For example, it is a common practice in choirs (I sing in the Grinnell Oratorio) to mark up musical scores in rehearsal, as when the conductor gives specific instructions about how to sing a passage (pronunciation, stress, where to breath, dynamics, etc.). It is common practice for choir members to bring pencils to rehearsal for just such purposes. And when scores get reused, the markings are there for the next singer.

https://youtu.be/Vl2kOqy_Uc4

This kind of strategy is sometimes referred to as an "exam wrapper."

"generous interpretation" ... perhaps too generous?

http://remikalir.com/blog/annotate-your-syllabus-3-0/

test

https://en.wikipedia.org/wiki/Moli%C3%A8re

Well, for one thing, building sites with HTML/CSS and other web authoring tools is just as much an option as anything else on our platform, and we have any number of users who do so. That said, I've never heard applications like WordPress, Omeka, Scalar, Mediawiki, etc. described as "some crappy site builder" (perhaps you are thinking of things like Wix, Weebly, Squarespace, etc., which we do not host).

The focus of the workshop is not primarily on specific tools (though there will be plenty of technical instruction), but on developing a robust digital presence and building web literacy. Thus, as our description indicates, more attention to using the web creatively to publish, create connections, document one's learning publicly, teach more effectively, and in general to learn how the web works.

Who was Cato?

So it is up to the student to activate their own privacy rights? The default should be that all applicable privacy rights are enabled without a student having to opt in.

I was not aware of the distinction between "facial recognition" and "facial detection." Both of these practices are extremely problematic. And I am suspicious about how the company uses the data it collects, even if their practice is not formally categorized as "facial recognition."

test

Good point ... how do we address this?

There is a lot of truth in this, but I think the author overstates the case. There is much that is wrong with the criminal justice system, but there has been genuine progress that shouldn't just be completely overlooked.

So there are methodologically dubious assumptions with studies on "both sides"?

Good point ... how do we use data to analyze and understand the effects of policy decisions and to revise and reform policies in the light of evidence?

This is reductionistic. I agree that the radical inequality in the ownership of capital and property is grotesque and needs to be addressed. But we all "own things" and should be able to live in a society in which there is respect for property rights. For example, small business owners, many of whom are minority, whose businesses are damaged and destroyed by looting deserve to have their property protected.

What counts as "expertise?" ... MY does represent himself as "someone who’s reported on and off on criminal justice issues from the standpoint of quantitative social science for years (my first print article after graduating college was a 2003 research-based argument for rolling back mass incarceration).

Now, in contrast, I am an example of someone who genuinely has no expertise in these subjects and has not studied and researched them in depth.

To be "moderate" does not necessarily mean being "status quo," as if things do not need to change. MY literally says that "American policing needs to change."

ere is another workload calculator that one of our computer science profs recommended … said he found it more useful that the one from Rice … https://www.rit.edu/academicaffairs/tls/course-design/online-courses/time-task

Why would you say this? Rice has large science and engineering departments, and so I would assume that their workload calculator reflects the makeup of their curriculum and that a good number of reading assignments might include "careful study of mathematical formulae."

.

We use the term "affordances" to denote the set of possibilities available within a given learning environment. Instead of focusing on what is lost without the f2f context, consider what might be gained in the online space.

It is often overlooked that "synchronous" does not necessarily imply video, or even audio. And, asynchronous can involve video and audio.

For example, using very strict time limits.

Important. Presumes that there are clearly articulated learning outcomes.

"Flexible ways to demonstrate competence" is good pedagogy at any time.

Still important even in the time of coronavirus.

Building trust in the learning environment over time.

Yes, a hallmark of education at Grinnell.

A measured amount of optionality is good, e.g, choose one of three question prompts. But too many choices leads to decision fatigue.

In my opinion, there is never a good time to use proctoring technology ... it's invasive to privacy and assumes a lack of trust in the teacher/student relationship.

And we know that there are students who are trying to complete their work entirely on a phone.

Another call for technological minimalism.

True.

Yes, especially as we cannot control conditions in the student learning environment.

Good practice for any form of assessment or exam ... easier questions at least give students a chance to demonstrate something that they've learned.

Many reasons that students might struggle with open book exams.

Do students have experience with open book exams?

Though "lecture" and "content-heavy" do not necessarily go together ... active learning environments with less lecture can also be "content heavy."

Highlight.

This does not diminish the importance of recall, but situates it within a higher order learning objective of application and practice.

Turning possible occasions for cheating into affordances for collaborative learning.

What experiences do faculty have with academic honesty and cheating in the regular classroom, and how do you think this might change in the new environments our students find themselves in?

That's our Grinnell policy for spring 2020

The former copy-editor in me can't help it ... the word you want here is "flout." Happily, Karla has corrected this in the version that is going to the committee!

There are ~ 1,650 students at Grinnell. What is the critical mass of participation that would yield a "common intellectual experience?" Logistically, among other things, where would we hold convo in order to accommodate even half of that number? And that would be a ton of seminars to conduct!

So the "common read" is one attempt to provide some small element of "common intellectual heritage." Do we have evidence of how successful that has been?

Is there specific evidence that, in the past, convocations actually achieved the goal of a common intellectual experience for students?

This is very good to know, especially as we consider an initiative in digital literacies and competencies for our students. "Presentation skills" involves a portfolio of competencies, including public speaking, information visualization, audience engagement, etc. These are extremely valuable skills in just about any profession.

How would these students be selected and/or invited/required to participate in this process?

In light of the recent Faculty Friday discussion on issues pertaining to the second year experience, including anxiety and stress around the major declaration, could this requirement sharply exacerbate that anxiety for a number of our students? I think that prompting students to explicitly articulate their understanding of how a particular curricular and co-curricular pathway will fulfill their aspirations and goals for a liberal education is a worthwhile idea, though I am less sure that a "curriculum defense" will be constructive. But maybe so...

What are these dietary goals?

Yes, agree with this point. Sometimes I wonder if the emphasis on the social dimension of learning, so emphasized today, leads some to neglect solitude and the personal study and knowledge work needed for deep learning in a subject.

Another illustration of the notion that ideas are meant to circulate, like blood in the body, money in the economy, and water in the ecosystem ... movement and flow prevent stagnation and create possibilities for connection and engagement.

though many unfortunate theological dichotomies were amplified ... such as the greater Protestant emphasis on sola scriptura and, more generally, the "Word," as compared to relative Catholic emphasis on "Sacrament." A division that was only overcome on the Catholic side at Vatican II.

Actually, the elucidation of discrepancies (that is, the dialectical method) was already a distinct genre prior to the development of print, as evidenced, for example, in the writings of Peter Abelard (such as "Sic et Non") in the early 12th c.

It was not simply a matter of copying existing texts, but of adding annotation and commentary, compiling florilegia, composing new texts, etc. I'm sure there were scribes whose sole job was to copy, but there was also a rich practice of creative writing ... though a creativity that was for the most part prompted by the reception of existing texts rather than the kind of quest for originality that came later.

This seems like a huge deal, the invention of numerals. Conceptually, someone had to make a qualitative leap to break away from the notion of one-to-one correspondence between a symbol and its referent. The symbols were not new, but their meaning was.

Also, was it understood that numerals were "impressed" in the tablet, while the thing being counted was "incised?"

Whether the sign is "impressed" (with a token) or "incised" (with a stylus) does not seem to be a huge conceptual leap in itself. The development of the stylus does, however, a much more rapid development of variety and complexity in the pictographs.

So, numeracy precedes literacy...

Who specifically are these 2 billion people...where do they live, and within what form of political economy?

An exciting beginning...looking forward to seeing this take shape.

Any chance of involving folks from the writing center on campus? Would be interesting to see how they are dealing with the ways that "computers have changed how people write."

Are we not all (and not just humanists) guided by underlying theories and frameworks, even (perhaps especially) if these are not consciously thematized? It would seem that the experimental inquiries of scientists are theory-laden as well.

And, after all, this "is" an intro to computer science course.

So true. And beyond the paired classroom work, maybe consider having students blog (muse?) in order to externalize and express their thought and invite further interaction and feedback?

I'd say this principle is not limited to the learning of computer science!

I would be interested in that explanation. But need it be an either/or?

"Torn Apart/Separados"

"Kendrick Lamar Online: Mapping the Digital Terrain of HipHop"

What is the significance of the distinction between "social sciences" and "social studies?" We have a division of "social studies," which I presume indicates a broad methodological approach to the disciplines in that category, including forms of inquiry that range from the more quantitative and experimental to the more interpretative and narrative-based.

Is "digital humanities" a preferable term to "digital liberal arts?" It's not a huge issue, but perhaps DLA is more inclusive than DH? Some folks, such as William Pannapacker, have been arguing for a few years now for the term DLA ... see his Chronicle article from 2013, "Stop Calling it 'Digital Humanities'." Does it matter that history, for example, is classified at Grinnell as a "social study" rather than a humanity. Granted, these divisional categories are porous, but perhaps that is the point?

It may also be that "digital liberal arts" would be more consonant with the conversation about "the future of the liberal arts" that the college admin wants us to have.

However, "FunDHum" does sort of have a ring to it...

"Orphans" are annotations that have been separated from the original text to which they were anchored, usually because of changes in the web page or the URL. If a site has orphans, however, Hypothes.is will show an "orphans" tab in the display panel to show those annotations that were originally attached to the page. So the annotations themselves are not lost, even if their anchors are.

See https://web.hypothes.is/blog/showing-orphaned-annotations/

Here's the scoop on embedding Hypothes.is in your web site: https://web.hypothes.is/for-publishers/#embedding

Digital literacies/competencies

And increasingly, people have indeed never known the "open" web

What would a "wholly new" ethics even look like?

That's the world students have grown up in...it's all they've known.

Or "MT" for modified tweet...what is perhaps now "retweet with comment"

Again, for me, these developments blur the distinction between the web and other applications..

This is a quite helpful analogy, though it's not yet crystal clear to me...more and more applications, it seems, run both as desktop clients and browser-based versions (e.g., email). My school is a Microsoft school, and I still get confused as to whether it is better for me to work in the desktop version of Outlook, or in Outlook365 in the browser.

Also, of course, there is interleaving between desktop or mobile apps and the web ... links in text messages, documents, etc. that then take you to the web. So it is challenging to really conceptualize the distinction clearly.

I love this phrase :)

Yes, this is the "global outcome" for any domain... how to think like a [fill in the blank]. Still, we should be able to articulate some criteria for differentiating someone who "thinks like a computer scientist" from someone who doesn't.

How do you know this? That's the question.

Perhaps we are taking a reductive view of "measuring" ... taking it to be limited to precise numerical analysis of learning ... and, granted, that is a typical meaning of the term. It's important, e.g., to use a measuring cup in a recipe when you have to add the exact amount of an ingredient.

But perhaps "measuring" should be more broadly construed as "providing evidence for."

This calls to mind a similar but even more pointed expression of bother with learning outcomes, in this blog post by Gardner Campbell (and see his exchanges with Robert Talbert in the comment section).

What does this look like? By what process do you discover "what students might have learned"?

Haha!

Ferdinand de Saussure (1857-1913)

Ferdinand de Saussure (1857-1913)

So the Google strategy does have its roots in higher ed, though it is now most identified with K-12.

Ha! This is one of Roger Schenck's familiar examples in his criticisms of schooling...

Is this the Google version of the LMS?

Julie Shahid has been using the new version, and the results have been good so far...

I think you're the only one using CS who has employed the analytic tools...glad to know that you have found them helpful.

Great to hear...we've had several grantees using CS, with varying degrees of satisfaction. Perhaps those who were less impressed with it might pick up some ideas from those of you who have had successful implementations.

This is a very positive benefit...

I really like the way you phrased this. Other collaborative projects also seem to bear out the fact that students feel motivated to up their game when the know that their work will be analyzed and evaluated by their peers.

Did you assign who reviewed what, or allow students to pick and choose whose work they reviewed?

So what genre did most students create—poems, short stories, or something else?

So, to be clear, they will eventually be producing two videos...one with Spanish captioning, and one with English?

This is very compelling...its sounds as though all the groups worked together very well.

So did they mostly use images and photos that you had given them, or did they go out and find more of them on their own?

There are a possibilities for using simulation and game-based pedagogies across the curriculum, I believe ... your experience speaks to the benefits that can come from such strategies.

This is some solid evidence that the simulation is making a real difference in student learning outcomes.

That is a very audacious goal...does the simulation deal with the ethical dimensions of business practice in any way?

Well we're very happy to hear that the students are doing so well!

Such a valuable example of reflective practice here, comparing one's own learning environment and noting how different is the learning environment of today's students. And you are not even that much older than they are :)

How are these recordings then used by the students (and by you)?

Exactly, and it's why I'm so excited to see you project take off. I am looking forward to comparing your use of Annotation Studio with Brian Watkins' use of Hypothes.is as platforms for annotation.

Familiar with the first, but not the second...could you link to that second one?

Could there be further "classrooms" in online spaces...dialogue and practice with native speakers on, say, Twitter and other platforms, for example?

Great! This will help build the blogging community at the college.

A good choice, since Scalar is designed from the ground up as a digitally-native platform for book creation...and it's free and cross-platform.

Looking forward to seeing how this develops

Would love to know what resources you used to teach about the history of the book.

"Art simulation software" ... that's a category I had never heard of :)

These are excellent ideas that should be widely applicable across our faculty and curriculum

YES...any evidence of this should be very compelling.

Open online learning comes to Austin College...yay!

Thanks for including this data...extremely helpful.

Well, wasn't Biochem a requirement for med school previously? If so, drop in D/W then very likely due to flip.

I'm confused...is this statement referring to pre-flipped versions of the course, or is it reporting feedback on the flipped version? If the latter, seems inconsistent with what you said earlier in the paragraph.

This is really a great outcome, and, as you say, prompts you to up your game in return.

Excellent...

I am not familiar with how annotation works on Soundcloud, so will have to check that out...thanks for the tip!

So students were actually having "burn-out?" So yeah, the problem may be that students not only skip the annotation requirement, but skip the reading itself.

Light years!

Is the extra time correlated to deeper student engagement and more insightful commentary on the pieces? Would be very helpful if I could see a couple of examples to get a feel for what you're dealing with...

Just let me know when you'd like to get together and take a look at options :)

I can't think of any system that would guarantee and prove that students had listened to what they said they had listened to.

Couldn't the students just indicate in an annotation at the beginning of the piece exactly what and how much they listened to?

Wouldn't the use of tags be a better way to organize and categorize the annotations?

Do you have a sense of the impact on learning outcomes?

Could we link to this?

Do the students have access to their assignments and feedback after the class has ended? Or is their only access through Moodle?

First, kudos for using electronic portfolios. Are you all still using the LiveBinders platform? How does including the videos in a portfolio correlate to the privacy of the classroom salon studio?

Would like to hear more about what is involved in "debriefing the student teachers." What kind of process, questions, prompts for reflection, etc. did you use?

So again, incorporating visual elements into the composition process increases overall literacy and enhances enthusiasm for lab work. In the end, was your assessment of student performance in the lab this semester significantly higher than in previous semesters?

Had you had extensive previous experience with LabArchives prior to this course? Did you expect the obstacles and challenges that arose, or did these take you by surprise? Based on what you've learned from this first go round with the technology, what adjustments will you make with the next iteration?

And this positive affective component should contribute to longer-lasting retention of learning.

Enhancing collaborative learning with ELNs...definitively contributes to learning objectives.

Very cool...would be great to see some examples. From your perspective as the instructor, does the incorporation of visuals into the reports deepen student learning and knowledge creation, or is it more just a nice illustrative addition?

This nicely describes the arc of learning, from initial confusion and frustration, through improvement, reaching toward mastery.

Thu Feb 09 2017 20:34:56 GMT-0600 (CST)

A beautiful closing statement!

Nice phrase...captures the interplay of the individual and the collaborative

A great description of how we learn and advance by getting an insight into the webs and trails of the brains of others,

An early vision of GitHub?

And so the real amplification comes about because now a connected group of investigators can collaborate on their materials in a more immediate way ... the materials and processes are visible and shared,

"Playing with forms and relationships to ask what develops..." This is a great description of how emergent learning can take place ... the outcomes are not pre-ordained or predictable, but rather a matter of discovery and insight that comes about through "play."

This description of an "integrated domain," combining distinctively human capabilities such as intuition and a "feel for the situation" with "high-powered electronic aids" calls to mind the description of contemporary chess players as described by Clive Thompson in the chapter "The Rise of the Centaurs" in his book, Smarter Than You Think. How Technology is Changing Our Minds for the Better. The best players today are those who have augmented their intelligence with the most sophisticated chess engines and analysis tools. Generalizing this idea, Thompson says, "We're all playing advanced chess these days. We just haven't learned to appreciate it."

And here is the clear articulation, revolutionary at the time, that computers could do more than "compute" in the narrow sense, i.e. number crunching. "Symbolized concepts" could be "manipulated and displayed" in "nonmathematical" ways.

I'm intrigued by this phrase and wonder what Engelbart is referring to

The term "rearranging" keeps appearing in this essay...reminds me of Gardner's term "combinatorial disposition" .... the propensity to seek a more intelligible synthesis of discrete elements by continually recombining them in new shapes and patterns and forms, as in a bricolage.

So I guess I'll have to start using this term instead of "nugget" :)

It seems that our conversation about AWMT focused on using annotation to create a deliberate trail through well verified sources. But as you say, we all leave much larger and ambiguous trails through everything we do online. And I have no idea what an outfit like CA would make of my complete online record.

This is an excellent example of the notion that achieving competence and, perhaps, mastery in a domain is a matter of "learning how to think like an x," when x may be a physicist, a mathematician, a historian, a psychologist, etc. Not just a detached grasp of a certain body of "content," but a level of conversational ability within a community of inquiry and practice.

Intrigued by the way that terms with theological resonance to me ("revelatory" juxtaposition, discipleship) subtly working their way into the essay...

Wow, this whole paragraph...and it's one sentence!

I am curious about this phrase!

I love this phrase, which takes me back to days of teaching combinatorics, as part of a basic intro to probability. And indeed, the occurrence of these "revelatory juxtapositions" is a matter not of strict necessity but of probability, of the providential coincidence of elements both in the learning environment and in the learner, as you point out.

Some pushback here against "student-centered" learning. I think there is some validity here...need to focus on entire system. But also real sense in which learning should be "subject-matter centered" in that any given domain of SM possesses certain intelligibilities that are not open to manipulation by learners. We all must have appropriate epistemic humility in order to let reality present its own intelligible order to us. This is the basis for "learning to think like a __" in whatever field of study one is in.

Yes! Let's highlight this...no technology can substitute for the cognitional acts that produce understanding and insight. Technological affordances may contribute to the conditions for the possibility of insight, but they never replace the intelligence that grasps a unifying idea in a set of particular and otherwise randomly associated data.

I wonder if Bush could have foreseen, not just that the traditional stores of records would become astoundingly more accessible, but that technologies would enable new forms of building such records based on opening the processes of knowledge production and editing...here I am thinking of the comparison of the Britannica with Wikipedia, and those analyses that regard them as comparably authoritative sources of knowledge

But, if "open" is used to indicate that "a resource may be used in any way imaginable," then the cycle is by no means necessarily "virtuous." Again, the need for an ethical framework to this discussion is obvious.

This is so meta...I think "phraseological neologism" is itself an example of a "phraseological neologism."

This use of open reminds me of the theme of "observable work," "working out loud," and "thinking out loud" that Jon Udell and others have spoken about. These are practices that perhaps, at least at first, benefit the original workers and thinkers, in that they open themselves to constructive feedback and thus improvement. Then, however, others benefit from access and use of both the product and the process that has been created and refined.

I love these historical examples of "remixing." Reminds me of older forms of scholarship which promoted commentary and exegesis before the production of "original" work.

I'm glad you found them clear...I had some problems following along (and I already had WP multisite going). First, they have you uploading the plug-in file to the wp-content folder on the server (on Reclaim), instead of using the regular procedure for installing plug-ins in the WP dashboard. Took me a minute to figure that out. Then they have you network activate the plugin. I must be missing something...isn't the whole point to not have PB take over all of your network sites?

What I did was to first create a new subdomain, and then install the PB plugin to that subdomain only. Now I can create new books, where each new book is a new subdomain. Seems to be working just fine.

I'm really excited to see how annotation might spread on our campus, given the enthusiastic response at the workshop. We have several more digital pedagogy grants to award in the coming year, so maybe some more folks will get the annotation bug.

Your post prompted me to look into this, and there doesn't seem to be any easy way to do it. Even if media is linked/embedded on a page/post marked "private," it is still publicly accessible to anyone with direct URL to media file. Surprised that there isn't a plug-in that addresses this.

Of course, if you have wordpress.org, and need to keep a media file private, you could store it in the public_html folder of your domain and link to it there, instead of putting it in WP media library.

Book of Mormon Wikipedia article

This is another annotation

Where is Skaneateles Lake?

https://www.google.com/maps/place/Skaneateles+Lake,+New+York/@42.9172484,-76.4463589,11z/data=!4m2!3m1!1s0x89da05cd68132a33:0xe007e66a6bbe3f88

We think that the person who wrote this book is from the area around Skaneateles Lake

a new annotation

Where are the Lousiades?

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Charles G. Seligman, The Melanesians of British New Guinea

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Now referred to as Conus leopardus; see the World Register of Marine Species

Do you really mean to say "fantastic"?

Are there other tutorials available beside the one about using tags?

This is a broad statement that seems to refer to all teaching of history at all levels. Have you experienced a qualitative difference in the teaching of history between middle/high school and college? What has been your experience at Austin College?

Another question that arises is the distinction between "remembering" and "understanding." Do you imply a separation between these two? I would content that "understanding" is deeply reliant on memory, on having a sense of recall of key elements of, say, a historical event.

Compare this with how architects actually work today.

Remember the context of this statement, coming at the height of the Cold War and the nuclear standoff with the Soviets.