1,348 Matching Annotations
  1. Oct 2017
    1. The most important role of a university is to prepare citizens.

      Resonates with my #OpenEd17 post on Opening Public Institutions.

    2. Or maybe it’s how we are defining ‘citizen’ these days. Has that word been co-opted to mean “worker”?

      Yes! There's such a strong narrative that the primary purpose of education is to prepare workers, often located in the interests of the students, as if they only have one-dimensional motivations to learn. Meanwhile, even employers call for richer education, as in their participation in AAC&U's Liberal Education and America’s Promise (LEAP) — which Hrabowski is a part of.

    1. This is a boys place; a white boys place.

      Coincidentally, I just watched an old episode of Parks and Recreation) that explores this "boy's club" scenario directly.

    2. We need to teach so that our students learn how to think dangerously.

      This might be one of the greatest mottos ever.

    3. The distinction between assessment and surveillance seems really blurry to me.

      on the fine line between assessment and surveillance

    1. Group Behavior and the Tragedy of the Obvious Choice

      When Mike talks here of RDMAs, I can't help but think he's talking about me.

    2. problems of diffuse authority

      I assume Mike is connecting this to his thinking about how we need effective news filters in order to shoulder a large part of the responsibility for factchecking because we all don't usually have the time or the expertise.

    1. There is only one context in which “open means the 5Rs”

      5Rs = open only when applied to a copyrightable noun

    1. six interrelated competencies: mastering rigorous academic content, learning how to think critically and solve problems, working collaboratively, communicating effectively, directing one’s own learning, and developing an academic mindset

      deeper learning competencies

    1. Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive.

      @clhendricksbc (above) is right that this is a key point. It brings out the Foucault in me, the way that discourse is a social process lodged in relationships of power. Maybe some of open's effect is to re/unbalance existing power relationships in the consumption and creation of knowledge.

    2. We hope that this chapter will inspire those of us in education to focus our critical and aspirational lenses on larger questions about the ideology embedded within our educational systems and the ways in which pedagogy impacts these systems. At the same time we hope to provide some tools and techniques to those who want to build a more empowering, collaborative, and just architecture for learning.

      I might reverse the priority of these: for me, OEP is first a worthy learning practice, and second a practice that can question and evolve ideology. Does the latter grow out of the former?

    3. “Open Pedagogy,” as we engage with it, is a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures.

      defining open pedagogy

    4. Although providing a framing definition might be the obvious place to start, we want to resist that for just a moment to ask a set of related questions

      This is a best practice: before we define terms, let's clarify goals.

    1. a set of yes or no questions for edtech products

      FWIW, Hypothesis evaluated itself against the Audrey Test.

    2. As I find the conversation in the OpenEd community start to concentrate around platforms–specifically OER textbook platforms–I want to ask to what standards are we holding these platforms accountable?

      What literacies do we need to evaluate platforms?

    3. a public link to your newsletter
    4. OU Create has lent us the opportunity to talk about what does it mean to give students their data

      it's not until there is a choice that the choice becomes a focus

    5. So I’ll go ahead and say I see open as an end product less interesting. Open as a space that can produce open products: I find much more interesting.

      This is an absolutely critical distinction. The open education community's focus on OER has emphasized product-focused practices, when we should be focused on practices that are enabled by or produce open products as a byproduct of our interaction.

    1. All content used in the ATD OER degree pathways must have open license terms allowing unrestricted use, reuse, revision, and redistribution.

      All ATD OERDegrees course materials licensed for full 5R open access and use.

    2. Sixty-three percent of instructors said that developing a course with OER takes at least one and a half times as much time as a traditional course.

      63% instructors say developing OER course took 1.5x a traditional course. < This doesn't seem that high, given that a traditional course presumably uses an existing textbook or course materials. Is the level of effort less the second time the course is taught?

    3. Forty-two percent of instructors surveyed reported that they are very likely to promote use of OER to colleagues, while only a small percentage would not.

      42% instructors will promote OER further; few would not.

    4. More than half the instructors participating in the ATD initiative are new to OER, while 83% have experience teaching online and/or hybrid courses.

      50%+ instructors new to OER, but 83% taught online

    5. Launching OER Degree Pathways: An Early Snapshot of Achieving the Dream’s OER Degree Initiative and Emerging Lessons

      This is an early formal report on the findings of the ATD OER Degree program. I'm annotating as a part of the Open Education 2017 conference in Anaheim, where this snapshot was presented by Richard Sebastian and Rebecca Griffiths, and invite others to do the same. Im suing the opened17 tag, along with at tag related to this particular presentation there: opened17BXfW

    1. OER-Enabled Pedagogy is the set of teaching and learning practices only practical in the context of the 5R permissions characteristic of open educational resources. Some people – but not all – use the terms “open pedagogy” or “open educational practices” synonymously.

      OER-enabled pedagogy is the OEG's preferred name for what other's might call "open pedagogy" or "open educational practices". David Wiley blogs about this specific naming.

  2. Sep 2017
    1. Transform Malaysian youth from being consumers to producers and innovators of digital technology.
    2. Computer science is no longer introduced as a separate discipline but as a field of study at the crossroads of several disciplines.
    3. Jessica had never used a computer and was surprised to learn that technology is more than just a tool for the young men in her community to promote illicit pictures.

      perception of tech as something for male pleasure

    4. Intel®Learn Easy Steps

      digital literacy curriculum

    5. hese programmes benefitted from being designed in conjunction with the people by whom they were intended to be used.

      this should never be surprising

    6. ‘Assessment and Teaching of 21st Century Skills’ programme funded by Intel, Cisco and Microsoft and led by the University of Melbourne

      soft skills project

    7. ‘transversal competencies’, ‘non-academic skills’ and ‘non-cognitive skills’

      synonyms for "intangible skills", "21C skills", "soft skills"

    8. rather than institutions providing formal tuition or teaching, the approach focuses on supporting informal mentoring relationships between individuals
    9. ‘Soft’ and ‘complementary’ skills, including ‘twenty-first century skills’,

      Area 4 of educational focus

    10. Specialized digital skills for professionals with ICT-related jobs.

      Area 3 of educational focus

    11. Digital literacy for all or basic digital skills for low-level users of ICT.

      Area 1 of educational focus

    12. Computer programming and coding skills for children and young people.

      Area 2 of educational focus

    13. itical data literacies

      critical data literacies

    14. ritical information literacies,
    15. cognitive domain r
    16. intrapersonal domain
    17. interpersonal domain
    18. 3.‘Higher level’ skills: using digital technology in empowering and transformative ways
    19. 2. Generic digital skills: Using digital technologies in meaningful and beneficial ways
    20. 1. Basic functional digital skills: Accessing and engaging with digital technologies
    21. Digital literacy model: Canada Centre for Digital and Media Literacy

      digital literacy model

    22. Remote and automated systems

      Trend 6 shaping skills

    23. Data-based and computational

      Trend 5 shaping skills

    24. Proprietary and open forms of technology provision

      Trend 4 shaping skills

    25. Participatory (co)creation and ‘making’

      Trend 3 shaping skills

    26. Social and collaborative

      Trend 2 shaping skills

    27. Networked computing

      Trend 1 shaping skills

    28. proportion of youth and adults with information and communications technology (ICT) skills, by type of skill’ (SDG 4.4.1)

      indicator of digital skills target

    29. Digital literacy has also been positioned as an enabler of rights. Unless people have choice and agency, they cannot act in their own interests.

      literacy as a foundation for agency

    30. governments are a key means of safeguarding ‘public good’ concerns in the face of increased for-profit provision of online education

      why govt in digital ed?

    31. the Rapporteur stressed the need for robust government oversight of education and technology policy-making, particularly in terms of ensuring that digitally innovative forms of education provision do not lead to socially restrictive outcomes.

      why govt in digital ed?

    32. Having reached a point where the ability to make meaningful use of digital technology determines, to a significant extent, an individual’s ability to participate in modern societies and economies, then the need for action and intervention is obvious.

      digital skills = success in contemporary society/economy

    33. digital skills provision extends beyond the reach of traditional education institutions

      informal digital education

    34. broadband and ICTs also increase the ability of individuals to choose and arrange learning that is appropriate to their particular circumstances and needs

      tech > personalized learning

    35. technology is widely perceived to support and enhance how individuals learn

      tech improves learning

    36. Members of the Broadband Commission Working Group on Education RECOMMEND that the Commission

      The commission should:

      1. Facilitate info exchange
      2. Establish international frameworks
      3. Measure digital skills levels
    37. automatically generated data on the use of digital platforms and services as a means of mapping patterns of digital competencies and skills

      learning analytics in the measures

    38. Develop appropriate measurement and monitoring strategies

      Recommendation 4

    39. Promote quality and innovative provision

      Recommendation 3

    40. Ensure inclusion, equity and gender equality

      Recommendation 2

    41. Ensure effective government support and multistakeholder cooperation

      Recommendation 1

    42. Salient priority areas that policy-makers and practitioners
      1. Public involvement in commercially-driven sphere
      2. Address inequality
      3. Indicators/data on digital skills
      4. OER
    43. Some of the most relevant ‘digital skills’ likely to arise from these developments may not involve the direct use of digital technology.

      "Instead, they will relate to people’s awareness and understandings of digital technologies that they do not necessarily touch and control but which nevertheless influence their lives in profound ways."

    44. ensure that all individuals are able to continually hone skills and competencies

      lifelong learning necessary

    45. Pronounced inequalities and disparities exist in terms of individuals’ digital skills and competencies within communities, countries and regions.

      Foundations to address:

      1. Institutional capacity and continuity
      2. GOV involvement
      3. Public/private partnerships managed via nonprofit/neutral bodies
      4. Localization/contextualization
      5. Scaling existing promising practices
      6. Using existing technologies
      7. Blending non-digital approaches
      8. Bridge formal/informal skills provision
      9. Teacher PD
      10. Evaluation/evidence
    46. Foster ‘soft’ and ‘complementary’ digital skills: Incorporation of ‘twenty-first century skills’ into national curricula; development and promotion of practical programmes that aim to inform and safeguard digital safety; implications of online activities; development of digital literacy and citizenship; knowledge of digital rights; and awareness of how digital technology, big data and algorithms shape society.

      soft/complementary digital skills

    47. Promising trends
      1. Digital literacy for all
      2. Coding for youth
      3. Training for ICT jobs
      4. Soft/complementary digital skills
    48. The term ‘digital skills’ refers to a range of different abilities, many of which are not only ‘skills’ per se, but a combination of behaviours, expertise, know-how, work habits, character traits, dispositions and critical understandings.

      digital skills as constellations of capabilities

    49. digital citizens

      preferred over "digital natives"

    50. Working Group on Education:Digital skills for life and workSeptember 2017

      ITU/UNESCO Broadband Commission for Sustainable Development

    1. A commercial/proprietary vendor borrows funding, setting that borrowed funding against potential future revenue; an open-source community pools present capacity to create a sustainable future.

      The roadmap differences between proprietary and open/community source.

    2. the fact that open-source software is the best guarantor of open standards

      while I agree, can we substantiate this claim?

    3. Conway's Law

      Any organization that designs a system … will inevitably produce a design whose structure is a copy of the organization's communication structure.

    4. The problem with this variant is that the tendency to aggregate functionality will at some point drive the Pike to eat an LTI-enabled Minnow

      pikes eat the minnows

    5. Pike and Minnows

      the Pike and Minnows modle of LMS unbundling

    6. Socio-economic factors are therefore potentially of particular significance to the NGDLE conversation, but are all too often not adequately represented or are reduced to a simplistic (and unsustainable, unless an infinitely expandable market is assumed) model of counting new LMS adoptions.

      socio-economic factors in LMS adoption

    7. we simply had far less experience in component-based architectures and open application programming interfaces (APIs) that allow the interconnection and communication of systems and components

      technical reasons for NGDLE failure

    8. At an institutional level, the lack of a clearly articulated transition path from the LMS to a potentially more flexible, component-based successor was undoubtedly a significant factor.

      Institutional reason for NGDLE failure.

    9. the Cylons

      Who are the Cylons in this analogy?

  3. futurepress.github.io futurepress.github.io
    1. There was a fishy flavor to the milk, too, which I could not at all account for, till one morning happening to take a stroll along the beach among some fishermen’s boats, I saw Hosea’s brindled cow feeding on fish remnants, and marching along the sand with each foot in a cod’s decapitated head, looking very slip-shod, I assure ye.

      Why the milk tastes fishy: the cows eat fish.

    1. Page notes in EPUBs are related to the webpages that embed the specific EPUB.

    2. Call me Ishmael.

      Arguably the most famous opening line in US literature.

    1. Grains of sand are inert physical objects. They just lie around

      against the inherent laziness of sand

    2. whoever holds the bucket has the coins

      great metaphor, but calls to mind the Piss Boy in Mel Brooks' History of the World, Part I

    1. We spend a lot of public and private money chasing silver bullets in education. I propose we would be better served by investing that money in providing educators with the training, support, and incentives to participate in the work of advancing the sciences of learning.

      for teachers as "citizen scientists"

    2. There is no silver bullet. In fact, there are all kinds of non-obvious factors that influence how well a given educational strategy works for a given student.

      there is no magic bullet to realize 2-sigma educational improvement

    3. What if they failed because there aren’t just one or two factors that account for the difference that human tutors make?

      yes: "tutoring" is too often seen as a black box that returns a sigma of educational improvement, but how?

    4. not all subjects lend themselves equally well to being broken up into small, discrete, and straightforwardly measurable learning objectives that can be determinatively sequenced

      not all? or maybe even not most?

    5. the findings of the paper raise questions about whether our fundamental approach to educational research is adequate to the task of learning how to meet these grand educational challenges of our age
    6. the effectiveness of different self-education strategies is heavily mediated by contextual factors like culture

      not surprising: everything is heavily mediated by contextual factors like culture

    1. STM views all scholarly, scientific, technical, medical and professional publishers as reputation managers not only of themselves, but of the whole community as well.

      STM encourages "reputation management".

    Tags

    Annotators

  4. Aug 2017
    1. Today, you’re either above the API or below the API. You either tell robots what to do, or are told by robots what to do.

      This is a great way to understand human relationship to automation. See also Vonnegut's Player Piano.

    2. premium mediocre

      Premium mediocre's origin

    1. <script src="https://hypothes.is/embed.js" async></script>

      One line of code adds open, standards-based annotation to any website.

  5. readium.firebaseapp.com readium.firebaseapp.com
    1. Call me Ishmael.

      Is this the most famous line in English literature?

    1. Do public universities provide value over and above the costs that they accrue?

      Very slanted opinion piece by "conservative" writer Edward Morrissey, who is affiliated with multiple publications with similar POVs and varying degrees of professionalism, including along with The Week, Hot Air and The Fiscal Times.

    1. “Unless the mass of workers are to be blind cogs and pinions in the apparatus they employ, they must have some understanding of the physical and social facts behind and ahead of the material and appliances with which they are dealing.”

      John Dewey quote

  6. Jul 2017
    1. This is, fundamentally, about the dream of a public learning commons, where learners are empowered to shape the world as they encounter it.

      On open enabling the public learning commons.

    2. Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive.

      Education as the consumption AND creation of knowledge.

    3. So one key component of Open Pedagogy might be that it sees access, broadly writ, as fundamental to learning and to teaching, and agency as an important way of broadening that access.
      • agency leads to + access
    4. one of the central gifts that it brings to faculty is that of agency

      OER brings agency to teachers.

    5. Open Pedagogy and Social Justice
    1. he wishes Lacuna could be updated more easily. Texts must be submitted to the tech team for uploading, which can take a few days, and once his grant funded fellowship ended, he had to upload documents on his own, he said.

      Major difference with Hypothesis. Enabling annotation only in a specialized content repository drastically limits the utility of annotation.

    1. Social Media Is The New Smoking

      While I understand why people might have experiences that would lead them to hold the views in this post, these views generalize such experience to describe all social media use. Many people have profoundly valuable and deep social connections on social media, and still also have valuable FTF social connections. Like any broad human activity, social media use is more complex than imagined here. Even smoking itself can't always be seen as all bad, see this account of how smoking breaks can be seen supporting worker rights and social connection.

    2. I know I am sounding negative here, but it is the truth.

      I would say that you sound like a "negative Nancy", but I don't think such a gendered stereotype is useful.

    3. By and large, social media is not good for you.

      That is an incredibly broad generalization.

    1. Putting the Alternative Academic Back in Alt-Ac
    2. those who are making a killing off cigarettes and anti-smoking campaigns alike

      Someone is making a killing off anti-smoking campaigns? Even if that is sorta true, I can't imagine that the amount of money involved is more than a tiny percentage of the money generated by the tobacco industry.

    1. waiting for Godot

      and out of nowhere, Beckett appears.

    2. The edtech ecosystem brings forth its own set of privacy, ownership, and security concerns.

      Recognition of data privacy, security & ownership issues.

    3. Our job is to manage the differences between these two cultures and bring collaborative, not overly competitive, learning solutions to our institutions.

      On bridging the vendor and academic cultures.

    4. rigorous, peer-reviewed science

      See critiques of rigorous, peer-reviewed science.

    5. In many ways, the health care community is ahead of the education community.

      Extended analogy between healthcare and education, predicated on brain-based view of learning.

    6. Instructors are learners too.

      A point not made often enough.

    7. The word ecosystem, borrowed from its ecological and biological roots, here refers to the educational technology (edtech) market.

      Doesn't seem to include opensource and/or homegrown in the edtech ecosystem.

    1. Everything must be open.

      Or if one read's the whole article, just standards.

    2. The overarching theme? Everything must be open.

      McGraw-Hill leader supports full openness.

    3. open standards

      so full openness is just open standards?

    4. Great edtech should fade into the background

      Fall into the background, or start out in the background? Why not try to solve human problems first as human problems, using tech when appropriate?

    5. The 2 Sigma Problem

      Everyone's favorite problem to solve: make machines into tutors and vice-versa.

    1. What Is the Next Generation?

      Michael Feldstein's brief history of the LMS and what NGDLE looks like from there.

    1. The privacy dashboard discloses to students the learning data being captured about them and how it is being used (such as for research and/or early warning tools).

      Kudos to UCB for starting with user transparency and control!

    1. An additional analogy can better describe the NGDLE: the LMS needs to be a central nervous system that connects the components (the bricks) in a unified learning ecosystem.

      Learning environment as a "central nervous system" (compare to N\(^2\)GDLE's metaphor of an "exoskeleton for the mind".

    2. It's hard to imagine instructors both constructing a new mash-up environment and crafting improved learning activities.

      Yes, and it's hard to imagine colleges and universities dedicating teams of people to help make this vision possible either in an era of dwindling resources.

    1. Now is the time to start our journey.

      It would be interesting to reconceive this entire project without the N\(2\)GDLE machine at the center. As it's mostly NOT a technology project, perhaps it would be better fostered NOT as a technology project. If technology is needed somewhere to make it successful, then bring it in, but don't have it be the frame.

    2. As Herbert Simon observed: "Improvement in post-secondary education will require converting teaching from a 'solo sport' to a community-based research activity."

      Teaching is encouraged to be collaborative while the vision of the learner is still solitary.

    3. Understand that as difficult as the technology might be to envision, articulate, and implement, the culture changes required between where you are now and where you need to be to implement it will be much, much harder.

      If culture change is harder, why is it step 3?

    4. nontraditional platform partners, particularly those who have a learner- and learning-centric approach and architecture

      Such as?

    5. Representation of Learner Identity

      This is the big missing part about who/where a learner would have agency over and be able to represent/augment their learning over time.

    6. our systems need to be smart enough to direct learners back to review and relearning activities when the learners are struggling to remember or effectively apply previously demonstrated competencies at later stages in a program

      Crossing course and term boundaries.

    7. More advanced versions of CMA functionality would allow learners to specify their own learning goals, map them to learning activities and experiences, and discover ways to self-validate achievement of those goals.

      Enabling learner-directed mappings of goals, activities, validations is a secondary goal.

    8. stored in the LRS

      Again, what institution will house the LRS over a life-long learning career?

    9. the repository of all learner goals, achievements, activities, and interactions

      What institution would house the PPLR over a life-long learning career?

    10. it is built from the ground up around individual learners

      Individualistic.

    11. two major categories of required components: software architecture and learning architecture

      Software & learning architectures.

    12. A modern DLE of any generation is virtually unthinkable without standards support built in, readily available to connect and share data with a myriad of other tools and services.

      Standards, interoperability.

    13. By adaptively and dynamically updating learners' paths across programs, the N2GDLE increases the probability that students will achieve completion and earn credentials.

      N\(^2\)GLDE's goals and strategy in a nutshell.

    14. a slow, natural-selection process that brings us to the possibility of the N2GDLE vision

      Evolutionary metaphor.

    15. the once universally rejected ITS model

      Was ITS universally rejected?

    16. a willingness to work through or ignore the fundamental challenge to traditional instructor and student roles

      Is N\(^2\)GDLE a technology project aimed at making a social intervention?

    17. no significant change

      So it's not the technology that hasn't generated change, it's that the technology is tied to "semester-based sections of instructor-led courses", which I think is a human/institutional choice in how the technology is used.

    18. Unsurprisingly, neither of these domains has led to significant change to the traditional roles of or relationships between teachers and learners.

      Maybe a question of what counts as "significant change": the networked collaboration Long/Mott highlight HAS generated new relationships between/among teachers and learners.

    19. The unstoppable democratization of the web

      I would question this statement: it's not necessarily true and suggests technological determinism.

    20. backward design

      Backward design's early occurrence in edtech.

    21. exoskeleton for the mind

      Robotic/insect metaphor. Individualistic rather than socially connective. Armor. A strange term to refer to the "soft-skills"/habits of mind listed next.

    22. We must utilize the tools we have at our disposal to finally close Benjamin Bloom's 2-sigma gap in achievement between personally tutored students and students in a traditional classroom.

      Primary goal: close Bloom's 2-sigma gap.

    23. we face an urgent societal need to fully, efficiently, and effectively help all individuals realize their potential as learners and practitioners across an expected lifetime of learning

      N\(^2\)GDLE should serve all people over whole lifetime.

    1. From Teaching to Learning -A New Paradigm for Undergraduate Education

      This document is going to be the focus of a collaborative discussion of a newly formed higher ed teaching and learning group.

    2. (See chart comparing two paradigms)

      Link to chart is dead. Seems to be a copy of the chart on page 198 of the preview of this Google book

    1. It’s all haystack and no needle.

      Focus on making needles, not on making needles easier to find.

    2. the world of educational research is a control group wasteland

      difficulty of doing good research in education

    3. And this is why there is endless talk about the latest needle in a haystack finder, when what we are facing is a collapse of the market that funds the creation of needles.

      A call to create more high-quality content.

    1. Using higher education to "save the web" means leveraging the classroom to make visible the effects of surveillance capitalism. It means more clearly defining and empowering the notion of consent. Most of all, it means envisioning, with students, new ways to exist online.

      Saving the web = digital literacy.

    2. The fact that the web functions the way it does is illustrative of the tremendously powerful economic forces that structure it.

      This is the first thing we should think about when looking at ANY technology.

    1. repositions the question of coherence to the individual scale rather than the enterpirse

      Where should coherence be located?

    1. the NGDLE offers a way for institutions to more easily extract and share their learning community’s personal data with a wide range of sources, something that should deeply disturb us in the post-Snowden era. But the real kicker is, how do we get anyone to not only acknowledge this process of extraction and monetization (because I think folks have), but to actually feel empowered enough to even care.
    1. Citizenship as a metaphor for digital engagement reminds us how flawed things are, not how good they could be.

      Yes, and digital citizenship structured not only by attention economy commercial interests, but also by the nationstates that structure meatspace citizenship (eg, blocking, surveilling, cyberwarring), infrastructural commercial interests (eg, carriers, ISPs, web/data services providers, etc), the military industrial complex that underwrote the Internet to start with, etc, etc.

    2. Something is trying to get heard among the metaphorical limitations of language
    3. The experience of belonging is given meaning by those from whom the privilege of belonging has been withheld.

      Reminds me of poststructuralist ideas about how signification works in general: meaning is generated by what is left out.

    1. The president is not only a former reality-show star, but one whose fame is based more on performance than reality

      But is Trump's position the result of an excess of something, as Baudrillard is arguing? Or is this just the facile observation that Trump's accomplishments are not really that real.

    2. So the logical response to Trumpism is to counter him with someone who can truly challenge the economic status quo, rather than being a mere avatar for such hopes.

      And the final call to action is economic, not cultural. It makes all the earlier handwaving about culture seem beside the point. The models for change here seem contradictory and either/or.

    3. Trump is the product not just of a fluke election or a racist and sexist backlash, but the culmination of late capitalism

      This is what the article could be about if it weren't for the author's distaste for contemporary culture.

    4. The waves that carried a ridiculous TV celebrity to the presidency are being propelled by a deeper current of globalization: the triumph of the unreality industries, the move of manufacturing jobs out of the developed world, and the proliferation of technologies that saturate us with media.

      Burying the lead. At the top of the article, media overload is the culprit. Down here, globalized economics finally enters.

    5. encanaillement

      more distaste for the plebian

    6. the collapse of old bourgeois norms among the rich and powerful, even as class hierarchy remained strong (if not more entrenched than ever)

      Why is this powerful economic factor always made to see like an effect of a cultural project?

    7. The entire spectacle shows we’re living in a Baudrillardian funhouse where the firm ground of reality has slipped away.

      We? Or not the author? Just other folks?

    8. a shared plebeian culture of vulgarity

      the author doesn't like pomo very much

    9. where nostalgia (“Make America Great Again”) has replaced historical consciousness or felt experiences of the past

      nostalgia as a pomo characteristic, but also a key part of these narratives contra pomo

    10. fellow travelers, like Baudrillard and Debord

      loaded phrase; also would Debord consider himself a fellow traveller with Baudrillard?

    11. Fredric Jameson

      the US gateway drug to pomo

    12. this very moment in America, where media overload is destroying the sense of a shared public reality

      this is a key part of the argument: media overload as a causal factor

    1. There’s always a danger in nostalgia, when one invents a romanticized past

      Another core point from my "all but" dissertation: these narratives of change often (always?) depend on nostalgia for a something that never really existed, but is retroactively projected backward.

    2. what if, to borrow from Ian Bogost, “progressive education technology” – the work of Seymour Papert, for example – was a historical aberration, an accident between broadcast models, not an ideal that was won then lost?

      Ian's point hearkens back to a (not very original) core point from my "all but" dissertation: that there is a pattern where new practices and technologies are first enjoyed in an early "organic" state, where a wide variety of uses happen, but then are often (always?) reshaped by dominant forces (eg, capitalism) to focus on narrower use. A classic example is the cacophonic early days of radio and the subsequent assertion of control over the radio spectrum by government, the military, and commerce.

    1. rubric for the exercise

      rubric for evaluating edtech tools with critical digital literacies

    2. I’d like to suggest four goals that are embedded in DoOO. Provide students with the tools and technologies to build out a digital space of their own Help students appreciate how digital identity is formed Provide students with curricular opportunities to use the Web in meaningful ways Push students to understand how the technologies that underpin the Web work, and how that impacts their lives

      DoOO's 4 goals: tools, identity, experience, culture/community

    3. 1000 assignments in the assignment bank and 11 thousand submissions

      ds106: syndicated: 1K assignments and 11K submissions

    4. massive syndication

      syndication as connection

    5. Students have used UMW Blogs to create literary journals, survey properties around Fredericksburg, build online exhibits, connect with the authors of the works their reading, publish their poetry, develop  in-depth online resources, and, of course, blog.

      examples of student uses of DoOO

    6. The first great experiment was UMW Blogs, our institutional blogging system which debuted in fall of 2007. In that nine years, it has had almost 13,000 users and it now contains 11,000 individual WordPress sites.

      UMW blogs: 13K users, 11K blogs

    1. balance structured guidance with playfulness and empowerment

      agency as a balance between guidance and freedom

    2. Consumption/Creatio

      consumption vs creation; relate to agency

    3. Learning WordPress should not just be about learning WordPress — it should also be about all the tacit lessons that go along with learning how to publish online in an open-source Web application. WordPress should serve as an exemplar with which our students can grapple as a way towards a deeper understanding. The things they learn to do in WordPress are generalizable to other systems and other online spaces: identifying an audience; honing a voice; organizing and architecting an online space; mixing media to create compelling narratives; considering the interplay between design and content; understanding how Web applications work “under the hood” and how databases and scripts interact; adapting sites to consider accessibility and universal design; connecting disparate online spaces so they relate to each other in synthesized whole; adapting a site as it grows and develops in new directions; responding to comments and finding other spaces and sites upon which to comment; learning how search engines rank sites and how those search engine’s algorithms impact the findability of their own site.

      WP and digital skills

    4. not just helping students fix problems but helping them understand why things broke in the first place.

      learning from mistakes

    5. Naming, Building, Breaking, and Knowing

      pushing beyond the pragmatics of DoOO