I think the podcast episode gets more into mobile phones. Like so many things related to mobile learning, I think its shortcomings are magnified at the cost of appropriately considering its proper applications. Mobile learning can be crucial to learning while walking, making learning more granular, and capturing learning that happens in nature and different physical spaces. I'm not disagreeing with this point about larger monitors and when movable paper can be better, but emphasizing that this is one consideration of many other media/format considerations.

Anyone use imitation-type exercises for learning, whether for yourself, for students, or another learning situation?

I think this could be crucial for those long classes (e.g., 3.5 hours): give students a set amount of time to go somewhere that allows for individual thinking, and then come back to the classroom commons for social learning.

Makes me think of people with less access to private spaces for thinking, a room of one's own.

It could be incredibly helpful to students to prompt them to think about their bodies and physical environments in any reflection work they do.

• Where did you often do this work?
• Where did you feel most focused?
• Which environments have been conducive or not conducive to learning?
• When have you learned with others? What makes learning with others conducive or not conducive to learning?

Seems like there's an important lesson to be learned here with learning and learning-related tasks. Could students doing a "walking review" before an exam help their body prepare for the stress of taking an exam? Same for a presentation?

Social annotation like this is a good example: I'm reading and note-taking like I would individually, but this also can be social.

It wasn't until very recently that I, as a white person, felt like I could really lead work on racism because I am white. I think white people are socialized to believe that we can't speak on racism because we don't have direct experience with it. Of course, that assumes that unless you are a neo-Nazi, you do not participate in racism. I think a simple early lesson to teach our white students is that racism is about us, and it is not only okay for us to engage in these conversations, but we are morally compelled to do so.

This is a really cool thread to read, as you get a lot of different examples and approaches. FYI, when you click on links from this Hypothesis link, sometimes they get messed up because the Hypothesis URL is still in front of it. If you get an error, try removing the hypothesis part. I did that with this Twitter thread: https://twitter.com/cultofpedagogy/status/1037298258694078465

I've seen this format in different iterations. Useful for encouraging students to not just write what they see, but what it means and makes them think of.

I'm a little skeptical of only looking at quantity, but maybe that's a useful place to start. I'm on board with the idea that more notes probably equals more active engagement, but I see a difference between rushing to write every word the instructor says versus students writing their reactions, questions that arise, even visual concept maps. I wonder if the study gets into more about the type of notes within this quantity.

Yes! I take notes with whatever type of learning I'm doing, but I don't think this is obvious to students and is worth explaining to students.

Hi, everyone! I started this annotated reading for us to practice using Hypothesis as a collaborative online reading activity. This looked like a helpful topic related to teaching and learning, so why not share the reading experience with all of you? Highlight and note what is of interest to you. Consider posts that best work for group engagement, such as questions, insights, applications and more. Accordingly, replies to others' comments are encouraged!