#pcPopUp2020 is 6 hours old in the UK, but way older in other parts of the world, feel free to join in— PressED Conf - A tweeting WordPress conference (@pressedconf) May 27, 2020
Do you want to know when someone annotates your webpages? Do you want to follow somebody's annotations? You have come to the right place.
One could easily wire up the output from this through a service like IFTTT, Zapier, Integromat, etc. to push the notifications to email, or other modalities as desired.
It doesn’t give anything over and above what a Hypothes.is addict with some programming skills could already produce, but for those who are code averse, or just too busy with building other pieces of the Domain of One’s Own this could allow some simpler outputs.
If you are a tinkerer, there is a GitHub repo for the project.
While you’re at it, why not throw in the usernames of some of your favorite annotators and subscribe away in your favorite feed reader? Some of the best things I discover online are through colleagues’ annotations, I think, in part, because it’s a much higher level of engagement with the material than the pablum found in many Twitter feeds.
It could also be a good means of following annotations on some of your favorite hashtags in the system as well. Want to learn some new words? Follow wordnik in your feed reader. Want to know the state of the art in Open Education Resources? There’s a tag serious people are annotating with that you could follow in your reader.
The challenge of flexibility.
It’s important to note that the goal of HyFlex is two make both the online and in-person experiences equal. ❧
There are some pieces of this that immediately make me think that this model is more of a sort of “separate, but equal” sort of modality. Significant resources will need to go toward the equality piece and even then it is likely to fall short from a social perspective.
Annotated on May 21, 2020 at 01:27PM
Finally, the best HyFlex classrooms have someone assisting the faculty member. ❧
This is the understatement of the year. Faculty members will require extensive training and LOTS of assistance. This assistance SHOULD NOT come from student assistants, graduate students (who are likely to be heavily undertrained), or other “free” sources.
Annotated on May 21, 2020 at 01:35PM
These assistants could also be work-study students who are assigned a particular classroom (or digital space) or they might be volunteers from class who are given credit for assisting in the delivery of the course. ❧
And of course, the first pivot (even in the same paragraph!) is exactly to these “free” or cheap sources which are likely to be overlooked and undertrained.
If a school is going to do this they need to take it seriously and actually give it professional resources.
Annotated on May 21, 2020 at 01:38PM
Incidentally there is some pre-existing research about the measurable fairness of court proceedings being held online that would tend to negate the equality that might be dispensed in online courseware.
See https://www.wnycstudios.org/podcasts/otm/episodes/are-online-courts-less-fair-on-the-media for some references. ❧
Annotated on May 21, 2020 at 02:42PM
This fall needs to be different. We need to ask students to be part of the solution of keeping learning flourishing in the fall. This includes asking them to help manage the class if it has a virtual component. ❧
This is moving education in exactly the WRONG direction. Students are already ill-prepared to do the actual work and studying of education, now we’re going to try to extract extra efficiency out of the system by asking them to essential teach themselves on top of it? This statement seems like the kind of thing a technology CEO would pitch higher education on as a means of monetizing something over which they had no control solely to extract value for their own company.
If we’re going to go this far, why not just re-institute slavery?
Annotated on May 21, 2020 at 02:46PM
520 pages | 6 3/4 x 9 1/2 | © 2016 This handbook offers a much-needed overview of the rapidly growing field of digital sociology. Rooted in a critical understanding of inequality as foundational to digital sociology, it connects digital media technologies to traditional areas of study in sociology, such as labor, culture, education, race, class, and gender. It covers a wide variety of topics, including web analytics, wearable technologies, social media analysis, and digital labor. The result is a benchmark volume that places the digital squarely at the forefront of contemporary investigations of the social.
You can now submit by email
We're going to explore how racism and white supremacy shape social and academic responses to COVID-19. On Thursday, May 21st, from 2-3 pm EST, we'll be joined by Jessie Daniels, an activist and scholar of racism and the digital world. Daniels is faculty associate at the Harvard Berkman Klein Center and professor at Hunter College (Sociology) and The Graduate Center, CUNY (Sociology, Critical Social Psychology, Africana Studies).
Daniels is an internationally recognized expert in Internet expressions of racism, and the author or editor of five books, two of which are about racism on either side of the digital revolution: White Lies (Routledge, 1997) and Cyber Racism (Rowman & Littlefield, 2009). She is currently at work on Tweet Storm:The Rise of the Far Right, the Mainstreaming of White Supremacy, and How Tech and Media Helped. In 2016, she co-edited (with Karen Gregory and Tressie McMillan Cottom) Digital Sociologies, which has been adopted by courses at several universities around the world.
Daniels’ attention is increasingly focused on how digital media technologies are changing higher education. She has co-authored two books on this topic, Being a Scholar in the Digital Era and Going Public , along with a number of articles. In 2020, Daniels launched Public Scholar Academy to help faculty who aspire to be public scholars achieve their goals and to help university administrators who want to assess and respond to attacks from the far right against their institutions.
I plan on asking Dr. Daniels about how racism shapes the unfolding pandemic. How does that impact colleges and universities? What can we do to create a more just academy?
Some of what I’ve been looking at relates back to the renaissance ideas of the commonplace book as well as memory techniques dating back to ancient Greece and even further back. There are ideas like wikis (personal as well as public–Audrey references a great post by Mike Caulfield in her article) and online notebooks tools like Evernote, OneNote, TiddlyWiki, Roam Research, etc. If a student could quickly add all their highlights/annotations into their website, online notebook, Zettelkasten, or other related learning tools, then they could use them for reading, reviewing, or even spaced repetition as provided by platforms like Anki, Mnemosyne, or NeuraCache.
Going back to Jeremy’s original question though:
Ok, so is hypothes.is doing this? How can it?
Hypothesis could immediate do this and quite effectively if it supported the W3C recommended Micropub spec. In short, it’s a standard and open source method for publishing data to a broad spectrum of surfaces so that developers don’t need to build custom solutions for each of thousands of snowflake platforms.
That is, in addition to its current functionality, you could add some code to make Hypothesis a Micropub client!
The quickest and most flexible approach I might suggest would be to allow users to publish their annotations/highlights not only to their accounts, but have UI to trigger a micropub request to their website, online notebook, or other platform.
There’s nothing more I’d want than an easy way to own all the data I’m collecting with Hypothesis and Micropub could quickly add it for a wide variety of set ups and systems. There are already implementations of Micropub servers for a variety of CMS software including WordPress, Drupal, Known, Craft, Jekyll, Kirby, Hugo, Blot, and Micro.blog with others being added, including Grav. Some of us are actively working on adding it to Wiki-related software as well. Since large portions of the Domain of One’s Own movement are built on these handful, you’d have some pretty quick coverage of not only all this space but even more.
I suspect your dev team could build an implementation in just a few days and it would open up a huge advantage for allowing users to more easily own their H related data on their own websites or in other online locations (while still utilizing the Hypothesis platform for more complex functionality).
There’s some solid documentation and a wealth of open source clients you could look at or borrow code from as well as a test suite. I suspect the IndieWeb Dev chat channel would surface a few additional developers to answer questions about any other issues as they crop up.
If you’d like a quick 5-10 minute demo of how this works for a handful of other clients in conjunction with something like WordPress, I’m happy to volunteer the time and spitball some potential ways Hypothesis could dovetail it and leverage its power.
This is the ninth article in my series Top Ed-Tech Trends of 2015
And this resistance is happening… ❧
This link (on resistance) rotted, but can be found at https://web.archive.org/web/20160305223237/http://www.elearnspace.org/blog/2015/09/09/adios-ed-tech-hola-something-else/
Annotated on May 16, 2020 at 11:49AM
I want to go back and read this too.
Annotated on May 16, 2020 at 12:06PM
The Indie Web posits itself as an alternative to the corporate Web, but it is a powerful alternative to much of ed-tech as well, which as this series has once again highlighted, is quite committed to controlling and monetizing students’ and teachers’ connections, content, and data. ❧
Annotated on May 16, 2020 at 12:08PM
I mean, what does an alternative to ed-tech as data-extraction, control, surveillance, privatization, and profiteering look like? What does resistance to the buzzwords and the bullshit look like? I don’t have an answer. (There isn’t an answer.) But I think we can see a glimmer of possibility in the Indie Web Movement. It’s enough of a glimmer that I’m calling it a trend. ❧
For Audrey Watters (the self-described Cassandra of EdTech) to indicate even a glimmer of hope is rare! This ranks as a glowing recommendation as a result.
Annotated on May 16, 2020 at 12:08PM
Last week Hypothesis saw the largest uptick in interest in our LMS integration since we released the app a little over a year ago. The vast majority of this interest came from individual instructors across the globe grappling with the challenge of moving their courses to remote delivery in the wake of the COVID-19 crisis.
Outline for a Hypothes.is Crash Course
I often find examples to be most immediately helpful. You might look at Literacy, Equity + Remarkable Notes = LEARN: Marginal Syllabus 2018-19 which has some solid multimedia resources around a group of educators annotating. It’s not only an interesting public example, but will introduce you to some helpful people in the space.
For a “textbook” example, I believe American Yawp may be one of the most annotated textbooks online.
I Annotate 2019 was an interesting conference and Hypothes.is has kindly aggregated videos of all(?) the talks. You can skim through some to find applications relevant to your interests. In addition to this example, the H blog is also a great resource for other examples and news.
More specific to your initial question, you’ve got a lot of options. You can open .pdfs on your local machine and annotate via Hypothesis, but if it’s for a bigger group, hosting it somewhere on the web that is easily accessible may be best. Hypothesis has also made some significant leaps for integrating their product into LMSes recently which also helps in seamlessly making accounts for new users.
Once it’s available to the group, you may want to decide whether you want the group to annotate in the public channel or if you want to annotate in a smaller private group.
Most importantly, explore. Have fun. There are lots of off-label uses you’ll run across using the tool as you play around.
True story about a student who slept in my classes for years. This is what happened when I confronted him about it. My first animation. Created with Anime Studio Pro and Sony Vegas.
Below are my initial thoughts and problems.
/home/ page has a lot of errors and warnings. (Never a good sign.)
It took me a few minutes to figure out where the Wik-it! bookmarklet button was hiding. Ideally it would have been in the start card that described how the bookmarklet would work (in addition to its original spot).
The Wikity theme seems to have some issues when using for http vs. https.
- Less seems to work out of the box with https
- The main card for entering “Name of Concept or Data” didn’t work at all under https. It only showed the title and wouldn’t save. Switching to http seemed to fix it and show the editor bar.
- Nothing seemed to work at all when I had my site as https. In fact, it redirected to a URL that seemed like it wanted to run
update.phpfor some bizarre reason.
- On http I at least get a card saying that the process failed.
- Not sure what may be causing this.
- Doesn’t seem to matter how many cards it is.
- Perhaps it’s the fact that Aaron’s site is https? I notice that his checkbox export functionality duplicates his entire URL including the https:// within the export box which seems to automatically prepend http://
- Copying to my own wiki seems to vaguely work using http, but failed on https.
Multiple * in the markdown editor functionality within WordPress doesn’t seem to format the way I’d expect.
Sadly, the original Wikity.cc site is down, but the theme still includes a link to it front and center on my website.
The home screen quick new card has some wonky CSS that off centers it.
Toggling full screen editing mode in new cards from the home screen makes them too big and obscures the UI making things unusable.
The primary multi-card home display doesn’t work well with markup the way the individual posts do.
The custom theme seems to be hiding some of the IndieWeb pieces. It may also be hampering the issuance of webmention as I tried sending one to myself and it only showed up as a pingback. It didn’t feel worth the effort to give the system a full IndieWeb test drive beyond this.
Doing this set up as a theme and leveraging posts seems like a very odd choice. From my reading, Mike Caulfield was relatively new to WordPress development when he made this. Even if he was an intermediate developer, he should be proud of his effort, including his attention to some minute bits of UI that others wouldn’t have considered. To make this a more ubiquitous solution, it may have been a better choice to create it as a plugin, do a custom post type for wiki cards and create a separate section of the database for them instead of trying to leverage posts. This way it could have been installed on any pre-existing WordPress install and the user could choose their own favorite theme and still have a wiki built into it. In this incarnation it’s really only meant to be installed on a fresh stand-alone site.
I only used the Classic Editor and didn’t even open up the Gutenberg box of worms in any of my tests.
The Wikity theme hasn’t been maintained in four years and it looks like it’s going to take quite a bit of work (or a complete refactoring) to make it operate the way I’d want it to. Given the general conceptualization it may make much more sense to try to find a better maintained solution for a wiki.
The overarching idea of what he was trying to accomplish, particularly within the education space and the OER space, was awesome. I would love nothing more than to have wiki-like functionality built into my personal WordPress website, particularly if I could have different presentations for the two sides but still maintain public/private versions of pieces and still have site-wide tagging and search. Having the ability to port data from site to site is a particularly awesome idea.
Is anyone actively still using it? I’d love to hear others’ thoughts about problems/issues they’ve seen. Is it still working for you as expected? Is it worth upgrading the broken bits? Is it worth refactoring into a standalone plugin?
A bit of Googling will reveal people who’ve already written some code to quickly download them all in bulk as well. I’m happy with doing things manually as there’s only a handful of the 8GB of textbooks I’m interested in.
Browsing through, I’ll note a few that look interesting and which foodies like my friend Jeremy Cherfas may enjoy. (Though I suspect he’s likely read them already, but just in case…)
- Food Analysis, ed. S. Suzanne Nielsen
- Food Analysis Laboratory Manual by S. Suzanne Nielsen
- Brewing Science: A Multidisciplinary Approach by Michael Mosher and Kenneth Trantham
- Food Fraud Prevention: Introduction, Implementation, and Management by John W. Spink