In other words: culture. I'm pretty sure that Engelbart would agree with the statement that someone who could order a book from a library would likely not know the best way to find a nearby water source, as the right kind of aborigine would know. Collective intelligence is a monotonically increasing store of knowledge that is maintained through social learning -- not just social learning, but teaching. Many species engage in social learning, but humans are the only primates with visible sclera -- the whites of our eyeballs -- which enables even infants to track where their teacher/parent is looking. I think this function of culture is what Engelbart would call "C work"

A Activity: 'Business as Usual'. The organization's day to day core business activity, such as customer engagement and support, product development, R&D, marketing, sales, accounting, legal, manufacturing (if any), etc. Examples: Aerospace - all the activities involved in producing a plane; Congress - passing legislation; Medicine - researching a cure for disease; Education - teaching and mentoring students; Professional Societies - advancing a field or discipline; Initiatives or Nonprofits - advancing a cause.

B Activity: Improving how we do that. Improving how A work is done, asking 'How can we do this better?' Examples: adopting a new tool(s) or technique(s) for how we go about working together, pursuing leads, conducting research, designing, planning, understanding the customer, coordinating efforts, tracking issues, managing budgets, delivering internal services. Could be an individual introducing a new technique gleaned from reading, conferences, or networking with peers, or an internal initiative tasked with improving core capability within or across various A Activities.

C Activity: Improving how we improve. Improving how B work is done, asking 'How can we improve the way we improve?' Examples: improving effectiveness of B Activity teams in how they foster relations with their A Activity customers, collaborate to identify needs and opportunities, research, innovate, and implement available solutions, incorporate input, feedback, and lessons learned, run pilot projects, etc. Could be a B Activity individual learning about new techniques for innovation teams (reading, conferences, networking), or an initiative, innovation team or improvement community engaging with B Activity and other key stakeholders to implement new/improved capability for one or more B activities.

In other words, human culture, using language, artifacts, methodology, and training, bootstrapped collective intelligence; what Engelbart proposed, then was to apply C work to culture's bootstrapping capabilities.

To me, this is the most prescient of Engelbart's future visions, and the seed for future study of culture-technology co-evolution. I talked with Engelbart about this passage over the years and we agreed that although the power of the artifacts, from RAM to CPU speed to network bandwidth, had improved by the billionfold since 1962, the "softer" parts of the formula -- the language, methodology, and training -- have not advanced so much. Certainly language, training methods and pedagogy, and collaborative strategies have evolved with the growth and spread of digital media, but are still lagging. H/LAMT interests me even more today than it did thirty years ago because Engelbart unknowingly forecast the fundamental elements of what has come to be called cultural-biological co-evolution. I gave a TED talk in 2005, calling for an interdisciplinary study of human cooperation -- and obstacles to cooperation. It seems that in recent years an interdisciplinary understanding has begun to emerge. Joseph Henrich at Harvard, for one, in his recent book, The Secret of Our Success, noted:

Drawing insights from lost European Explorers, clever chimpanzees, hunter-gatherers, cultural neuroscience, ancient bones and the human genome, Henrich shows that it’s not our general intelligence, innate brain power, or specialized mental abilities that explain our success. Instead, it’s our collective brains, which arise from a combination of our ability to learn selectively from each and our sociality. Our collective brains, which often operate outside of any individual’s conscious awareness, gradually produce increasingly complex, nuanced and subtle technological, linguistic and social products over generations.

Tracking this back into the mist of our evolutionary past, and to the remote corners of the globe, Henrich shows how this non-genetic system of cultural inheritance has long driven human genetic evolution. By producing fire, cooking, water containers, tracking know-how, plant knowledge, words, hunting strategies and projectiles, culture-driven genetic evolution expanded our brains, shaped our anatomy and physiology, and influenced our psychology, making us into the world’s only living cultural species. Only by understanding cultural evolution, can we understand human genetic evolution.

Henrich, Boyd, and RIcherson wrote, about the social fundamentals that distinguish human culture's methods of evolving collective intelligence in The Origin and Evolution of Culture:

Surely, without punishment, language, technology, individual intelligence and inventiveness, ready establishment of reciprocal arrangements, prestige systems and solutions to games of coordination, our societies would take on a distinctly different cast. Thus, a major constraint on explanations of human sociality is its systemic structure

Executive capabilities/processes compared. Latter are tied to metacognition in some learning theories. Here tacit knowledge is included in capabilities and excluded from processes (i.e. as inferior or biasing?)- if I'm reading correctly.

Learning theory.

Absolutely thrilled to see Mezirow and transformative learning theory in the spotlight. Transformative learning theory happens to be my favorite educational theory.

What are some ways we who seem to "grok" participatory connected learning (or think we do) can make this concept more accessible to colleagues who lament the failure of "sit-and-get" faculty development/PD, but don't know what to do next? I was reminded of this a few days ago in a "mixed" meeting of faculty, staff, and administrators. We all meant well, but could have done better in planning some upcoming sessions that (we hope) will become a Community of Practice. I think a way to describe participatory culture in a room full of people who don't already know Henry Jenkins and Mimi Ito would help.

Knowing how to navigate the internet is very different than understanding the internet and internet uses. Understanding how to use the internet is essential to communication, sharing, and learning on the internet.

This explains my personal experience here: https://hyp.is/EIfMfivUEem7SFcAiWxUpA/epic.org/privacy/global_entry/default.html (Why someone who had Global Entry was flagged for a police incident before he applied for Global Entry).

Intelligence checks is very concerning here as it suggests pretty much what has already been leaked, that the US is running complex autonomous screening of all of this data all the time. This also opens up the possibility for discriminatory algorithms since most of these are probably rooted in machine learning techniques and the criminal justice system in the US today tends to be fairly biased towards certain groups of people to begin with.

This re-affirms the previous annotation that the set of training data for the intelligence checks the US runs on global entry data is biased towards certain groups of people.

good summary

Absolutely. I've also been thinking about this in terms of "learning out loud" openly online.

The ProfHacker article by Maha Bali and Steve Greenlaw explores this more concretely. Active learning for inclusion needs to be scaffolded in such a way that it does not reinforce the privilege of dominant cultures and personalities.

This paragraph mentions that employers are offering more training online, so having online course experience will benefit students once they enter the job market, What are some other potential benefits of students learning online?

The continuity between these new modular features and the rest of the DAW’s workflow probably has unexpected consequences. Before getting information about BWS3, one might have thought that the “Native Modular System” promised since the first version might still be an add-on. What the marketing copy around this “killer feature” makes clear, it’s the result of a very deliberate process from the start and it’ll make for a qualitatively different workflow.

Service-learning approaches - real-life application of skills gained in class to make society better.

In my opinion this is what education is all about child centered learning

MOOC for your learning pleasure.

Evokes LPP

从此paper了解到了叫 Active learning 的有趣概念，这似乎和自己设计的连续参数训练数据采样池很接近。。。。

这篇文章的主要工作是给出了一个在图像分类中关于训练样本重要性的研究，对于样本的重要度采用基于梯度的方法进行度量。文章的结论可能表明在深度学习中主动学习或许并不总是有效的。

I've been recently returning to descriptive processes and "looking" at student work (a la Carini) just to keep abreast of what youth are doing and creating today. It's always changing and I think we can support this honoring and respecting by spending time learning from the work itself. I also think it opens up the ideas that would support educators in creating the opportunities for students to write in multiple ways, for multiple purposes, etc.

Christina Puntel's piece on Looking with the Heart is one of my favorites that I return to/share time and time again: https://thecurrent.educatorinnovator.org/resource/looking-with-the-heart-celebrating-the-human-in-the-digital

作者提出了一种新的Alrao优化算法，让网络中每个 unit 或 feature 都各自从不同级别的随机分布中采样获得其自己的学习率。该算法没有额外计算损耗，可以更快速达到理想 lr 下的SGD性能，用来测试 DL 模型很棒！

这是一篇谈论泛化error和Transfer L.的理论 paper. 虽实验细节还没看懂, 但结论很意义:新提出一个解析的理论方法,发现网络最首要先学到并依赖的是tast structure(通过early-stoping)而不是网络size!这也就解释了为啥随机data比real data更容易被学习,似乎存在更好的non-GD优化策略.

关于 SNR 也有迁移实验，说可以从高 SNR 迁移到低 SNR。。。

不仅综述了迁移学习的现状，也对其进行了分类。同时，还给出了“深度迁移”的概念，强调了待迁移的两个学习任务之间的非线性关系。其实这也很自然，我们本来对线性的“相似”学习任务迁移就兴趣一般，也没多大研究意义。。。。

这是一个比较初步的简单实验。

图像结论其实并不意外：数据量越多当然表现越好；迁移学习在极小量数据上表现良好；Prototypical 模型可能因结构的特异性会表现出一定程度上的优势；数据量越小，过拟合问题越严重。。。

100% agree

nice tagline for masterclass

Cool question that could be turned into an USP

87% of users say that YouTube is an important outlet for informal learning (51% say it is very important).

So then we know that most people will use supervised learning that requires less computational power and knowledge.

specialization

From the revelations in How Learning Works (p. 79) that value and expectancies drive motivation and how these interact derives from the learning environment, I see that in this situation, we need to build a positive learning environment more via the third and fourth factors listed above (Encouraging learners to learn from each other and acknowledging confusion). Setting learning goals that show the relevance of the coding skills to the learners' future professional existence and our own enthusiasm for the coding, will help us create value and design assessments and activities that are in alignment with the goals. Thus, learners' expectations can be enhanced.

Do active learning pedagogical approaches contribute to this decline in interest/legitimacy?

Key take-away from this research is that a positive outlook from the trainees on the training helps students learn new technology.

This article takes a different perspective on technological integration, showing that sometimes technology, when used improperly, can set a class backwards.Examples in the article clearly show that effective use of technology is extremely important, otherwise the technology may cause more problems than it offers solutions.

Rating: 9/10

This article takes the perspective that education should not necessarily be solely focused on educational experiences, as we tend to do. Rather, technology should also have a focus in supporting non-academic areas and using data to drive instruction.

Rating: 7/10

This research takes an interesting look into the role gender plays in self-efficacy in technology. The research finds that self-efficacy in technology was primarily effected by gender and gender roles, not specifically by biological sex.

Rating: 10/10

This article goes into detail about MOOCs (Massive Open Online Courses) and compares the effectiveness and delivery styles of several different categories of MOOC course formats.

Rating: 8/10

Several problems and barriers to technological integration are often included in the discussion about using technology in higher education, however it is less common that solutions are presented. This article proposes solutions for transforming educational technology through personalized experiences and collaboration.

Rating: 8/10

This article details several ways in which technology can impact higher education, such as being able to quickly calculate grades, collaborate with staff and students, and collect and analyze data.

Rating: 7/10

This article suggests that perhaps keeping updated and informed on technology can prevent the shut-down and closure of specific degrees and the departments they come from. Technology is constantly changing, and it is expected that institutions will change with it. Rating: 7/10

This page describes several theories for supporting students in academic advising with technology. There are interesting statistics on the tools most commonly used to promote online advising, with desktop computers ranking in number one and video-conferencing and social media falling near the bottom.

Rating: 9/10

This is an interesting article to discover the history of adult learning technology in a hybrid setting. The study included both face-to-face and online meetings/assignments.

This article discusses the use of Computer-assisted Language Learning (CALL) technologies to teach English. Each stage of learning aligns with a level of computer technology. There are also many barriers that impede the process of integrating the CALL into the classroom, which include financial, access to hardware and software, teacher training, technical knowledge, and acceptance of technology.

RATING: 8/10

This article explores how learning styles and computer skills impact student online learning. Further consideration is also given to course format and participants who were first time online learners. This is a complex study that investigates possible skills and abilities of first time online students. It would be interesting to conduct the same study, ten years latter to see if the changes in technology has improved the learners' computer skills and therefore the results of the study.

RATING: 7/10

This article discussing using the flipped classroom using accessible technology and expand learning activities. The authors point out that the use of technology must be based on training provided to teachers to implement the technology in the classroom.

RATING: 8/10

ESL perspectives,

The article focuses on adult learning in the medical profession. It is a different perspective than a traditional subject and shows how much education effects all the student comes in contact with in their career.

8/10

Creating a conducive adult learning environment is an article directed to training nurses in a clinical setting, but it can also be applied to any other learning environment. It identifies the responsibilities of the preceptor (instructor) and the preceptee (learner) and the best means for parceling out duties to the learners.<br> The recommended process of assigning tasks to start with a single task and have the learner participate in parts of the medical procedure until the complete task has been practiced. The concept of repetition is also identified as an important tool for learning a given task. The task of correcting or counseling a student is also discussed. These principles are applicable to all learning situations and can be adapted to fit the specific area of training.

RATING: 10/10

This article discusses ways to help adults in distance learning environments. The panelists are university workers sharing how they address the issues.

This article is about a study performed on both students and teachers about the adult learning environment and the pro and cons. They call it a "double edge sword" because there are different positives and drawbacks.

This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This article stuck me immediately as a former K-12 teacher who now works in higher education. Andragogy and Pedagogy are both extremely similar and unalike in many ways. It is important to understand technological styles in pedagogy, as this article demonstrates, in order to effectively apply similar principles in the higher education setting.

Rating: 8/10

When examining the pedagogy of learning, teacher and student centered approaches, there is additional evidence supporting a model moving more towards technology-based learning. This articles considers the question of technology in the classroom and its' advantages/disadvantages.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This site includes five highly effective technological resources that instructors can use in their higher ed classrooms. What is especially useful about this site is that it includes a rationale for all the proposed technologies, ensuring that the technology is not just including in lesson planning for technology's sake.

Rating: 10/10

This article was a long, but interesting read in taking a constructivist approach to technological integration. This theory is often applied in K-12 classrooms but is equally as important and useful to adult learners.

We often talk about avoiding the use of technology for technology's sake and ensuring here is relevance in the integration. This site lays out specific characteristics of effective technologies in the classroom.

Rating: 9/10

This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.

Rating: 7/10

This article focuses on the importance of using technological integration in the classroom correctly and effectively. Barriers to effectiveness, as the article states, are often linked to lack of rational, vision, or necessity for including technology in instruction.

Rating: 8/10

This is scholarly article that shares research findings in questions such as, to what extent is there a relationship between faculty's comfortableness with technology and perception of technology integration and student success? The data is very interesting, including the fact that students in the sample reported being most proficient with a printer and least proficient with a smarboard. This definitely indicates a shift in what technological knowledge a professor will need verses their students.

Rating: 9/10

The page has a template, activities, and resources instructors can use to help create professional development courses. Rating: 4/5

This web page gives trainers and trainees an outline of what make a good learning experience. It also has a template for individual development and examples of self assessment. Rating: 4/5

Teachers often attend professional development that does not pertain to them and what they do. This article looks into various adult learning theories that can be implemented to make professional development more meaningful for the teachers. These learning theories are action learning, experiential learning, project based learning, and self-directed learning. The article recommends blending the different adult learning theories to create a professional development teachers will find relevant to them. The article also states leadership helps direct the relevance of the professional development. Different leadership styles are highlighted and how it helps improve professional development. Rating: 5/5

This article looks at several adult learning theories. The theories are: age and stage, cognitive development, and functional, Age and stage theory sates that a learner's age and stage of development plays a part in they way they learn. Cognitive development is when learning goes from concrete to more abstract and learning is intrinsic. Functional theory is when learning problem centered and self directed. Rating: 5/5

In addition to discussing Knowles Andragogy learning theory this article also looks into two other adult learning theories: experiential and transformational. For learning to be successful in adults instructional designers need to "tap into prior experiences," "create a-ha moments," and "create meaning" by connecting to reality. Rating: 5/5

In this case study the instructional designers used a contextualized model of active learning to provide professional learning to teachers in urban alternative high schools. The teachers were given reading assignments, activities that were relevant and engaging to them, and time to reflect at the end of the session. The participants enjoyed the "learner-centered" model of professional development and found it effective and worth to their learning. Rating: 4/5

This article looks into the different ways technology can be incorporated into adult learning. These methods include technology as curriculum, technology as delivery mechanism, technology as complement to instruction, and technology as an instructional tool. The benefits and limitations of each method is also discussed. Rating: 4/5

This site gives a thorough overview into the integration of technology in the classroom. The most helpful element it includes is a list of limitations to consider within this integration. The downside is you will have to "dig" a little through the article to find the solutions to these problems, as they are not immediately obvious. Rating: 8/10

This article highlights how the constructive teaching model can be used to incorporate technology in learning. To do this learning has to be meaningful to the students and should allow for student discourse to compare ideas and modify if necessary. Rating: 4/5

This article documents how Ohio State University trains new elementary and middle school teachers to incorporate technology into their lessons. It highlights that technology integration is a tool not a theory or education. It also states that technology integration should be used to enhance the students' learning instead of forcing it into the curriculum. Rating: 5/5

This article gives us seven tips on how to create a successful learning environment for adults. The takeaway from this article is that adults understand who they are. They are intrinsically motivated and want their learning to be purposeful. Ratings: 4/5

This article discusses the main points of Malcolm Knowles main ideas of adult learning. It also mentions the different styles of learning. Additionally. the ADDIE instructional model is described. I properly constructed the ADDIE model helps merge and implement the different learning styles and needs of the adult learner. Ratings: 3/5

This site is interesting in that it is actually a collection of resources meant to assist in a state program called TEAL (Teaching Excellence in Adult Literacy). This resource in particular lists the theories of adult learning in a concise, easy-to-understand method.

Rating: 9/10

I really liked this idea and I have already applied it to my upcoming online lesson plan for an online course.

This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This case study explores perceptions of instructors vs. end-users with web-based training. It examines various technologies and techniques.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Prezi is a productivity platform that allows for creation, organization, collaboration of presentations. It can be used with either mobile or desktop. Prezi integrates with slack and salesforce. RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

EDUTECH wiki is a site that contains a variety of links to lists to hep educators with web 2.0 applications improving productivity Caution: some of the links are not active!

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Yammer is Web 2.0 software which integrates with Microsoft 360 and allows users to communicate together and across the organization. It essentially functions as social networking software for corporations with the ability to collaborate on projects, maintain task lists, store files, documents and pictures all within a private enterprise network. In addition Yammer allows for the sharing of feedback and the management of group projects. Yammer is freemium software with a variety of custom add-ons. Licenses are currently issued for all learner participants and at this time no custom add-ons are necessary.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

REDIRECT to this URL Tranformation for adults

This study explores transformative learning theory (TLT) for adults in the Internet-base learning environment and questions the need for students to be self-directed. The study also includes the Constructivist Internet-based Learning Environment Scale (CILES). The Self-directed Learning Readiness Scale(SDLRS) as modified by Chang (2006) was used to meet the cultural needs of the participants. In conclusion, the results have a high reliability factor and add quantitative research to previous qualitative studies.<br> Further discussion is suggested regarding the technical and emancipatory learning interests on adult online learners.

RATING: 8/10

This study reviewed the education of absolute illiterates globally. It was based on the creation of game-based learning (GBL) which provides a user-friendly learning platform with little cost and little intimidation for the learner. The research also identified 60% of the world's illiterate population residing in rural areas with little access to computers and educational centers. The GBL environments created real world environments that allow learners to practice real-life scenarios in familiar surroundings using 3-D technology. The study also adapted a English language program to meet the needs of various languages. The context of the game is a farmer and a wife then acquire items and count them in their native language. The numbers used in counting are spoken and the game produces the correlating number so the learner becomes familiar with the written form of the letter. In conclusion, the participants identified that the mobile learning was more beneficial than PC applications due to unreliable electrical service at home. The mobile system was also available on demand.and applied to participants real-life usage.

RATING: 10/10

Adult learning disabilities

Older adult preferences.is a dissertation preview that introduces the dissertation on preference of older adults to attend in person classes weekly for four to six hours.

The information gleaned from this study is significant for learning designers and course structure. The study also investigated the time and location of the study, and the class make up. This information also warrants further investigation when designing courses for these adults and the success of the program. The dissertation is of value to those who are specifically involved in designing programs for older adults.

RATING: 8/10

Spacing effect. of training explores the retention of learning over short and long intervals of learning, particularly in hybrid and distance learning.<br> The study was based on prior studies regarding training and retention and integrated data from the learning management system used by the participants. The study resulted in finding that smaller , more frequent learning over time appears to be more effective than the traditional presentation of mass learning. The study also concluded that much of the time participants spent in learning pertained to language acquisition of foreign language learners and/or new vocabulary.<br> It is also noted that the participants were engaged in learning to support workplace goals, which leads to highly motivated participants.

RATING 10/10

Difficult dialogues. Although this is only the preview of the dissertation, the discussion of the role of educators in preparing students to participate in the global marketplace requires understanding of how all individuals interact with divers cultural and social environments. Often discussing important topics and differing perspectives can alleviate fear and misunderstanding. It also serves as a springboard for further investigation.

The author identified the definitions used to conduct the research and the questions and methods employed in the study.

The comments that society is becoming increasingly complex and that good communication is necessary to interact with understanding truly impacts educators and students alike.

what about schools like University of Michigan who are offering LinkedIn Learning to all alumni?

Andragogy US/Iraqi Dialog

Learning Center

This article reviews effective teaching characteristics and effective teaching methods and strategies to engage adult learners. The piece goes further in exploring five specific teaching methods to support adult learning: self-directed, active, experiential, collaborative, and narrative.

9/10

Using Wiki

Contrasting Slack with the LMS - cites the LMS as the teacher-centered model while slack supports an active learning environment (5/5)

In this article, drivers that increase and improve online learning success in adults are explored. State by state data along with federal stats contribute to the conclusions presented.

Roughly 13% of all undergraduates are full-time online students and between 2012 and 2017 online students grew y 11 percent, about 2.25 million. The article presents a map showing state by state stats and the information provided can assist in growing individual school needs.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Excellent article offering 25 important apps to help University students and digital learning.The best part is that they are all free (so easily fits into a students' budget.

From note taking to keeping track of grades, this list of the best apps will help improve classroom success and student engagement.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This article presents a variety of new tools and apps that will enhance the digital classroom experience. Some of the new tools mentioned are Socrative, Scratch, Prezi, Google classroom and more!

Excellent list to get your digital room started!

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)