1,395 Matching Annotations
  1. Jun 2021
    1. one of the beliefs that seems to be characteristic of the postmodernist mind set is the idea that politics and cleverness are the basis for all judgments about quality or truth, regardless of the subject matter or who is making the judgment

      hmmm...this needs to be unpacked...I might start by suggesting that critical theory does indeed often explore how judgements of quality and truth are shaped by politics, power, desire, knowledge, etc, but that's not a point against such work, but rather a recognition of part of its main practice.

      Cleverness is another matter...there's quite a bit of cleverness here in Morningstar's post, so should we judge it less worthy?

    2. an isolated population with unique selective pressures resulting in evolutionary divergence from the mainland population

      I would suggest a different understanding: Much of what's happened in critical theory (especially the parts more visible to "outsiders") is deeply embedded in "mainland" contexts, including, most importantly for critical theory, being embedded in the expansion of higher education in the USA after the GI Bill and the long tradition of "pragmatic" thinking in mainstream US thought that may find its roots in Protestantism and flower in the mythic "American" "everyman".

    3. require precise language in order to talk about it clearly

      This is a key point: Complex, unobvious topics can not always be talked about in simple, plain language anyone can understand. There are texts that needlessly obfuscate and maybe something easier to understand can be said about almost anything by way of an introduction or at least to explain "why it matters", but critical theory at its core is pretty deep work, resting on a lot of other material (eg, philosophy), and exploring areas that a lot of folks aren't deeply acquainted with. The fact that much critical theory is not easy of a newcomer to understand is not proof that it is bogus.

    4. On Deconstruction by Jonathan Culler

      I wouldn't recommend Culler's worthy book as a primer — it's more like an advanced read. One might actually do far better just reading wikipedia entries on a few critical theorists and theories, or maybe a book like Terry Eagleton's Literary Theory, which I might not agree with in places but can be an approachable starting place for someone new to critical theory.

    5. I figured that one of three cases must apply. It could be that there was truly some content there of value, once you learned the lingo. If this was the case, then I wanted to know what it was. On the other hand, perhaps there was actually content there but it was bogus (my working hypothesis), in which case I wanted to be able to respond to it credibly. On the third hand, maybe there was no content there after all, in which case I wanted to be able to write these clowns off without feeling guilty that I hadn't given them due consideration.

      These seem like the three most common uninformed opinions about critical theory, with maybe the middle being most commonly held, though perhaps in close competition with the third, but with most adherents unwilling to undertake Morningstar's due diligence and so just jump directly to writing it all off as the bogus work of clowns.

  2. May 2021
    1. an iterative process of knowledge production through reference, review, and refinement

      After reading Chapter 5, "Annotation Expresses Power" in Remi and Antero's book, Annotation, I know there is more lurking behind this idea of scholarship as a "great conversation", iterating and refining, but also inscribing, foreclosing, opening, diverting, eliding, obscuring, (dis)empowering, apologizing, justifying, (de)mystifying, and in so many other ways being so much other than a collective project toward greater enlightenment...

    1. I allow nothing for losses by death, but on the contrary shall presently take credit 4. pr. cent pr. annum for their increase over & above keepg. up their own numbers.

      Perhaps one of the most telling annotations in history: Where Jefferson annotates his own 1792 letter to Washington to herald the profit in breeding enslaved people.

      You can also see an image of the actual letter on page 4/5: Thomas Jefferson to George Washington, Notes. -06-18, 1792. Manuscript/Mixed Material. https://www.loc.gov/item/mtjbib006309/.

      Hat tip to Stuart Pace and Henry Wiencek's Smithsonian article, "The Dark Side of Thomas Jefferson".

    1. The absence of deliberation in chastising bad actors, misconstrued as the outcome of cancel culture, is a fault of the elites’ inability to adequately conceive of the impact social media connectivity has for shifting the power dynamics of the public sphere in the digital age.

      Wow. Clark takes the Harper's letter signatories to task for not understanding how public spheres work now with social media in the mix. Reminded of how nostalgia for "the way things used to be" (but never really existed) runs deep in all critiques like that letter...

      See my growing list of works I read to augment my thinking about the cancel culture moral panic and that letter in Harper's.

    1. We as parents will always give more to our kids than they will give us,

      This is likely true: parents give to their kids in ways we ourselves probably can't remember or truly know. Lately, however — and maybe this is because my kids have reached a certain age — I feel like I've been getting more from my kids than I'm giving, both in care and intellectually.

      I wonder how I might teach differently if my expectation were always that I would be getting more from my students than they might get from me?

    2. Twitter group DMs with international friends

      For me too such international group conversations have been immensely sustaining during the pandemic, and a deep source of learning and laughter. Many of us don't even really know each other that well and have not ever met in person, but our guards are down, our empathy is up, and almost any topic elicits some thoughtful response, or at least acknowledgement.

    3. Can you think of others?

      In the USA especially, I feel like teachers would benefit from much more care from society in general and government at all levels. In the USA, we pay lip service to the sacrifice and nobility of teachers, but also under-fund and under-value teaching and education generally.

    1. The future of the university as an open knowledge institution that institutionalizes diversity and contributes to a common resource of knowledge: a manifesto.

      A manifesto calling on universities to become fully open knowledge institutions.

  3. Apr 2021

    Tags

    Annotators

    URL

    1. evolve our decision-making structures to more directly imbue care, equity, and representation into our work and leadership

      A way of talking about what needs to be done in organizations to better support equity/representation.

  4. Mar 2021
    1. A more useful model is to understand all realms of the qualitative, ethnographic and quantitative experimental paradigms, and to seek balance in employing methodologies appropriate to the context and timing of research questions in the human-centered design process.

      On balancing informal qualitative and formal quantitative approaches to human-centered design.

  5. Feb 2021
    1. It is only through broad public conversations and beginning to see the consequences of some of the approaches I was taking that I have come to fully appreciate the severe limits of technocracy. In that case, as in all those above, there is a severe danger of great technical minds being wasted on an arrogant pursuit of remaking the world in their image, rather than contributing to a broader conversation.

      Laudable transparent self-reflection from the author. Would that more were so willing to change, and be public about their changing!

    2. A primary goal of AI design should be not just alignment, but legibility, to ensure that the humans interacting with the AI know its goals and failure modes, allowing critique, reuse, constraint etc.

      Applying the thinking here to artificial intelligence...

    3. Designers must explicitly recognize and design for the fact that there is critical information necessary to make their designs succeed that a) lies in the minds of citizens outside the technocratic/designer class, b) will not be translated into the language of this class soon enough to avoid disastrous outcomes and c) does not fit into the thin formalism that designers allow for societal input.

      Explicit recipe to avoid dangers of technocracy.

    4. Keynesian planning and neoliberal privatization drives are superficially quite opposite tendencies. Yet deeper down they share the view that a thin formalism, based on aggregate statistics like inflation, GDP growth, output, interest rates, etc. as defined in the theory, are enough to process the wide range of social feedback necessary for sensible political and economic decision-making.

      Great example how seemingly opposed frameworks nevertheless participate in the same "technocratic" discursive formation.

    5. supported by a community of scientists and engineers that police the boundaries of what is considered valid and valued work within such a knowledge system

      Thinking here not just of active human boundary policing, but also boundaries enforced by discursive formations as Foucault might describe them, which seem well aligned with this analysis.

    6. Let us call this goal “fidelity”, as it tries to make the formal system as true to the world as possible and contrasts with “optimality”. Yet, as the same time, they must recognize that whatever they design, it will fail to capture critical elements of the world. In order to allow these failures to be corrected, it will be necessary for the designed system to be comprehensible by those outside the formal community, so they can incorporate the unformalized information through critique, reuse, recombination and broader conversation in informal language. Let us call this goal “legibility”.

      Where the author defines very useful terms of "fidelity" and "legibility".

    7. Constraints on this process based on democratic legitimacy or explicability, “common sense” restrictions on what should or shouldn’t be optimized, unstructured or verbal input into the process by those lacking formal training, etc. are all viewed as harmful noise at best and as destructive meddling by ill-informed politics at worst.

      Common issues with technocracy.

  6. Jan 2021
  7. Nov 2020
    1. Lionizing individuals such as Lincoln and Finch not only erases the ways in which they have upheld racist ideas; it also minimizes (even erases) the roles played by everyday activists to push political leaders and lawyers such as Lincoln and Finch in the direction of justice.

      This has me thinking about the ways in which popular culture narratives like TV and movies participate in this lionization, especially with the preponderance of single (often white male) protagonist stories over stories about collective action.

      https://www.youtube.com/watch?v=vouoju4mETc

    1. Rascuache Technology Pedagogy: Making Do with a Confluence of Resources

      Extend the conversation from this session: Join us in an annotated conversation on readings related to Cruz Medina's session, including:

      A great example of multimodal rascuache thinking from Cyrus Dudgeon:

      https://www.youtube.com/watch?v=6K9ngh8XFFU

      Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

    2. Creating Dialogue across Generations of Scholars: Revolutionary Scholarship for and with Latinx Students, Families, and Communities

      Extend the conversation from this session: Join us in an annotated conversation on the book Racial Shorthand: Coded Discrimination Contested in Social Media edited by Cruz Medina and Octavio Pimentel.

      Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

    3. Equity, Access, and Community: Teaching and Supporting Learners across Online Course Models

      Extend the conversation from this session: Join us in an annotated conversation on readings selected by Jenae Cohn and Laura Gonzales to expand the conversation in their session:

      "'Wanted: Some Black Long Distance [Writers]':Blackboard Flava-Flavin and other AfroDigitalexperiences in the classroom" by Carmen Kynard

      Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

    1. Annotation, as critical writing, is a literal, symbolic, and social means of re- marking upon and speaking truth to power.

      This has me thinking about how social annotation performs a kind of "estrangement" that maybe breaks down boundaries between the creation/publication and the reception/reading of texts when words from the authors and readers intermix in the same experience.

    2. advance a marginal counternarrative to conventional profes-sional development

      I wasn't expecting this third meaning for "marginal"...and its unexpectedness maybe illustrates its power: finding ways to advance professional development/community learning in environments that may not support the exploration of specific views and topics.

    1. By making comics, I was able to more fully share my multisensory fieldwork experience with research participants and people outside of both my field and academia.

      This is a cool idea: how a graphic study is actually superior to a text-based study!

    1. Federal data analyzed by the American Civil Liberties Union shows millions of students, especially students of color, attend schools that have police officers, but no nurse or school psychologist.

      How can this be seen as anything but an imbalance in priorities? If schools are so dangerous that their security has to be a higher priority even than student mental or physical health, we have a much bigger problem than police in schools can fix.

    1. “Wanted: Some Black Long Distance [Writers]”:Blackboard Flava-Flavin and other AfroDigitalexperiences in the classroom

      Join the conversation! People are annotating this article in conjunction with Jenae Cohn and Laura Gonzales in conjunction with their session at the 2020 convention of the National Council of Teachers of English.

      Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

    1. what is at stake if most teachers continue to assume no moral stance on the patterns associated with the active isolation and banishment of particular students in K–12 school contexts

      A strong call to teachers to enter fully into the what's happening...given how many different things teachers are already asked to do, is it too much to ask this of them too? Or is it essential that they do?

    2. Transformative Justice Teacher Preparation

      Join the conversation! People are annotating this blog post by Maisha T. Winn, "Transformative Justice Teacher Preparation" in conjunction with "The Intersection of Restorative Justice and Literacy Instruction in the English Language Arts Context," a session at the 2020 convention of the National Council of Teachers of English.

      Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

    1. Racial Shorthand: Coded Discrimination Contested in Social Media

      Join the conversation! People are annotating this book in conjunction with sessions at the 2020 convention of the National Council of Teachers of English, like:

      Rascuache Technology Pedagogy: Making Do with a Confluence of Resources with Cruz Medina

      Creating Dialogue across Generations of Scholars: Revolutionary Scholarship for and with Latinx Students, Families, and Communities with Tracey Flores, Antero Garcia, Korina Jocson and many others.

      Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

    1. How do you feel about learning online or using • technology in the classroom? Have your experiences been positive?

      In interviews I conducted with students studying remotely during the pandemic, every single one said that their technology skills had increased. One outcome of so many people moving to use online teaching and learning tools is they became more experienced and confident with online technologies in general.

    2. EXECUTIVE SUMMARY

      This report, "Student Speak 2020", prepared by GlobalMindED in partnership with Every Learner Everywhere and The Equity Project, is the focus of an AnnotatED social annotation workshop during OLC Accelerate 2020. Read more about the workshop and join us in reading and discussing this report using annotation.

      OLC Accelerate 2020 speaker Flower Darby selected this report to foster discussion around the themes of her keynote and closing plenary.

  8. Oct 2020
    1. But what I think is largely responsible for this phenomenon they’re observing—without understanding—is Twitter.

      I was chagrined to see this move to put communication infrastructure as the root cause of a social-political phenomenon.

      It seems like Loofbourow buys the primary claim in the Harper's letter that there is a crisis in free speech, but wants to shift the blame from progressives to Twitter and Reddit et al. Rather than accepting the existence of the crisis in the Harper's letter (which pops up in other places too), I would instead focus on how that story of crisis has itself been generated and who benefits from its telling.

      The panic about "cancel culture" seems to grow directly out of the earlier panic about political correctness, continuing the rightist tradition of fear-mongering whenever new voices start to be heard.

      Notice that every example of information disorder Loofbourow outlines and blames on the Internet is a rightist challenge to broadening voices and identities. Is Twitter causing a crisis? Or are rightists using Internet platforms to sow discord and worry about that discord's effects?

      Blaming this manufactured crisis on the Internet smacks of technodeterminism, as if Twitter created not only the opportunity to troll, but the trolls themselves. The bigotry behind the trolling existed long before Twitter. The alarm we should sound is not that "cancel culture" has gone too far, but that otherwise well-meaning progressives are getting sucked into the rightist crisis narrative that all the new voices we are hearing are a threat to free speech.

      That all said, I certainly agree with Loofbourow that Internet platforms present serious issues, all the way from Twitter's inconsistency in managing violations of their terms of service, or Facebook's practice of accepting disinformative political advertising, up to whether ad supported social platforms can ever support healthy discourse.

    2. You can’t cut the far-right out of the picture, as if “censorious” rhetorical strategies emerged out of a void.

      Exactly, although I differ with Loofbourow on where to put primary focus to fill this void.

      Loofbourow is certainly correct that Internet platforms shape discourse, but I think there is another set of activities beyond the Internet that has been working hard to generate not just "'censorious' rhetorical strategies", but also a manufactured "panic" about their causes, scope and effects.

      Rightists would have us believe that there is a crisis in free speech, that it is ending civilization, and that it is caused by progressive political correctness run amok. At the same time that rightists are using the Internet precisely to foment all the bad faith conversation Loofbourow describes (and often baiting progressives to join them), they are also using the information disorder they generate as proof of their larger argument that political correctness and "cancel culture" are a significant threat. I don't buy it, and neither should the signers of the Harper's letter that inspired Loofbourow's response.

  9. Sep 2020
    1. There are two polar opposite narratives about the future of higher education that are both gaining traction at the moment.

      To extend the discussion, let's connect Michael's post to another thoughtful thinker about the future of higher education, Bryan Alexander. Specifically, two of Bryan's posts from roughly the same time (late September 2020):

    1. I believe that the bulk of institutions that will truly succeed going forward will not be those that win online, but on the contrary, those that do a good job establishing, maintaining, and conveying unique local experiences. Schools must reach inward to provide rich, meaningful, lasting, engaged experiences for their constituencies so people come, stay, and come back. Online, we call this “stickiness” and that will be EDU’s new metric for success: how sticky are you?

      I was reminded of this idea of "stickiness" that I wrote about long ago while reading Michael Feldstein's excellent recent 21 Sep 2020 post on the future of higher education during the time of COVID: Reports of Higher Education’s Death Have Been Moderately Exaggerated.

  10. Aug 2020
    1. Hypothes.is, as a browser extension, allows students to annotate PDFs, webpages, and other media—but the annotations themselves must be solely text-based.

      This is not fully accurate: Hypothesis annotations are like mini-webpages and can include text, links, images, videos, and equations.

  11. Jul 2020
  12. Jun 2020
    1. Teaching Online: Where Do Faculty Spend Their Time?

      This document was used as a group annotation activity as part of the Research Summit at the Online Learning Consortium Innovate 2020 conference. There was another document also used in this exercise: Example Dissertation Chapter

      Research Annotated Treasure Hunt

      Can you find and add your answer to each of these as an annotation in the document below?

      1. Find the research question: What is the researcher trying to answer?
      2. Find the problems and calls to research: What is one problem or challenge was the researcher trying to address? What prompted this research?
      3. Find the due diligence: What did the researcher do (or look at) to see if the challenge could be addressed?
      4. Find the measurements: How did the researcher know that their change isn made an impact on the challenge?
      5. Find the big picture: What existing factors or barriers may have also impacted this challenge?
      6. Find the variables and methods: What data, people, or information did the researcher access to in order to address the challenge?
    1. viLIST OF FIGURES

      This document was used as a group annotation activity as part of the Research Summit at the Online Learning Consortium Innovate 2020 conference. There was another document also used in this exercise: Teaching Online: Where Do Faculty Spend Their Time?

      Research Annotated Treasure Hunt

      Can you find and add your answer to each of these as an annotation in the document below?

      1. Find the research question: What is the researcher trying to answer?
      2. Find the problems and calls to research: What is one problem or challenge was the researcher trying to address? What prompted this research?
      3. Find the due diligence: What did the researcher do (or look at) to see if the challenge could be addressed?
      4. Find the measurements: How did the researcher know that their change isn made an impact on the challenge?
      5. Find the big picture: What existing factors or barriers may have also impacted this challenge?
      6. Find the variables and methods: What data, people, or information did the researcher access to in order to address the challenge?
    1. Responses are not simply welcome but strongly desired.

      One way to respond to Kathleen's text is to participate in the already-vibrant discussion in the margin...if you don't already have one, sign up for a free individual Hypothesis account using the Sign Up link at the top of this sidebar or directly on the Hypothesis website.

    1. Literacies Teachers Need During Covid-19

      As a part of the AnnotatED Workshop before OLC Innovate 2020, a group of people will annotate this article by Maha Bali, along with the author herself.

      Learn more about Maha on her blog or follow @bali_maha on Twitter.

      Read along with us and add your own annotations using a free Hypothesis account you can also create using the link at the top of this sidebar.

      You can also explore all the annotations on this article a different way using visualizations and analytics at CROWDLAAERS from Remi Kalir and Francisco Perez.

  13. May 2020
    1. All of those things will still happen to our young people. The question is, for middle-class kids, will they happen in such a safe and joyous place? Is there something about the campus environment that exposes young people — who are more creative, greater risk-takers, and more fearless — to the world and our problems and gives them the opportunity to craft better solutions? Will big tech’s entry into education reduce our humanity or create a net gain in stakeholder value?

      Let's flip this around: Rather than focusing on what will be safe and joyous for the middle class, what will be safe and joyous and life-changing personally and economically for the far larger group of people underneath the shrinking middle class? Will the improved and more widely credible online education this interview imagines serve first-generation college students better than the current system?

    1. The idea behind ACE is that we elevate three characteristics that are clear, context sensitive, values driven and mission aligned, and we use them to plan assignment-, course- and institution-level responses to COVID-19 in the areas of our university that are connected to teaching and learning.

      You know I love a good framework, and the ACE framework from Robin DeRosa is aces! Adaptability: create flexibility for learners (and everyone). Connection: connect activities beyond the classroom. Equity: include everyone.

    1. With the Internet exploding with information resources and tools for learning, teachers can be facilitators of information with a greater emphasis on explanation and critical thinking as opposed to the dissemination source.

      Thinking about how collaborative annotation, like with Hypothesis, can enable teachers — and other students — to be facilitators of reading, rather than as the disseminators of the ideas contained in readings.

    1. Online education’s emphasis on scale, speed and efficiency may have the unfortunate side effects of portraying college teachers as nothing more than content-delivery workers and reducing higher education to an exercise in return-on-investment credentialing.

      This is the heart of how online education has been driven to date: if we don't work to change these driving forces, the ill-effects we've already seen will accelerate.

  14. Apr 2020
    1. Let mans Soule be a Spheare

      Like so many Donne poems, he makes great use here of astronomical imagery. I love this idea of the soul being like a spinning planet in the body, "being by others hurried every day", affected by gravitational pulls of "pleasure or businesse". What is your soul's "first mover"? By what is your soul "whirld"?

    1. It is free

      Hypothesis offers and will continue to offer free annotation capabilities for people to use across the web.

      To sustain our project, Hypothesis arranges paid partnerships with institutions looking to use annotation at scale and with integration into their learning management systems for single sign-on, automatic private groups, dedicated support, service -level agreements, dashboards on usage at the class and institutional levels, participation in the AnnotatED community, and more.

      In response to the current COVID-19 crisis, Hypothesis has waived all institutional costs for at least 2020.

  15. Mar 2020
    1. Malcolm Brown, Mark McCormack, Jamie Reeves, D. Christopher Brooks, and Susan Grajek, with Bryan Alexander, Maha Bali, Stephanie Bulger, Shawna Dark, Nicole Engelbert, Kevin Gannon, Adrienne Gauthier, David Gibson, Rob Gibson, Brigitte Lundin, George Veletsianos, and Nicole Weber

      Visit the primary 2020 EDUCAUSE Horizon Report authors on Twitter. You can also browse and subscribe to a Twitter list that collects all the Horizon Report contributors that I could find from the 2020 and 2019 reports.

      1. Malcolm Brown: @mbbrown
      2. Mark McCormack: @MarkMcCNash1
      3. Jamie Reeves: @Jamie_l0u
      4. D. Christopher Brooks: @DCBPhDV2
      5. Susan Grajek: @sgrajek
      6. Bryan Alexander: @BryanAlexander
      7. Maha Bali: @Bali_Maha
      8. Stephanie Bulger: @sdccdBulger
      9. Shawna Dark: @ShawnaDark
      10. Nicole Engelbert: @nengelbert
      11. Kevin Gannon: @TheTattooedProf
      12. Adrienne Gauthier: @ajgauthier
      13. David Gibson: @davidgibson
      14. Rob Gibson: @rgibson1
      15. Brigitte Lundin: @brigittelundin
      16. George Veletsianos: @veletsianos
      17. Nicole Weber: @nwebs
    2. However, there is skepticism about AI’s ability to replace human teaching in activities such as judging writing style, and some have expressed concern that policy makers could use AI to justify replacing (young) human labor.

      Maha describes here the primary concern I have with the pursuit of both AI and adaptive technologies in education. Not that the designers of such tools are attempting to replace human interaction, but that the spread of "robotic" educational tools will accelerate the drive to further reduce human-powered teaching and learning, leading perhaps to class-based divisions in educational experiences like Maha imagines here.

      AI and adaptive tool designers often say that they are hoping their technologies will free up time for human teachers to focus on more impactful educational practices. However, we already see how technologies that reduce human labor often lead to further reductions the use of human teachers — not their increase. As Maha points out, that's a social and economic issue, not a technology issue. If we focus on building tools rather than revalorizing human-powered education, I fear we are accelerating the devaluation of education already taking place.

    3. Political Polarization

      And important: the role media plays in political polarization. On this topic, I've found works from the Pew useful, like "U.S. Media Polarization and the 2020 Election: A Nation Divided":

      "As the U.S. enters a heated 2020 presidential election year, a new Pew Research Center report finds that Republicans and Democrats place their trust in two nearly inverse news media environments."

      Also useful are works from Data & Society like "Media, Technology, Politics: six new pieces on the networked public sphere"

      "Although many people are anxious to understand how much influence old and new media had over the US presidential election, the reality is that we will never know comprehensively. We can, though, seek to understand how different cultural and technical factors are shaping the contemporary information landscape."

    4. ifteen social, technological, economic, higher education, and political trends that signal departures from the past

      Social

      1. Well-Being and Mental Health
      2. Demographic Changes
      3. Equity and Fair Practices

      Technological

      1. Artificial Intelligence: Technology Implications
      2. Next-Generation Digital Learning Environment (NGDLE)
      3. Analytics and Privacy Questions

      Economic

      1. Cost of Higher Education
      2. Future of Work and Skills
      3. Climate Change

      Higher Education

      1. Changes in Student Population
      2. Alternative Pathways to Education
      3. Online Education

      Political

      1. Decrease in Higher Education Funding
      2. Value of Higher Education
      3. Political Polarization
  16. Feb 2020
  17. Dec 2019
    1. In the context of sweeping social, economic, technological, and demographic changes, digital transformation (Dx) is a series of deep and coordinated culture, workforce, and technology shifts that enable new educational and operating models and transform an institution’s operations, strategic directions, and value proposition.

      Definition of digital transformation (DX).

    1. There are many excellent available resources about how to introduce zines into higher education (check out this excellent Resource List from Barnard College), but for a few examples: Sakina Laksimi-Morrow, Teaching and Learning Center Fellow at The Graduate Center of the City University of New York, invited fellow graduate students to share their teaching assignments and syllabi in Developing a Socially Conscious Pedagogy. Simmons College librarian Dawn Stahura has written about working with a faculty member to read and develop zines in a Sociology class, relating to content about eating disorders.

      Links to zine learning experiences collected by Elvis Bakaitis.

    2. the discomfort of grading highly personal work. Sometimes keeping the spirit of “open pedagogy” may involve the idea of “closed” –  considerations of student privacy, personal spaces, and making it equally ok to restrict access

      Openness on including and/or creating new/different evaluation strategies that are sensitive to personal dimensions of works produced in the experience.

  18. Nov 2019
    1. We accept as axiomatic that students learn by doing

      While I personally agree that "learning by doing" is perhaps one of the or even the most powerful forms of pedagogy, a very large part of current and historical pedagogy does not really engage doing. So either not ALL learning involves doing, or the majority of education that happens without doing doesn't involve learning.

    1. Clear affirmative action means someone must take deliberate action to opt in, even if this is not expressed as an opt-in box. For example, other affirmative opt-in methods might include signing a consent statement, oral confirmation, a binary choice presented with equal prominence, or switching technical settings away from the default. The key point is that all consent must be opt-in consent – there is no such thing as ‘opt-out consent’. Failure to opt out is not consent. You may not rely on silence, inactivity, default settings, pre-ticked boxes or your general terms and conditions, or seek to take advantage of inertia, inattention or default bias in any other way.

      On opt in vs opt out in GDPR.

  19. Sep 2019
    1. If these tools are going to survive into the phase of what we should do with education technology, I believe they must be embedded in the everyday practice of the higher education institution.

      Thinking here about the technologies that end up being used in everyday practices of teaching and learning, but live mostly outside the structure/sphere of influence of EDUs, for example, smart phones, ecommerce, or even the Internet itself. I'm thinking TMcC is also calling for thinking about how those are embedded in everyday practices of education and we should be thinking about what we should do with them as well.

    2. by Tressie McMillan Cottom

      If you don't already know Dr McMillan Cottom, you might check out her recent books, Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy and Thick, And Other Essays, tune in to her podcast with Roxane Gay, Hear to Slay, visit her website, or for more frequent updates, follow her on Twitter.

      Annotate here, or you can also join in the annotations on her post “Why Is Digital Sociology?

    1. Within the study of digital literacies per se, one potential pitfall is focusing too closely on narrow dimensions, such as gaining new digital skills, at the expense of ensuring that learners develop the lifelong capac-ity needed to distinguish digital literacy from simple digital proficiency.

      Amen! For example: proficiency in a specific software program (eg, MS Word) rather than broader literacies about how such software can be used generally (eg, word processing).