- Sep 2022
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Even with interactive features,highlighting does not require active engagement with the text, suchas paraphrasing or summarizing, which help to consolidate learning(Brown et al., 2014)
What results do Brown et al show exactly? How do they dovetail with the citations and material in Ahrens2017 on these topics?
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. The Belknap Press of Harvard University Press. http://ebookcentral.proquest.com/lib/jhu/detail.action?docID=3301452
Ahrens, doesn't provide a full citation of Brown, but does quote it for the same broad purpose (see: https://hypothes.is/a/8ewTno3pEeydaHscXVaIzw) specifically with respect to the idea that highlighting doesn't help in the learning process, yet students still actively do it.
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lu.ma lu.ma
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Yolanda Gibb: How a mindset of Ambidextrous Creativity can get you generating AND exploiting your ideas?
Ambidextrous creativity is having a balance between exploration and subsequent exploitation of those explorations.
Small companies and individuals are good at exploration, but often less good at exploitation.
Triple loop learning<br /> this would visually form a spiral (versus overlap)<br /> - Single loop learning: doing things right (correcting mistakes)<br /> - double loop learning: doing the right things (causality)<br /> - triple loop learning: why these systems and processes (learning to learn)
Assets<br /> Relational capital * Structural capital - pkm is part of this<br /> there's value in a well structured PKM for a particualr thing as it's been used and tested over time; this is one of the issues with LYT or Second Brain (PARA, et al.) how well-tested are these? How well designed?<br /> * Structural capital is the part that stays at the office when all the people have gone home * Human Capital
Eleanor Konik
4 Es of cognition<br /> * embodied * embedded * enacted * extended<br /> by way of extra-cranial processes
see: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7250653/
Yolanda Gibb's book<br /> Entrepreneurship, Neurodiversity & Gender: Exploring Opportunities for Enterprise and Self-employment As Pathways to Fulfilling Lives https://www.amazon.com/Entrepreneurship-Neurodiversity-Gender-Opportunities-Self-employment/dp/1800430582
Tools: - Ryyan - for literature searches - NVIVO - Obsidian - many others including getting out into one's environment
NVIVO<br /> https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home
a software program used for qualitative and mixed-methods research. Specifically, it is used for the analysis of unstructured text, audio, video, and image data, including (but not limited to) interviews, focus groups, surveys, social media, and journal articles.
Ryyan<br /> https://www.rayyan.ai/<br /> for organizing, managing, and accelerating collaborative literature reviews
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www.discovermagazine.com www.discovermagazine.com
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The consequence argument points out that deterministic laws imply that the future isn't really up for grabs; it's determined by the present state just as surely as the past is. So we don't really have choices about anything.
Yup, that makes sense to me. I'm fine with that too.
Still, however, everyone is ignoring the influence of learning on our future state.
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Local file Local file
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They are not meant to prove thatthe student did his or her homework. Rather, they provethat students can make something out of their education.
Francesco Erspamer's definition of a thesis is proof "that students can make something out of their education."
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arxiv.org arxiv.org
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Multidiscpl teams are different from heterogenous ones when it comes to learning. Dense networks useful for incremental steps, but hinder innovative steps (Vgl [[Lurking Weak Strong Ties 20040204063311]]) Provide team design principles.
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- Aug 2022
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shrewdies.com shrewdies.com
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☊☋ Shrewd Maps
Now 🗺ShrewdMaps
#BuildInPublic: Please let me know what you think about gout topic maps by replying below…
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📒 Shrewd Notes
Remove space to ShrewdNotes
New 4 part blog series... - Introducing 📒ShrewdNotes. Members Notes in Progress. - How Keith Uses 📒ShrewdNotes - How You Can Use 📒ShrewdNotes - Why We Might Share 📒ShrewdNotes
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The GameStorm conceptualization tool in action during the Make Your Own Game activity
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shrewdies.net shrewdies.net
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Are you a Keith Taylor Follower?
Congratulations on becoming an Anonymous Learner!<br /> You have learned where to find Keith's free online learning resources. So please click the image to learn your next tier…
Are you a Keith Taylor Follower?
Please let me know what you think about my website marketing list by replying below…
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psyarxiv.com psyarxiv.com
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Teodorescu, K., Plonsky, O., Ayal, S., & Barkan, R. (2021). Enforcement policies: Frequency of inspection is more important than the severity of punishment. PsyArXiv. https://doi.org/10.31234/osf.io/pbvzr
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shrewdies.com shrewdies.com
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About Shrewdies.com
Shrewd Learning helps you learn online. With a range of tools to support better knowledge. Read all about Shrewdies.com.
This page contains 📒ShrewdNotes for the page: About Shrewdies.com. I am preparing documentation for 📒ShrewdNotes. So once I publish that documentation, I will replace this with a link.
In fact, that explains one of the key purposes of 📒ShrewdNotes. Because they allow me to tell you of planned changes to my articles and new content in progress.
About Shrewdies.com Audience
I wrote About Shrewdies.com for people who want to learn:
- How and why Shrewdies.com exists.
- Facts about Keith Taylor's
Shrewdies
brand. - Examples of website admin pages.
So I hope this gives you the facts that you want. Or resolves any concerns that you have. If not, I provide several ways you can find additional information. Including leaving comments. Which is usually the last item on most of my pages.
Please see all links for extra information and support below...
Extra Information for About Shrewdies.com
Extra information about my articles includes some or all of:
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🆘 ShrewdOnlineSupport Services
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Please let me know what you think about Shrewdies.com by replying below…
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Polis. (n.d.). Retrieved April 26, 2022, from https://pol.is/home
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www.bundleiq.com www.bundleiq.com
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https://www.bundleiq.com/post/the-history-of-pkm
I positively don't recommend this article... good example of someone "trying on" information they've been reading about, but haven't quite mastered or gone deep enough on yet. Also potentially a good example of the sort of issues that can be seen when learning in public and potentially attempting to be an influencer in a space in which one is not an expert.
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Keith's Learners Resources Feedback
Maybe this needs a clarification comment??
I refer to all my readers collectively as
Keith's Learners
. But the majority are occasional, anonymous visitors. So for people who want to become more involved, I've developed 3 learning subjects: - GoutPal Links for gout sufferers. Which is my current top priority project. - Foodary Nexus for foodies. Which is the working title for my next project. - Shrewd Learning for informal online learners. Which I am currently documenting as a template, as applied to GoutPal Links. Though in the future, it will also serve to evolve new learning subjects. -
ShrewdConcerns is a public place
Furthermore, I'm adopting a #BuildInPublic approach to all my websites. Because I want to create informal online learning environments that encourage learners to become coaches/mentors. Obviously, that will take time to onboard people and qualify objectives. But I have to start somewhere. And #BuildInPublic seems to me to be my best chance of finding like-minded collaborators.
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📒 ShrewdNotes Web Page Annotation
I often rush into assessing new applications. Because I learn quicker by applying compared to reading. But one downside is that I frequently miss key features.
That's only a major drawback if I abandon the application where I can't see how it fits my project. And today I avoided that with serendipity. Because… 1. My application was a Chrome Extension 1. I wanted to test to see if was active and change webpage content accordingly 1. I found I could run the app without an extension - as fully described in the documentation that I skipped reading!
All of which is an idea for my next blog post. But the real point is I have established a process for starting ad-hoc Shrewd Learning projects "in the wild". Because normally, I start making notes somewhere. Then forgetting where I put them.
I think we all do that when we spot something interesting that might warrant future research. Now for my established subject areas, I always start annotating new topics within that subject area. So, I can prioritize it in my usual processes.
Today, I've extended this by tagging public notes with
Shrewd Learning
. So when I look at the Shrewd Learning Tag, I see all notes that present potential new learning topics. Which opens a great way to collaborate loosely with other people if I can establish some traction with Shrewd Learning.For now, this is my reminder to do a personal blog entry based on this. More importantly, I should update this blog entry to reflect recent advances in Shrewd Learning and my other 2 online learning projects.
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Seaman, K. L., Christensen, A. P., Senn, K., Cooper, J., & Cassidy, B. S. (2022). Age Differences in the Social Associative Learning of Trust Information. PsyArXiv. https://doi.org/10.31234/osf.io/b38rd
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- social cue
- research
- social cognition
- working memory
- trust information
- social associative learning
- developmental psychology
- age difference
- judgement
- social processing
- behavioral science
- aging
- trust
- decision making
- social science
- personality psychology
- cognitive psychology
- learning
- lang:en
- social psychology
- fMRI
- is:preprint
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jupyterbook.org jupyterbook.org
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You can activate Hypothesis by
Embedding Hypothesis in Websites and Platforms
Embedding Hypothesis To add Hypothesis to your website or platform, simply add the following line to the HTML source of your page:
From https://web.hypothes.is/help/embedding-hypothesis-in-websites-and-platforms/
Which continues with an example of Hypothes.is client configuration.
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Second-order thinking is more deliberate. It is thinking in terms of interactions and time, understanding that despite our intentions our interventions often cause harm. Second order thinkers ask themselves the question “And then what?” This means thinking about the consequences of repeatedly eating a chocolate bar when you are hungry and using that to inform your decision. If you do this you’re more likely to eat something healthy.
Second-order thinking
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threadreaderapp.com threadreaderapp.com
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The instructor may require the submission of the notesas an evidence of pro ress before the writing of the essayis begun, or he may as! for their presentation with the com-pleted essay.
It's nice to have some evidence of progress, but I know very few students who appreciated this sort of grading practice. I know I hated it as a kid, so it's particularly pernicious and almost triggering to see it in print going back to 1908, 1911, and subsequently up to 1931.
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cse.google.com cse.google.com
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Your guidelines for private and public gout discussions are here on my contact page.
Is it the best to put private vs public in the Contact Page? Or should it be separate?
I think it is best to include it in the Contact Page. Because my perception is that it's all about contacting me. But I should do a poll on this.
Also, this isn't just a
Gout
issue, so it needs to be addressed in other subject sites. And as it is a fundamental part of successful collaboration, I will repeat it inFood
andLearning
.
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threadreaderapp.com threadreaderapp.com
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The real issue with "learning in public" is them emphasis placed on "being an expert," which is *everywhere*. It's a capitalist mindset, convincing people that even as beginners they should consider themselves "experts" bc this is how you get exposure aka how u scale.
The public online commons, by means of context collapse, allows people to present themselves as experts within an area without actually being experts.
Some of these "experts" or "gurus" primarily have expertise in communication or promoting themselves or a small piece of a topic about which they know a little more than the average public.
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www.highereddive.com www.highereddive.com
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Test ways to build earned credentials (certificates, badges, coursework) into degrees; build banks of experience (on-the-job training, internships) that earn credit; admit students simultaneously to two- and four-year institutions; guarantee transfer agreements so students don’t take numerous courses that don’t transfer into a four-year degree; set goals for meaningful employment upon graduation; and work collectively to measure our progress and hold ourselves accountable for the outcome.
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Local file Local file
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Gross, Ronald. The Independent Scholar’s Handbook. Ten Speed Press, 1993. http://archive.org/details/the-independent-scholars-handbook-how-to-turn-your-interest-in-any-subject-into-.
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www.youtube.com www.youtube.com
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https://www.youtube.com/watch?v=Y07l5AsWEUs
I really love something about the phrase "get them [ideas] into a form that students can work with them". There's a nice idea of play and coming to an understanding that I get from it. More teachers should frame their work like this.
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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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link.springer.com link.springer.com
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focused on the language that the children used when they were involved in a design and technology activity
Children’s Use of Technology in Learning
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ai.google ai.google
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A place to learn Machine Learning
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AZ 900
This is my first every hypothesis note.
So far I have the done the first test, and found it relevant. Well worth the money so far.
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- Jul 2022
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ieeexplore.ieee.org ieeexplore.ieee.org
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A recent overview of RL methods used for autonomous driving.
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www.windley.com www.windley.com
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I didn't start out in 2007 to write a programming language that naturally supports decentralized programming using the actor-model while being cloud-native, serverless, and databaseless. Indeed, if I had, I likely wouldn't have succeeded. Instead picos evolved from a simple rule language for modifying web pages to a powerful, general-purpose programming system for building any decentralized application.
Lots of concepts ping like hail on a car hood for me. I don't really understand them but they resonate: decentralized programming, cloud-native, serverless, databaseless. It all seems like fungi in nature or the apricot you mention in an earlier post. I especially like the idea of learning systems "evolving from a simple rule language". Yes, I want to evolve and roll my own learning system then I want to teach others how to do it.
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gist.github.com gist.github.com
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5.1 Recognize that 1) the biggest threat to good decision making is harmful emotions, and 2) decision making is a two-step process (first learning and then deciding).
5.1 Recognize that 1) the biggest threat to good decision making is harmful emotions, and 2) decision making is a two-step process (first learning and then deciding).
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s3.us-west-2.amazonaws.com s3.us-west-2.amazonaws.com
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that students lacked strong teacher and social-collaborative pres-ences while watching the videos alone at home—and therefore proposed more onlinecollaborative learning methods to enhance a greater social-collaborative presence dur-ing the out-of-class sessions of a flipped classroom.
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blogs.microsoft.com blogs.microsoft.com
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because it only needs to engage a portion of the model to complete a task, as opposed to other architectures that have to activate an entire AI model to run every request.
i don't really understand this: in z-code thre are tasks that other competitive softwares would need to restart all over again while z-code can do it without restarting...
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www.npr.org www.npr.org
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We should think of it as a bill for a public health measure that was taken on our behalf. And it's our obligation now, whether or not we agreed with those decisions, to pay that bill. We can't stiff our children.
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impedagogy.com impedagogy.com
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why aren’t we doing these things already?
Amen! Why can't we have "fun" while learning? Like every young child does while playing with blocks or banging on pots and pans? I like Quinn's (and have also seen the term elsewhere) use of "learning experiences" as a way to look at educational design.
In fact, all "learning" is based in experience, and some students "learn" how to game the system, others "learn" to disengage, etc. What if, instead, learning was exciting and something to look forward to?
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campustechnology.com campustechnology.com
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In design terms, this begins with the learning experience (LX) of students — but often extends toward the teaching experience (TX), and even the user experience of technologists, instructional designers and administrators. Collectively, I call these the "pedagogical experience" (PX) of an e-learning tool.
Designing pedagogical experience (PX) encompasses both the learning experience (LX) of the students as well as the teaching experience (TX) of the instructor.
Educational technology should take both parts of the overall experience into account. Too many focus on one side or the other: the ease of use for the teacher at the expense of the student or the ease of use for the student at the expense of the teacher. Balancing the two can be difficult, but designers should be watching both.
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sweller's cognitive load theory is built on badly and hitch's research on working memory models which has loads of iterations the idea is that we can only work with a limited amount 00:02:31 of information at any one time putting a number on it isn't really useful
Who proposed Cognitive Load theory
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pay attention to the parity principle
What is Parity Principle?
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www.remastery.net www.remastery.net
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Even the sloppiest manuscript would bring twenty new cards for my hoard.
This quote is similar to the broad idea (source(s)?) that one can learn something even from the worst books or the man who's a fool.
I've excerpted the portion of the quote that appears before this in the past. See: https://hyp.is/jqug2tNlEeyg2JfEczmepw/3stages.org/c/gq_title.cgi?list=1045&ti=Foucault%27s%20Pendulum%20(Eco)
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educationalist.substack.com educationalist.substack.com
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One of the risks I heard mentioned is that of becoming/ being perceived as an ”arm of the university bureaucracy”, as CTLs become more involved in decision-making on educational issues.
Interesting problem. Why is the CTL not seen as an "arm of shared governance" in these cases? Or at least a venue of it?
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Dilemma: should/ can the CTL be neutral territory (and can it be?)
Fascinating to see what "neutral" means here. There's the "non-evaluative"/"non-supervisory" sense, where "neutrality" is essentially with respect to office politics, and the "not advancing an argument" sense, which in the strictest sense seems almost impossible to reconcile with any kind of developmental work.
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- Jun 2022
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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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www.youtube.com www.youtube.com
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files.zotero.net files.zotero.net
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This means that to design creative instructionalsystems, one must look to other domains (engineering,medicine, computer science, marketing, etc.) for inspira-tion. For example, Peter’s Instructional Strategies course atIndiana University’s School of Education shocks studentsin the second week of class by assigning readings from abook about marketing and customer experiences.
There's a lot of commonalities between strong marketing techniques and hitting on Merrill's FPI and other LD techniques.
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effectiviology.com effectiviology.com
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Interleaving is a learning technique that involves mixing together different topics or forms of practice, in order to facilitate learning. For example, if a student uses interleaving while preparing for an exam, they can mix up different types of questions, rather than study only one type of question at a time.Interleaving, which is sometimes referred to as mixed practice or varied practice, is contrasted with blocked practice (sometimes referred to as specific practice), which involves focusing on only a single topic or form of practice at a time.
Interleaving (aka mixed practice or varied practice) is a learning strategy that involves mixing different topics, ideas, or forms of practice to improve outcomes as well as overall productivity. Its opposite and less effective strategy is blocking (or block study or specific practice) which focuses instead on working on limited topics or single forms of practice at the same time.
This may be one of the values of of the Say Something In Welsh method which interleaves various new nouns and verbs as well as verb tenses in focused practice.
Compare this with the block form which would instead focus on lists of nouns in a single session and then at a later time lists of verbs in a more rote fashion. Integrating things together in a broader variety requires more work, but is also much more productive in the long run.
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www.youtube.com www.youtube.com
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higher order learning can lead to greater levels of productivity than lower order or rote methods
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the research says is that students often
the research says is that students often don't use the right learning strategy because they react negatively to effort in fact it even is so well demonstrated that it has its own name it's called the ==misinterpreted effort hypothesis== it says that students tend to see a learning strategy feel that it is more effortful more challenging and as a result they will veer away from that because they feel that that effort means that they're either doing it wrong or that the technique is bad they consider more effortful learning with being a bad thing
Students will perceive learning strategies that require more effort and work on their part to be less productive in the long term, often when the opposite is the case. This phenomenon is known as the misinterpreted effort hypothesis.
Link to: - research in Ahrens that rereading and reviewing over material seems easy, but isn't as effective as directly answering questions and performing the work to produce one's own answer. - https://www.sciencedirect.com/science/article/abs/pii/S0010028519302270
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bulletproofmusician.com bulletproofmusician.com
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the more effortful strategy is the one that often leads to more effective learning.
The practice or learning strategy that seems to take the most work is probably the most effective.
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Well, for one, there was a clear preference for the blocked study schedule, with 68% of participants reporting that they would choose the blocked strategy to study for a test, while only 32% chose the interleaved strategy. Which is interesting, because the research on blocked vs. interleaved practice suggests that in many cases, interleaving is actually the more effective strategy (here’s a great summary of the research on interleaved practice, why and how it works, guidelines for use, and examples of times when blocked may be better).
Interleaved practice methods are more effective learning strategies than block practice.
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the more effort they had to put into the study strategy, the less they felt they were learning.
misinterpreted-effort hypothesis: the amount of effort one puts into studying is inversely proportional to how much one feels they learn.
Is this why the Says Something In Welsh system works so well? Because it requires so much mental work and effort in short spans of time? Particularly in relation to Duolingo which seems easier?
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www.reddit.com www.reddit.com
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Ps) I am trying to post daily content like this on LinkedIn using my Slip-Box as the content generator (the same is posted on Twitter, but LinkedIn is easier to read), so if you want to see more like this, feel free to look me up on LinkedIn or Twitter.
Explicit example of someone using a zettelkasten to develop ideas and create content for distribution online and within social media.
https://www.reddit.com/r/antinet/comments/vgtyuf/mastery_requires_theory_application_of_theory_is/
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hybridpedagogy.org hybridpedagogy.org
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Most students taking fully online classes are doing so in relative solitude. In fact, they’re counting on you to make not just the ideas in your class, the content the LMS is so content to deliver, synthesize, they’re also counting on you to make their experience of education synthesize.
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The old rule, now practically an adage, “Post once, reply twice” is essentially the epitaph for online learning.
This sounds godawful and unproductive.
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udlguidelines.cast.org udlguidelines.cast.org
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www.facultyfocus.com www.facultyfocus.com
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A very brief primer on UDL and how Hypothes.is and social annotation might fit within its framework. There seems to be a stronger familiarity with Hypothes.is as a tool and a bit less familiarity with UDL, or perhaps they just didn't bind the two together as tightly as they might have.
I'm definitely curious to look more closely at the UDL framework to see what we might extract from it.
The title features neurodiversity, but doesn't deliver on the promise.
An interesting reframing would be that of social annotation with the idea of modality shifts, particularly for neurodiverse students.
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Universal Design for Learning (UDL) framework
Universal Design for Learning framework https://udlguidelines.cast.org/
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admrayner.medium.com admrayner.medium.com
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But, there was a problem. To study biology as a ‘science’ was not the same as experiencing ‘life in the wild’ in the caring companionship of others. If anything, it was wild life’s antithesis:- a competition to be first or best while following strict codes of practice designed to eliminate subjective human ‘error’ and conform to an unquestionable norm prescribed by prior authority.
The contrast between the direct, immersive, participatory learning of nature and the symbolic learning.
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www.insidehighered.com www.insidehighered.com
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One of my frustrations with the “science of learning” is that to design experiments which have reasonable limits on the variables and can be quantitatively measured results in scenarios that seem divorced from the actual experience of learning.
Is the sample size of learning experiments really large enough to account for the differences in potential neurodiversity?
How well do these do for simple lectures which don't add mnemonic design of some sort? How to peel back the subtle differences in presentation, dynamism, design of material, in contrast to neurodiversities?
What are the list of known differences? How well have they been studied across presenters and modalities?
What about methods which require active modality shifts versus the simple watch and regurgitate model mentioned in watching videos. Do people do actively better if they're forced to take notes that cause modality shifts and sensemaking?
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laverne.edu laverne.edu
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Real learning cannot happen in a vacuum. Connecting oneself and one’s new ideas with others across classrooms, across the curricula, and into the community build confidence , deepens experience, and maximizes success.
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As an autodidact, you will meet many different content formats on the road to understanding. Not all formats are created equal, and some work better than others. Add to that learning preferences, and you’ve got yourself a complicated situation.
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www.youtube.com www.youtube.com
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How to stop forgetting stuff you read.
- Taking notes (highlighting and taking notes)
- Re-engage with ideas and your notes to get around the "forgetting curve Review
- Integrating (putting it all into a database)
- Summarize. Take quick notes on things you've read.
When summarizing you can put general thoughts and other stuff, like how you discovered it, favorite quotes, etc.
The whole point is to engage with the material.
Zettelkasten method is recommended.
Literature notes are quick notes that should get converted to evergreen or permanent notes.
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www.sciencedaily.com www.sciencedaily.com
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New insights on infant word learning
infant word learning
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"The idea is that over long periods of time, traces of memory for visual objects are being built up slowly in the neocortex," Clerkin said. "When a word is spoken at a specific moment and the memory trace is also reactivated close in time to the name, this mechanism allows the infants to make a connection rapidly." The researchers said their work also has significant implications for machine learning researchers who are designing and building artificial intelligence to recognize object categories. That work, which focuses on how names teach categories, requires massive amounts of training for machine learning systems to even approach human object recognition. The implication of the infant pathway in this study suggests a new approach to machine learning, in which training is structured more like the natural environment, and object categories are learned first without labels, after which they are linked to labels.
visual objects are encoded into memory over a long period of time until it becomes familiar. When a word is spoken when the memory trace associated with the visual object is reactivated, connection between word and visual object is made rapidly.
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medium.com medium.com
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when Britannica conducted followup research on whether or not the books were actually being read, they found that buyers who really read the books were the exception. The two largest sub-categories among buyers who were more likely to have read the books were housewives and men trained in some sort of technical profession.
Research by Britannica (source?) indicated that the Great Books of the Western World sold well but were not often read.
Link to: A Brief History of Time by Stephen Hawking Owen Gingerich Copernicus
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one of the best ways to diversify complexify your search space your assumptions is through experience and one of the great ways to 00:01:18 do that is actually through technology so we think about technology and most of our technologies are good technologies but what defines a great technology what is a transformative technology 00:01:30 the good technologies are the ones that enable us to do what we can already do faster easier more efficient and that's because so much of our society focuses on efficiency it's about maximizing performance right 00:01:42 we're great engineers but we're crap philosophers right we're very good at making things more efficient but that's only one side of innovation we also need the other side of innovation which is creativity 00:01:55 right and so the best technologies are the ones in my view that make the invisible visible they enable us to see things that we can never have seen before 00:02:06 they create assumptions they expand our space of assumptions
Indyweb is a transformative technology ecosystem that can allow each individual in the group to understand the underlying epistemology of social intercourse, dialogue and symmathesy as a lived experience. Each individual in the open source Indyweb network can have a lived and granular experience of how his or her knowledge and wisdom is growing. This is made possible by having a private information repository that collates all the participant's digital interactions. The interpersonal computing environment puts the human INTERbeing at the center of the digital universe and all the participant's data is not stored in fragmented silos across the web, but all in one central, interpersonal and private repository which (s)he has access to. This creates new possibilities of seeing how your understanding grows from one moment to the next, from one social interaction to the next, and how social, collective learning proceeds and is completely entangled with individual learning.
Indyweb makes one's learning, previously unconscious and invisible, visible.
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www.learningsciences.com www.learningsciences.com
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Dr. David Sousa, student engagement can be defined as “the amount of attention, interest, curiosity, and positive emotional connections that students have when they are learning, whether in the classroom or on their own” (2016, p. 17).
This is a great working definition of student engagement and helps to tie in ideas about mindset, motivation and metacognitive skills! McGuire's 3 M's!!
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The first is: always take notes inyour own words-I mean, of course, facts an1 ideas garneredfrom elsewhere, not statements to be quoted verbatim. The titleof a book, an important phrase or remark, you will copy as theystand. But everything else you reword, for two reasons: in thateffort the fact or idea passes through your mind, instead of goingfrom the page to your eye and thence to your note while you remainin a trance. Again, by rewording you mix something of yourthought with the acquired datum, and the admixture is the be-ginning of your own thought-and-writing about the whole topic.Naturally you take care not to distort. But you will find that notestaken under this safeguard are much closer to you than meretranscripts from other books; they are warm and speak to youlike old friends, becau se by your act of thought they have be-come pieces of your mind.
Barzun analogies notes as "old friends". He, like many others, encourages note takers to put ideas into their own words.
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www.newyorker.com www.newyorker.com
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Around 1941, Barzun took on a larger classroom, becoming the moderator of the CBS radio program “Invitation to Learning,” which aired on Sunday mornings and featured four or five intellectual lights discussing books. From commenting on books, it was, apparently, a short step to selling them. In 1951, Barzun, Trilling, and W. H. Auden started up the Readers’ Subscription Book Club, writing monthly appreciations of books that they thought the public would benefit from reading. The club lasted for eleven years, partly on the strength of the recommended books, which ranged from Kenneth Grahame’s “The Wind in the Willows” to Hannah Arendt’s “The Human Condition,” and partly on the strength of the editors’ reputations.
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en.wikipedia.org en.wikipedia.org
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determine the caliphate; and another group led by Mu'awiya in the Levant, who demanded revenge for Uthman's blood. He defeated the first group in the Battle of the Camel; but in the end,
this is another post
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assets.pubpub.org assets.pubpub.org
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Discussion on
Bellinger C, Drozdyuk A, Crowley M, Tamblyn I. Balancing Information with Observation Costs in Deep Reinforcement Learning. Proceedings of the Canadian Conference on Artificial Intelligence [Internet]. 2022 May 27; Available from: https://caiac.pubpub.org/pub/0jmy7gpd
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- May 2022
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Another piece to the "what can we do with eligibility traces" puzzle for Deep RL.
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arxiv.org arxiv.org
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Question: What happened to Eligibility Traces in the Deep RL era? This paper highlights some of the reasons they are not used widely and proposes a way they could still be effective.
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arxiv.org arxiv.org
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Question: What happened to Eligibility Traces in the Deep RL era? This paper highlights some of the reasons they are not used widely and proposes a way they could still be effective.
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arxiv.org arxiv.org
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Hypothesis page to discuss this high level description of DeepMind's new Gato framework.
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link.springer.com link.springer.com
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I explore how moves towards ‘objective’ data as the basis for decision-making orientated teachers’ judgements towards data in ways that worked to standardise judgement and exclude more multifaceted, situated and values-driven modes of professional knowledge that were characterised as ‘human’ and therefore inevitably biased.
But, aren't these multifaceted, situated, and values-driven modes also constituted of data? Isn't everything represented by data? Even 'subjective' understanding of the world is articulated as data.
Is there some 'standard' definition of data that I'm not aware of in the context of this domain?
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Frequent testing to monitor children’s ‘expected progress’ through a tightly defined curriculum reflects a limited view of how children learn, in which children are seen as “functional machines” who should all automatically progress at the same rate (Llewellyn, 2016).
This seems like an over-reach. There's nothing about testing that inherently implies that students 'should' progress at the same rate.
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making anki cards is an act of understanding in itself
I'm always struck here that no one in these spaces mentions the idea of modality shifts as a thing of value.
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Local file Local file
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Informationbecomes knowledge—personal, embodied, verified—only when weput it to use. You gain confidence in what you know only when youknow that it works. Until you do, it’s just a theory.
motivational...
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journals.plos.org journals.plos.org
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structural imaging studies of a group of highly trained spatial learners (London taxi drivers) has demonstrated enlargement of specific hippocampal regions corresponding to spatial memory [30],
Nice to see the taxi driver study pop up here.
Maguire EA, Valentine ER, Wilding JM, Kapur N. Routes to remembering: The brains behind superior memory. Nature Neuroscience. 2003;6(1):90–5. pmid:12483214 https://doi.org/10.1038/nn988
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The use of physical location, even in an imagined environment, as a memory aid likely arose as a result of the fact that so much of the essential information stored in memory can be linked to foraging-type behaviours.
I've thought this before, and sees like I've possibly read, though not captured it. Is there any solid proof of this fact?
Rat studies of mazes show this sort of spacial memory, but are there similar learned studies in lower animals? C. elegans, drosophila, slime molds, etc.?
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www.blog.powernotes.com www.blog.powernotes.com
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Online Learning & Tools
I would like to see how PowerNotes compares to Hypothes(is). I think annotation is a major opportunity for the digital, online space in education.
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Local file Local file
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Active reading to the extreme!
What a clever innovation building on the ideas of the art of memory and Raymond Llull's combinatoric arts!
Does this hit all of the areas of Bloom's Taxonomy? I suspect that it does.
How could it be tied more directly into an active reading, annotating, and note taking practice?
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docdrop.org docdrop.org
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in human memory they call it external context um so we have 00:35:59 so the external context for instance is the the spatial cues and the other items that are kind of attached to the note right
Theory: The external context of one's physical surroundings (pen, paper, textures, sounds, smells, etc.) combined with the internal context, the learner's psychological state, mood, etc., comprises a potentially closed system where each part props up the other for the best learning outcomes.
Do neurodiversity effects help/hinder this process? What if people are missing one or more of these bits of contextualization? What does the literature look like in this space? Research?
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www.qualtrics.com www.qualtrics.com
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Eighty-seven percent of students who report feeling understood are satisfied with their experience overall compared to just 45% of students who say their institution doesn’t understand what's important to them.
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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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www.buildingasecondbrain.com www.buildingasecondbrain.com
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The student doesn’t have a strong preference for any of these archetypes. Their notes serve a clear purpose that’s often based on a short-term priority (e.g, writing a paper or passing a test), with the goal to “get it done” as simply as possible.
The typical student note taking method of transcribing, using (or often not using at all), and keeping notes is doomed to failure.
Many students make the mistake of not making their own actual notes. By this I don't mean they're not writing information down. In fact many are writing information down, but we can't really call these notes. Notes by definition ought to transform something seen or heard into one's own words. Without the transformation, these students think that they're taking notes, but in reality they're focusing their efforts on being transcriptionists. They're attempting to capture something for later consumption. This is a deadly trap! By only transcribing, they're not taking advantage of transforming information by putting ideas down in their own words to test their understanding. Often worse, even if they do transcribe notes, they don't revisit them. If they do revisit them, they're simply re-reading them and not actively working with them. Only re-reading them will lead to the illusion that they're learning something when in fact they're falling into the mere-exposure effect.
Students who are acting as transcriptionists would be better off simply reading a textbook and taking notes directly from that.
A note that isn't revisited or revised, may as well be a note not taken. If we were to consider a spectrum of useful, valuable, and worthwhile notes, these notes would be at the lowest end of the spectrum.
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www.edweek.org www.edweek.org
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Social interactions with other students is undoubtedly a good thing. Online learning has its place as well.
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forum.language-learners.org forum.language-learners.org
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List of Italian language learning resources from language learning forum.
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faciliter l’accès aux données des systèmes du MES, notamment par rapport à laréussite de groupes ciblés d’étudiants (par exemple, les étudiants en situationde handicap, les étudiants autochtones, les étudiants issus de l’immigration, lesétudiants de première génération3, les étudiants internationaux)
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- Apr 2022
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The connections will still make it easier to remember and understand.
Linking one's ideas together is a means of contextualizing them as well as situating them in a particular location with respect to your other knowledge. This creation of structure and place (loci) helps to quicken one's memory of not on the new item, but the items to which it is attached.
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www.irrodl.org www.irrodl.org
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lack of common learning goals among the student
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Institutions may supply learning environments that facilitate social interaction and collaboration and assure effective support to students with technological difficulties. Technological difficulties can cause student frustration as well as communication problems, which hamper collaborative processes such as explanations, sharing answers, and negotiation (Ragoonaden & Bordeleau, 2000).
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students may struggle with the development of a sense of interdependence and intersubjectivity (Lushyn & Kennedy, 2000) and must abandon subjective, individualistic conceptions of learning (Dirkx & Smith, 2004)
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Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences.
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the technology can be the source of either frustration or motivation
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www.openculture.com www.openculture.com
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github.com github.com
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Instead read this gems brief source code completely before use OR copy the code straight into your codebase.
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- read the source code
- learning by reading the source
- having a deep understanding of something
- software development: use of libraries vs. copying code into app project
- software development: use of libraries: only use if you've read the source and understand how it works
- copy and paste programming
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solo thinking isrooted in our lifelong experience of social interaction; linguists and cognitivescientists theorize that the constant patter we carry on in our heads is a kind ofinternalized conversation. Our brains evolved to think with people: to teachthem, to argue with them, to exchange stories with them. Human thought isexquisitely sensitive to context, and one of the most powerful contexts of all isthe presence of other people. As a consequence, when we think socially, wethink differently—and often better—than when we think non-socially.
People have evolved as social animals and this extends to thinking and interacting. We think better when we think socially (in groups) as opposed to thinking alone.
This in part may be why solo reading and annotating improves one's thinking because it is a form of social annotation between the lone annotator and the author. Actual social annotation amongst groups may add additonal power to this method.
I personally annotate alone, though I typically do so in a publicly discoverable fashion within Hypothes.is. While the audience of my annotations may be exceedingly low, there is at least a perceived public for my output. Thus my thinking, though done alone, is accelerated and improved by the potential social context in which it's done. (Hello, dear reader! 🥰) I can artificially take advantage of the social learning effects even if the social circle may mathematically approach the limit of an audience of one (me).
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the development of intelligent thinking is fundamentally a social process
great quote
How can social annotation practices take advantage of these sorts of active learning processes? What might be done in a flipped classroom setting to get students to use social annotation on a text prior to a lecture and have the questions and ideas from these sessions brought into the lecture space for discussion, argument, and expansion?
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Researchdemonstrates that students who engage in active learning acquire a deeperunderstanding of the material, score higher on exams, and are less likely to failor drop out.
Active learning is a pedagogical structure whereby a teacher presents a problem to a group of students and has them (usually in smaller groups) collectively work on the solutions together. By talking and arguing amongst themselves they actively learn together not only how to approach problems, but to come up with their own solutions. Teachers can then show the correct answer, discuss why it was right and explain how the alternate approaches may have gone wrong. Research indicates that this approach helps provide a deeper understanding of the materials presented this way, that students score higher on exams and are less likely to either fail or drop out of these courses.
Active learning sounds very similar to the sorts of approaches found in flipped classrooms. Is the overlap between the two approaches the same, or are there parts of the Venn diagrams of the two that differ, and, if so, how do they differ? Which portions are more beneficial?
Does this sort of active learning approach also help to guard against "group think" as the result of comparing solutions from various groups? How might this be applied to democracy? Would separate versions of committees that then convene to compare notes and come up with solutions improve the quality of solutions?
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A 2019 study published in the Proceedings of the National Academy ofSciences supports Wieman’s hunch. Tracking the intellectual advancement ofseveral hundred graduate students in the sciences over the course of four years,its authors found that the development of crucial skills such as generatinghypotheses, designing experiments, and analyzing data was closely related to thestudents’ engagement with their peers in the lab, and not to the guidance theyreceived from their faculty mentors.
Learning has been shown to be linked to engagement with peers in social situations over guidance from faculty mentors.
Cross reference: David F. Feldon et al., “Postdocs’ Lab Engagement Predicts Trajectories of PhD Students’ Skill Development,” Proceedings of the National Academy of Sciences 116 (October 2019): 20910–16
Are there areas where this is not the case? Are there areas where this is more the case than not?
Is it our evolution as social animals that has heightened this effect? How could this be shown? (Link this to prior note about social evolution.)
Is it the ability to scaffold out questions and answers and find their way by slowly building up experience with each other that facilitates this effect?
Could this effect be seen in annotating texts as well? If one's annotations become a conversation with the author, is there a learning benefit even when the author can't respond? By trying out writing about one's understanding of a text and seeing where the gaps are and then revisiting the text to fill them in, do we gain this same sort of peer engagement? How can we encourage students to ask questions to the author and/or themselves in the margins? How can we encourage them to further think about and explore these questions? Answer these questions over time?
A key part of the solution is not just writing the annotations down in the first place, but keeping them, reviewing over them, linking them together, revisiting them and slowly providing answers and building solutions for both themselves and, by writing them down, hopefully for others as well.
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instructors and experts must also become more legible models. This can beaccomplished through what philosopher Karsten Stueber calls “re-enactiveempathy”: an appreciation of the challenges confronting the novice that isproduced by reenacting what it was like to have once been a beginner oneself.
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As Smith notes, the emulation of model texts was once a standard feature ofinstruction in legal writing; it fell out of favor because of concern that thepractice would fail to foster a capacity for independent thinking. The carefulobservation of how students actually learn, informed by research on the role ofcognitive load, may be bringing models back into fashion.
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This act of imitation relieves students of some of theirmental burden, Robinson notes, allowing them to devote the bulk of theircognitive bandwidth to the content of the assignment
By providing students solid examples of work that is expected of them they can more easily imitate the examples which frees up cognitive bandwidth so that they can focus their time and attention on creating their own content related to particular assignments.
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In studies comparing European American children withMayan children from Guatemala, psychologists Maricela Correa-Chávez andBarbara Rogoff asked children from each culture to wait while an adultperformed a demonstration—folding an origami shape—for another childnearby. The Mayan youth paid far more sustained attention to the demonstration—and therefore learned more—than the American kids, who were oftendistracted or inattentive. Correa-Chávez and Rogoff note that in Mayan homes,children are encouraged to carefully observe older family members so that theycan learn how to carry out the tasks of the household, even at very young ages.
American children aren't encouraged to as attentive imitators as their foreign counterparts and this can effect their learning processes.
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- peer engagement
- active reading
- imitation for learning
- attention
- beginners
- evolution
- flipped classrooms
- conversations with the text
- discussion sections
- committees
- scaffolding
- annotations
- democracy
- thinking with peers
- quotes
- re-enactive empathy
- thinking
- learning techniques
- social annotation
- AnnoConvo
- social animals
- groups
- networked thinking
- group think
- imitation
- annotation for learning
- Karsten Stueber
- active learning
- indigenous ways of knowing
- pedagogy
- thinking tools
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twitter.com twitter.com
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ReconfigBehSci. (2020, November 5). @ToddHorowitz3 2/2 so I would prefer to treat this as an opportunity for empirical observation and learning. Evaluation should focus on trying to assess actual contribution, not a priori judgments. [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1324367278352355330
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twitter.com twitter.com
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ReconfigBehSci on Twitter: ‘Now #scibeh2020: Pat Healey from QMU, Univ. Of London speaking about (online) interaction and miscommunication in our session on “Managing Online Research Discourse” https://t.co/Gsr66BRGcJ’ / Twitter. (n.d.). Retrieved 6 March 2021, from https://twitter.com/SciBeh/status/1326155809437446144
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twitter.com twitter.com
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Sarah Mojarad. (2020, October 23). What are some of the positive consequences of social media? Would love to hear your stories! [Tweet]. @Sarah_Mojarad. https://twitter.com/Sarah_Mojarad/status/1319722197766733825
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- social media
- is:twitter
- nursing
- webinars
- positive consequences
- communications professionals
- journalist investigations
- support
- reports
- connections
- scientific projects
- information dissemination
- information
- opportunities
- new data
- lectures
- resources
- networking
- collaboration
- learning
- lang:en
- motivational speaker
- share views
- development
- pandemic
- mental health
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When literature, language, and writing are connected to students’ experiences
This is an utterly passive statement. They are connected to it? NO. They are shown a context. The learners must be the ones connecting. Otherwise we get inert learning.
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www.zylstra.org www.zylstra.org
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3. Who are you annotating with? Learning usually needs a certain degree of protection, a safe space. Groups can provide that, but public space often less so. In Hypothes.is who are you annotating with? Everybody? Specific groups of learners? Just yourself and one or two others? All of that, depending on the text you’re annotating? How granular is your control over the sharing with groups, so that you can choose your level of learning safety?
This is a great question and I ask it frequently with many different answers.
I've not seen specific numbers, but I suspect that the majority of Hypothes.is users are annotating in small private groups/classes using their learning management system (LMS) integrations through their university. As a result, using it and hoping for a big social experience is going to be discouraging for most.
Of course this doesn't mean that no one is out there. After all, here you are following my RSS feed of annotations and asking these questions!
I'd say that 95+% or more of my annotations are ultimately for my own learning and ends. If others stumble upon them and find them interesting, then great! But I'm not really here for them.
As more people have begun using Hypothes.is over the past few years I have slowly but surely run into people hiding in the margins of texts and quietly interacted with them and begun to know some of them. Often they're also on Twitter or have their own websites too which only adds to the social glue. It has been one of the slowest social media experiences I've ever had (even in comparison to old school blogging where discovery is much higher in general use). There has been a small uptick (anecdotally) in Hypothes.is use by some in the note taking application space (Obsidian, Roam Research, Logseq, etc.), so I've seen some of them from time to time.
I can only think of one time in the last five or so years in which I happened to be "in a text" and a total stranger was coincidentally reading and annotating at the same time. There have been a few times I've specifically been in a shared text with a small group annotating simultaneously. Other than this it's all been asynchronous experiences.
There are a few people working at some of the social side of Hypothes.is if you're searching for it, though even their Hypothes.is presences may seem as sparse as your own at present @tonz.
Some examples:
@peterhagen Has built an alternate interface for the main Hypothes.is feed that adds some additional discovery dimensions you might find interesting. It highlights some frequent annotators and provide a more visual feed of what's happening on the public Hypothes.is timeline as well as data from HackerNews.
@flancian maintains anagora.org, which is like a planet of wikis and related applications, where he keeps a list of annotations on Hypothes.is by members of the collective at https://anagora.org/latest
@tomcritchlow has experimented with using Hypothes.is as a "traditional" comments section on his personal website.
@remikalir has a nice little tool https://crowdlaaers.org/ for looking at documents with lots of annotations.
Right now, I'm also in an Obsidian-based book club run by Dan Allosso in which some of us are actively annotating the two books using Hypothes.is and dovetailing some of this with activity in a shared Obsidian vault. see: https://boffosocko.com/2022/03/24/55803196/. While there is a small private group for our annotations a few of us are still annotating the books in public. Perhaps if I had a group of people who were heavily interested in keeping a group going on a regular basis, I might find the value in it, but until then public is better and I'm more likely to come across and see more of what's happening out there.
I've got a collection of odd Hypothes.is related quirks, off label use cases, and experiments: https://boffosocko.com/tag/hypothes.is/ including a list of those I frequently follow: https://boffosocko.com/about/following/#Hypothesis%20Feeds
Like good annotations and notes, you've got to put some work into finding the social portion what's happening in this fun little space. My best recommendation to find your "tribe" is to do some targeted tag searches in their search box to see who's annotating things in which you're interested.
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“hold no learning in contempt, for all learning is good.”
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Lists promise value quickly A normal essay promises a payoff only when you finish it. But lists promise at least some value almost immediately.
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www.cultofpedagogy.com www.cultofpedagogy.com
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This strategy has been shown to substantially increase student achievement across all grade levels (elementary through college) and with students who present with various disabilities (Haydon, Mancil, Kroeger, McLeskey, & Lin, 2011).
Guided notes (or skeletal notes with broad topic headings) are a useful pedagogical scaffolding technique to encourage students to take notes. Methods like this have been show to improve student outcomes at all levels as well as for those with disabilities.
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numinous.productions numinous.productions
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Is it possible to design a new medium which much more actively supports memorization? That is, the medium would build in (and, ideally, make almost effortless) the key steps involved in memory
This would be vital in making learning as easy as thinking
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everythingstudies.com everythingstudies.com
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A recommendation engine for reading that could reliably supply enjoyable inceptive experiences would be a marvel.
.c2 Likely the best way to achieve this is on a platform with shortform introductory content that can then funnel you to high quality longform content. This already exists in a unofficial way on Youtube and Tiktok, but no platform would commit to it (as it is taking people away from their site). Readwise could do this through their supplemental highlights feature.
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super-memory.com super-memory.com
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Personalized examples are very resistant to interference and can greatly reduce your learning time
Creating links to one's own personal context can help one to both learn and retain new material.
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One of the most effective ways of enhancing memories is to provide them with a link to your personal life.
Personalizing ideas using existing memories is a method of brining new knowledge into one's own personal context and making them easier to remember.
link this to: - the pedagogical idea of context shifting as a means of learning - cards about reframing ideas into one's own words when taking notes
There is a solid group of cards around these areas of learning.
Random thought: Personal learning networks put one into a regular milieu of people who are talking and thinking about topics of interest to the learner. Regular discussions with these people helps one's associative memory by tying the ideas into this context of people with relation to the same topic. Humans are exceedingly good at knowing and responding to social relationships and within a personal learning network, these ties help to create context on an interpersonal level, but also provide scaffolding for the ideas and learning that one hopes to do. These features will tend to reinforce each other over time.
On the flip side of the coin there is anecdotal evidence of friends taking courses together because of their personal relationships rather than their interest in the particular topics.
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- Mar 2022
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www.linkinglearning.com.au www.linkinglearning.com.au
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. While LMS vendors seek to create an environment that provides an all-encompassing PLE, the fact that they are closed networks and that they are platforms built to meet the needs of entire institutions means that they usually are not personalised enough to meet the needs of a connected learner, who is (most often) already used to the flexibility and ownership web 2.0 tools provide.
This is important. I have been saying for awhile now that without properly planning an LMS space, it is merely a repository (much like an old dusty library but without the interesting discoveries).
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PLE = Personal Learning Environment PLN = Personal / Professional Learning Network LMS = Learning Management System OLN= Open Learning Network
Important acronyms to take note of - mentioned often in online learning and can be overwhelming to students and 'newbie' academics
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arxiv.org arxiv.org
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The paper that introduced the MineRL challenge dataset.
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twitter.com twitter.com
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Dr Ellie Murray, ScD. (2022, January 6). School & university administrators, as you grapple with this week’s decisions, spare some time to think about how to delay next January’s start date to Jan 16 2022. Do you need to extend into summer? Change course lengths? Figure it out because this is going to happen again! [Tweet]. @epiellie. https://twitter.com/epiellie/status/1478921243961274370
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psyarxiv.com psyarxiv.com
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Bado, P., Scopel Hoffmann, M., Pan, P., Miguel, E. C., Rohde, L. A., & Salum, G. (2022, February 4). Mental health problems predict inequalities in accessing online classes during COVID-19 pandemic in youth. https://doi.org/10.31234/osf.io/knq49
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These ways of knowinghave inherent value and are leading Western scientists to betterunderstand celestial phenomena and the history and heritage thisconstitutes for all people.
The phrase "ways of knowing" is fascinating and seems to have a particular meaning across multiple contexts.
I'd like to collect examples of its use and come up with a more concrete definition for Western audiences.
How close is it to the idea of ways (or methods) of learning and understanding? How is it bound up in the idea of pedagogy? How does it relate to orality and memory contrasted with literacy? Though it may not subsume the idea of scientific method, the use, evolution, and refinement of these methods over time may generally equate it with the scientific method.
Could such an oral package be considered a learning management system? How might we compare and contrast these for drawing potential equivalencies of these systems to put them on more equal footing from a variety of cultural perspectives? One is not necessarily better than another, but we should be able to better appreciate what each brings to the table of world knowledge.
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www.cs.umd.edu www.cs.umd.edu
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A major advance in user interfaces that supports creative exploration would the capacity to go back in time, to review and manipulate the history of actions taken during an entire session. Users will be able to see all the steps in designing an engine and change an early design decision. They will be able to extract sections of the history to replay them or to convert into permanent macros that can be applied in similar situations. Extracting and replaying sections of history is a form of direct man ipulation programming. It enables users to explore every alternative in a decision-making situation, and then chose the one with the most favorable outcomes.
While being able to view the history of a problem space from the perspective of a creation process is interesting, in reverse, it is also an interesting way to view a potential learning experience.
I can't help but think about the branching tree networks of knowledge in some math texts providing potential alternate paths through the text to allow learners to go from novice to expert in areas in which they're interested. We need more user interfaces like this.
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Learning how to learn is often listed as a goal of education, but acquiring the goal-directed discipline, critical thinking skills, and cognitive self-awareness that support collection of knowledge is difficult. Advanced user interfaces may be able to help users better formulate their information needs, identify what information gaps impede them, and fabricate plans to satisfy their needs. Often as information is acquired, the users's knowledge shifts enough to require a reformulation of their plans. Information visualization interfaces and hypertext environments are a first step in supporting incidental learning, exploratory browsing, and then rapid reformulation of plans. As a refined theory of knowledge acquisition emerges, improved tools will f ollow.
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docdrop.org docdrop.org
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And a network which is sparsely knit there are a lot of people in my network and in your 00:46:06 network who don't know each other. And it's loosely bound. There are people from outside the network, in fact that's how a small world network happens.
Harold Jarche - strong and weak social ties - https://jarche.com/2014/11/working-and-learning-out-loud/
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The use of gesture supplies a temporary scaffold that supports theseundergraduates’ still wobbly understanding of the subject as they fix theirknowledge more firmly in place.
Gesturing supplies a visual scaffolding which allows one to affix their budding understanding of new concepts into a more permanent structure.
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“It is from the attempt of expressing themselves thatunderstanding evolves, rather than the other way around,” he maintains.
—Woff-Michael Roth
Actively attempting to express oneself is one of the best methods of evolving one's understanding.
Link this to the ideas related to being forced to actively manufacture the answer to a question is one of the best ways to learn.
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Gesture encourages experimentation.”
—Susan Goldin-Meadow
Can teachers encourage gesture as a means of helping their students learn? How might this be done?
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- Feb 2022
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www.sigs-datacom.de www.sigs-datacom.de
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Verfahren des Relational Machine Learning, welche unter Ausnutzung der Graphstruktur in vielen Fällen Modelle besserer Qualität liefern.
Rleational Machine Learning-Ansatz
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www.science.org www.science.org
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Among the many purported benefits of diversity initiatives is the promise that when minority members contribute novel perspectives, they create a learning opportunity for their peers. However, for minority contributions to affect the performance of others, majority members must attend to them.
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Annotators
URL
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www.businessinsider.com www.businessinsider.com
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Hiatt wrote in her book: "My next career steps have always been inspired by asking myself the key question of 'What do I want to learn in the next phase of my career?'" Without having a sense of the next leap, it's easy to limit yourself to comfortable roles that avoid stress, instead of chasing opportunities for growth, she says.Hiatt says her managers were often the key indicators of her personal growth trajectory and opportunities. In exchange, she says, it was up to her to be proactive with those opportunities and deliver results. She says she always prioritized the type of people she wanted to work for over everything else, because it would shape the kind of person and leader she wanted to be.
What is the gap between me and this person, and do I want to close the gap?
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www.unige.ch www.unige.ch
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The learner, just by clicking or hovering on a word, is always in a position to answer three questions: what does it mean, what does it sound like, and where have I seen it before.
Brief description of what the LARA system does.
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https://www.unige.ch/callector/lara
example: https://www.issco.unige.ch/en/research/projects/callector/le_petit_prince_abc2vocabpages/hyperlinked_text.html
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Contemporary digital learning technologies generate, store, and share terabytes of learner data—which must flow seamlessly and securely across systems. To enable interoperability and ensure systems can perform at-scale, the ADL Initiative is developing the Data and Training Analytics Simulated Input Modeler (DATASIM), a tool for producing simulated learner data that can mimic millions of diverse user interactions. view image full screen DATASIM application screen capture. DATASIM is an open-source platform for generating realistic Experience Application Programming Interface (xAPI) data at very large scale. The xAPI statements model realistic behaviors for a cohort of simulated learner/users, producing tailorable streams of data that can be used to benchmark and stress-test systems. DATASIM requires no specialized hardware, and it includes a user-friendly graphical interface that allows precise control over the simulation parameters and learner attributes.
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twitter.com twitter.com
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Amy Rae Fox@thoughtafoxYES I underline and highlight when I read and YES I know xyz studies demonstrate highlighting is not an 'effective learning technique' ... but not all learning is about remembering #toolsforthought9:41 PM · Feb 1, 2022·Twitter Web App
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>YES I underline and highlight when I read and YES I know xyz studies demonstrate highlighting is not an 'effective learning technique' ... but not all learning is about remembering #toolsforthought
— Amy Rae Fox (@thoughtafox) February 2, 2022An interesting perspective. Worth comparing the ideas of learning and remembering and what relationship they have to each other.
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www.sciencedirect.com www.sciencedirect.com
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self-regulation of learning
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learning analytics
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learner profiling
unsupervised machine learning technique
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personalised online learning that can help reduce attrition and improve academic outcomes by catering to learners’ needs in online learning platforms
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twitter.com twitter.com
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Trying to find research on sketchnoting during presentations. Research directly comparing sketchnoting and more traditional notetaking does not seem to exist. References to dual coding theory do not count. Why is this popular?
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www.teachersgoinggradeless.com www.teachersgoinggradeless.com
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Overarching Learning Goals that are achievable for your students
Multiple tiers of interconnected and aligned goals link classroom activity with published standards and curricula.
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www.udacity.com www.udacity.com
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Local file Local file
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Read for Understanding
Ahrens goes through a variety of research on teaching and learning as they relate to active reading, escaping cognitive biases, creating understanding, progressive summarization, elaboration, revision, etc. as a means of showing and summarizing how these all dovetail nicely into a fruitful long term practice of using a slip box as a note taking method. This makes the zettelkasten not only a great conversation partner but an active teaching and learning partner as well. (Though he doesn't mention the first part in this chapter or make this last part explicit.)
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he best-researched and mostsuccessful learning method is elaboration. It is very similar to whatwe do when we take smart notes and combine them with others,which is the opposite of mere re-viewing (Stein et al. 1984)Elaboration means nothing other than really thinking about themeaning of what we read, how it could inform different questions andtopics and how it could be combined with other knowledge
Elaboration is thinking deeply about the meaning of what we've read, how it could inform or answer different questions, and how it can be linked or combined with other knowledge. It is one of the best-researched and most successful learning methods. While it seems to have some subtle differences, it sounds broadly similar to the Feynman technique and is related to the idea of writing questions based on one's notes in the Cornell note taking method.
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As Terry Doyleand Todd Zakrajsek put it: “If learning is your goal, cramming is anirrational act” (Doyle and Zakrajsek 2013).
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Even without any feedback, we will be better off ifwe try to remember something ourselves (Jang et al. 2012).
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When we try to answer a question before we know how to, we willlater remember the answer better, even if our attempt failed (Arnoldand McDermott 2013)
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“Manipulations such as variation, spacing, introducing contextualinterference, and using tests, rather than presentations, as learningevents, all share the property that they appear during the learningprocess to impede learning, but they then often enhance learning asmeasured by post-training tests of retention and transfer. Conversely,manipulations such as keeping conditions constant and predictable andmassing trials on a given task often appear to enhance the rate oflearning during instruction or training, but then typically fail to supportlong-term retention and transfer” (Bjork, 2011, 8).
This is a surprising effect for teaching and learning, and if true, how can it be best leveraged. Worth reading up on and testing this effect.
Indeed humans do seem built for categorizing and creating taxonomies and hierarchies, and perhaps allowing this talent to do some of the work may be the best way to learn not only in the short term, but over longer term evolutionary periods?
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If you now think: “That’s ridiculous. Who would want to read andpretend to learn just for the illusion of learning and understanding?”please look up the statistics: The majority of students chooses everyday not to test themselves in any way. Instead, they apply the verymethod research has shown again (Karpicke, Butler, and Roediger2009) and again (Brown 2014, ch. 1) to be almost completelyuseless: rereading and underlining sentences for later rereading.And most of them choose that method, even if they are taught thatthey don’t work.
Even when taught that some methods of learning don't work, students will still actively use and focus on them.
Are those using social annotation purposely helping students to steer clear of these methods? is there evidence that the social part of some of these related annotation or conversational practices with both the text and one's colleagues helpful? Do they need to be taken out of the text and done in a more explicit manner in a lecture/discussion section or in a book club like setting similar to that of Dan Allossso's or even within a shared space like the Obsidian book club to have more value?
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We face here the same choice between methods that make us feellike we learned something and methods that truly do make us learnsomething.
What methods of studying actually make us learn something versus make us feel as if we've learned something?
Active reading, progressive summarization may be on this list while highlighting and underlining might not. Or perhaps there's a spectrum of poor to good, and if this is the case, what does it look like? Is it the same for everyone or are factors like neurodivergence part of the equation which might change this spectrum of learning methods and techniques?
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Understanding is not just a precondition to learning something. Toa certain degree, learning is understanding.
What is the relationship between understanding and learning? Is it true that learning is understanding? Is the relationship bi-directional?
The mere-exposure effect can make us feel as if we've learned something, but without testing ourselves or being able to reframe and recompose an idea we haven't really learned it.
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While it is obvious that familiarity is not understanding, we have nochance of knowing whether we understand something or just believewe understand something until we test ourselves in some form.
The Cornell notes practice of writing questions in the empty left column as a means of testing knowledge can be an effective tool after taking notes to ensure that one has actually learned and understood the broad concepts. They can also be used for spaced repetition purposes as well.
Valuable though they may be as teaching and learning tools, they don't figure directly into the idea of permanent notes from a zettelkasten perspective.
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Taking smart notes is the deliberate practice ofthese skills. Mere reading, underlining sentences and hoping toremember the content is not.
Some of the lighter and more passive (and common) forms of reading, highlighting, underlining sentences and hoping to understand or even remember the content and contexts is far less valuable than active reading, progressive summarization, comparing and contrasting, and extracting smart or permanent notes from one's texts.
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Probably the best method is to take notes – not excerpts, butcondensed reformulated accounts of a text.
What is the value of reformulating texts and ideas into one's own words rather than excerpting them?
In the commonplace tradition, learners were suggested to excerpt knowledge and place it into their commonplace books. Luhmann (2000, 154f) and Ahrens (2017, 85) suggest that instead of excerpting that one practice a form of progressive summarization of texts into their own words as a means to learn and expand ones' frames of reference and knowledge.
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This is why it is so much easier to remember things we understandthan things we don’t. It is not that we have to choose to focus eitheron learning or understanding. It is always about understanding – andif it is only for the sake of learning. Things we understand areconnected, either through rules, theories, narratives, pure logic,mental models or explanations. And deliberately building these kindsof meaningful connections is what the slip-box is all about.Every step is accompanied by questions like: How does this fact fitinto my idea of ...? How can this phenomenon be explained by thattheory? Are these two ideas contradictory or do they complementeach other? Isn’t this argument similar to that one? Haven’t I heardthis before? And above all: What does x mean for y? Thesequestions not only increase our understanding, but facilitate learningas well. Once we make a meaningful connection to an idea or fact, itis difficult not to remember it when we think about what it isconnected with.
Our natural associative memories make learning easier when we can associate a new piece of knowledge into our previously existing framework of knowledge and understanding.
Associative questions can help us to assume new knowledge. Try some of the following:
How does this new fact X fit into my conception of Y?
How can new phenomenon be explained by theory Z?
Is this new idea contradictory with this prior theory or do they complement and reinforce each other?
Is this new argument similar to that one? Is one subsumed into or abstracted by the other?
This sounds familiar, haven't I heard this before?
What does x mean for y?
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The more experience you gain, the more you willbe able to rely on your intuition to tell you what to do next. Instead oftaking you “from intuition to professional writing strategies”, as thetitle of a typical study guide promises, it is here all about becoming aprofessional by acquiring the skills and experience to judgesituations correctly and intuitively so you can chuck misleading studyguides for good. Real experts, Flyvbjerg writes unambiguously, don’tmake plans (Flyvbjerg 2001, 19).
The more experience one gains will lead them to eventually rely on their intuition rather than on planning. Experts are able to flexibly rely on their experience and this learned intuition instead of needing the rules and planning they used when they were novices.
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The moment we stop making plans is the moment we start to learn.
No evidence for this statement, but does bring up some good questions:
When does learning start?
What does the process look like?
What are the ingredients or building blocks?
How do we define learning?
How do we better encourage learning
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his suggests that successful problem solvingmay be a function of flexible strategy application in relation to taskdemands.” (Vartanian 2009, 57)
Successful problem solving requires having the ability to adaptively and flexibly focus one's attention with respect to the demands of the work. Having a toolbelt of potential methods and combinatorially working through them can be incredibly helpful and we too often forget to explicitly think about doing or how to do that.
This is particularly important in mathematics where students forget to look over at their toolbox of methods. What are the different means of proof? Some mathematicians will use direct proof during the day and indirect forms of proof at night. Look for examples and counter-examples. Why not look at a problem from disparate areas of mathematical thought? If topology isn't revealing any results, why not look at an algebraic or combinatoric approach?
How can you put a problem into a different context and leverage that to your benefit?
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Our brains work not that differently in terms of interconnectedness.Psychologists used to think of the brain as a limited storage spacethat slowly fills up and makes it more difficult to learn late in life. Butwe know today that the more connected information we alreadyhave, the easier it is to learn, because new information can dock tothat information. Yes, our ability to learn isolated facts is indeedlimited and probably decreases with age. But if facts are not kept
isolated nor learned in an isolated fashion, but hang together in a network of ideas, or “latticework of mental models” (Munger, 1994), it becomes easier to make sense of new information. That makes it easier not only to learn and remember, but also to retrieve the information later in the moment and context it is needed.
Our natural memories are limited in their capacities, but it becomes easier to remember facts when they've got an association to other things in our minds. The building of mental models makes it easier to acquire and remember new information. The down side is that it may make it harder to dramatically change those mental models and re-associate knowledge to them without additional amounts of work.
The mental work involved here may be one of the reasons for some cognitive biases and the reason why people are more apt to stay stuck in their mental ruts. An example would be not changing their minds about ideas of racism and inequality, both because it's easier to keep their pre-existing ideas and biases than to do the necessary work to change their minds. Similar things come into play with respect to tribalism and political party identifications as well.
This could be an interesting area to explore more deeply. Connect with George Lakoff.
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Who can blame you forprocrastinating if you find yourself stuck with a topic you decided onblindly and now have to stick with it as the deadline is approaching?
Students may potentially built up enough context within a particular course to be able to luckily stumble upon an interesting question or idea about which to write, but the procrastination and wait times required to get lucky means that they don't have enough time to research and read additional material to move towards ultimate solutions. As a result, their work product is boring and dull and doesn't advance the space in which they're working. And these are the lucky ones which will stumble upon something interesting or be able to remember it. The results of the rest will be even less interesting.
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Every intellectual endeavour starts from an already existingpreconception, which then can be transformed during further inquiresand can serve as a starting point for following endeavours. Basically,that is what Hans-Georg Gadamer called the hermeneutic circle
(Gadamer 2004).
All intellectual endeavors start from a preexisting set of ideas. These can then be built upon to create new concepts which then influence the original starting point and may continue ever expanding with further thought.
Ahrens argues that most writing advice goes against the idea of the hermeneutic circle and pretends as if the writer is starting with a blank page. This can prefigure some of the stress and difficulty Ernest Hemingway spoke of when he compared writing to "facing the white bull which is paper with no words on it."
While it can be convenient to think of the idea of tabula rasa, in practice it really doesn't exist. As a result the zettelkasten more readily shows its value in the writing process.
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the accidental encounters make up the majority of what welearn.
Serendipity is a valuable teacher.
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Make literature notes. Whenever you read something, make notesabout the content. Write down what you don’t want to forget or thinkyou might use in your own thinking or writing. Keep it very short, beextremely selective, and use your own words.
Literature notes could also be considered progressive summaries of what one has read. They are also a form of practicing the Feynman technique where one explains what one knows as a means of embracing an idea and better understanding it.
Tags
- links
- literature notes
- research
- attention
- expertise
- there's more than one way to skin a cat
- hierarchies
- context
- context shifts
- Hemingway's White Bull
- quotes
- reading practices
- Feynman Technique
- modality shifts
- book clubs
- perspective
- excerpting vs. progressive summarization
- hermeneutic circle
- neurodiversity
- pedagogy
- types of focus
- context shifting
- ideas have sex
- active reading
- elaboration
- problem solving
- Heraclitus
- associative questions
- George Lakoff
- intuition
- cognitive dissonance
- learning methods
- associative memory
- note taking methods
- social annotation
- mental models
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- inequality
- progressive summarization
- taxonomies
- serendipity
- tools for thought
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- cramming
- identity
- novices
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- underlining
- education
- cognitive bias
- note taking misconceptions
- counterintuitive pedagogy
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- memory
- note taking
- racism
- understanding
- networked thinking
- tabula rasa
- Cornell notes
- evolution of order
- play
- networked thought
- linking
- zettelkasten
- writing process
- combinatorial creativity
- students
- conversations with the text
- discussion sections
- annotations
- human resources
- spaced repetition
- learning techniques
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- mathematics
- planning
- aphorisms
- play based learning
- writing
- highlights
- open questions
- learning
- Hans-Georg Gadamer
- permanent notes
- tribalism
Annotators
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Local file Local file
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Research is needed to determine the situations in which the redundancy principle does not hold
p. 144-145
The authors describe limits to the research (circa 2016) as follows: 1. Kinds of learners, 2. kinds of material, and 3. kinds of presentation methods. Each of these situations present interesting possibilities for research related to the use of closed captions used by first-year law students while watching course-related videos.
When considering how "kinds of learners" might be relevant, the authors ask how redundant on-screen text might hurt or help non-native speakers of a language or learners with very low prior knowledge. It is probably reasonable to consider first-year law students as having "very low prior knowledge". Is there any sense in which those same students could be understand as having overlapping characteristics with TBD
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Principle 2: Consider Adding On‐Screen Text to Narration in Special Situations
p. 139-141
Clark and Mayer describe a key exception to the first principle they describe. One of the special situations they describe consists of when a learner must "exert greater cognitive effort to comprehend spoken text rather than printed text" (p. 140). This could be when the verbal material is complex and challenging, such as when learners are learning another language or when terminology is challenging such as might be encountered in scientific, technical, or legal(?) domains (p. 141).
[P]rinting unfamiliar technical terms on the screen may actually reduce cognitive processing because the learner does not need to grapple with decoding the spoken words.
However, it may be necessary to ensure that video is slow-paced or learner-controlled under circumstances where both audio narration and on-screen text are provided. Mayer, Lee, and Peebles (2014) found that when video is fast-paced, redundant text can cause cognitive overload, even when learners are non-native speakers.
Mayer, R. E., Lee, H., & Peebles, A. (2014). Multimedia Learning in a Second Language: A Cognitive Load Perspective. Applied Cognitive Psychology, 28(5), 653–660. https://doi.org/10.1002/acp.3050
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Another major problem with the learning styles view is that it is not sup-ported by the available research evidence.
Daniel Willingham, a Professor of Psychology at University of Virginia, has written a concise FAQ on the topic of "learning styles" that I've annotated here. In addition to providing links to research about learning styles, he also makes some key distinctions between what might be meant by "style" vs. "ability" vs. "preference".
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boundary conditions.
p. 131-132
Clark and Mayer provide a brief summary of the boundary conditions, the situations in which learners benefit from the use redundant on-screen text. These situations include adding printed text when 1) there are no graphics, 2) the presentation rate of the on-screen text is slow or learner-controlled, 3) the narration includes technical or unfamiliar words, and the 3) on-screen text is shorter than the audio narration.
The first three conditions described bear some similarity to closed caption use by students in legal education watching class lecture videos, especially students in first-year courses. Typically, the students are viewing videos with very few detailed graphics, they have control over the speed, pause, review, and advance features of the video player, and the narration provides numerous legal terms.
Although closed captions are intended for hard of hearing and deaf viewers, they may have some benefits for other learners if the boundary conditions described by the authors turn out to be true. Dello Stritto and Linder (2017) shared findings from a large survey of post-secondary students reporting that a range of students found closed captions to be helpful.
Dello Stritto, M. E., & Linder, K. (2017). A Rising Tide: How Closed Captions Can Benefit All Students. Educause Review Online. https://er.educause.edu:443/articles/2017/8/a-rising-tide-how-closed-captions-can-benefit-all-students
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graphics using words in both on‐screen text and audio narration in which the audio repeats the text. We call this technique redundant on‐screen text because the printed text (on‐screen text) is redundant with the spoken text (narration or audio).
Clark and Mayer provide a definition of redundant: Graphics accompanied by words in both on-screen text and audio narration in which that text is repeated. p. 131
The authors go on to provide guidance about concurrent graphics, audio, and on-screen text. Based upon the research that they summarize in Chapter Seven, they advise instructors not to add printed text to an on screen graphic.
p. 131
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twitter.com twitter.com
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Claudia Sahm. (2022, January 5). “We, as experts, have a responsibility to policymakers and everyday people to match the strength of our recommendations to the strength of our data. When I read Oster, I see a tone and conviction that far exceeds the many limitations of her data.” https://t.co/NqWwj0hi28 [Tweet]. @Claudia_Sahm. https://twitter.com/Claudia_Sahm/status/1478532000441151488
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www.semanticscholar.org www.semanticscholar.org
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Special Issue on Machine Learning and Knowledge Graphs
Machine Learning and Knowledge Graphs
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profiles.usalearning.net profiles.usalearning.net
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xAPI profiles make learning design, development, and analytics better.
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torrancelearning.com torrancelearning.com
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The video profile of the xAPI was created to identify and standardize the common types of interactions that can be tracked in any video player.
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bugs.ruby-lang.org bugs.ruby-lang.org
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"Context" manipulation is one of big topic and there are many related terminologies (academic, language/implementation specific, promotion terminologies). In fact, there is confusing. In few minutes I remember the following related words and it is good CS exam to describe each :p Thread (Ruby) Green thread (CS terminology) Native thread (CS terminology) Non-preemptive thread (CS terminology) Preemptive thread (CS terminology) Fiber (Ruby/using resume/yield) Fiber (Ruby/using transfer) Fiber (Win32API) Generator (Python/JavaScript) Generator (Ruby) Continuation (CS terminology/Ruby, Scheme, ...) Partial continuation (CS terminology/ functional lang.) Exception handling (many languages) Coroutine (CS terminology/ALGOL) Semi-coroutine (CS terminology) Process (Unix/Ruby) Process (Erlang/Elixir) setjmp/longjmp (C) makecontext/swapcontext (POSIX) Task (...)
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hypothes.is hypothes.is
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Now you have the extension up and running. It's time to start annotating some documents.
Here we can annotate the stuff we are reading.
Tags
Annotators
URL
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en.wikipedia.org en.wikipedia.org
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The hermeneutic circle (German: hermeneutischer Zirkel) describes the process of understanding a text hermeneutically. It refers to the idea that one's understanding of the text as a whole is established by reference to the individual parts and one's understanding of each individual part by reference to the whole. Neither the whole text nor any individual part can be understood without reference to one another, and hence, it is a circle. However, this circular character of interpretation does not make it impossible to interpret a text; rather, it stresses that the meaning of a text must be found within its cultural, historical, and literary context.
The hermeneutic circle is the idea that understanding a text in whole is underpinned by understanding its constituent parts and understanding the individual parts is underpinned by understanding the whole thereby making a circle of understanding. This understanding of a text is going to be heavily influenced by a text's cultural, historical, literary, and other contexts.
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psyarxiv.com psyarxiv.com
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Gradassi, A., Bos, W. van den, & Molleman, L. (2022). Confidence of others trumps confidence of self in social information use. PsyArXiv. https://doi.org/10.31234/osf.io/mqyu2
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journals.aps.org journals.aps.org
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creased learning in a college physics course with timelyuse of short multimedia summaries
I'm forced to wonder if this is actually an instance of coddling. Creating the summaries for students removes the need for the students to learn to summarize what they study & learn on their own. Being able to summarize the work of others is an aspect of life-long learning that is, IMHO, crucial.
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psyarxiv.com psyarxiv.com
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Arogbodo, M. (2022). Impacts of the Covid-19 Pandemic on Online Security Behavior within the UK Educational Industry. PsyArXiv. https://doi.org/10.31234/osf.io/h5qgk
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learningaloud.com learningaloud.com
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Highlighting would be a crude form of knowledge telling. Knowledge transforming involves interpretation on the part of the content producer.
Scholars who study writing differentiate between knowledge telling and knowledge transforming.
Highlighting can be seen as a weak form of knowledge telling. It's a low level indicator that an idea is important, but doesn't even go so far as the reader strengthening the concept by restating the idea in their own words similar to the Feynman technique.
One could go steps further by not only restating it but transforming it and linking it into one's larger body of knowledge or extending into other contexts.
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- Jan 2022
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teaforteaching.com teaforteaching.com
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Kristen: Well, what’s interesting, and you bring up such a great point. One of the top neuromyths out there is learning styles. And, so when you’re looking at learning styles, this is something that almost seems to permeate. It doesn’t matter when you started teaching, whether it’s K through 12, or higher education at some point if you’ve been involved in education, you’ve come across learning styles. Now there are learning preferences and there’s lots of wonderful research on that. But this concept of teaching to learning styles, I think, unfortunately… we talk about this in section seven of our report kind of got mixed in with multiple intelligences. And, that is not at all what multiple intelligence was about, but it was almost the timing of it and so, having been a K through 12 teacher, I remember going through a professional development where we learned about learning styles and how it was something to look at in terms of teaching to learning preferences. And, even to this day when I do presentations, and I know Michelle has run into this as well, especially when we co-teach some of the OLC workshops, somebody will inevitably raise their hand or type in the chat area “Are you kidding? Learning styles is a neuromyth? We just had somebody on our campus six months ago, who taught us how to do an assessment to teach to learning styles.” So, it’s still out there, even though there’s so much in the literature saying it’s a neuromyth. It’s still prevalent within education across all areas.
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www.pnas.org www.pnas.org
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Students also cited the frequent interruptions that accompanied each transition from group activities to instructor feedback (14 responses), a concern that their errors made during class would not be corrected (10 responses), and a general feeling of frustration and confusion (14 responses) when discussing their concerns about the actively taught classes.
To what extent are these transitions, interruptions, and frustrations actually pedagogically valuable, and to what extent are they just cognitive overhead? Can they be reduced?
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news.ycombinator.com news.ycombinator.com
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It isn't about note taking, it's about supporting a brain that simply isn't capable of retaining the level of information that we have to deal with. The ultimate note taking device is actually an augmented human brain that has perfect recollection and organisation.
What note taking is about
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adlnet-archive.github.io adlnet-archive.github.io
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xAPI Wrapper Tutorial Introduction This tutorial will demonstrate how to integrate xAPI Wrapper with existing content to capture and dispatch learning records to an LRS.
roll your own JSON rather than using a service like xapi.ly
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Storyline 360 xAPI Updates (Winter 2021)Exciting xAPI update for Storyline users! Articulate has updated Storyline 360 to support custom xAPI statements alongside a few other xAPI-related updates. (These changes will likely come to Storyline 3 soon, though not as of November 30, 2021.)
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xapi.ly xapi.ly
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Making xAPI Easier Use the xapi.ly® Statement Builder to get more and better xAPI data from elearning created in common authoring platforms. xapi.ly helps you create the JavaScript triggers to send a wide variety of rich xAPI statements to the Learning Record Store (LRS) of your choice.
criteria for use and pricing listed on site
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registry.tincanapi.com registry.tincanapi.com
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Here you will find a well curated list of activities, activity types, attachments types, extensions, and verbs. You can also add to the registry and we will give you a permanently resolvable URL - one less thing you have to worry about. The registry is a community resource, so that we can build together towards a working Tin Can data ecosystem.
**participant in the Spring 2022 XAPI cohort suggested that 'Registry is not maintained, and they generally suggest using the Vocab Server (which is also the data source for components in the Profile Server).'
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www.json.org www.json.orgJSON1
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JSON (JavaScript Object Notation) is a lightweight data-interchange format. It is easy for humans to read and write. It is easy for machines to parse and generate. It is based on a subset of the JavaScript Programming Language Standard ECMA-262 3rd Edition - December 1999. JSON is a text format that is completely language independent but uses conventions that are familiar to programmers of the C-family of languages, including C, C++, C#, Java, JavaScript, Perl, Python, and many others. These properties make JSON an ideal data-interchange language.
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xapi.vocab.pub xapi.vocab.pub
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The xAPI Vocabulary and Profile Server is a curated list of xAPI vocabulary concepts and profiles maintained by the xAPI community.
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www.td.org www.td.org
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xAPI Foundations Leverage xAPI to develop more comprehensive learning experiences. This on-demand e-learning course is available online immediately after purchase. Within the course, you will have the opportunity to personalize your learning by viewing videos, interacting with content, hearing from experts, and planning for your future. You will have access to the course(s) for 12 months from your registration date.
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www.danielwillingham.com www.danielwillingham.com
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You don’t have to believe in learning styles theories to appreciate differences among kids, to hold an egalitarian attitude in the midst of such differences, and to try to foster such attitudes in students.
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learning styles is not a theory of instruction. It is a theory of how the mind works. So when I say “there’s no evidence for learning styles” I am making a claim about the mind, not about instruction.
Learning styles is a theory of how the mind works not a theory of instruction.
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(2) the fact that we haven’t definitively proven a theory wrong seems like a poor reason to advocate using the theory in classrooms. To the extent that teachers use scientific theories about the mind to inform their practice, doesn’t it make sense to use theories that scientists are pretty sure are right?
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