- Apr 2023
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www.ala.org www.ala.org
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Information Creation as a Process
Information (or knowledge) creation is a *continuous* process. Scientific publication could (maybe should) be continuously be updated as presented in the following book chapter:
HELLER, Lambert, THE, Ronald and BARTLING, Sönke, 2014. Dynamic Publication Formats and Collaborative Authoring. In: BARTLING, Sönke and FRIESIKE, Sascha (eds.), Opening Science. Online. Springer International Publishing. pp. 191–211. [Accessed 11 January 2014]. ISBN 978-3-319-00025-1. Retrieved from: http://link.springer.com/chapter/10.1007/978-3-319-00026-8_13
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bigthink.com bigthink.com
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We can be bolder about asking questions in public and encouraging others to pursue their curiosity, too. In that encouragement, we help create an environment where those around us feel safe from the shame and humiliation they may feel in revealing a lack of knowledge about a subject, which can round back to us.
As an educator, be courageous, lead by example. Start by asking questions out loud, not only those you wish students to answer, but also those you genuinely don't know, and wish to research together with your students.
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Many people, myself included, can find asking questions to be daunting. It fills us with worry and self-doubt, as though the act of being inquisitive is an all-too-public admission of our ignorance. Unfortunately, this can also lead us to find solace in answers — no matter how shaky our understanding of the facts may be — rather than risk looking stupid in front of others or even to ourselves.
Asking questions is how we learn. Do not avoid it for the sake of not looking stupid. That is stupid. Inquiry-Based Learning.
As Confucius said: "The one who asks a question is a fool for a minute, the one who doesn't ask is a fool for life."
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www.education.gouv.fr www.education.gouv.fr
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certificates.creativecommons.org certificates.creativecommons.org
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Recommended Resource:
I recommend adding this doctoral research article on developing open education practices (OEP) in British Columbia, Canada. The scholarly article is released by Open University, a U.K. higher education institution that promotes open education.
Paskevicius, M. & Irvine, V. (2019). Open Education and Learning Design: Open Pedagogy in Praxis. Open University, 2019(1). DOI: 10.5334/jime.51
A relevant excerpt from the article reveals the study results that show OEP enhances student learning:
"Furthermore, participants reflected on how inviting learners to work in the open increased the level of risk and/or potential reward and thereby motivated greater investment in the work. This was articulated by Patricia who suggested “the stakes might feel higher when someone is creating something that’s going to be open and accessible by a wider community” as well as Alice who stated “students will write differently, you know, if they know it’s not just going to their professor.” The practice of encouraging learners to share their work was perceived by Olivia to “add more value to their work,” by showing learners the work they do at university can “have an audience beyond their professors.”"
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www.bloomberg.com www.bloomberg.com
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Ferguson, Niall. “I’m Helping to Start a New College Because Higher Ed Is Broken.” Bloomberg.Com, November 8, 2021, sec. Opinion. https://www.bloomberg.com/opinion/articles/2021-11-08/niall-ferguson-america-s-woke-universities-need-to-be-replaced.
Seems like a lot of cherry picking here... also don't see much evidence of progress in a year and change.
Only four jobs listed on their website today: https://jobs.lever.co/uaustin. Note all are for administration and none for teaching. Most have a heavy fundraising component.
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In our minds, there can be no more urgent task for a society than to ensure the health of its system of higher education.
Really?! A conservative saying we should worry about the health of education as his fellows choke off funding to all levels of education in general?
"Why are you turning blue and gasping for breath?" the Republican asks as he stands on the throat of education.
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Mitchell Langbert’s analysis of tenure-track, Ph.D.-holding professors from 51 of the 66 top-ranked liberal arts colleges in 2017 found that those with known political affiliations were overwhelmingly Democratic. Nearly two-fifths of the colleges in Langbert’s sample were Republican-free.
No acknowledgement here that 2017 was a Republican Presidential administration, which means that a reasonable number of academics left academia to staff the administration. It's a common occurrence that there are reasonable shifts back and forth between government and academia as administrations change. One should look at comparisons from a Democratic presidential administration for a better idea versus Ferguson's cherry picking here.
Also unmentioned is the general disbelief in logic and the underpinning of science on the right in general, a fact which may make conservatives less likely to figure in these sorts of career paths. Are conservatives more likely to take career paths in capitalism-based endeavors than go into academia in the first place given the decrease in regulatory climate in the last half century?
Additionally by only looking at liberal arts institutions, he's heavily biasing the sample from the start. Why not also include the wide variety of non-liberal arts institutions? Agriculture and Mechanical Schools, Engineering Schools, Religious Schools, etc.?
The presumption of liberal profesoriate from the start is also likely to discourage students from considering the profession regardless of their desires and career goals, particularly when the professoriate has significantly shrunk in the last thirty years due to decreased funding. One ought to worry that there are any educators in the business of higher education, much less conservative ones who may be more biased to leave for higher paying careers elsewhere.
There are so many missing pieces of analysis here...
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www.getalongfilm.com www.getalongfilm.com
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What a fantastic documentary. Everyone in Pasadena should be forced to watch this.
We need better answers for these problems....
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www.vousnousils.fr www.vousnousils.fr
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If there is a core theme to the formal position it is that education isabout passing on information; for formalists, culture and civilization represent astore of ideas and wisdom which have to be handed on to new generations.Teaching is at the heart of this transmission; and the process of transmission iseducation.
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Oakeshott saw educationas part of the ‘conversation of mankind’, wherein teachers induct their studentsinto that conversation by teaching them how to participate in the dialogue—howto hear the ‘voices’ of previous generations while cultivating their own uniquevoices.
How did Michael Oakeshott's philosophy overlap with the idea of the 'Great Conversation' or 20th century movement of Adler's Great Books of the Western World.
How does it influence the idea of "having conversations with the text" in the annotation space?
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There are, one might say, conservativeand liberal interpretations of this world view—the conservative putting theemphasis on transmission itself, on telling, and the liberal putting the emphasismore on induction, on initiation by involvement with culture’s established ideas.
The formal educational viewpoint (in contrast to progressive education) can broadly be broken into conservative and liberal interpretations The conservative viewpoint focuses on transmission of knowledge while the liberal places its focus on initiation or induction into a culture's formative ideas.
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While progressive educators stress the child’s development from within,formalists put the emphasis, by contrast, on formation from without—formationthat comes from immersion in the knowledge, ideas, beliefs, concepts, andvisions of society, culture, civilization.
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Out of the ideas of Pestalozzi and Froebel, in the early 1900s Maria Montessorideveloped her method, depending on practical tasks such as personal care andcare for the environment, putting independence at the centre of the curriculum.
Maria Montessori's educational model stemmed from the ideas of Pestalozzi and Froebel.
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Aristotle, who had said, many centuries before in Politics (BookVIII): ‘No one would dispute the fact that it is a lawgiver’s prime duty to arrangefor the education of the young. In states where this is not done the quality of theconstitution suffers.’
Current American climate indicates that Republicans take this quote of Aristotle's to heart, but they're not closely thinking about how they define "education". They're definitely not defining it with respect to John Locke's views in Some Thoughts Concerning Education which encourages political systems that move away from an electorate that is subservient to authority.
see: https://hypothes.is/a/upfxCtSiEe2wrdd3cOo-Lg for John Locke
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We could saythat he was the first progressive educator not simply because he encouraged hiscontemporaries and successors to think about the child as a special kind oflearner, but also because of his views on education’s role in helping to developan open, liberal polity. A political system, he said, needs people who are fair,open-minded, and think for themselves; it doesn’t want people who aresubservient to authority.
We could say first, though I highly suspect that his ideas came from somewhere else...
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Samuel Butler had made the phrase ‘Spare the rod and spoil the child’immortal in his satirical poem Hudibras.
While the original proverb appears in King James Version of the Bible, Book of Proverbs 13:24, the satirical poem Hudibras is the first appearance of the quote and popularized the aphorism "spare the rod and spoil the child".
https://en.wikipedia.org/wiki/Hudibras
https://en.wiktionary.org/wiki/spare_the_rod_and_spoil_the_child
syndication link: https://en.wikipedia.org/w/index.php?title=Hudibras&oldid=1148518740
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He even offeredgrim warnings about children’s bowel movements, stressing the absolute needfor regularity. Regularity should not be achieved, however, at the expense ofdensity or compactness in the, ahem, product, for ‘People that are very loosehave seldom strong thoughts or strong bodies’ (p. 22, original emphasis).
Locke stressed the need for regular bowel movements in children in his book Some Thoughts Concerning Education and presupposed a link between the looseness of one's stool and the weakness of their bodies. This seemed to be a moralism rather than a question of general health and eating habits which continued into even my own childhood.
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Not only does Locke providean intellectual foundation for Rousseau’s view of the child as an experimenter,we can also see the seeds of Rousseau’s notions of the plasticity of the child’smind
John Locke provides some intellectual foundation in his Some Thoughts Concerning Education (1693) for Rousseau's Émile (1762) progressive and empiricist perspectives of teaching and learning.
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- Aristotle
- regularity
- induction
- aphorisms
- education
- Michael Oakeshott
- The Great Conversation
- satire
- knowledge transmission
- open questions
- Indigenous knowledge as educational technology
- Great Books of the Western World
- Johann Pestalozzi
- legislation
- history of education
- Émile: or On Education
- Friedrich Froebel
- formal vs progressive education
- Jean-Jacques Rousseau
- student voices
- loose stools
- health
- public policy
- duty
- voices
- formal education
- quotes
- pedagogy
- bowel movements
- definitions
- morals
- Hudibras
- developing voice
- Some Thoughts Concerning Education
- John Locke
- conversations with the text
- Maria Montessori
- annotations
- Samuel Butler
- Proverbs
- liberal formal education
- progressive education
- spare the rod and spoil the child
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gutenberg.net.au gutenberg.net.au
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We are getting our minds so clear about them that soon we shall be able to demonstrate them and explain them to our children in our schools. We do not do so at present. We do not give our children a chance of discovering that they live in a world of universal change.
What is H.G.Wells trying to say here? Our schools are the most conservative institution in our modern world (2023). It took a literal pandemic to get them online in any meaningful way and they did not adapt very well at all, they could have but they didn't.
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- Mar 2023
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www.insidehighered.com www.insidehighered.com
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In the fall of 2015, she assigned students to write chapter introductions and translate some texts into modern English.
Perhaps of interest here, would not be a specific OER text, but an OER zettelkasten or card index that indexes a variety of potential public domain or open resources, articles, pieces, primary documents, or other short readings which could then be aggregated and tagged to allow for a teacher or student to create their own personalized OER text for a particular area of work.
If done well, a professor might then pick and choose from a wide variety of resources to build their own reader to highlight or supplement the material they're teaching. This could allow a wider variety of thinking and interlinking of ideas. With such a regiment, teachers are less likely to become bored with their material and might help to actively create new ideas and research lines as they teach.
Students could then be tasked with and guided to creating a level of cohesiveness to their readings as they progress rather than being served up a pre-prepared meal with a layer of preconceived notions and frameworks imposed upon the text by a single voice.
This could encourage students to develop their own voices as well as to look at materials more critically as they proceed rather than being spoon fed calcified ideas.
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Stroebe, Lilian L. “Die Stellung Des Mittelhochdeutschen Im College-Lehrplan.” Monatshefte Für Deutsche Sprache Und Pädagogik, 1924, 27–36. https://www.jstor.org/stable/44327729
The place of Middle High German in the college curriculum<br /> Lilian L. Stroebe<br /> Monthly magazines for German language and pedagogy (1924), pp. 27-36
... of course to the reading material. Especially in the field of etymology it is easy to stimulate the pupils' independence. For years I have had each of my students create an etymological card dictionary with good success, and I see that at the end of the course they have this card box ...
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www.nytimes.com www.nytimes.com
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Universities are factories of human knowledge. They’re also monuments to individual ignorance.
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oxfordre.com oxfordre.com
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Frantz Fanon and Education
Worth reading
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learningtakesalifetime.home.blog learningtakesalifetime.home.blog
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And, my kids learned all about the inner workings of the car in areas that are usually hidden. This was an exhilarating accomplishment, and a triumph of a homeschool project. I hope to do more with the kids over the years so that they have practical life skills, and I encourage other parents to work with their children to fix the family car.
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Local file Local file
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Adams, Henry. The Education of Henry Adams: An Autobiography. Edited by Ira B. Nadel. 1907. Reprint, Oxford: Oxford University Press, 1999.
annotation target: url: urn:x-pdf:36c954cb79cc117f8dbeff1351049bda
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bccampus.ca bccampus.ca
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For open educators, this runs counter to the very reason we use OER in the first place. Many open educators choose OER because there are legal permissions that allow for the ethical reuse of other people’s material — material the creators have generously and freely made available through the application of open licenses to it. The thought of using work that has not been freely gifted to the commons by the creator feels wrong for many open educators and is antithetical to the generosity inherent in the OER community.
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www.kirschnered.nl www.kirschnered.nl
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Zo wordt erop gewezen dat wij een zeer beperkt werkgeheugen hebben, het belang van aandacht, en dat “multitasking” (eigenlijk schakelen tussen taken) door leerlingen interfereert met aandachtig luisteren en het functioneren van het werkgeheugen. Andere uitkomsten zijn dat ook kinderen die zelf niet bezig zijn met mobieltje of laptop last hebben van klasgenoten die dat wel doen (trekt de aandacht). Een verschijnsel dat vergelijkbaar is met gedwongen meeroken.
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www.studysquare.com www.studysquare.com
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Those who decide to pursue their education in another nation are afforded the opportunity to witness first-hand the natural splendour and diverse cultural traditions of that nation.
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www.semanticscholar.org www.semanticscholar.org
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they involve the flow state. For this it is necessary to make use of adaptability that in the educational scope allows the personalization of the experience to extend the immersion and fun.
Use of games involve the flow state. flow state is perhaps the most valuable state a student or anyone trying to learn something could be in. Flow combined with the acquisition of knowledge is a rare occassion that cannot be compared when taking education and insight as valuable with any other state (the normal state). (One could argue Thomas Campbell's trancedental medititative state, but he was a natural 'Talent', and it involves a practice of TM (Transcedental Meditation) that is beyond the scope of the ability of many educational settings to provide or consider).
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- Feb 2023
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www.defenseurdesdroits.fr www.defenseurdesdroits.fr
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1· Un droit d’accès égal à l’école
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www.youtube.com www.youtube.com
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JEA 2020 : Souvenez vous du futur
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www.youtube.com www.youtube.com
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L'école accroît-elle les inégalités ?
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Local file Local file
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www.eurekalert.org www.eurekalert.org
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"Physics, engineering and computer science fields are differentially attracting and retaining lower-achieving males, resulting in women being underrepresented in these majors but having higher demonstrated STEM competence and academic achievement," said Joseph R. Cimpian, lead researcher and associate professor of economics and education policy at NYU Steinhardt.
This is specific to USA. I wonder if anyone has compared performance in Canada, especially in engineering. The difference in the approaches to accreditation suggest to me that this may not be as much a problem. That is, since getting a license is harder in the US, then it may be that many students study engineering but then don't go into engineering. I'd like to see the numbers for just engineering. I'd like to see corresponding numbers for Canadian engineering. And I'd also like to know the numbers for the subset of students that then actually go on to a career in engineering. I wonder if the effect will still be present, and what the Canadian numbers would show.
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en.wikipedia.org en.wikipedia.org
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Whewell was prominent not only in scientific research and philosophy but also in university and college administration. His first work, An Elementary Treatise on Mechanics (1819), cooperated with those of George Peacock and John Herschel in reforming the Cambridge method of mathematical teaching.
What was the specific change in mathematical teaching instituted by Whewell, Peacock, and Herschel in An Elementary Treatise on Mechanics (1819)?
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www.collectivites-locales.gouv.fr www.collectivites-locales.gouv.fr
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promouvoir des actions en faveur du sport au service de lasanté et du sport pour tout, développer des activité en faveurde la jeunesse et de l’éducation populaire
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iris-recherche.qc.ca iris-recherche.qc.ca
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En France, par exemple, les déclarations du président Emmanuel Macron voulant qu’« on ne pourra pas rester durablement dans un système où l’enseignement supérieur n’a aucun prix pour la quasi-totalité des étudiants » ont suscité un tollé puisqu’elles sont en rupture avec la longue tradition de frais modiques (quasi-gratuité) faisant partie de la culture et de la tradition nationales8
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www.youtube.com www.youtube.com
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La gratuité scolaire : impossible?
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www.lemonde.fr www.lemonde.fr
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www.cnal.info www.cnal.info
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fr.wikipedia.org fr.wikipedia.org
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the manner in which knowledge is acquired, communicated and shared is internal to the nature of knowledge itself, and that the metaphysics of personhood needs to countenance the formation of reason if we are to understand how rationality and animality are united in the human person.
- = quotable
- the manner in which knowledge is acquired, communicated and shared is internal to the nature of knowledge itself
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education is not a merely contingent addition to the human life-form. Education is reason’s vehicle.
- education is not just a contingent addition
- it is the = vehicle for reason
- the = feral child has no (cultural) education
- so cannot reason in the way we do
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why exactly education should matter to philosophy. The reason is that education makes us what we are. Human beings do not enter the world with their rational powers ‘up and running’. Those powers are actualised in the child in a process of formation, or education in the broadest sense
- why = education should matter in = philosophy
- Education makes us what we are.
- Human beings do not enter the world with rational powers
- Those powers are actualised in the child in a process of formation otherwise called education
- why = education should matter in = philosophy
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- Jan 2023
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www.oecd.org www.oecd.org
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Local file Local file
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It was Eric Williams (Capitalism and Slavery) who first developed the idea thatEuropean slave plantations in the New World were, in effect, the first factories; theidea of a “pre-racial” North Atlantic proletariat, in which these same techniques ofmechanization, surveillance, and discipline were applied to workers on ships, waselaborated by Peter Linebaugh and Marcus Rediker (The Many-Headed Hydra).
What sort of influence did these sorts of philosophy have on educational practices of their day and how do they reflect on our current educational milieu?
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hypothes.is hypothes.is
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Finally, a culture that rewards big personal accomplishments over smaller social ones threatens to create a cohort of narcissists
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She was openly critical of the Supreme Court’s decision in Brown vs. Board of Education, which declared racial segregation of public schools unconstitutional. “When Brown comes out, her point is ‘I don’t want to have to force someone to associate with me,’” Strain says. Today she would probably be considered a libertarian.
Interesting...
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www.cairn.info www.cairn.info
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Il existe une autre gratuité (que l’on ne saurait pourtant qualifier de « vraie », car elle ne l’est pas réellement), que Jean-Louis Sagot-Duvauroux appelle la gratuité « par cotisation », financée par les impôts, les taxes. Celle des services publics, par exemple, que sont l’éducation, la santé (pour partie), la sécurité, la défense… Le financement en est à la fois connu et méconnu. Cette gratuité-là n’est pas suspecte, mais elle se trouve souvent dévalorisée ou jugée dangereuse. Parce que le bénéficiaire ne perçoit pas la valeur de ce qui lui est offert. De nombreux économistes de la santé, par exemple, regrettent que le coût des soins, des examens de laboratoire, des médicaments ne soit pas toujours perceptible par le patient. Une réflexion de même nature sur le secours en montagne a conduit à faire payer aux alpinistes imprudents certains des frais engagés pour les secourir. En espérant une prise de conscience plus grande.
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forum.zettelkasten.de forum.zettelkasten.de
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Around 1956: "My next task was to prepare my course. Since none of the textbooks known to me was satisfactory, I resorted to the maieutic method that Plato had attributed to Socrates. My lectures consisted essentially in questions that I distributed beforehand to the students, and an abstract of the research that they had prompted. I wrote each question on a 6 × 8 card. I had adopted this procedure a few years earlier for my own work, so I did not start from scratch. Eventually I filled several hundreds of such cards, classed them by subject, and placed them in boxes. When a box filled up, it was time to write an article or a book chapter. The boxes complemented my hanging-files cabinet, containing sketches of papers, some of them aborted, as well as some letters." (p. 129)
This sounds somewhat similar to Mark Robertson's method of "live Roaming" (using Roam Research during his history classes) as a teaching tool on top of other prior methods.
link to: Roland Barthes' card collection for teaching: https://hypothes.is/a/wELPGLhaEeywRnsyCfVmXQ
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irisvanrooijcogsci.com irisvanrooijcogsci.com
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humansandnature.org humansandnature.org
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The posture of democratic citizenship is avowal of rights and obligations of membership in a civic community. The rationale for this is the moral and political goodness of a civic way of living and the shared promise of human self-realization through interdependence. As such it is the exemplary, most inclusive form of membership; it is a precondition for the sustainability in the modern secular era of other expressions of membership in our lives—social, economic, kinship, familial, and intimate.[17] Again, citizenship avows—makes a vow, takes on a trust—on behalf of a future of moral and political potential toward which it is reasonable to strive. Citizenship is iterative and ongoing; it provides continuity and provokes innovation; each generation of democratic citizens begins a new story of the demos and continues an ongoing one.[18]
!- key finding : citizenship is a trusteeship - in which the individual takes on responsibility to participate in upholding the mutually agreed principles and promises leading to collective human self-realization - the individual works with others to collective realize this dream which affects all individuals within the group
!- implement : TPF / DH / SRG -implement this education program globally as part of Stop Reset Go / Deep Humanity training that recognizes the individual collective entanglement and include in the Tipping Point Festival as well
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He points out that the power of takingnotes efficiently does not come by nature, but that,it is an art that improves with cultivation,
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www.defenseurdesdroits.fr www.defenseurdesdroits.fr
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Repérer et accompagner les personnes en difficulté avec le numériquerecommandation 16Organiser un test d’évaluation des apprentissages fondamentaux de l’usage du numérique àl’occasion de la journée défense et citoyenneté.Suites données depuis trois ansAu niveau du ministère de l’Éducation nationale : certification PIX au collège et en classe determinale / 1h30 de sciences du numérique en classe de seconde / apprentissage du codage aucollège et au lycée en cours de mathématiques. Négociation en cours entre le GIP PIX et le ministèredes Armées pour intégrer un test dans le cadre de la Journée Défense et Citoyenneté.
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www.linkedin.com www.linkedin.com
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He also open-sourced his entire curriculum, templates and all. Link in first comment 👇
Matt Mochary leader coaching. open-sourced his entire curriculum
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www.linkedin.com www.linkedin.com
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FREE Google #Courses you need to take in 2023.
Free Google Course to take in 2023
- Google Analytics for Beginners
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- Dec 2022
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connect.oeglobal.org connect.oeglobal.org
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Local file Local file
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With medicine, the story was slightly different because of theconstant and urgent need for it. Medical knowledge was alwaysuseful, always relevant, so books on medicine were constantly indemand, and would have been available in the majority of libraries inlate antiquity.
Transmission of medical knowledge has a more immediate and direct application for people; as a result it may tend to be transmitted more faithfully either in written or oral forms. The written record of medical scrolls from antiquity were in constant demand.
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connect.oeglobal.org connect.oeglobal.org
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FOSSDLE Commons (new OER Foundation project) https://social.fossdle.org/ 4 OERu https://mastodon.oeru.org/ 6 Open EdTech https://openedtech.social/ 8 Fossodon (open source) https://fosstodon.org/ 1 Wikis World (wiki enthusiasts) https://wikis.world 1
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www.newyorker.com www.newyorker.com
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“I thought that art schools should just be places where you thought about creative behavior, whereas they thought an art school was a place where you made painters,” he said later.
We should do better at teaching and training creative behavior in schools. We say that we encourage exploration but somehow do it in all the wrong ways such we discourage it wholly.
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The magic bullet of education and skillseliminating poverty is an alluring one, but without a substantial increase in thenumber and quality of opportunities available, it is only a mirage.
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Musical Chairs
The authors analogize educational levels and unemployment rates to playing musical chairs to underline the zero sum game being played in the labor market.
This becomes a useful argument for why a universal basic income ought to be implemented, not to mention the bullshit job thesis which pairs with it.
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What greater education and skills allow an individual to do is to move fur-ther up in the overall queue of people looking to find a well-paying and re-warding job. However, because of the limited number of such jobs, only a setamount of people will be able to land such jobs. Consequently, one’s positionin the queue can change as a result of human capital, but the same amount ofpeople will still be stuck at the end of the line if the overall opportunities re-main the same.
There is a direct analogy to statistical mechanics and thermodynamics to be drawn here.
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Human capital consists of those skills and resources that eachof us brings into the labor market. They include the quantity and quality ofeducation we have attained, job training received, acquired skills and experi-ence, aptitudes and abilities, and so on.
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One of the most enduring poverty myths across the political and ideologicalspectrum is that if we were able to provide individuals with enough educationand skills, poverty could be eliminated.
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- Nov 2022
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oio.land oio.land
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In the last two years while teaching in various schools and institutions all around the world, we’ve been experimenting with a new workshop format called Design with Other Intelligences.
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en.wikipedia.org en.wikipedia.org
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Donations
To add some other intermediary services:
- ko-fi (site for contribution)
- GitHub sponsors (for GitPages)
- itch.io (for games)
- Gumroad (for sites and repositories)
- Patreon (for fan interaction)
To add a service for groups:
To add a service that enables fans to support the creators directly and anonymously via microdonations or small donations by pre-charging their Coil account to spend on content streaming or tipping the creators' wallets via a layer containing JS script following the Interledger Protocol proposed to W3C:
If you want to know more, head to Web Monetization or Community or Explainer
Disclaimer: I am a recipient of a grant from the Interledger Foundation, so there would be a Conflict of Interest if I edited directly. Plus, sharing on Hypothesis allows other users to chime in.
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- WWW
- svelte
- pay-what-you-want
- Interledger
- payment pointer
- open collective
- uphold
- model
- gftw
- games
- microdonation
- revenue
- gridsome
- open
- coil
- moodle
- micro-donation
- online ledger
- Patreon
- donation
- collective
- youtube
- tools
- vuepress
- mozilla
- web monetization
- Consortium
- revenue sharing
- tips
- ngx
- jekyll
- freemium
- sponsors
- pricing strategies
- extension
- podcast
- gatsby
- web standards
- plug-in
- research
- micropayment
- contribution
- education
- w3c
- protocol
- privacy
- open web
- github
- stream
- hugo
- community
- exclusive
- art
- business
- pipe web
- film
- wordpress
- gumroad
- gaming
- open-source
- mozfest
- FOSS
- gratuity
- tessy
- web
- fans
- premium
- open source
- monetization
- strategies
- mozilla festival
- ko-fi
- pricing
- 11ty
- video
- gatehub
- subscriptions
- API
- wallet
- payment
- nonprofit
- Interledger Protocol
- pay what you want
- browser
- dev.to
- pwyw
Annotators
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www.theguardian.com www.theguardian.com
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competition relies upon universal quantification and comparison. The result is that workers, job-seekers and public services of every kind are subject to a pettifogging, stifling regime of assessment and monitoring, designed to identify the winners and punish the losers.
This cultural entrenchment infects may other areas of activity, including education practice, where a gospel of competeition undermines the core ethos of practice to turn a core function of human culture and civilization into a winnowing process assuring maintainence of privilege.
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www.edutopia.org www.edutopia.org
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“Our kids have lost so much—family members, connections to friends and teachers, emotional well-being, and for many, financial stability at home,” the article begins, sifting through a now-familiar inventory of devastation, before turning to a problem of a different order. “And of course, they’ve lost some of their academic progress.”
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www.newyorker.com www.newyorker.com
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Analysts have labelled this as “learning loss,” and many have blamed school closures and remote instruction in the course of the past two years as the culprit. Essentially, schools serving largely Black and Latino populations were more likely to turn to remote teaching.
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These labor actions underscored the frustrations of teachers, who have had to navigate not only the pandemic but also political harangues about their curricula, as well as insufficient pay and other long-standing issues tied to their actual work as educators. Teachers were already leaving the profession, but stress induced by the pandemic accelerated the pace.
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www.cisco.com www.cisco.com
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Paper gives surprisingly good overview of models of learning within the cognitive sciences up to 2008. Attempts to dispel myths and summarize the literature on multimodal learning. Link to paper on Semantic Scholar
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Scaffolding is the act of providing learners with assistance or support to perform a taskbeyond their own reach if pursued independently when “unassisted.”
Wood, Bruner, & Ross (1976) define scaffolding as what? (Metiri Group, Cisco Sytems, 2008) The act of providing learners with assistance or support to perform a task beyond their own reach if pursued independently when "unassisted."
What term do Wood, Bruner, & Ross (1976) define as "The act of providing learners with assistance or support to perform a task beyond their own reach if pursued independently when 'unassisted.'"? (Metiri Group, Cisco Sytems, 2008) Scaffolding
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Schemas are chunks of multiple individual units of memory that are linked into a system ofunderstanding
How do Bransford, Brown, & Cocking (2000) define schemas? (Metiri Group, Cisco Sytems, 2008) As chunks of multiple individual units of memory that are linked into a system of understanding
What term is defined by Bransford, Brown, & Cocking (2000) to be "chunks of multiple individual units of memory that are linked into a system of understanding"? (Metiri Group, Cisco Sytems, 2008) Schemas.
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Learning is defined to be “storage of automated schema in long-term memory.
How is learning defined by Sweller in 2002? (Metiri Group, Cisco Sytems, 2008) The storage of automated schema in long-term memory
What term does Sweller define as the "storage of automated schema in long-term memory"?
Tags
- scaffolding
- long-term
- Cisco
- education
- assistance
- learning
- understanding
- storage
- psychology
- performance
- system
- support
- Metiri Group
- chunks
- memory
- Anki cards
Annotators
URL
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oer.pressbooks.pub oer.pressbooks.pub
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Hello! Daisy Thomas is my name. I recently earned an Economics Ph.D. degree from the University of Arizona, Tucson, USA. I earned my CSET AND CBEST (Multiple Subjects) teaching certificates on the side and graduated with a 7.75 GPA! I am an expert in Economics, statistics and Money Market. I worked on this Economics Homework Help and for exam purpose take my economics exam website and my client was so impressed with my work and also gave me 9.2/10 ratings. If you want to me to work for you then you can hire me anytime, I will never disappoint you.
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two streams of thought which run through the history of education—they areusually called the progressive and the formal.
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social historian G. M. Trevelyan (1978) put theissue some time ago, ‘Education...has produced a vast population able to readbut unable to distinguish what is worth reading.’
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It’s a basic question—what are children and young people in school for?
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As the British prime minister WilliamGladstone put it at the time in the Edinburgh Review, speaking of the remarkablePrussian success in the Franco-Prussian War: ‘Undoubtedly, the conduct of thecampaign, on the German side, has given a marked triumph to the cause ofsystematic popular education.’
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it was clear that the European and US competitors werebenefiting from these changes to the curriculum in advances in commerce, inindustry, and even on the battlefield.
Compulsory education and changes in curriculum in the United States and some of it's competitors in the late 19th century clearly benefitted advances in commerce, industry, and became a factor in national security.
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Forster’sAct in 1870, which mandated education for all children up to the age of 10 inBritain.
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Samuel Bowles and Herbert Gintis intheir classic Schooling in Capitalist America
Bowles and Gintis apparently make an argument in Schooling in Capitalist America that changes in education in the late 1800s/early 1900s served the ends of capitalists rather than the people.
Tags
- want to read
- quotes
- pedagogy
- military-industrial-academic complex
- engineering
- William Gladstone
- Forster's Act of 1870
- discerning readers
- 1870
- education
- Britain
- open questions
- critical thinking
- G. M. Trevelyan
- national security
- capitalism
- compulsory education
- Samuel Bowles
- Schooling in Capitalist America
- Franco-Prussian War
- history of education
- Herbert Gintis
- reading practices
- Marxism
Annotators
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threadreaderapp.com threadreaderapp.com
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hypothes.is hypothes.is
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https://hypothes.is/search?q=tag%3A%27etc556+etcnau%27
Randomly ran across a great tag full of education resources...
Seems to be related to this class:<br /> ETC 556 - Contexts And Methods Of Technology In Adult Education
Description: This course is designed for adult educators in the various contexts, including: higher education, military, non-profit, health and business settings. Through research, readings and collaborative activities, students will gain an understanding of various adult learning methods that include, but are not limited to, training, professional development, performance improvement, online and mobile learning. Letter grade only.
https://catalog.nau.edu/Courses/course?courseId=011553&catalogYear=2223
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URL
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supermemo.guru supermemo.guru
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Page with many resources on - Learning - Creativity - Intelligence - Sleep - Education - Memory - Health - Productivity - Myths - SuperMemo - Older texts
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frontendin.com frontendin.com
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Javascript Rich Text Editors
25+ Best Javascript Rich Text Editors (WYSIWYG) For Faster And Useful Development
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search.informit.org search.informit.org
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Putting transformative learning theory into practice
- I will download the full article through EBSCO.
-This article will provide me with examples of how transformative learning theory can be put into practice in higher education settings and its limitations.
-rating 7/10
Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian journal of adult learning, 55(1), 9-30.
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nsuworks.nova.edu nsuworks.nova.edu
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Experiential Learning Theory as a Guide for Experiential Educators in Higher Education
This article will provide me with an overview of the experiential learning theory and how it can be applied to higher education settings.
-rating 8/10
Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.
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bera-journals.onlinelibrary.wiley.com bera-journals.onlinelibrary.wiley.com
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Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education
-I will download the full article through EBSCO.
-This article will give me perspective on the limitations of current research on teaching and learning with technology in higher education settings.
-rating 8/10
Kirkwood, A., & Price, L. (2013). Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, 44(4), 536-543.
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www.scielo.org.mx www.scielo.org.mx
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The integration of information technology in higher education: a study of faculty's attitude towards IT adoption in the teaching process
-This article will provide me with insight as to faculty's attitudes towards adopting new technologies and incorporating them in higher education settings.
-rating 7/10
John, S. P. (2015). The integration of information technology in higher education: A study of faculty's attitude towards IT adoption in the teaching process. Contaduría y administración, 60, 230-252.
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journals.sagepub.com journals.sagepub.com
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Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education
-I will download the full article through EBSCO.
-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.
-rating 7/10
Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172.
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Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education
-I will download the full article through EBSCO.
-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.
-rating 7/10
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www.tandfonline.com www.tandfonline.com
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Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice
-I will download the full article in EBSCO.
-This article will provide me with insight into whether the use of technology in higher education classrooms is effective.
-rating 6/10
Price, L., & Kirkwood, A. (2014). Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice. Higher Education Research & Development, 33(3), 549-564.
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www.sciencedirect.com www.sciencedirect.com
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Teaching and technology in higher education: student perceptions and personal reflections
-I will download the full article through EBSCO.
-This article provides insight to students perspectives of how they learned with technology in their higher education classrooms.
-rating 7/10
Milliken, J., & Barnes, L. P. (2002). Teaching and technology in higher education: student perceptions and personal reflections. Computers & Education, 39(3), 223-235.
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www.tandfonline.com www.tandfonline.com
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Teaching with technology in higher education: understanding conceptual change and development in practice
- I will download the full article through EBSCO.
-This article will provide me with insight on how to use technology to teach in higher education settings. This presents what conceptual change means and how it has been used in higher education settings.
-rating 6/10
Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87.
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www.tandfonline.com www.tandfonline.com
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Teaching excellence in higher education: critical perspectives
-This article will provide me insight on what excellent teaching looks like in higher education settings.
-rating 6/10
Gourlay, L., & Stevenson, J. (2017). Teaching excellence in higher education: Critical perspectives. Teaching in Higher Education, 22(4), 391-395.
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www.middlesex.mass.edu www.middlesex.mass.eduastin 841
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Student Involvement: A Developmental Theoryfor Higher Education
-This article will provide me with an overview of the learning theory known as student involvement and how it can be used in higher education settings.
-rating 7/10
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297-308.
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www.sciencedirect.com www.sciencedirect.com
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Evaluation of competence-based teaching in higher education: From theory to practice
-I will download full article through EBSCO.
-This article will provide me with insight on the evaluation of competence-based teaching theory in higher education and how it is put into practice.
-rating 8/10
Bergsmann, E., Schultes, M. T., Winter, P., Schober, B., & Spiel, C. (2015). Evaluation of competence-based teaching in higher education: From theory to practice. Evaluation and program planning, 52, 1-9.
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www.sciencedirect.com www.sciencedirect.com
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How should the higher education workforce adapt to advancements in technology for teaching and learning?
-I will download the full article through EBSCO.
-This article will provide me with insight into how to use technology for teaching and learning in higher education settings.
-rating 8/10
Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning?. The Internet and Higher Education, 15(4), 247-254.
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www.tandfonline.com www.tandfonline.com
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Peer-to-peer Teaching in Higher Education: A Critical Literature Review
-I will download the full article in EBSCO.
-This article will provide me with information on the popular learning theory of social constructivism and its benefits.
-rating 7/10
Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: partnership in learning, 24(2), 124-136.
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www.tandfonline.com www.tandfonline.com
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Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review
-I will download full article in EBSCO.
-This article will give me some insight on what technology- enhanced learning means and how it has been incorporated in higher education settings.
rating 7/10
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology, 39(1), 6-36.
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- Oct 2022
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www.washingtontimes.com www.washingtontimes.com
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Mr. Sunak said in a series of tweets that Britain’s 30 Confucius Institutes, most of which are Chinese government-run facilities located on British university campuses, will be shuttered under his government’s new China policies. cnxps.cmd.push(function () { cnxps({ playerId: '2dd9afad-0104-402b-b341-830f7d9e8ccc' }).render('52b1f7f094294ef9a64f6c534558cada'); }); “Almost all UK government spending on Mandarin language teaching at school is channeled through university-based Confucius Institutes, thereby promoting Chinese soft power,” Mr. Sunak said. Mr. Sunak also said he will seek a new alliance of free nations to counter Chinese cyber threats and to improve the security of technology, a major target of Chinese covert and overt acquisition.
It is good to see a significant Western leader cracking down on the so-called Confucius Institutes and explaining why they are threats. I hope that his CCP policies match his series of tweets.
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joelchan.me joelchan.meTest JOB1
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information technology can support organizational memory in twoways, either by making recorded knowledge retrievable or by makingindividuals with knowledge accessible
I tried to do this in my last role as a lab manager and we have a PhD student spreadsheet I added variables to for this specific purpose.
Check it out here: https://docs.google.com/spreadsheets/d/10qMAJjYc7fTGLLSmvrD7pk8v1KeHJYLC47JMBvqxG8A/edit?usp=sharing
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www.scotthyoung.com www.scotthyoung.com
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Bryan Caplan has made a spirited defense of school as signaling in his book, The Case Against Education. He argues that what is taught in school isn’t particularly useful on the job. Instead, schooling provides a mechanism for figuring out who has the talent, ambition and obedience to learn on the job successfully.
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Having an MIT degree is probably more valuable than having an MIT education.
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Local file Local file
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For the sole true end of educationis simply this: to teach men how to learn for themselves; and whateverinstruction fails to do this is effort spent in vain.
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disport itself happily in its new and extended Quadrivium withoutpassing through the Trivium. But the scholastic tradition, though broken andmaimed, still lingered in the public schools and universities:
Is it possible that with the flowering of the storehouse of knowledge and the rise of information overload following Gutenberg's moveable type, we became overly enamored with Sayers' subject-based Quadrivium that we forgot to focus on the basics of the Trivium?
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We dole out lip-service to the importance of education—lip-service and, just occasionally, a little grant of money; we postpone theschool leaving-age, and plan to build bigger and better schools; the teachersslave conscientiously in and out of school-hours, till responsibility becomes aburden and a nightmare; and yet, as I believe, all this devoted effort is largelyfrustrated, because we have lost the tools of learning, and in their absencecan only make a botched and piecemeal job of it.
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We will endow them with exceptionally docile parents;
Hilarious that she sees "exceptionally docile parents" as a necessary condition for educational reform!
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modern education concentrates onteaching subjects, leaving the method of thinking, arguing, and expressingone’s conclusions to be picked up by the scholar as he goes along;
Compared to classical education, modern education concentrates on teaching only "subject" areas and relying on one to osmose the methods for thinking, arguing, and properly expressing one's ideas as they proceed, if in fact they do at all.
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Émile flew offthe shelves in 18th-century Paris. In fact, booksellers found it more profitable torent it out by the hour than to sell it. Ultimately the excitement got too much forthe authorities and Émile was banned in Paris and burned in Geneva
Émile: or On Education was so popular that it was rented out by the hour for additional profit instead of being sold outright. [summary]
When did book rental in education spaces become a business model? What has it looked like historically?
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Rousseau’sheretical view was that anything which was outside children’s experience wouldbe meaningless to them, much as Plato, Comenius, and others had warned. Hisinsights had condensed principally out of the prevailing intellectual atmosphereat the time—empiricism, explicated by philosophers such as John Locke. We’lllook at Locke and Rousseau in more detail in Chapter 2.
Just as the ideas of liberty and freedom were gifted to us by Indigenous North Americans as is shown by Graeber and Wengrow in The Dawn of Everything, is it possible that the same sorts of ideas but within the educational sphere were being transmitted by Indigenous intellectuals to Europe in the same way? Is Rousseau's 18th century book Emile, or On Education of this sort?
What other sorts of philosophies invaded Western thought at this time?
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Jean-Jacques Rousseau, who shockedthe world with Émile: or On Education ([1762] 1993).
Rousseau, Jean-Jacques. Émile, or On Education. Translated by Alan Bloom. 1762. Reprint, Basic Books, 1979. https://www.basicbooks.com/titles/jean-jacques-rousseau/emile/9780465019311/
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Czech teacherComenius (1592–1670). He championed universal education, which hepromoted in his Didactica magna, arguing for the commonality of education—itwas for everyone, including, shockingly, females.
Comenius championed not only lifelong learning in Didactica magna, but he also argued for educating females, something not commonplace in the 17th century.
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Theodulf, bishop of Orléans, hadordered that ‘the priests establish schools in every town and village.
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‘Now, all this study of reckoning and geometry...must be presented to them while still young, not inthe form of compulsory instruction.’ ‘Why so?’ ‘Because,’ said I, ‘a free soul ought not to pursueany study slavishly; for while bodily labours performed under constraint do not harm the body,nothing that is learned under compulsion stays with the mind.’ ‘True,’ he said. ‘Do not, then, myfriend, keep children to their studies by compulsion but by play.’The Republic, 536d–e; 537a
Apparently one couldn't ever force children to learn anything...
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Albert Einstein asserted that‘Education is what remains when we have forgotten everything that has beenlearned at school.’
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Winston Churchill’s ‘The only time my educationwas interrupted was while I was at school.’
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Mark Twain quipped, ‘I have never let my schooling interfere with myeducation.’
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schools and education, are not, sadly, necessarily linked at all
It's worth keeping in mind that schools and education aren't necessarily linked.
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Education: A Very Short Introduction. Second Edition. Very Short Introductions. Oxford, New York: Oxford University Press, 2021. https://global.oup.com/academic/product/education-a-very-short-introduction-9780198859086?cc=us&lang=en&
Tags
- references
- philosophy
- aphorisms
- education
- The Dawn of Everything
- Winston Churchill
- idea play
- open questions
- David Wengrow
- Plato
- Mark Twain
- 17th century
- David Graeber
- compulsory education
- Albert Einstein
- Gary Thomas
- book rentals
- Émile: or On Education
- EdTech
- Theodulf of Orléans
- schools
- Jean-Jacques Rousseau
- memory
- textbooks
- want to read
- play based learning
- quotes
- school
- pedagogy
- women's education
- Comenius
- publishing
- Indigenous philosophy
- history
- history of pedagogy
- The Republic
- feminism
- Indigenous pedagogy
- lifelong learning
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www.thecity.nyc www.thecity.nyc
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In the context of public schools, it would make sense for the City to consider merging student IDs with travel Metro Cards... well it would if the City wasn't moving away from Metro Cards. Issue would be extending the solution to private schools. However, in this case, the issue is just general NYC incompetence.
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www.carnegie.org www.carnegie.org
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The Department of Education has been rolling out its own free grades, attendance and messaging applications, to replace banned third-party software that was involved in a data breach of more than 800,000 students last school year.
The NYCDOE was correct to sever its tie with third-party services, but why was the default response to build its own service? It was not long ago that there were no mobile applications for grades, attendance, and messaging.
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delong.typepad.com delong.typepad.com
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. The goal a reader seeks-be itentertainment, information or understanding-determines theway he reads.
There are three goals of most reading: education, information, and understanding.
Are there others we're missing here?
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The Activity and Art of Reading 15 If you ask a living teacher a question, he will probably answer you. If you are puzzled by what he says, you can save yourself the trouble of thinking by asking him what he means. If, however, you ask a book a question, you must answer it yourself.
What effect might this have on the learning process of purely oral cultures?
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screencast-o-matic.com screencast-o-matic.com
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https://screencast-o-matic.com/
Recommended by Greg McVerry
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physicstoday.scitation.org physicstoday.scitation.org
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Wieman, Carl. “How to Become a Successful Physicist.” Physics Today 75, no. 9 (September 2022): 46–52. https://doi.org/10.1063/PT.3.5082
The details here are also good in teaching almost all areas of knowledge, particularly when problem solving is involved.
How might one teach the practice of combinatorial creativity?
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www.jamesgmartin.center www.jamesgmartin.center
- Sep 2022
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Consider another example—education. It is true that in most countries, asin the United States, a higher level of educational attainment is typically as-sociated with a lower risk of economic insecurity. But the penalties associatedwith low levels of educational attainment, and the rewards associated with highlevels of attainment, vary significantly by country. Full-time workers without ahigh school degree in Finland, for instance, report the same earnings as thosewith a high school degree. In the United States, however, these workers ex-perience a 24 percent earnings penalty for not completing high school.23 InNorway, a college degree yields only a 20 percent earnings increase over a highschool degree for full-time workers, versus a much higher 68 percent increase inthe United States.24 The percentage of those with a high school degree earningat or below the poverty threshold is more than 4 times higher in the UnitedStates than in Belgium.25
The US penalizes those who don't complete high school to a higher degree than other countries and this can tend to lower our economic resiliency.
American exceptionalism at play?
Another factor at play with respect to https://hypothes.is/a/2uAmuEENEe2KentYKORSww
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Employment, education, and marriage are helpful in both avoiding povertyand exiting faster if one does become poor.
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www.forbes.com www.forbes.com
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imagine a future where educators are able to trace the impact they have had on learners' journeys. Educators can identify which teaching methods worked best for which learners and which approaches were most effective at enabling the learners to translate that learning into practice
There is some transformative potential here for these insights to be valuable for Educators as well as to serve as data points that help Learners. be more informed consumers (especially when the data allows for "twinning" that allows for Learners to approximate anticipated outcomes based on historical outcomes for people who share characteristics with them). At the same time, a clear hurdle separating the aspirations from the reality is the priority of the ownership. It seems that for all the exciting potential, getting there necessarily triggers a dynamic of multiple stakeholders having legitimate assertions of ownership over the data, meaning that compromises must be made, and that we may quickly begin to see qualifications to the notion of learner ownership that are a far cry from any absolute, binary interpretation. This is not necessarily a bad thing, but if it is in fact a thing, it's something to be acknowledged and centered so as to avoid appearing (or being) disingenuous brokers of the conversation.
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www.nytimes.com www.nytimes.com
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This year, the University of Southern California pulled its education school out of the rankings because of inaccuracies that went back five years.
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Traditionally, doctoral students are expected to implicitly absorb thisargument structure through repeated reading or casual discussion.
The social annotation being discussed here is geared toward classroom work involving reading and absorbing basic literature in an area of the sort relating to lower level literature reviews done for a particular set of classes.
It is not geared toward the sort of more hard targeted curated reading one might do on their particular thesis topic, though this might work in concert with a faculty advisor on a 1-1 basis.
My initial thought on approaching the paper was for the latter and not the former.
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Unfortunately, many graduate and professional students rely onreading strategies taught in high school or college for their academicwork. One example is taking notes only during lectures andhighlighting passages of academic texts
It seems broadly true in the new millennium and potentially much earlier that students are not taught broader reading strategies within academic settings. The history of note taking strategies and teaching would indicate that this wasn't always true.
In prior centuries there was more focus in earlier education on grounding in the trivium and quadrivium including rhetoric. These pieces and their fundamentals are now either glossed over or skipped altogether to focus more training on what might be considered more difficult and more important material. It would seem that educational reforms from the late 1500s shifted the focus on some of these prior norms to focus on other materials, and in particular reforms in the early 1900s (Charles William Eliot , et al) which focused on training a workforce for a more industrialized and capitalistic society weaned many of these methods out of earlier curricula. This results in students dramatically under-prepared for doctoral research, analysis, and writing.
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oer.pressbooks.pub oer.pressbooks.pub
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To get help with your academic problems you must try Statistics Homework help to get good grades and course guidance.
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oer.pressbooks.pub oer.pressbooks.pub
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If you are looking for your statistics homework help visit the best website Statistics Homework Help, it has more than 300+ p.hD experts and they provide help with 24x7.
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press.rebus.community press.rebus.community
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Basic necessary learning.
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www.kpcc.org www.kpcc.org
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California Could Mandate Kindergarten— What’s This Mean For School Districts And Childcare Providers?A bill that would create a mandatory kindergarten program in California has passed the legislature and is now heading to governor Gavin Newsom’s office for a final decision. The legislation, Senate Bill 70, would require children to complete one year of kindergarten before they’re admitted to the first grade. This comes as districts in California struggle with enrollment, having been a major issue during the pandemic. But if this legislation were to be signed by Governor Newsom, how would it affect teachers, the child care industry, and the children themselves.Today on AirTalk, we discuss the bill and it support among public schools with Los Angeles Unified School District (LAUSD) superintendent Alberto Carvalho and Justine Flores, licensed childcare provider in Los Angeles and a negotiation representative for Child Care Providers United.
Timestamps 19:11 - 35:20
CA Senate Bill 488 2021; signed, in process,
Orton-Gillingham method (procedure/process) but can be implemented differently. Rigorous and works. Over 100 years old.
Wilson program uses pieces of OG. What's this? Not enough detail here.
Dyslexia training will be built into some parts of credentialling programs.
Each child is different.
This requires context knowledge on the part of the teacher and then a large tool bag of methods to help the widest variety of those differences.
In the box programs don't work because children are not one size fits all.
Magic wand ? What would you want?
Madhuri would like to have: - rigorous teaching in early grades - if we can teach structured literacy following a specific scope in sequence most simple to most complex - teaching with same familiar patterns over and over - cumulative (builds on itself) - multisensory - explicit - Strong transitional kindergarten through grade 3 instruction
Prevention trumps intervention.
Otherwise you're feeding into the school to prison pipeline.
Madhuri's call for teaching that is structured, cumulative, multisensory, and explicit sounds a lot like what I would imagine orality-based instruction looks like as well. The structure there particularly makes it easier to add pieces later on in a way that literacy doesn't necessarily.
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- Aug 2022
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nces.ed.gov nces.ed.gov
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NAAL defines literacy as both task-based and skills-based.
I wonder if there are also soft skills in literacy
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NAAL defines literacy as both task-based and skills-based
I wonder if there are also soft skills in literacy/
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www.businessinsider.com www.businessinsider.com
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Schumaker, E. (2021, September 22). Poll after poll shows the same thing: Americans are cool with vaccine mandates. Business Insider. https://www.businessinsider.com/most-americans-support-covid-19-vaccine-mandates-polls-2021-9
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medicalxpress.com medicalxpress.com
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London, U. C. (2021, December 13). Unwillingness to have booster vaccine most common in groups with highest infection rates. https://medicalxpress.com/news/2021-12-unwillingness-booster-vaccine-common-groups.html
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www.medrxiv.org www.medrxiv.org
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Klein, B., Generous, N., Chinazzi, M., Bhadricha, Z., Gunashekar, R., Kori, P., Li, B., McCabe, S., Green, J., Lazer, D., Marsicano, C. R., Scarpino, S. V., & Vespignani, A. (2021). Higher education responses to COVID-19 in the United States: Evidence for the impacts of university policy (p. 2021.10.07.21264419). https://doi.org/10.1101/2021.10.07.21264419
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sites.google.com sites.google.com
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Teaching suggestions for diversifying logic courses and suggestions for how to make logic more accessible for students from a wide variety of backgrounds included getting rid of genius culture and stereotypes in logic, focusing on logic as a practical tool which requires practice to get good at, using low-cost materials, implementing mastery grading and providing mentorship opportunities.
Oh, come on. "Genius culture" exists in all academia to one degree or another. To say that logic is somehow more susceptible to this than other disciplines is stunningly arrogant and cloistered thinking.
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de.wikipedia.org de.wikipedia.org
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Place-Based Education
[[Place-Based Education]]
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Local file Local file
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the task maybe undertaken by any instructor who finds that good notesare necessary for successful work in his course.
Just as physics and engineering professors don't always rely on the mathematics department to teach all the mathematics that students should know, neither should any department rely on the English department to teach students how to take notes.
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www.netgear.com www.netgear.com
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Marketing. For example, information about your device type and usage data may allow us to understand other products or services that may be of interest to you.
All of the information above that has been consented to, can be used by NetGear to make money off consenting individuals and their families.
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USB device
This gives Netgear permission to know what you plug into your computer, be it a FitBit, a printer, scanner, microphone, headphones, webcam — anything not attached to your computer.
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as well as and other software, mobile apps, and features.
This could give Netgear the consent to watch every application you use, from The Sims to SETI to Photoshop to You Need A Budget.
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www.tandfonline.com www.tandfonline.com
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The potential for digital technology to support learners in this process was highlighted in the studies reviewed, but commonly learners lacked the competence to use digital technologies for educational purposes. Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that focus on understanding the facilitation of self-directed learning in childhood education are seldom. Further studies on self-directed learning in childhood education are vital – given that this is a fundamental competence for preparing our youth to deal with work and life in our rapidly changing world.
Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that ..
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rarehistoricalphotos.com rarehistoricalphotos.com
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Monasteries and convents served as models for the dorm and for the campus itself. Walled off from a threatening medieval world, they provided security for contemplation and worship while also serving as a place where learning, the arts, music, horticulture, and other cultural activities might flourish.
College dormitories rooted in monastery and convent styles
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Local file Local file
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In U.S.schools, young people, regardless of their race, ethnicity, or socioeconomic status, live amidenduring patterns of social and economic inequality. Indeed, American public schools arecharacterized by the many significant gaps between communities in the provision of educationand educational enrichment opportunities (Kozol 2012)
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- Jul 2022
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compassmag.3ds.com compassmag.3ds.com
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3D universes create a collaborative space with which we can analyze different objects or concepts simultaneously, providing more detail in our teaching approach because teaching in virtual reality increases the depth of knowledge,”
virtual reality increases the depth of our knowledge
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higheredstrategy.com higheredstrategy.com
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We don’t expect National Defence or health care to promote growth: we just accept that territorial integrity and a healthy populace are good things.
Been making that point about health (especially since, like education, it's a provincial jurisdiction). It's easy to think of perverse incentives if a profit motive dominates education and health. Physicians would want people to remain sick and teachers would prefer it if learners required more assistance.
Hadn't thought enough about the DND part. Sure gives me pause, given the amounts involved. Or the fact that there's a whole lot of profit made in that domain.
So, businesspeople are quick to talk about "cost centres". Some of them realize that those matter a whole lot.
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www.youtube.com www.youtube.com
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They're drawing primarily from students with the following broad interests: - learning sciences / educational psychology - sociology of education (to influence policy/practice) - those with strong real-world experience (looking to apply it to a specific area)
tuition coverage & stipend<br /> must be based in Baltimore<br /> prefer one speaks to faculty members for alignment of research areas and mentorship prior to joining
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cn.nytimes.com cn.nytimes.com
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这本书提出的一个问题是，我们应该在多大程度上将亚裔的成功归因于文化差异。这是一个非常有争议的话题，原因不难理解，如果你说亚裔美国人的文化规范能够帮助他们在学业上表现出色，那么问题就会转向为什么其他人群表现不佳。对这个问题，你的研究有什么发现吗？
Asian culture values education which I believe was implanted through their long history. The learned the lesson that to survive, to live better live, to have ore power, they need higher degree. It is such good question to think that maybe other culture that do not have this ideology build in will be disadvantaged.
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www.solimanwrites.com www.solimanwrites.com
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Think about the sad essay we all used to write for your (insert language here) class: back then you didn’t have permission to generate original ideas.
I'm not sure that's the correct diagnosis.
Alternative take: you were not, at that point in your life, equipped to understand that you could be generating new ideas and that you should walk away from that writing course with an appreciation for writing as a vehicle for what you'd like to accomplish with a given subject/format. It's fine that you didn't—many people don't—and your instructors, institution, parents, community, etc. probably could have done a better job at communicating this to you, but it was there, and it was the point all along.
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Local file Local file
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During the seventeenth century, this associative view vanished and was replaced by more literallydescriptive views simply of the thing as it exists in itself.
The associative emblematic worldview prevalent prior to the seventeenth century began to disappear within Western culture as the rise of the early modern period and the beginning of the scientific revolution began to focus on more descriptive modes of thought and representation.
Have any researchers done specific work on this shift from emblematic to the descriptive? What examples do they show which support this shift? Any particular heavy influences?
This section cites:<br /> William B. Ashworth, Jr. “Natural History and the Emblematic World View,” in Reappraisals of the Scientific Revolution, David C. Lindberg and Robert S. Westfall, eds #books/wanttoread<br /> which could be a place to start.
Note that this same shift from associative and emblematic to descriptive and pedantic coincides not only with the rise of the scientific revolution but also with the effects of rising information overload in a post-Gutenberg world as well as the education reforms of Ramus (late 1500s) et al. as well as the beginning of the move away from scholasticism.
Is there any evidence to support claims that this worldview stemmed from pagan traditions and cultures and not solely the art of memory traditions from ancient Greece? Could it have been pagan traditions which held onto these and they were supplemented and reinforced by ecclesiastical forces which used the Greek traditions?
Examples of emblematic worldview: - particular colors of flowers meant specific things (red = love, yellow = friendship, etc.) We still have these or remants - Saints had their associative animals and objects - anniversary gifts had associative meanings (paper, silver, gold, etc.) We still have remnants of these things, though most are associated with wealth (gold, silver, platinum anniversaries). When did this tradition actually start? - what were the associative meanings of rabbits, turtles, and other animals which appear frequently in manuscript marginalia? (We have the example of the bee (Latin: apes) which where frequently used this way as being associated with the idea of imitation.) - other broad categories?
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drive.google.com drive.google.com
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Unfortunately, many corporate software programsaim to level or standardise the differences betweenindividual workers. In supporting knowledgeworkers, we should be careful to provide tools whichenable diversification of individuals’ outputs.Word-processors satisfi this criterion; tools whichembed a model of a knowledge worker’s task in thesoftware do not.
Tools which allow for flexibility and creativity are better for knowledge workers than those which attempt to crystalize their tasks into ruts. This may tend to force the outputs in a programmatic way and thereby dramatically decrease the potential for innovative outputs. If the tools force the automation of thought without a concurrent increase in creativity then one may as well rely on manual labor for their thinking.
This may be one of the major flaws of tools for thought in the educational technology space. They often attempt to facilitate the delivery of education in an automated way which dramatically decreases the creativity of the students and the value of the overall outputs. While attempting to automate education may suit the needs of institutions which are delivering the education, particularly with respect to the overall cost of delivery, the automation itself is dramatically at odds with the desire to expand upon ideas and continue innovation for all participants involved. Students also require diverse modes of input (seen/heard) as well as internal processing followed by subsequent outputs (written/drawn/sculpted/painted, spoken/sung, movement/dance). Many teachers don't excel at providing all of these neurodiverse modes and most educational technology tools are even less flexible, thus requiring an even larger panoply of them (often not interoperable because of corporate siloing for competitive reasons) to provide reasonable replacements. Given their ultimate costs, providing a variety of these tools may only serve to increase the overall costs of delivering education or risk diminishing the overall quality. Educators and institutions not watching out for these traps will tend to serve only a small portion of their intended audiences, and even those may be served poorly as they only receive a limited variety of modalities of inputs and outputs. As an example Western cultures' overreliance on primary literacy modes is their Achilles' heel.
Tools for thought should actively attempt to increase the potential solution spaces available to their users, while later still allowing for focusing of attention. How can we better allow for the divergence of ideas and later convergence? Better, how might we allow for regular and repeated cycles of divergence and convergence? Advanced zettelkasten note taking techniques (which also allow for drawing, visual, auditory and other modalities beyond just basic literacy) seem to allow for this sort of practice over long periods of time, particularly when coupled with outputs which are then published for public consumption and divergence/convergence cycles by others.
This may also point out some of the stagnation allowed by social media whose primary modes is neither convergence nor divergence. While they allow for the transmission/communication portion, they primarily don't actively encourage their users to closely evaluate the transmitted ideas, internalize them, or ultimately expand upon them. Their primary mode is for maximizing on time of attention (including base emotions including excitement and fear) and the lowest levels of interaction and engagement (likes, retweets, short gut reaction commentary).
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jon.bo jon.bo
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Information retention #
first test note.
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www.reddit.com www.reddit.com
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Thanks for all the fantastic literature tips! Added to the list 😊
If these are the types of things that are interesting, you might also try a shared bibliography that a handful of readers/researchers share and contribute to: https://www.zotero.org/groups/4676190/tools_for_thought
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I've spend a lot of time in the education, pedagogy, and instructional design spaces in the past decade. I can guarantee you that he hasn't solved the problem. People have been talking about education reform for centuries and it's still no where close to being solved. If anything perhaps it's even gotten worse, particularly in Western culture.
If this is your area, I'd recommend taking a look at some of Andy Matuschak's work on mnemonic medium and Lynne Kelly's work on orality and memory which take some non-standard approaches to some of these wholly unsolved questions. Annie Murphy Paul's recent book The Extended Mind will also outline some fun recent work and potentially show you gaping holes in the thought enterprise.
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www.oxfam.org www.oxfam.org
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The richest 10 percent accounted for over half (52 percent) of the emissions added to the atmosphere between 1990 and 2015. The richest one percent were responsible for 15 percent of emissions during this time – more than all the citizens of the EU and more than twice that of the poorest half of humanity (7 percent).
This is a key leverage point strategy for Stop Reset Go for Rapid Whole System Change (RWSC) strategy. As argued by Kevin Anderson https://youtu.be/mBtehlDpLlU, the wealthy are a crucial subculture to target and success can lead to big decarbonization payoffs.
The key is to leverage what contemplative practitioners and happiness studies both reveal - after reaching a specific level of material needs being met, which is achievable for staying within planetary boundaries, we don’t need any more material consumption to be happy. We need an anti-money song: https://youtu.be/_awAH-JJx1kamd and enliven Martin Luther King Junior’s quote aspirational: the only time to look down at another person is to give them a hand up. Educate the elites on the critical role they now play to solve the double problem of i equality and runaway carbon emissions.
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www.google.com www.google.com
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Sep 26, 2016 — Skills for innovation. Education policies to foster innovation have traditionally focused on increasing participation in science, technology ...
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www.ecole-societe.com www.ecole-societe.com
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- Jun 2022
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www.park.health www.park.health
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Open educational resources (OERs) are fungible functional units used in education by both educators and students
OERs on Ethereum
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thelearnersway.net thelearnersway.net
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This reveals that we have the capacity for sustained attention, but persistence is best understood as a disposition, not a capacity. The triadic model of dispositions allows us to understand better what is going on here. A behaviour becomes a disposition when we combine the capabilities it demands with the desire to use them and an awareness of situations where the behaviour is appropriate.
I guess it depends on what a "disposition" is too. One definition is "a person's inherent qualities of mind and character." But if it's inherent, then it's not something that emerges from behaviours in the right circumstances.
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Contrary to popular belief, students don’t have short attention spans. They can focus for hours on a single project. But it has to feel relevant and meaningful to them, and they need to have the time and the space to accomplish it. It’s not easy in a world of school bells and curriculum maps. However, it’s something we should strive for. We should draw students into the deeper, slower work of creativity — because when that happens, learning feels like magic. - “Myth and Mystery of Shrinking Attention Span” - Dr K. R. Subramanian
This should be motivation enough for instructors to take the time - assuming their bureaucratic overloads allow it - to find ways to make education relevant. This is something, however, that must be baked into people at a young age. And that's the real problem.
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We are used to instant gratification. Multiple opportunities for engagement and distraction surround us. If the result we are after does not come immediately, it is easy to seek an alternate path. An economy built on fast food, same-day home delivery, open all hours service model feeds our desire for instant results. Buy now, pay later, why wait when you can have it now.?
We need to slow down - in every aspect of our lives - so we can attend to the present more thoughtfully, seriously, and appreciatively. Now will never happen again.
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“Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan Press On! has solved and always will solve the problems of the human race.” - Calvin Coolidge
This is clearly a political statement intended to get more people to contribute to the country's economy. It is, however, woefully wrong in the broader sense.
Persistence does matter, but it isn't "omnipotent". Persistence, like education, can and should be acquired. But without talent and intelligence (and curiosity, and honour, and truthfulness, and...), persistence alone will not suffice.
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hybridpedagogy.org hybridpedagogy.org
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For Jerome Bruner, the place to begin is clear: “One starts somewhere—where the learner is.”
One starts education with where the student is. But mustn't we also inventory what tools and attitudes the student brings? What tools beyond basic literacy do they have? (Usually we presume literacy, but rarely go beyond this and the lack of literacy is too often viewed as failure, particularly as students get older.) Do they have motion, orality, song, visualization, memory? How can we focus on also utilizing these tools and modalities for learning.
Link to the idea that Donald Trump, a person who managed to function as a business owner and president of the United States, was less than literate, yet still managed to function in modern life as an example. In fact, perhaps his focus on oral modes of communication, and the blurrable lines in oral communicative meaning (see [[technobabble]]) was a major strength in his communication style as a means of rising to power?
Just as the populace has lost non-literacy based learning and teaching techniques so that we now consider the illiterate dumb, stupid, or lesser than, Western culture has done this en masse for entire populations and cultures.
Even well-meaning educators in the edtech space that are trying to now center care and well-being are completely missing this piece of the picture. There are much older and specifically non-literate teaching methods that we have lost in our educational toolbelts that would seem wholly odd and out of place in a modern college classroom. How can we center these "missing tools" as educational technology in a modern age? How might we frame Indigenous pedagogical methods as part of the emerging third archive?
Link to: - educational article by Tyson Yunkaporta about medical school songlines - Scott Young article "You should pay for Tutors"
aside on serendipity
As I was writing this note I had a toaster pop up notification in my email client with the arrival of an email by Scott Young with the title "You should pay for Tutors" which prompted me to add a link to this note. It reminds me of a related idea that Indigenous cultures likely used information and knowledge transfer as a means of payment (Lynne Kelly, Knowledge and Power). I have commented previously on the serendipity of things like auto correct or sparks of ideas while reading as a means of interlinking knowledge, but I don't recall experiencing this sort of serendipity leading to combinatorial creativity as a means of linking ideas,
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Collegial pedagogy, a term introduced by Lissa Soep and Vivian Chávez, describes a dynamic where both teacher and learner stand mutually invested in a shared project, where neither party could complete the work without the other. They need each other to get it right. “Collegiality is a relationship of shared collective responsibility.”
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Best practices will not give these students voices. Best practices will not help them build community. Best practices will not align them with their own agency. You have to do that.
This makes me wonder how one might take a community chat space like the IndieWeb chat and replicate the experience for a classroom or for an entire university? It would require a huge amount of tummeling?
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We become convinced, because the LMS doesn’t measure for such things, that online there are no pregnant pauses, no under-the-breath chuckling, no eye rolls.
phatic communication is important in the social interaction components of education
How can this be put into edtech?
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Jesse Stommel and I wrote once that, In the room with our students, we can know if they’re engaged and participating, even as each of them participates in his or her own unique fashion. In an online discussion forum, it’s difficult to observe such nuance, and impossible to quantitatively evaluate it.
The answer shouldn't necessarily be to figure out how to quantify the online unseen portions of the learning process.
Similarly how might one assess the end results of things which are non-literate?
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“None of the women and men emerging from our schools in the next decade should expect to lead to purely mechanical, conforming, robotic lives. They must not be resigned to thoughtlessness, passivity, or lassitude if they are to find pathways through the nettles, the swamps, the jungles of our time.” ~ Maxine Greene, Releasing the Imagination
I appreciate the poetry in this on top of the broader sentiment.
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She had the kind of exacting patience required for video editing.
Beyond this, Gracie also had senses of timing and spatial skills that many also often lack. This is a sort of neurodiversity piece which some are either lifted up or pulled down by within our literacy-focused teaching system.
It may be a skill she's focused on improving, or one which she's naturally gifted and might improve upon to use in a professional career. Focusing on a literacy-only framing for her education is the sort of thing that, instead of amplifying her talents, may have the effect of completely destroying them, and her altogether.
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Maxine Greene for example, begins by writing that “We are convinced that the movement towards educational technology is irreversible and that our obligation as educators is to learn how to deal with it,” but then she turns that resignation into resistance by adding, “how, if you like, to live with it as fully conscious human beings working to enable other human beings to become conscious, to become responsible, to learn.”
If it's true that the movement toward technology is inevitable, how might we deal with it?
Compare this with the solution(s) that nomadic hunter-gatherers had to face when changing from a lifestyle built on movement to one of settling down to a life of agriculture. Instead of attaching their knowledge and memories to their landscape as before, they built structures (like Stonehenge) to form these functions.
Part of moving forward may involve moving back historically to better understand these ideas and methods and regaining them so that we might then reattach them to a digital substrate. How can we leverage the modalities of the digital for art, song, dance, music, and even the voice into digital spaces (if we must?). All digital or only digital certainly isn't the encompassing answer, but if we're going to do it, why not leverage the ability to do this?
As an example, Hypothes.is allows for annotating text to insert photos, emoji, audio (for music and voice), and even video. Videos might include dance and movement related cues that students might recreate physically. These could all be parts of creating digital songlines through digital spaces that students can more easily retrace to store their learnings for easier recall and to build upon in the future.
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www.uopeople.edu www.uopeople.edu
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Mentioned at Hypothes.is Social Learning Summit.
Generally looks legit, though it has faced accusations of being a diploma mill and some balanced sounding reviews of it are not good.
A masters will run about $3-4,000 in fees.
Based in Pasadena, CA
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www.science.org www.science.org
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Research is messy and full of failed attempts. Trying to protect students from that reality does them a disservice.
Yup. This is basically a version of "don't coddle your students".
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most people are dying to do 00:42:37 this like there's just something hollow to living someone else's life right and if i could impress anything on listeners or viewers like a lot of reasons why we're doing this 00:42:49 right now to ourselves is because we believe the group is against us but just think how would you behave if you knew that most people in your groups that matter to you we're in agreement with you like 00:43:02 think about what that changes about your behavior and and your your potential for happiness and flourishing and i'm telling you it's just where we are right now in this society and like i think social media has a lot of 00:43:14 upside but with respect to collective illusions it is a fun house of mirrors it is almost a guarantee to distort uh what you think the group consensus really is so we just got to be thoughtful about the ways not just the 00:43:26 ways we engage on online because that's just always going to be there but learning about collective illusions and getting some skill and not letting those distortions affect how we treat one another in real life because that's where it really really 00:43:39 becomes a problem
If people who are incongruent can imagine how our societies would flourish were we as individuals more congruent, this could be a powerful leverage point for system change that dispells the collective illusion.
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windowsontheory.org windowsontheory.org
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The inequalities in the US arise from huge disparities in the resources at school, and a highly unequal society at large. I personally think that improving education is much more about support for students, resources, tutoring, teacher training, etc, than whether we teach logarithms using method X or method Y.
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- May 2022
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yishunlai.medium.com yishunlai.medium.com
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Chris, this is a great take, thanks! Visiting the origins of the system doesn't fit into my current interests, but I'm very happy to know more about them.I gave a mini-lecture to my students last night about this system; really it's more about the idea of networking your ideas over anything else, isn't it? My students, who are all working on creative nonfiction projects, were so relieved to have someplace to put and process all the things they inevitably flag in the books they read.
I've been collecting some feedback on folks who've introduced this to students. I'm curious how your experiment ultimately went? Did they take to it? Do you feel like some are still using or even experimenting with the methods?
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link.springer.com link.springer.com
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Recommended by Ben Williamson. Purpose: It may have some relevance for the project with Ben around chat bots and interviews, as well as implications for the introduction of portfolios for assessment.
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www.usmcu.edu www.usmcu.edu
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A global ceasefire could be declared for between 2022 and 2030 to enable all nations to undertake an emergency hyper-response.
State level government officials would need to undergo some kind of global open Deep Humanity type education to begin to shift their inner worldviews, paradigms and value systems, along with business leaders, as the close ties between the influence of business lobbies on governments has a very powerful controlling influence.
Of course, this would be easier if there were a concerted global effort to nominate proactive, empathetic ecocivilizationally and social justice minded women to positions of power.
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It orientates around making the threat visible and knowable, to an extent that this inspires automatic configuration and realignment across human tribes
This can be done through a decentralized, zero marginal cost hyperthreat education campaign relying on crowdsourcing via the internet. Since the threat level has become salient to a sufficient scale, these aware actors can be crowdsourced for a scalable education campaign.
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www.raulpacheco.org www.raulpacheco.org
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I like how Dr. Pacheco-Vega outlines some of his research process here.
Sharing it on Twitter is great, and so is storing a copy on his website. I do worry that it looks like the tweets are embedded via a simple URL method and not done individually, which means that if Twitter goes down or disappears, so does all of his work. Better would be to do a full blockquote embed method, so that if Twitter disappears he's got the text at least. Images would also need to be saved separately.
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wonkhe.com wonkhe.com
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At the critical bleeding edge of OER, citing David Wiley is no longer fashionable.
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The idea is that reasoning from first principles is reasoning like a scientist. You take core facts and observations and use them to puzzle together a conclusion, kind of like a chef playing around with raw ingredients to try to make them into something good. By doing this puzzling, a chef eventually writes a new recipe. The other kind of reasoning—reasoning by analogy—happens when you look at the way things are already done and you essentially copy it, with maybe a little personal tweak here and there—kind of like a cook following an already written recipe.
TL;DR
Chef: Breaks things down to its fundamental principles and then mixes and matches them to create something new.
Cook: Gathers inspiration from what solutions has already been done, understands it, and tweaks some parts to personalize it for their needs.
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