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What I’m reading 28 Jul 2016 through 17 Aug 2016

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What I’m reading 20 Jul 2016 through 28 Jul 2016

  • Context, Commentary, and Close Reading: What Slate’s Annotated “Bartelby” Can Tell Us About Reading and Writing with Digital Annotation – > the already-annotated text (like Kahn’s “Bartelby”) is good for some kinds of reading, but not others. Specifically, while digital annotation overcomes some of the barriers to readerly engagement with a complex text, like lack of historical knowledge and interpretive experience, it also short-circuits the kind of intensive or “close” reading traditionally valued in literary studies. But the process of annotation modeled here helps productively deconstruct the writing/reading dichotomy, at the same time activating both close and contextual reading. “Bartelby” offers a useful model for how digital annotation tools and practices can be productively used in the writing classroom. – (notetaking annotation erhetoric )
  • elearnspace › Adaptive Learners, Not Adaptive Learning – > This is where adaptive learning fails today: the future of work is about process attributes whereas the focus of adaptive learning is on product skills and low-level memorizable knowledge. I’ll take it a step further: today’s adaptive software robs learners of the development of the key attributes needed for continual learning – metacognitive, goal setting, and self-regulation – because it makes those decisions on behalf of the learner. – (adaptivelearning )
  • The extent of Melania’s plagiarism – How to chart plagiarism – (plagiarism fyc )
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What I’m reading 16 Jun 2016 through 19 Jun 2016

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What I’m reading 27 Jan 2016 through 30 Jan 2016

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What I’m reading 26 Jul 2015 through 5 Aug 2015

  • 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 )
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What I’m reading 16 Jul 2015 through 22 Jul 2015

  • 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 )
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What I’m reading 11 Jun 2015 through 18 Jun 2015

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bookmarks for May 11th, 2013 through May 18th, 2013

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bookmarks for March 12th, 2013

  • Writing Tools and Workflow — Hack / Make – another notetaking / DH workflow article for today. More and more, academic writers and writers in general are switching between digital and analogue apparati. Hack/Make's workflow is like a day in the life of a knowledge worker. at hack make.org – (DH workflow academia2.0 )
  • Arno’s Tech Tools – I don't typically post workflow articles here but this one is so complete and intertwine led for DHers that it has to live here. the kind of stuff digital academics need to know. a little anarachish, but aren't we all anarachish at heart? – (DH workflow DevonThink annotation notetaking notebook )
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bookmarks for December 12th, 2009 through December 19th, 2009