James Besse
You can read more about James Bessen in his Wikipedia entry.
1,395 Matching Annotations
- Sep 2019
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researchoninnovation.org researchoninnovation.org
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- Aug 2019
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er.educause.edu er.educause.edu
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Benedict Anderson
For folks who don't have time to read Benedict Anderson's Imagined Communities, I recommend just watching Whacking Day, an episode from the Simpson's 4th season (also on Wikipedia).
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Rather, the real threat is the creeping forces of privatization that continue to undermine our public mission. If we are to reclaim that mission, to reclaim control of the work produced in and by our colleges and universities, we must do so as a sector, acting not just in solidarity with but in generosity toward the other institutions to which we are inevitably connected and also toward the public that we all jointly serve.
A call to act together as a community: "to go far, go together".
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I asked the provost what the possibilities might be for a very important, highly visible research university—one that understands its primary mission to be service to the public good—to remove the tenure and promotion logjam in the transformation of scholarly communication by convening the entire academic campus, from the provost through the deans, chairs, and faculty, in a collective project of revising—really, reimagining—all of its personnel processes and the standards on which they rely in light of a primary emphasis on the public good. What would become possible if all of those policies worked to ensure that what was considered to be "excellence" in research and teaching had its basis in the university's core service mission?
The core project of open knowledge practices.
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hybridpedagogy.org hybridpedagogy.org
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a syllabus can’t mandate a particular emotional experience
And yet, machines are being invented and put in to use that attempt to measure student emotion and attention to inform assessment...
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Could you imagine grading students on anger as an “outcome”?
I'm imagining a course where the only way to earn an "A" would be to become totally outraged by its end.
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A student might modify an assignment, create their own, or refuse one that might be ethically questionable (and explain why).
Again I reach for the language of "disposable" (going in the trash can once it's graded) and "renewable" (of value above and beyond the class) assignments.
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“It is likely that the authoritarian syllabus is just the visible symptom of a deeper underlying problem, the breakdown of trust in the student-teacher relationship.”
Yes: aligned with the mentality that students are cheating on exams, plagiarizing works, and inventing excuses for late work. In all these cases, there are things teachers can do to restructure the educational experience and stop casting blame for the inadequacies of machine graded assessments, disposable assignments, and even date-based grading.
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invites us to collaboratively annotate syllabi
Interested folks might also want to check out @RemiKalir's updated post: Annotate Your Syllabus 2.0.
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www.wisconsin.edu www.wisconsin.edu
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TanyaJoosten
Tanya Joosten chaired UWisc's Learn@UW Roadmap Task Force.
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en.wikipedia.org en.wikipedia.org
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A timestamp is a sequence of characters or encoded information identifying when a certain event occurred
Now Hypothesis annotations not only show when they were created, but also a second timestamp if they were edited.
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- Jul 2019
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xolotl.org xolotl.org
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a rich and highly granular record of engagement between people and texts
Many thanks again to Steel Wagstaff for suggesting this language.
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enabling them to make more substantial connections with both people and texts, and curate durable records of their learning across materials and contexts
Many thanks to Steel Wagstaff for suggesting this language.
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at any time, in any place
Huge thanks to Maha Bali for reminding me to make this point about annotation's capabilities to extend reading across time and space.
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collaborative, digital, interoperable annotation
Like Hypothesis. Read annotations here or add your own with a free Hypothesis account.
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Local file Local file
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Rather than teaching students how todoubt a source as a first step, we are affirming their ownbackground knowledge about a topic, and helping thembuild on and explore their own intuition, in order to helpthem reach a conclusion
Thinking about how this step might be before Mike Caulfield's first "Stop" step in the SIFT framework he developed out of his "four moves".
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One way to empower these students to have voice isto encourage them to build on local knowledge andpersonal experience as valid and important sources oflearning.
Thinking about this in the context of recent experiences where Western white men use Western rational frameworks to validate their own personal experiences where their privilege is challenged. Maybe there's such a comfortable fit between dominant identity and dominant knowing frameworks that, for such folks, the Western rational tradition is a sort of local knowledge.
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constructiveknower
Love this formulation of the "constructive knower".
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Knowing how to assess the credibility of a sourceis useless unless the person develops a sensitivity and dis-position to question what reasonably warrants question-ing.
Filing this quote away for later ;)
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careful ascommunitiesand not just asindividuals
Love this, as so much of what needs amplification are understandings of people as actors within communities, not just as individual consumers or producers of digital artifacts.
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I argue that digital literacies should notbe taught as a technical skill, but should be seen as a partof cultivating critical citizenship
This is an incredibly important point: too often explorations of digital practices focus on skills (often even then too narrowly defined, as when specific software programs are taught, rather than higher level skills about using an entire software category, like word processing, or spreadsheets), when they should be focusing on how digital practices fit in to wider human life, as in citizenship.
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digital literacies
Love the move to the plural here.
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xolotl.org xolotl.org
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not necessarily with the same quality
And in this case, reshaped by the USA academic machine and its dominant frameworks and discourses, which didn't necessarily lower the quality of critical theory, but certainly changed it.
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Critical theory itself can tell us why.
I realize that what follows doesn't really rise to the level of critical theory, but there's a lot more that should be included in the brief sketch here, like how USA-UK pragmatism and anti-intellectualism fits in with what happened to critical theory in academia and popular culture in the USA.
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So to recap about critical theory: it’s not relativism, it’s hard to understand for reasons, and it’s not a SJW agenda, it’s an exposure of why we should all be SJWs.
This is the summary of what the "PoMo is evil" argument gets wrong. That argument probably gets other things wrong too, but this was my short list of key misunderstandings.
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Do SJWs have a special interest in critical theory? YES!
This may seem redundant, but in the rhetoric of the original tweet thread, I imagined it worked.
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my son
I say "my son" here, because the imaginary audience of my rant was pretty much entirely male, as I most often hear this mistaken "PoMo" argument from boys.
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for lack of a better term
I'm not really satisfied using the term "critical theory" either, given that it could include works that aren't really "PoMo" (eg, Marxism or historical materialism). I'd use "post-structuralism", but I don't think that many folks know what it means and it's not totally accurate either. So I decided to just leave it as "critical theory" as in the original rant.
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annotate it
You can make a free account to annotate yourself at Hypothesis.
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One dystopian potential outcome would be that, despite the best efforts of many institutions of all kinds, we could see a devolution back to a distinctly two-tiered system like what existed in 19th Century Britain. In this negative projection one can envision a very small number of well-endowed institutions that cater to the wealthy, well-prepared class as well as a small number of carefully picked representatives from various groups. These students would receive a world-class education, while most students would be at risk of receiving a much lower quality education that is overly-reliant on poorly built computerized teaching systems or online learning courseware that does not provide the kind of encouragement and motivation that is required to help students through the many challenges encountered when learning. Following this path could well lead to a self-perpetuating system across generations where a small elite group benefits from a compounding level of social capital, while most students are left out, leading to a widening of social, political, cultural, and financial gulfs.
This is the dystopian vision that I fear a market-fundamentalist, machine-first approach will generate.
Pet peeve: Points taken away for Kevin's use of "devolution back" here, given that evolution does not go backwards.
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eliterate.us eliterate.us
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we first need to cultivate an academic ecosystem that can make proper use of better tools
This is putting the tool before the horse, if you'll let me mix two metaphors Michael uses. Could the academic ecosystem be renewed in such a way that the existing product category we are trying to justify here was unnecessary?
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One could also imagine colleges and universities reorganizing themselves and learning new skills to become better at the sort of cross-functional cooperation for serving students.
Yes, let's imagine (and actually work toward) this, rather than new kinds of vendor relationships.
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They believed that students might learn the skill from the product.
Perhaps students could better learn skills from another human.
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Academically at risk students often are not good at knowing when they need help and they are not good at knowing how to get it.
In the back of my mind is how some students at one community college I know that deployed Starfish called it "Star Snitch" because they always felt it was ratting them out, not helping them.
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"We're getting really good at predicting which students are likely to fail, but we're not getting much better at preventing them from failing."
Predicting is a product category, but preventing is not (unless you count the EDUs themselves, which is probably where the responsibility for prevention should be located).
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each installation of the product would require a significant services component, which would raise the cost and make these systems less affordable to the access-oriented institutions that need them the most
Again, the commerciality of their social deployment would make it more difficult for them to tailor for success OR address ethical concerns.
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You can lead a horse to water and all that.
This is where the social deployment of tech/practices can start to take over. First, commercial interests are now in charge of surfacing the ethical dilemma, which may not be in their best commercial interests to prioritize. Second, their customers have outsourced concerns and so are less interested/committed/resourced to address them.
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the student data privacy challenge
Seems that this first challenge exists wether humans or machines are watching/intervening, even if machines might provide different options (eg, being able to watch private data and surface it without revealing it).
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This is not a "Facebook" problem.
I'm not sure what a "Facebook" problem is. It seems to me that many of the same ethical questions arise in the social media realm — or at least related questions, equally important.
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Already, we are in a bit of an ethical rabbit hole here.
Indeed. And it should be of no surprise because the social deployment of a technology/practice pretty much always leads to ethical considerations.
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The people who are authorized to see the data
When data exists, it is also often seen by unauthorized people.
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people who are not authorize
small typo
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One way to think about a way that this sensitive information could be handled is like a credit score.
This is a warning sign to me. Do we really want to use credit scores as a model for ANY activity in education?
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These are basically four of the same very generic criteria that any instructor would look at to determine whether a student is starting to get in trouble. The system is just more objective and vigilant in applying these criteria than instructors can be at times, particularly in large classes (which is likely to be the norm for many first-year students).
This is key: the machines aren't really doing anything better than humans, but they do make it easier to scale. Are there studies that compare student success for larger classes assisted by machines with smaller classes with smaller teacher to student ratios? Would human participation and intervention be better than machines? Would it be cheaper or more expensive? What ofter effects, desirable or not, would the machine and/or human models have?
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a good case study in why tool that could be tremendously useful in supporting students who need help the most often fails to live up to either its educational or commercial potential
From the start, the educational and commercial fate of predictive analytics are intertwined.
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we can make recommendations to the teacher or student on things they can do to increase their chances of success.
For me, a first question about how such information would actually be used is whether it might not be used just as often to deter students from entering specific classrooms (or even institutions) as used to help them succeed once there.
Behind any technology/practice being deployed today in EDU is the larger circumstances of trying to scale/optimize, and often, privatize, education. There are strong winds blowing stuff that could be used to help in other directions.
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www.flickr.com www.flickr.com
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HyperLinks
Not liking Hyperlinks with the "L" capitalized.
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- May 2019
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gutenberg.net.au gutenberg.net.au
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'Women live like Bats or Owls, labour like Beasts, and die like Worms...'
A great line...
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It is one of the great advantages of being a woman that one can pass even a very fine negress without wishing to make an Englishwoman of her.
One of the moments in this work that gives me pause. Yes, and yet, the idea that greater beauty should bestow greater citizenship...
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Not only do the comparative values of charwomen and lawyers rise and fall from decade to decade, but we have no rods with which to measure them even as they are at the moment.
On the mystifying structures of value in capitalist society.
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Women have served all these centuries as looking-glasses possessing the magic and delicious power of reflecting the figure of man at twice its natural size.
Woman as mirror.
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Or is anger, I wondered, somehow, the familiar, the attendant sprite on power?
Indeed, is anger generate by unjust power?
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With the exception of the fog he seemed to control everything.
On how obvious the patriarchy is just in reading the news.
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er.educause.edu er.educause.edu
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Jenae Cohn
You can also follow Jenae on Twitter.
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help students become expert learners
Yes! The overall goal is to empower students to have agency over their digital fluency, not just enable them to use this or that software or technique.
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different applications and platforms
Yes! For example: practice in using spreadsheets in general, rather than just what to click on in a single product like MS Excel.
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instructional designers are key players
And maybe librarians, who along with IDs are well-placed to work across curricula and embed digital literacies practices strategically?
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literacies
Yay! I love the plural form in all cases. There is always more than one "literacy".
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it is not always clear where students go to access training for these skills
Like with writing, digital literacies/skills/fluency should be incorporated across the curriculum.
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The norms, applications, and protocols required to engage in digital research, reading, and writing require explicit instruction.
Yes! If we expect students to do something, we should devote learning time to helping them learn how/advance their knowledge.
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ability to leverage technology to create new knowledge, new challenges, and new problems and to complement these with critical thinking, complex problem solving, and social intelligence to solve the new challenges
Another definition of digital literacy, recast as digital fluency.
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shorthand for the myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc., via digital codification
A definition of digital literacy.
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Device ownership alone doesn't make people digitally literate
A key point: a lot of people might have technology, but that doesn't mean they have built up knowledge and skills about how it works or how to do things with it.
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- Apr 2019
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opencontent.org opencontent.org
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The example of the Linux kernel shows that this is completely possible.
I think the Linux kernel analogy breaks down even more in considering "the other 93%" of educational content, which David has already identified here as more niche, less kernelesque, than content for core courses. Seems to me, the more specialized and rarely used something is — either in digital technology or in content — the less likely it is going to be the focus of widespread, shared activity.
If commercial publishers could rely on OER content for core classes and generate revenue from wrapping them in additional services (as David describes here), what is their incentive to devote any resources to labor-intensive, niche content that would have far lower revenue margins?
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Traditional textbook content like words and images are just like the operating system kernel – kind of boring.
This is the part of the argument here I don't find convincing. I'm not sure we can liken content — yes even "traditional textbook content" — to OS kernels or roads as a kind of "boring" infrastructure. Content is an expression of knowledges/understandings right? If anything, content seems more like the "interesting" part that relies on the kernels/roads.
Yet I am interested in the idea of thinking of content as PUBLIC infrastructure, in the sense that like roads, we have common interests in securing public sources for the resources necessary to produce and maintain educational content.
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oecdeducationtoday.blogspot.com oecdeducationtoday.blogspot.com
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Why knowledge is the most important resource for education systems today
OECD report on the science of learning.
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en.wikipedia.org en.wikipedia.org
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Professional digital practice: using digital media tools for professional purposes: to build networks, construct an e-profile, publicise and share research and instruct students. Sociological analyses of digital use: researching the ways in which people's use of digital media configures their sense of selves, their embodiment and their social relations. Digital data analysis: using digital data for social research, either quantitative or qualitative. Critical digital sociology: undertaking reflexive and critical analysis of digital media informed by social and cultural theory.
Tressie McMillan Cottom quotes this in her post "Why Is Digital Sociology?"
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tressiemc.com tressiemc.com
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Professional digital practice: using digital tools as part of professional practice – build networks, construct e-portfolios, build online profiles, publicize and share research Analysis of digital technology use: research the ways in which people’s use of digital technologies configures their sense of self and their embodiment of social relations, the role of digital media in the creation or reproduction of social institutions and structures Digital Data Analysis: using naturally occurring digital data for social research Critical Digital Sociology: reflexive analysis of digital technologies informed by social and cultural theory
This quote comes from a Wikipedia page on digital sociology.
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Digital Sociology in the broadest sense addresses the question of what such reinvention could or should mean in new circumstances where the content of this ‘newness’ is defined largely by the digital.
You can jump directly to this quote in Mark Carigan's post "What Is Sociology?"
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markcarrigan.net markcarrigan.net
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Digital Sociology in the broadest sense addresses the question of what such reinvention could or should mean in new circumstances where the content of this ‘newness’ is defined largely by the digital.
Tressie McMillan Cottom quotes this in her post "Why Is Digital Sociology?"
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- Mar 2019
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www.whitehouse.gov www.whitehouse.gov
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four goals
Ivanka's restatement of the Board's four goals, stated in more detail elsewhere.
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Tim — Apple
Here's how Trump's now infamous possible misstatement has been transcribed, not as a mistake, nor with a slash ("to save time & words"), but with an em dash, suggesting that Trump was thanking both Tim, and his company Apple, together in shorthand.
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wip.pubpub.org wip.pubpub.org
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Open Initiatives in Universities
Benefits of OKI for EDUs:
- Wider access to info.
- Reclaiming scholarly production.
- Increased open info and technology creation.
- Research ROI.
- Greater openness -> stronger science.
- Address unequal distribution of data/flows: expose "data shadows".
- Lower scholcomm costs.
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crises of discrimination, particularly around such identity-based facets as gender, race and ethnicity
crises of discrimination in open projects
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challenging power relationships between makers and users of knowledge
shift of power between knowledge makers and users
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Data globalisation
Data is crossing borders at a higher rate than people or goods. Wondering how this is measured as data, people, and goods are different types of entities.
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mattcrosslin.com mattcrosslin.com
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Self-Mapped Learning Pathways
Matt describes a detailed example of how such a self-mapped learning pathway might happen for real using a variety of practices and digital tools in his 28 March 2019 blog post: Creating a Self-Mapped Learning Pathway.
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What are “Self-Mapped Learning Pathways”?
Fascinating exploration from Matt Crosslin about how #personalized — or maybe better — #heutagogical learning can be a complex journey, traversing both learner- and instructor-defined pathways.
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www.edugeekjournal.com www.edugeekjournal.com
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learning pathways
Matt describes self-directed learning pathways in a site dedicated to them.
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www.uc.edu www.uc.edu
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NOT READY TO LET GO: A STUDYOFRESISTANCETO GRADING CONTRACTS
This article was included in the curriculum for the Open Pedagogy track led by Dave Cormier in the 2019 Digital Pedagogy Lab Toronto.
In a 19 March 2019 Virtually Connecting session, Dave explained that he uses the contract in this article as a negative example — not to be adopted uncritically, but as a starting place to think about how one might generate a better assessment model.
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er.educause.edu er.educause.edu
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digital transformation (Dx)
For an example of digital transformation in action, watch a 6-minute video about the University of Leicester's Dx project:
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journals.plos.org journals.plos.org
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We refer to this idea as the access hypothesis.
In thinking about the questions I’m raising in my presentation at OLC Innovate 2019, let's start by asking the question whether we think the "access hypothesis" is a significant component in measuring the impact of OER on student learning?
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er.educause.edu er.educause.edu
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we are simultaneously living along two curves
Or maybe even better: along three, negotiating curves, like Gramsci's idea of residual, dominant, and emergent cultures.
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dxtera.org dxtera.org
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DXtera Institute is a non-profit, collaborative member-based consortium dedicated to transforming student and institutional outcomes in higher education.
DXtera Institute is a non-profit, collaborative member-based consortium dedicated to transforming student and institutional outcomes in higher education. We specialize in helping higher education professionals drive more efficient access to information and insights for effective decision-making and realize long-term cost savings, by simplifying and removing barriers to systems integration and improving data aggregation and control.
With partners across the U.S. and Europe, our consortium includes some of the brightest minds in education and technology, all working together to solve critical higher education issues on a global scale.
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library.educause.edu library.educause.edu
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Advocates argue that
Are there detractors? What are they saying?
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finiteeyes.net finiteeyes.net
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But often — and maybe even usually — when we complain about the cost of books, we’re complaining about the cost of supplemental media, password-protected websites, and other items that may include text but are certainly not books.
And at the same time, OER’s lack of such ancillary materials is often blamed for its slow adoption.
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By teaching students to expect that books ought to be free, we are teaching them to be bad citizens.
Point taken. Maybe the lesson is not about the price of books, but who should pay for them. A lot of course materials are produced in factory-like conditions by underpaid creators who have no intellectual property rights in the works they produce.
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a holdover
I love the word for these types of anachronisms: skeumorph.
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www.ideo.com www.ideo.com
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3 Tips to Help You Prototype a Service
- Design only the details that matter
- Factor in the before and after
- Involve users and employees
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robinderosa.net robinderosa.net
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But when you think of it, our educational institutions aren’t built to recognize the complexity between pasts and futures. In effect, we build superhighways with one on ramp, and lots of off ramps that lead to dead ends.
I'm going to forgive the automobilist metaphor because the point is just so dang right!
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But many of the conditions that make these settings deeply uncomfortable are larger than that level of course-contained pedagogy.
Amen! Even worse maybe in K12, where all the social issues we are not addressing elsewhere are expected to be solved in under-funded classrooms.
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Scaling In: The Community Dimensions of Innovation
Great reading for answers to the question "yes, but does it scale?"
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To solve the problem of ‘scaling up’ requires ‘scaling in’ –by this we mean developing the designs and infrastructure needed to support effective use of an innovation.
On "scaling-in" rather than "scaling-up".
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special thanks to Nate Angell
Whoa! Thanks Robin! I don't remember what I might have contributed, but super-honored to be mentioned in such an awesome work!
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- Feb 2019
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quickthoughts.jgregorymcverry.com quickthoughts.jgregorymcverry.com
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Why an HTML/CSS First Approach Works for #OER and why #OER Must Work for an HTML First Approach
I'm in strong support of an HTML-first approach for both humans and OER. Great stuff Greg! Love the offline, non-digital learning activities!
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For too long the field of #OER has simply been a field studying itself. We debate what is open and what is not. What is a resource what is pedagogy...and is that pedagogy really praxis....
I don't really get this opinion, or how it pertains to Greg's otherwise important point about the format of OER. Seems like it ignores BOTH the great many tangible contributions folks have made in the field of OER AND the very important conversations that also take place around topics as or more important than technical formats, like pedagogy, and the socio-economic ecosystem in which OER participates.
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www.economist.com www.economist.com
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LAST YEAR Flickr, a photo-sharing site, announced it would cut its free storage from 1 terabyte (more than 200,000 images) to just to 1,000 items. Starting this month, many users may find that their content is in danger of being deleted.
Note that Flickr's new owner, SmugMug, promised to continue to host all CC-licensed images shared before 1 Nov 2018 for free.
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blog.flickr.net blog.flickr.net
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Flickr Commons photos will not be deleted. Anything uploaded with a CC license before November 1, 2018, won’t be deleted, but users will need to upgrade to Pro to upload more than 1,000 photos or videos.
Flickr's new owner SmugMug promises to continue to host all CC-licensed images shared before 1 Nov 2018.
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er.educause.edu er.educause.edu
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Open Source and the NGDLE
David and Ian talk about the NGDLE in relation to open.
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Open infrastructure and open education practices
Tannis Morgan post on open infrastructure.
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www.nmc.org www.nmc.org
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Deone Zell
Deone is added to the HorizonReport2019 Twitter list.
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Francisca Yonekura
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Matthew Worwood
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Neil Witt
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Alexandra Williams
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Catherine Wilkinson
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Ken Varnum
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Kate Valenti VP Operations
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Michael Thomas
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David Thomas
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Lori Swinney
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Nachamma Sockalingam
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Jason Smith
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Paul Signorelli
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Diane Sieber
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William Shewbridge
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Ramesh Sharma
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Gilly Salmon
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Jeff Ritter
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Michael Reese
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Ruben Puentedura Founder
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Jeanne Po
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Renee Pfeifer-Luckett Director, Learning
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Doug Peterson
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Rob Peregoodoff
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David Parkes
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Sunay Palsole
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Chaohua Ou
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Javier Nó Sánchez
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Kristi Newgarden
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Ruth Nemire
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Carol Munn
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Damian McDonald
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Shannon McCarty
I couldn't find a Twitter handle for Shannon. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Sheila MacNeill
Sheila is added to the HorizonReport2019 Twitter list.
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Danielle Logan
I couldn't find a Twitter handle for Danielle. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Joan Lippincott
I couldn't find a Twitter handle for Joan. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Meggan Levitt
Meggan is added to the HorizonReport2019 Twitter list.
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Mark Lee
I couldn't find a Twitter handle for Mark. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Deborah Lee
Deborah is added to the HorizonReport2019 Twitter list.
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Fernando Ledezma
Fernando is added to the HorizonReport2019 Twitter list.
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Jill Leafstedt
Jill is added to the HorizonReport2019 Twitter list.
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Victoria Mondelli
I couldn't find a Twitter handle for Victoria. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Alexandra Pickett
Alexandra is added to the HorizonReport2019 Twitter list.
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Roberta (Robin) Sullivan
Robin is added to the HorizonReport2019 Twitter list.
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Paul Turner
I couldn't find a Twitter handle for Paul. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Nicole Weber
Nicole is added to the HorizonReport2019 Twitter list.
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Melissa Langdon
I couldn't find a Twitter handle for Melissa. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Lisa Koster
Lisa is added to the HorizonReport2019 Twitter list.
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Thierry Koscielniak Chief Digital Officer
Thierry is added to the HorizonReport2019 Twitter list.
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Jessica Knott
Jessica is added to the HorizonReport2019 Twitter list.
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David Kernohan
David is added to the HorizonReport2019 Twitter list.
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AJ Kelton
AJ is added to the HorizonReport2019 Twitter list.
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Amarjit Kaur
I couldn't find a Twitter handle for Amarjit. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Dr. Wendi Kappers
Wendi is added to the HorizonReport2019 Twitter list.
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Jim Julius
Jim is added to the HorizonReport2019 Twitter list.
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Connie Johnson
Connie is added to the HorizonReport2019 Twitter list.
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Shakir Hussain
Shakir is added to the HorizonReport2019 Twitter list.
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Bill Hogue
I couldn't find a Twitter handle for Bill. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Richard Hodges
I couldn't find a Twitter handle for Richard. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Doug Hearrington
I couldn't find a Twitter handle for Doug. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Tom Haymes
Tom is added to the HorizonReport2019 Twitter list.
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Syed Mustafa Hassan
Syed is added to the HorizonReport2019 Twitter list.
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Heather Haseley
Heather is added to the HorizonReport2019 Twitter list.
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Kelsey Hall
Kelsey is added to the HorizonReport2019 Twitter list.
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Martin Halbert
Martin is added to the HorizonReport2019 Twitter list.
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David Gibson
I couldn't find a Twitter handle for David. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Rob Gibson
Rob is added to the HorizonReport2019 Twitter list.
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Aline Germain-Rutherford
I couldn't find a Twitter handle for Aline. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Maya Georgieva
Maya is added to the HorizonReport2019 Twitter list.
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James Frazee
James is added to the HorizonReport2019 Twitter list.
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Kevin Forgard
Kevin is added to the HorizonReport2019 Twitter list.
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Kenn Fisher
I couldn't find a Twitter handle for Kenn. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Yvette Drager
Yvette is added to the HorizonReport2019 Twitter list.
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Kimberly Eke
Kimberly is added to the HorizonReport2019 Twitter list.
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Julie Delello
Julie is added to the HorizonReport2019 Twitter list.
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Rebecca Davis
Rebecca is added to the HorizonReport2019 Twitter list.
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Janet Corral
Janet is added to the HorizonReport2019 Twitter list.
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Deborah Cooke
Deborah is added to the HorizonReport2019 Twitter list.
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Chun-Yen Chang
I couldn't find a Twitter handle for Chun-Yen Chang. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Stephanie Bulger
Stephanie is added to the HorizonReport2019 Twitter list.
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Cheryl Brown
Cheryl is added to the HorizonReport2019 Twitter list.
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Malcolm Brown
Malcolm is added to the HorizonReport2019 Twitter list.
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Marwin Britto
Marwin's Twitter account is private, so I wasn't able to add them to the HorizonReport2019 Twitter list.
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Jonathan Brennan
I couldn't find a Twitter handle for Jonathan. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Dr. Braddlee
Braddlee is added to the HorizonReport2019 Twitter list.
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Mohamad Ridwan Bin Othman
I couldn't find a Twitter handle for Mohamad. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Dror Ben-Naim Founder & CEO
Dror is added to the HorizonReport2019 Twitter list.
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Helga Bechmann
Helga is added to the HorizonReport2019 Twitter list.
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Ronald Bergmann
I couldn't find a Twitter handle for Ronald. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Elizabeth Barrie
I couldn't find a Twitter handle for Elizabeth. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
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Noreen Barajas
Noreen is added to the HorizonReport2019 Twitter list.
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Maha Bali
Maha is added to the HorizonReport2019 Twitter list.
-
John Augeri
John is added to the HorizonReport2019 Twitter list.
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Kevin Ashford-Rowe
Kevin is added to the HorizonReport2019 Twitter list.
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Panel of Experts
I've started curating a HorizonReport2019 Twitter list of the folks involved in shaping the 2019 report. Join us in annotating the report preview. I'm adding a note to each name below about my effort to add them to the list. Check out the notes below or visit the list and let me know who is missing!
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Kumiko Aoki
I couldn't find a Twitter handle for Kumiko. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
-
Serdar Abaci
I couldn't find a Twitter handle for Serdar. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.
-
Jean Amaral
Jean is added to the HorizonReport2019 Twitter list.
Tags
- jeanamaral
- robinsullivan
- kevinforgard
- horizonreport
- kimberlyeke
- eli2019
- sheilamacneill
- doughearrington
- daniellelogan
- neilwitt
- elizabethbarrie
- dougpeterson
- chunyenchang
- lisakoster
- deborahlee
- megganlevitt
- jeffritter
- franciscayonekura
- alexandrawilliams
- jimjulius
- kevinashfordrowe
- kristinewgarden
- nmc
- janetcorral
- nikiwhiteside
- experts
- rebeccadavis
- noreenbarajasmurphy
- kumikoaoki
- mayageorgieva
- melissalangdon
- malcolmbrown
- ruthnemire
- kennfisher
- dianesieber
- conniejohnson
- mahabali
- michaelreese
- syedmustafahassan
- jasonsmith
- heatherhaseley
- kenvarnum
- shakirhussain
- rubenpuentedura
- shannonmccarty
- wendikappers
- robperegoodoff
- rameshsharma
- victoriamondelli
- williamshewbridge
- javiernosanchez
- alinegermainrutherford
- joanlippincott
- davidgibson
- chaohua
- richardhodges
- juliedelello
- jeannepo
- jamesfrazee
- kelseyhall
- billhogue
- paulsignorelli
- damianmcdonald
- helgabechmann
- fernandoledezma
- davidparkes
- marklee
- carolmunn
- nicoleweber
- ronaldbergmann
- martinhalbert
- stephaniebulger
- cherylbrown
- yvettedrager
- davidthomas
- drbraddlee
- gillysalmon
- drorbennaim
- sunaypalsole
- jessicaknott
- mohamadridwanbinothman
- educause
- paulturner
- ajkelton
- deonezell
- robgibson
- deborahcooke
- johnaugeri
- michaelthomas
- loriswinney
- alexandrapickett
- thierrykoscielniak
- katevalenti
- tomhaymes
- reneepfeiferluckett
- catherinewilkinson
- davidkernohan
- serdarabaci
- jonathanbrennan
- nachammasockalingam
- matthewworwood
- amarjitkaur
- jillleafstedt
Annotators
URL
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