137 Matching Annotations
  1. Sep 2023
    1. In terms of evolution, animals adapt to their ecological conditions, but as humans, we have been able to control our ecological conditions.
      • for: humans vs other animals, personal experience, personal experience - pets, control vs adaptation, human features, quote, quote - Ruth Gates, quote - humans vs animals, quote - control vs adaptation
      • quote
        • . In terms of evolution, animals adapt to their ecological conditions, but as humans, we have been able to control our ecological conditions.
      • author: Ruth Gates
      • source: https://www.youtube.com/watch?v=ZJV0Kx7oGxU&t=496s
      • comment
        • personal experience
          • her remark made me think about how often I feel this difference with our pets. They adapt to whatever we do. We control our environment by building something. They just adapt to whatever we build.
            • Our pets never build anything, but simply adapt to what we build.
  2. Aug 2022
  3. Jul 2022
    1. First, our numbers have risen by 1.4 billion, nearly a hundred million per year. In other words, we’ve added another China or 40 more Canadas to the world. The growth rate has fallen slightly, but consumption of resources — from fossil fuel to water, from rare earths to good earth — has risen twice as steeply, roughly doubling our impact on nature. This outrunning of population by economic growth has lifted perhaps a billion of the poorest into the outskirts of the working class, mainly in China and India. Yet those in extreme poverty and hunger still number at least a billion. Meanwhile, the wealthiest billion — to which most North Americans and Europeans and many Asians now belong — devour an ever-growing share of natural capital. The commanding heights of this group, the billionaires’ club, has more than 2,200 members with a combined known worth nearing $10 trillion; this super-elite not only consumes at a rate never seen before but also deploys its wealth to influence government policy, media content, and key elections. Such, in a few words, is the shape of the human pyramid today.
    1. this is going to be a really critical year uh for public goods uh generation um and here at year i'm using 00:00:40 you know starting from now through the end of 2022 and the beginning of 2023. uh so what i'm going to go through is a case for why this year really matters and why this decade really matters in 00:00:53 the century

      Why is 2022 a critical year to fund projects that build the commons?

      From a scientific, commons and Stop Reset Go perspective, humanity now stands at the doorsteps of the Anthropocene and we as a species have collectively shaped the planet in a way that is harming many species on the globe, including our own.

      We are at a bifurcation point in human history, a fork in the road and the next few years will determine the course of humanity for the next thousands of years to come.

      The funneling of human resources to the few elites at the top leaves the majority of humanity little agency to determine our own future and carbon emissions are also related to structural inequality: https://hyp.is/go?url=https%3A%2F%2Fwww.oxfam.org%2Fen%2Fpress-releases%2Fcarbon-emissions-richest-1-percent-more-double-emissions-poorest-half-humanity&group=world

      See Jason Hickel's arguments against the overly optimistic story that Neoliberal capitalism has alleviated poverty. Hickel finds the opposite when critical analysis is applied to the rosy claims that Steven Pinker and Bill Gates make: https://hyp.is/go?url=https%3A%2F%2Fjacobin.com%2F2019%2F02%2Fsteven-pinker-global-poverty-neoliberalism-progress&group=vnpq69nW

      Funding projects in the commons counters the wealth of elites, a trend that is counter to planetary health because it continues degrading the environment through carbon inequality:


      and wealth inequality.

  4. Mar 2022
  5. Nov 2021
    1. ‘Show me a first-generation fortune and I’ll show you a successful partnership between a talented individual and society’s invisible venture capitalist, the commons.’— William H. Gates, Sr

      Great quote!

  6. Oct 2021
    1. And at the end of the day, Gates is not accountable to governments or to communities. He was not elected, and there is no mechanism for him to be recalled, challenged, or held responsible for faulty policies. He could suddenly decide that he was no longer interested in supporting agriculture in Africa. In that case, the new food system Gates is importing to the African continent would collapse. Political and economic systems are being drastically altered, all at the whim of one person, one foundation.In fact, the differences between this situation — powerful individuals and institutions deciding to mess with the social, political, and economic realities of countries — and the earlier form of colonialism are thin. It’s still advertised as “good intent” and the desire to “civilize” an “uncivilized” people. The only difference is that neocolonialism is quieter and more covert. By design, it provokes less outrage. But the essential power structures remain the same.

      Concentrating power to one individual is dangerous. Large portions of the food security of African nations should not be so vulnerable to corporatism.

    2. espite the foundation’s claims to be investing “within” Africa, The Nation “examined 30,000 charitable grants the foundation has awarded over the past two decades and found that more than 88 percent of the donations — $63 billion — have gone to recipients in the wealthiest, whitest nations, including the United States, Canada, Australia, and European countries.”African groups received only 5 percent of their total funding for NGOs.By withholding critical funding from African institutions, Gates ensures that any technologies developed are owned externally to the continent, keeping power consolidated in Global North institutions.

      The money trail speaks for itself.

    3. To do so, they promote “improved” seeds and chemical fertilizers.

      This is an entry gate for high tech - biotechnology via genetic manipulation and chemical industry via fertilizers.

    4. Powerful Global North governments, corporations, and individuals today don’t need to resort to explicit violence — invasion, seizure, genocide, and enslavement — in order to control other countries. Instead, they can use structural violence — leveraging aid, market access, and philanthropic interventions in order to force lower-income countries to do what they want.

      Economic dependency of the Global South on the Global North is exactly what happens when exploitation of the wolf is disguised under the sheep’s clothing. A case in point is Unilever, the multinational food conglomerate based in the global north. Unilever is spending a significant amount of capital to circularize their entire supply chain. That is laudable. Yet, at the same time, they see Africa is their future growth market. Who benefits from that economic growth? ,,,, a small group of wealthy shareholders in the Global North or Global South. It is important to realize that capitalism has levelled the playing field. Economic exploitation, wealth concentration and extractionism is now democratically open to all!

  7. Mar 2021
  8. May 2020
  9. Mar 2020
  10. Jul 2019
    1. driven by data—where schools use data to identify a problem, select a strategy to address the problem, set a target for improvement, and iterate to make the approach more effective and improve student achievement.

      Gates data model.

    2. a successful transition from high school to postsecondary education and career-training programs.

      Annotation is one of those core academic practices that spans K-16.

    3. regularly use data to continuously improve the supports, instruction, and learning students experience.

      Data from annotation informing teaching practices, understanding of learning, success, at admin level.

    4. real-time assessments for gauging student progress

      Real-time grading/assessment for reading = annotation

      And note just assessment, but presence: peer learning; teacher-student feedback, ...

  11. Aug 2018
    1. She op'nd, but to shut Excel'd her power; the Gates wide op'n stood,

      If the Gates of Hell are open, all the devils can follow Satan and get out. (I'm reminded of Pandora's box - when she opened the box she wasn't supposed to open, all the evils (except Hope) escaped and then represented afflictions cast upon humanity.

    2. And thrice threefold the Gates; three folds were Brass, [ 645 ] Three Iron, three of Adamantine Rock, Impenetrable, impal'd with circling fire, Yet unconsum'd.

      Milton is referring to the Nine Gates of Hell, which Dante presented in his Inferno (part of the Divine Comedy). See http://historylists.org/art/9-circles-of-hell-dantes-inferno.html

  12. Mar 2018
    1. significantly increasing student access and success, and eliminating racial/ethnic and socioeconomic disparities in college attainment.
  13. Sep 2017
    1. redesigned first-year classes with built-in, just-in-time tutoring and support.

      Hypothesis can be part of this support system: peer to peer support; teacher intervention.

    2. Start in college courses with support.

      Acceleration v remediation?

    1. accelerate efforts already under way in higher education

      What does "under way" mean?

    2. increase graduation rates

      Retention through increased engagement.

    1. Identify key ideas, representative authors and works, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.2.Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.3.Demonstrate knowledge of the development of characteristic forms or styles of expression during different historical periods or in different regions.4.Articulate the aesthetic principles that guide the scope and variety of works in the arts and humanities

      Each of these could be sets and then subsets of controlled tags input by teacher as part of course and used by students in their annotations throughout.

  14. Apr 2017
  15. Dec 2016
    1. between colleges, and out of college into a sustainable career.

      H as classroom tool, but a renewable one, useable after graduation in a number of professional and personal contexts.

    2. better align K-12 standards—including the Common Core State Standards—with higher-education standards.

      Close reading, critical thinking, digital literacy and citizenship as h-aligned through lines here.

    3. technology-enabled teaching

      This is h does best.

    1. Common Core State Standards

      ELA standards focus on close reading...

    2. providing students and their teachers with more rapid, useful feedback to inform their learning all along the way.

      H clearly does this.

    3. freeing up time for teachers to give students more individualized attention and to focus on more complex tasks.

      H definitely shifts the way time is spent in a class. Basics are taken care of in the reading, allowing for more sophisticated tasks to be dealt with face-to-face.

    4. Ninety-five percent of 12- to 17-year-olds already go online on a regular basis. They use social networks, and create and contribute to websites. Our work is focused on taking full advantage of the kinds of tools and technologies that have transformed every other aspect of life to power up and accelerate students’ learning. We need to do things differently, not just better.

      Hypothes.is nicely bridges the worlds of social media and formal education.

    5. to strengthen the connection between teacher and student.

      Hypothes.is empowers this through annotation: students asking teachers questions, teachers responding; teachers guiding students through texts; teachers intervening to help students develop comprehension and analytic skills...

  16. Jun 2016
    1. Even some foundations and education associations can operate in ways that undermine the momentum for open-learning analytics. For example, in inviting universities to take part in a $4.6-million grant from the Bill & Melinda Gates Foundation for the members of a new Personalized Learning Consortium, the Association of Public and Land-Grant Universities specified that applicants could use only 19 specific products approved by the foundation. All of them are owned by companies. One of them is Acrobatiq; the Gates foundation is also an investor in that company.



  17. Oct 2015
  18. Jun 2015
    1. > 500 students

      We could probably claim we have (had) this many student users over time.

    2. Web - based solutions that track a student's progress across most/all reading and writing skills and recommend discrete solutions from multiple providers to help build skills based on student performance

      Then again, with the right kind of added infrastructure (tagging of annotations aligned with standards) and extraction of that data for visualization, I don't see why h couldn't fit this category. (At least we would have to say we are MVP stage for this level, though.)

    3. “Solution” is our term for an application, game or website that come s from a single provider and address es some or all reading and writing skills and conte nt areas

      hypothes.is would seem to fit best within this scope.

    4. e have to ensure that our grantees provide broad availability and affordable access to the products they build using our grant funding. We call this Global Access
    5. test bed schools.
    6. classroom - ready di gital literacy tools,
    7. Additionally, in order to address teachers’ time limitations, the interface that teachers use to customize the sequence or differentiate practice for students must be simple and user friendly in order for it to ever be used
    8. performanc e data to be exportable
    9. Educators believe that technology needs to help them more easily

      We cannot make these users work for it. Features needs to be built-in.

    10. Just managing distributing and collecting printed copies of 125 student essays per week was overwhelming – and providing edited essays to all students was nearly impossible.

      Responses to student annotations could be seen as micro-lessons in writing.

    11. dearth of products

      Again, this will be key to rhetoric of proposal.

    12. Articulate the weaknesses in the current digital product offering and the gaps between what the market offers and what schools want to buy

      Important to articulate this intervention

    13. innovative courseware solutions
    14. to use writing as a tool for learning, communicating, and facilitating their understanding of the complex texts

      Annotation is not just note-taking (though it can be). If annotation has always been the beginning of critical analyses in literary study, then in its online, public form, it becomes a more advanced stage of the writing process. For one, annotation online has an audience. While we can think of annotation as the start of the ideas developed in a formal essay, we might also imagine how annotations themselves can be essays!

    15. riting to read strategies
    16. o close ly read complex texts from both fiction and non - fiction sources ,

      For which annotation is key.

    17. while communications skills themselves are predicted to be critical to success in all field s in the 21 st century economy (Partnership for 21st Century Skills, 2009) .

      Annotation as modeling collaborative writing and review of documents in work places.

    18. Leveraging the capabilities of interactive technology to create an educational experience that isn’t possible in a physical, paper - based world

      leveraging social media, making annotation social

    19. Showing students their perfo rmance in order to generate a sense of ownership and agency

      Profile pages need to act as portfolios to do this.

      And dashboards for group activity could similarly give students a sense of where they're at in relation to classmates.

    20. Behavioral Engagement ,

      Might include the motivation to exhaustively (even if collaboratively) annotate a text: to say, "we mastered this!" as a class.

    21. use desktop computers or laptops to access web - based applications.

      Thank goodness. Love mobile technology, but for deep engagement in writing especially, nothing beats a keyboard.

    22. ability to deploy in a variety of learning environments due to the diversity of implementation approaches that schools utilize .

      Again, LTI is key here. We want to be able to integrate/interoperate with lots of L/CMSs.

    23. Affective Engagement, which includes interest and pride in success.


    24. Cus tomize the learning scope, sequence, and content

      need to partner with a content provider:

      1) publisher/distributor of text exemplars

      2) publisher/distributor of lesson plans inclusive of

    25. continuing to personalize instruction

      adding tags to personalize learning for students/advance certain students to next level of comprehension/analysis

    26. performance data
    27. G enerat ing student performance data that can help students, teachers, and parents identify areas for further teaching or practice

      Data, data, data

    28. Providing digital content aligned to teacher - delivered content to r einforce or help students to apply new concepts

      ability to create a set of prefabricated tags for a group, so students can label annotations with concepts, etc. that they are applying (or standards that they are fulfilling).

      differentiated view for instructor?

    29. described a vision for technology - supported learning that consists of rich, dynamic learning experiences both onli ne and off, and technology that enables teachers to engage deeply with their students one - on - one or in small groups.

      from teachers...

    30. (Education Market Research, 2012) .


    31. curriculum software packages


    32. courseware 7 | P a g e (instructional software)

      courseware defined as "instructional software"

    33. Increasing the amount of writing

      annotation naturally does this

    34. give them the capacity to design and deliver personalized instruction to their students .
    35. real - time feedback
    36. instructional arrangement s where children work together to plan, draft, revise, and edit their compositions
    37. collaboration and peer engagement
    38. The iterative, multi - step, and reflective practice of writing is well suited to digital supports and tools, which generate digital artifacts that can be exchanged and also analyzed to reveal a student’s thinking and skil l development (National Research Council , 2001)

      See this study.

    39. Writing helps students at all grade levels (a) better express thoughts, arguments, and ideas, (b) deepen content knowledge, and (c) demonstrate proficiency (Graham & Perrin, 2007) .

      Annotation=writing as comprehension/analysis

    40. However, tools to support students in developing reading and writing skills are lagging far behind,

      ELA tech tools as "what's missing"

    41. help teachers , parents and learners diagnose gaps in students’ knowledge and skill and adapt th e learning experienced based on their progress.

      importance of capturing some kind of data

    42. deep, one - on - one engagement with their teacher and other students tha t is often missing from today’s classrooms.

      SOCIAL annotation

    43. Have low technical requirements – i.e. use standard classroom hardware and are interopera ble with other software solutions

      Does this mean LTI?

    44. 2. I nstructional content discoverability


    45. formative assessment data
    46. Reinforcement of practice

      Does this mean feedback?

    47. persuasive writing using textual evidence

      Writing from evidence is annotation!

    48. to use writing to support learning in all subjects , including science and social studies ;

      Annotation as writing: key not only to ELA, but sciences as well.

    49. through 8 th - grade

      Why stop here? Can we expect a similar CFP for grades 9-12?

    50. As a baseline, applicants are encouraged to use content formats that have been adopted by the World Wide Web Consortium (W3C)

      Way to go, Gates!

    51. web - based

      Huh. Cool parameter!

    1. Teachers Know Best is a multi-year research effort to better understand how teachers use digital instructional tools and how these tools can be improved to foster personalized learning.

      Important potential partner/collaborator. Here's their site.

    1. learning experiences that are tailored specifically to their progress

      Or at least self-directed application of those standards and skills--that is, across the Internet!

    2. and experiencing the deep, one-on-one engagement with their teacher

      public and private feedback mechanisms--replies are public (teachers should be "featured") and we need private.

    3. accelerating beyond the fixed pace of today’s classroom.

      Or, extending the energy of face to face class time into the remote world of online exchange.

    1. new materials to be developed collaboratively with teachers

      how do we do this?

    2. 95% of students between 12 - to 17 - year - old go online regularly,

      Need source for that.

      Web annotation engages students where they already are: on the Internet. And gives them a powerful tool for being thoughtful, engaged citizens therein.

    3. Literacy Design Collaborative (LDC

      REALLY need to connect here.

    4. University of Washington ( $610,819 ) The purpose of this award is to develop tools and resources to support school and district leaders in th e implementation of the Common Core State Standards.

      Curious to see more about what they are up to, but can't find any web presence for the project.

    5. Educause

      Need to connect here: annual conference is in October.

    6. use of massively online open courses (MOOCs) as a part of the post - secondary education process.

      interesting that MOOCs here conceived as part of undergraduate ed rather than as continuing ed...

    7. If there’s one word to explain how technology can transform edu cation, it’s personalization.

      What is "personalization"? Choose your own adventure style? Or self-directed: choosing content that interests you?...

    8. The Foundation is now investing i n develop ment of next - generation instructional tools for teachers and students that will help states and school districts implement the new standards .


    9. self - paced learning

      self-paced and self-directed, around content chosen by students themselves...

    10. “Higher , ” focuses on the ability of learners to both apply their new - found knowledge and to transfer the knowle dge to different situations.

      Trackable and assessable annotation of the web seems perfect for this "higher," application ideal.

    11. quick, accurate measurements of progress .


    12. social network abilities already developed in 95% of 12 - to 17 - year olds

      What are these? Posting comments? Sharing? Writing for public audiences?

    13. game – based learning

      Do notifications and leaderboard-like features go enough in this direction?

    14. hrough innovation...” with special emphasis placed on building and sharing tools, strategies, and standards

      Gates emphasis on tech

    15. teacher feedback systems that allow for both measurement of effectiveness, coupled with development of feedback avenues to support professional development.

      can student feedback systems loop into teacher feedback ones? in other words, doesn'T measuring student progress eventually double as evaluation of teachers.

    16. how important measurement is to improving the human condition.”

      i.e. data

    1. The tools are designed to be simple, flexible, and allow teachers to maintain creative license in how and what they teach.

      Web annotation technology is about as "flexible" as one can get with a tool. It can be used independently by students, by teachers and students, and integrated into LMS and CMS systems.

    2. helping teachers bring the Common Core to life.

      Two ways I see this happening with annotation:

      1) Making the text social. It's like Facebook!

      2) Making it multimedia. Allowing students to annotate with images and video add dimension to the text.

      3) Visualizing the annotation process through text selection and commentary really drives home the idea of close reading.

    3. Teachers who are using these tools

      Dead link?

    4. Consistent standards allow teachers to create a community where they can connect with each other, learn from each other, share with each other, and improve their practice with each other.

      Should there be a teacher layer to curriculum that allows teachers to collaborate with each other in designing curriculum?!

    5. college and career

      Need to address the "career" aspect of the Common Core at some point": digital literacy is about the web, the world, not just school...

    6. developed by teachers

      Said this before, but need to partner with actual teachers in alignment of standards/creation of curriculum.

    1. part of the fabric of schools around the country

      what about becoming part of the fabric of daily student life online, both in the classroom AND OUT!

    2. we’re working with teachers to design materials

      how can we do this? how do we partner with teachers to develop curriculum that uses hypothes.is for common core?

    3. customized pathways to achievement,

      Annotating the open web is a natural way to allow students to "customize" their learning. They choose the content they read and engage with, and directed by teacher guidelines, engage with that content to demonstrate learning.

    4. Blending


    5. Blending


    6. Ninety-five percent of 12- to 17-year-olds already go online on a regular basis. They use social networks, and create and contribute to websites. Our work is focused on taking full advantage of the kinds of tools and technologies that have transformed every other aspect of life to power up and accelerate students’ learning. We need to do things differently, not just better.

      hypothes.is/collaborative annotation meets students where they are: online, giving them a tool to interact more critically with the texts and ideas they encounter on the web

    7. to strengthen the connection between teacher and student.

      Social reading brings students and teachers, and students and students, together.

    8. new generation of courseware


    9. in and out of school, in person and online, together and independently.

      Asynchronous learning...collaboration...

    10. individual needs,

      Self-directed/student-centered learning...

    11. a globally connected, information saturated world.

      I.e. the Internet!

    12. game-based learning that generates rich data about students’ progress

      need feedback system at the very least: likes/upvotes, email notifications...also possibly a dashboard, for students and teachers, that shows recent work, top annotator, etc. (by volume, by like)...DO WE NEED GAMIFICATION?

    1. When learning is personalized,

      How much more "personalized" could you get than annotating the open web?! Let students read and discuss what they want, but evaluate them according to the standards/expectations.

    2. In personalized learning, the student is the leader, and the teacher is the activator and the advisor.

      We this transformation of student from passive recipient of knowledge to active producer through annotation as well.

    1. increase low-income students’ college completion rates
    2. Nearly three out of four postsecondary students today are not enrolled in a full-time, four-year degree program. They are balancing jobs, family, and other priorities as they work to finish their studies.

      Importance of asynchronous learning opportunities.

      Providing platform for engagement with course content but also feedback to student work (whether peer or instructor).