Rather than banning cell phones, we can restrict off-task behavior and increase engagement through the use of educational apps, like Kahoots and Slido.
As I seem to have become the resident “ fake news ” writer here at ProfHacker, I feel like I would be remiss not to review the new tool Hoaxy , developed by Filippo Menczer, a professor of informatics and computer science at Indiana University at Bloomington ( you can read an interview with him here ). According to the FAQ on the website , Hoaxy visualizes the spread of claims and related fact checking online.
Chrome: Amazon may be convenient, but nothing beats free. So, when you’re shopping for books on the site, Library Extension will find those same books at your local library. You can even drive to pick them up faster than Amazon can ship them.
Ideas about platform society and platform capitalism raise significant issues for education, and for schools specifically. As platform companies are increasingly penetrating into the education system, they are seeking to fundamentally reorganize education institutions and practices of teaching and learning according to the in-built mechanisms and architectures of the platforms themselves. We are used to thinking of schools as built architectures. In a platform society, schooling looks set to take place within technical architectures too, but the consequences of this reconfiguration of schools have yet to be studied or understood.
Via ProfHackerProfHacker – Blogs – The Chronicle of Higher Education: http://ift.tt/2dFdZGS
Here at ProfHacker, we’ve written here previously about the collaborative online annotation tool Hypothes.is and about the Open Library of the Humanities, and we have long been proponents of Open Access resources. A few weeks ago, OLH co-founder Martin Eve introduced a new tool, called Annotran. It’s part of the mission of OLH to provide Open Access and accessible scholarly materials, but, as Eve points out:
However, the paywall barrier is only one dimension of closed access. If you are a monolingual reader, much scholarly material may be inaccessible in your first language. By building technologies that allow people to translate between themselves, we make the first step towards a fresh scholarly communications paradigm that focuses on communication, rather than just on accreditation. Of course, there is still much to do: without incentives we would not expect huge uptake of translation authorship. However, Annotran represents a positive initial move.
Annotran is built off of the open source Hypothes.is annotation platform. It’s a browser plugin that allows users to go in and collaboratively translate texts into a variety of languages, much like Hypothes.is allows users to collaboratively annotate a text. Translators can choose a text to translate, while readers can choose a language to read the text in once it is available. It’s as easy to use and install as Hypothes.is, which is a real strength.
The tools allows for the translated language to live on top of the text, so when I user selects a language, you see the target language, and can access the original language by hovering your mouse over the text. You can also restrict your translations to private groups, which could represent a way to use the tool in teaching, as well as evaluate the quality of the translations.
I would have appreciated having this tool when I was teaching literature in translation where we had access to the book, but not a lot of scholarship related to said work, or the scholarship in English wasn’t a reflection of how the work was viewed or received in the original language and culture. Even just having one article, translated, would have been a valuable resource for me, my students, and other instructors who found themselves in a similar situation (all seven of us who teach Québécois literature in translation).
But more importantly, this is another way to share and disseminate not only research, but any web-based textually based resource.
Eve cautions that the tool is still in Beta so might still have some bugs. He does invite feedback, however, and hopes that more people play with it and use it.
Will you try Annotran? How do you see using it in a classroom setting? How else can you see this tool improving access?
Via ProfHackerProfHacker – Blogs – The Chronicle of Higher Education: http://ift.tt/2cXQigs
Dropbox is a perennial favorite of ProfHacker writers, as folks have used it at one point or another for more or less all the things. That IT departments seemed not to like it was practically a point in its favor as, let’s face it, it works. Really well!
This is why it was so dispiriting to learn last week about Dropbox’s apparently cavalier approach to Mac permissions. (The article’s from July, but it resurfaced on Twitter and on sites like LoopInsight.)
In effect, using the Accessibility tools of your Mac, Dropbox appears to arrogate to itself the ability to control your computer. What’s more, if you remove this permission via System Preferences, Dropbox will re-grant itself the permissions the next time you re-start.
The good news is there’s a workaround; the bad news is that’s annoying: Uninstall Dropbox from your Mac, then re-install it, remove it from the Accessibility pane, then re-install it. When you do so, don’t give it your administrative password. Everything will still work, but you’ll have to cancel out of the “please enter your computer password” dialog box every time you restart your computer. (There are full details, with screenshots, at the link.
Dropbox has since pledged more transparency about how it seeks permissions on the Mac, and what they’re for, as well as pleaded for more granularity in system permissions from Apple . . . but it’s still a blow. Some writers always swore by SpiderOak . . . maybe it’s time to take a look? Has your confidence in Dropbox wavered? Are you contemplating an alternative? Let us know in comments!