- Jan 2022
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www.danielwillingham.com www.danielwillingham.com
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(1) it’s absolutely true that we could find out tomorrow that there are learning styles after all. Someone could propose a new theory, or we might realize that there is a different, better way to test the old theories. Note this is always the case--you can't absolutely prove a theory untrue.
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there’s not much reason to think it’s because kids have different learning styles. Maybe it’s always good for kids to experience any idea in several different ways, even if all the experiences were in the same style. Maybe one of the experiences is especially well-suited to help kids understand the concept. Maybe the repetition is good. If it's a good idea to teach to all styles, great, but I'd like to figure out why kids are learning more that way, given that other predictions of styles theories aren't supported.
This description of "teach[ing] to all the [learning] styles" seems similar to some descriptions of Universal Design for Learning that I have seen.
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You give people the opportunity to use their preferred style or you prevent them from using their preferred style. You should see some difference in the effectiveness of the learning of the two groups--their comprehension of whatever task you set, their memory, something. That’s the evidence that’s lacking.
What would evidence for learning styles look like?
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Ability is that you can do something. Style is how you do it.
Ability vs. style
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www.psychologytoday.com www.psychologytoday.com
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the curse of knowledge. It’s a simple but devastating effect: Once we know something, it’s very difficult to imagine not knowing it, or to take the perspective of someone who doesn't.
The curse of knowledge
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www.raptitude.com www.raptitude.com
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Only once the second price is being paid do you see any return on the first one. Paying only the first price is about the same as throwing money in the garbage.
There is something to this.
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www.watershedlrs.com www.watershedlrs.com
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Learning program analytics seek to understand how an overall learning program is performing. A learning program typically encompasses many learners and many learning experiences (although it could easily contain just a few).
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Learning experience analytics seek to understand more about a specific learning activity.
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Learner analytics seek to understand more about a specific person or group of people engaged in activities where learning is one of the outputs.
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There are many types of learning analytics and things you can measure and analyze. We segment these analytics into three categories: learning experience analytics, learner analytics, and learning program analytics.
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Learning analytics is the measurement, collection, analysis, and reporting of data about learners, learning experiences, and learning programs for purposes of understanding and optimizing learning and its impact on an organization’s performance.
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eductive.ca eductive.ca
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les lettres que je reçois des Services adaptés en rendent plusieurs visibles
Most of us have received those letters, indicating that some learners will require special accommodations. And students learn to fit the description. Reminds me of those learners in my classes who expressed surprise at obtaining a high grade on an assignment.
For instance, a musician in my ethnomusicology course, back in 2006, came to me with something of a complaint:
You gave me an A on this assignment!
Right. What's the problem?
I have a learning disability!
Erm... Not in my course, you don't! ;-)
Students like this musician had done exactly the work required to fulfill the requirements... which didn't match expected requirements (which are overwhelmingly scriptocentric).
Conversely, some learners assume they'll always get good grades ("I'm an A student!"), typically because their writing style matches academic expectations.
Surely, there's research on this labelling effect. Now, I'm not saying that it's the only effect coming from these letters (or from "dean's lists"). Accommodations can be particularly important in courses where there's a pressure to perform in a certain way. And it sounds like grade-based rewards are important in several social systems. I'm merely thinking of links between Howie Becker's best-known book and his unsung work.
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learningsolutionsmag.com learningsolutionsmag.comxAPI1
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xAPI
Learning Solutions XAPI articles Spring 2022 #xAPICohort resource
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learn.filtered.com learn.filtered.com
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Social learning This is a feature the LXP has really expanded. Although some of the more advanced LMSs boast social features, the Learning Experience Platform is better formatted for them and far more likely to provide. Firstly, the LXP caters for a broader range of learning options than the LMS. It’s usually not difficult to use your LXP to set up an online class or webinar. LXPs also provide a chance for learners to share their opinions on content: liking, sharing, or commenting on an article or online class. Users can follow and interact with others, above or below them in the organisation. Sometimes LXPs even provide people curation, matching learners and mentors. Users also have a chance to make the LXP their own by setting up a personalised profile page. It might seem low-priority, but a sense of ownership usually corresponds with a boost in engagement. As well prepared as Learning & Development leaders are, there’ll be things that people doing a job every day will know that you won’t. They can use their personal experience to recommend or create learning content in an LXP. This helps on-the-job learning and gives employees a greater chance of picking up the skills they need to progress in their role.
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johannesklingebiel.de johannesklingebiel.de
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To learn—A rather obvious one, but I wanted to challenge myself again.
I love that Johannes Klingbiel highlights having his own place on the Internet as a means to learn. While I suspect that part of the idea here is to learn about the web and programming, it's also important to have a place you can more easily look over and review as well as build out on as one learns. This dovetails in part with his third reason to have his own website: "to build". It's much harder to build out a learning space on platforms like Medium and Twitter. It's not as easy to revisit those articles and notes as those platforms aren't custom built for those sorts of learning affordances.
Building your own website for learning makes it by definition a learning management system. The difference between my idea of a learning management system here and the more corporate LMSes (Canvas, Blackboard, Moodle, etc.) is that you can change and modify the playground as you go. While your own personal LMS may also be a container for holding knowledge, it is a container for building and expanding knowledge. Corporate LMSes aren't good at these last two things, but are built toward making it easier for a course facilitator to grade material.
We definitely need more small personal learning management systems. (pLMS, anyone? I like the idea of the small "p" to highlight the value of these being small.) Even better if they have social components like some of the IndieWeb building blocks that make it easier for one to build a personal learning network and interact with others' LMSes on the web. I see some of this happening in the Digital Gardens space and with people learning and sharing in public.
[[Flancian]]'s Anagora.org is a good example of this type of public learning space that is taking the individual efforts of public learners and active thinkers and knitting their efforts together to facilitate a whole that is bigger than the sum of it's pieces.
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blog.aula.education blog.aula.education
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How, exactly, can we design for engagement and conversation? In comparison to content-focused educational technology such as the Learning Management System (LMS), our (not so secret) recipe is this:1. Eliminate the noise2. Bring people into the same room3. Make conversation easy and meaningful4. Create modularity and flexibility
Spring 2022 #xAPICohort resource
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www.linkedin.com www.linkedin.com
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To learn more, there are two books I highly recommend. "Digital Body Language," by Steve Woods, and "Big Data: Does Size Matter?" by Timandra Harkness. If you would like a deeper dive into data-driven learning design, there's a free e-book and toolkit you can download from my blog. You can also reach me there at loriniles.com. Remember, start with the data you have readily available. Data does not have to be intimidating Excel spreadsheets. Be prepared with data every single time you meet with your stakeholders. And before you design any strategy, ask what data you have to support every decision. You're on an exciting journey to becoming a more well-rounded HR leader. Get started, and good luck.
Spring 2022 #xAPICohort resource
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www.valamis.com www.valamis.com
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LXPs and LMSs accomplish two different objectives. An LMS enables administrators to manage learning, while an LXP enables learners to explore learning. Organizations may have an LXP, an LMS or both. If they have both, they may use the LXP as the delivery platform and the LMS to handle the administrative work.
Spring 2022 #xAPICohort resource
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4. Highly intuitive interfaces
Spring 2022 #xAPICohort resource
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3. Supports various types of learning
Spring 2022 #xAPICohort resource
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2. Rich learning experience through deeper personalization
Spring 2022 #xAPICohort resource
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Here are some other characteristics that set LXPs apart from LMS’s: 1. Extensive integration capabilities
Spring 2022 #xAPICohort resource
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The gradual shift, from one-time pay to cloud-based subscription-based business has lead learning platforms to also offer Software-as-a-Service (SaaS) models to their clients. As such content becomes part of digital learning networks, they are integrated into commercial learning solutions and then become part of broader LXPs. Looking back at all these developments, from how new data consumption platforms evolved, to the emergence of newer content development approaches and publishing channels, it’s easy to understand why LXPs naturally evolved as a result of DXPs.
Spring 2022 #xAPICohort resource
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The growth of social learning has also created multiple learning opportunities for people to share their knowledge and expertise. As they socialize on these platforms (Facebook, LinkedIn, YouTube, Instagram and many others), individuals and groups learn from each other through various types of social interactions – sharing content, exchanging mutually-liked links to external content. LXP leverage similar approaches in corporate learning environments, and scale learning experience and opportunities with such user-generated content as found in social and community-based learning.
Spring 2022 #xAPICohort resource
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Integrations are also possible with AI. If you integrate LXP and your Human Resource Management (HRM) system, the corporate intranet, your Learning Record Store (LRS) or the enterprise Customer Relationship Management (CRM) system, and collect the data from all of them, you can identify many different trends and patterns. And based on those patterns, all stakeholders can make informed training and learning decisions. Standard LMS’s cannot do any of that. And though LMS developers are trying to get there, they’ve still got a long way to go to bridge the functionality gap with LXPs. As a result, there was an even greater impetus to the emergence of LXPs.
Spring 2022 #xAPICohort resource
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Another driver for the emergence of LXP’s is the standards adopted by modern-day LMS’s – which are SCORM-based. While SCORM does “get results”, it is limited in what it can do. One of the main goals of any corporate learning platform is to connect learning with on-the-job performance. And SCORM makes it very difficult to decide how effective the courses really are, or how learners benefit from these courses. Experience API (xAPI) on the other hand – the standard embraced by LXPs – offers significantly enhanced capabilities to the platform. When you use xAPI, you can follow different parameters both while you learn and perform on the job tasks. And, what’s even better is that you can do that on a variety of digital devices.
Spring 2022 #xAPICohort resource
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LMS’s primarily served as a centralized catalog of corporate digital learning assets. Users of those platforms often found it hard to navigate through vast amounts of content to find an appropriate piece of learning. LMS providers sought to bridge that gap by introducing smart searches and innovative querying features – but that didn’t entirely address the core challenge: LMS’s were still like huge libraries where you should only go to when you have an idea of what you need, and then spend inordinate amounts of time searching for what you specifically want!
Spring 2022 #xAPICohort resource
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www.linkedin.com www.linkedin.com
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Experience API (xAPI) is a tool for gaining insight into how learners are using, navigating, consuming, and completing learning activities. In this course, Anthony Altieri provides an in-depth look at using xAPI for learning projects, including practical examples that show xAPI in action.
Spring 2022 #xAPICohort resource
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www.learningguild.com www.learningguild.com
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Intro to xAPI: What Do Instructional Designers Need to Know
Spring 2022 #xAPICohort resource
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xapicohort.com xapicohort.com
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The xAPI Learning Cohort is a free, vendor-neutral, 12-week learning-by-doing project-based team learning experience about the Experience API. (Yep, you read that right – free!) It’s an opportunity for those who are brand new to xAPI and those who are looking to experiment with it to learn from each other and from the work itself.
Spring 2022 #xAPICohort resource
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www.td.org www.td.org
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If your current course development tools don't create the activity statements you need, keep in mind that sending xAPI statements requires only simple JavaScript, so many developers are coding their own form of statements from scratch.
Spring 2022 #xAPICohort resource
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An xAPI activity statement records experiences in an "I did this" format. The format specifies the actor, verb, object: the actor (who did it), a verb (what was done), a direct object (what it was done to) and a variety of contextual data, including score, rating, language, and almost anything else you want to track. Some learning experiences are tracked with a single activity statement. In other instances, dozens, if not hundreds, of activity statements can be generated during the course of a learning experience. Activity statements are up to the instructional designer and are driven by the need for granularity in reporting.
Spring 2022 #xAPICohort resource
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xAPI is a simple, lightweight way to store and retrieve records about learners and share these data across platforms. These records (known as activity statements) can be captured in a consistent format from any number of sources (known as activity providers) and they are aggregated in a learning record store (LRS). The LRS is analogous to the SCORM database in an LMS. The x in xAPI is short for "experience," and implies that these activity providers are not just limited to traditional AICC- and SCORM-based e-learning. With experience API or xAPI you can track classroom activities, usage of performance support tools, participation in online communities, mentoring discussions, performance assessment, and actual business results. The goal is to create a full picture of an individual's learning experience and how that relates to her performance.
Spring 2022 #xAPICohort resource
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www.watershedlrs.com www.watershedlrs.com
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For any xAPI implementation, these five things need to happen:A person does something (e.g., watches a video).That interaction is tracked by an application.Data about the interaction is sent to an LRS.The data is stored in the LRS and made available for use.Use the data for reporting and personalizing a learning experience.In most implementations, multiple learner actions are tracked by multiple applications, and data may be used in a number of ways. In all cases, there’s an LRS at the center receiving, storing, and returning the data as required.
Spring 2022 #xAPICohort resource
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Experience API (also xAPI or Tin Can API) is a learning technology interoperability specification that makes it easier for learning technology products to communicate and work with one another.
Spring 2022 #xAPICohort resource
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www.watershedlrs.com www.watershedlrs.com
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Instructional DesignerWhen implementing xAPI across an organization, there isn’t usually a need for instructional designers to take on new roles or duties. However, they may experience a learning curve that presents an opportunity to understand how to best package and effectively deploy xAPI in newly created content. Your learning designer(s) is a key partner in getting good data, so keep them in the loop regarding your strategy, goals, and expected outcomes.
Spring 2022 #xAPICohort resource
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fs.blog fs.blog
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learning doesn’t happen from skimming through a book or remembering enough to pass a test.
One of the biggest misconceptions is that learning occurs when we skim through a book or briefly just remember enough information for a test or exam. Changing our mindset from this way of thinking is the first step in the process of utilizing the Feynman technique
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www.cathydavidson.com www.cathydavidson.com
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Now You See It “Starts where Malcolm Gladwell leaves off, showing how digital information will change our brains. We need this book.”
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libguides.norquest.ca libguides.norquest.ca
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Fulton-Lyne, L. (n.d.). Research Guides: Misinformation: Misinformation Course. Retrieved January 17, 2022, from https://libguides.norquest.ca/fakenews/course
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link-springer-com.ezproxy.lib.purdue.edu link-springer-com.ezproxy.lib.purdue.edu
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We are definitely living in interesting times!
The problem with Machine learning in my eyes seems to be the non-transparency in the field. After all what makes the data we are researching valuable. If he collect so much data why is only .5% being studied? There seems to be a lot missing and big opportunities here that aren't being used properly.
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prospect.org prospect.org
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DrPH, M. D. H., M. D. (2022, January 11). The Folly of School Openings as a Zero-Sum Game. The American Prospect. https://prospect.org/api/content/4a1fc36e-7263-11ec-9e7d-12f1225286c6/
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- Omicron
- white supremacy
- school
- exposure
- work from home
- homeschooling
- economy
- COVID-19
- lang:en
- transmission
- ventilation
- economic oppression
- mortality
- disparity
- multigenerational family structure
- in-person schooling
- education
- school closure
- virtual learning
- race
- people of colour
- perception
- risk
- systemic racism
- vaccine
- low-income
- online learning
- priviledge
- safety
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- remote learning
- USA
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dublincore.org dublincore.org
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www.theguardian.com www.theguardian.com
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Spinney, L. (2022, January 9). Are we witnessing the dawn of post-theory science? The Guardian. https://www.theguardian.com/technology/2022/jan/09/are-we-witnessing-the-dawn-of-post-theory-science
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psyarxiv.com psyarxiv.com
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Krueger, P., Callaway, F., Gul, S., Griffiths, T., & Lieder, F. (2022). Discovering Rational Heuristics for Risky Choice. PsyArXiv. https://doi.org/10.31234/osf.io/mg7dn
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The best way to improve your ability to think is to actually spend time thinking.
You need to take your time
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Thinking means concentrating on one thing long enough to develop an idea about it.
Thinking
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Gary Klein himself has made a name developing techniques for extracting pieces of tacit knowledge and making it explicit. (The technique is called ‘The Critical Decision Method’, but it is difficult to pull off because it demands expertise in CDM itself).
AI can help with turning tacit knowledge into explicit
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If you are a knowledge worker, tacit knowledge is a lot more important to the development of your field of expertise than you might think.
Tacti knowledge is especially important for knowledge workers
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Notice how little verbal instruction is involved. What is more important is emulation, and action — that is, a focus on the embodied feelings necessary to ride a bicycle successfully. And this exercise was quite magical for me, for within the span of an hour I could watch a kid go from conscious incompetence to conscious competence and finally to unconscious competence.In other words, tacit knowledge instruction happens through things like imitation, emulation, and apprenticeship. You learn by copying what the master does, blindly, until you internalise the principles behind the actions.
In learning, imitation, emulation and action are very important.
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When I was a kid, I taught myself how to ride a bike … by accident. And then I taught my sisters and then my cousin and then another kid in the neighbourhood who was interested but a little scared. They were zooming around in about an hour each. The steps were as follows:
Interesting example on how to teach oneself to ride a bike (see steps below)
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Tacit knowledge is knowledge that cannot be captured through words alone.
Tacit knowledge
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- Dec 2021
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royalsocietypublishing.org royalsocietypublishing.org
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Maxwell's advice was to read the four parts of the Treatise in parallel rather than in sequence.
reading the texts in parallel.
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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Post-test histology demonstrated photoperiod-dependent reduction and induction of TH-IR neurons
Histology staining of three dopamine-synthesizing sources in the hypothalamus support the findings in Figure 5E. The amount of TH cells (dopamine-synthesizing cells) in these regions decreases with 6-OHDA and can be partially rescued with short-day photoperiod exposure.
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The behavioral results of focal ablation of TH-IR neurons were partially reversed by exposure to the short-day photoperiod, demonstrating behavioral rescue
Even with 6'OHDA treatment, exposing the animals to short-day photoperiod resulted in some behavioral rescue, reflected by the animals spending more time spent in the open arm in the EPM test and less time spent immobilized in the forced swim test. The difference in behavior is significant comparing results of the short- vs long-day photoperiod exposure. One additional comparison that could be insightful are the results of 6'OHDA on 12L:12D photoperiod exposure; these can be found in Figure 5 B, and do not appear to be significantly different from the long-photoperiod exposure results. Thus, a follow up idea for the researchers is to consider when the effect of increasing the duration of light-exposure in a day begins to saturate.
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then exposed animals to the long-day photoperiod, so as to further reduce their number
Here, dopamine synthesis is being stopped by two things: the neurotoxic agent 6-OHDA and long-day light exposure, a stressor for nocturnal animals. Both treatments should reduce the presence of dopamine-making neurons.
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www.westga.edu www.westga.edu
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Redesigning Learning Spaces
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Collaborative Learning
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www.peakgrantmaking.org www.peakgrantmaking.org
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“We assume that they feed everything to a giant fiery furnace.”
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media-exp1.licdn.com media-exp1.licdn.com
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Deep learning: A definition
Deep learning: A definition
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Machine learning: A definition
Machine learning: A definition
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www.theguardian.com www.theguardian.com
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Adams, R., & editor, R. A. E. (2021, December 16). Persistent Covid-related absence leaves pupils lagging – Ofsted. The Guardian. https://www.theguardian.com/education/2021/dec/16/covid-persistent-absence-pupils-mental-health-ofsted
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In fact, the methodical use of notebooks changed the relationship between natural memory and artificial memory, although contemporaries did not immediately realize it. Historical research supports the idea that what was once perceived as a memory aid was now used as secondary memory.18
During the 16th century there was a transition in educational centers from using the natural and artificial memories to the methodical use of notebooks and commonplace books as a secondary memory saved by means of writing.
This allows people in some sense to "forget" what they've read and learned and be surprised by it again later. They allow themselves to create liminal memories which may be refreshed and brought to the center later. Perhaps there is also some benefit in this liminal memory for allowing ideas to steep on the periphery before using them. Perhaps combinatorial creativity happens unconsciously?
Cross reference: learning research by Barbara Oakley and Terry Sejnowski.
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psyarxiv.com psyarxiv.com
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Ober, T., Cheng, Y., Carter, M., & Liu, C. (2021). Disruptiveness of COVID-19: Differences in Course Engagement, Self-appraisal, and Learning. PsyArXiv. https://doi.org/10.31234/osf.io/b2pxd
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rteworcester.wp.worc.ac.uk rteworcester.wp.worc.ac.uk
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10 Cultivating Change for Inclusive Practice: Creating a Community of Learners By Lisa Mauro-Bracken, Head of Department Health and Well-being; School of Allied Health and Community This case study illustrates an innovative, department-wide approach to learning and professional development of staff. Higher Education encounters increasing numbers of students from diverse linguistic, cultural and ethnic backgrounds requiring personalised learning (V1; V2). To cultivate a ‘new’ inclusive culture within the Department of Health and Well-being, I organised a workshop introducing Universal Design for Learning (UDL) as part of a team away day (K5). UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (CAST, 2019). The UDL framework supports inclusive practice and relies on multiple means of: ‘engagement,’ ‘representation’ and ‘action and expression.’ In other words, a focus on personalised learning and meaningful choice to ensure all students can access the curriculum in a way that develops their strengths. To embed this approach within the department, I delivered workshops on implementing University of Worcester’s Inclusive Assessment Policy. This was implemented using Technology Enhanced Learning and Blackboard in an inclusive way and auditing module resources using de Montfort University’s UDL self-assessment checklist. This proved to be an effective reflective tool to further inform learning, teaching and assessment (Bracken, 2019; Moriarty and Scarffe, 2019). The values underpinning our department are student-focused and this was reflected in our approach of implementing new ideas, as it required staff and student involvement and regular consultation with students about inclusive design for learning. Staff enthusiasm for the innovative approach was balanced against accepting a response of hesitancy and fear of change (Dasborough, Lamb and Suseno, 2015). However, one colleague stated ‘UDL allows me... [to] reflect, listen, change my pedagogical approach...getting input from colleagues and feel safe[ty] in questioning
Current practice in UK on UDL- updated references and useful publication linked to HEA accreditation
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www.tandfonline.com www.tandfonline.com
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In this study, we drew on sociocultural notions of agency – where individual actions are entwined with community goals. A community is comprised of people with shared and individual goals, in their environments, in the midst of a historical context (Wenger 1998Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. New York, NY: Cambridge University Press. [Crossref], [Google Scholar]). Due to this web of relationships with people, environment, and history, people do not act autonomously, but according to possibilities within the community. Such possibilities for agency are negotiated over time; actions that strengthen ties to the community constitute investments in the self that in turn, have outcomes for the community as well (Peirce 1995Peirce, B. N. 1995. “Social Identity, Investment, and Language Learning.” TESOL Quarterly 29: 9–31. doi:10.2307/3587803. [Crossref], [Web of Science ®], [Google Scholar]). The financial metaphor in using the word investment is critical – it connotes spent effort that yields dividends. These dividends emerge immediately and over time.
This helps me consider communities of practice, and unpacking the relational aspects - agency within a context, not autonomous, informed by the context and others. Is there a tension with "groupthink", how to value the diversity in a group, and build stronger not weaker, not defaulting or regressing to a mean?. How do we build a group to be more than the sum of the parts. how does the community work to enhance practice.
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www.iamjonas.me www.iamjonas.me
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if it's important enough it will surface somewhere somehow.
Way to apply FOMO
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The Feynman technique goes as follows: write down what you know about a subject. Explain it in words simple enough for a 6th grader to understand. Identify any gaps in your knowledge and read up on that again until all of the explanation is dead simple and short.
The Feyman technique for learning
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Similar to frequency lists in a natural language there are concepts in any software product that the rest of the software builds upon. I'll call them core concepts. Let's use git as an example. Three core concepts are commits, branches and conflicts.If you know these three core concepts you can proceed with further learning.
To speed up learning, start with the core concepts like frequency lists for learning languages
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- Nov 2021
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hyperlink.academy hyperlink.academy
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collaboration within a community of people: diverse perspectives, active engagement
Similar ideas here: Stephen Downes (2015). Design Elements in a Personal Learning Environment. Invited talk, Guadalajara, Mexico. https://www.slideshare.net/Downes/design-elements-in-a-personal-learning-environment-52303224
What makes an 'online course' different to an 'online learning community'?
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a system that lets people compose structure
We all think in different ways, so a good system for learning should enable every learner to structure their learning environment uniquely.
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people reading the same book at the same time, exploring the same ideas…Norms around signalling you're interested in something, and the extent of your interest, would go far
How do we find the connections we don't know we're looking for?
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thefix.media thefix.media
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The recipe for starting a new media venture in 2021 seems to be straightforward: blog, newsletter, podcast. From there you scale up and start adding additional verticals, like events (both virtual and in-person as more people get vaccinated), discussion forums (like a Discord server for paying subscribers), a YouTube channel and so on.
Not only new media; this would probably also work for schools, or any learning community.
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psyarxiv.com psyarxiv.com
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Racine, N., Madigan, S., Cardinal, S., Hartwick, C., Leslie, M., Motz, M., & Pepler, D. (2021). Community-Based Research: Perspectives of Psychology Researchers and Community Partners. PsyArXiv. https://doi.org/10.31234/osf.io/cxrmt
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www.researchgate.net www.researchgate.net
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rofessional development was designed using the Adaptation of Blended Learning framework to meet the new requirements of online schooling. Twenty-six teachers participated in the intervention of professional development, spanning six months.
rofessional development was designed using the Adaptation of Blended Learning framework to meet the new requirements of online schooling. Twenty-six teachers participated in the intervention of professional development, spanning six months.
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drive.google.com drive.google.com
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TALIS(Teaching and Learning International Survey)
TALIS
(Teaching and Learning International Survey)
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Virtual Learning Environments50 (VLE):
Virtual Learning Environments50 (VLE):
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studentsreporting having a quiet place to study
PISA 2018 students reporting having a quiet place to study at home
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Distance learning, learning analytics, COVID-19, technology-enhanced learning
Distance learning, learning analytics, COVID-19, technology- enhanced learning
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nline education had a negative effect on the quality of teaching.
online education had a negative effect on the quality of teaching.
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Humanistic Learning Theory
Humanistic Learning Theory
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conclusion, which educational administration globally is shoveling under the rug. 20 years ago, it was calculated an hour of F2F teaching equals 1 1/2 hour of online teaching. currently, with the influx of technology, it must be calculated more generously.
the value of online learning versus F2F
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interaction is most valued by teachers, but hindered by some students not using camera
despite teachers' lament, there is a compiling literature about the controversy: https://blog.stcloudstate.edu/ims/2021/07/13/dealing-with-digital-fatigue/ https://blog.stcloudstate.edu/ims/2021/01/15/why-turn-off-webcams/ https://blog.stcloudstate.edu/ims/2020/11/21/webcam-policies/
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socialsciences.nature.com socialsciences.nature.com
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Portfolio, B. and S. S. at N. (2021, November 3). No evidence school closures reduce the spread of COVID-19. Behavioural and Social Sciences at Nature Portfolio. http://socialsciences.nature.com/posts/no-evidence-school-closures-reduce-the-spread-of-covid-19
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www.zylstra.org www.zylstra.org
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I don’t see something else naturally taking its place either.
I like the idea of Discord as a backchannel but it suffers from the problem that it's a relatively niche app, and no-one is going to install and learn how to use it just for a conference.
I think that Discord would work well for a learning community though.
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twitter.com twitter.com
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Stephen Reicher. (2021, November 10). Look at this quite shameful graph (from Bob Hawkins) on Covid catch up spending per pupil. All four UK nations provide a few hundred pounds per pupil while others provide thousands. But to make things still worse... Https://t.co/Keprj2qzWN [Tweet]. @ReicherStephen. https://twitter.com/ReicherStephen/status/1458380613346541576
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www.swyx.io www.swyx.io
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80% of developers are "dark", they dont write or speak or participate in public tech discourse.
After working in tech, I would estimate the same
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They'll teach you for free. Most people don't see what's right in front of them. But not you. "With so many junior devs out there, why will they help me?", you ask. Because you learn in public. By teaching you, they teach many. You amplify them.
Senior engineers can teach you for free if you just open up online
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Try your best to be right, but don't worry when you're wrong. Repeatedly. If you feel uncomfortable, or like an impostor, good. You're pushing yourself. Don't assume you know everything, but try your best anyway, and let the internet correct you when you are inevitably wrong. Wear your noobyness on your sleeve.
Truly inspiring! I need to save this as one of my favorite quotes (and share on my blog, of course)!
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start building a persistent knowledge base that grows over time. Open Source your Knowledge! At every step of the way: Document what you did and the problems you solved.
That is why I am trying to be present even more on my social media, or on the personal blog. Maybe one day I will try to open-source my OneNote notes as a Wiki-like page
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Whatever your thing is, make the thing you wish you had found when you were learning. Don't judge your results by "claps" or retweets or stars or upvotes - just talk to yourself from 3 months ago.
This is the exact same mindset I am following since some time, and it is awesome!
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docs.google.com docs.google.com
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game-based learning badges
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designing
having students learn by designing their own games combines design thinking and game-based learning
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romandesign.co romandesign.co
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Coaching is external guidance and feedback on your performance.
Coaching - external guidance and feedback on performance
Mentoring - subset of coaching primarily focused on the creation of knowledge
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The Odyssey of Homer: a Close Reading https://events.jhu.edu/form/HAHodyssey
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What questions do your kids have about the Covid-19 vaccine? (n.d.). CNN. Retrieved 3 November 2021, from https://www.cnn.com/2021/11/02/us/sesame-street-covid-town-hall-questions/index.html
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unix.stackexchange.com unix.stackexchange.com
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Okay thank you. I'll need to do some thinking then on how to apply that to things like git config --global core.editor
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- Oct 2021
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docs.github.com docs.github.com
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these systems can feel like ”a toddler with a photographic memory
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twitter.com twitter.com
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Seth Trueger. (2021, September 14). Https://t.co/LFZ3xWkYYY [Tweet]. @MDaware. https://twitter.com/MDaware/status/1437780952890191878
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durmonski.com durmonski.com
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Reading books, being aware of the curiosity gap, and asking a lot of questions:
Ways to boost creativity
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The difference between smart and curious people and only smart people is that curiosity helps you move forward in life. If you shut the door to curiosity. You shut the door to learning. And when you don’t learn. You don’t move forward. You must be curious to learn. Otherwise, you won’t even consider learning.
Curiosity is the core drive of learning
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Smart people become even smarter because they are smart enough to understand that they don’t have all the answers.
Smartness is driven by curiosity
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link.springer.com link.springer.com
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Shahsavari, S., Holur, P., Wang, T., Tangherlini, T. R., & Roychowdhury, V. (2020). Conspiracy in the time of corona: automatic detection of emerging COVID-19 conspiracy theories in social media and the news. Journal of Computational Social Science, 3(2), 279–317. https://doi.org/10.1007/s42001-020-00086-5
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www.programiz.com www.programiz.com
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Python Examples
مثال هاي پايتون
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norabateson.wordpress.com norabateson.wordpress.com
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Mutual Learning in Living Systems
A definition for symmathesy.
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- Sep 2021
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www.thetechedvocate.org www.thetechedvocate.org
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e-learning allows you to cater your lessons to their needs.
We need to remember that accessibility isn't juust online learning but any digital instructional materials.
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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counts of TH-IR neurons in A13 after 6-OHDA treatment were not affected, demonstrating that dopaminergic nuclei located as close as 200 μm were spared by focal toxin delivery
These findings validate the specificity of 6-OHDA's delivery. In the dopaminergic cell group A13 just 200 μm away from the treatment site, the effects of 6-OHDA are not observed.
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Are presynaptic changes in transmitter identity matched by changes in postsynaptic receptor populations
Following action potential firing, transmitters will be sent from the presynaptic, or sending, neuron to the postsynaptic, or receiving, neuron; the received transmitter will thereby alter the likelihood of that postsynaptic neuron firing its own action potential. The experimenters had observed that at certain clusters of neurons in the CNS, short photoperiod exposure increased production of the transmitter dopamine, and long photoperiod exposure led to an increased production of somatostatin. Consequently, the experimenters are questioning whether expression of those cognate postsynaptic receptors, i.e., dopamine receptors or somatostatin receptors, follow suit.
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Long-day exposure produced the opposite effects
For rats, nocturnal mammals, increased photoperiod exposure is a stressor. Consequently, in both the EPM and FST, rats exhibit more depressive/anxious behaviors following long photoperiod exposure. In the EPM test, these rats spend less time in the open arm, and in the FST, they give up swimming and become almost immobile much sooner than the control group. For the short-day exposure group, the rats have more open arm activity, and in the FST persevere for longer, indicating reduced anxiety relative to the control group.
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if receptor activation is more substantial than the level of presynaptic SST.
When expression of a receptor is greater than that of its transmitter, the likelihood of those transmitters binding to the receptor will be high. Thus, if levels of SST2/4R are high compared to the presynaptic SST, then presynaptic SST will likely be able to bind to the cognate receptor, and induce its inhibitory effects.
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The number of TH-immunoreactive (TH-IR) neurons decreased with long-day exposure and increased with short-day exposure in relation to control
A decreased amount of TH-IR neurons means that less dopamine is being produced; this was observed when the rats were given long-day exposure (19 hours of light, 5 hours of darkness). Short-day exposure (5 hours of light, 19 hours of darkness) resulted in the number of TH-IR neurons increasing, a sign of greater dopamine production. These results were all relative to the control group, rats that experienced a balanced-day with 12 hours of light and 12 hours of darkness.
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Genetic programs establish initial expression patterns of neurotransmitters in different classes of neurons (1–3), and activity-dependent neurotransmitter respecification modifies them during development, either adding or switching transmitters (4–9). It is unknown, however, whether sensory stimuli promote transmitter switching in addition to other neuroplastic changes (10) in the adult brain.
It is known that the young developing brain is able to add or switch the transmitters that their neurons express. The question guiding this research is whether sensory stimuli can cause the already mature (adult) brain to experience changes in the types of transmitters that are produced by their neurons.
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www.bps.org.uk www.bps.org.uk
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Malpass, D. D. (n.d.). The impact of Covid-19 on students, staff and Departments of Psychology in UK Universities. This report was prepared by Dr Lisa Morrison Coulthard (Head of Research and Impact) and Laura Devlin (Research and Impact Lead). 124.
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www.youtube.com www.youtube.com
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https://www.youtube.com/watch?v=rhgwIhB58PA
Learning styles have been debunked.
Learning styles: V.A.R.K. model originated by Neil Flemiing stands for:
- visual
- auditory
- reading/writing
- kinesthetic
References:
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119. — https://ve42.co/Pashler2008
Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. — https://ve42.co/Willingham
Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?. Learning and Individual Differences, 16(4), 321-335. — https://ve42.co/Massa2006
Riener, C., & Willingham, D. (2010). The myth of learning styles. Change: The magazine of higher learning, 42(5), 32-35.— https://ve42.co/Riener2010
Husmann, P. R., & O'Loughlin, V. D. (2019). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles. Anatomical sciences education, 12(1), 6-19. — https://ve42.co/Husmann2019
Snider, V. E., & Roehl, R. (2007). Teachers’ beliefs about pedagogy and related issues. Psychology in the Schools, 44, 873–886. doi:10.1002/pits.20272 — https://ve42.co/Snider2007
Fleming, N., & Baume, D. (2006). Learning Styles Again: VARKing up the right tree!. Educational developments, 7(4), 4. — https://ve42.co/Fleming2006
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of educational psychology, 107(1), 64. — https://ve42.co/Rogowskyetal
Coffield, Frank; Moseley, David; Hall, Elaine; Ecclestone, Kathryn (2004). — https://ve42.co/Coffield2004
Furey, W. (2020). THE STUBBORN MYTH OF LEARNING STYLES. Education Next, 20(3), 8-13. — https://ve42.co/Furey2020
Dunn, R., Beaudry, J. S., & Klavas, A. (2002). Survey of research on learning styles. California Journal of Science Education II (2). — https://ve42.co/Dunn2002
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www.nytimes.com www.nytimes.com
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The minds of other people can also supplement our limited individual memory. Daniel Wegner, a psychologist at Harvard, named this collective remembering “transactive memory.” As he explained it, “Nobody remembers everything. Instead, each of us in a couple or group remembers some things personally — and then can remember much more by knowing who else might know what we don’t.” A transactive memory system can effectively multiply the amount of information to which an individual has access. Organizational research has found that groups that build a strong transactive memory structure — in which all members of the team have a clear and accurate sense of what their teammates know — perform better than groups for which that structure is less defined.
Transactive memory is how a group encodes, stores, and shares knowledge. Members of a group may be aware of the portions of knowledge that others possess which can make them more efficient.
How can we link this to Cesar Hidalgo's ideas about the personbyte, etc.?
How would this idea have potentially helped oral cultures?
She uses the example of a trauma resuscitation team helping to shorten hospital stays, but certainly there are many examples in the corporate world where corporate knowledge is helpful in decreasing time scales for particular outcomes.
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Some studies in the field of physics education found that students’ understanding of the subject is less accurate after an introductory college physics course.
The idea of learning by doing may have even more profound effects based on the idea of grounding. Experience in the physical world may dramatically inform experiences with the theoretical world.
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www.kenyon.edu www.kenyon.edu
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Home page for Kenyon's teaching and learning center.
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finiteeyes.net finiteeyes.net
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Social learning does not mean learning without tension or argument. In “Thinking with Peers”, Paul shows that argument and conflict are useful ways to focus attention and strengthen ideas, so long as the arguing is done with a certain amount of openness to new ideas. She approvingly quotes Stanford Business School professor Robert Sutton’s formula for productive conflict: “People should fight as if they are right, and listen as if they are wrong.” The brain, it seems, likes conflict. Or, at least, conflict helps strengthen attention.
I wonder how this may be leveraged with those who are using Hypothes.is for conversations in the margins in classrooms?
cc: @remikalir, @jeremydean, @nateangell
Could teachers specifically sow contention into their conversations? Cross reference the idea of a devil's advocate.
I love the aphorism:
“People should fight as if they are right, and listen as if they are wrong.” — Robert Sutton, Stanford Buisness School professor's formula for productive conflict
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Imitation, Paul says, allows us to think with other people’s brains. It is a key technique — globally and transhistorically — for learning, from babies imitating parents to apprentices imitating masters. And yet imitation is seen in contemporary US society, and schooling especially, as so debased that it is frequently punished. In fact, if Paul is correct (and I think she is, and have thought so for years when teaching writing), we should build imitation into many more of our lesson plans.
On the importance of imitation...
I'm reminded of Benjamin Franklin imitating what he thought were good writers to make his own writing more robust.
See: https://via.hypothes.is/https://www.gutenberg.org/files/20203/20203-h/20203-h.htm
Maybe the aphorism: "Imitation is the sincerest form of flattery," should really be "Imitation is the sincerest form of learning."
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www.frontiersin.org www.frontiersin.org
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Berger, F., Schreiner, C., Hagleitner, W., Jesacher-Rößler, L., Roßnagl, S., & Kraler, C. (2021). Predicting Coping With Self-Regulated Distance Learning in Times of COVID-19: Evidence From a Longitudinal Study. Frontiers in Psychology, 12, 3627. https://doi.org/10.3389/fpsyg.2021.701255
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www.frontiersin.org www.frontiersin.org
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Hoss, T., Ancina, A., & Kaspar, K. (2021). Forced Remote Learning During the COVID-19 Pandemic in Germany: A Mixed-Methods Study on Students’ Positive and Negative Expectations. Frontiers in Psychology, 12, 642616. https://doi.org/10.3389/fpsyg.2021.642616
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www.frontiersin.org www.frontiersin.org
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Romeo, M., Yepes-Baldó, M., Soria, M. Á., & Jayme, M. (2021). Impact of the COVID-19 Pandemic on Higher Education: Characterizing the Psychosocial Context of the Positive and Negative Affective States Using Classification and Regression Trees. Frontiers in Psychology, 12, 714397. https://doi.org/10.3389/fpsyg.2021.714397
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citizensandscholars.org citizensandscholars.org
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The Board took this action because the racist policies and beliefs of Woodrow Wilson are fundamentally incompatible with the Foundation’s values and work.
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www.timeshighereducation.com www.timeshighereducation.com
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Researchers of online courses in community colleges found that the level of interpersonal interaction was the best predictor of how well an online course did.
Research shows that the level of interpersonal interaction is the best predictor for how well an online course does.
Reference for this??
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cdm.link cdm.link
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learn to play music with whatever time they have left
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Gibson also has an app and learning system
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the app works with the light-up keyboard to teach you to play
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whether you want to have keys light up to tell you which notes to play in the first place.
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assume there are more beginners out there than there are advanced users and hope they want to pay the $299 + $79/year to learn to play music
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intended to help you learn to play music
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The dual coding theory, proposed in the 1970s by Allan Palvio, suggests that the brain processes information using two primary channels: verbal and visual.
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www.eff.org www.eff.org
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a class of attacks that were enabled by Privacy Badger’s learning. Essentially, since Privacy Badger adapts its behavior based on the way that sites you visit behave, a dedicated attacker could manipulate the way Privacy Badger acts: what it blocks and what it allows. In theory, this can be used to identify users (a form of fingerprinting) or to extract some kinds of information from the pages they visit
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https://fs.blog/2021/07/mathematicians-lament/
What if we taught art and music the way we do mathematics? All theory and drudgery without any excitement or exploration?
What textbooks out there take math from the perspective of exploration?
- Inventional geometry does
Certainly Gauss, Euler, and other "greats" explored mathematics this way? Why shouldn't we?
This same problem of teaching math is also one we ignore when it comes to things like note taking, commonplacing, and even memory, but even there we don't even delve into the theory at all.
How can we better reframe mathematics education?
I can see creating an analogy that equates math with art and music. Perhaps something like Arthur Eddington's quote:
Suppose that we were asked to arrange the following in two categories–
distance, mass, electric force, entropy, beauty, melody.
I think there are the strongest grounds for placing entropy alongside beauty and melody and not with the first three. —Sir Arthur Stanley Eddington, OM, FRS (1882-1944), a British astronomer, physicist, and mathematician in The Nature of the Physical World, 1927
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- Aug 2021
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www.understood.org www.understood.org
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kimberlyhirsh.com kimberlyhirsh.com
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https://kimberlyhirsh.com/micro-camp-21
Can't wait for the video to share with others.
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bdtechtalks.com bdtechtalks.com
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These applications also rely on sending a large amount of information to the cloud, which causes a new set of problems. One regards the sensitivity of the information. Sending and storing so much information in the cloud will entail security and privacy challenges. Application developers will have to consider whether the deluge of information they’re sending to the cloud contains personally identifiable information (PII) and whether storing it is in breach of privacy laws. They’ll also have to take the necessary measures to secure the information they store and prevent it from being stolen, or accessed and shared illegally.
See federated machine learning for a discussion on how we might avoid some of these challenges.
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bdtechtalks.com bdtechtalks.com
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Short overview of federated machine learning.
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www.frontiersin.org www.frontiersin.org
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Wang, C.-Y., Zhang, Y.-Y., & Chen, S.-C. (2021). The Empirical Study of College Students’ E-Learning Effectiveness and Its Antecedents Toward the COVID-19 Epidemic Environment. Frontiers in Psychology, 0. https://doi.org/10.3389/fpsyg.2021.573590
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360learning.com 360learning.com
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Empower managers to facilitate effective learning transfer As Fergal explains, managers have a key role to play in facilitating effective learning transfer. “Research shows that managers play the most critical role in learning transfer - especially in the post-training environment. Every learner needs a manager who understands them, and how they want to learn and grow. They need to have the right coaching style, and they need the right resources.”In most organizations, instructional design focuses on the needs of the learner. But as Fergal explains, focusing on the needs of your managers can pay dividends. “Ideally, you’d have the manager attend the same training as the learner. The problem is, managers are always stretched. So, what you can do instead is develop specific guidance for your managers.” Provide a script for managers to support their team’s learning
many managers are not used to the coaching-for development approach, or take a hands-off approach to supporting learning and development - managers need to be proactive, and can use support from the L&D team on how to facilitate effective learning transfer / discussions with their teams
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360learning.com 360learning.com
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Effective self-directed learning requires a careful blend of employee autonomy and manager support. Employees want to learn to be better at their jobs, advance their skills, and further their careers, but they often don’t know where to start. More than half of employees report they would happily spend more time training if their managers offered specific guidance and recommendations. Encourage employees to set their own learning goals under the supervision of their managers.
self-directed learning still needs support, and can be a common mistake for operational managers to think that providing a budget, and a course catalog is enough to get the most out of L&D programs - this is a mistake.
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Conversely, a proactive training environment is more democratic. Learning is typically bottom-up, with employees playing an active role in identifying potential learning needs, setting their own learning paths, and even contributing to course materials.
- I like the phrasing of proactive training environment, might be a better term to use than 'permissive learning environment'
- democratize learning at work
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Reactionary training is an expense
need to move from reactionary training to proactive and anticipatory training
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web.archive.org web.archive.org
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The first step in translating experience, either of other men's writing, or of your own life, into the intellectual sphere, is to give it form. Merely to name an item of experience often invites you to explain it; the mere taking of a note from a book is often a prod to reflection. At the same time, of course, the taking of a note is a great aid in comprehending what you are reading.
on the purpose of taking notes, annotating one's reading, or commonplacing
highlight is a quote from
C. Wright Mills' profound "Appendix: On Intellectual Craftsmanship," as found in his book on The Sociological Imagination.[16]
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www.joshwcomeau.com www.joshwcomeau.com
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When I follow a tutorial, I like to play with the code. Instead of copy/pasting the provided code verbatim, try experimenting with it: what happens if you omit one of the lines? Or if you change some of the values?
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- Jul 2021
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delong.typepad.com delong.typepad.com
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There is no inactive learning, just as there is no inactive reading.
This underlies the reason why the acceleration of the industrial revolution has applied to so many areas, but doesn't apply to the acceleration of learning.
Learning is a linear process.
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Here by "learning" is meant understanding more, not remembering more information that has the same degree of intelligibility as other information you already possess.
A definition of learning here. Is this the thing that's missing from my note above?
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www.joshwcomeau.com www.joshwcomeau.com
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When I'm at the very beginning of a learning journey, I tend to focus primarily on guided learning. It's difficult to build anything in an unguided way when I'm still grappling with the syntax and the fundamentals!As I become more comfortable, though, the balance shifts.
Finding the right balance while learning. For example, start with guided and eventually move to unguided learning:
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I try and act like a scientist. If I have a hypothesis about how this code is supposed to work, I test that hypothesis by changing the code, and seeing if it breaks in the way I expect. When I discover that my hypothesis is flawed, I might detour from the tutorial and do some research on Google. Or I might add it to a list of "things to explore later", if the rabbit hole seems to go too deep.
Soudns like shotgun debugging is not the worst method to learn programming
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Things never go smoothly when it comes to software development. Inevitably, we'll hit a rough patch where the code doesn't do what we expect.This can either lead to a downward spiral—one full of frustration and self-doubt and impostor syndrome—or it can be seen as a fantastic learning opportunity. Nothing helps you learn faster than an inscrutable error message, if you have the right mindset.Honestly, we learn so much more from struggling and failing than we do from effortless success. With a growth mindset, the struggle might not be fun exactly, but it feels productive, like a good workout.
Cultivating a growth mindset while learning programming
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I had a concrete goal, something I really wanted, I was able to push through the frustration and continue making progress. If I had been learning this stuff just for fun, or because I thought it would look good on my résumé, I would have probably given up pretty quickly.
To truly learn something, it is good to have the concrete GOAL, otherwise you might not push yourself as hard
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osf.io osf.io
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Gonnet, G., Stewart, J., Lafleur, J., Keith, S., McLellan, M., Jiang-Gorsline, D., & Snider, T. (2021). Analysis of feature influence on Covid-19 Death Rate Per Country Using a Novel Orthogonalization Technique. MetaArXiv. https://doi.org/10.31222/osf.io/4kw2n
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www.newscientist.com www.newscientist.com
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Roberts, M. (n.d.). Artificial intelligence has been of little use for diagnosing covid-19. New Scientist. Retrieved 24 May 2021, from https://www.newscientist.com/article/mg25033350-100-artificial-intelligence-has-been-of-little-use-for-diagnosing-covid-19/
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journals.sagepub.com journals.sagepub.com
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Sheetal, A., Feng, Z., & Savani, K. (2020). Using Machine Learning to Generate Novel Hypotheses: Increasing Optimism About COVID-19 Makes People Less Willing to Justify Unethical Behaviors. Psychological Science, 31(10), 1222–1235. https://doi.org/10.1177/0956797620959594
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Following are strategies for facilitating SDL. The teacher can help the learner to Conduct a self-assessment of skill levels and needs to determine appropriate learning objectives. Identify the starting point for a learning project. Match appropriate resources (books, articles, content experts) and methods (Internet searches, lectures, electronic discussion groups) to the learning goal. Negotiate a learning contract that sets learning goals, strategies, and evaluation criteria. Acquire strategies for decision-making and self-evaluation of work. Develop positive attitudes and independence relative to self-directed learning. Reflect on what he/she is learning.
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SDL can be difficult for adults with low-level literacy skills who may lack independence, confidence, internal motivation, or resources.
there can be reasons why some learners might not prefer the self-directed learning approach, or know how to make the most use of it - instead of dismissing them as 'non-learners', it'd be a good idea to figure out what their expieriences around learning are, what learning looks like to them - and how to support them.
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Ward, K. P. (2021). Parenting During COVID-19: A Sentiment Analysis of Reddit Data. PsyArXiv. https://doi.org/10.31234/osf.io/4ukmd
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Kanero, J., & Aktan-Erciyes, A. (2021). Parental contributions to language development during the COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/wvbjd
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www.frontiersin.org www.frontiersin.org
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Plakhotnik, M. S., Volkova, N. V., Jiang, C., Yahiaoui, D., Pheiffer, G., McKay, K., Newman, S., & Reißig-Thust, S. (2021). The Perceived Impact of COVID-19 on Student Well-Being and the Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK. Frontiers in Psychology, 12, 642689. https://doi.org/10.3389/fpsyg.2021.642689
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www.scotthyoung.com www.scotthyoung.com
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A top down view of some learning strategies to begin teasing out which may be better than others.
Are they broadly applicable or domain specific?
What learning methods and pedagogy piece are best and for which domains.
How can we balance learning and doing an overview of theory versus practice?
Which methods are better for beginners versus domain specific experts?
Which are better for overview versus creating new knowledge?
https://www.scotthyoung.com/blog/2021/07/13/against-the-real-thing/
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Pure discovery learning is the idea of not giving instructions at all. Simply present the pupil with the problem situation and let them figure it out for themselves. Unfortunately, the research seems to be against this.1 Discovery learning is a lot less efficient than telling people what they ought to do and then getting them to do it.
Discovery learning is less efficient that telling people what to do and then getting them to do it.
Reference: Kirschner, Paul, John Sweller, and Richard E. Clark. “Why unguided learning does not work: An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning.” Educational Psychologist 41, no. 2 (2006): 75-86.
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Play may trump problem solving. When working on a problem without a specific goal, the student can try lots of things to figure out what works. In contrast, only one answer is needed to solve a problem with a single goal. A playful, exploratory mindset may map out the patterns of interactions better than a narrowly, solution-oriented perspective. As an example of this, Sweller asked students to solve some math problems. One group was asked to solve the problems for a particular variable, and the other group was asked to solve for as many variables as they could. The latter group did better later, which Sweller explained in terms of cognitive load.4
exploratory play >> problem solving
How does this compare to the creativity experience of naming white things in general versus naming white things in a refrigerator? The first is often harder for people, while the second is usually much easier.
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John Sweller’s cognitive load theory argues that problem solving is often inefficient.2 His studies showed that students learned to solve algebra problems faster when they were shown lots of examples of solved problems, rather than trying to solve them on their own.3
Problem solving is often inefficient, seeing lots of solved problems may be better than solving them on one's own.
(This was the sort of model I used in learning most of my math over the years, though solving a few problems along the way also helped to reinforce things for me.)
Sweller, John. “Cognitive load during problem solving: Effects on learning.” Cognitive science 12, no. 2 (1988): 257-285. Sweller, John, and Graham A. Cooper. “The use of worked examples as a substitute for problem solving in learning algebra.” Cognition and instruction 2, no. 1 (1985): 59-89.
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journals.sagepub.com journals.sagepub.com
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Alfredo Carpineti</span> in Learning To Write By Hand Most Effectively Teaches Reading Skills | IFLScience (<time class='dt-published'>07/10/2021 01:56:58</time>)</cite></small>
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www.iflscience.com www.iflscience.com
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"The main lesson is that even though they were all good at recognizing letters, the writing training was the best at every other measure. And they required less time to get there," lead author Professor Robert Wiley, from the University of North Carolina, Greensboro, said in a statement. "With writing, you're getting a stronger representation in your mind that lets you scaffold toward these other types of tasks that don't in any way involve handwriting." Every participant in the study was an adult but the scientists are confident that the same for children. The key, they argue, is that handwriting reinforces what is being learned about the letter, such as the sound, beyond their shape. "The question out there for parents and educators is why should our kids spend any time doing handwriting," explained senior author professor Brenda Rapp, from Johns Hopkins University. "Obviously, you're going to be a better hand-writer if you practice it. But since people are handwriting less then maybe who cares? The real question is: Are there other benefits to handwriting that have to do with reading and spelling and understanding? We find there most definitely are."
Handwriting (as opposed to typing) has been shown to improve the speed at which one learns alphabets.
https://www.iflscience.com/brain/writing-by-hand-most-effectively-increases-reading-skills/
Is the effect also seen in other types of learning? What about reading and taking notes by hand versus typing them out?
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hypothes.is hypothes.is
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Making online learning more engaging for students is becoming an increasingly high priority today. In this article, you will find 3 strategies (and tools) to make online learning more engaging for your students.
To read the full article: https://www.learnable-europe.eu/3-strategies-and-tools-to-make-online-learning-more-engaging-for-students/
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eilab.ca eilab.ca
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ill-structured problems
Also part of authentic learning tasks.
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360learning.com 360learning.com
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3. Keep it interactiveScience tells us that passive learning—dull lectures, pages of written text—don’t work nearly as well as when learners interact in one way or another with the learning material or instructor. You should use opportunities to build interaction into your in-person, online, synchronous, and asynchronous courses:
Learning needs to move past the the one-way information model of learning.
The upskilling Imperative talks about this a bit when talking about
- instructivist model of learning vs constructionist model of learning
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1. It’s not about physical vs. digital, but synchronous vs asynchronousIn L&D teams’ minds, the big split used to be between training that happened in-person and training that happened online.
In general, being able to adapt to asynchronous styles of working and learning will be important
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psyarxiv.com psyarxiv.com
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Palminteri, S. (2021). Choice-confirmation bias and gradual perseveration in human reinforcement learning [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/dpqj6
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www.edutopia.org www.edutopia.org
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Similarly, in Alex’s 3D arts class, students learned about traditional art concepts like perspective and color theory to create 3D clay models that then became digital creations, and in an esports class he created, students wrote backstories for characters and scripts for esports broadcasts. One student had previously struggled with writing assignments, but writing within the context of esports helped him realize that he could write—and that he enjoyed it.
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ayjay.org ayjay.org
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Against Canvas
I love that he uses this print of Pablo Picasso's Don Quixote to visually underline this post in which he must feel as if he's "tilting at windmills".
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All humanities courses are second-class citizens in the ed-tech world.
And worse, typically humans are third-class citizens in the ed-tech world.
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ayjay.org ayjay.org
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Why isn’t there anything on our class’s Canvas page? Because Canvas and Blackboard are evil and must be destroyed. So-called “learning management software” is very possibly the worst software ever created by anyone for any purpose, and I will not add to the store of suffering in the world by making use of it. I explain in more detail my objections to Canvas here.
Awesome AND true.
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www.scotthyoung.com www.scotthyoung.com
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Open-ended activity often languishes from a lack of completeness
Unless it's something like learning in general, which is never complete.
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- Jun 2021
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Chadi, M.-A., & Mousannif, H. (2021). Reinforcement Learning Based Decision Support Tool For Epidemic Control [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/tcr8s
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hypothes.is hypothes.is
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"Music education students enter universities from diverse backgrounds that include musical experiences in “subaltern” musical practices (rock bands, music theatre, hip hop, and other genres). After four years or so in the institutional environment, we send them out to the world somehow convinced that what they ought to be teaching is the Western canon."
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www.technologyreview.com www.technologyreview.com
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The problem is, algorithms were never designed to handle such tough choices. They are built to pursue a single mathematical goal, such as maximizing the number of soldiers’ lives saved or minimizing the number of civilian deaths. When you start dealing with multiple, often competing, objectives or try to account for intangibles like “freedom” and “well-being,” a satisfactory mathematical solution doesn’t always exist.
We do better with algorithms where the utility function can be expressed mathematically. When we try to design for utility/goals that include human values, it's much more difficult.
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many other systems that are already here or not far off will have to make all sorts of real ethical trade-offs
And the problem is that, even human beings are not very sensitive to how this can be done well. Because there is such diversity in human cultures, preferences, and norms, deciding whose values to prioritise is problematic.
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slac-coalition.org slac-coalition.orgHome1
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Saw the announcement for this at IAnnotate21.
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iannotate.org iannotate.org
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Heather Staines
You can share your question via replies to this annotation in advance of the session!
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graphql-ruby.org graphql-ruby.org
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However, this request-by-request mindset doesn’t map well to GraphQL because there’s only one controller and the requests that come to it may be very different.
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binnyva.com binnyva.com
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re-reading is useless for understanding
this could use a link for underlying support/evidence, particularly for the newcomer.
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hbr.org hbr.org
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Tweet Post Share Save Get PDF Buy Copies Print Idea in Brief The Situation The fast-changing nature of business today means that employees’ continual learning is vital for organizational success. The Response Chief learning officers are assuming a more expansive role, aiming not only to train employees but also to transform their organizations’ capabilities and make learning an integral part of the company’s strategic agenda. The Specifics Extensive interviews at 19 large companies revealed that “transformer CLOs”—those who are embracing this expanded role—are driving changes in their enterprises’ learning goals, learning methods, and learning departments. In today’s dynamic business environment, workplace learning has become a key lever for success. And with that shift, the traditional role of the chief learning officer is changing. No longer are CLOs responsible just for training—making skills-based and compliance-oriented courses available to employees and perhaps running leadership-development programs. Instead, they’re embracing a more powerful role in which they reshape capabilities and organizational culture. We call this new type of leader the transformer CLO. Transformer CLOs are strong senior managers whose mission is to help their companies and their employees thrive, even as technologies, business practices, and whole industries undergo rapid change. The transformer CLO role is not reserved for the lucky few whose CEOs see learning and development as essential; any CLO can take steps to fundamentally change the nature of learning in an organization. We recently conducted extensive interviews with 21 senior learning officers at 19 large companies to find out how they conceive of their roles and organizations. This research, which builds on our prior work on digital leadership and culture, revealed that transformer CLOs are driving three principal types of change in their enterprises. They’re transforming their organizations’ learning goals, shifting the focus from the development of skills to the development of mindsets and capabilities that will help workers perform well now and adapt smoothly in the future. They’re transforming their organizations’ learning methods, making them more experiential and immediate, and atomizing content for delivery when and where it’s needed. And they’re transforming their organizations’ learning departments, making them leaner, more agile, and more strategic. Transforming Learning Goals The need for organizations to become more adaptable means changing the goals of corporate learning. Instead of narrowly focusing on job- or compliance-related training for all but their high-potential leaders, organizations should cultivate every employee’s ability to explore, learn, and grow. The objective is not only to train people but also to position the company for success. To achieve this, CLOs should strive to do the following: Reshape leadership development. Creating a true learning organization starts at the top, with preparing executives to lead in new ways. One company that has done this well recently is Standard Chartered, a multinational financial-services company. Three years ago, under a new CEO, Standard Chartered launched a strategy that fundamentally changed the way it does business—and required its leaders to build new strengths. “We’d been doing executive development for years,” said Ewan Clark, the company’s global head of leadership effectiveness and organizational development. “But a lot of it had been about either pure self-actualization or aspects of coaching. This time we’ve put the organizational agenda right in the center of executive development, and we’ve said that leadership is about developing the skills, capabilities, and value behaviors to lead this agenda.” As part of that effort, the company began teaching leaders to augment their experience and intuition with investigation, experimentation, and data-driven analysis when making decisions about their parts of the organization. Their instructions, according to Clark, were straightforward: “Articulate a hypothesis. Go out and experiment. And if it doesn’t work, then why not? What did you learn? Add to it. Capture your learning. Share it with other people.” This new approach required changes in the leaders’ mindsets, not just their skills and procedures. Organizations should cultivate every employee’s ability to learn and grow. It’s not enough, though, to improve leadership capabilities at the very top of the organization. To effect widespread change, organizations need strong leadership to cascade down. Cargill, a privately held food and agriculture business, achieved this by democratizing learning. As Julie Dervin, the company’s global head of corporate learning and development, told us, “We really only had the capacity to reach about 10% to 15% of the total relevant population in a given year when delivering a particular learning program. Unintentionally, we were creating a learning culture where only a select few got access to high-quality training.” Dervin and her team resolved to fix that problem. “We’ve been fundamentally changing how we design, deliver, and shape those learning experiences to be able to reach exponentially more learners with high-impact learning,” she said. Concentrate on capabilities, not competence. In their change programs, transformer CLOs focus less on teaching currently needed skills and more on developing mindsets and behaviors that can enable employees to perform well in tasks that may not yet be defined. This shift may also mean moving away from comprehensive skills inventories and competency maps, which can lead people to check boxes rather than build capabilities. “We don’t really know enough about what the world will look like in the next couple of years to be able to predict exactly what skills we will need,” said Amelie Villeneuve, the head of the corporate university at UBS, the multinational financial-services firm. “If you focus on building individual microskills, you may be missing the bigger picture.” Emphasize digital thinking. The transformer CLOs we interviewed have sought to develop digital awareness and aptitude in their employees. Singapore-based DBS Bank, for example, created a learning curriculum that aims to build seven priority skills for digital-business success. “While not everyone needs to be an expert at each of these,” said David Gledhill, who served as the company’s chief information officer until August 2019, “we want them to know enough so that they understand the transformation we’re driving and contribute great ideas.” Vital Skills for a Digital World To equip its employees for success in today’s digital business environment, DBS Bank focuses on imparting skills ... One priority, for instance, is to get people more comfortable using data in decision-making. Data-driven thinking is key for almost everyone in an organization, but in different ways. Frontline sales and service reps need to be aware of information about customer preferences and behaviors. Executives must learn to trust and value data even when it contradicts their past experiences and gut feelings. Leaders often don’t know what to do with all the data that digital innovations are making available to them, said Nancy Robert, who, as the executive vice president of the American Nurses Association, led the design and delivery of training for millions of the organization’s members. As Robert put it, nurses don’t necessarily have the “digital-data competency” to answer the questions that confront them. “How am I going to interpret that data and integrate it into the rest of the care?” she said. “That takes a very different cognitive skill.” Cultivate curiosity and a growth mindset. CLOs can amplify their teams’ energies and capabilities by fostering a “pull” model of learning, in which employees set their own agendas for gaining knowledge and skills. Doing that, however, requires an environment that sparks employees’ curiosity and ignites in them the desire to learn and grow. Villeneuve has worked on this at UBS and previously at Google, where, she said, she learned how it is possible to “accelerate wisdom more effectively by providing a series of contexts where people can play and learn at the same time.” Leaders at DBS Bank launched a number of programs to find out what would inspire curiosity among their employees. One notable success is GANDALF Scholars, in which employees can apply to receive grants of $1,000 toward training on any work-related topic, as long as they agree to teach what they learn to at least 10 other people. When you engage employees in teaching, as DBS is doing, you expand and deepen learning. Rahul Varma, the senior managing director for talent at Accenture, calls this a “leaders teaching leaders” philosophy. “You learn the most,” he said, “when you actually have to teach somebody what you learn.” This approach turns the natural curiosity and energy of any single employee into learning opportunities for many others. It certainly seems to be working at DBS: As of early 2019, 120 grant recipients had gone on to train more than 13,500 people—4,000 in person and the rest through digital channels. According to Gledhill, many GANDALF Scholars report that the teaching component of the program is their favorite part. “What they enjoyed most,” he said, “was the empowerment.” Transformer CLOs are personalizing, digitizing, and atomizing learning. UBS, DBS, Accenture, and other companies that have embraced a growth mindset subscribe to two beliefs: that everyone’s abilities can and must be developed if the organization is to thrive in a fast-moving environment, and that innate talent is just the starting point. But for a growth mindset to become part of the company’s culture, all employees must internalize those beliefs. That won’t happen unless learning is pervasive, available to everybody who might benefit from it. And that requires rethinking the way learning is delivered. Transforming Learning Methods Until recently, providing learning to all employees was too expensive, and there weren’t enough trainers. Employees almost always had to be physically present at training sessions, which often meant traveling and missing time at work. That naturally limited the number of participants, making learning an exclusive rather than a democratic opportunity. Now things have changed. Peer teaching greatly expands the number of trainers and expert content developers. And digital instruction expands the reach of learning opportunities to more employees without the company’s having to worry about enrollment numbers, scheduling conflicts, or travel costs. Employees can access learning when and where they need it, often from colleagues who live the topic every day. Transformer CLOs are taking advantage of all these developments. Perhaps most visibly, they are moving away from traditional classroom training in which people are exposed to the same content for the same amount of time regardless of their particular needs and levels of understanding. Instead, these CLOs are personalizing, digitizing, and atomizing learning. They are shifting their attention from specific courses to the whole learning experience. To accommodate the different preferences employees have for how they consume and absorb information, a growing number of companies now make training available through a variety of media—text, audio, video, and more. Transformer CLOs go even further. They’re introducing innovations such as programs that set aside learning time on people’s calendars, and mobile apps that pose leadership questions to managers during their day. They’re offering games and simulations and encouraging the company’s own subject-matter experts to produce YouTube-type instructional videos. They’re even exploring the use of artificial intelligence to develop recommendation engines that, guided by individual and peer behavior, will suggest tailored learning activities to employees. In short, transformer CLOs do everything possible to create engaging and effective experiences that meet employees wherever they happen to be, geographically, temporally, or intellectually. Optimize the inventory of learning resources. CLOs need to be selective about what learning materials to stock and how to supply them. At GE Digital, Heather Whiteman, the company’s former head of learning, used analytics with her team to study hundreds of courses taken by thousands of employees—and then systematically rooted out those found lacking, not just in terms of usage and ratings but in their effects on employee growth. “If a course didn’t move the dial for capabilities that lead to performance,” she told us, “we would drop it in favor of one that did.” Similarly, Villeneuve and her team at UBS used analytics to optimize the learning inventory. The bank had a wealth of training materials online, but analysis showed that many employees who searched for those materials gave up before finding what they needed. Armed with that knowledge, Villeneuve and her team focused on developing a core of fewer but better resources. Then, applying principles of behavioral science, they designed a user interface that put no more than six items on a page, with no more than three clicks needed to get to any item. The results have been remarkable: Ten times more employees now engage with the materials on the company’s core learning shelf. Balance face-to-face and digital learning. CLOs should experiment to get the right mix of face-to-face and digital learning. Cargill, which until recently allocated 80% of its budget to in-person training and only 20% to digital training, is in the process of flipping that ratio around. Dervin and her team have redesigned the company’s leadership-development programs to put some of the coursework online. Senior leaders initially had reservations about the effectiveness of digital instruction and worried about losing opportunities to network and build relationships. But those misgivings were short-lived. The first three cohorts who tried the online learning ended up enjoying the experience so much that they engaged in more training than was required. “What we’re seeing,” Dervin said, “is that this goes hand in glove with the pace and the rhythms of their day-to-day, and they’re loving the flexibility it provides.” Deutsche Telekom, for its part, has developed a matrix to help determine whether a given offering might be better handled with face-to-face instruction, a purely digital approach, or a blend of the two. The matrix helps leaders weigh multiple factors: the type of content, the target audience, and development and delivery considerations. Digital or Face-to-Face Training? Deutsche Telekom considers a number of factors when deciding how best to present specific learning programs. FORMAT CONTENT TARGET AUDIENCE DEVELOPMENT AND DELIVERY CONSIDERATIONS Purely digital formats Best suited for: Hard skills Mandatory training Simple topics Durable, reusable material Larger groups Geographically dispersed or mobile employees, such as those in sales and field service More time required to produce nonstandard material Higher up-front cost to produce nonstandard material Lower cost to deliver per user No need for trainers or videoconferencing facilities at the location Face-to-face or blended formats Best suited for: Soft skills Ad hoc training Complex topics Material that changes frequently Smaller groups Geographically concentrated employees Employees being onboarded Less time required to produce nonstandard material Lower up-front cost for course preparation Potential higher cost to deliver, but possibility of using existing staff as trainers Need for training rooms or videoconferencing at the location Source: Adapted from company documents © HBR.org Rethink face-to-face learning. As engaging and effective as digital learning experiences can be, face-to-face learning is still important—although it may take new forms. Accenture employs some very sophisticated digital learning platforms and tools and has a vast library of online content, but Varma’s experience is that digital learning goes only so far. “What we’ve found,” he said, “is that there is no substitute for getting people together in cohorts that are cross-cultural and cross-functional.” To achieve that without requiring employees to be in the same physical space, Accenture has created more than 90 “connected classrooms” around the world. These enable the company to offer all employees some types of training—classes in design thinking, for example—that are taught by in-house experts in several different locations. “One facilitator could be in Bangalore, another could be in Manila, and another in Dalian, China,” Varma told us. People are still learning from people, but thanks to videoconferencing and other interactive technologies, along with more-collaborative approaches to learning, traditional geographic constraints no longer apply. Teams all over the world now coach one another and solve problems together. “That is how we do learning, every single day,” Varma said. Some companies have pursued another approach for their face-to-face learning: They’ve created hands-on simulations in which participants must solve real-life problems. At UBS, employees take part in “three-dimensional case studies” in order to develop key capabilities, such as the ability to influence stakeholders or rethink a company product. The interactive case studies test not only their knowledge and intellectual skills but also how they engage with others and react as the situation unfolds. As Villeneuve told us, “They have to do it all together, and they get feedback on everything at the same time.” Face-to-face learning is still important—although it may take new forms. Similarly, operational professionals at DBS spend three days in a simulation exercise that involves transforming a hypothetical old-school bank into a full-fledged digital bank. They work with trainers and colleagues from other parts of the business to tackle staffing and resourcing issues and handle crisis situations unique to the digital world. An element of competition heightens the intensity and engagement. Go beyond instruction. Transformer CLOs believe that instruction alone is not sufficient for meaningful learning. Accenture’s Varma anchors his approach in what he calls the three I’s: instruction, introspection, and immersion. Instruction comes first, of course. But then trainees need to engage in reflection—the introspection part of Varma’s three I’s. This might involve giving employees time to privately mull over what they’ve learned, having them talk it over with a fellow trainee on a walk, or providing a formal opportunity during class to discuss it with a whole cohort.
This is something I've thought about before - is that often people are continually learning on the job, but there is not enough slack-time in the day to allow for people to engage with reflection
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stackoverflow.com stackoverflow.com
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Programmers should be encouraged to understand what is correct, why it is correct, and then propagate.
new tag?:
- understand why it is correct
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- good advice
- programming languages: learning/understanding the subtleties
- annotation meta: may need new tag
- programming: understand the language, don't fear it
- having a deep understanding of something
- combating widespread incorrectness/misconception by consistently doing it correctly
- spreading/propagating good ideas
- quotable
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Kuepper-Tetzel, C. E., & Nordmann, E. (2021). Watch Party Lectures: Synchronous Delivery of Asynchronous Material [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ys4jn
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psyarxiv.com psyarxiv.com
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Hammerstein, S., König, C., Dreisoerner, T., & Frey, A. (2021). Effects of COVID-19-Related School Closures on Student Achievement—A Systematic Review [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mcnvk
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outdoors.stackexchange.com outdoors.stackexchange.com
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You can watch videos, but videos can't watch you.
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No article or video can replace qualified instruction and experience
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www.migrationencounters.org www.migrationencounters.org
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I think in fourth grade was the first largest book that I read. It was the Bram Stoker's Dracula, the big one. That was the first biggest book that I read, and then I had an obsession with Roald Dahl. Roald Dahl was my thing. I loved Roald Dahl. The BFG, the Twitches, the Witches, all of it, I loved it. I loved it. I loved it. Matilda, Matilda. Oh, my God. I loved Matilda. Roald Dahl was a huge thing -- as well childrens’ books -- but I was also reading adult books at the same time. Around this time is when I started getting my obsession with the Holocaust, with all this tragedy.
Time in US - passing the time - reading books - learning - education
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katieclum.org katieclum.org
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he actual ratio of face-to-face to online instruction can differ greatly and still be considered hybrid instruction
Really important for two reason - (1) we may not mean the same thing so we should clarify what we're talking about when in conversation on this important issue; and (2) What works in one course/setting may not work in another - great reminder to honor the unique nature of courses/settings.
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psyarxiv.com psyarxiv.com
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Händel, M., Bedenlier, S., Kopp, B., Gläser-Zikuda, M., Kammerl, R., & Ziegler, A. (2021). Visual and Verbal Engagement of Higher Education Students in Videoconferencing. PsyArXiv. https://doi.org/10.31234/osf.io/my4ze
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- May 2021
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www.insidehighered.com www.insidehighered.com
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The expansion increased the capacity of the center to offer individualized consultations with faculty who were new to online teaching.
What options do we have as we won't be adding additional staff?
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www.eventbrite.com www.eventbrite.com
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Data Collection and Integration to Enhance Public Health Registration, Thu, Jun 10, 2021 at 1:00 PM | Eventbrite. (n.d.). Retrieved May 28, 2021, from https://www.eventbrite.com/e/data-collection-and-integration-to-enhance-public-health-registration-156146370999
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www.zylstra.org www.zylstra.org
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he is focusing on the tensions that what he read causes with other things he knows and has read. He’s not just lifting things out that chime with him, but the things that cause friction. Because in that friction lies the potential of learning.
Dissonance of juxtaposed ideas, and particularly those just at the edge of chaos, can be some of the most fruitful places for learning.
Attempting to resolve these frictions can generate new knowledge.
This is what commonplace books are meant to do. Record this knowledge, allow one to juxtapose, and to think and write into new spaces.
It's also important to look more closely at things that don't cause dissonance. Is it general wisdom that makes them true or seem true? Question the assumptions underneath them. Where do they come from? Why do they seem comfortable? How could one make them uncomfortable. Questioning assumptions can lead to new pathways.
An example of this is the questioning the final assumption of Euclid (the "ugly" one) which led mathematicians into different geometry systems.
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listenaminute.com listenaminute.com
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____
wonder
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www.supermemo.com www.supermemo.com
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www.youtube.com www.youtube.com
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Our institutions are colonial systems, the ivory towers render the people leading and running them to become disconnected from the very public they are supposed to be representing, ending up only serving themselves. “Do we have to burn it down and start again? Do we have to completely recalibrate it from the inside?
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