JLS Annotation Conversation

Earlier this week I was thrilled to read that the Journal of Learning Sciences has decided to facilitate a web annotation conversation: Coming Soon: Web annotation of JLS articles in Hypothes.is. The first article is a study by Akkerman and Bruining published in 2016 in Volume 25 (2).Read the full article at https://t.co/tGoOiQKLUR and visit…

Layer as Resource

Last month I attended the Open Education Conference, also known as OpenEd, in Anaheim, California. OpenEd has grown into a marque conference that celebrates and pushes forward the development, use, and research of open educational resources (or OER), and appears increasingly interested in other aspects of open education, such as open educational practice and the…

Annotating DML

Welcome to Layered Learning: Web Annotation in Collaborative and Connected Contexts! This blog post shares resources that complement our presentation on Friday, October 6th at 2p at the 2017 Digital Media and Learning Conference hosted at the University of California Irvine. You can access our session slides here. Our session brings together educators, researchers, and…

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…

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…

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