The Trojans came on in a mass, led by Hector, 160 always charging forward, like a rolling boulder, which some river in a winter flood dislodges from a cliff beside its banks, its great flood eroding what supports that lethal stone.
Using a simile to explain how massive the charge Hector is leading with the Trojan army. Like a boulder they will smash into the water where the Greeks are and destroy everything as if creating a flood.
Thus Zeus brought Hector and the Trojans to the ships. Then he left the soldiers there to carry on their strife, their wretched endless war.
Homer using the gods again to explain the thought processes and actions of the mortals. In this case, where Hector leads his troops towards the Greek ships. Zeus is leading them the right way. The chose being made as Zeus giving them instructions.
Pre-service Teachers' Practices towards Digital Game Design for Technology Integration into Science Classrooms
This article looks at yet another new technology that has the potential to revolutionize the adult learning field. It examines the results of teaching educators about digital game design for technology integration. It looked at integrating this technology into science classrooms in particular. 9/10, very interesting new technology with lots of potential implications in the adult learning field.
Integrating academic and everyday learning through technology: Issues and challenges for researchers, policy makers and practitioners
This article examines the potential to connect academic with knowledge learned through life and career experience using technology and other traditional methods. Challenges and best practices are presented and all levels of individual and institution are included in the discussion. Rating 8/10. Very interesting idea and cool how many levels of organization are included.
Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Effica-cy in Technology Integration is Impactedby the Context of the Preservice Teacher Education Pro-gram
This article discusses the need for teacher education to focus just as much on technology knowledge (regardless of grade level taught) as on educational theory and methods. It argues that teachers cannot be effective if they are not trained in not only current technologies, but also taught to be familiar with navigating new technologies as the emerge. 5/10 Very specific to K-12 teacher education.
Microlearning: Knowledge management applications and competency-based training in the workplace
Lynn C. Emerson, & Zane L. Berge. (2018). Microlearning: Knowledge management applications and competency-based training in the workplace. Knowledge Management & E-Learning: An International Journal, 10(2), 125–132.
The focus of this article is a threefold discussion on microlearning 1) how microlearning best practices facilitate knowledge acquisition in the workplace by engaging and motivating employees through short, personalized, just-in-time learning, 2) ways microlearning integrates with knowledge management applications through situational mentoring, and 3) how competency-based microlearning, via subscription learning, is both an innovative approach to e-learning and an asset to learning organizations focused on improving the performance of their employees.
8/10
Workplace Learning: The Roles of Knowledge Accessibility and Management
Li, J., Brake, G., Champion, A., Fuller, T., Gabel, S., & Hatcher-Busch, L. (2009). Workplace Learning: The Roles of Knowledge Accessibility and Management. Journal of Workplace Learning, 21(4), 347–364.
Purpose: The purpose of this paper is to examine how knowledge management systems have been used by the studied organizations to improve knowledge accessibility and knowledge sharing in order to increase workplace learning. Design/methodology/approach: The study relies on a qualitative multisite case study method. Data were obtained from five organizations at a southern state in the USA. Multiple interviews, onsite observation, and documentation analyses were conducted at each studied organization. Data analysis used open coding and thematic analysis. Results were triangulated based on multiple data sources. Findings: The findings revealed that the learning environment of an organization is important for workplace learning. All studied organizations share a need for a conversion of tacit to explicit knowledge in order to facilitate effective informal learning in the workplace. This research concludes that engineering the learning environment through effective knowledge management should be a cohesive effort of the entire organization and demands congruent support from all levels of the organization. Originality/value: The study expands the understanding of issues related to workplace learning through knowledge accessibility in both business and academic settings. To improve workplace learning, one should not just stipulate technology interventions; other factors, such as the organization's design, work design, and the culture/vision of the organization, all play important roles in the creation of a learning organization that will induce informal learning in the workplace.
6/10
The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization.
Amitabh, A., & Sinha, S. (2012). The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization. International Journal of Advanced Corporate Learning, 5(2), 10–14. https://doi.org/10.3991/ijac.v5i2.2111
Over the years, there has been a significant shift in the approach towards 'learning' in an organization. The focus of learning is no more limited to only the formal training mediums, such as classroom interventions and elearning programs. The shift in learning paradigm is more towards the creation of new learning solution that provides formal and informal learning, information and collaboration - thereby enabling the formation of a 'personal learning environment.' Now, there is a shift from 'content focus' to 'learner focus' education. This paper will suggest the appropriate use of technologies and processes to create a rich learning environment that includes a broad array of instructions, information resources, and collaborative solutions. The paper will also focus on the areas or situations where the new learning environment can be applied and the ways in which an organization can leverage the full range of its learning continuum.
8/10
The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization.
Amitabh, A., & Sinha, S. (2012). The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization. International Journal of Advanced Corporate Learning, 5(2), 10–14. https://doi.org/10.3991/ijac.v5i2.2111
Over the years, there has been a significant shift in the approach towards 'learning' in an organization. The focus of learning is no more limited to only the formal training mediums, such as classroom interventions and elearning programs. The shift in learning paradigm is more towards the creation of new learning solution that provides formal and informal learning, information and collaboration - thereby enabling the formation of a 'personal learning environment.' Now, there is a shift from 'content focus' to 'learner focus' education. This paper will suggest the appropriate use of technologies and processes to create a rich learning environment that includes a broad array of instructions, information resources, and collaborative solutions. The paper will also focus on the areas or situations where the new learning environment can be applied and the ways in which an organization can leverage the full range of its learning continuum.
7/10
the name of something and when you press the button to go to the link if it wasn't there it made the card
This is a phenomenally important UX insight and affordance that has become a foundation of how all modern wiki-linking knowledge graph tools work today. Kudos to Ward for this!
Science as Amateur Software Development. (2020, September 26). https://www.youtube.com/watch?v=zwRdO9_GGhY&feature=youtu.be
Kieran, R., moloney, carolyn, Kennedy, J., Lowery, M. A., Grant, C., Gallagher, D. J., O’Donnell, D. M., Kelleher, F., Sukor, S., McCarthy, M. T., & Cuffe, S. (2020). Patient self-reported awareness of COVID: Overconfidence in knowledge, underestimation of risk. Journal of Clinical Oncology, 38(29_suppl), 174–174. https://doi.org/10.1200/JCO.2020.38.29_suppl.174
collections can only ease access to texts. They don’t add anything to our knowledge.
maybe once a week do a weekly review and put stuff back into the wiki, either new notes, or refinements of existing ones
This regularly scheduled review and revision portion can be very important. Too often people throw things into their "stream" and then never revisit them. The reflection and review over them may help one gain greater perspective or allow them to re-think something to discover bits they may not have seen or realized before, particularly after intervening time has provided additional ideas and experience.
In fact, if you do the math, if failure equals knowledge and knowledge equals power, then failure equals power by the transitive property.
But first we have to prove that this system has the transitive property to begin with!
Rationality and transparency are the values of classical liberalism. Rationality and transparency are supposed to be what make free markets and democratic elections work. People understand how the system functions, and that allows them to make rational choices.
But economically, we know there isn't perfect knowledge or perfect rationality (see Tversky and Khaneman). There is rarely every perfect transparency either which makes things much harder, especially in a post-truth society apparenlty.
Is it possible to avoid the public goods problem altogether?
As Lynne Kelly indicates, knowledge is a broad public good, so it is kept by higher priests and only transferred in private ceremonies to the initiated in indigenous cultures. In many senses, we've brought the value of specific information down dramatically, but there's also so much of it now, even with writing and better dissemination, it's become more valuable again.
I should revisit the economics of these ideas and create a model/graph of this idea over history with knowledge, value, and time on various axes.
To manage your knowledge, you have to know how you work.
people need a simple answer to a complex problem.
A simple and flexible Zettelkasten structure to accomplish diverse and complex needs.
How do you store that amount of knowledge in a way that you can access it everytime?
the more we read, the more it seems to slip through our long term memory.
The common need to secure intuitions, thoughts and data somewhere, somehow.
A Zettelkasten is a multitude of different approaches to a common problem — the problem of knowledge management.
2019nCOV. (n.d.). MOBS Lab. Retrieved October 2, 2020, from https://www.mobs-lab.org/2019ncov.html
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SciBeh 2020 Workshop on “Building an online information environment for policy relevant science.” (2020, September 23). SciBeh. https://scibeh.org/events/workshop2020/
Many organizations assert copyright for any media which they touch, without any consideration of whether the media is eligible for copyright or whether they own the copyright.
Shouldn't cases like these be taken to trial? Imagine someone forbidding access to a public square under allegation that it belongs to them. Afraid of being prosecuted, people start paying this person to enter the public square. One day someone decides to take the case to court. The court can't simply rule that the person can't continue asking for money to use the square. The person should be punished for having deterred people from freely using the square for so long.
Home. (n.d.). Prognosis Research. Retrieved September 24, 2020, from https://www.prognosisresearch.com/
At that moment, Athena came down from heaven.
Despite some depictions of the Iliad in a realistic manner, and most ancient histories after Herodotus being mostly focused on the facts and separate from religion, the Iliad (and its two sequels) are different in that the Gods take direct intervention in the plot of the story.
Agamemnon, son of Atreus, that king of men
Epithets are utilized to describe Agamemnon, such that the audience not only gets a picture of his father, but of his role, and of his importance as well. This description fits into the character category, as the epithet through a short and descriptive phrase, indicates key parts of Agamemnon's character at the beginning.
Leuker, C., Hertwig, R., Gumenik, K., Eggeling, L. M., Hechtlinger, S., Kozyreva, A., Samaan, L., & Fleischhut, N. (2020). Wie informiert sich die Bevölkerung in Deutschland rund um das Coronavirus? Umfrage zu vorherrschenden Themen und Gründen, dem Umgang mit Fehlinformationen, sowie der Risikowahrnehmung und dem Wissen der Bevölkerung rund um das Coronavirus (Version 5, p. 966670) [Application/pdf]. Max-Planck-Institut für Bildungsforschung. https://doi.org/10.17617/2.3247925
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Granderath, J. S., Sondermann, C., Martin, A., & Merkt, M. (2020). The Effect of Information Behavior in Media on Perceived and Actual Knowledge about the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/3y874
Fazio, L., Hong, M. K., & Dias, N. (2020). Debunking rumors around the French election: The memorability and effectiveness of misinformation debunks [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6mjbz
Hannah, K. (2020, September 7). Counting and Countering the infodemic: A deep dive into Covid-19 disinformation. The Spinoff. https://thespinoff.co.nz/media/07-09-2020/counting-and-countering-the-infodemic-a-deep-dive-into-covid-19-disinformation/
u/nick_chater (2020) Behavioural Policy Challenge: when does compulsion help? reddit. Retrieved from: https://www.reddit.com/r/BehSciAsk/comments/hzci8g/behavioural_policy_challenge_when_does_compulsion/
Hahn, U. (2020, May 20). Bringing together behavioural scientists for crisis knowledge management. Psychonomic Society Featured Content. https://featuredcontent.psychonomic.org/bringing-together-behavioural-scientists-for-crisis-knowledge-management/
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Jackson, Joshua Conrad, Katarzyna Jasko, Samantha Abrams, Tyler Atkinson, Evan Balkcom, Arie Kruglanski, Kurt Gray, and Jamin Halberstadt. ‘Believers Use Science and Religion, Non-Believers Use Science Religiously’. Preprint. PsyArXiv, 19 August 2020. https://doi.org/10.31234/osf.io/536w7.
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Hausmann, Ricardo. ‘Why Zoom Can’t Save the World | by Ricardo Hausmann’. Project Syndicate, 10 August 2020. https://www.project-syndicate.org/commentary/high-economic-cost-of-business-travel-shutdown-by-ricardo-hausmann-2020-08.
Esther Choo, MD MPH on Twitter: “Question for Twitter. Why didn’t academia take the lead on Covid information? Why didn’t schools of med & public health across the US band together, put forth their experienced scientists in epidemiology, virology, emergency & critical care, pandemic and disaster response...” / Twitter. (n.d.). Twitter. Retrieved August 10, 2020, from https://twitter.com/choo_ek/status/1291789978716868608
Fry, C. V., Cai, X., Zhang, Y., & Wagner, C. S. (2020). Consolidation in a crisis: Patterns of international collaboration in early COVID-19 research. PLOS ONE, 15(7), e0236307. https://doi.org/10.1371/journal.pone.0236307
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Luscombe, A., & McClelland, A. (2020). Policing the Pandemic: Tracking the Policing of Covid-19 across Canada [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/9pn27
Younes, G. A., Ayoubi, C., Ballester, O., Cristelli, G., de Rassenfosse, G., Foray, D., Gaule, P., Pellegrino, G., van den Heuvel, M., Webster, B., & Zhou, L. (2020). COVID-19_Insights from Innovation Economists [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/b5zae
Barton, C. M., Alberti, M., Ames, D., Atkinson, J.-A., Bales, J., Burke, E., Chen, M., Diallo, S. Y., Earn, D. J. D., Fath, B., Feng, Z., Gibbons, C., Hammond, R., Heffernan, J., Houser, H., Hovmand, P. S., Kopainsky, B., Mabry, P. L., Mair, C., … Tucker, G. (2020). Call for transparency of COVID-19 models. Science, 368(6490), 482.2-483. https://doi.org/10.1126/science.abb8637
Mikolai, J., Keenan, K., & Kulu, H. (2020). Household level health and socio-economic vulnerabilities and the COVID-19 crisis: An analysis from the UK [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/4wtz8
O’Connor, D. B., Aggleton, J. P., Chakrabarti, B., Cooper, C. L., Creswell, C., Dunsmuir, S., Fiske, S. T., Gathercole, S., Gough, B., Ireland, J. L., Jones, M. V., Jowett, A., Kagan, C., Karanika‐Murray, M., Kaye, L. K., Kumari, V., Lewandowsky, S., Lightman, S., Malpass, D., … Armitage, C. J. (n.d.). Research priorities for the COVID-19 pandemic and beyond: A call to action for psychological science. British Journal of Psychology, n/a(n/a), e12468. https://doi.org/10.1111/bjop.12468
Starominski-Uehara, M. (2020). Mass Media Exposing Representations of Reality Through Critical Inquiry [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/vz9cu
Risky Business. (2020, June 2). Lessons from COVID-19 - A free virtual conference. https://www.riskybusiness.events/lessons-from-covid-19-zoom-conference
Uni Trento. (2020, July 10-11). Think Open Rovereto Workshop 2020. https://www.youtube.com/playlist?list=PLiX54geLkpPL4brRcYfnekp42PLJi5eEe
Wikimedia Foundation. (2020, June 15). COVID-19 and human rights: How to share the facts on Wikipedia. Youtube. https://www.youtube.com/watch?v=kktZtDFhRho
Larry Brilliant on How Well We Are Fighting Covid-19. (n.d.). Wired. Retrieved July 18, 2020, from https://www.wired.com/story/larry-brilliant-on-how-well-are-we-fighting-covid-19/
SciBeh’s Hypothes.is Tool. (n.d.). Vimeo. Retrieved July 15, 2020, from https://vimeo.com/436845680
JAMA Network - Discussing preprint servers and social media.
Starominski-Uehara, M. (2020). Powering Social Media Footage: Simple Guide for the Most Vulnerable to Make Emergency Visible [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/ek6tz
ReconfigBehSci on Twitter: “brief video describing the https://t.co/zDXjvZFtkM initiative here: https://t.co/8rJEuDj7B4” / Twitter. (n.d.). Twitter. Retrieved July 5, 2020, from https://twitter.com/scibeh/status/1279123525916405762
ReconfigBehSci on Twitter: “SciBeh now has a video describing our initative! watch, retweet.... https://t.co/j3TF3zfdIt” / Twitter. (n.d.). Twitter. Retrieved June 29, 2020, from https://twitter.com/scibeh/status/1277260447029362688
James Evans—Designing Diversity for Collective Advance (ACM CI’20). (n.d.). Retrieved June 25, 2020, from https://www.youtube.com/watch?v=1OMmJJz0oF0
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Belli, S., & Alonso, C. V. (2020). COVID-19 Pandemic and Emotional Contagion: Societies facing Collapse [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/gdbw6
Dunn, M., Stephany, F., Sawyer, S., Munoz, I., Raheja, R., Vaccaro, G., & Lehdonvirta, V. (2020). When Motivation Becomes Desperation: Online Freelancing During the COVID-19 Pandemic [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/67ptf
Fontana, M., Iori, M., Montobbio, F., & Sinatra, R. (2020). New and atypical combinations: An assessment of novelty and interdisciplinarity. Research Policy, 49(7), 104063. https://doi.org/10.1016/j.respol.2020.104063
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There are four types among those who sit before the sages: a sponge, a funnel, a strainer and a sieve.A sponge, soaks up everything; A funnel, takes in at one end and lets out at the other; A strainer, which lets out the wine and retains the lees; A sieve, which lets out the coarse meal and retains the choice flour.
There are four types of disciples: Quick to comprehend, and quick to forget: his gain disappears in his loss; Slow to comprehend, and slow to forget: his loss disappears in his gain; Quick to comprehend, and slow to forget: he is a wise man; Slow to comprehend, and quick to forget, this is an evil portion.
There are four kinds of temperments:Easy to become angry, and easy to be appeased: his gain disappears in his loss; Hard to become angry, and hard to be appeased: his loss disappears in his gain; Hard to become angry and easy to be appeased: a pious person; Easy to become angry and hard to be appeased: a wicked person.
He used to say: At five years of age the study of Scripture; At ten the study of Mishnah; At thirteen subject to the commandments; At fifteen the study of Talmud; At eighteen the bridal canopy; At twenty for pursuit [of livelihood]; At thirty the peak of strength; At forty wisdom; At fifty able to give counsel; At sixty old age; At seventy fullness of years; At eighty the age of “strength”; At ninety a bent body; At one hundred, as good as dead and gone completely out of the world.
growth in knowledge
Gibson Miller, J., Hartman, T. K., Levita, L., Martinez, A. P., Mason, L., McBride, O., … Bentall, R. (2020, April 20). Capability, opportunity and motivation to enact hygienic practices in the early stages of the COVID-19 outbreak in the UK. https://doi.org/10.31234/osf.io/typqv
Collective Intelligence 2020. (n.d.). Collective Intelligence 2020. Retrieved June 16, 2020, from https://ci2020.weebly.com/
In philosophy, empiricism is a theory that states that knowledge comes only or primarily from sensory experience.[1] It is one of several views of epistemology, along with rationalism and skepticism.
Evans, M. C., & Cvitanovic, C. (2018). An introduction to achieving policy impact for early career researchers. Palgrave Communications, 4(1), 1–12. https://doi.org/10.1057/s41599-018-0144-2
Twitter. (n.d.). Twitter. Retrieved June 12, 2020, from https://twitter.com/jamesheathers/status/1271058689970114560
OSF Coronavirus Outbreak Research Collection
Young, N., Saperia, E. (2020 April 14). Crowdsourcing ideas to combat COVID-19. Nesta. https://www.nesta.org.uk/blog/crowdsourcing-ideas-combat-covid-19/
Thaney, K. (2020, April 8). Open Infrastructure in times of crisis: How IOI can help. Invest in Open Infrastructure. https://investinopen.org/2020/04/08/open-infrastructure-in-times-of-crisis.html
Lipsitch, M. (2020, May 12). Good Science Is Good Science [Text]. Boston Review. http://bostonreview.net/science-nature/marc-lipsitch-good-science-good-science
Dean, N. E. PhD (2020, June 09). "A general comment about science communications. Scientists are rarely trained to talk to the public. It's hard to explain complicated concepts simply. It's easier to retreat to our familiar technical language." Twitter. https://twitter.com/nataliexdean/status/1270164164955250690
Vallance, P. (2020, May 30). We are learning a lot, including how to do it better next time. The Telegraph. https://www.telegraph.co.uk/news/2020/05/30/will-have-learned-lot-including-do-better-next-time-science/
Lewandowsky, S. (2020, June 1). A tale of two island nations: Lessons for crisis knowledge management. Psychonomic Society Featured Content. https://featuredcontent.psychonomic.org/a-tale-of-two-island-nations-lessons-for-crisis-knowledge-management/
petermr. (2020). Petermr/openVirus [HTML]. https://github.com/petermr/openVirus (Original work published 2020)
Malik, S. (2020). Knowledge of COVID-19 Symptoms and Prevention among Pakistani Adults: A Cross-sectional Descriptive Study [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/wakmz
Battiston, P., Kashyap, R., & Rotondi, V. (2020, May 11). Trust in science and experts during the COVID-19 outbreak in Italy. https://doi.org/10.31235/osf.io/5tch8
Corona Scholar: Scientific COVID-19 Knowledge
Fox32Chicago. (2020 May 14). Chicago doctors come together to dispel misinformation, advise officials on pandemic. https://www.fox32chicago.com/video/684221
Beyer-Hunt, S., Carter, J., Goh, A., Li, N., & Natamanya, S.M. (2020, May 14) COVID-19 and the Politics of Knowledge: An Issue and Media Source Primer. SPIN. https://secrecyresearch.com/2020/05/14/covid19-spin-primer/
About. (n.d.). Our World in Data. Retrieved May 25, 2020, from https://ourworldindata.org/about
Herzog, S. (2020, May 21). Boosting COVID-19 related behavioral science by feeding and consulting an eclectic knowledge base. Psychonomic Society Featured Content. https://featuredcontent.psychonomic.org/boosting-covid-19-related-behavioral-science-by-feeding-and-consulting-an-eclectic-knowledge-base/
Knowledge work can be differentiated from other forms of work by its emphasis on "non-routine" problem solving that requires a combination of convergent and divergent thinking.[2] But despite the amount of research and literature on knowledge work, there is no succinct definition of the term.
workers, whose line of work requires one to "think for a living"
All of the features of NLS were in support of Engelbart's goal of augmenting collective knowledge work and therefore focused on making the user more powerful, not simply on making the system easier to use.
The COVID Tracking Project. https://covidtracking.com/
Hope, T., Borchardt, J., Portenoy, J., Vasan, K., & West, J. (2020, May 6). Exploring the COVID-19 network of scientific research with SciSight. Medium. https://medium.com/ai2-blog/exploring-the-covid-19-network-of-scientific-research-with-scisight-f75373320a8c
BPS. Coronavirus resources. bps.org.uk/coronavirus-resources
Filer, T. & Kaminer, R. How governments can engage digital resources to manage their Covid-19 response. (2020, March 9). StateUp. https://stateup.co/how-governments-can-engage-digital-resources-to-manage-their-covid-19-response/
Creatives Unite. https://creativesunite.eu/
Smallman, M. ‘Independent Sage’ group is an oxymoron. (2020, May 5). Research Professional News. https://www.researchprofessionalnews.com/rr-news-political-science-blog-2020-5-independent-sage-group-is-an-oxymoron/
Lewis, P., & Conn, D. (2020, May 8). UK scientists condemn “Stalinist” attempt to censor Covid-19 advice. The Guardian. https://www.theguardian.com/world/2020/may/08/revealed-uk-scientists-fury-over-attempt-to-censor-covid-19-advice
Horton, R. (2020). Offline: Independent science advice for COVID-19—at last. The Lancet, 395(10235), 1472. https://doi.org/10.1016/S0140-6736(20)31098-9
Aspesi, C., & Brand, A. (2020). In pursuit of open science, open access is not enough. Science, 368(6491), 574–577. https://doi.org/10.1126/science.aba3763
ReconfigBehSci Post
Fischer, H., & Said, N. (2020, May 12). Metacognition_ClimateChange_Fischer&Said_Preprint. https://doi.org/10.31234/osf.io/fd6gy
The goal of the W3C Semantic Web Education and Outreach group's Linking Open Data community project is to extend the Web with a data commons by publishing various open datasets as RDF on the Web and by setting RDF links between data items from different data sources.
Copyleft licenses are institutions which support a knowledge commons of executable software.
Pinto, S. F., & Ferreira, R. S. (2020). Analyzing course programmes using complex networks. ArXiv:2005.00906 [Physics]. http://arxiv.org/abs/2005.00906
Ballew, M. T., Bergquist, P., Goldberg, M., Gustafson, A., Kotcher, J., Marlon, J. R., … Leiserowitz, A. (2020, April 20). American Public Responses to COVID-19, April 2020. https://doi.org/10.31234/osf.io/qud5t
Peer must maintain a staffed 24x7 operational center, with knowledge or direct escalation privileges to knowledgable personal to resolve any issues efficiently
Mickes, L. (2020, March 31). COVID-19: What can we do now? Psychonomic Society Featured Content. https://featuredcontent.psychonomic.org/covid-19-what-can-we-do-now/
r/BehSciMeta—Establishing an augmented online eco-system to foster the decentralized consolidation of behavioral science knowledge on COVID-19. (n.d.). Reddit. Retrieved April 16, 2020, from https://www.reddit.com/r/BehSciMeta/comments/fooqao/establishing_an_augmented_online_ecosystem_to/
Du, H., Yang, J., King, R. B., Yang, L., & Chi, P. (2020). COVID-19 Increases Online Emotional and Health-Related Searches [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5gskw
Fenton, N., Hitman, G. A., Neil, M., Osman, M., & McLachlan, S. (2020). Causal explanations, error rates, and human judgment biases missing from the COVID-19 narrative and statistics [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/p39a4
AMELICA/REDALYC EPIDEMICS-RELATED CONTENT – AmeliCA. (n.d.). Retrieved May 5, 2020, from http://amelica.org/epidemics/
SciBeh. (n.d.). SciBeh. Retrieved April 27, 2020, from https://scibeh.org/
Hahn, U., Lagnado, D., Lewandowsky, S., & Chater, N. (2020). Crisis knowledge management: Reconfiguring the behavioural science community for rapid responding in the Covid-19 crisis [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/hsxdk
Rosenfeld, D. L., Rothgerber, H., & Wilson, T. (2020, April 22). Politicizing the COVID-19 Pandemic: Ideological Differences in Adherence to Social Distancing. https://doi.org/10.31234/osf.io/k23cv
Picturing Health. Films about coronavirus (COVID-19). picturinghealth.org/coronavirus-films/
Epistemic Humility—Knowing Your Limits in a Pandemic—By Erik Angner. (2020, April 13). Behavioral Scientist. https://behavioralscientist.org/epistemic-humility-coronavirus-knowing-your-limits-in-a-pandemic/
Bles, A. M. van der, Linden, S. van der, Freeman, A. L. J., & Spiegelhalter, D. J. (2020). The effects of communicating uncertainty on public trust in facts and numbers. Proceedings of the National Academy of Sciences, 117(14), 7672–7683. https://doi.org/10.1073/pnas.1913678117
Olapegba, P. O., Ayandele, O., Kolawole, S. O., Oguntayo, R., Gandi, J. C., Dangiwa, A. L., … Iorfa, S. K. (2020, April 12). COVID-19 Knowledge and Perceptions in Nigeria. https://doi.org/10.31234/osf.io/j356x
Erceg, N., Ružojčić, M., & Galic, Z. (2020, April 10). Misbehaving in the Corona Crisis: The Role of Anxiety and Unfounded Beliefs. https://doi.org/10.31234/osf.io/cgjw8
Abu-Akel, A., Spitz, A., & West, R. (2020, April 9). Who is listening? Spokesperson Effect on Communicating Social and Physical Distancing Measures During the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/bmzve
Nowotny, H. (2020 April 02). Viewpoint: It's time to coordinate the global COVID-19 research effort. Science Business. https://sciencebusiness.net/viewpoint/viewpoint-its-time-coordinate-global-covid-19-research-effort.
Stadler, M., Niepel, C., Botes, E., Dörendahl, J., Krieger, F., & Greiff, S. (2020). Individual Psychological Responses to the SARS-CoV-2 Pandemic: Different Clusters and Their Relation to Risk-Reducing Behavior [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/k8unc
Sailer, M., Stadler, M., Botes, E., Fischer, F., & Greiff, S. (2020, April 9). Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises. https://doi.org/10.31234/osf.io/tmu8f
Petermr/openVirus. (n.d.). GitHub. Retrieved April 8, 2020, from https://github.com/petermr/openVirus
Hahn, U., Lagnado, D., Lewandowsky, S., & Chater, N. (2020). Crisis knowledge management: Reconfiguring the behavioural science community for rapid responding in the Covid-19 crisis [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/hsxdk
Detail. (n.d.). Retrieved April 9, 2020, from https://www.fwf.ac.at/en/news-and-media-relations/news/detail/nid/20200326-2500/
Niet, A. de, Waanders, B. L., & Walraven, I. (n.d.). The role of children in the transmission of mild SARS-CoV-2 infection. Acta Paediatrica, n/a(n/a). https://doi.org/10.1111/apa.15310
Everybody wants to play in the Stream, but no one wants to build the Garden.
the theory that if you make a gift out of something people feel better disposed towards it.
Isthere any way of using these annotations (cryptic jottings,emphasis symbols, underlining and highlighting) in theDocuverse?
For example, I think one could sum the highlight in each specific section. If many people highlighted a passage, then the highlight color is higher. That way one would be able to discover passages that many people found important/interesting. Although, it may also bias others to do the same. As usual.
Research in Educational Technology
This textbook, published by the Oklahoma State University Library ePress, contains a chapter which summarizes the main views of knowledge in educational technology research, including postpositivism, constructivism, advocacy, and pragmatism, as well as each view's research traditions. The chapter suggests an approach to evaluating research articles through the lenses of a consistent learning theory coupled, methodologies that support that learning theory, and the conclusions that are drawn by the researchers supported through their methodologies. This chapter would help educators evaluate how and why they might include technology into their course curriculum. Rating: 7/10
Wisdom Knowledge
Wisdom vs Knowledge: Easily understood Difficult to learn Widely applicable Narrowly useful Hard to implement Easy to implement Self-help Textbooks
But what if you wanted wisdom, not knowledge? Are there books that contain wisdom? In other words, are there books that give you general-purpose, one-size-fits-all advice for navigating life? Of course there is! It’s called self-help.
Self-help books are there to make you wise, not knowledgable
“a wise person knows what to do in most situations, while a [knowledgeable]1 person knows what to do in situations where few others could.” In other words, wise people are moderately successful in many domains, while knowledgeable people are very successful in a few.
~ Paul Graham
there are two sources of feeling like a noob: being stupid, and doing something novel. Our dislike of feeling like a noob is our brain telling us "Come on, come on, figure this out."
Two sources of being a noob
the more of a noob you are locally, the less of a noob you are globally.For example, if you stay in your home country, you'll feel less of a noob than if you move to Farawavia, where everything works differently. And yet you'll know more if you move. So the feeling of being a noob is inversely correlated with actual ignorance.
Being a noob
MkDocs is a fast, simple and downright gorgeous static site generator that's geared towards building project documentation. Documentation source files are written in Markdown, and configured with a single YAML configuration file.
Static site - no server needed
Search: autocomplete via in-browser lunr
Summary: Simple and easy to get started. Uses Python-Markdown, which does not support fenced code blocks in lists at this time of writing.
We tend to treat our knowledge as personal property to be protected and defended. It is an ornament that allows us to rise in the pecking order.
The antidote to this overconfidence boils down to our relationship with knowledge. The anti-scholar, as Taleb refers to it, is “someone who focuses on the unread books, and makes an attempt not to treat his knowledge as a treasure, or even a possession, or even a self-esteem enhancement device — a skeptical empiricist.
Because we underestimate the value of what we don’t know and overvalue what we do know, we fundamentally misunderstand the likelihood of surprises.
activist groups are more likely to tap into unconscious values and emotions — like using the term “Frankenfoods” to describe G.M.O.s
Wikipedia:Articles for deletion/Katie Bouman
El caso de Katie Bouman en la categoría de Articles for Deletion y mi análisis de los comentarios bajo la categoría inicial de not relevant
Any relevant material can be mentioned there
Relevant
of WP:1E
Wikipedia: Notability (people). Notable
Someone who isn't even an assistant professor is certainly not notable as a scientist.
Notable as a scientist
Wikipedia:Notability is not inherited.
Notability
The Event Horizon Telescope project is notable in itself, and has its own article, but anyone who are in some way (remotely) associated with it are not inherently notable.
Notable
Wikipedia:Articles for deletion/Katie Bouman • en.wikipedia.org
Estadísticas sobre el Article for Deletion de Katie Bouman
edn supports a rich set of built-in elements, and the definition of extension elements in terms of the others. Users of data formats without such facilities must rely on either convention or context to convey elements not included in the base set. This greatly complicates application logic, betraying the apparent simplicity of the format. edn is simple, yet powerful enough to meet the demands of applications without convention or complex context-sensitive logic.
remove context or convention needs
My suspicion is, a good KPI for a knowledge tool is minimum threshold of time required to make a negentropic update to it, with every halving of the threshold increasing its capacity to hold positive-interest-rate knowledge repos by an order of magnitude.
some adhoc loss func
This btw is the maker time/manager time problem pg wrote about. Making needs 4 hour chunks because anything less tends to increase entropy rather than decrease it in any non-trivial knowledge work project. So anything that lowers that lower limit is a big win.
<4h intense focus increases entropy (more stuff, less structure) in your brain
Of what a strange nature is knowledge
The Creature's story emphasizes the complex question of knowledge--how "strange" and contradictory it is to have, how "sorrow only increased with knowledge"--in ways that suggest it is drastically reductive to see in this novel only a warning against science.
“NextNow Collaboratory is an interesting example of a new kind of collective intelligence: an Internet-enabled, portable social network, easily transferable from one social cause to another.”
Sense Collective's TotemSDK brings together tools, protocols, platform integrations and best practices for extending collective intelligence beyond our current capabilities. A number of cryptographic primitives have emerged which support the amazing work of projects like the NextNow Collaboratory in exciting ways that help to upgrade the general purpose social computing substrate which make tools like hypothes.is so valuable.
Show HN: Deskulu – Opensource knowledgebase and ticketing system
Built on Drupal
Targetted as a helpdesk and ticketing system, although it says knowledge base
Raneto
A knowledge base
Stack: node
Search: form-based. No autocomplete. String-based. Not NLP (accepting questions)
Adding: create a new file.
This study researches the development of clinical trainers and their learners. Also, the article discussed how to create effective training. Key Words knowledge translation, training transfer, continuing professional education, instructional design
anarcho-communist
is a political philosophy and anarchist school of thought which advocates the abolition of the state, capitalism, wage labour and private property (while retaining respect for personal property, along with collectively-owned items, goods and services) in favor of common ownership of the means of production, direct democracy, and a horizontal network of workers' councils with production and consumption based on the guiding principle: "From each according to his ability, to each according to his needs".[
Otlet viewed knowledge as something related to humanity and which could extend it.
knowledge ↔ humanity
The problem with the annotation notion is that it's the first time that we consider a piece of data which is not merely a projection of data already present in the message store: it is out-of-band data that needs to be stored somewhere.
could be same, schemaless datastore?
many of the searches we want to do could be accomplished with a database that was nothing but a glorified set of hash tables
Hello sql and cloure.set ns! ;P
There are objects, sets of objects, and presentation tools. There is a presentation tool for each kind of object; and one for each kind of object set.
very clojure-y mood, makes me think of clojure REBL (browser) which in turn is inspired by the smalltalk browser and was taken out of datomic (which is inspired by RDF, mentioned above!)
After the success of MORE, he went on to develop a scripting language whose syntax (for both code and data) was an outline. Kind of like Lisp with open/close triangles instead of parens! It had one of the most comprehensive implementation of Apple Events client and server support of any Mac application, and was really useful for automating other Mac apps, earlier and in many ways better than AppleScript.
Yes, lisp!
This is my thinking as well i.e. if you could (a) keep parentheses but render them differently. But not going over board in basic view so it's still editable like text. AND also have a more graphical view.
After the success of MORE, he went on to develop a scripting language whose syntax (for both code and data) was an outline.
Lisp! ;P
More was great because it had a well designed user interface and feature set with fluid "fahrvergnügen" that made it really easy to use with the keyboard as well as the mouse. It could also render your outlines as all kinds of nicely formatted and stylized charts and presentations. And it had a lot of powerful features you usually don't see in today's generic outliners.
fahrvergnügen German for "driving-pleasure. Yes! ALSO This is kind of central, in two ways.
A. you need to have good story for mouse only and keyboard only B. you need to have multi-modal rendering
Engelbart also showed how to embed lists and outlines in maps:https://www.youtube.com/watch?v=yJDv-zdhzMY&t=15m39s
Now this is interesting. Instead of normal map here they've had to use this simple sketch/graph. Just arrows etc. BUT There maybe an actual value in that kind of simplicity!
Question worth asking here is why we have to see all the detail on the map always? Google may have different incentives than just showing you only essential data.
formalized: knowledge retention
another body working on scholarly comms infrastructure - but for AI
The realization of this truth dissolves the beliefs in distance, separation and otherness. The common name we give to this absence of distance, separation and otherness is love and beauty. It is that for which everyone longs – not just those of us that are interested in non-duality but all seven billion of us. In this realization true knowledge and love are revealed to be one and the same – the experiential realization that the true nature of the apparently inside self and the apparently outside world are one single reality made out of the transparent light of Awareness, that is, made out of the intimacy of our own being.
It is critical to understand that within systems, there is no isolation from the context, though we often view context as the invisible elephant in the room. When context is not addressed explicitly, equity issues are overlooked, and conversations about diversity in the science curriculum become only necessary for the poor, or students of color, or bilingual students. Issues of equity and context must be integrated in a wider systemic approach for the implementation of the NGSS to be deemed useful. We have to allow for boundary crossing and interdisciplinary connections into domains that make context and students from lower socioeconomic backgrounds, girls, students of cultural and linguistic diversity, and students in urban, suburban, and rural areas want to engage in science and see themselves in science. We believe that a culturally responsive approach to the implementation of the NGSS will achieve this goal.
It would be amazing to re-conceptualize the problem/s identified here using Popper's/Bereiter's 3-world ontology, specifically the affordances provided by World-3. W3 is 'inhabited by' abstract knowledge objects (aka cultural artifacts) created, worked-on, ignored, fought-over and rejected...or transformed/improved. The standards conceptualized like this and then engaging communities to develop relationships with these objects, apply and 'improve' them in their own worlds, as innovators, as professionals... This is a way to frame addressing the problem of 'implementation' of standards because, "...within systems, there is no isolation from the context..." This idea/description might need further development.
Within the vignette and the experiences of the four teachers, there is a fundamental equity and diversity issue that is shared among them: whose responsibility is it to address equity and diversity? How do we address it in science and within our particular contexts, and with our particular student populations? What supports must be present to allow us to promote equity and diversity in our teaching, learning, and curriculum? What supports are present in the NGSS to assist all teachers to teach in culturally responsive ways so that teachers meet the educational science needs of all students? Our position and the ways in which we address these questions center on implementation of the NGSS with equity and diversity as theoretical and pedagogical foundations to science teaching. In this way, equity and diversity becomes a vision and goal for implementation.
and my position is, how can we instantiate classrooms (ie communities of students) such that they have the agency and abilities to self-organize and tackle deep, "wicked problems" of such fundamental importance as this. In solving this science/equity problem, let's aim 1 level higher/deeper/further and also focus on transforming education to prepare children to care about and have the abilities to 'solve' problems such as this as they grow.
The Lisp Machine (which could just as easily have been, say, a Smalltalk machine) was a computing environment with a coherent, logical design, where the “turtles go all the way down.” An environment which enabled stopping, examining the state of, editing, and resuming a running program, including the kernel. An environment which could actually be fully understood by an experienced developer. One where nearly all source code was not only available but usefully so, at all times, in real time. An environment to which we owe so many of the innovations we take for granted. It is easy for us now to say that such power could not have existed, or is unnecessary. Yet our favorite digital toys (and who knows what other artifacts of civilization) only exist because it was once possible to buy a computer designed specifically for exploring complex ideas. Certainly no such beast exists today – but that is not what saddens me most. Rather, it is the fact that so few are aware that anything has been lost.
I also strongly support the public annotation, archiving and active curation of artifacts (papers, reports, student projects, annotated list of resources, slideshows etc.) that are produced within the COI so as to provide resources for other and subsequent COIs located around the globe (Tibbo, 2015; Ungerer, 2016).
This is a call to annotate! What better way to support this notion that to create public annotations with Hypothesis :) Leaving this here in the hopes that future annotators of this article will find this and help annotate this important update to a seminal model.
knowledgeinfrastructure reading list
La idea es que Vincent, gracias a los algoritmos de inteligencia artificial, “entiende” el documento que se le proporciona y su contexto, de esa forma es capaz de sugerir los documentos, sentencias y otra información jurídica relevante para el caso concreto.
minimizar el tiempo y el esfuerzo necesario
cuando el usuario sube un documento a Vicent, vLex no se queda el documento. Únicamente lo procesa el algoritmo, pero la búsqueda que se construye sí queda en el historial del usuario. El objetivo es que el usuario puede recuperar los resultados de una búsqueda Vicent, aunque no tenga a mano el documento que lo originó
The individual does not use this information and this processing to grapple directly with the sort of complex situation in which we seek to give him help. He uses his innate capabilities in a rather more indirect fashion, since the situation is generally too complex to yield directly to his motor actions, and always too complex to yield comprehensions and solutions from direct sensory inspection and use of basic cognitive capabilities.
The mention here of "innate capabilities" and the importance to yielding motor actions toward complex challenges, is noted. A question arises, regarding "basic cognitive capabilities" and their role in the process?
definintion of social construction of knowledge
important distinction, information vs knowledge
While the predominant value of existentialist thought is commonly acknowledged to be freedom, its primary virtue is authenticity.[6] In the view of the existentialist, the individual's starting point is characterized by what has been called "the existential attitude", or a sense of disorientation, confusion, or dread in the face of an apparently meaningless or absurd world.[7] Many existentialists have also regarded traditional systematic or academic philosophies, in both style and content, as too abstract and remote from concrete human experience.[8][9]
A Vision for Scholarly Communication Currently, there is a strong push to address the apparent deficits of the scholarly communication system. Open Science has the potential to change the production and dissemination of scholarly knowledge for the better, but there is no commonly shared vision that describes the system that we want to create.
A Vision for Scholarly Communication