[Xmca-l] Re: Annotations and XMCA

[Greg Mcverry]

And I mix up my article and plural forms at the intersection of growing
knowledge and the mistake of cutting and pasting as a synthesis tool to
avoid the cognitive load of Russian spelling....hmmmmm

On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry <jgregmcverry@gmail.com>
wrote:

> Alfredo,
>
> I moved the discussion off of the other thread (though I am perpelexed by
> the Perezhivaniyaha and influence of power in  being told by educators to
> reflect on one's funds of identity*) *to think about annotations.
>
> I wanted you to know they are automatically given a Public Domain License.
> If there was interest and people do want to maintain rights to their
> content we could do a private XMCA group.
>
> Yet you are right. Hypothes.is it is still a place I must create an
> account. It  would be really cool to annotate, or at least syndicate
> annotations back to my blog. I try to include a feed to all my annotations
> as an iframe but as soon as I make a public annotation I no longer own it.
>
> I am okay with this. Many on the listserv may not be. I am cool with that
> too. Your data. Your destiny.
>
> In terms of my annotations I figure I am paid by taxpayers thus my mental
> work on the state dime belongs in the open. I also believe in the team
> behind the project as creating what Anil Dash calls "ethical tech
> <https://medium.com/humane-tech/12-things-everyone-should-understand-about-tech-d158f5a26411>"
> that would pass Stommel's test for Ethical online learning
> <https://www.slideshare.net/jessestommel/ethical-online-learning>
>
> Yet now what happens when learning and reading itself become performative?
> Or the act of note taking used as a measure of learning?
>
> When I annotate with students I never force them to give up rights to
> their work or publish openly. In fact I still allow print and paper
> annotation because I feel like I do not have a right to dictate what kind
> of external storage device to use.
>
> I firmly believe students should own their data. Too often the
> perezhivanie surrounding online learning strips students of power. Rights
> to the content gone and often materials inaccessible as soon as class
> finishes. It can get worse and soon universities are drawing correlations
> between meal points spent and student performance.
>
> The funds of knowledge and funds of identity outside of formal learning
> environments
>
> This is what scares me more than anything in child development right now.
> "personality and knowledge are now actively constructed" (Blunden, p. 2)
> in environments that are simultaneously designed to take advantage of brain
> chemistry while controlling the flow of social peer interactions.
>
> The Funds of Identity children draw upon are algorithmically determined by
> corporate interest, mob mentality and millions of dollars into never
> published brain, computer, and human interaction research.
>
> Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy.
>
> I believe we need frank conversations about our avatars as they are just
> networked funds in the centralized bank of facebook (as in Facebook, What's
> App, Instagram, Occulus).
>
> This is why I believe we need to teach our children early on about carving
> out their own corner of the web. What is the point of being able to draw on
> funds of identity if somebody else owns the bank?
>
> We need to discuss with children that all the research shows notifications
> and social media often make more people sad than happy.
>
> Most importantly, and a lesson I too often ignore, we need to model good
> digital hygiene. Remove most if not all notifications from your phone. Be
> picky about social media apps.Get your own website. Syndicate from your
> place out on to the web.
>
> To circle back to the article that is the tough part of perezhivaniyaha in
> school is it is a place where funds of identity are developed yet the
> processing of social experiences occurs through rapid APIs and machine
> learning.
>
> Thus I believe as educators we have a responsibility to our students and
> their avatars.
>
>
>
>
>
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