@cooper PopOS is always on at least one computer, mainly because it means I can install CUDA and data science nonsense without hassle (well... minimal hassle). But for beginners it is great. Things just work. It's what I recommend to students most often.

For beginners with a more AV or music recording use case, Ubuntu Studio is really great. With KDE in there now it's quite slick for doing pretty much anything. So that's always on at least one computer hooked up to midi or audio.

ajr :thinkpad_tp: boosted

Playing with a CLI :terminal: browser with w3m 😁 Loaded up the Debian :debian: Wiki and it works! 😎

@vald_es if markdown is your thing, then hedgedoc is great as a google docs replacement (at least for the collaborative docs part) hedgedoc.org

I looked at advanced internet searching with my undergrad students using kit.exposingtheinvisible.org/e

They were really scared by the "Safety first" warnings on that page. I'm trying to figure out if it's because they don't tend to think this way about the internet -- namely that they can be tracked while typing in search terms -- or whether there's actually something scary about advanced searching and what you might find that way.

... or whether it's just the word "dorking"

@kzimmermann
usually this is where I start popping keys off if possible. Too much?

mostly for typewriter de-dusting but works on keyboards: Dental floss brushes can also loosen things up if the air isn't getting that nice crusted dust. (q-tips can work too depending on ability to squish them in there)

@VikingKong
For various reasons I'm currently using both namecheap and gandi. I can recommend both. Depending on the domain extension you may pay a little bit more for gandi but they do offer you a bit more if you like their webmail and all that stuff. The advice about second year renewals is key for all of these. That's where they get you.

ajr :thinkpad_tp: boosted

This is magic, I'm astonished ...

#Browsh a fully-modern text-based browser. It renders anything that a modern browser can; #HTML5 , #CSS3 , #JS, video and even #WebGL .

Wouldn't use it in a daily basis though, at least not over more traditional options like w3m and lynx but still, it's a technical achievement I can't recommend more

brow.sh/

#internet #browser #terminal #commandline #w3m #lynx #firefox #html

ajr :thinkpad_tp: boosted
Proctorio, a student surveillance system company, is trying to sue Ian Linkletter, a member of the Faculty of Education at The University of British Columbia (UBC), into silence for criticising them.

https://docs.google.com/document/d/1ZphKRq3h9-azYlynahKgAQ25oEwS5nnh1FaZhaiA484/edit

#Proctorio #Academia
ajr :thinkpad_tp: boosted

@ajr FYI - At OERu were implementing a distributed FOSS ecosystem as our learning "platform" You can find more info here: oerfoundation.org/initiatives/

@zig@functional.cafe
No worries. This is all an area where I am utterly amateur and want to know more, both pros and cons. I suppose I should have framed the question better in those terms, as you did, about the potential advantages and disadvantages.

that feature of control and portability (and reuse) is important to me. I'm not sure whether it is a clue added for most students and other teachers(though I think it should be).

@cstanhope

Interesting.

And it needs to be said that the powerful in universities/schools are not necessarily the teachers.
It's a chain. Someone (admin for faculty, faculty for students) makes privacy choices that others can't opt-out of.

Facebook (or twitter nowadays) in the classroom is an interesting case; I've heard instructors say "well everyone is on there already" or even that people *should* be on the platform. I find those ideas problematic to say the least.

@ubuntustudio

Pretty much everything.

But especially video and audio editing for teaching. Recording and spicing up lectures. OBS Studio into the zoom zoom (not my choice for video chat program, but there it is).

And also everything else: writing, coding, web, drawing, recording music.

ajr :thinkpad_tp: boosted

@mplammers @kambing

this sort of surveillance edtech is a blight. I talked a few of my professorial peers out of using this stuff but unfortunately the university is pushing it relentlessly. I suspect it is similar elsewhere in the US. The problem is that many faculty don't know just how invasive this stuff is. (and of course there are always unsympathetic profs.) But I think it really is the case that these programs are presented to professors as a magic pill encouraged by the university.

ajr :thinkpad_tp: boosted

- turn public institutions that provide essential services into private businesses, because efficiency or something
- everyone: oh no their priority is now to be profitable to shareholders, instead of their original essential services
- the institution: help us, we provide essential services and this crisis is hard on us
- the government: you’re a business now, not a public institution, can’t give you free money
- the workers: sacked

@artyr3 I've come back around to something like that too after many years distracted by all the other options.

ranger+vim+git and then a folder elsewhere for all the pics/pdfs/etc.

I've thrown zettlr and obsidian (obsidian.md/) into the mix recently so I can have some linking features there when I want them (the graph visualization in obsidian is quite nice, though not yet as useful as I was expecting.) They seem to do minimal violence to the existing files.

@zig@functional.cafe
I agree. Ethical reasons alone aren't enough, even for folks who push for such things within higher ed.

Related cause for my original query: I've been working on an undergraduate course on digital literacy and data literacy.
It's striking to me how casually most students give away their data. In some cases it's because they don't realize what they're sharing but most of the time they don't particularly care. They just say well that's the way things are.

@zig@functional.cafe My initial interest was about data privacy and giving students and teachers control of their own data.

But also thinking about how to teach digital literacy and how to get students to think critically about (but also develop, contribute to, or even resist) the edtech tools they are required to use.

@mayel reminds me that peer to peer learning is important here too.

there could be more: reduce dependence on big edtech / surveillance edtech, accountability, cost?

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