- 10 Ways to Annotate with Students – Hypothesis – annotation as an end in itself, a waypoint. – (dh en3177 notes annotation tools notetaking )
- Lean WordPress: A guide to optimizing your CMS – – (#en3177 en3177 )
- Representation or Presentation? – A primer by Jill Waker Rettberg. Essential reading for students looking at selfies or blog posts as identity. Representation involves reading the mediation, and social media is always meditated. – (semiotics dh en3177 )
- [toread] How I got excited about teaching again – – (assessment coursedesign )
- [toread] Media for Thinking the Unthinkable – – (dh InfoDesign infographics semiotics )
- Simulating The World (In Emoji) – A primer for DH students in understanding procedures and getting a sense of what's possible. By making. In open source. It's playtime. – (dh oer procedural_rhetoric digital_literature )
- 68% of Statistics Are Meaningless, D2L Edition – Told u so. the LMS has nothing to offer in analytics. Wake up, partner. "I can’t remember the last time I read one of D2L’s announcements without rolling my eyes." – (d2l edcrap )
- Challenging MOOCs – "Rather, I worry that MOOCs will increasingly deliver all studies in a similarly “lite” version, that MOOCs will be unlikely to provide much critical analysis or equip students to develop any, particularly on topics where there are passionate feelings or entrenched opinions." – (moocs )
- Richard Bartle on MUDs and British Snobbery – YouTube – Matt Chat 296 – How ideology – and not necessarily the dominant one – gets laced into design. Dr. Matt Barton, SCSU, interviews Dr. Richard Bartle, co-creator of MUD. The MUD as a place that cancels out accent: On the internet, no one knows you're a northerner, so you're free to become a wizard. – (DH design opensource semiotics )
- Tributary – Tributary is an experimental environment for rapidly prototyping visualization code. The environment provides several useful libraries, as well as a simple interface for live code editing. We call these shareable code examples inlets. – (software visualization )
- Semiotics Theories / Signo – Applied Semiotics Theories – – (semiotics theory )
- [toread] New Clues: update to the cluetrain manifesto – – (Manifesto DH )
- Critical Article—How Do You Solve a Problem Like Twitterature? Reading and Theorizing “Print” Technologies in the Age of Social Media | Technoculture – On the difficulty of framing our discourse about online discourse in frames other than print. A ramble. – (dh twitter semiotics socialmedia )
- h2g2 – The Guide to Life, The Universe and Everything – – (wiki )
- What the New York Times’s ‘Snow Fall’ Means to Online Journalism’s Future – Technology – The Atlantic Wire – – (none)
- How The New York Times’ ‘Snow Fall’ project unifies text, multimedia | Poynter. – The discussion of how the piece was composed demonstrates that it is more like vid and simulation inserted into the text stream that structures the story, in a very conservative, none-risky way. "better design" here means using the genre-traditional structure to guide the placement of other media. Media are added on not integral to. That's not future. What's revealing is that the designers are basing their choices on traditional text-encompassed values. – (multimedia multimodal journalism semiotics )
- Google Docs vs. Microsoft Word: An Even Matchup? – mark the secion on collaboration: not ral time but asynch, using comments and markup – (collaborativewriting collaboration )
- Data journalism at the Guardian: what is it and how do we do it? – Where data touches rhetorical delivery. A little self-serving (We Are The Guardian), but a good starting point for more investigation. – (data data_analysis visualization journalism prezi )
- Learning Reimagined: Participatory, Peer, Global, Online – Taming a mini-mooc-like environment, with the emphasis on co-learning. – (oer mooc ple )
- Americanisms: 50 of Your Most Noted Examples – – (fyc )
- Stephen Downes: Open Educational Resources: A Definition – This is the way to do it: work towards a genus:species definition (see F/T/W, Ann Berthoff), explaining the rationale behind the choices. – (taxonomy OER definition defining #en3177 )
- OpenLearn – The Open University – OER courses. – (OER )
- CC’s The Power of Open – – (readlater )
- [toread] Post by Robert Scoble: Tips – Yesterday 2:19 PM (edited Yesterday 2:26 PM) A little test – (none)
- Teaching teachers how to teach web media. – Jennifer Jones’ PhD Notebook – An outlined CPD workshop with commentary worth reading. Or commentary on CPD workshops worth reading with an outline of a workshop. – (CDP teaching )
- [toread] MOOCs as ecologies – or – why i work on MOOCs » Dave’s Educational Blog – A step back from the Siemens-Wiley debate. – (MOOC PLE OER )
- [toread] The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools | Fini | The International Review of Research in Open and Distance Learning – – (OER MOOC PLE casestudy )
- Do open online courses have a role in educational reform? « Connectivism – Good entry point to the Siemens and WIley debating some of the qualities and position of MOOCs. “the fact that people don’t have the skills to participate in distributed networks for learning and sensemaking is exactly why we need MOOCs.” – (MOOC PLE OER futureofeducation salvation )
- 80 Apps and Resources for Cloud-Based Web Dev – – (wcw )
- Bloggers illuminated by their screens – Dust off your semiotic analysis hats and take a look at these images of bloggers. – (bloggers blogging semiotics en3177 )
- Hyperbole and a Half – Multimodal composition. – (newjournalism multimodal erhetoric )
- Eye blog » (No) end of print. Reports of print’s death have been greatly exaggerated – Overview, with links and artifacts, of the print debate from a print designer’s perspective. – (visualdesign printculture print design )
- Two centuries of propaganda in posters » OWNI.eu, News, Augmented – Extensive collection for A&E – (A&E fyw argument visualliteracy visual_argument )
- FAQ #1 – Advantages of using the Institutional LMS – Draconian policies in the guise of FAQs from U Toronto. It”s all worth looking at for the naive understanding of teaching and learning, for driving pedagogy by administration, and for the nasty way of passing their silliness off as FAQs. A good one: “Students may be disadvantaged if they are required to learn how to use and navigate multiple systems.” Response: Student *will* be disadvantaged if they do not learn to use multiple systems. – (LMS policy commonsense )
- Confessions of an Aca/Fan: Archives: When Dora the Explorer Met INS: Playing with Popular Icons – semiotic resources from pop culture – (none)
- Bringing Down the Imperial Walker, and Other Protest Signs – semiotics moves to wisconsin – (semiotics liberation )
- Culinaut: A simple (visual) guide to eggs – chickens. eggs. breakfast. – (vizualization poultry )
I trust yesterday’s thinking about semiosis didn’t put people off their reflective dinner. Here’s a review of that I’ve been seeing.
Some lists for reflection
One from JManassa: What Have I Done (sounds ominous): list of blogs viewed, articles read, sites visited, how to’s learned, all with a disclaimer that more’s coming.
One from wadesandstrom: What Wade’s done so far: urls, Daybook posts, and a set of notes. These are all included in the post rather than linked to. That’s aggregating, remixing: drawing all the stuff together in one place to see what he has. Wade also makes some comments on his comments, and uses those to point up what problems, what he’s learned, and what he’s achieved in doing it. The comment on creating a prezi shows this best. Also catches up with that prezi in a belated project: Digital Media and Our World.
[Wade’s prezi is worth a study. He uses the action on the screen to specify the relationship between each statement: two opposing views are on opposite ends of a swing; statements that are conceptually near each other are also spatially near each other; the size of the font and length of the sentence define emphasis and hierarchical relationships. There’s an interesting deictic move, where one statement – “This is known as cultural determinism” – points back to the previous statement by way of movement. “This” points to the previous view rather than a noun in the previous statement. Mostly white text on black ground, using blue text to define sections.]
treygeorge gathers stuff together in a way similar to Wade: a link to the source, and a comment on each: what he did, what happened, value or significance of that doing. At the end of the post (rather than standing on its own), he has a link to a MindMeister map: week1-week6. Map nodes link to activities. The map shows how the list can be repurposed – in this case, reorganized and made ready for more annotation. That is, the map gives far more affordance to annotating, organizing, and taking further notes and observations than Trey’s first set of notes. It can also become the framework laterreflections: branches added, cross-links added, icons, images …
jadeowl posted Week 6: Summary: a chronology of dated events (cf the blog post order of reverse chronology). As others do, she aggregates links to what she’s done, now collected under date and framed with an italicized title and a few observations on the activity. Those observations move between technical moves and content notes.
Some really interesting starts- the major trope being repurposing: students are aggregating and annotating their work of 6 weeks as a preparation for repurposing. Bang on the money for Stephen Downes and How This Course Works. More reflections coming, I assume.
Reflection appears easy: Just write what you think, off the top of the head, fast and furious, no revision because that wouldn’t be authentic. That’s the start of reflection, but you miss a lot if you stop at that. Better to start with just a list. That way, you don’t fool yourself into thinking you’ve reflected.
I want to say “Reflection is hard,” but it’s not really that hard. It’s first off a stock-taking, which is easy enough. Get your ducks in a row, your shit together, your poo in a pile … Make a list. The first move of ordering or collecting or gathering represents what’s significant and what’s less so; it specifies those artifacts that are going to be part of the new artifact; it represents what that stuff is going to be this time; and it represents the relations between the stuff. The problem is that people often stop with the pile-making. “There’s my list. Now you sort it out.”
I could sort it out. So could the list-maker. But there’s so little to work with at this point that the working out is boring and trivial. We both need another move.
To reflect is to go one step further make semiotic sense of those now-collected artifacts. It’s one of those moments when we freeze the ongoing internal semiosis by putting it into external form. That’s the harder part. Hard for the rhetor. Not so hard as to be undoable. It just requires a little more effort than a mind-dump. But it’s the interpretation of the artifacts, the re-presentation, that really opens to the reflection.
But the situation is this: The rhetor is only so adept with with the affordances of the artifacts. To the rhetor, that he represented what he learned as a list of statements, ordered not by time of occurrence but by order of recall, may not have any semiotic potency. To the rhetor, the ordering of the list might be insignificant, inert. To the rhetor, what might be significant is compiling the list itself: the task represented, not the representation.
To the interpreter of the reflection, the semiosis might proceed very differently. Like this:
Here’s Kress working with a child’s drawing as he details how Georgia uses the affordances of drawing to represent her place in the family:
In Figure 3a Georgia stands on the right hand side of her mother; in Figure 3b she stands between her parents. I will not elaborate any more than I did in relation to the linguistic examples. In Figure 3b Georgia is the centre both of the representation and of the family (she
Fig. 3. (a and b) Georgia’s family.14 G. Kress / Computers and Composition 22 (2005) 5–22
was then the only child), framed by her parents; in Figure 3a she is on the outside of the group, though next to one parent—nearer to her mother and consequently more distant from the other. The relations between the three participants in the two images are structured and represented as being profoundly different. The means for making these meanings are the resources of spatial and simultaneous representation. Georgia has used other affordances of the spatial mode: size for instance. In reality, she was, at that time, taller than she has represented herself here; hence, her size is the representation and/or sign of an affective meaning: affectively she sees her parents as so much bigger. She has also used placement in the framed space, so that her father is, so to speak, lifted off the ground by several inches; in reality he was much shorter than his wife, but Georgia’s sign endows him with the same height, though remaining accurate about his actual size. Colour is also affectively used: Her mother is drawn as much brighter, much more colourful than her father, more even than she has drawn herself.
When she creates her reflection, the rhetor is in the position of Georgia: Using semiotically active resources to make sense of her recent activities. Not all the potential semiotic resources will be active for the rhetor. This isn’t a matter of awareness, or partial awareness, or deficit. Assume that the rhetor is using the affordances she’s aware of and adept at to create the best possible representation at the moment, and the representation will hold. It will tell us what we want to know: How does this rhetor represent her knowledge at this moment? It’s in this way we can use reflection as a legitimate means of evaluation.
The interpreter has other knowledge of affordances and can use elements that the rhetor may not be familiar with or aware of to create an interpretation of the reflection. The original rhetor will have her interpretation of the reflection, too, which she will create as she knows how. But the interpreter knows, too, according to her knowledge, and we would expect the interpreter to be able to bring more semiotic resources to bear on the artifact. If not more, than other.
Anyway, that’s why I encouraged students to shift mode when they created their reflections on their first 5 weeks in Weblogs and Wikis.
3. Then, using your list as a guide, create an artifact that lets you reflect on what you’ve done in the course so far and to consider where you are going next. This can be a mind map or concept map, a time line, a flow chart, a set of linked pages on your wiki, a PPT deck, a comic, a prezi, an online scrapbook … you know the range by now. (But because knowledge is interlinked, a concept map of what you have learned in this class so far might be a good artifact to work with on this one.)
If you’d rather, you can use a written reflective essay (a set of concept maps), extensive poem, video, or audio. Whichever lets you reflect and articulate what you’ve done, what you’ve learned, and where you plan on going next.
The activity was phrased to allow each student to choose the media and mode she each thought would best represent what she knows and has done. I’m assuming that some students will be most comfortable with and feel most adept at the semiotic affordances of the word-processed university essay. I’m hoping that others might try new media, which, being new to them, could make them more aware of affordances as affordances, might even open alternative representations. Making the choice of media is part of the representation of knowledge: It signals which media and mode the student now feels is most apt to the characteristics of what she wants to represent. That was my thinking, anyway.
Like this, again from Kress:
The new media make it possible to use the mode that seems most apt for the purposes of representation and communication: If I need to represent something best done as image I can now do so, similarly with writing. Aptness of mode to the characteristics of that represented is much more a feature now—it is a facility of the new media. Aptness of mode and what is represented is not the only issue: Equally significant now is the aptness of fit between mode and audience. I can now choose the mode according to what I know or might imagine is the preferred mode of the audience I have in mind.
So, what happened? Dunno yet. I’ll save that for t0morrow.
Cited here: Kress, G. (2005). Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition, 22(1), 5-22. doi:10.1016/j.compcom.2004.12.004
See also: Bezemer, & Kress. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25, 166. doi:10.1177/0741088307313177