they appear in the text, not to mention seeing out any outside additional problems, making up their own, and exploring any additional questions these pose.

In mathematics textbooks this working of problems, expanding on them and seeking out new ones is often a large part of what is lurking behind the sometimes nebulous sounding idea of "mathematical sophistication". The rest of that equation typically includes experience with the various methods and means of proofs and some basic background in logic.

Here again he comes close to some of the methods and ideas of having flashcards for spaced repetition, but isn't explicitly aware of the words or techniques. Note that he also doesn't use the word flashcard. When was the word first used?

Rewriting things as flashcards also tends to be a part of the spaced repetition itself.

By cutting the notes up he's specifically decontextualizing them so as to make one's memory be better tested in coming up with the solutions/answers as they are more likely to appear on a test, decontextualized from the original lecture.

"insert-eaves" !!

I've heard of interleaved books, but was unaware of the practice of book shops selling "insert-leaves" being specifically sold for the purpose of inserting notes into books.

What sorts of prompts or questions could teachers and learners use on a regular basis, similar to Brian Eno and Peter Schmidt's Oblique Strategies, to improve their learning environments, creativity, and learning outcomes?

https://reclipped.com/

• [ ] Reminder to check out video annotations using Reclipped

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'> Jan Knorr</span> in "@reclipped seems to be the best video annotating tool at the moment. It reminds me of @hypothes_is a lot. @ChrisAldrich what do you think about it as a https://t.co/iEahoO0Cly power user? How do you annotate videos? https://t.co/DP7WFaDKd9" / Twitter (<time class='dt-published'>11/16/2022 13:46:27</time>)</cite></small>

https://docs.google.com/spreadsheets/d/1beJHWsuB0MJDMqeg_q8pBRWRdQImY-n8E6PttoJLFaM/edit#gid=2032266685

EduTooters, er, Educators, on Mastodon

https://www.youtube.com/watch?v=LhH1BOdLKq4

linked notes:<br /> https://docdrop.org/video/LhH1BOdLKq4/

Émile: or On Education was so popular that it was rented out by the hour for additional profit instead of being sold outright. [summary]

When did book rental in education spaces become a business model? What has it looked like historically?

https://www.civicsoftechnology.org/curriculum

Rotzel, Grace. “Card File.” The English Journal 6, no. 10 (December 1917): 691–691. https://doi.org/10.2307/801092.

Follow up note to prior article indicating some sorter term benefits of filing student work and taking notes on it for helping to create improvement over time.

Breitenbach, H. P. “The Card Index for Teachers.” The School Review 20, no. 4 (1912): 271–72.

Apparently in 1912, the card index was little known to teachers... this isn't the sort of use case I was expecting here...

The general gist of this short note is an encouraging one to suggest that instead of traditional grade books, which are still used heavily in 2022, teachers should use rolodex like cards for keeping attendance and notes on a student's progress.

Presumably this never caught on. While some elementary teachers still use older paper gradebooks, many others have transferred to digital LMS platforms.

Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that ..

https://ammienoot.com/brain-fluff/3247/

Tools which allow for flexibility and creativity are better for knowledge workers than those which attempt to crystalize their tasks into ruts. This may tend to force the outputs in a programmatic way and thereby dramatically decrease the potential for innovative outputs. If the tools force the automation of thought without a concurrent increase in creativity then one may as well rely on manual labor for their thinking.

This may be one of the major flaws of tools for thought in the educational technology space. They often attempt to facilitate the delivery of education in an automated way which dramatically decreases the creativity of the students and the value of the overall outputs. While attempting to automate education may suit the needs of institutions which are delivering the education, particularly with respect to the overall cost of delivery, the automation itself is dramatically at odds with the desire to expand upon ideas and continue innovation for all participants involved. Students also require diverse modes of input (seen/heard) as well as internal processing followed by subsequent outputs (written/drawn/sculpted/painted, spoken/sung, movement/dance). Many teachers don't excel at providing all of these neurodiverse modes and most educational technology tools are even less flexible, thus requiring an even larger panoply of them (often not interoperable because of corporate siloing for competitive reasons) to provide reasonable replacements. Given their ultimate costs, providing a variety of these tools may only serve to increase the overall costs of delivering education or risk diminishing the overall quality. Educators and institutions not watching out for these traps will tend to serve only a small portion of their intended audiences, and even those may be served poorly as they only receive a limited variety of modalities of inputs and outputs. As an example Western cultures' overreliance on primary literacy modes is their Achilles' heel.

Tools for thought should actively attempt to increase the potential solution spaces available to their users, while later still allowing for focusing of attention. How can we better allow for the divergence of ideas and later convergence? Better, how might we allow for regular and repeated cycles of divergence and convergence? Advanced zettelkasten note taking techniques (which also allow for drawing, visual, auditory and other modalities beyond just basic literacy) seem to allow for this sort of practice over long periods of time, particularly when coupled with outputs which are then published for public consumption and divergence/convergence cycles by others.

This may also point out some of the stagnation allowed by social media whose primary modes is neither convergence nor divergence. While they allow for the transmission/communication portion, they primarily don't actively encourage their users to closely evaluate the transmitted ideas, internalize them, or ultimately expand upon them. Their primary mode is for maximizing on time of attention (including base emotions including excitement and fear) and the lowest levels of interaction and engagement (likes, retweets, short gut reaction commentary).

https://campustechnology.com/Articles/2022/05/12/14-Equity-Considerations-for-Ed-Tech.aspx?Page=1

OERs on Ethereum

The Journal of Interactive Technology and Pedagogy https://jitp.commons.gc.cuny.edu/

https://werd.io/2022/the-startupification-of-education

Issues and Technologies and Trends report has been used by many institutions to make technology budget decisions.

https://hybridpedagogy.org/ethical-online-learning/

An interesting perspective on ethical and supportive online learning. More questions and explorations than answers, but then framing is a majority of the battle.

I'm generally in agreement with much of the discussion here.

This was a fabulous piece for "thinking against". Thanks Sean Michael Morris, and Lora Taub.

I definitely got far more out of it by reading and annotating than I ever would in its original keynote presentation version.

phatic communication is important in the social interaction components of education

How can this be put into edtech?

If it's true that the movement toward technology is inevitable, how might we deal with it?

Compare this with the solution(s) that nomadic hunter-gatherers had to face when changing from a lifestyle built on movement to one of settling down to a life of agriculture. Instead of attaching their knowledge and memories to their landscape as before, they built structures (like Stonehenge) to form these functions.

Part of moving forward may involve moving back historically to better understand these ideas and methods and regaining them so that we might then reattach them to a digital substrate. How can we leverage the modalities of the digital for art, song, dance, music, and even the voice into digital spaces (if we must?). All digital or only digital certainly isn't the encompassing answer, but if we're going to do it, why not leverage the ability to do this?

As an example, Hypothes.is allows for annotating text to insert photos, emoji, audio (for music and voice), and even video. Videos might include dance and movement related cues that students might recreate physically. These could all be parts of creating digital songlines through digital spaces that students can more easily retrace to store their learnings for easier recall and to build upon in the future.

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.

https://www.civicsoftechnology.org/blog/whose-interests-do-teaching-machines-serve

Where exactly is this group? They don't seem to have an online presence.

https://www.zotero.org/groups/2280045/ethicaledtech

Might Hypothes.is also be included with this list? Though it could go a bit further toward packaging and making it more easily available to self-hosters.

One of the main features of Darius Kazemi's Hometown, a fork of Mastodon from 2019, is that it allows "local only posting". This gives the users an option to post their content only with a small, limited group of people instead of spreading it widely outside of their social group. In addition to helping to tummel a smaller conversation this also prevents those who are more likely to suffer from context collapse of the groups social norms from engaging and potentially souring the conversation.

This feature could also be well leveraged for small private classroom conversations between teachers and students without leaking their personal/private data or conversations that ought to be small as they learn.

Could also be fun to limit the level of federation to the level of an academic department, academic discipline, or even a university. How might one define a group or groups of publics within Mastodon so that one could choose a level at which to share their content?

https://www.hastac.org/blogs/cathy-davidson/2011/12/18/relaxing-digital-garden-how-thrive-21st-century

An early reference to the idea of digital gardens with respect to not only the digital space but gardening within education.

Could this have potentially influenced Mike Caulfield's Garden and the Stream essay?

https://community.reclaimhosting.com/t/mastodon-on-reclaim-cloud/3225

For those interested in doing it for edtech/classroom settings, it might be worth looking at the Hometown fork of Mastodon: https://github.com/hometown-fork/hometown/wiki/Local-only-posting

The link is to a special feature that most Mastodon instances don't have: local only posting which would allow students a level of privacy and separation from the rest of the federated timeline if they choose.

https://www.idorecall.com/

This was mentioned to me by Nate Maertens in our lunch discussion of edtech tools, spaced repetition, and Barbara Oakley from 2022-02-11.

Nice layout and bullet pointed reasons for using it on a slick website, but it looks awfully expensive in comparison to Anki and Mnemosyne (free). Looks like they've got pre-existing content, but a quick scan doesn't center the value of creating your own cards.

Love this! It's hard to make happen, but learners voices are so often missing from EdTech conversations and may well be the most important voices to be heard. Given how tech decisions can have huge impacts on learner success and well-being, how can we ensure that they are a bigger part of the conversation?

So often learning technologies emphasize metrics of engagement that easily become metrics of surveillance. Maybe instead of focusing on "time on page" they might flower out to "connections made" to other people, texts, writing, and ideas.

I wish every technology move would begin by investing in people. Yes, technologies can help us do wonderful things, but the most effective teaching and learning is in human connection.

https://bavatuesdays.com/reclaim-edtech/

http://hackeducation.com/2022/03/08/hope

William Wirt, a student of John Dewey who became the superintendent of schools in Gary, Indiana in 1908, was one of the first educators to use a bell to signal the changes between classroom periods.

http://hackeducation.com/2022/01/03/next

Good to see Audrey back in the fray!

Interesting how this is being bundled together, suggesting that there's still not clear demarcations.

Masterclass may appear to be selling an education product, but they're really selling inspiration, infotainment, and the credibility of their teachers.

Example of techno-utopianism within the edtech space which largely hasn't come to fruition.

Were there prior references to "sage on the stage to the guide on the side" that indicated the guide on the side not being a person, but the Internet or technology instead?

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

What are the problems in solving this?

How might one automate the Markov monkey?

Apparently Persuall was embarrassed about their pro-surveillance capitalism stance and perhaps not so much for its lack of kindness and care for the basic humanity of students.

Sad that they haven't explained or apologized for their misstep.

https://web.archive.org/web/20220222022208/https://twitter.com/perusall/status/1495945680002719751

Additional context: https://twitter.com/search?q=(%40perusall)%20until%3A2022-02-23%20since%3A2022-02-21&src=typed_query

Original tweet thread archived: https://web.archive.org/web/20220222025045/https://twitter.com/perusall/status/1495945680002719751

because, of course, you've got to read the digital version of this book!

https://nowcomment.com/

In a category of tool like Hypothes.is. Worth checking out for UI and functionality.

These were written at a time when the tech industry generally had a rose colored view of their effects on the world. By 2021, we've now got a much more sober and nuanced view. Even Cathy Davidson says as much in her recent book The New Education.

For more on this topic with respect to education, see specifically Audrey Watters.

https://asuth.com/about

Founder and formerly of Quizlet, Invite to Gardens and Streams event.

I'd like to unpack that idea of "technological imperative".

https://www.washingtonpost.com/wp-dyn/articles/A25305-2005Mar10.html

Reading back into the "good old days" of the early blogosphere in academia.

I'd rather see curriculum time dedicated to activities that actively engage and develop learner 'technical intuition' rather than a legalise terms-and-conditions style (lip service?) syllabus statement – enmesh it in the learning ecosystem.

See: Alix (2018). Technical Intuition: Instincts in a Digital World

There are four dimensions of technical intuition.

To Imagine: An imagination equipped with the information and instincts to conceptualise (good and bad) and suggest (good) technical systems even without the skills of implementing the ideas

To Inquire: An ability to formulate questions that can drive understanding and decision-making, and a clarity on how and where (to what experts) you would need to direct those questions

To Decide: A clarity of how your politics and preferences (both personal and professional) connect to the decisions you can and should make about — and within — digital systems

To Demand: An animated impulse of when to be opinionated, active, and targeted if a system is designed in ways that do not align with our politics and morality

Looking for anyone interested in experimenting with this in their classes.

It should really be a part of any future-focused inter/trans/cross disciplinary courses.

Note here that this analogy only goes so far. The sciences of medicine and agriculture have come leaps and bounds since the start of the industrial revolution and our outputs and expectations for both with respect to humanity have increased tremendously.

Not so with education. While we have dramatically increased the amount of information, there still seems to be a limit to how much an individual can learn.

César Hidalgo calls this limit the personbyte.

The perennial question for education technology is how might we get around this limit?

The only solution in some areas is new discoveries concatenating and compressing some of the knowledge by abstracting it to simpler spaces, as sometimes happens in physics, but generally this is relatively rare. (or is it? justify...)

This is one of the biggest underlying problems that centralized platforms often have. It's also a solid reason why EdTech platforms are pernicious as well.

I love that he uses this print of Pablo Picasso's Don Quixote to visually underline this post in which he must feel as if he's "tilting at windmills".

And worse, typically humans are third-class citizens in the ed-tech world.

I like the idea of where Downes is going here in taking a book and turning it into a feed for a course.

Could professors create a syllabus at the start of the semester and then add things to a main class feed slowly over time in combination with feeds from various students to unroll the course over time?

This is roughly what I'd been thinking when reading Tonz' work on OPML recently as well. OPML could be used for quite a lot more and when paired with dumping things into a reader environment could be incredibly powerful.

The COVID-19 crisis mustn’t be used to rationalize hasty education reforms. (2020, May 19). BOLD. https://bold.expert/the-covid-19-crisis-mustnt-be-used-to-rationalize-hasty-education-reforms/