If this post ruffles your feathers, or if this post compels you to offer another perspective, Hypothesis is natively embedded on my blog and your comments are very welcome. See you in the margins. Hypothesis and the I Annotate Conference A week ago, in San Francisco, I attended the annual I Annotate conference, a gathering…
Talking Open Web Annotation at CU Denver’s Beyond Canvas Event
On Friday, April 14th I joined a wonderful group of CU Denver faculty and administrators to talk about social media and learning. As a part of the Beyond Canvas: Teaching with Social Media event, I shared a “lightning-round” presentation about the web annotation platform Hypothesis, and discussed the role of web annotation in supporting open pedagogy and…
Refracted Perspectives: Closing Keynote at CANeLearn
My heartfelt thanks to the Canadian eLearning Network for inviting me to learn at their Symposium. It was truly a humbling honor to visit with you all from April 5-7 in Vancouver, BC. My previously shared thinkspace describes my wonderfully challenging role as “resident provocateur,” shares slides from my opening comments, and includes background information about some of my education…
Resident Provocateur at CANeLearn Symposium
This post serves as my public thinkspace throughout the Canadian eLearning Network’s Symposium, April 5-7. My thanks to everyone at CANeLearn for inviting me to participate and share in this important professional event. Resident Provocateur I am currently attending the Canadian eLearning Network’s 2017 Symposium in Vancouver, British Columbia. At both the Pre-Conference (April 5)…
Marginal Syllabus as OER and OEP
This post was originally published on the Marginal Syllabus. Yesterday, thanks to authors Dawn Reed and Troy Hicks, we launched the sixth Marginal Syllabus monthly flash mob via our emerging model of public and collaborative web annotation-as-conversation. We’re now more than halfway through the academic year, and as a Marginal Syllabus organizer I’ve been thinking a lot…
Annotathon: Dialogue about a Political Theory of Learning
An Invitation In collaboration with The Politics of Learning Writing Collective and the journal Cognition & Instruction, a global community of scholars is invited to participate in an annotathon from Monday, February 27th through Friday, March 3rd. During this annotathon, participants will use the web annotation platform Hypothesis to advance a public dialogue with The Politics of Learning Writing Collective layered…
Annotating the News
What does annotating the news afford education, and why should designers and facilitators of learning engage the emerging trend of annotated news? I’ve been the reading the news a lot lately – no surprise there. And, given what’s happening in our world right now, you probably have been, too. If your experience has been anything like mine, perhaps…
Reflections from Remi, Part 2
This post was originally published via the Mobile City Science project’s Counter Mobilities blog. Reflections from Remi, Part 2 This is the second in a series of blog posts authored by Remi Kalir, External Evaluator of the Mobile City Science project. The first post – which provides context about MCS and Remi’s role, as well…
Web Annotation as #DisruptiveMedia
Over the past few weeks I have had the pleasure of co-authoring a conversation about web annotation for the “disrupted” issue of the Journal of Media Practice. My co-author is none other than my dear friend and colleague Jeremy Dean, Director of Education at Hypothesis. Our conversation about the practices and politics of web annotation is intended…
Reflections from Remi, Part 1
This post was originally published via the Mobile City Science project’s Counter Mobilities blog. This is the first in a series of blog posts authored by Remi Kalir, External Evaluator of the Mobile City Science project, to communicate project progress and reflect upon related questions of design, learning, mobility, and place. This post is my…
Annotation: Toward Resistance and Solidarity
This post was originally published on the Marginal Syllabus. An update on Marginal Syllabus activities is long overdue. Here are a few thoughts about what this emergent experiment in informal educator learning has done, where it may be going, and what some of us are thinking – particularly in a post-election context that demands critical thinking, resistance, solidarity, and activism.…
Neologisms from Fred
This short piece is written primarily as an overdue note of thanks for the prescient observation made by a dear mentor nearly six years ago. No analysis or extended commentary from me, just a few choice quotes from some wise thinkers. Following Tuesday’s election, Nathan Jurgenson wrote a well-received post about “factiness.” Here’s his kicker: On the right, they have…
iiE StorySlam: The Snowflake and Worlds of Inquiry
The following are rough draft remarks shared during the 2016 Institute for Innovation in Education Gathering at Vancouver Island University in British Columbia. I was a participant in the StorySlam, a collective presentation structured around 5-minute long responses to the following prompt: “Tell us a time when you learned there was another world.” The StorySlam was…
Ignite Talk at 2016 Digital Media and Learning Conference
Below are slides and notes for my Ignite Talk presentation at the 2016 Digital Media and Learning Conference at the University of California Irvine. My talk is titled “What Maimonides, Banksy, and Alexandra Elbakyan Can Teach Us About Open Annotation.” A bit of context: Ignite Talks at DML are five minutes long and feature 20 slides…
Reflecting on Marginal Syllabus’ First Flash Mob
Last Wednesday, September 31st, about a dozen folks came together with Chris Gilliard – co-author of Digital Redlining, Access, and Privacy – to discuss the in/visibility of information, students’ access to equitable learning opportunities and experiences, and the various practices that either reify or attempt to circumvent digital redlining. According to Chris, digital redlining occurs…
Introducing The Marginal Syllabus
I always enjoy the start of a new school year; it’s an exciting transition, a time to play with new ideas, launch projects, and (most importantly!) collaborate with – and learn from – other people. This year, I’m excited to help organize and facilitate The Marginal Syllabus in partnership with colleagues from Hypothesis and Aurora Public Schools.…
I Annotate 2016 Presentation in Berlin
Below are video and slides from my I Annotate 2016 presentation. Positing Playful Annotation in the Open was presented on May 20th, 2016, in Berlin, Germany. This presentation concerns the University of Colorado Denver’s graduate course INTE 5320 Games and Learning, and examines the role of open web annotation with Hypothesis in course planning, pedagogy, student learning, and reflection on practice.
A Few Additional Glimpses
This is the second post in which I’m sharing graduate learners’ reflections on their use of open web annotation in INTE 5320 Games and Learning (my first post is here). The previous post generated favorable attention from students and supporters alike: Powerful student testimonials here on web annotation/@hypothes_is Thanks, @remiholden and co. https://t.co/U18gXP42wX — Dr. Dean (@dr_jdean)…
Glimpsing the Impact of Open Annotation
Three times throughout this Spring semester, graduate learners in INTE 5320 Games and Learning are asked to reflect upon – and then blog about – their own learning. These learning reflections are semi-structured; I provide a few guiding questions alongside more open-ended and learner-initiated contributions. One of my prompts asks the following: How have the more open…
Annotation in the Open: Part 3
This is an open letter to my amazing graduate learners in INTE 5320: Games and Learning. My letter is motivated by recent debate about open annotation, free speech, abuse and harassment, and the challenges of expression and interaction in a networked and open web. As background, blog readers and/or graduate learners are encouraged to also read these articles – and…
