- How Fine-Grained Will New Credentialism Get: Credit For Watching a TED Talk? – Slashdot – Slashdot weighs in where the Chronicle fears to tread. "I read the story and watched the video. Where's my certificate?" – (none)
- More BS from George F. Will – It's not about Will, or Trump, except by insinuation. But it is about bullshit.
"The bullshitter may not deceive us, or even intend to do so, either about the facts or about what he takes the facts to be. What he does necessarily attempt to deceive us about is his enterprise. His only indispensably distinctive characteristic is that in a certain way he misrepresents what he is up to." – (bs linguistics idiom jargon )
- Minimum Wage Machine pays in pennies – Visualizing work – (labor alienation art material information_design )
- The Fraught Interaction Design of Personalized Learning Products – The underfunded universities are going to paying a lot for suggestions about time management from the machine. And are students going take those suggestions or are teachers setting up to enforce them? Ah, you make learning fun!
"the perceived value of the product is directly related to the confidence that students and teachers have that the product is rendering an accurate diagnosis. That’s why I think products that provide black box diagnoses are doomed to market failure in the long term. As the market matures, students and teachers are going to want to know not only what the diagnosis is but what the basis of the diagnosis is, so that they can judge for themselves whether they think the machine is correct." – (de d2l prescriptivism predictive )
- ELO 2015: The End(s) of Electronic Literature August 5. – Just in case you missed it: streams from the ELO, Bergen, Aug 2015 – (DH ELO )
- elearnspace › White House: Innovation in Higher Education – Seimens's blog report on a secret White House thinktank with the for-profit education sector. Watch your back. The private sector wants your tax dollars. – (education disruption )
When I first started using a traditional wiki (c. 2002, I think), I mistakingly saw it as a form of wide-ranging publication – a hypertextual companion to the blog. I was looking for a universal notebook-cum-database; a one-stop shop for drafting, revising, and publishing; a elegant – because it was the smallest database that would work – hypertexual support system; the realization of Vannevar Bush’s memex and Ted Nelson’s literary machine. I thought of the wiki as a magic workshop: a place where I could collect and store and organize hypertexually my notes, commonplaces, links, and drafts; with a workbench space to assemble these things into more formal hypertexts; and the capability of publising those hypertexts in progress. A universal reading and writing and learning and broadcasting space.
Wikipedia not withstanding, the wiki isn’t a publishing medium so much as a medium for coterie circulation, something closer to manuscript circulation than world wide circulation of a National Literary Review. The wiki is a medium for neighborhood circulation of notebook-like works in progress, notebooks being closer to manuscripts than blog posts or PDFs or Word docs watermarked DRAFT.
I’m borrowing the idea of coterie culture from Laura Mandell’s recent monograph Breaking the Book. She sets coterie culture next to more contemporary print culture in order to highlight the meeting of scribal and print cultures in 17th and early 18th century England. Coterie publishing of small print runs circulated among a small group of readers “with the same expectation as manuscripts: educated, elite readers would write in them, correct them, modify them” (121). Sound a little like fedwiki? Breaking the Book is worth a read. (I could not find any good reviews of the book yet, so here’s a link to the publisher, Wiley Blackwell.)
I made the early mistake of identifying wikis wiith blogs. Blogs are a publication medium. They are written for and seek wide and anonymous distribution. A blog post is published and may be commented on, but it is more or less finished. But wikis are notebooks, continuously revised and adapted, and in fedwiki revised and re-distributed. As notebooks, they become sources for further work and distribution by other means, such as blogs.
Reconsider the memex. As Bush conceived it, the memex was designed for personal scholarly use and coterie distibution. The trails through memex libraries, as they were conceived, were not meant to be distributed as a set of bound texts distributed to anonymous readers. The idea was that the scholar would reproduce the microfich and hand around to other like scholars – mostly who knew each other. The small group would not need a detailed textual context because it would be a small group, a neigborhood. The NLS seems to have been concepualized in a similar scholarly group context rather than as a worldwide, anonymous mass.
So: a fedwiki as notebook.
Thoughts along this line are circulating in the fedwiki neighborhood as Fedwiki as Memex-Journal. The memex was designed to address the problems of wide dispersal of information and the index. As it’s being discussed on Fedwiki, the problem of integrating sources is being addressed with links to collections and notes on Pinboard, and the problem of indexing is address with RSS feeds and tags.
Along with Ward I imagine a Pinboard-ish community around the product. Sites would have a setting to say where they publish to — RSS feeds, Pinboard, etc. But there also might be a fedwiki specific community that provided better integration.
Wikis would also have certain tags associated with them, and by default would publish new material to feeds and community sites under those tags. Tags would help alert you to new wiki content from anywhere, consistently good wiki content would prompt you to subscribe to all updates of that wiki.
The distribution is not wide but takes place within a specific community surrounding a topic, discipline, problem, interest. Distribution of link trails is more rapid than snail mail but still takes place within a small group, a coterie. I think of these coteries not as pre-conceived audiences that are being passively addressed but as active publics that organize themselves around the content and interests of the group.
I like the name “Steno”. It conveys the notebook idea, but technically stenography is “narrow writing” (steno=narrow) which fits the idea of a collection of small thoughts connected. It doesn’t capture the networked wiki element, but I think that’s OK — it’s easy to say “Steno is your networked notebook”.
Once I have the notebook and coterie distribution in mind, the advice behind a style guide, like this one Mike Caulfield designed for Fedwiki, becomes clear. The guide lists the usually unstated practices of the coterie: the Fedwiki neighborhood.
First, abide by the general conventions of federated wiki:
- Avoid overlinking
- Minimize in-paragraph formatting
- Use Link Words, not links.
- Where possible, write short paragraphs, with one idea per paragraph (to facilitate reuse and rearrangement).
Second, write primarily in a descriptive style. Wikity is less an editorial page, and more a sort of Hitchiker’s guide to the galaxy. Short articles based around a single idea, formula, concept, fact, or dataset are best.
As a notebook, fedwiki is not a reading but a writing platform. Material in a notebook is mined for use in other contexts, and smart practice (both for the notebook and the note taker) is to develop note-making habits that reduce the friction for collecting and mining. Links inside the notebook and outside the notebook take on a functional rather than an aethetic or rhetorical value. Prose chunked into short paragraphs make it easier to move around and circulate within the notebook – easier to assemble into constellations, easier mine, easier to add to. Bullet lists are less valuable than they might be in static publication; the idea of a notebook is to expand ideas, not reduce them to a set of bullets.
- A User’s Guide to Forking Education – Hybrid Pedagogy – critique of the domesticated technologies of Ed. Los, discussion forums.
Most of these systems recreate the bureaucracies of education without capturing the joy and rigor. At their worst, learning management systems turn students into columns in a spreadsheet, taking all that’s ineffable about learning and making it grossly manifest. Learning management systems aren’t all bad (some even revolutionize in important ways), but the idea is bad, the impulse is bad, at its core. They make homogenous what is fundamentally heterogeneous, standardizing what shouldn’t be standardized. Fetishizing the learning management system is to confuse educational administration with learning. Perhaps, the administration of education does need managing, but learning needs to be given a frame and then set loose. Very few online learning tools encourage the sorts of risk-taking that make for the best pedagogies. Quality should not be assured; it should be discovered. – (de lms discussions )
- The Quiet Page & Linking the Web | Heart | Soul | Machine – Tim Klapdor introduces the Quiet Page: linked, annotatable, contextualized, and shared.
To annotate it myself. To highlight underline and note. To visualise and add my experience with the text. (Personal)
To view others experiences of the text. To see their notes and discussions. To see their highlights and to experience the text in a social and shared way. (Social)
To create trails. To connect the text to other content, ideas and resources myself. To place the text in my context, my experience and my knowledge. (Synthesis)
And then to share those trails. To let others see how I’ve contextualised the text. To see my experience but to then be able to add to it and expand it. (Connected) – (fedwiki annotation sharing )
- Webs Of Thinkers And Thoughts – WebSeitz/wiki – Jul'2015: triggered by Mike Caulfield recent posts (emphasis on curating, connecting, annotations) plus others' responding/riffing, want to start over without even assuming wiki. Context/goals… – (annotation fedwiki )
The idea behind a wiki is to collectively develop ideas over time, which requires that participants revisit pages, making changes and revisions as they go. They turn from readers one moment into writers the next. That’s the idea, anyway. And ThreadMode seems to serve that idea pretty well because it lets a drive-by user jump in and add something quickly. Other users, who are more engaged in the wiki or invested in a particular page, are supposed to then synthesize the thread into a DocumentMode, which is what we’re really interested in getting to. The movement is from ThreadMode to DocumentMode by way of RefactoringPages.
I saw ThreadMode as a way for students to safely and confidently add to a page without tinkering with the document mode. Users can be timid as they enter a new writing space. Adding a comment or a response to a thread seems like a low-threat way of entering the space. And I still see ThreadMode as a way of gathering alternative perspectives which are then synthesized into DocumentMode. The idea of synthesizing alternative perspectives, it seems, lead to proposing set of rhetorical patterns to guide that synthesis. Things like DialogueMode, DialecticMode, even YesBut and IfSoButOtherwise. The list of patterns isn’t endless but it can be tedious – for general use. Disciplines have preferred discipline-specific patterns for abduction and synthesis and it’s good practice to make them explicit. Like showing your work.
The problem is that too many pages on the course wikis I work with never get beyond ThreadMode. Some pages do. Some students are interested enough in what we’re doing that they step back and synthesize a document from the thread. I’ll do it when I get a chance, or when I want to demonstrate how it’s done. But many pages are a summary of that might be on the page, followed by loose threads of comments that could be useful, if someone want to use them. No one comes running out of the bushes calling, “Let me! Let me synthesize that thread into a readable, useful document.” The work is too hard, it’s easier just to skim the thread for the comments, and move on. Students are more likely to start a new page and draft a document (typically following Wikipedia) than synthesize an evolving document.
Students say they don’t like “tinkering” with another’s prose – in part because they don’t know what to do with it. I take their reticence as a rhetorical deficit: they don’t have the rhetorical strategies to synthesize the ideas of others into their own prose when those others are acquaintances. Doing so requires not just synthesis of content but the rhetorical grace to not piss off your sources. My mistake: When all you have is a hammer …
Bill Seitz brought some clarity to my thinking with this observation:
Giving your “friends” the power to edit one of your pages to have a Thread Mode discussion within a page doesn’t smell right, as ultimately you want to converge that page in your own Sense Making direction, therefore comments another person sticks in there tend to get wiped/merged/edited by you, creating tension/conflict between you and them. Wiki Web Dialogue
The dynamic between acquaintances – students thrown together by little more than taking a course – probably has something to do with the threadbareness of ThreadMode, but Bill’s observation suggests that I was getting hung up on the dynamic rather than looking at the location of the ThreadMode. The confounding stuff is right there in the damn page, getting in the way, materially and emotionally, making hash of rhetorical concentration. (Comp/Rhet people might re-read Elbow’s “Closing My Eyes as I Speak: An Argument for Ignoring Audience”.)
Regardless of the dynamic, the presence of ThreadMode can confound the act of sense making (composing the document) at the wrong moment. Better to get a full, synthetic draft of a document on the wiki and revise it later, by way of discussion or comments or feedback hosted elsewhere – not in the page itself.
Wikipedia handles the problem of collective writing by designating a Talk page, where a culture of negotiation developed over time. During the FedWiki Happening #2, the subject of having a separate space for discussion came up. We used Twitter and an email list rather than thread mode in pages. I recall noting then that FedWiki didn’t make a good space for discussion: given forking, the thread mode discussion got even more in the way than in a traditional wiki. (Fork, then edit out the discussion). We were thinking traditional, centrally located writing space (wiki, blog, news site) rather than a federated, distributed space.
I’d have to Just Say No to ThreadMode in FedWiki. But then the problem is, if we don’t use ThreadMode as strategy for invention, what might we use instead?
First, a synopsis. Keeping links separate from the content has been a long-standing idea but rarely practiced on the web. As the web came into being, we started to add links to content in such a way that understanding the content becomes dependent on following the links. This is signaled by how we tend to embed links into the syntactic flow of sentences. So in my opening statement, I signal two directions for understanding by linking the phrase latest post about FedWiki. First, you can read on without reading Mike’s post and (probably) will be able to follow what’s coming next. But the link also signals that you’ll want to refer to the post I linked to if you really want to understand what I’m going on about.
Technically, the link is a deixis. It points to something not present that is necessary to complete the meaning or to extend the meaning. In this case, it points to something I don’t own. It’s Mike’s blog post, and it’s worth reading. The issue at hand is how I have embedded it into my own content.
This is the way we have learned to link, the way we have taught people how to link. “Embed those links, gang. Make them follow the sentence, but also write so that readers do not have to follow the links to understand you.” I’ll leave it to you to search for the web writing advice on linking, both hackneyed and sophisticated.
Wrong. As Pound wrote, “Wrong from the start – No, hardly, but, … ” (Hugh Selwyn Mauberley, if you’re interested.)
Mike reminds us, by re-considering Bush and Englebart and Nelson, that we can re-think this idea of linking in the text.
[L]inks as imagined by the heirs of Bush — Engelbart, Nelson, Van Dam — formed a layer of annotation on documents that were by and large a separate entity.
Links as conceived by Bush are separate from the document: annotations, trails, value added, paratextual … By being links, they specify that they lead to other material outside the immediate text, not material that is integral to the text we’re reading. That’s what the link means: this is an annotation, a supplement to what I am offering here.
This doesn’t necessarily make links merely suppplemental. There’s no merely about it – any more than the paratexts of novels or articles are merely extra. But it does place links on an independent layer. I want to explore this idea of independent in more detail some other time, but for now I’ll say that the document can circulate without the links an still be understood. The links add but the document doesn’t depend on them. By the same token, the links can circulate on their own and, very likely, mean something, if not the same thing as they do when circulated with the document. Paratexts.
For all the wonder behind the embedded link as links to sources, as Mike points out, the link doesn’t point to anything the author doesn’t already know. So, while the writer might point to a source, we’re still confined, even in the linked text, to what the author knows rather than bringing in something the author was unaware of, or something the author just doesn’t want to mention.
So you can link your history of the Polaroid ID-2 camera up to suit the engineering people, or to suit the history of corporate boycotts people, but you can’t set it up the links serve both without overlinking the crap out of it.
Upshot: For all the breadth the web and hypertext promises, it is still limited by single authors getting their stuff out there as their single perspective. To develop multiple perspectives in a single documenbt using links to other content would overload the text and send Carr into even more neuro-cognitive apoplexy. For the rest of us, it would just be really really hard to read. (That reference to Carr is an old-fashioned link: an allusion. It serves a rhetorical function in my post, arguing that what I’m talking about is not what Carr is talking about.)
The thing is, we’re not talking about just links here. It’s about the entire system of which the link is only one element.
To recap, even with links, the document will present “only one valid set of relationships, inscribed by the author.” Ok, so now we get to the core:
Federated wiki deals with this issue by keeping links within the document but letting every person have as many copies of that document as they like, with whatever links they want on each. It’s a simple solution but in practice it works quite well.
Think about that a moment. It means one person can fork and consequently work with three or four or howevermany versions of a document. There may be little point in keeping exact copies (but who knows). There may be a big point in keeping an original (as in the sense of the first version to be distributed). But it’s the other versions that make things happen.
I’m not talking extreme differences so much as potential versions of a document that can still be identified as that document.Mike’s version with his annotations. Ward’s version with some of his annotations. My version with some of Mike’s annotations and some of Ward’s, and some of my own. I don’t actually need to maintain three copies. The fedwiki does that. I fork Ward’s or Mike’s version to my fedwiki and adds what I want, move paragraphs around, add other stuff to create my own version. If I need to, I can see who added what. If the new version is going to depart too far from the one in circulation, I start a new document.
Here’s how it might look, and is starting to look:
In the newer style, content is kept fairly short, and fairly link-less. But at the bottom of the articles we annotate by linking to other content with short explanations of each link. … People seeing your links can choose accept or reject them. Good and useful connections can propagate along with the page…. as federated wiki pages move through a system they are improved, and that’s true. But the more common scenario is that as they move through a system they are connected.
As Mike suggests, it’s the federation that makes this style of linking valuable, with links accruing as the article circulates through the neighborhood. The design of the fedwiki page facilitates accrual. Each paragraph is a dragable object, which lets writers create an annotated link that can be placed into the stream of an article at any point. A few fedwiki style guide suggestions also help. Links to external content are created using single brackets, and the fedwiki style guide suggests these links designate the kind of content being linked to (blog, video, academic article). Links to existing fedwiki pages are created with double brackets and the exiting page can be forked to the user’s fedwiki. If the writer changes a page, the page is forked by the system so that a writer starts with a copy – her own copy – that is still connected to the other copies in circulation by way of the flags in the upper left hand corner of the page.
What we develop is a neighborhood.
Fedwiki starts look like a new genre, differentiated from other online text genres such as blogs, listservs, sms exchanges – and the more traditional wiki. The orignal wikis asks visitors to contribute to the common document. Fedwiki asks users to fork what they will and create a variation for their own purposes, as well as contribute to the neighborhood. This also means that using fedwiki involves a different set of social negotiations than traditional wikis. That is the subject for another time.
Fedwiki becomes a genre that operates not using multiple authors to create a common document but a chorus of voices each creating a version. Fedwiki starts to look like the place where those authors do their work.
Chorus stems from chora, and chora [khôra] is a potent term in my field of rhetoric, meaning, variously, the discovery of ideas, the space outside the walls of the city where ideas are born, or as a place of “emerging possibility”. Wikipedia will probably tell you all you want to hear. But if you want the most recent hubbub, try a paper by Michael Souders, “Khôra, invention, deconstruction and the space of complete surprise” [PDF].
- Beyond Conversation – FedWiki – “In the newer style, content is kept fairly short, and fairly link-less. But at the bottom of the articles we annotate by linking to other content with short explanations of each link. … People seeing your links can choose accept or reject them. Good and useful connections can propagate along with the page. I mentioned ages ago (was it really only November?) that as federated wiki pages move through a system they are improved, and that’s true. But the more common scenario is that as they move through a system they are connected.”It’s the federation that makes this style of article linking valuable. – (fedwiki annotation notetaking )
- The Web We Need to Give Students — Bright — Medium – Audrey weighs in on The domain of ones own initiative. “And then — contrary to what happens at most schools, where a student’s work exists only inside a learning management system and cannot be accessed once the semester is over — the domain and all its content are the student’s to take with them. It is, after all, their education, their intellectual development, their work. – (dh d2l privacy )
- Technology Fails Plagiarism, Citation Tests – "plagiarism detection software is being unmasked as not as effective as using browser search engines." But with Turnitin, you don't actually have to read the paper. Maybe I'm cynical, but I'm thinking we don't trust our own judgements. But the better argument is this,
"Both plagiarism detection and citation software are harbingers of the dangers of seeking shortcuts for teaching students any aspect of writing; spending school or university funds on these inadequate technologies, I think, is hard to defend, but the greater pedagogical problem is how technology often serves to impede, not strengthen our roles as educators—especially as teachers of writing. – (plagiarism fyw )
- Fear and Loathing of the English Passive – Geoffrey Pullum – Pullum clarifies use of the passive in English. Makes one glad to be alive. – (grammar usage syntax strunknwhite )
- Human Resources and Thought Control – Lingua Franca – Geoffrey Pullum – Another strike at the gramma and umbrage gang. This time it's a matter of getting a focus: Don't try to change the language – change the damn HR policies.
"My point is that either it’s right to try to reshape people’s thinking by sculpting their phraseology or it isn’t. If it isn’t, then Orwell shouldn’t have been trying to manipulate our political perception through linguistic revision. But if it is, then HR people are not doing anything wrong by following Orwell’s example.
You can’t have it both ways: Thought control through word or phrase eradication… can’t be uncritically regarded as right when Orwell does it but automatically condemned as wrong when your employer does it. That’s begging the question." – (grammar standards strunknwhite )
- [toread] Moments in man-made ‘music’ and the machines behind it – – (dh )
- Why I Just Asked My Students To Put Their Laptops Away… — Medium – It's interesting that we're *still* debating this one. Shirky emphasizes that it's not so much the machine as the content that lures – content that is *designed* to distract. – (distraction attention_economy attention )
- BEST PRACTICES IN CURATED PUBLICATION: A GUIDE – Joan Fragaszy Troyano, Ph.D Stephanie Westcott, Ph.D. White paper on establishing a scholarly filter blog. Consider it a syllabus for a collaborative grad project. Or a project for Weblogs and Wikis. Thank you to Troyano and Westcott, DHNow, and the Sloan Foundation. – (dh blogging curating filter socialmedia weblogs )
I don’t look forward to it, but the week of the 4th of July strikes high summer – the turning point of summer towards autumn. The green starts to fade, the wildflowers start to seed, and I have to get my fall book orders in and start some serious work on syllabi.
The bookstore asks faculty to get book orders for fall in to them by April – five months early. Lately, the request has become a demand as they try to set deadlines for book orders. If I know the course is ready, I try to get an order in during spring. But for upper-division clases, and classes that need revision, I use the first month of summer to re-think the books. If a book didn’t work in the last offering, I want to change it – and that means reviewing student feedback on the course that comes in after the course is over.
I changed books in three of four classes this semester. Tech Writing remains the same: Graves and Graves, A Strategic Guide to Technical Communication. For A&E, I’m staying with OUP’s So What? but have changed the target text – the text we’re all reading to see how scholarly argument proceeds. This year it’s Jenkin’s, Ford, and Green, Spreadable Media. It’s written in the scholary register that students in Argumentation are expected to use.
For the Comp Theory grad seminar, I updated to Villanueva and Arola, Cross-Talk, 3rd edition – not because it’s a better edition but because the 2nd is no longer in print. And I dropped Wysocki, et al, Writing New Media for a broader source book, Lutkewitte, Multimodal Composition. That was a sacrifice, but new media has moved on and a sourcebook provides a better starting point for grad students in theory.
I made the biggest change in E-Rhetoric. For the second time, I’ve dropped Stoner and Perkins, Making Sense of Messages for Longaker and Walker, Rhetororical Analysis. Stoner and Perkins is far stronger on method, but Longaker brings in more focus on rhetorical concepts. Cheaper, too.
I keep finding that undergrad students are not enamored by a focus on method. They want to get to the rhetorical concepts and use the ad hoc methods they have developed informally in high school and their first couple of years at college. It’s frustrating. I say, “Look, there’s a method to this madness, a set of practices your professors use to figure out what a text means and how it works. We don’t work by intuition. You can learn the method. It takes some practice, but it will hold you in good stead.”
“Nah. Let’s just start and you can tell us when we’re right. We learn video games by trial and error. Let’s try that here, ok?”
A focus on method lets us develop far more insightful and significant analyses, but the process is intially tedious, requring repeated close observations and close description before bringing in rhetorical concepts. So I’ve toned down the emphasis on method for the looser hit-or-miss approaches students are in the habit of using. I’ll sneak in method by way of exercises and illustrations of how to proceed. It’s back to correcting student making instant conclusions and moving away from the analytical terms of rhetoric to informal terms, but those corrections are how we tend to learn: by closer and close approximation. Anyway, I’ll remix a lite version of method from Stoner and Perkins and bring that in as How to Proceed. Scaffolding.