3,745 Matching Annotations
  1. Jun 2022
    1. Usability equity.

      Is this subjective?

    2. Pocketbook equity. Does the technology or e-learning resource ensure zero out-of-pocket costs for all students? 

      Avoiding a student pay model helps here. Most edtech goes there because it's the easiest path to revenue.

  2. May 2022
    1. The students accessed the Hypothes.is platform as a web browser plug-in.

      Some of the inconveniences or confusions that arise in. this study would have been avoided if the Hypothesis LMS integration had been used. For example, students would not have had to added Chrome/plugin.

    2. Grounding in a primary document reduces the number of explicit references needed in order for comments to be understood (Honeycutt, 2001). If the source text is absent and not connected to a discussion, participants have to reconstruct the context, which has been referred to as communication overhead (Weng and Gennari, 2004).

      Some "science" about why discussion forums suck.

    3. I definitely preferred the website nature of Perusall over the plugin of Hypothes.is.

      This seems kind of ironic considering that Perusall is...not a website whereas Hypothesis browser plugin actually lets you annotate...the web. Perhaps "platform nature" is what is meant. It's true that Hypothesis is less a destination than a journey and that comes with some extra work.

  3. Apr 2022
    1. examine the summative writing for correlations between annotation and stu-dent writing outcomes.

      Can't wait!

    2. may open up space for more empathetic forms of coming to belief

      Annotation as encouraging empathy--not just with text/author but with other annotators--is such an interesting idea.

    1. Genius activities and encouraged students to “write down what they noticed

      In private pages on Genius or public ones? The former were at some point taken away. The latter are a radically different space for considering student writing. Genius has its own editorial process to which student writing would be subject, for one.

    2. encouraged collaboration, and mirrored social media practices familiar to students.

      I like the idea that social media practice is considered alongside formal "college" writing.

    3. Her view was that the more students engaged in course readings, the better they would be at leveraging those readings in their writing.

      But did this connect in anyway to the algorithm?

    4. Seatter calls for an increased focus on universal design and accessibility with Open Web SA technologies, seeing more inclusive features as helping make Open Web SA technologies “more objectively open technologies” (p. 10).
    5. SA technologies render the act of reading visible among a group, thereby enabling socially situated “first draft thinking” practices for learners to read and write together (see Kalir, 2020).

      Visibility of reading to counteract its traditional invisibility. It's writing that is usually the visible product of reading. To make reading itself visible is something new.

    Annotators

  4. Mar 2022
    1. I proceeded to take all of the papers to my childhood bedroom at my parents’ house, a conceivably more stable space to store such things.

      I've had a very similar experience. I have a giant metal filing cabinet that's moved with me from place to place over the years--with a long stop at my folks' house when I was in an apartment too small.

      I wonder if there's a connection between my love for annotation and my holding on to all that paper, writing, ideas.

    1. shifts reading from being primarily a solitary activity into one that is social, with these tools (broadly understood) “support[ing] social reading, groups sensemaking, knowledge construction and community building”

      Another paradigm I feel young writers are often burdened with that social annotation helps deconstruct: reading, writing, and learning are all deeply social activities.

    2. practices students employ while reading remain invisible.

      This is the key to the power of SA IMO.

    3. Document-based SA technologies (Document-based)

      What's not document based about the open web annotation model? It anchors to the doc at its origin.

    4. First, readers are writers who, for centuries, have added both informal and scholarly notes to their texts: manuscript glosses and scholia, book marginalia

      I feel this is so important in early college writing courses: to realize one is a writer, not "just" a reader.

    5. invite students to serve in multiple roles (tutor, expert, motivator, mentor, and collaborator)

      I've often thought of annotation as a way of "speaking back" to the text, situating the students as a scholar.

    6. the “fluidity” of written texts, and that processes of composition, revision, publication, reading, analysis, and discussion are fundamentally collaborative endeavors.

      Yes!

    7. cognition with composition (e.g. Traester, Kervina, & Brathwaite, 2021)

      Again, this idea of synthesizing various skills and practices too often experienced (IMO) as disjointed.

    8. a genre of communication that synthesizes reading with writing (e.g. Wolfe, 2002)

      I like this idea of annotation as a bridge between reading and writing.

    9. deceptively simple

      Indeed!

    Annotators

  5. Feb 2022
    1. making students’ reading processes, motivations, strategies, knowledge, and under-standings visible to the teacher and to one another;

      "Making reading visible" means making reading visible to the reader for their own metacognitive understanding of "reading strategies" but also making their reading visible to the instructor so the instructor can better understand (metacognitiviely?) where individual students are at in their reading practices.

    2. making the teacher’s discipline-based reading processes and knowledge visible to stu-dents;

      This could be done with teachers pre-annotating texts for students or using Hypothesis on a demo text to model.

  6. Jan 2022
    1. moving in ways that are summer

      I love this line so much. Summer as a way of "moving" or a way of being in the world. So true! Of course it's a season too and a style. But it's also a consciousness.

  7. Dec 2021
    1. the physical act of writing can help you remember better than just listening or reading

      Annotation helps with retention and memorization.

  8. Nov 2021
    1. Remain conversant in developing texts, technologies, composing strategies (including those requiring computer skills), and standards recognized in the field of Rhetoric and Composition Studies

      Social annotation as a new way to read, annotate, and write could be key here.

    2. Use critical thinking and reasoning skills to analyze, to infer, to synthesize, to interpret, and to evaluate effectively, including information, arguments (i.e., premise, deductive and inductive reasoning, forms of appeal, and forms of evidence), and literary works as well as to argue effectively (i.e., to develop a position, reasons, evidence, and warrants) when presenting informationor analyzing and interpreting texts.

      These reading activities could be done through annotations, using tags to call out the various analytical moves.

  9. Sep 2021
    1. As a history instructor, for example, one of us requires students to locate archival photographs from the Library of Congress that might help illustrate the reading, link to them in appropriate places, and write a caption that explains why they’ve chosen the photograph.

    2. They may share a link to the biography of a person mentioned in the reading, or a news story related to the reading, encouraging their classmates to check it out. They may link to an image or map online that they think will help their fellow students better understand the reading.

      Great prompt ideas!

    3. The act of assigning shared annotations can help students think about reading as a social element rather than a private practice.

      But what are the benefits of reading being seen as social?...

    4. demystifying what has often been a private, individual practice.

      Is there evidence that the "mysticism" of reading leads to students dropping courses or school altogether?

    5. Social annotation, on the other hand, provides an unobtrusive way for faculty to focus on student reading and interpretation in any course that requires reading

      I.e. it's not just for English!

    6. First, instructors should provide students with multiple means of engagement, especially by helping students understand the wider significance of the content they’re learning. Second, instructors should provide students with opportunities to interact with course content in multiple ways, for example, by providing audio, video, and textual materials.

      Having a hard time distinguishing these first two principles. Is the first teacher-drive, providing different means for students to hook into material? And the latter student-driven, enabling different formats for student responses to said material?

    7. The UDL framework is helpful generally in working with students of a wide range of abilities;

      UDL addresses diversity of students in class.

    8. provide students with options for expressing their knowledge and ideas in several ways

      Like cognitive and affective?

    9. platform through which they can employ the principles of Universal Design for Learning (UDL) to improve engagement and accessibility for all learners.
  10. Aug 2021
    1. Work through each paragraph identifying the overall argument, claims, types of claim, evidence (and types of evidence), strategies, appeals, and rebuttals

      Do it with Hypothesis!

    2. identify the main elements of the argument

      Why not do this with Hypothesis?

  11. Jul 2021
    1. Crossing the Stage: Bachelor Degree Completion Programs

      Social annotation can be used to help students development fundamental "college" skills but also discipline specific skills and practices once on a degree pathway.

    2. For high-stakes courses (i.e., prerequisites), Santa Cruz has early alert programs to identify students at risk of failing a course early in the quarter and provide academic advising and support.

      Could Hypothesis data be used to inform this early warning system?

    3. Santa Cruz would create a community of teaching professors and graduates students to more effectively bring new teaching techniques to courses
    4. Enriching the culture of these courses
    5. Santa Cruz is increasing the proportion of curriculum available online, including fully online degrees building on courses created through ILTI (24 courses and high demand courses now offered in summer).
    6. UC campuses are integrating online technology into existing courses, expanding the number of courses available online,

      There's a definite need then to make these not just simple platform based courses, but to add third-party tools that deliver on the learning not just the management piece of online education.

    7. proactively helping students engage more deeply in their educational experiences,
    8. importance of cohort-based learning
    9. Research findings from the UC Undergraduate Experience Survey (UCUES) show that students with a lower sense of belonging (on the campus) have lower graduation rates than their peers (see Figure 4).
    10. I also was able to network a bit, making some friends in the process.

      Social annotation can enhance sense of community and belonging in students which can in turn increase retention, especially in first generation students.

    11. learning new skills to handle college courses
    12. The first step to increasing degree attainment is ensuring students get off to the right start.

      How do we know if they do? Hypothesis social annotation can act as an early impetus for students and early warning system for instructors.

    1. would allow UC to confer 1.2 million undergraduate and graduate degrees by 2030, a 20 percent increase over current projections.
  12. Jun 2021
    1. whether the challenges associated with critical reading in the digital age could be addressed through both tool- and pedagogy-based interventions.

      Also starting with Wolf, Maria Konnikova asks and similarly answers the same question in a (heavily annotated) New Yorker article from a few years back.

    2. to state them “explicitly,” teach them “directly, and [require them] in students’ work” (Horning 2007: 3).

      Yes! I often talk to instructors about using Hypothesis's tag feature to explicitly call out these micro-processes that are part of reading "well."

    3. renewed focus to reading as composed of sequential and increasingly complex steps

      Interesting...

    4. The page paves the way to one’s personal reflection in the same way that a front path leads to one’s home

      Lovely!

    5. stronger reading practices online.

      Yes! We're not going to stop students from reading online.

    6. Such a return to print-based reading could prompt the considered belief formation that scholars agree is the best defense against misinformation

      I know a "however" is coming, but obviously this presumes that the canon of scholarship/publication is not itself a kind of "bubble."

    7. Pedagogy to Disrupt the Echo Chamber

      This is a pretty great title!

    1. When learners have adequatedomain understanding and self-regulation skills, a lower level of instructor involvementmay provide moreflexibility to learners while also reducing the instructor’s workload

      So is degree of instructor involvement merely a factor of level of course?

    2. some earlier-starter students communicated challenges with the timing of participationas they needed to check back multiple times to read their peers’contributions

      This is a perennial issue that has a technical solution (notifications) but also needs to be addressed culturally. "You should be checking back, rereading the text and our own and the comments of others!"

    3. rereading

      Definitely a key "means to an end" goal for annotation IMO.

    4. As Web annotation activities generate digital trace data that provide indicators oflearning, one approach worth considering is to derive learning analytics that extractsannotation data to be analyzed for evaluation purposes.

      This would be a cool project, DHSI friends...

    5. useful for peer interaction but less valuable for thecreation of course community

      What's the difference here?

    6. some peer annotations might evenimpede their understanding

      I've never really heard this before, though it's clearly an issue when thinking about public annotation on the web in terms of the whole "don't read the comments" thing.

      I suppose it's also a pedagogical dilemma. Can noise be as instructive as signal? Is distinguishing the two, and perhaps leveraging both, part of the work of educaiton?

    7. In the COVID-19 pandemic

      In the end I'm not sure this great review of the literature has much to do with the pandemic or even specifically remote teaching and learning.

    8. The authors suggested instructor facilitation wascritical for achieving the desired outcome.

      Interesting...

    9. provided sufficient scaffolding

      Would like to see the how here…

    10. The annotations wereextracted from Diigo for groups to discuss and construct well-reasoned arguments.

      Love the idea of harvesting annotations for summative assignments.

    11. orchestrating knowledge construction

      While I don't disagree with the concept, it's interesting that the instructor has the agency here in what is often seen as a more horizontal activity.

    12. socialconstructivist views of learning

      While I agree, I also sometimes think about where on the social constructivist spectrum different kinds of Hypothesis/social annotation activities fall.

    13. One challenge facing the use of social annotation is the occurrence of“low-quality”student annotations.

      There's an assumption here about the utility of an annotation. Is it only supposed to convey meaning? Or could it convey confusion that would occasion meaning making through peer to peer learning or instructor intervention.

    14. processing domain-specific knowledge,

      While not specific to just this use case for social annotation, I'm a big advocate of leveraging tags to aid in metacognition around this type of annotating.

  13. May 2021
    1. In my own institution,

      It seems like these types of support vary depending on institution. Some schools have an obvious and active center for teaching and learning. Others not so much.

  14. Apr 2021
  15. Jan 2021
    1. Apr 25, 2018

      Some people have been thinking about these issues well before the pandemic and I hope we'll continue to be thoughtful about creating online spaces even after remote education isn't a medical necessity.

    1. This division is severe enough to call to mind the disagreements between the colonists and King George, and those between the Confederate and Union forces in the Civil War.

      Eerie to read this in the aftermath of the Trump Insurrection January 6, 2021.

    2. restoration

      What the problem is with current approaches isn't laid out clearly at the start.

    3. Americans will never falter in defending the fundamental truths of human liberty proclaimed on July 4, 1776.

      We're always faltering. That's the point. Faltering and learning from our mistakes to form "a more perfect union."

      https://www.youtube.com/watch?v=pWe7wTVbLUU&list=PLcn4_Pa12E-qn0v8pfsxd1kCaEdFTdZyb&index=8&t=0s&ab_channel=BarackObamadotcom

  16. Oct 2020
    1. has a weight you can feel Hanging on you, & then it’s there – that Point – whatever – which, now, while It’s happening seems to be constantly slipping away, “Like the sand through your f

      cvgsdcvbxcb

  17. Jul 2020
    1. This is the sergeant5 Who, like a good and hardy soldier, fought ’Gainst my captivity.—Hail, brave friend! Say to the King the knowledge of the broil

      not capturing line breaks...

    2. 10

      think about xyz

  18. Jun 2020
    1. Almost all are affected by the physical isolation measures and lack of human contact.

      I feel like my kids' school did well to equip them with good apps to keep up with their academics. What was really missing was the social aspect of their schooling. I'm hoping that if they are online in the fall that there will be more attention to this.

    1. ed tech)

      Why no dash?

    2. Amnesia

      One thing I really like about annotation is that it's "nothing new" right? It actually asks us to remember an analog practice and revive it.

  19. May 2020
  20. Mar 2020
    1. Strategy 7. Reimagine advising and support services.

      The future is leveraging the data and content of social annotation in order to inform advising and other support services.

    2. ▪      Peer-led study groups.

      Reading socially can be used to address equity gaps:

      • encourages students to collaborate
      • learn from each other
      • realize they are not alone in their confusion, etc.?
    3. emphasize Instructor presence

      With collaborative annotation, the instructor can be "present" and engaged during one of the most isolating but crucial academic experiences: reading.

    4. active learning pedagogies

      Like social annotation!

  21. Feb 2020
    1. /

      what do you call this thing between the numbers in a fraction?

      dividing line?

    2. 1/4

      annotating a full fraction

    3. 1/

      this is me annotating a piece of a fraction

    1. Gerstle Cove Campground is situated atop the coastal bluffs on the ocean side of Highway One and offers 30 family campsites. 

      This is where we want to stay

    1. • March:  Last adults leave. Weaned pups teach themselves how to swim.

      cute!

  22. Jan 2020
  23. www.bigsurcamp.com www.bigsurcamp.com
    1. 4 people 54, 58, 60, 64, 66, 70, 101, A, B 

      4 person cabins

    1. San Francisco to SAN DIEGO Groove to tunes in The Van Morrison, a Eurovan camper that seats and sleeps four. Pick up in San Francisco anytime mid-March and cruise it down to San Diego before March 23. We’ll waive your one-way fee.

      A good option, saving one-ways fees...

    1. Insurance You are required to purchase our insurance, which provides collision and liability coverage. Insurance costs $32.50/day. 24-Hour Roadside Assistance If you don’t have your own AAA PLUS or PREMIER policy (or something similar) we will send you off with our 24-hour roadside assistance package for $15 a day. Coverage includes unlimited: towing, flat tire assistance, emergency fluids delivery, battery boost, and a mobile mechanic.

      Would USAA cover this?

  24. Dec 2019
    1. What’s more, Genius became a successful company thanks in large part to the unpaid work of tens of thousands of music fans who transcribe and annotate without any compensation.

      Like Wikipedia?

    2. First, an apostrophe pattern concealed in song lyrics that spelled out “red handed” in Morse code (which is even older than phonebooks), then a spacing pattern that spelled out “genius.”

      This is, well, Genius.

  25. Nov 2019
    1. anchored

      Interesting word choice, as if the landscape is like an ocean.

    1. n bolstering an existing strong privacy system, in covering up some specific action, in making things marginally harder for an adversary, or even in the “mere gesture” of registering our discontent and refusal.

      Not all of these are obfuscation in my understanding though they are all different forms of resistance to surveillance.

      Obfuscation in my opinion lies in not furthering coherency along another rational line, like limiting the signal (say, reform of TOS) but in confusing the system/signal altogether.

    2. Cyclosa mulmeinensis, which fill their webs with decoys of themselves.

      Very cool.

    3. She is not in prison or institutionalized, nor is she a dissident or an enemy of the state, yet she lives in a condition of permanent and total surveillance unprecedented in its precision and intimacy.
  26. Oct 2019
    1. tudents and faculty are reduced to a “look but don’t touch” relationship with their materials

      Hmm, it's true that the remixability of OER materials is a more fully immersive experience. But touching and manipulating copyrighted material, in my mind, forms the basis of much study in any classroom even with the most minor consideration of the role of active learning.

    2. make the teaching and learning problems caused by copyright the core issue we are solving with OER

      I still wonder to what degree open educational practices are necessarily or always tied to copyright. That is, can OEP be implemented on copyrighted texts?

    1. I think you can run a business premised on open source applications and still provide something folks are more than willing to pay for (which in our case is by and large support). 

      Yes

    1. Being open and transparent about what they are charging for

      Been thinking about this one a lot lately...

    2. And yet the narrative is not so simple because some of the for-profit players are making efforts to be good (or at least better) actors in open education. I believe that these efforts should be recognized and lauded. In some cases we are witnessing the outcomes of individual efforts to (slowly) change long-standing organizational culture. I believe these internal advocates need our support to engineer systemic change, to get their organizations to understand the value (and not just the price) of doing right by students.

      Agreed.

  27. Sep 2019
    1. According to White House officials I spoke with, this was "not the first time" under this Administration that a Presidential transcript was placed into this codeword-level system solely for the purpose of protecting politically sensitive-rather than national security sensitive-information.

      This may be one of the most damning pieces of information in the whole complaint. It also opens up multiple avenues for further investigation if true.

    2. Instead, the transcript was loaded into a separate electronic system that is otherwise used to store and handle classified information of an especially sensitive nature.

      This is one of the craziest and most damning details and really undoes a lot of the subsequent argument by the administration that this stuff was classified/covered by executive privilege.

    3. as a "direct follow-up" to the President's call with Mr. Zelenskyy about the "cases" they had discussed.

      So it wasn't just "locker room talk," then.

    4. The White House officials who told me this information were deeply disturbed by what had transpired in the phone call.

      Susan Hennessey has suggested that the Mueller Report should have been read more like a novel than a legal brief. The facts are only part of the story. It's details like this then that become so troubling.

    5. This letter is UNCLASSIFIED

      This was a super savvy move. "Deep Whistle" knew what they were doing.

    1. Perusall generates more revenue and less cost for publishers without increasing the price to students (and without charging instructors). Publishers get nearly 100% sell-through, no resales, the ultimate solution to piracy, great data, a larger impact on the learning experience, and more satisfied customers.

      Really surprised to see an ed-tech company talk this openly about money for publishers.

    1. personalization

      Defined how?

    2. Embed assessment directly into daily learning experience;

      Like reading...

    3. Relieve administrative burdens;

      Couldn't this be a pathway, if a slippery slope, to "replacing teachers"?

    4. “making money isn’t a dirty word,” and believed that creating more transparency and openness in conversations among stakeholders could shift the culture of teacher suspicion to make way for more partnerships.

      I like this.

    5. Give educators a voice in the design process!

      I love this, but I've also found some staff and faculty impatient when a things is not just done and ready to go.

    1. So our learning technologies cannot continue to live solely in our administrative units; our academic units are where we are doing some of the more transformative work of learning

      I like this because it moves away from one-size-fits-all models of education technology. Are these smaller academic units sufficiently well budgeted to support this approach, though?

    2. Regarding the last, should students own their data, and if so, what would that look like? What can and should we do with that data? Should we turn our students' data over to external vendors?

      There's an unexplored question here, I think, and that is whether the school should own the data vs the student vs the vendor. It's relatively easy to argue vendors shouldn't have access to student data, but schools?

    1. So why was I in the room with a vendor? It was just for coffee, and he was suggesting to me that the best sales people in EdTech are the ones who have worked in education. I am mindful of a Neil Gaiman Quote from Neverwhere – “When angels go bad they are worse than anyone else. Remember Lucifer used to be an angel.”

      Ouch. Couldn't the opposite be true? Someone who actually gets where students and teachers are coming from might have a more reasonable approach?

    2. An aspiration would be the scenario above, representing close working relationships between the elements.

      This sounds great! But I'd argue all three parties create the gap for various reasons.

      Sometimes I find myself trying to bridge the gap (authentically, I believe) only to find senior management uninterested in a particular teacher's excitement about collaborative annotation for teaching.

    3. “Always use the plural pedagogies, because you can claim that your pedagogy has moved on from theirs”  

      Lots of education professors would probably say the same thing. The plural recognizes diverse learners and approaches...

    4. Here’s the thing Darwin never said that.

      Is that the thing? Misattributing a quote is bad practice no doubt. Not sure that constitutes a sales technique.

    5. having established his borrowed credibility from Charles Darwin,

      This seems a pretty common rhetorical technique not isolated to sales: borrowing a quote from someone famous to get your audience thinking.

  28. Aug 2019
  29. Jul 2019
    1. There are many reasons why a college student may not do the reading for a course,

      Some interesting ideas around this problem and potential solutions can be found in this CHE article.

    2. a potential need to access those materials again

      I have an embarrassing number of Norton anthologies of literature. Some of them have traveled with me since high school across five states.

    1. A student of religion might refer to “divine creation” as making something from nothing. But when humans create something, we usually consider the term scientifically, changing the state of a material or an idea, or making something from something

      This is true, but aren't some measures of human art taken by the degree of nothingness from which they came, that is, how original they are.

      Of course, the idea that no creation can be truly original is also out there. As Emerson writes:

      EVERY book is a quotation; and every house is a quotation out of all forests and mines and stone-quarries; and every man is a quotation from all his ancestors.

    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, ...

  30. Jun 2019
    1. He would provide all of the upfront capital. He’d do the digital marketing and hire course designers and produce the videos of lectures and the software that allowed students and faculty to interact live online, with worldwide 24/7 support. In return, the colleges had to give him 60 percent of the tuition. This was still a good deal for them, since 40 percent of something was better than 100 percent of the nothing they had before.

      The original OPM model.

    2. At some for-profit schools, almost 90 percent of revenues came from federal funds.

      !

    3. What this means is that an innovation that should have been used to address inequality is serving to fuel it.

      Story of the Internet?

  31. May 2019
    1. LTI Launch URL as submission

      So this would be the doc with h scoped to group and a particular user?

    2. content item selection

      Still don't get what this is...

    3. Requires heavy usage of Canvas specific API’s, so is not interoperable

      OK, this is key--glad Canvas is admitting it!

    4. Canvas submissions API.

      Hmmm. Is this how @judell got the Hypothesis activity view into Speedgrader last time?

    5. (optional) Using the LTI Outcomes service, the tool can also return a piece of plain text, a basic URL, or even an LTI Launch URL. This will be attached to a student submission object in Canvas, and it’ll be visible on the student submission page and in Speedgrader

      This is key: to deliver the artifact of the annotation to Speedgrader.

    1. totransform the system of scholarly communication from one that remains closedand unaffordable,to one that is more open, fair, transparent, and sustainable

      A noble goal indeed.

      Curious to see what overlap there is with the "system of education technology". Would love to draft a "Declaration of Rights" for that space...

  32. Apr 2019
    1. Annotation Profile Follow learners as they bookmark content, highlight selected text, and tag digital resources. Analyze annotations to better assess learner engagement, comprehension and satisfaction with the materials assigned.

      There is already a Caliper profile for "annotation." Do we have any suggestions about the model?

    1. teaching strategies can change how students read.

      Agreed here.

    2. An algorithm grades the “thoughtfulness” of their annotations and compares their reading habits to behaviors that predict classroom success.

      I've always found this a problematic part of the Perusall platform.

    3. from an Eastern university

      ?!

    4. the internet. 

      The Internet is, at least in part, reading!

    5. compliance

      This is, as Laura Gibbs points out on Twitter, an unfortunate choice of words and problematic approach to the issue.

    6. the digital age.

      Gasp!

    7. not as capable

      Hrmmm. Not a good starting point for this conversation.

    8. who retired

      No offense, but maybe talk to some early career folks as well.

    9. “The main idea in a text is not on the page,”

      Isn't it? Or shouldn't it be? Yes, the rearticulation of that main idea requires some independent critical thinking, but it should be somewhere on the page that you can point to. And that's part of teaching reading or learning to read.

    1. 4. To build the wire panels, sandwich 5-by-4-foot sections of galvanized-steel wire between 1x3 cedar, screwing through the front of the frame into the back.
    1. Example (Before) A direct link to an article in Project Muse before the proxy URL has been added: https://muse.jhu.edu/journals/demography/v047/47.4.groen.pdf Example (After) A direct link to an article in Project Muse after the proxy URL has been added: http://eztncc.vccs.edu:2048/login?url=https://muse.jhu.edu/journals/demography/v047/47.4.groen.pdf 

      How will their proxy interfere with ours? Or h more generally?

    1. Linking to the article also allows the Library to track use and obtain data about the importance of a particular journal to the campus.  

      Another argument for linking.

    2. While there may be good reason to upload articles to the LMS, it is important to consider that doing so may mean that your students do not have the most recent version of the article. It is not unusual for publishers to make corrections or changes, such as adding supplementary material, to articles after initial publication.

      Argument for permalinks v downloads.