3,982 Matching Annotations
  1. May 2017
    1. whether the purpose of public schools is to turn out knowledgeable citizens or skilled workers.

      I'm not sure that I agree that these terms line up with those above. "Knowledgeable citizens" know math formulas rather than problem-solving?

    2. In doing so, Google is helping to drive a philosophical change in public education — prioritizing training children in skills like teamwork and problem-solving while de-emphasizing the teaching of traditional academic knowledge, like math formulas.

      This is a fascinating claim. Left uninterrogated, it sounds great to me!

    1. As a living book, the platform’s design will focus on annotation and collaborative discussion, allowing readers to use multiple “lenses” of expert commentary alongside the main text and contribute their own rich-media annotations individually, or in private and public groups.

      Love it.

    2. PubPub already supports a vibrant scholarly community, and we intend to create a unique cultural offering in the “Living Frankenstein” geared towards an inclusive community of understanding and public discourse.

      So this community will be mobilized on this new text? Is it the Pubpub community, rather than the platform that's key to the partnership?

    3. all constructed as bespoke one-offs, intended to support a single text through a single implementation

      Not clear to me how what's described here is different.

    4. We will draw a number of design and implementation lessons from them both through direct observation and, in some cases, conversations with their editors or directors.

      This is pretty crucial both in terms of not recreating the wheel, but also because I'm not sure the survey above accurately reflects the state of annotation.

    5. Like Hypothes.is, Genius is focused largely on the annotation of canonical literature and not on making users into co-creators of material.

      Not really accurate.

    6. There is no need for users to configure their browsers in a special way or install an extension in order to use our tool, thus removing a barrier to entry.

      Reconfiguring the browser is only one way to access H annotation layers. It can also be native to a web page using JS.

      One thing that worries me about this "platform" centric approach is that if things aren't built according to standards I worry about the content being lost if the platform is no longer supported.

    7. A professionally produced series of podcasts, videos and digital interactive elements to enhance theexistingannotations and commentaries from the print version of our critical edition

      Rather than as separate artifacts, the team might consider embedding these artifacts within the text itself. Imagine

    8. through the creation and enhancement of features

      Presuming this project will rely on annotation technology, will this technology be built according to the open standards suggested by the w3c? It's essential that this content is easily portable beyond the lifetime of the Pubpub platform.

      Briefly exploring the annotation tool, my opinion is that it leaves a lot to be desired. Pubpub should consider consulting with a more experience annotation software like Hypothes.is, if I may.

    9. the PubPub platform

      I'm not familiar with this platform. Will check it out. Doesn't appear to have annotation native.

      Broader concern: while a web-based publishing platform, I worry about this text being housed within a system. It should really be built in the most open and extricable place possible.

    Annotators

  2. Apr 2017
    1. “Unfortunately, Berkeley and other universities have played into a narrative that the right would love to advance,” said Robert B. Reich, a former Labor secretary under President Bill Clinton who is now a professor of public policy at Berkeley. “The narrative assumes a cultural plot against the free expression of right-wing views in which academe, mainstream media — every facet of the establishment — is organized against them.”

      I really do feel like a lot of colleges, activists, and journalists are being played in this way.

    1. he is caught in a bind:

      In a sense this "bind" is nothing new: comedians, novelists, essayists, artists, have always been subject to censure for their public resistance to hegemony. What's different here? The dailyness of Internet communications? The way are everyday, informal interactions can be surveilled?

      From one point of view, it's amazing that all citizens--our students--have to be mindful of these facts and make these decisions themselves, rather than see them as stories of more famous, public intellectuals. It's the dark, flip side of the democratization of the Web.

    1. discover how to successfully and effectively utilize tech to further advance reading both for comprehension and critical thinking skills,

      Yes! In a sense it's like learning to read all over.

    1. University of Oklahoma

      Sarah and David Wrobel's project here is so cool: they leveraged the Hypothes.is tag feature to have students explore the "layers" of John Steinbeck's The Grapes of Wrath. While the idea of such layers could perhaps be said about any literary text, for Steinbeck there was something explicit about the layers of that particular novel. As he wrote to his editor at the time:

      "The Grapes of Wrath" was published, Steinbeck wrote: "There are five layers in this book, a reader will find as many as he can and he won't find more than he has in himself."

    1. Anyone who considers a Vose and Sons piano for purchase, or to rebuild, is choosing a piano, worthy of restoration and repair. In spite of their age, many still seek these pianos out, desiring to have one for themselves, as Vose and Sons have proven to endure under the test of time.
    1. Digital Literacy and all those other literacies

      So where's the false binary here? For me it's the idea that digital literacy is all that different from the same kind of literacy that educators have been talking about since weel before the invention of the computer.

      This makes sense for me personally as a PhD in English who was always fascinated by the Internet and digital technology and who now finds himself working in the educational software industry.

    1. In turn, this child’s statement may shift the teacher’s learning and encourage her or him to recreate or extend this same experience to another area of study in the curriculum.

      I hadn't thought about this aspect of discourse: not just the various context the content but of the experience of learning itself, how a teacher responds to student work, how that work is set up in the first place.

      I think hypothes.is is particularly useful in relation to this type of context in the way it makes certain previously hidden aspects of learning visible...

    1. as a base camp, a convenient place to post links to our open learning spaces.

      Love this metaphor: LMS as base camp for broader exploration. Never a destination but a good place to have to prep for the ascent.

  3. Mar 2017
    1. Imagine if podcasts were Twitterized in the sense that people cut up and reacted to individual segments, say a few minutes long.

      This actually seems inevitable now that you mention it...

    2. to give publishers better feedbac

      But likes are obviously also about users/content creators--clearly acknowledged above.

      I worry about leaving users without feedback or a sense of someone's reading their stuff.

    3. Is it any coincidence that the race to the bottom in media—toward clickbait headlines, toward the vulgar and prurient and dumb, toward provocative but often exaggerated takes—has accelerated in lock-step with the development of new technologies for measuring engagement?

      This is such a concvincing connection.

    4. since “people tend to be extremely similar in their vulgar and prurient and dumb interests and wildly different in their refined and aesthetic and noble interests,” the stuff you publish will start looking a lot like the stuff that everybody else publishes, because everybody sort of likes the same thing and everybody is fishing for Likes.

      Just wow.

    5. and notifications

      Why are notifications suddely lumped in here? Without any research, I've always imagined notifications as more directly connected to depth and quality of conversation than "like" buttons.

    1. Unlike existing bookstores, the Publisher receives full aggregated information about the instructor who assigned the publication, the students who purchased a copy, what students liked the about the book, which parts they spent the most time on, and which points the author made they found confusing (all of course as allowed by university policies and governing law). This information may be useful to sales reps in apportioning credit, to your marketing department to tune advertising, and to editors and authors to improve subsequent editions and to choose new titles.

      Fascinating.

    2. Perusall automatically suggests grades for these annotations to the instructor, detects when students do not engage portions of the material, and gives students well-timed nudges that get them back on track -- all without extra effort on the part of the instructor.

      Neat and scary.

    1. The “annotation” class did, on average, between 5% and 10% better on course assignments that rely on either close reading or critical thinking about theory (or both). On analytical papers, which ask students to compare ideas between scholars: 10% improvement On midterm in class exams, featuring short answer questions about specific scholars: 5% improvement On a take home final exam featuring cumulative questions and asking students to deploy theoretical ideas to new situations: 5% improvement

      Wow! Data on the efficacy of annotation in learning!!

    2. more nebulously but also importantly, greater class camaraderie and discussion. 

      This is indeed one of the more "nebulous" learning outcomes of using collaborative annotation in the classroom. In a word: community.

    1. It is our failure to internalize the idea that people who work for edtech companies are our colleagues and our partners which is at the root of much of disconnect that I see across the school / vendor divide.

      I came to this article through an Audrey Watters Tweet critique, but actually think this is a reasonable argument. It does not necessarily mean turning off the critical lens when evalutating ed-tech. It does mean turning criticism into conversation.

    2. We should not conflate the logic of short-term profit maximization with the values of the people who go to work at for-profit edtech companies.

      Though it is all connected and those connections need to be interogated by academics and by those who choose to work in industry.

    3. None of this is to say that we should be uncritical in our interactions with the edtech corporate world.  There is lots of money flowing into edtech.

      Exactly.

    1. The best way to scale your platform, service or product is to get a few schools to sign up, and then spend lots of energy and money making sure the followers know. This means having a sales strategy that is narrow, deep and focused.  

      '#influencers'

    2. That's why very few of us are likely to sign up with an unproven vendor or adopt a new platform or service unless our peers have already done so.

      This similarly assumes things are moving one-way and is not truly in the spirit of collaboration/conversation.

    1. Res ear ch often isolates particular pieces of the complex puzzle in order to study them in detail. However useful this may be, it obscures the dynamism of the actual teaching and learning work that goes on, and cannot show the emergent and contingent nature of that work

      So is one example of this the teaching of vocabulary and grammar out of context of authentic reading and conversation?

    2. However, in order to make significant progress, and to make enduring strides in terms of setting objectives, pursuing goals and moving towards lifelong learning, learners need to make choices and employ agency in more self-direct ed ways.

      This is just what Naoko is doing by allowing students to choose their topics of research within the context of a language learning course.

    3. Agency is therefore a central concept in learning, at many levels an in many manifestations. It is a more general and more profound concept than the closely related terms autonomy, motivation and investment. One might say that autonomy, motivation and investment are in a sense products (or manifestations) of a person’s agency.

      Interesting.

    4. I like to use this image to illustrate that any utterance has a number of layers of meaning. It refers not only to the here and now, but also to the past and the future of the person or persons involved in the speech event, to the world around us, and to the identity that the speaker projects.

      Wow. Annotation fits quite nicely here as helping to visualize these layers in a slightly more user-friendly way than Escher.

    1. When we know that we can access this information whenever we want, we are not motivated to remember it.

      But with annotation we can at least mark it. And it does slow us down and force us not to just say "well, i know i can find the article later if it's important."

    1. graduate studies should provide substantive training in language teaching and in the use of new technologies in addition to cultivating extensive disciplinary knowledge and strong analytic and writing skills.

      Like rhet comp in English?

    1. It is therefore the policy of the United States to improve the screening and vetting protocols and procedures associated with the visa-issuance process and the USRAP.

      Maybe it's just the legalese here, but how is this casusal. Can your "policy" be to "improve" something? And what's wrong with the vetting process in the first place?

    1. but what requires further attention is the link between the corporate reliance on efficiency and the problem of lack of time in learning and teaching.

      I'm wondering if this is a false dichotomy. Can we leverage technology--yes, usually associated with speed, but necessarily?--to help slow us down?

    1. a new generation of annotation tools on the Web while still leaving developers free to address specific use cases with tailored interfaces and services

      A diverse marketplace rather than one ring to rule them all.

    2. cannot be shared easily across the Web

      Not just shared, but archived. My comments on various comment systems Facebook, page bottom of NYTimes, are all in different places and, from a research stand point, are hard to return to or gather together.

  4. Feb 2017
    1. educators have a desire to unbundle all of the components of a learning experience

      I believe this "unbundling" is critical to the future of ed-tech, but curious about the evidence for the claim that this is something educators have demanded.

    2. persistent connectivity, enabling students and educators to access and contribute to shared workspaces, anytime.

      I find this very powerful: the extension of the intimate and highly collaborative space of the classroom into asynchronous online environment has never been more possible.

    3. Rather than existing as single applications, they are a “confederation of IT systems and application components that adhere to common standards ...that would enable diversity while fostering coherence.”

      This definition sounds a lot like the definition of the Web itself.

    1. And even if commercially this all flops, we'll have nice specs and vocabularies to use where metadata is paramount: science, research, government, and the like.

      And education.

    2. Falkon1313 14 hours ago [-] This sounds like a great way to reduce spam and trolling. It would give you the choice to see discussion by friends_and_family group, your professional_colleagues group, your casual_social_friends group or whatever instead of by the random_youtube_comment_trolls group. A possible downside would be that the filter bubble and confirmation bias would be web-wide if a user only selects groups that they agree with (as many would be likely to do). reply aethertron 4 hours ago [-] It'd be good for there to be a way for each site to suggest recommended annotation services. reply

      Loving these visions!

    3. Relationships between comments -- It's great that this solution gives threaded comments as a first-class feature, but you also want to be able to group comments together in arbitrary ways and be able to show and hide them. In my examples above, there are two systems at work: the ideational similarities between words, and the patterns of assonance / consonance. You could also add additional systems on top of this: glossing what words or phrases mean (and in Shakespeare, these are often multiple), or providing meta-commentary on textual content relative to other content, or even social commentary on the commentaries. You need a way to manage hierarchies or groups of content to do this effectively. No existing solution that I am aware of attempts this.

      Tags?

    4. Comments you can't turn off and can't moderate and from which you can't ban misbehaving users seem to me like they will turn immediately into a cesspool of hate, bullying and stupidity.You'd think we'd have learned our lesson by now. Free speech, by awful people, is overrated and can result in disasters. reply blueyes 16 hours ago [-] I know Dan Whaley, the author of the post, personally. This is not about promoting a company. This is about allowing people with knowledge to combat fake news. He has been working to make annotation a web standard for years. The fake news that he, in particular, is worried about is climate change denial. The pages of the WSJ and much of the Web are riddled with BS. This annotation enablement will allow, for example, climate scientists to set up channels that annotate the falsehoods and point to credible sources and facts. reply skywhopper 49 minutes ago [-] How will these annotations be seen by anyone not already on board with the message? Maybe that's all that it's for? If not, how do you keep it from being overloaded by trolls?

      Resolving this dilemma remains central to the project.

    5. The toy extension was playing around with using these annotations to alert publishers and potentially other users of typos in their articles and pages. It would be nice to have a side channel to report typos other than just using the comment section or trying to find an email address.

      Neat idea!

    6. At least one member of the Hypothesis team came from Genius (formerly Rap Genius) which is the largest annotation service on the web.

      I hear he's still a genius, though.

    1. individual interest

      This may be off topic since it's basically assumed here, but how do you create the learning context in which all students are ready and willing to jump into individual research projects? I'd guess that saying choose whatever you want to research isn't enough. Some students will need more guidance or inspiration or motivation, no?

    2. It describes methods for integrating and employing technology, including a number of free resources that are available on the web and apps on smartphones and tablets.

      Including collaborative web annotation?

    1. They also quickly made important connections between to their own work and with their classmates through their shared blog posts. Eric, a graduate student in education aspiring to teach math, wrote “I feel like a conspiracy theorist… I’m finding connections everywhere!”

      So do you think this was because of the practice of annotation, a learning activity that encourages making connections?

    1. designed to make people of all backgrounds and wherever located masters of their technology and not its unthinking servants.

      I remain fascinated that technological mastery is part of the original charter for the NEH.

    1. They “come for the cost savings and stay for the pedagogy,” if you will.

      Have we seen the larger movement shift in this way or are we still focused (say, in terms of funding) on content?

    1. It is a common tactic of older software companies to offer open source, services, and tools in a way that all roads just lead into their walled garden.

      For a long time I've been looking for such a succinct problematization of Late State Open Source.

    1. Not in the right major. Not in the right class. Not in the right school. Not in the right country.

      There's a bit of a slippery slope here, no? Maybe it's Audrey on that slope, maybe it's data-happy schools/companies. In either case, I wonder if it might be productive to lay claim to some space on that slope, short of the dangers below, aware of them, and working to responsibly leverage machine intelligence alongside human understanding.

    2. Not in this world of “alternate facts,” to be sure.

      In some cases, isn't this precisely what combats alternative facts? Wasn't it data--subway ridership specific--that was used to disprove Trump's false claims about turnout at the Inauguration? (I don't disagree that data alone or primarily is what is needed.)

    3. most of which I’d wager are not owned or managed by the school itself but rather outsourced to a third-party provider.

      Would this situation really be better if it was absolutely controlled by the school?

    1. Each morning, all alerts triggered over the previous day are automatically sent to the advisor assigned to the impacted students, with a goal of advisor outreach to the student within 24 hours.

      Key that there's still a human and human relationships in the equation here.

    1. The good news is that it doesn’t matter if we find we have married the wrong person.

      The title of this piece is so provocative, I feel this more nuanced point should have been made earlier.

    1. When the segment of interest is a selection in a textual resource, one kind of selector captures the selection and its surrounding text. Another captures the position of the selection (“starts at the 347th character, ends at the 364th”). Still another captures its location in a web page (“contained in the 2nd list item in the first list in the seventh paragraph”). For reasons of both speed and reliability, Hypothesis uses all three selectors when it attaches (“anchors”) an annotation to a selection.

      This is useful for users concerned about changing content--should probably be articulated somewhere on the h site.

    2. That entanglement makes it harder to provide tools that support the tasks individually. If you can annotate segments of interest, though, you can disentangle the tasks, tool them separately, build the book more efficiently, and ensure others can more cleanly repurpose your work.

      The vision here seems more of a set of tools that can be integrated into various platforms rather than a single platform with a set of features. In this way, it's very similar to the idea behind EDUCAUSE's NGDLE initiative--or even Canvas's LTI-based app store.

    3. The web of URL-addressable resources is infinitely large. Even so, URLs address only a small part of a larger infinity of resources: words and phrases in texts, regions within images, segments of audio and video. Web annotation enables us to address that larger infinity.

      This.

    1. Though the complaining candidate in this case was also a black man, it seems evident that there was demonstrable racial animus on the part of those Sessions helped by bringing the case.

      This needs to be unpacked. It would seem part of Sessions' job at the time to evaluate these motivations and decide whether or not to prosecute the case.

    1. Must we always transform to mechanical movements in order to proceed from one electrical phenomenon to another?

      Abstractly worded, but this remains an enduring question about technology and innovation. Albeit with a more critical sensibility than Bush carries in this essay.

    2. amplified

      Amplification is an interesting trope in Bush's essay and tech talk in general. It's less about speed than visibility. Certainly works for annotation:

      Online, a book can be a gathering place, a shared space where readers record their reactions and conversations. Those interactions ultimately become part of the book too, a kind of amplified marginalia.

      - Jennifer Howard, Chronicle of Higher Education

    3. specialization

      Though clearly, Bush is situated squarely within a capitalist context, I'm reading Marx in here against the grain in terms of specialization and the loss of holistic sense of labor. Could increased access to knowledge counter that trend in capitalism?

    4. may yet be mechanized

      Is mechanized different from automated? I'd agree that these associations can be more rapidly and frequently induced. I don't think they can be automated. It's still going to require idiosyncratic human labor.

    1. Online, a book can be a gathering place, a shared space where readers record their reactions and conversations. Those interactions ultimately become part of the book too, a kind of amplified marginalia.

      The emphasis on place is so important here.