Wir sind inzwischen alle auch zu Bewohnern dieses “Neulands” Internet geworden. Die meisten von uns sind dort als Mieter unterwegs und posten bei anderen Eigentümern. Wer im Internet eine Domain be…
What does this have to do with learning?
We have always made notes while studying. In the past only for ourselves. Today it is becoming more and more common to share these notes with others, which becomes easy when you take the notes digitally. If many share their thoughts, then I get a lot of suggestions. My development goes faster, see also this blog post about it .
“If I want to work on a new topic, I write a blog post about it.” I’ve heard it from quite a few. This public writing forces me to confidently verify what I have said. After all, I don’t want to embarrass myself. That means I need three times as much time for the blog post as if I just wrote it down for myself. This extra time spent working on the topic is learning time. And when I publish the post, I give others the chance to benefit from it as well – and the chance to receive feedback that will help me advance on the topic.
My contributions can be text contributions, videos, podcasts or slides. I can link to sources. And I can find it again in my domain – even after years. And when I’ve shared it, others can search for it and use it too. ❧
Rough translation via Google Translate ^^
This is a good description about how working in public can be beneficial to oneself, even if no one else is looking.
Annotated on April 11, 2021 at 05:37PM
which makes it sound like an off-label use case for their application. But given the functionality, it looks like it would fun/useful for those in the digital humanities space and could be a cool tool in one’s DoOO workshop.
Collet was a member of the religious household at Little Gidding ca. 1630s. Her commonplace book is remarkably structured: one half scripture excerpts, organized by topic, the other half secular excerpts organized under the same topics. More about it here: https://t.co/Oo0O0CtBDt
In working with the manuscript, @zoe_braccia tracked down the sources of nearly excerpt. The edition highlights any variance between a source text and Collet’s copy using @digitalmappa’s hyperlinked assets. I discuss the significance of these differences in #CutCopyPasteBook. pic.twitter.com/nQ2dv99w4P
There are surprisingly few digital editions of commonplace books, especially given how the genre lends itself to digitization. What we've made isn't perfect but we hope it helps others think through/with these types of books. More about that here: https://t.co/XiNShKmQzz
There are surprisingly few digital editions of commonplace books, especially given how the genre lends itself to digitization. What we’ve made isn’t perfect but we hope it helps others think through/with these types of books. More about that here: digitalbookhistory.com/colletscommonp… ❧
I’ve seen some people building digital commonplace books in real time, but I’m also curious to see more academics doing it and seeing what tools and platforms they’re using to do it.
Given the prevalence for these in text, I’d be particularly curious to see them being done as .txt or .md files and then imported into platforms like Obsidian, Roam Research, Org Mode, TiddlyWiki, et al for cross linking and backlinking.
I’ve seen some evidence of people doing some of this with copies of the bible or Frankenstein, but yet to see anyone digitize and cross link old notebooks or commonplace books.
Annotated on April 09, 2021 at 04:55PM
About a year ago Glendale Unified School District (GUSD) returned from a long two week Spring break. The second, unplanned week of vacation was extra preparation time for teachers to get ready to do remote learning in response to the pandemic.
Today, nearly a year later to the day, GUSD is starting to welcome students back to campus. They’ve given the parents the choice to send their children back to campus through the end of the year, presuming there are no flare ups of the coronavirus.
Today they’re dramatically changing their schedule and welcoming back portions of kindergarten through third grade students. Fourth through sixth grades will be invited back in a few weeks.
Students returning to campus are broken up into two groups. One will be on campus on Monday/Tuesday and the other on Thursday/Friday. Everyone will be remote on Wednesdays (presumably with room cleanings between the groups). Synchronous instruction will be from 8:20 AM to about noon and remote, asynchronous instruction will go until about 2:30 PM. About 55-60% of students have apparently opted to be back on campus and that number broken in half will leave about 30% of a grade class in physical attendance for their two days a week.
If I recall correctly, about two weeks ago the CDC changed their guidance for children and decreased the social distance recommendation from 6 feet to 3 feet. I’m not sure if GUSD is following this new recommendation.
Evie’s fourth grade Japanese dual immersion class was broken up between her tortoise (カメ ) group and the cranes (鶴（つる)). They’ve now been reshuffled and renamed the “roomies” and the “zoomies” depending on whether their groups will be attending in person or remotely, respectively. Evie will be a zoomie for the remainder of the school year.
While it might be nice for more socialization and a change in routine, it seems far easier and less stress with our routine to simply stay remote for the balance of the school year. There were likely to be only 15 or so days that she would attend in person given their structure and schedule. Erring on the side of caution, and a bit on convenience, remote seems a better option until the fall when a higher proportion of people are vaccinated.
Reviewing over some notes, I’m glad I took a moment to annotate the context in which I made my annotations, which are very meta with respect to that context. Others’ annotations were obviously from the context of educators looking at Hughes’ work from the perspective of teachers looking back at an earlier time.
I’ve just gone back and not only re-read the poem, but read through and responded to some of the other annotations asynchronously. The majority of today’s annotations were made synchronously during the session. Others reading and interpreting them may be helped to know which were synchronous or asynchronous and from which contexts people were meeting the text. There were many annotations from prior dates that weren’t in the cohort of those found today. It would be interesting if the Hypothes.is UI had some better means of indicating time periods of annotation.
Is anyone studying these contextual aspects of digital annotation? I’ve come across some scholarship of commonplace books that attempt to contextualize notes within their historic time periods, but most of those attempts don’t have the fidelity of date and timestamps that Hypothes.is does. In fact, many of those attempts have no dates at all other than that they may have been made +/- a decade or two, which tends to cause some context collapse.
Crowdlaaers may provide some structure for studying these sorts of phenomenon: https://crowdlaaers.org?url=https://www.poetryfoundation.org/poems/47880/theme-for-english-b. It provides some time-based tools for viewing annotations to help provide context. Looking at it’s data, I’m particularly struck by how few people today took advantage of the ability to use taxonomies.
As always, it was fun to see and hear about some uses of annotation using Hypothes.is in the wild. Thanks again to Nate Angell, Remi Kalir, Jeremy Dean, and all of the other panelists and participants who spoke so well about how they’re using this tool.
— PressED Conf - A tweeting WordPress conference (@pressedconf) March 6, 2021
I’ve PressED on about Webmention before, but all the credit for this talk goes to @jgmac1106. This is a good reminder to prep for this year’s #PressEDConf21 though.
A tenure-track professor at a California community college is on leave and under investigation after video of him speaking critically to a hard-of-hearing student during an online class made the rounds on social media.
Professors definitely need some training of their own to be more aware of accessibility issues that their students face.
Corporate social platforms extract a heavy and often hidden price from teachers and students. Lack of privacy, encouraging abuse, context collapse, and surveillance capitalism are a few of the harms we face. They also expose us to a wider variety of publics than we would choose in which to practice and share our learning.
We must take back ownership and control of our content and interactions online (Çelik 2019). This hands-on workshop will help those with domains of their own expand them into healthier and safer communication tools.
This session will be code-free. It’s presented at the level of a person who is able to log into their site, write a post, and publish it.
We’ll outline and install WordPress* plugins (IndieWeb 2021) to allow participants to make the open web their learning network. Participants can use their extended domains in classrooms, with personal and professional learning networks, or in their daily lives. We encourage more technical participants to partner with others for help. Community-based support is available following the conference.
When we’re done, participants should be able to:
– subscribe to each others’ websites;
– read subscriptions in a social reader (Parecki 2018);
– reply to posts by publishing on their domains using open standards (Parecki 2017a);
– send notifications to each other (Aldrich 2018) using open standards (Parecki 2017b).
The session will end with questions and discussion. We’ll focus on how to use our domains in ethical ways that enable an atmosphere of care. We want to ensure this system and its use don’t re-create the toxicity of the platforms it replaces.
Participants will leave with resources for how they might extend their independent network. Our domains can also interact with other social media using these new tools.
* This session will focus on WordPress as an example platform. We’ll provide resources for people using other content management systems. Everyone should be able to follow along, ask questions, and take part, either in real time or with follow up after-the-fact.
To the extent possible, the materials, resources, and video generated will be shared on the author’s domain with a CC0 license. Syndicated copies will be available on the IndieWeb.org community wiki and the Internet Archive.
To the extent possible under law, Chris Aldrich has waived all copyright and related or neighboring rights to A Twitter of Our Own: A workshop proposal for the Domains Track of OERxDomains21 Conference in April 2021. This work is published from: United States.
Design Brilliant Lessons. Share Responses Anonymously. Achieve 100% Student Engagement. Pear Deck's powerful student engagement platform is loved by teachers and students around the world!
Coronavirus spreads in schools. Just like it spreads everywhere else.
Over the past 10 months, debates have raged over how to keep the coronavirus in check. What to open? What to close? Where does the virus spread, and where are we relatively safe? Through it all, one kind of space in particular has been the subject of vigorous debate — and, starting a few months into the virus, a kind of unexpected conventional wisdom emerged: that schools were relatively safe. In the midst of the darkness, it brought some welcome light: kids are safe! They can go to school! While other institutions closed, countries around the world — particularly in Europe and the UK — kept their schools open.
And yet, in response to rising rates and a new, more contagious variant, many of those same countries have since closed their school doors. It turns out that, if you believe the epidemiologists, schools do, in fact, bring risk of transmission. How could we ever have thought otherwise? Rachel Cohen has been covering the debates around school closings and openings, most recently at The Intercept. In this week's podcast extra, she tells Brooke about how the school transmission narrative has evolved since the beginning of the pandemic, and how our understanding of the issue came to be so muddled.
Violeta has just started a newsletter on Parenting and Everything. You can subscribe to it here.
An account of Roam Research use cases for kids and the accompanying guide for parents
“What are you doing?”
If you’re like me, a parent who’s not used to silence in the house, and you find yours...
Some interesting, but subtle pedaogic ideas hiding in here.
Online - 21-22 April 2021
Organised by the Association for Learning Technology and partnership with Reclaim Hosting’s Domains Conference, this special edition of the much loved event is the 12th annual conference for Open Education research, practice and policy. We are proud to incorporate a special strand hosted by the Domains Conference - bringing our two communities closer together in 2021.
OER AND Domains?! I’m totally in for this.
Anyone want to collaborate on a slate of IndieWeb-related topics to submit for this? Proposals are due in late January and it would be interesting to have a handful of IndieWeb tech and some of our experiments discussed at this conference.
The study of educational psychology involves both theory and practice. Focusing upon applying the principles of psychology and research to the practice of teaching, the ultimate goal is the understanding and improvement of instruction. Prospective teachers and other professionals in training who will interact with students need to understand how students learn and how that learning varies and is affected by each student’s context, culture, and development. This course focuses on the effective application of psychological concepts and principles in the learning and instructional processes; the development of teaching methods, knowledge and skills; and perspectives which enhance learning environments.
The Theories of Instruction course is for graduate students who are interested in the study of the emergence and the present status of instructional theories. The overall goal of this particular course is to equip course participants with the knowledge of instructional theories comparing and discussing the relationships among learning theories, and their practical applications. The development of the knowledge on instructional theories will be fostered by a) learning by design activities, and b) opportunities to critique and evaluate applications of the theories.
Dr. Valerie Irvine (she/her)
