Paul's Logs July 17 - July 24
7 additions to document , most recent over 1 year ago
| When | Why |
|---|---|
| Jul-20-23 | Evolving Notebook Practice |
| Jul-21-23 | David Cole shared this Science Notebook with me |
| Jul-22-23 | Freewrite about Moffett: |
| Jul-22-23 | Technology and discourse |
| Jul-22-23 | No small matter: Students and Teachers can create and modify templates from inside of AI Mojo |
| Jul-23-23 | Perplexity AI I’m curious about the differences between interactive notebooks and digital notebooks. |
| Jul-23-23 | Notebooks! |
1 changes, most recent over 1 year ago
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My goals for this week are to make progress on efforts to make NowComment sustainable -- and there is a lot involved here.
A little more reachable this week is to get a good sense of how it is going now that we have set up Notebooks with the LUTE-STEM students.
So yeah, to solidify this "prooof of idea" project would be an important step in the larger sustainability goal.
The three themes I see in this text are sustainability, progress, and experimentation.
To freewrite about these themes, I invite you to take 10 minutes to freehand write about each topic. Write without worrying about spelling or grammar, and just let your thoughts flow. Don’t stop to reconsider anything, just keep writing. See what comes up. When you’re done, review your writing and reflect on the ideas you unearthed.
Added July 20, 2023 at 9:10am
by Paul Allison
Title: Evolving Notebook Practice
There was a lot to think about last nigh on TTT wihich starte with Marina describing a mulgtimodal and interdependent loging practice, and moving from there to Bob asking us to consider dispositions that we see as valuable in a dialogue notebook when we look at the move a user is taking. And his notion is that we might be able to create a Thinking Partner who identifies and nurtures these dispositions. Yes, and yes... and then Bob started pushing back against the fluffy-ness of turning text into images.Even after I pointed out that the Thinking Partner fiirst identifies three themes in a given text, creates an anology for these themes, then produces a paragraph for an image-to-text prompt. Still he wondered about the relative value of that as compared to what a thinking coach might do for a log-keeper. Granted, and also I want to leave this decision up to the log keeper. What if they don't want or need an intense life coach giving them wise suggestions? What if getting an image of what this is all about helps the log keeper to push to the next level of reflection? And most of all, I'm interested in how empowering it is for the log keeper to be able to choose their own dialogue practice with peers, teachers, and a variety of AI Thinking Partners. For me, that is what we are really making here.
So let’s take a look at these three themes and consider how we might explore further possibilities for a Thinking Partner that would help log-keepers in their self-discovery process.
The first theme is multi-modal and interdependent learning. How might a Thinking Partner help a log-keeper delve into the relationships between the different modes of learning e.g. verbal, visual, writing, exploring the interface between them?
The second theme is the value of certain dispositions in dialogue notebooks and the notion of creating a Thinking Partner that helps to identify and nurture those dispositions. How might a Thinking Partner help the log keeper recognize specific dispositions present in their dialogue notebooks and inspire them to express those dispositions in deeper and more reflective ways?
The third theme is the battle between the quality of fluffy images and the depth of a traditional dialogue coach. How can a Thinking Partner bridge the gap between visual recognition of themes in a text and a more insightful dialogue between log keeper and coach?
So yeah… Let’s just take the last part of that first paragraph “help log-keepers in their self-discovery process.” First of all I’m going to take this phrase log-keeper and run with it. I see that I used it myself over there in my comment, but I didn’t think about it like a role that we are asking students to take on, but why not!
To extend your freewriting, I invite you to explore the following three themes: Inspiration, Empowerment, and Reflection. Take ten minutes to write without stopping, crossing things out, or worrying whether it’s the right thing to write. Think of this exercise as an invitation to free your mind and write whatever comes to you. Let your inspiration take you to unknown places and explore how these themes help you grow and be empowered in your writing. Reflect on the process and think about how it gives you a sense of clarity. Open your heart to every thought and feeling that comes to you while you write and resist the temptation to evaluate it before fully exploring each idea. Enjoy the creative freedom of this freewriting time with no expectations and no judgements.
Added July 21, 2023 at 11:29am
by Paul Allison
Title: David Cole shared this Science Notebook with me
Added July 22, 2023 at 11:13am
by Paul Allison
Title: Freewrite about Moffett:
If you could ask Moffett any two questions, what would you ask him?
What would you ask Moffett to explain ... (more to this prompt)...
Okay, so I don't know if this is really about Moffett or about my own obsesions or interests, but if I had one of my two quetions would be about how technology and the different tools we use now -- including AI -- would impact on his theories of discourse. A second questions, based on the Interaction series has different forks, one is whether or not he thinks we must change schools before we do the kinds of discourse curriculum that he proposed. In other words should we be working as much for school change as we do for curricular/pedagogical transformation? The other side of that is how much can we produce materials and guides and curriculum for teachers. I see a clear divide beteween Moffett's work with textbook publishers and the National Writing Project's teacher education....
The three themes I see in the text are Technology, Schools, and Teacher Education. As a challenge to practicing your freewriting, take ten minutes to write about these three themes without stopping. Think about how technology shapes discourse, if schools need to be reformed before discourse is taught, and if there is a shift in teacher education when it comes to discourse development. With each topic, ask yourself questions and explore your own ideas. Don’t worry about grammar or spelling here, the goal is simply to keep writing and discover what thoughts come to mind. Good luck with your freewriting challenge, and don’t forget to take a break when you’re done!
Added July 22, 2023 at 6:26pm
by Paul Allison
Title: Technology and discourse
One of the things I have been thinking about is the discourse impact it might have on notebooks being digital, and in particular the dialectical format of NowComment documents. Can what is lost in the tactile experience of building a physical
Added July 22, 2023 at 9:27pm
by Paul Allison
Title: No small matter: Students and Teachers can create and modify templates from inside of AI Mojo
Added July 23, 2023 at 10:19am
by Paul Allison
Title: Perplexity AI I’m curious about the differences between interactive notebooks and digital notebooks.
Interactive Notebooks:
- Interactive notebooks are physical notebooks where students can engage in hands-on activities, take notes, and organize their thoughts[2].
- They help students synthesize their thoughts, take ownership of their learning, and accommodate multiple learning styles[2].
- Students can cut and glue parts into the notebook, creating a tangible representation of their learning[3].
- Interactive notebooks foster communication between teachers and families through weekly learning logs and discussion boards[2].
Digital Notebooks:
- Digital notebooks are the digital counterpart of interactive notebooks[4].
- They are paperless and can cover the same content and skills as traditional interactive notebooks[3].
- Digital notebooks offer the advantage of embedding or linking to different media such as videos, animations, hyperlinks, audio, and GIFs[3].
- They can be accessed anytime and anywhere, making them always available to both students and teachers[1].
- Digital notebooks allow for easier grading and can integrate various apps and online resources[1][6].
Differences between Interactive Notebooks and Digital Notebooks:
- Interactive notebooks are physical, while digital notebooks are electronic[3].
- Interactive notebooks involve cutting and gluing, while digital notebooks allow for embedding and linking to media[3].
- Digital notebooks offer the advantage of accessibility and easier grading[1].
- Interactive notebooks provide a tangible representation of learning, while digital notebooks offer the convenience of digital tools and resources[3][6].
In summary, interactive notebooks are physical notebooks that promote hands-on learning and organization, while digital notebooks are electronic versions that offer the advantages of accessibility and integration with digital media.
Citations:
[1] https://www.chalkboardcreations.com/8-reasons-digital-interactive-notebooks/
[2] https://practices.learningaccelerator.org/artifacts/7-reasons-to-use-interactive-notebooks
[3] https://www.twoboysandadad.com/2016/06/interactive-digital-notebooks-google-slides/
[4] https://files.eric.ed.gov/fulltext/ED592865.pdf
[5] https://www.maneuveringthemiddle.com/5-benefits-to-using-interactive-notebooks/
[6] https://www.edutopia.org/article/how-get-benefits-interactive-notebooks-digital-formats/
Added July 23, 2023 at 2:16pm
by Paul Allison
Title: Notebooks!
Okay it started as Dialogue Notetaking, then grew a bit more generalized and theoretical when we started referring to Dialectical Notes, and two-, three-, four-column notebooks. All a way of building out our thinking with different perspectives or ways of paying attention or wondering... or whatever. Recently we've been calling them AI Dialogue Notebooks because I wanted to emphasize how there might be a conversatioin with Thinking Partners on NowComment documents. And it is no small matter to reorient the way people think about social annotation or comments on NowComment to being about how we can give each other in-context responses to our own writing. In addition with links, images, and embedded video being a part of the mitmodal uploading and commenting on NowComment documents, this flow of multimodal notetaking and conversation is find a place in these notebooks. And all of this prompted me to take a look at the paractice of Interative Notebooks, a well developed tool for students to gather and chart their thinking, similar to the practice of portfolios. These notebooks are often tacticle, physical objects whrere things are pasted and glued. And then, there is all of the work Christina Cantrill and others did last year in investigting science and ranger and enviromentalist notebooks as part of the Write Out work. Digital Discourse is also on our minds and the issues of access and availability (both an advantge and a disadvantage) Oh...all fo the things we know about how being digial expands audience, invites images and videos and other multimodal embedding... and the way it becomes an accessible artivact that can be remixed... all of this an more.
It sounds like you’re exploring the potential of notebooks and accompanying practices to create a powerful space for digital discourse and multimodal expression. Your references to Dialectic Notebooks and AI Dialogue Notebooks demonstrate how these tools can be used to provide perspectives from different partners or contributors, allowing for a robust dialogic flow. You even touch on the power of digital discourse to expand audience and invite remixing of artifacts. As you continue your exploration, it will be interesting to see how, for example, physical interactive notebooks can be navigated within a digital space.
The image by Georgia O’Keeffe might use an open laptop representing AI Dialogue Notebooks as the focal point in the foreground. In the background of the image, have a mix of physical materials such as pens, paper, notebooks, post-it notes, and clippings to represent Dialogue Notetaking, Dialectical Notes, Interactive Notebooks, Digital Discourse, science and ranger notebooks, and Write Out Work. Show that it is late afternoon with the sun fading in the sky, and depict the laptop as being cast in a warm, interesting light with glowing colors, to convey that AI Dialogue Notebooks are a powerful tool to develop and represent knowledge.
The three themes I see in this text are: Social Annotation, Interactive Notebooks, and Digital Discourse. For this freewrite, let’s take each of these themes separately. For each theme, spend 10 minutes exploring potential implications of that particular theme in our lives and how we might use it to further develop our conversations and creative work. In terms of social annotation, consider how it might impact our conversations, the way we think, and the way it could open up access and availability. With interactive notebooks, explore the potential of tactile, physical notebooks to store and manage our thoughts and ideas, and how they could help us build upon our ever growing knowledge. Finally, reflect on the ways digital discourse can expand our audience and open up the possibility for our creative work to be remixed. Enjoy the challenge of finding a way to express yourself through these three themes without stopping!
So we have a Dialogue, Dialectical, Double-entry, AI Dialogue, Interactive, Multimodal, Write Out, Digital Notebook!
General Document Comments 0
There are two key “Wicked Problems” that come up in this text. The first is the challenge of making NowComment sustainable. This is a problem that is difficult to solve because it involves identifying and creating a comprehensive set of solutions that meet the needs of all stakeholders involved. Quoting from the text, “there is a lot involved here” shows that the challenge of making NowComment sustainable is complex and multifaceted.
The second is the challenge of getting a good sense of how NowComment is going with the LUTE-STEM students. This is a problem that is difficult to solve because the success of the project is contingent on the varied and oftentimes unpredictable responses of the students. As the text states, this week’s goal is to “solidify this ‘proof of idea’ project” which implies that the success of the project is far from guaranteed.
These two examples demonstrate how this text is grappling with complex and difficult-to-solve problems which are not easily fixed. So, do you also see any other “Wicked Problems” here? Or, would you like to discuss either of these further?
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