- Mar 2021
-
github.com github.com
-
Should it only contain link* calls?
-
When should I use link, vs dir, vs. tree?
-
but I still have no idea if I'm writing this new file correctly.
-
-
css-tricks.com css-tricks.com
-
Positively indicate valid input values Let users know a field has been entered correctly. The browser can give us this information through the :valid CSS selector:
-
-
bilge.world bilge.world
-
See this post's corresponding GitHub Issue for related media, aggregated links, and other minutia.
It didn't occur to me until just this moment that GitHub might also make for the ideal commenting integration. And the... second-most ideal annotation integration, naturally.
Basically, leave comments there!
Tags
Annotators
URL
-
- Feb 2021
-
github.com github.com
-
Here's the last issue where source maps were discussed before the beta release.
-
-
github.com github.com
-
Any idea @AaronLasseigne if this is mergeable?
-
-
web.hypothes.is web.hypothes.is
-
and let us know how you are putting Hypothesis Help to good use
-
-
oer.pressbooks.pub oer.pressbooks.pub
-
It is important to acknowledge that education is essentially a political activity.
Re-reading this week's chapter, I keep getting hung-up on this line. While I agree that education is affected by political views, I don't know that it is necessarily appropriate to state that education is a political activity. By design (or perhaps, by hope), education should be decidedly non-political. The reality of education, perhaps, is very politically driven, but something about the wording of calling education itself a political activity doesn't feel truly accurate.
-
-
-
Unfollow, στο τεύχος 14
Δεν δουλευουν τα λινκσ στο unfollow!
-
- Jan 2021
-
delahera.medium.com delahera.medium.com
-
Apparently this will be fixed in Firefox 69.
Yeap, it works just fine for public URLs!
-
-
chrome.google.com chrome.google.com
-
Outdated (last updated 2014)
-
-
www.digitalocean.com www.digitalocean.com
-
While this tutorial has content that we believe is of great benefit to our community, we have not yet tested or edited it to ensure you have an error-free learning experience. It's on our list, and we're working on it! You can help us out by using the "report an issue" button at the bottom of the tutorial.
-
- Dec 2020
-
github.com github.com
-
Can this be merged please, this fixes a problem I have
-
-
github.com github.com
-
please feel free to open an issue here on GitHub with questions/comments/improvements/etc
-
Discuss this post on the web:
-
These are valid comments. I think it is worth noting that svelte didn’t choose a non-javascript method for fun or because we think we should redesign the language. The additional constructs, for the most part, are there to allow svelte to more clearly work out exactly what is going on in the code in order to optimise. In short svelte needs a certain amount of information to do what it does and pure javascript is often difficult to analyse in this way. But I appreciate your concerns and comments and we try to take all feedback on board where we can. So thank you!
-
-
andrewspittle.com andrewspittle.com
-
hacks.mozilla.org hacks.mozilla.org
-
The exact form of the platform is yet to be finalized, and we want to involve you, the community, in helping to provide ideas and test the new contribution workflow!
-
Better community building: At the moment, MDN content edits are published instantly, and then reverted if they are not suitable. This is really bad for community relations. With a PR model, we can review edits and provide feedback, actually having conversations with contributors, building relationships with them, and helping them learn.
Tags
- reverting a previous decision/change/commit
- community building
- online community
- helping others
- wiki model
- opportunity to improve/fix something
- opportunity
- open source community
- pull request workflow
- community (for a project or product)
- receiving feedback
- reverting: creates negative experience
- relationship (people)
- soliciting feedback
- encouraging feedback
- have discussion/feedback/debate in public (transparency
- helping others to learn
- community relations
Annotators
URL
-
- Nov 2020
-
cryptocurrencyresearch.org cryptocurrencyresearch.org
-
indipendently
typo pointed out by David Butler (https://github.com/nimisis)
-
-
github.com github.com
-
I open this issue to announce that i'm actively working on a rewrite of this library to accomplish these goals:
-
-
hackernoon.com hackernoon.com
-
It is hard to appreciate how important really fast (and reliable) hot reload can be during development, unless you have experienced it yourself. Developers report that it changes the way they create their apps, describing it as being like painting their app to life.
-
-
www.teachthought.com www.teachthought.com
-
In fact, it’s at the core of the learning process and how the human brain learns.
-
In everyday life, feedback loops for each of us occur naturally–usually in the form, ‘When I do X, Y happens.’ That’s a kind of feedback loop in the learning process.
-
A feedback loop in learning is a cause-effect sequence where data (often in the form of an ‘event’) is responded to based on recognition of an outcome and that data is used to inform future decisions in similar or analogous situations.
-
-
opinionatedgamers.com opinionatedgamers.com
-
What vaults this well past SNCF for me (setup time aside), is the limited company choice; it prevents a feedback loop of sorts where a game devolves into running each company in the ground.
-
-
fortelabs.com fortelabs.com
-
Second, you have more frequent opportunities to get feedback. Instead of spending weeks hammering away in isolation, only to discover that you made some mistaken assumptions, you can get feedback at each intermediate stage. You become more adaptable and more accountable, because you are performing your work in public.
Intermediate Packets give you more opportunities to get feedback
-
-
github.com github.com
-
If you have further thoughts here, please participate in the discussion on the issue tracker: #256.
Tags
Annotators
URL
-
-
github.com github.com
-
In Rust, we use the "No New Rationale" rule, which says that the decision to merge (or not merge) an RFC is based only on rationale that was presented and debated in public. This avoids accidents where the community feels blindsided by a decision.
-
I'd like to go with an RFC-based governance model (similar to Rust, Ember or Swift) that looks something like this: new features go through a public RFC that describes the motivation for the change, a detailed implementation description, a description on how to document or teach the change (for kpm, that would roughly be focused around how it affected the usual workflows), any drawbacks or alternatives, and any open questions that should be addressed before merging. the change is discussed until all of the relevant arguments have been debated and the arguments are starting to become repetitive (they "reach a steady state") the RFC goes into "final comment period", allowing people who weren't paying close attention to every proposal to have a chance to weigh in with new arguments. assuming no new arguments are presented, the RFC is merged by consensus of the core team and the feature is implemented. All changes, regardless of their source, go through this process, giving active community members who aren't on the core team an opportunity to participate directly in the future direction of the project. (both because of proposals they submit and ones from the core team that they contribute to)
Tags
- have discussion/feedback/debate in public (transparency)
- open-source projects: allowing community (who are not on core team) to influence/affect/steer the direction of the project
- soliciting feedback
- attracting contributors
- allowing sufficient time for discussion/feedback/debate before a final decision is made
- welcoming feedback
- feeling blindsided
- change proposal workflow: RFCs
- build concensus
Annotators
URL
-
-
madewithsvelte.com madewithsvelte.com
-
Please don’t be shy to submit your project if you’re just starting out!
Tags
Annotators
URL
-
-
-
I am new to the ecosystem and really looking forward to feedback
-
- Oct 2020
-
link.springer.com link.springer.com
-
The authors noted that instructive or process feedback types were rarely observed in the instructors’ messages to students.
Why?
- time-consuming
- the sense-making of students' learning
- the ways to provide formative feedback
- the sense-making of feedback by students What kind of feedback would be most useful to students? How can we make sure that students interpret the feedback correctly?
-
-
-
When giving negative feedback, teachers can use the positive sandwich approach—starting and ending with a positive comment
Compare and contrast to what Claude Steele calls the "Tom Ostrom strategy" - framing feedback in terms of "I have high standards; here is my feedback; I believe you can reach my high standards by taking this feedback."
-
-
covid-19.iza.org covid-19.iza.org
-
IZA – Institute of Labor Economics. ‘COVID-19 and the Labor Market’. Accessed 6 October 2020. https://covid-19.iza.org/publications/dp13664/.
-
-
www.cos.io www.cos.io
-
PREreview, Daniela Saderi, Ph D. , Co-Founder and Director of. ‘Crowdsourcing Preprint Reviews: PREreview and COS Call for Feedback on Infrastructure Integration’. Accessed 2 October 2020. https://www.cos.io/blog/prereview-and-cos-call-for-feedback-on-infrastructure-integration.
-
-
-
But maybe this PR should still be merged until he finds time for that?
-
Sorry this sat for so long!
Tags
- iterative process
- waiting for maintainers to review / merge pull request / give feedback
- big change/rewrite vs. continuous improvements / smaller refactorings
- not a blocker (issue dependency)
- pull request stalled
- open-source software: progress seems slow
- don't let big plans/goals get in the way of integrating/releasing smaller changes/improvements
Annotators
URL
-
-
stackoverflow.blog stackoverflow.blog
-
There is this black hole syndrome where you spend hours working on something and get no feedback.
-
- Sep 2020
-
github.com github.com
-
It's really useful if your PR references an issue where it is discussed ahead of time. In many cases, features are absent for a reason. For large changes, please create an RFC: https://github.com/sveltejs/rfcs
-
-
elemental.medium.com elemental.medium.com
-
Austin S. (2020) This Lawyer Ran Errands for His High-Risk Wife. Then an Epidemiologist Rated His Every Move.https://elemental.medium.com/this-lawyer-ran-errands-for-his-high-risk-wife-then-an-epidemiologist-rated-his-every-move-f9a926ad96ec
-
-
codechips.me codechips.me
-
I like bundlers. Correction, I like fast bundlers. Bundlers that help me tighten the feedback loop and help me focus on the code. Not bundlers that make me doze off, waiting for the recompilation to finish, while my CPU fan sounds like an old hair dryer.
-
-
journals.sagepub.com journals.sagepub.com
-
The present study demonstrated that there are differences between the quantity and quality of handwritten and electronic feedback
The takeaway messages are the first with experimental evidence for the benefits of electronic feedback for coursework, electronic feedback is an adequate way to provide feedback, and the courses in COVID-19 will be an example of whether electronic feedback is adequate for strong academic performance.
-
Course and Students
This study has a robust sample size that will be adequate for the statistical analyses. The experimental design is clear, with the manipulation of the independent variable as the grading format as handwritten or electronic.
-
-
epjdatascience.springeropen.com epjdatascience.springeropen.com
-
Adelani, D. I., Kobayashi, R., Weber, I., & Grabowicz, P. A. (2020). Estimating community feedback effect on topic choice in social media with predictive modeling. EPJ Data Science, 9(1), 1–23. https://doi.org/10.1140/epjds/s13688-020-00243-w
-
- Aug 2020
-
www.sciencedirect.com www.sciencedirect.com
-
Naikoba, S., & Hayward, A. (2001). The effectiveness of interventions aimed at increasing handwashing in healthcare workers—A systematic review. Journal of Hospital Infection, 47(3), 173–180. https://doi.org/10.1053/jhin.2000.0882
-
-
psyarxiv.com psyarxiv.com
-
Moshontz, Hannah, Grace Elizabeth Binion, Benjamin T. Brown, and Haley Walton. ‘A Guide to Self-Archiving Preprints’. Preprint. PsyArXiv, 21 August 2020. https://doi.org/10.31234/osf.io/dp4x9.
-
-
meta.stackexchange.com meta.stackexchange.com
-
FWIW, I would have raised it earlier if I thought it would have made a difference.
This is different from apathy; it's more like powerlessness.
-
-
www.fastcompany.com www.fastcompany.com
-
Taraborelli, D., Taraborelli, D., & Taraborelli, D. (2020, August 5). How the COVID-19 crisis has prompted a revolution in scientific publishing. Fast Company. https://www.fastcompany.com/90537072/how-the-covid-19-crisis-has-prompted-a-revolution-in-scientific-publishing
-
-
www.theguardian.com www.theguardian.com
-
This means that while groups can generate high levels of solidarity, which can in principle be put to powerful political effect, it also becomes harder to express disagreement within the group. If, for example, an outspoken and popular member of a neighbourhood WhatsApp group begins to circulate misinformation about health risks, the general urge to maintain solidarity means that their messages are likely to be met with approval and thanks. When a claim or piece of content shows up in a group, there may be many members who view it as dubious; the question is whether they have the confidence to say as much. Meanwhile, the less sceptical can simply forward it on. It’s not hard, then, to understand why WhatsApp is a powerful distributor of “fake news” and conspiracy theories.
Instead of positive feedback like this, is there a way to create negative feedback loops in these social media apps?
-
-
unix.meta.stackexchange.com unix.meta.stackexchange.com
-
I honestly don't know what you find unclear about this question. I think you initially misread. I edited out your title change because it wasn't what I'd intended and it misled others. I edited in two more sections to clarify. The last section makes it as clear as I can: A single question provokes 1 of 3 responses (not necessarily answers). To chose between them I need to understand acceptable scope of both question and answers. Yes this topic is a muddy one, that's why I'm asking! I want others to help me clarify the unclear!
-
- Jul 2020
-
translationproject.org translationproject.org
-
Your comments are welcome.
-
-
osf.io osf.io
-
Mikolai, J., Keenan, K., & Kulu, H. (2020). Household level health and socio-economic vulnerabilities and the COVID-19 crisis: An analysis from the UK [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/4wtz8
-
-
evilmartians.com evilmartians.com
-
But even that “minute” affects my feedback loop (see Justin Searls talk) and wastes my time.
-
-
twitter.com twitter.com
-
Dan Quintana on Twitter: “Tomorrow at 1pm CEST I’ll be doing a virtual talk for the Rotterdam R.I.O.T. Science Club (@rdam_riots) on using Twitter for science 🧬 I’ll be covering both the why and the how + I’ll be leaving plenty of time for a Q&A session. Watch here: https://t.co/nXHry9Inyi https://t.co/T6u7lvgAhO” / Twitter. (n.d.). Twitter. Retrieved June 17, 2020, from https://twitter.com/dsquintana/status/1264623289814659072
-
-
osf.io osf.io
-
Haven, T. L., Errington, T. M., Gleditsch, K., van Grootel, L., Jacobs, A. M., Kern, F., Piñeiro, R., Rosenblatt, F., & Mokkink, L. (2020). Preregistering Qualitative Research: A Delphi Study [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/pz9jr
-
-
www.youtube.com www.youtube.comYouTube1
-
Dr Daniel Quintana | Using Twitter for Science | R.I.O.T. Science Club—YouTube. (2020, May 26). https://www.youtube.com/watch?v=pA5Y4cO934I
-
- Jun 2020
-
podcastnotes.org podcastnotes.org
-
Just as journalists should be able to write about anything they want, comedians should be able to do the same and tell jokes about anything they please
where's the line though? every output generates a feedback loop with the hivemind, turning into input to ourselves with our cracking, overwhelmed, filters
it's unrealistic to wish everyone to see jokes are jokes, to rely on journalists to generate unbiased facts, and politicians as self serving leeches, err that's my bias speaking
-
-
numinous.productions numinous.productions
-
Note that we are not making the common argument that making new tools can lead to new subject matter insights for the toolmaker, and vice versa. This is correct, but is much weaker than what we are saying. Rather: making new tools can lead to new subject matter insights for humanity as a whole (i.e., significant original research insights), and vice versa, and this would ideally be a rapidly-turning loop to develop the most transformative tools.
Tags
Annotators
URL
-
-
www.indiehackers.com www.indiehackers.com
-
Most people think you build the product then you market it. Thinking in loops means you build the marketing into the product. The product doesn't precede the marketing. The product is the marketing.
By thinking in loops Harry Dry refers to a way of thinking about your acquisition strategy as being part of your product.
This reminds me of Brian Balfour's idea of product-channel fit and how stresses that the product gets shaped by its acquisition channel.
-
-
psyarxiv.com psyarxiv.com
-
Moore, D. A., & Schatz, D. (2020). Overprecision increases subsequent surprise [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/wfcbv
-
- May 2020
-
docs.gitlab.com docs.gitlab.com
-
Future keyword improvements are being discussed in our epic for improving rules, where anyone can add suggestions or requests.
Tags
Annotators
URL
-
-
docs.docker.com docs.docker.com
-
Edit this page Request docs changes
-
-
iubenda.typeform.com iubenda.typeform.com
-
qph.fs.quoracdn.net qph.fs.quoracdn.net
-
-
about.gitlab.com about.gitlab.com
-
docs.gitlab.com docs.gitlab.com
-
Help & feedback Docs Edit this page to fix an error or add an improvement in a merge request Create an issue to suggest an improvement to this doc Show and post comments to review and give feedback on this doc
-
-
psyarxiv.com psyarxiv.com
-
Leary, A., Dvorak, R., De Leon, A., Peterson, R., & Troop-Gordon, W. (2020). COVID-19 Social Distancing [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mszw2
-
-
notes.andymatuschak.org notes.andymatuschak.org
-
One huge advantage to scaling up is that you’ll get far more feedback for your Insight through making process. It’s true that Effective system design requires insights drawn from serious contexts of use, but it’s possible to create small-scale serious contexts of use which will allow you to answer many core questions about your system.
Even though a larger user base will increase your odds of getting more feedback, you can still get valuable contextual feedback with less users.
-
-
notes.andymatuschak.org notes.andymatuschak.org
-
Ericsson claims (2016, p. 98) that there is no deliberate practice possible for knowledge work because there are no objective criteria (so, poor feedback), because the skills aren’t clearly defined, and because techniques for focused skill improvement in these domains aren’t known.
According to Ericsson deliberate practice for knowledge work is not possible because the criteria are not objective (you don't know if you're doing well).
This collides with Dr. Sönke Ahrens' contention that note taking, specifically elaboration, instantiates two feedback loop. One feedback loop in that you can see whether you're capturing the essence of what you're trying to make a note on and a second feedback loop in that you can see whether your note is not only an accurate description of the original idea, but also a complete one.
Put differently, note taking instantiates two feedback loops. One for precision and one for recall.
-
-
journals.plos.org journals.plos.org
-
Rivkind, A., Schreier, H., Brenner, N., & Barak, O. (2020). Scale free topology as an effective feedback system. PLOS Computational Biology, 16(5), e1007825. https://doi.org/10.1371/journal.pcbi.1007825
-
-
arxiv.org arxiv.org
-
Müller, M., Derlet, P. M., Mudry, C., & Aeppli, G. (2020). Using random testing to manage a safe exit from the COVID-19 lockdown. ArXiv:2004.04614 [Cond-Mat, Physics:Physics, q-Bio]. http://arxiv.org/abs/2004.04614
-
- Apr 2020
-
twitter.com twitter.com
-
Patrick S. Forscher en Twitter: “.@ThreeLittleMigs and I are polishing a health behavior for @PsySciAcc’s COVID project. We expect to reach thousands of participants all over the world. We want our survey to be useful to epidemiologists. Would any epidemiologists be willing to give us feedback? DM me if so!” / Twitter. (n.d.). Twitter. Retrieved April 17, 2020, from https://twitter.com/psforscher/status/1245923025221849091
-
-
www.troyhunt.com www.troyhunt.com
-
There are many other factors that also aren't obvious so as much as suggestions for improvements are very welcomed, please keep in mind that they may not work in the broader sense of what's required to run this project.
-
I'll get a gazillion suggestions of how I could do this differently. Every single time I talk about the mechanics of how I've built something I always do
-
- Mar 2020
-
github.com github.com
-
Don't be discouraged when you get feedback about a method that isn't all sunshine and roses. Facets has been around long enough now that it needs to maintain a certain degree of quality control, and that means serious discernment about what goes into the library. That includes having in depth discussions the merits of methods, even about the best name for a method --even if the functionality has been accepted the name may not.
about: merits
-
-
ttu.blackboard.com ttu.blackboard.com
-
Thisprovidesthestudentwithanexperienceakintosittingnexttotheinstructorinhisorherofficewhilegoingthroughtheassignment
Equivalent but not identical
-
Anumberofstudieshavedemonstratedthebenefitsofvoicefeedbackforstudents.Butfacultyneednotstopthere.Theproliferationofinexpensivescreencastingsoftwaremakesiteasyforfacultytodeliverscreencastedfeedbacktostudents
so there is evidence of the benefits of voice feedback and now that it is more readily available, instructors should use it more often.
-
-
www.pmcarpenter.com www.pmcarpenter.com
-
I especially welcome, and enjoy, intelligent disagreement.
-
-
crowdin.com crowdin.com
-
Cool idea how they show which ideas they are considering, planning, and have already launched.
-
-
-
Request features
Tags
Annotators
URL
-
-
intercom.help intercom.help
-
As part of the beta program, if you or someone on your team can give us quick feedback every 1-2 weeks, we'll keep extending your free trial (normally 2 weeks) indefinitely!
-
- Feb 2020
-
about.gitlab.com about.gitlab.com
-
Collaboration is not consensus When collaborating it is always important to stay above radar and work transparently, but collaboration is not consensus. You don't need to ask people for their input, and they shouldn't ask you "Why didn't you ask me?" You don't have to wait for people to provide input, if you did ask them. We believe in permissionless innovation- you don't need to involve people but everyone can contribute. This is core to how we iterate, since we want smaller teams moving quickly rather than large teams achieving consensus slowly.
-
We do the smallest thing possible and get it out as quickly as possible.
-
We should counteract that by having short toes and feel comfortable letting others contribute to our domain.
-
Give negative feedback in the smallest setting possible.
-
-
about.gitlab.com about.gitlab.com
-
it is worth opening a merge request with the minimal viable change instead of opening an issue encouraging open feedback on the problem without proposing any specific change directly.
-
-
about.gitlab.com about.gitlab.com
-
Receiving Feedback
-
-
github.com github.com
-
happy to PR given consensus
-
-
noticeable.io noticeable.io
-
Wouldn't let me annotate a selection on this page:
Reinforce your feedback loop
The Timeline centralizes all your changes. It allows customers to browse updates, share and send feedback. Collected reactions provide the right information for improving your product and reducing churn.
-
-
loadimpact.com loadimpact.com
-
We check in our code at the entry point of a pipeline, version control (Git and Github in our case), and then it’s taken through a series of steps aimed at assuring quality and lowering risk of releases. Automation helps us keep these steps out of our way while maintaining control through fast feedback loops (context-switching is our enemy). If any step of the pipeline breaks (or fails) we want to be alerted in our communication channel of choice (in our case Slack), and it needs to happen as quickly as possible while we’re in the right context.
-
-
blog.zipboard.co blog.zipboard.co
-
Feedback needs to be specific in nature, as well as confirmatory and corrective. This way the learners know what they did right and wrong.
how to give feedback
-
-
gsantner.net gsantner.net
-
You can contact me via anything listed in the Contact section - preferably E-Mail or Matrix. Other places to give feedback are GitHub (Issues, Stars, Following) and Google Play.
-
- Dec 2019
-
openpedagogy.org openpedagogy.org
-
To Collaborate With My Peers
This is a very rich section: openness in developing skills, connecting materials, skills, roles, feedback and evaluation to other learners, and including other learners in the experience.
-
- Nov 2019
-
about.gitlab.com about.gitlab.com
-
We have ideas about what we will build next for Cycle Analytics but we'd love to hear your thoughts. You can follow and contribute to the discussion on this issue.
-
As you know, we ship the smallest thing to provide initial value and then we learn from your feedback and continue to improve the feature over time.
-
- Oct 2019
-
github.com github.com
-
I don't want to bet more time on it without user feedback
-
- Sep 2019
-
about.gitlab.com about.gitlab.com
-
feedback cycle
-
- Aug 2019
-
maytree.com maytree.com
-
elmi-spektr.com elmi-spektr.com
-
F = ma qüvvənin obyektə necə təsir etdiyini izah edir, bu təsirin baş vermə səbəblərini yox. Təkamül nəzəriyyəsi (orijinal adı ilə desək, təbii seçmə nəzəriyyəsi) isə təbiətdə müşahidə olunan fenomenlərin səbəb mexanizmlərini açıqlayır.
Bu paraqrafı bir az genişlətmək lazımdır. Bir düsturun təsvir etmə funksiyası ilə səbəb-nəticə əlaqəsini açıqlaması arasında nə fərq var tam olaraq? Nəticədə təbii seçmənin də riyazi modelləri var, onu da riyazi şəkildə formallaşdırmaq mümkündür (F=ma-dan daha qəlizdir, amma fərqli riyazi modellər hazırlayırlar adamlar. Burdan baxa bilərsən çox dərinə getmədən: https://www.quantamagazine.org/mathematics-shows-how-to-ensure-evolution-20180626/).
-
Terminologiya ilə başını ağrıtmaq istəməyənlər
elmi spektr terminologiya ilə başını ağrıtmaq istəyənlər üçündür!
-
qanunlar və nəzəriyyələr arasında səviyyə yox, kateqoriya fərqi var.
bu zor söhbətdi!
-
Çağdaş təkamül nəzəriyyəsi Darvininkindən xeyli fərqlənir. 20-ci əsrin əvvəllərində Mendel genetikası və Darvinizmin birləşməsi ilə “modern sintez” ortaya çıxdı. Bu nailiyyətin arxasında Dobrjanski, Fisher, Huxley kimi elm adamları dururdu, Darvin yox.
Çağdaş təkamül nəzəriyyəsi Darwininkindən necə fərqlənir? Sadaladığın adamların əsas töhfələri nə olub məsələyə? Modern sintez tam olaraq nədir? Bütün bunları açmaq lazımdır ictimaiyyət üçün yazılmış məqalədə, çünki bu şəkildə ancaq naməlum elmi səslənən şeylər və adam adları kimi gəlir adi oxucuya.
-
üzərindən keçdiyimiz çox məqam var.
Məncə miflər onların tarixçəsini öyrənmək üçün yaxşı bəhanədirlər. Ona görə, məncə bu paraqrafı genişlədib ideyanın necə yarandığını, fərqli dövrlərdə hansı forma aldığını, Darwinə qədər necə inkişaf etdiyini açsan çox əla olar.
-
təkzib olunsa
Lamarck sonradan təkzib olunmayıb, bu düzgün fikir deyil. Epigenetika sahəsi əslində Lamarckian mexanizmləri araşdırır.
-
naturalistlər
təbiətşünaslar
-
19-cu əsrə qədər təkamül Dekart, Leybniz, Herber və hətta Darvinin babası Erasmus kimi bir çox intellektual tərəfindən müxtəlif formalarda müzakirə edilmişdi.
Bu özü-özlüyündə çox maraqlı bir-iki paraqrafın mövzusudur. Əgər vaxtın varsa adlarını çəkdiyin adamların işlərində təkamül söhbəti necə keçib (yaxşı olardı ki, birbaşa sitat gətirərdin hansısa əsərlərindən) onu araşdırıb bunu bir paraqrafa çevirərdin. Çox maraqlı tarixi yazı olardı bu detalları genişləndirsən.
-
Söhbət dünyanın yaranması ilə bağlı miflərdən getmir (bunların tarixi daha qədimə dayansa da mövzumuzla bir o qədər də əlaqəli deyil). Təkamül fikrinin elmi müstəvidə ilk təhlili Empedokla aid edilir. O, ibtidai formada da olsa, insanlar da daxil olmaqla bütün canlıların mənşəyini izah etməyə çalışır.
Bunu bir az araşdırıb inkişaf etdirsən çox yaxşı olar. Məsələn, Empedokl özü nə yazıb, onun yazdıqları haqda hardan/kimdən öyrənirik, və s.
-
Darvindən
Orijinalı latın əlifbası ilə yazılan adları olduğu kimi yazırıq, yəni Darvin yox Darwin. Amma adın orijinalı başqa əlifbada yazılıbsa bunu transliterasiya edirik, məsələn, Puşkin.
-
İntihab
intibah
-
Xristian təməlləri sərt tənqidə məruz qaldı
Əslində 19-cu əsrə qədər daha yumşaq baş verirdi proses.
-
- Mar 2019
-
www.getmagicbox.com www.getmagicbox.com
-
personalized mobile learning solutions to create effective learning paths This appears to blend personalized learning and mobile learning. It is prepared by a specific vendor, MagicBox, so they might be assumed to have their own agenda. This page describes some of the affordances of personalized mobile learning, such as the capacity to track and presumably respond to learner preferences. rating 2/5
-
- Feb 2019
-
dougengelbart.org dougengelbart.org
-
the explicit nature of future improved systems would be highly affected by (expected) changes in our technology or in our understanding of the human being
-
evaluating the possible relevance of work and knowledge from existing fields and for assimilating whatever is relevant
-
giving the human the minute-by-minute services of a digital computer equipped with computer-driven cathode-ray-tube display, and (2) developing the new methods of thinking and working that allow the human to capitalize upon the computer's help.
-
that any one such improvement can be expected to trigger a chain of coordinating improvements
-
- Jan 2019
-
www.tandfonline.com www.tandfonline.com
-
feedback conceptualization informed by sociocultural notions, in which students co-construct meaning from the teacher’s feedback comments through interaction over time, with each other, the teacher, and relevant resources
Feedback definisjon
-
-
newmediaresearch.educ.monash.edu.au newmediaresearch.educ.monash.edu.au
-
Dette er en interessant ressurs til alle som har lyst å utvikle sine feedback praksiser. Mange nyttige case studier
Tags
Annotators
URL
-
- Nov 2018
-
www.surveymonkey.com www.surveymonkey.com
-
SurveyMonkey
SurveyMonkey is a FREE survey platform that allows for the collection of responses from targeted individuals that can be easily collected and used to create reports and quantify results. SurveyMonkey can be delivered via email, mobile, chat, web and social media. The platform is easy to use and can be used as an add on for large CRMs such as Salesforce. There are over 100 templates and the ability to develop customized templates to suit your needs. www.surveymonkey.com
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.)
-
- Sep 2018
-
hypothes.is hypothes.is
-
Create a note by selecting some text and clicking the butto
Här skriver jag "note" alltså en annotering, kommentarer och feedback till studenten.
-
-
blog.rescuetime.com blog.rescuetime.com
-
build regular feedback loops
Once you realize that you have a bias, you can try one of the suggested methods to counteract it. In this case, to get a realistic view of our progress towards goals, the suggestion is to build feedback loops into our routine.
-
- Jun 2018
-
www.ncte.org www.ncte.org
-
could both study and create “non-print,” “electronic,” and “visual” texts
Perhaps because I studied Calkins and Atwell, with an emphasis in the work of James Moffett, a transition through workshop to applying technology was easier than for those who had not, and still have not, experienced the personal and individual nature of a writer. The emphasis is on the writer as a writer.
-
- Mar 2018
-
www.yourofficecoach.com www.yourofficecoach.com
-
Prepare some inviting questions.
This is perhaps the most important step in the process. DO NOT simply request "Thoughts?" or "Please check out my site and let me know what I can do to make it better." These types of messages offer the reviewer nothing to work with.
The examples listed in this section are relevant to career evaluation/feedback, but here are some potential questions for requesting constructive critique of your ePortfolio:
- *My goal is to emphasize my leadership skills and experience. Does this ePortfolio communicate that?
- Does the order/organization of this site make sense? Are things located where you think they should be? For example, do you think my Collaboratory experience should be moved to the technology page?
- Did you feel any of the reflections were insufficient in terms of detail and development? Were there any that you had questions about after reading?*
-
-
ryancordell.org ryancordell.org
-
graduate students
Would digital humanities course be more successful if they were offered to undergraduate or graduate students?
-
- Oct 2017
-
www.hewlett.org www.hewlett.org
-
Assessment feedback focused on what students can do to improve
Hypothesis needs a 1:1 channel internal to the client. For now, the LMS app allows for this type of feedback.
-
- Aug 2017
-
twiki.cin.ufpe.br twiki.cin.ufpe.br
-
Since CI begins immediately after a commit or merge hasbeen made, feedback needs to be fast to allow the developer(or team) responsible for the commit or merge to resolve thebreakage while his or her changes are still fresh in their mind
Faz todo sentido o efeito positivo na produtividade se considerarmos que o ambiente de integração contínua notificar ao desenvolver qualquer tipo de desvio ou falha no código.
-
- May 2017
-
marconisociety.org marconisociety.org
-
The Triple Feedback Loop offers a compass by aligning the information flows in a framework for operating a network of disparate players with different goals who work together on an overarching goal.
-
- Mar 2017
-
scholarlykitchen.sspnet.org scholarlykitchen.sspnet.org
-
The approach has also allowed Newman’s marketing team to learn what readers are interested in between the publication events, providing feedback to reporters and editors so that the next release of content reflects the priorities readers have stated.
This is a fascinating interactive development!
-
- Feb 2017
-
dev.upenndigitalscholarship.org dev.upenndigitalscholarship.org
-
object you are photographing b
"Maybe give some examples..."
-
I hope to show with this tutorial, however, that the Dino-Lite Premier AM-311S has the potential to create useful models at an affordable price.
"Good introduction of scope..."
-
capture images for processing
"Maybe be more specific..." (generic commentary)
-
- Jan 2017
-
www.insidehighered.com www.insidehighered.com
-
Eighty-five percent of provosts report that their institutions use student evaluations when judging faculty members for tenure, promotion or raises.
-
- Dec 2016
-
lenbakerloo.com lenbakerloo.com
-
Responding to criticism:
- Acknowledge each point.
- Explain how you agree, and what you intend to do to improve, or
- explain why you object to that point.
They might give you additional useful opinions. They might not respond at all. If you get a response that is antagonistic, it's time to let it drop.
-
A good critic who pans your work should be doing it as a service to your potential audience while giving you honest feedback that you can use to improve (or move on to something else).
Sometimes the problem isn’t with what you’re doing but how it is perceived by others, and even here the critic can show you how to tune your message so what people hear is what you intend to say.
-
-
www.gatesfoundation.org www.gatesfoundation.org
-
providing students and their teachers with more rapid, useful feedback to inform their learning all along the way.
H clearly does this.
-
-
fltmag.com fltmag.com
-
by inserting comments in the audio recordings they’d submit to me (as opposed to worrying about whether or not it was ok to correct their French in class in front of their peers… something I had always been hesitant to do in spite of – or perhaps because of – what had been done to me!) or by recording an audio walkthrough of suggestions and corrections to the first drafts of their compositions (instead of handing back a blood-red “fixed” version of a composition in class).
Premium on teacher feedback.
-
- Sep 2016
-
www.insidehighered.com www.insidehighered.com
-
All of us recognize that students’ communication skills benefit greatly from substantial amounts of writing. But many faculty members limit the amount of assigned writing because drafting comments and grading is too time-consuming. But one can imagine other ways to give students more opportunities to write while ensuring that they receive valuable feedback. These might include peer or near peer feedback, using carefully designed rubrics, or even a degree of auto feedback.
-
-
www.innovation-pedagogique.fr www.innovation-pedagogique.fr
-
L’enseignant joue quatre rôles distincts : celui de client, qui juge l’adéquation du produit au cahier des charges, celui d’expert technique, en cas de difficulté bloquante, celui de chef d’entreprise lorsque cela s’impose et que des décisions autoritaires (concernant les coûts, les délais ou les méthodes) doivent être prises pour empêcher l’échec du projet, et enfin le rôle traditionnel de tuteur.
-
-
-
The success of Arduino has had the perhaps retrograde effect of convincing an entire generation that the way to sense and actuate the physical world is through imperative method calls in C++, shuffling bits and writing to ports, instead of in an environment designed around signal processing, control theory, and rapid and visible exploration. As a result, software engineers find a fluid, responsive programming experience on the screen, and a crude and clumsy programming experience in the world.
-
But the idea that you might implement a control system in an environment designed for designing control systems — it hasn’t been part of the thinking. This leads to long feedback loops, inflexible designs, and guesswork engineering. But most critically, it denies engineers the sort of exploratory environment that fosters novel ideas.
On short feed back loops and modelling, this talk from Markus Denker, one of the main architects behind Pharo Smalltalk, can be enlightening: Perfection & Feedback Loops, or: why worse is better
Tags
Annotators
URL
-
- Jun 2016
-
inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
-
o often, the feedbackgiven is unrelated to achieving success on critical dimensions of the goal. Forexample, students are given feedback on presentation, spelling, and quantity inwriting when the criteria for success require, say, “creating mood in a story.” Su
Importance of relevance of feedback to goals for exercise: e.g. spelling is not useful if the goal was "create a mood."
-
ffective feedback must answer three major questions asked by ateacher and/or by a student: Where am I going? (What are the goals?), How am Igoing? (What progress is being made toward the goal?), and Where to next? (Whatactivities need to be undertaken to make better progress?) Th
Three major questions that must be answered in effective feedback:
- Where am I going (what are the goals),
- how am I going (what progress is being made towards the goal)
- Where to next (what activities must be undertaken to make better progress?
-
he main purpose of feedback is to reduce discrepancies between cur-rent understandings and performance and a goal. S
definition of feedback
-
Rewards and punishments89 0.14Wilkinson (1981)Teacher praise14 0.12
Praise and rewards and punishment have very low effect sizes.
-
It is most powerful when it addresses faulty interpretations, not a totallack of understanding.
Feedback is most powerful when it is about partial correction rather than lack of understanding
-
eedback is information with which a learner can confirm, add to,overwrite, tune, or restructure information in memory, whether that information isdomain knowledge, meta-cognitive knowledge, beliefs about self and tasks, or cog-nitive tactics and strategies”
definition of feedback
-
The Power of Feedback
Hattie, John, and Helen Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi:10.3102/003465430298487.
Should discuss student-to-teacher feedback
-
-
Local file Local file
-
Nor- mative grades provide information about proficiency relative to others; they do not provide clear standards for self-evalua- tion or for constructive attribution (Nisan, 1981). Our finding that 50% of the pupils who received no feedback would rather have received a grade may seem compatible with the argu- ments of many teachers that pupils themselves want grades
Grades provide information about relative proficiency not clear standards for self-evaluation.
But students would still rather have then than nothing (50%). However, of graded students, 78.9% would rather have comments than grades.
-
in the grades group, 26.7% attributed effort to the desire to avoid poor scores, and 34.4% attributed it to the importance of success, whereas among those who received no feedback only 7.2% attributed effort to the desire to avoid poor scores and 40% attributed it to the "positive" aspect of need achievement, the desire to succeed.
Grades group:
- 26.7% attributed effort to avoid failure
- 34.4% to desire for success
In non-grades group:
- 7.2% to avoid failure
- 40% to need for achievement, desire to succeed.
-
subjects who received written comments expressed greater interest in the tasks than did those in the other two groups, especially for the question requiring greatest commitment -- the number of extra tasks chosen
Subjects who received written comments expressed greater intrinsic motivation,
-
Even though the findings of much previous research, which compared motivation after a single trial under extrinsic and no-incentive conditions, implied that if "left alone," in- trinsic motivation for an initially interesting task would remain stable and high, our conception suggested that, in fact, re- peated nonreceipt of feedback would undermine interest. We also predicted that numerical grades would foster extrinsic mo- tivation at the expense of intrinsic motivation. The results showed clearly differential effects of these kinds of feedback on per- formance.
This is an interesting point with regard to my practice: 100% for effort and no feedback is worse than grades, because it means there really is no feedback.
-
Most studies of extrinsic incentives and intrinsic motivation, including those men- tioned earlier, used as controls subjects who received no rewards or feedback, apparently on the assumption that un- der these conditions original levels of intrinsic motivation would be maintained.
make an interesting point that most studies assume that no-feedback is a status quo.
-
The role of the availability of such information was studied in comparison with conditions of nonreceipt of any information and of receipt of normative evaluation.
Compared it to grades only and no-feedback.
-
We expected that receipt of indiviaualized, specific, non-normative information about task performance, includ- ing both positive and negative comments, would maintain or even enhance subsequent motivation.
Hypothesis: that individualized, non-normative information about performance would maintain or enhance motivation.
-
The present research was thus designed to study the ef- fects of different feedback conditions on intrinsic motiva- tion.
goal of study
-
-
dpod.kakelbont.ca dpod.kakelbont.ca
-
InastudybySwann&Arthurs(1998),alargenumberoftheirstudentsseemedtotakeaninstrumentalviewoflearning,conceivingassessmenttasksasobstaclestoovercomeinthepursuitofgrades.Formativefeedbackwasviewedasameanstonegotiatetheseobstacles.InanearlierstudybyBeckeretal.(1968)ofAmericancollegelife,assessmentdemandswereubiquitous,andstudentbehaviourreectedtheinstrumentalandpragmaticstrategiestheyadoptedtocopewiththeparticularteachingandassessmentpracticesimposedonthem.Butisthistruefortoday’sstudentinthecontextoftheUK?Amajorityofthestudentsinourstudyperceivehighereducationasa‘service’,andfeltthatfeedbackconstitutespartofthatservice.Asonestudentnoted:TheywayIseeitiswe’repaying£1,000.It’smoreofaservicenow.Ifhighereducationisviewedasaservice,thenstudentsarearguablytheconsumersofthatservice.Butwhatdotheyexpecttheservicetoconsistof?Moststudentsinourstudylinkfeedbacktoattainingbettergrades.Thesestudentsperceivefeedbackcommentsasidentify-ingwhattheyaredoingrightandwrongand,therefore,helpingthemtoimprovetheirperformanceinsubsequentassessedassignmentsandexaminationsinordertoraisetheirmarks:Partofwritingtheessayquestionintheexamishavingtherighttechnique,andwhilstitwouldbeusefultosaythat‘yeah,you’rebringingingoodpartsoutsidethesubjectandit’sgoodthatyou’vebroughtinthis’,itwouldalsobegoodtoknow‘well,don’teverusethislanguageintheexam’causeit’sgoingtocountagainstyou’
Students' consumerist, instrumental view of learning.
-
80%disagreedwiththestatement‘Feedbackcommentsarenotthatuseful’
80% of students disagreed with the statement that feedback was not useful.
-
ormativefeedbackcommentscanonlybeeffectiveifstudentsreadandmakeuseofthem.MostofthestudentsinvolvedinstudiesbyHyland(2000)andDing(1998)seemedtoreadtutors’comments.Ourquestionnairedatareectthis(seeTableI).Thetimespentreadingcommentsvaries,withthemajorityofstudentsclaimingtospendlessthan15minutesdoingso(although,ofcourse,ourdatadonottelluswhenthistakesplaceorwhetherstudentsreturntolookattheirfeedbackonmorethanoneoccasion).But,overall,97%ofstudentsindicatedthattheyusually‘read’thewrittenfeedbacktheyreceive.Furthermore,wecanseefromTableIIthat82%ofthestudentsclaimedto‘paycloseattention’tofeedback.Theinterviewdataalsosupportthis:Ialwayslookforwardtoseeingwhattheyhadtosay.NormallyIgetthegradeandthenlookthroughtheself-assessmentandthetutor’sassessment,readthecommentsand...seewhatcommentshe’smadeontheessay.ThisndingisreinforcedbyHyland’s(2000)study.Henotedthatthemajorityofthestudentsinvolved(fromarangeofinstitutions)seemedtotry(evenifonlyoccasionally)tousecommentsforfutureassignments
Most students read feedback and try to make something of it.
-
hesecommentssuggestthatstudentsinourstudyperceivefeedbacknegativelyifitdoesnotprovideenoughinformationtobehelpful,ifitistooimpersonal,andifitistoogeneralandvaguetobeofanyformativeuse
What makes feedback less effective
-
- Apr 2016
-
app.immidi.com app.immidi.com
-
Create New Message
Button states need to be added
Tags
Annotators
URL
-
- Feb 2016
-
rubenaf.weebly.com rubenaf.weebly.comAbout1
-
It is surrounded by farms and windmills!
I love the pics and the captions help us understand their connection to the messages above and how they take use even closer to you. I am wondering about their placement on the page. Is there a way to break up the text or move beyond the centered alignment for the whole page? It feels awkward.
-
-
sammiecurtin.weebly.com sammiecurtin.weebly.comAbout Me4
-
:)
This gives me a feel for the casual tone you're working to strike, but I'm wondering if given the initial clause about letting us in on a secret, you might end the sentence with a ... for drama instead and to fend off some of the more conservative audience members who might judge you for using emoticons as a teacher (I don't, but have their imaginary lenses on my shoulder as I read).
-
About me
I love the pallette of the whitewashed fence and your image below. They're aligned, so to speak. That being said, the mint green of the title of the page gets a little lost. I wonder if you might bump it up and provide a bit more contrast.
-
I will keep y'all posted while working with these kiddos.
I appreciate that you're speaking to me as an audience. This is also giving me a sense of how you will use this site right now (purpose), to check in and consider the road to your first position as you move through the st. ed's program.
-
I even saved up my money to buy an overhead projector
Unexpected fun fact is concrete, credible, and story-like.
-
-
brookeherschbach.wordpress.com brookeherschbach.wordpress.com
-
She is the reason I want to work with students.
Sounds like a real inspiration. I wonder if you might quote her? I am also looking at this and wondering about balance. How can we fit you and your strengths back into this page before we leave it, as readers? Is there a way to bring us back to you through a moment mentioning the image or the metaphor it might illustrate, experience it conveys about you and who you are as an educator? (just brainstorming)
-
The next step I am planning to get my masters in Speech Pathology in hopes of someday working with the deaf who are hoping to become vocal. For now, I plan on focusing in the field of Special Education.
Having a multi-tiered, detailed plan really establishes your credibility as a serious student of special education.
-
- Jan 2016
-
status451.com status451.com
-
People rightly tend to be mean to those they are sure are assholes, so continued interaction between them will probably only serve to reinforce their beliefs the other is acting in bad faith.
This reminds me of the situation of a parrot in front of a mirror. Will he fall in love with the other, or will he start hating him, ignoring the fact that he is only seeing his reflection? Once he starts acting on one of the affections, positive feedback kicks in.
-
- Nov 2015
-
www.tandfonline.com www.tandfonline.com
-
We cannot pretend it is objective
Subjectivity is always present. What are the measures in place to allow for objective feedback to be present too?
-
- Oct 2015
-
web.hypothes.is web.hypothes.is
-
grading rubric
How neat would it be if Hypothesis supported rubrics as annotations?
-
- Jul 2015
-
scienceoftheinvisible.blogspot.com scienceoftheinvisible.blogspot.com
-
Whether or not you take a constructivist view of education, feedback on performance is inevitably seen as a crucial component of the process. However, experience shows that students (and academic staff) often struggle with feedback, which all too often fails to translate into feed-forward actions leading to educational gains. Problems get worse as student cohort sizes increase. By building on the well-established principle of separating marks from feedback and by using a social network approach to amplify peer discussion of assessed tasks, this paper describes an efficient system for interactive student feedback. Although the majority of students remain passive recipients in this system, they are still exposed to deeper reflection on assessed tasks than in traditional one-to-one feedback processes.
-
- Jun 2015
-
docs.gatesfoundation.org docs.gatesfoundation.org
-
give them the capacity to design and deliver personalized instruction to their students .
-
real - time feedback
-
- May 2014
-
www.shuttleworthfoundation.org www.shuttleworthfoundation.org
-
On page reload the annotations are taking some time (10+ seconds) to load. Understandable with 20 people all adding things at once — any thought to a loading/progress indicator in the plugin itself?
-
Interesting. My first (successful) login was met with the success message "your password has been reset."
-
- Nov 2013
-
epubjs-reader.appspot.com epubjs-reader.appspot.com
-
“Like Spencer’s Talus with his modern flail He threatens ruin with his ponderous tail.
If I am using this to take notes for a classs, I want some way to print or collect all my annotations on a range of the book.
-
-
oerpub.github.io oerpub.github.io
-
Gross and Microscopic Anatomy
These are great images!
-
- Oct 2013
-
www.linkedin.com www.linkedin.com
-
This doesn’t mean gossip is always good.
I'm glad to see a statement that the results from this experiment in "procosial gossip" does not translate into meaning that gossip is always good.
I wonder what insights we can take away from this and turn into action in our own environment?
I feel the antidote we need is more meaningful and real-time feedback, not gossip.
-