2,945 Matching Annotations
  1. Last 7 days
    1. Most contemporary implementations of Monte Carlo tree search are based on some variant of UCT

      The UCB algorithm for bandits comes back again as UCT to form the basis for model estimation via MCTS

    2. The main difficulty in selecting child nodes is maintaining some balance between the exploitation of deep variants after moves with high average win rate and the exploration of moves with few simulations.

      Tree search makes this tradeoff very clear, how many paths will you explore before you stop and use the knowledge you already have?

    1. ( ~ 6:25-end )

      Steps for designing a reading plan/list: 1. Pick a topic/goal (or question you want to answer) & how long you want to take to achieve this. 2. Do research into the books necessary to achieve this goal. Meta-learning, scope out the subject. The number of books is relative to the goal and length of the goal. 3. Find the books using different tools such as Google & GoodReads & YouTube Recommendations (ChatGPT & Gemini are also useful). 4. Refine the book list (go through reviews, etc., in Adlerian steps, do an Inspectional Read of everything... Find out if it's truly useful). Also order them into a useful sequence for the syntopical reading project. Highlight the topics covered, how difficult they are, relevancy, etc. 5. Order the books (or download them)


      Reminds me a bit of Scott Young's Metalearning step, and doing a skill decomposition in van Merriënboer et al.'s 10 Steps to Complex Learning

    2. ( ~0:30 )

      Good point; formal education should build up the skill of lifelong learning and not keep "spoon feeding"

      At the end of formal education (preferably at the end of HS already) you should be able to learn independently the most complex of skills using evidence based/informed learning techniques.

      Scaffold. Build up complexity over time.

  2. Jul 2024
    1. 2024 paper arguing that other methods beyond PPO could be better for "value alignment" of LLMs

    1. A review from the mid-1990s pulled together the existing experiments on this issue and reported that, in 22 experiments using test questions that demanded students recall information (for instance, “What years in U.S. history are often called the Gilded Age?”), learning loss was about 28 percent. Retention was even better when questions required recognizing the correct answer, as on a multiple-choice test. For such tests, the average learning loss across 52 experiments was just 16 percent.

      Tests taken a year later, with multiple choice answers showed only 16% learning losd

    1. Good video. Funnily enough, I related it to Mazlow's hierarchy of competence a minute before you mentioned it. (Mr. Hoorn here, btw.) Another connection I made was to van Merriënboer et al. their "Ten Steps to Complex Learning" or "4 Component Instructional Design". Particularly with regards to doing a skill decomposition (by analyzing experts, the theory, etc.) in order to build a map for how best to learn a complex skill, reducing complexity as much as possible while still remaining true to the authentic learning task; i.e., don't learn certain skills in isolation (drill) unless the easiest version of a task still causes cognitive overload. Because if you learn in isolation too much, your brain misses on the nuances of application in harmony (element interactivity). Related to the concept of "the whole is greater than the sum of its parts". You can master each skill composite individually but still fail epically at combining them into one activity, which is often required.
    2. Lifelong is to keep the habit and refine as needed.

    3. TBR: Skill Decay

    4. ( ~ 13:00 )

      Stage 3, iteration, is about increasing fluency of mastery. Cognitive schema automation. Building up the habit.

      Consistency -> Accuracy -> Speed

      Varied practice is necessary, and fine-tune the technique based on experiment in application.

    5. ( ~10:00 )

      After relevance comes the awareness stage (you become aware of your mistakes)...

      Making mistakes raises your awareness about how you do the skill and ensures you improve on it. By just doing theory you can't learn from mistakes and you can't possibly read up on EVERYTHING.

      Reflective process is necessary. Kolb's. Experiment.

    6. After relevance comes the "plateau period" where a lot of practice is being done with a lot of mistakes; there seems to be little progress. Most people give up here.

      You need a growth mindset and just continue.

    7. ( ~ 5:00 )

      The first stage of learning a complex skill is creating relevance, not in the sense of making knowledge relevant to your life; but rather in seeing what is relevant to learn at this point in the learning career.

      Building a map...

      The actions are exploration and challenge. Exploration = getting diverse opinions from others and learning the theory & variables. Challenge = open-mindedness for other beliefs and assumptions.


      Reminds me of 10 Steps to Complex Learning for curriculum design, where doing a skill decomposition is one of the first steps in designing the curriculum, and either being an expert or having access to experts is paramount.

    8. ( ~ 3:25)

      Learning how to learn has latent learning for most people. There is no immediate feedback and therefore you do not know how good your learning techniques are until you get to the point of exam.

      One way to mitigate this is by having your own test... Past papers, hard recall techniques like Whole-Part-Whole, etc.

      I need to find a way to effectively measure learning efficiency in terms of several components (how well is encoding, how well is recall, etc.)

      Kolb's as well.

    9. ( ~ 2:20)

      Add to the TBR (to be research) list... "Latent Learning"

    10. RAIL stands for:

      • Relevance
      • Awareness
      • Iteration
      • Lifelong
    1. "Pay no mind to the youths Cause it's not like the future depends on it" sarcasm. esp. if you look at the music video, you'll notice Damian's sarcastic hand gesture, tone and facial experience. mocking the irony of how schools don't provide children with real knowledge of the world which is ironic because their generation will be the future keepers of humanity with old/new responsibilities and purposes to fulfil. once again, we're stuck in this repeitive cycle of stagnation - problem, reaction, solution. it's kind of what aristotle once said about knowledge and teaching: "This discovery of yours, this writing, you give your students not truth, but only the appearance of truth. They will read many things and will have learned nothing. They will therefore seem to know many things, when they are, for the most part, ignorant and hard to get along with, having the show of wisdom without the reality."

      Interesting food for thought for the optimization of education: should we give students not just domain knowledge (in an efficient manner) but also intercultural and experiental knowledge of the world?

      Not just related to personal development such as wealth creation and personal finance, but also how other civilizations work... Tolerance. Teach them philosophy as well.

      Obviously in such a way that it is attracting and they are intrinsically motivated to go to school and learn.


      Raises a broader question: Is domain knowledge worth anything if you have no knowledge (or experience) about the world in itself? Can you be of any value if you do not know the world in such a manner?

    2. "An' a fly go a moon And can't find food for the starving tummies" criticism on how the wealth and resources used on space exploration - is something that humanity can't understand when those billions used for the scientific pursuit/understanding of the universe, can instead be used to feed and clothe the hungry, the impoverish - basically poverty and world hunger would cease. it's sort of like criticisng the fact that we have problems here on this planet that we all need to work together to solve as a species/planet, yet we're not prioritising those problems as our main repsonisbility, something we need to fix, instead the most intelligent bunch/resourceful are spending their energy/time/reousrces on solving the mysteries of the universe instead. it's commenting on the notion of the microcosm within the macrocosm. if we as a species, esp. the intelligent and resurceful of our lot focused on solving problems like poverty, world hunger, war, crime... solve problems that continue to stagnate our human evolution/progress/conciousness, we could put an end to hegelian dialectics of problem, reaction, solution... this repititive state of insanity - doing the same thing over and over again and expecting different results. why do we keep looking outside/external when we have problems in the inside/internal, in our very hearts, minds and homes.. on our own planet Earth? if we solved the problems at home, problems that create the suffering and keep just a few individuals privelaged/intelligent/resourceful over the rest of humanity who is stagnated and moving backwards and keeping humanity in a continous cycle of karma, the wheel of samsara of the human condition... then doesn't that mean that everyone as a whole is enlightened intelligent, resourceful? no one gets left behind and everyone becomes empowered self-sufficient, self-independent, self-enlightened, self-responsible...imagine each and every person self empowered now imagine the entire race of humanity self-empowered... that's billions of buddhas/christs - intellectuals, academics and enlightened individuals working together as a strong force of unity for a common cause. if we can fix those small problems that continue to keep humanity going backwards towards self-destructi, those small problems which greatly impact upon the bigger picture and schemes of things, then we can truly progress towards real change and together explore the universe as a human species. no one gets left behind.

      This is a valid criticism (sorry Elon Musk)... By helping the other individual you in the end help society and therefore yourself.

      We should be focusing on present problems that are closer to us before moving on to more abstract problems that have less value at present.

      The same goes for ourselves. Try not to fix your family or neighborhood before you have fixed yourself (keep in mind diminishing returns). As Dan Koe said: "Your purpose is solving the most pressing problem you have right now." (not verbatim).

      Try not to learn how to learn before your sleep schedule is excellent, before you know how to be productive and have habits.

      Learning enablers first, THEN learning.

      Fix first yourself, then your household, then the city, then the country, then the continent, etc. This does not have to be taken literally, but use it as a wise guidance. It's a principle rather than a law.

    1. The song also touches upon personal growth and overcoming challenges. Patience plays a crucial role in learning from mistakes, developing resilience, and ultimately becoming a better person.

      Patience as a Virtue is highly important to a journey of lifelong learning. Without patience you cannot be resilient. Without resilience, you cannot 10X yourself continuously, you cannot keep growing.

    1. Nishant says: 2x Output for 1x input...

      His formula for mastery: 1. Learn (input -- focus, singletasking) 2. Reflect (output, pause... what is the main takeaway, how to use?) 3. Implement (output, apply) 4. Share (output, teach the material)


      These principles are great... Obviously they are not comprehensive as they do not necessarily reflect higher order learning. See Bloom's and Solo's, nor take foundation of Cognitive Load Theory for example... It's understandable though since you can't mention everything in a 20 minute talk XD.

      The argument I'd make is that the 3 subsequent steps are a part of learning. So the first step should not be called learn but rather encode, since that is literally the process of forming the initial cognitive schemas and putting them into long-term memory...

    2. According to Nishant, what I agree with, the truly successful people are MASTERS in their craft. They have committed to lifelong learning.

      "Your learning capability decides your earning capacity."


      See also: Ultralearning, Scott H. Young, and Deep Work, Cal Newport... The argument is the same: your ability to adapt in a complex rapidly changing information economy, and to master material determines how much you can earn.

  3. Jun 2024
    1. Tutorial Hell

      What Is Tutorial Hell - Related Pages

      • Learning is a Never-Ending Process - <q>Continuous learning helps your growth, problem-solving, confidence. Securing your future in a changing world. See why learning is a never-ending process.</q>
      • Tutorial Hell (Programming) - <q>In Tutorial Hell (Programming), learners get too dependent on tutorials. For programs, graphics, and related skills. Learn to beat Programmer's Tutorial Hell.</q>
      • Getting started with Hive app development - <q>… I don't recommend spending too much time doing tutorials as you will end up in tutorial hell where you just do tutorials but have no idea …</q>
      • Taking The Wheel - <q>… tutorial hell by opting to watch a full tutorial or reading the entire blog post. I've found that after I've done so, I feel sad with the knowledge that I …</q>
      • Learning web2 for web3 - <q>Simply because I was trapped in a tutorial hell, I don't think I have ever been so confused. I did all these for one year without developing something …</q>
    2. Tutorial Hell

      "Tutorial Hell" is where individuals complete numerous tutorials without actually making meaningful progress. The key to escaping Tutorial Hell is to stop doing more tutorials and start building actual projects to solidify learning.

    3. Tutorial Hell
      • Who: The author (Coding Defined), professional developers, junior developers.
      • What: Facing Tutorial Hell - spending time watching tutorials without making meaningful progress.
      • Why: To discuss the negative impact of constantly watching tutorials without implementing what is learned.
      • How: The author discusses two concepts of Tutorial Hell

      • How it impacts learning

      • Why junior developers often fall into this trap

      Then, he provides tips on how to escape Tutorial Hell by:

      1. Focusing on building actual projects
      2. Implementing what is learned from tutorials.

      The author also shares personal experiences and examples to illustrate his points.

    1. Tutorial Hell

      Tutorial Hell (Programming) - Related Pages

      Learning is a Never-Ending Process - <q>Continuous learning helps your growth, problem-solving, confidence. Securing your future in a changing world. See why learning is a never-ending process.</q> What is Tutorial Hell? - <q>Are you asking "What is Tutorial Hell?" It is doing many tutorials without any meaningful progress. Escape Tutorial Hell and start building actual projects now.</q> Getting started with Hive app development - <q>… I don't recommend spending too much time doing tutorials as you will end up in tutorial hell where you just do tutorials but have no idea …</q> Taking The Wheel - <q>… tutorial hell by opting to watch a full tutorial or reading the entire blog post. I've found that after I've done so, I feel sad with the knowledge that I …</q> Learning web2 for web3 - <q>Simply because I was trapped in a tutorial hell, I don't think I have ever been so confused. I did all these for one year without developing something …</q>

    2. Tutorial Hell
      • Who: The author (the100) and learners in various fields such as programming, graphics designing, video editing, learning a new language, and cooking.
      • What: Discussing the concept of "tutorial hell" where learners become dependent on tutorials and struggle to apply their knowledge creatively.
      • Where: Online courses and tutorials found on platforms like YouTube, Udemy, and other websites.
      • Why: To caution learners against becoming too reliant on tutorials and encourage them to practice and apply their knowledge independently.
      • How: By emphasizing the importance of practicing, building projects, making mistakes, exploring documentation, asking for help, and using problem-solving skills to truly learn and improve in a skill. The author shares their personal experience of falling into tutorial hell and finding success through practical application and problem-solving. The advice given is to follow a tutorial thoroughly before starting to create projects independently.
    3. Tutorial Hell

      The post discusses the concept of "tutorial hell". Where learners become overly dependent on tutorials. Without applying their knowledge creatively. Using examples from programming, graphic design, and other skills. The author emphasizes the importance of practicing, making mistakes, and exploring on your own to truly learn and improve.

    1. (~0:45)

      Justin mentions that a better way to think about learning is in systems rather than techniques. This is true for virtually anything. Tips & Tricks don't get you anywhere, it is the systems which bring you massive improvements because they have components all working together to achieve one goal or a set of goals.

      Any good system has these components working together seamlessly, creating something emergent; worth more than the sum of its parts.

    2. The main idea, able to be generalized, I get from this video is that in order to develop any skill, whether it is learning or something else, you need to break it down into its constituents, much like the 4 Component Instruction Design model argues, and figure out where your weak links are.

      The more accurately you know the system of your skill, the better you know what to potentially improve on. This requires research, and sometimes asking experts.

      Another benefit of networking.

    1. The worry most people have with this suggestion is that children are going to get discouraged if they fail. But that is not necessarily the case, and I think teachers, parents, and other adults have a great opportunity to help prevent this. If we demonstrate that needing to put down a book for awhile is not a failure, then we can help children become more willing to experiment and to try things which are currently just out of reach.

      This is the concept of growth mindset; and we need to teach that to our children in any way possible. It has been shown in studies that growth mindset has a positive causal influence on academic and financial success (I cannot state sources, but I know I've come across this)

      Note to self: Research this later.

    2. Children need to learn to read difficult books, or else once they are in college they won’t be able to do so. That probably means that they need to attempt to read some of these books, even when we know they will likely fail.

      Success is the ability to go from failure to failure without losing enthusiasm (or motivation)

    3. Narratives are how we conceptualize the world. Certain narrative links – links between events that we add in to help explain the world – are picked up through mimesis. We see others think of the world in a particular way, and we start to conceptualize the world in similar terms. And the best solution to a harmful narrative is a more enriching narrative. You have to have a replacement for the narrative you are trying to rid yourself of.

      This is equal to the imitation principle of biologically primary knowledge as stated in Cognitive Load Theory (Sweller, 2011). Perhaps also the borrow-and-reorganize principle though that has to do with biologically secondary knowledge and explicit instruction.

    4. And this is what I believe is happening with students and reading, at least in part. They have convinced themselves that they aren’t readers. They have convinced themselves that reading old books, especially difficult old books, is just too arduous, too boring, too pointless. They have convinced themselves that even if the books are good and soul-enriching, there are better things to be doing with their time.

      Fixed mindset. Self fulfilling prophecies. Ignorance.

    5. The ubiquity of smartphones and social media have also affected literacy across the board. Children and adults alike are reading in fundamentally different ways. For one, phones have been shown — to no one’s surprise — to interfere with our ability to focus. And apps such as TikTok, Facebook, and Instagram have shifted our reading habits toward short and often fragmentary text.

      The first thing I ask people who cannot focus for more than an hour straight (which I would argue is a necessity for proper deep learning; see also Flow) is how their dopamine regulation is.

      Dopamine regulation is the biggest factor that I know of (I am not an expert, so there might be even more influential factors) that hampers with the ability to focus for prolonged times in a cyclic way.

      One can enjoy learning, and thus focus, if the average dopamine the brain produces is close to the dopamine they get when performing the act of learning. This is hard if someone uses "dopamine factories" such as TikTok and other shortform content.

    6. Testing culture also discourages deep reading, critics say, because it emphasizes close reading of excerpts, for example, to study a particular literary technique, rather than reading entire works.

      Indeed. But testing in general, as it is done currently, in modern formal education, discourages deep learning as opposed to shallow learning.

      Why? Because tests with marks implore students to start learning at max 3 days before the test, thus getting knowledge into short-term memory and not long term memory. Rendering the process of learning virtually useless even though they "pass" the curriculum.

      I know this because I was such a student, and saw it all around me with virtually every other student I met, and I was in HAVO, a level not considered "low".

      It does not help that teachers, or the system, expect students to know how to learn (efficiently) without it ever being taught to them.

      My message to the system: start teaching students how to learn the moment they enter high school

    1. KDLT has conducted more than 30 AARs

      It could be helpful to have a process to learn from these cross-team AARs, respecting privacy appropriately.

    1. (~11:00) I am getting inspired to create my own "Syntopicon" of Education and Learning. Obviously this will be a lifelong endeavor and great undertaking, bound to change with every single reading... As I am not a team of 501 people.

      I think I will do this. But how? I am not sure yet. Let's think about it.

      I will probably build it out in the open. Perhaps I will even build this syntopicon of education using Obsidian's networked thought system... Instead of a formal linear book. A network of notes is much easier to navigate and will get me where I want to be. Also much easier to edit throughout the process of doing research.

    2. (~3:00) Syntopical Reading requires building a map of the topic across sources (coming up with one's own terms) in order to find out what each author is saying.

      How does one do this if the process of syntopical reading is the process by which one comes up with the knowledge? I believe the answer lies in a high skill level of Inspectional Reading

      Obviously, one cannot make a perfect map from the get go, and this should not be the intention (defeat perfectionism)... However, a rough sketch or map is far more valuable than none at all.

      I believe this is also the point of Dr. Justin Sung's prestudy... Building the barebone structure of the mindmap, finding the logic behind it all; the first layer.

  4. May 2024
    1. Analyze how musical traditions and practices from selected areas of the world have survived,

      I am very interested in learning all of the different musical traditions that are all over the world. Every place had different traditions and I am curious to learn about them.

    2. Increase their knowledge of the role of the internet and mass media have contributed to the globalization of musical sounds and practices

      I am very curious to learn about how the internet and mass media have contributed to the globalization of musical sounds. The internet has changed so many things and I want to learn how it changed music.

    3. Collaborative exchange is a primary mode of learning in this course. At the same time, effective collaborative learning draws upon a strong individual work ethic

      Ive never been in a online class that has really been group work focused so im excited to see how that works and learning how to work as a team virtually.

    4. Increase their knowledge of how local cultures around the world have adapted American music into their own society and traditions

      Do people in other countries actually enjoy American music, or is it just prevalent due to other factors?

      Is American music actually as prevalent as we think in other cultures besides our own?

    5. Trace the diaspora of folk and popular music traditions in the United States from selected parts of the world Analyze how musical traditions and practices from selected areas of the world have survived,

      Something that I have been interested in regarding American music is the influences and processes that occured to create its distinct sound, especially in rock. I enjoy the vinyl era, and I find the blues' influence on rock to be extremely intersting as it encapsulates a history unique to the United States and also uses elements from a wide variety of cultures. I'm excited to hear more about this topic during this class.

    6. Understand the pros and cons of globalization, and the ways that people engage in or reject globalization in their own localized musical communities

      I would like to learn more about the cons of globalization. When I think of globalization's impact on art I generally believe it's had a positive impact, so I would like to hear the opposing side. I would assume potentially the cons could be some forms of cultural appropriation, but I would like to hear some of the other cons of globalization for music.

    7. The course explores how music in the United States articulates a broad spectrum of human experience among diverse populations.

      I am curious to see how global music cultures have had an affect on music in the United States. I find this particularly interesting since we are often considered the world's melting pot of cultures, so I wonder how far reaching of human experience our music is.

    1. Learning for all by all. The P2PU course platform offers the opportunity for anyone to take a course and anyone to make a course. I inherited this project and was responsible for sheparding it for several years. At it’s peak it was available in English, Dutch and Spanish.

      Indy Learning Commons

      Autonomous (inter)Personal Learning | Software as a Conversation/Mutual Learning

      https://opencollective.com/open-learning-commons/projects/indy-learning-commons

      P2P course platform

      anyone to take and make

      for - Indy Learning Commons

    1. Matthew van der Hoorn Yes totally agree but could be used for creating a draft to work with, that's always the angle I try to take buy hear what you are saying Matthew!

      Reply to Nidhi Sachdeva: Nidhi Sachdeva, PhD Just went through the micro-lesson itself. In the context of teachers using to generate instruction examples, I do not argue against that. The teacher does not have to learn the content, or so I hope.

      However, I would argue that the learners themselves should try to come up with examples or analogies, etc. But this depends on the learner's learning skills, which should be taught in schools in the first place.

    2. ***Deep Processing***-> It's important in learning. It's when our brain constructs meaning and says, "Ah, I get it, this makes sense." -> It's when new knowledge establishes connections to your pre-existing knowledge.-> When done well, It's what makes the knowledge easily retrievable when you need it. How do we achieve deep processing in learning? 👉🏽 STORIES, EXPLANATIONS, EXAMPLES, ANALOGIES and more - they all promote deep meaningful processing. 🤔BUT, it's not always easy to come up with stories and examples. It's also time-consuming. You can ask you AI buddies to help with that. We have it now, let's leverage it. Here's a microlesson developed on 7taps Microlearning about this topic.

      Reply to Nidhi Sachdeva: I agree mostly, but I would advice against using AI for this. If your brain is not doing the work (the AI is coming up with the story/analogy) it is much less effective. Dr. Sönke Ahrens already said: "He who does the effort, does the learning."

      I would bet that Cognitive Load Theory also would show that there is much less optimized intrinsic cognitive load (load stemming from the building or automation of cognitive schemas) when another person, or the AI, is thinking of the analogies.


      https://www.linkedin.com/feed/update/urn:li:activity:7199396764536221698/

    1. Using a combination of small-group and whole-classdiscussion boards as work and reflection spaces is aneffective means of avoiding the ineffective line up andanswer model of asynchronous discussion and is an effectivemeans of employing active learning pedagogy

      small group whole class discussion boards - workshpaces

    2. As in traditional classroom presentations, there can alsobe requirements for other students to view, respond, andask questions of the presenter. A typical setup mightinclude a requirement that the presenting student postthe presentation on the weekend, that the class view thepresentation during the first half of the week, and post acomment or question by Wednesday. The presenter studentwould then need to return later in the week to respond tocomments and questions.

      Way to make presentations easier and allow for interactive discussions in class.

    3. This kind of post can also be usedfor students to introduce themselves to each other at thebeginning of the term. Having students review and analyzetheir own video recordings is an effective means of fosteringreflection.

      video presentations - allow for self-critique

    4. as VoiceThread(https://voicethread.com/), FlipGrid (http://info.flipgrid.com/)and YouSeeU (http://www.youseeu.com/).

      presentation tools Voice Thread FlipGrid (flip) YouSeeU

    5. several examples of discussion board activitiesthat successfully adopt an active learning pedagogy.

      possible discussion board scenarios for active learning --Presentation space --Gallery and reflection space --Work space

    6. Portfolio assignments alsolend themselves well to what Grossman (2009) has coinedself-authorship or transformative reflection levels. Grossmandefines self-authorship as when reflection allows “innerstates [to] become observed objects rather than livedsubjects” (p. 19). With self-authorship, students gain enoughdistance from initial thoughts and feelings to understandhow thoughts and feelings can affect and change eachother. Grossman also describes a form of “transformative”reflection in which students experience a substantial shiftin their own assumptions, beliefs, and values.

      Portfolio assignments --- self-authoriship---transformation

    7. Portfolio assignments are excellent vehicles for activelearning. The ability to select and create content allows plentyof room for student agency and fosters intrinsic motivation.

      Portfolios - way for active learning

    8. we suggest that well-established fundamentalsof online course design and facilitation still need to reachand be accepted by a broader audience within highereducation, and that lingering perceptions about qualitydifferences between face-to-face and online educationsignify a professional development gap—one that can bebridged with training about active learning pedagogy andmodels for active learning in online asynchronous classes

      problem is a professional develop gap

    9. active learning experiences generally have two additionalcomponents: they require (1) meaningful action by thestudent on behalf of their learning and (2) that meaningfulaction be paired with reflection by the student regardingtheir learning experience. Prince

      2 components - meaningful action by students reflection on their experience

    10. Whereas traditional lecture/exam pedagogiesare teacher-centered, with the instructor as the focal point,active learning places the student at the center of thelearning experience

      student centered rather than instructor centered

    11. This paper suggests a three-pronged approach for conceptualizing activelearning in the online asynchronous class: the creation of an architecture of engagement in theonline classroom, the use of web-based tools in addition to the learning management system, and are-imagining of discussion boards as interactive spaces.

      active learning creating an architecture of engagment in system, web tools in addition to LMS discussion boards - interactive spaces

    1. Matthew van der Hoorn I agree. However, one of the first things I learned as a student teacher many moons ago was just because I am teaching does not mean anyone is learning. Whole - part - whole, cooperative, Kolb's cycle, etc are simply teaching tools to be used with varying levels of skill.My application of this to the L&D world was making the point that many don't have any understanding of andragogy before embarking on a (often second) career.

      Alan Clark True. As Dr. Sönke Ahrens says, "The one who does the effort does the learning."

      What goes on in the mind is how learning happens, it is the learner that must do the learning.

      I think what you mean is that when YOU are teaching, it does not mean OTHERS are learning.

      What I meant was that when the LEARNER is doing the teaching, HE consolidates his own learning.


      Comment link: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7197621782743252992%2C7198233333577699328%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287198233333577699328%2Curn%3Ali%3Aactivity%3A7197621782743252992%29

      Link for Hypothes.is context: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992/?commentUrn=urn:li:comment:(activity:7197621782743252992,7198233333577699328)&dashCommentUrn=urn:li:fsd_comment:(7198233333577699328,urn:li:activity:7197621782743252992)

    2. Alan Clark Agreed...also; learning = change in behaviour, is another widely held belief.

      Reply to John Whitfield: I think that one is mostly a semantic issue. In some definitions of learning, learning does equate to a change in behavior. In parenting for example, how is learning measured? If the behavior is changed. Therefore, for parenting, learning is a change in behavior.

      I'd argue for many books the same is true, what is the use of a book if the knowledge is only in your head. Application, thus changing one's behavior, is essential for the proper use. Obviously this is not for everything the case, but I am highlighting a few scenarios where it would be accurate to say that learning is a change in behavior.

      Nothing is ever black and white, it is quite simplistic to say such things, often there is a lot of nuance going on.


      Comment link: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7197621782743252992%2C7198233333577699328%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287198233333577699328%2Curn%3Ali%3Aactivity%3A7197621782743252992%29

      Link for Hypothes.is context: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992/?commentUrn=urn:li:comment:(activity:7197621782743252992,7198233333577699328)&dashCommentUrn=urn:li:fsd_comment:(7198233333577699328,urn:li:activity:7197621782743252992)

    3. That teaching = learning. A widely held belief in L&D.

      Reply to Alan Clark: Alan Clark Perhaps teaching is not learning, but teaching is an excellent way of consolidating and verifying knowledge. Depending on how one does it, the teaching improves both comprehension and retention. See, for example, the whole-part-whole reteaching method that Dr Justin Sung teaches in the advanced parts of the iCanStudy course.


      Comment link: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7197621782743252992%2C7198233333577699328%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287198233333577699328%2Curn%3Ali%3Aactivity%3A7197621782743252992%29

      Link for Hypothes.is context: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992/?commentUrn=urn:li:comment:(activity:7197621782743252992,7198233333577699328)&dashCommentUrn=urn:li:fsd_comment:(7198233333577699328,urn:li:activity:7197621782743252992)

    1. "When kids write letters, they're just messy," she says. As kids practice writing "A," each iteration is different, and that variability helps solidify their conceptual understanding of the letter.

      Interleaving

    2. A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.

      Interesting. Needs more research on my part.

    3. In adults, taking notes by hand during a lecture, instead of typing, can lead to better conceptual understanding of material.

      This is because of the fact that one needs to think (process) before writing. One can't possibly write everything verbatim. Deep processing. Relational thinking.

    4. Why writing by hand beats typing for thinking and learning
    1. Mechanized and automated feedback, frequently built into online learning environments, can de-humanize online learning

      interesting - against AI type feedback and grading.

    1. Theoretically interested readers should therefore follow the advice of learning as many languages as possible in such a way that they have at least passive mastery of them and thus can read and understand them.

      Interesting, Luhmann recommends to know many languages so as to prevent the pitfalls of translational errors in conveying meaning when it is to read translated books. So read books in their original language.

    1. Humanizing intentionally creates a learning environment in which everyone is welcomed, supported, and recognized as capable of achieving their full  potential.

      welcoming everyone to achieve their full potential

    2. In humanized online courses, positive instructor-student relationships are prioritized and serve “as the connective tissue between students, engagement, and rigor” (Pacansky-Brock et al., 2020, p. 2). In any learning modality, human connection is the antidote for the emotional disruption that prevents many students from performing to their full potential and in online courses, creating that connection is even more important

      connective tissue between students, engagement and rigor is an interesting reason for not using AI graders etc all the time, which are getting enticed to do.

    3. Humanizing leverages learning science and culturally responsive teaching to create an inclusive, equitable online class climate for today’s diverse students.

      humanizing online learning

    1. The online teacher uses digital pedagogical tools that support communication, productivity, collaboration, analysis, presentation, research, content delivery, and interaction.

      k-12 online learning standards

    1. it could also indicate a reliance on verbalcues to eliminate the need to keep a calendar.

      students not wanting to keep a calendar, is important b/c they need to learn to take responsibility for tasks to prepare for employment

    2. Thus, being in the physical presence ofothers might give the illusion of interaction in face-to-face classeswhich presents a challenge for online learning. It is possible thatthe interaction to which students are referring involves mostlythe physical aspect of human interaction. Electronic interaction, nomatter how frequent, may not be filling that aspect of the students’needs for social interaction

      physical presence with others - illusion of interaction

    3. This suggests that students do not view onlinediscussion forums as equivalent to in-class interactions.

      discussion forums

    4. udent perceptions may be based on old typologiesof distance education akin to correspondence courses, regardless of actual experience with onlinecourses, and 2) course preferences are related to issues involving teaching presence and self-regulated

      Student perceptions of face-to-face vs online learning

    1. Confusion about what it means to own a book leads people to a false reverence for paper, binding, and type —a respect for the physical thing—the craft of the printer rather than the genius of the author. They forget that it is possible for a man to acquire the idea, to possess the beauty, which a great book contains, without staking his claim by pasting his bookplate in-side the cover. Having a fine library doesn't prove that its owner has a mind enriched by books; it proves nothing more than that he, his father, or his wife, was rich enough to buy them.

      Adler makes a valid point here, books in its own have no worth. Owning a book, or even having "read" it don't serve any purpose. One must read properly in order to this, analytically or syntopically as Adler would call it.

      What he is wrong at, in my opinion, that Marginalia are the key to doing this... Yes, they might be helpful, but other techniques, such as Luhmann's bib-card method and learning methodologies like GRINDEmapping could perhaps be even more useful for this purpose.

    1. I myself believe that learning is one of the, if not the, most important skills to master as it hasan exponential positive effect on every other aspect of your life. It is why formal educationshould do their best to teach students how to learn based on modern (cognitive) science.

      Matthew seems to confirm a longheld belief i've had for a while (though, I think of it in differing ways). Mainly, that the world is ever changing, and that nothing is permanent (see permanent beta movement, as an example). If one wants to adapt to differing circumstances, one needs to learn.

    1. Learning: A Never-ending Process

      Continuous learning is essential for personal growth, problem-solving, increasing confidence, and securing the future in a competitive and dynamic world.

    2. Learning: A Never-ending Process
      • Who: The author's friend, who is a principal of a school, and the author (Samminator).
      • What: Discussing the importance of continuous learning for personal growth, problem-solving, confidence, fulfillment, and securing the future.
      • Why: To emphasize the significance of continuous learning in a world that is constantly changing and competitive.
      • When: The post does not specify a particular time frame. But discusses learning as a continuous process.
      • How: By highlighting the benefits of continuous learning. Such as personal growth, problem-solving skills, increased confidence, fulfillment, and future security.
    3. Learning: A Never-ending Process

      Learning is a Never-Ending Process: Related Pages

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      • My hive Journey Story - <q>… learn things, and we did share them to other things, is how things work. Learning is a never-ending process, I did learn new things from here.</q>
      • Have you faced Tutorial Hell? - <q>… never stopping process. I think this is happening for each of us … learning anything. The problem with this approach is that we never actually …</q>
      • Practice makes perfect and learning never stops - <q>… process at some point, but no, I saw it … Like I said, learning never stops, I went … process, Still, making corset dresses is still not a …</q>
      • On My Way Towards Being A Proficient Trumpeter - <q>I believe learning is a process. And sometimes it takes longer time than we expect the process to be but all the challenges never matters at the end as long as …</q>
  5. Apr 2024
    1. the one thing I can't teach is taste, and the one predictor I have of the people who will never develop it are

      for - quote - taste - who can't develop it - perfectionists - key insight - finding our own unique voice - adjacency - creativity - learning from others - synthesis

      quote - taste - who can't develop it - (see below)

      • the one thing I can't teach is taste,
        • and the one predictor I have of the people who will never develop it are
          • the ones who are perfectionists.
      • Because they're filtering their-- perfectionists that filter their perfection through the feedback of others.

      comment - We we are overly dependent on others - it becomes difficult to develop our own - taste or - style - To develop our own unique taste is a balancing act - we are influenced by others by digesting the work of others - but then we must synthesize our own unique expression out of that - A useful metaphor is tuning a string - too loose and it can't work - neither if it is too tight - it snaps

      adjacency - between - creativity - learning from others - synthesis - adjacency statement - our creativity depends on a balance of - learning from others - synthesizing what we've learned into something uniquely ours

    2. And all of those things undermine the purity of the creative process.

      for - adjacency - creative autonomy - social learning

      adjacency - between - creative autonomy - social learning - adjacency statement - There is a balance between learning from others - and creating something new ourselves - Learning from others is like a double-edge sword - We can gain new ideas that inform our own - but it can also limit and overshadow our freedom

    1. However, this tendency to favor descriptive norms has been harnessed by the “peer learning” approach, which encourages learners to interact with and teach each other

      Peer learning - works because student naturally listen to peer norms

    1. Verbal Reasoning Exercise for pupils

      EVEGRACE presents a verbal reasoning exercise for pupils aged 6-7. Focusing on adding two letters to create new words.

    2. Verbal Reasoning Exercise for pupils
      • Who: Pupils
      • What: Verbal Reasoning Exercise
      • Why: To help pupils learn new words and improve their vocabulary
      • How: By adding two letters to a given word to create a new word and solving the examples and exercise provided
    1. These are goals which, for me, are intellectually appealing, but which I'm not emotionally invested in.

      Learning requires an emotional connection

    1. Celebrating HL 5k Members

      5k Members Celebration Related Pages

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      • 5K Members Contest Winners Announcement - <q>As you all know, to mark the celebration of gaining over 5000 members, a contest … celebrating the 5K members in the best way. I'm happy to participate in …</q>
    1. Learn More, Earn More

      Learn More, Earn More Related Pages

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      • Hive Crypto Opportunities & Lessons - <q>With crypto, it's mostly "You win some, you lose some" but with Hive, I'd say "You win much, you learn more". … earn more or make more investments, Hive teaches …</q>
      • Life of a Farmer - <q>… I have been having my days get busier as each sunrise and sunsets. Trying to learn more and earn more. But there will always be times when …</q>
      • Splinterlands Gold League - <q>… earn more rewards. Let's see what I have earned in … Not one day did I earn more than $1. This is … Join the discord to learn more. Good luck!</q>
      • Learn Splinterlands, Earn from Splinterlands - <q>… Join the discord to learn more. Good luck!THANKS … earn more. This is because I myself started … Join the discord to learn more. Good luck …</q>
      • Learn More Glint, Earn More Glint - <q>Now it's changing, whereas players who play more would earn more Glint. That … Join the discord to learn more. Good luck! THANKS FOR READING! CONTINUE TO …</q>
    1. Research messages are frequently too vague to be effective because the skills and expertise of teaching are difficult to transfer.

      I have not yet encountered this myself. Honestly, vagueness to me would mean that I do not understand the subject enough and so I need to take a step back and reassess my knowledge.

      All vagueness can be overcome by expertise.

      How can one expect to teach when one does not understand how learning works on a deep level? This is a fatal flaw within the current education system. In High School you are expected to know how to learn without it ever being taught, and teachers cannot help for they too do not know how to learn...

      They come with severely outdated methods (i.e., summarization, rereading, or flashcards), or even disproved principles like Learning Styles.

    2. And the evidence is coming back with unexpected results. A series of randomised controlled trials, including one looking at how to improve literacy through evidence, have suggested that schools that use methods based on research are not performing better than schools that do not.

      This, too, is very logical. It is due to the nature of systems.

      When one component, or even a lot, get "upgraded" this does not result in the overall results being improved. A system works best when all components work together to one or multiple goals in seemless harmony, creating emergence.

      Therefore, if a component is out of place, even if it is better than its predecessor, it won't yield the correct results.

      So for the methods to have a large, positive, impact, the entire system needs to be transformed.

      This is why I don't want to upgrade a component of education at a time, but completely transform it once my theory of optimal education is complete. Like a phoenix, from the ashes we will rise. Burn it all down, and build it up again with an OODA loop at the core... The system needs to be in constant change, for without change, evolution cannot happen.

      Observation Orientation Decision Action

      This loop needs to be at the center of every system for "systems without the inherent capacity to change are doomed to die" -- Colonel John Boyd.

      Of course, the system will need to be designed with utmost care and based on countless amounts of research, reviewed by a multitude of world-class experts in numeral areas.

    3. But my research and that of others shows that incorporating strategies that have evidence backing them into teaching doesn’t always yield the results we want.

      True, learning is complicated, so is the learner. In what ways does it not yield the results? Did the theory get applied correctly? Please give more detail.

    4. Most schools have implemented reading programmes with significant amounts of evidence behind them. But, despite this, reading abilities have not changed much in the UK for decades.

      How many is "most"? Did they apply the evidence correctly?

    1. Additionally, students in the Codex group were more eager and excited to continue learning about programming, and felt much less stressed and discouraged during the training.

      Programming with LLM = less stress

    2. On code-authoring tasks, students in the Codex group had a significantly higher correctness score (80%) than the Baseline (44%), and overall finished the tasks significantly faster. However, on the code-modifying tasks, both groups performed similarly in terms of correctness, with the Codex group performing slightly better (66%) than the Baseline (58%).

      In a study, students who learned to code with AI made more progress during training sessions, had significantly higher correctness scores, and retained more of what they learned compared to students who didn't learn with AI.

  6. Mar 2024
    1. Learn More Earn More

      Learn More, Earn More Related Pages

      • Learn More, Earn More: Learn more, earn more lists goals and strategies to guide your learning. Plus 5 benefits that go beyond earning money. Read how to learn more, then earn more.
    1. learn more earn more

      Learn More, Earn More Related Pages

      • Learn More, Earn More: Learn more, earn more lists goals and strategies to guide your learning. Plus 5 benefits that go beyond earning money. Read how to learn more, then earn more.
    1. Learn more Earn more

      Learn More, Earn More Related Pages

      • Learn More, Earn More: Learn more, earn more lists goals and strategies to guide your learning. Plus 5 benefits that go beyond earning money. Read how to learn more, then earn more.
  7. shrewdies.com shrewdies.com
    1. Skill

      Skill Related Pages

      • Learn More, Earn More: Learn more, earn more lists goals and strategies to guide your learning. Plus 5 benefits that go beyond earning money. Read how to learn more, then earn more.
    1. What is real Success?

      Success Related Pages

      • Learn More, Earn More: Learn more, earn more lists goals and strategies to guide your learning. Plus 5 benefits that go beyond earning money. Read how to learn more, then earn more.
    1. Learn More, Earn More

      Continuous learning is key to success in any profession, leading to increased skills, adaptability, career growth, entrepreneurial achievement, and personal development, ultimately resulting in higher earning potential and long-term benefits like job security and wealth accumulation.

    2. Learn More, Earn More
      • Who: @mgibson discusses the importance of continuous learning for financial success and career growth.
      • What: Emphasizes the relationship between learning and earning, and provides tips on how to implement continuous learning in daily life.
      • Why: Continuous learning is important to:
        • increase skills,
        • adapt to market changes,
        • achieve career growth,
        • enhance personal development.
      • When: The benefits of continuous learning are seen in the long term. With increased earning capacity, job security, career satisfaction, wealth accumulation, and legacy building.
      • How: By investing in education, reading regularly, leveraging online resources, networking, skill development, mentorship, setting goals, and gaining financial literacy, individuals can implement the "Learn More, Earn More" principle in their lives.
    1. It is best not to trust too much tomemory until the routine vrork is thoroughly mastered.

    Tags

    Annotators

    1. LOL. Why does this stupid myth still get promoted??? This is so dumb. It's not about the medium you use (to a certain degree) but about the processes going on in your mind. Dumb fuck.

    1. This video actually has some pretty valid learning advice despite its lighthearted style.

      Don't agree with everything, as usual.

    1. This morning I ran across a copy of Jane Austen's novel Emma with some of the keywords on each page translated into Welsh as footnotes at the bottom of the page. Apparently it's part of a series of classic books published by Icon into a variety of different languages and meant for language learners.

      The full list of their titles with Welsh can be found here: Webster's Welsh Thesaurus Editions

      I'm curious if anyone has used these before, and if so, how helpful they've found them for building their Welsh vocabulary as they read English language works.

      Is anyone aware of Welsh language books that have this sort of English vocabulary cross listed on the page? (Sort of the way in which lingo.360.cymru has news stories in Welsh with English translation help along the way?)

      syndication link: https://en.forum.saysomethingin.com/t/websters-welsh-thesaurus-editions/40131

  8. Feb 2024
    1. https://web.archive.org/web/20240202060134/https://andymatuschak.org/books/

      Books and lectures are transmissionism (I'd say for historical reasons mostly). Engagement (different forms) is needed, but what form of medium would drive such engagement and do it flexibly is the hard question. (Seeing lecture as warm-up to engagement is a rationalisation afterwards, textbooks already do more but lack emotional and social scaffolding.) This is the research question behind his [[Timeful Texts 20201124070427]]. There's also a connection to my [[Boeken schrijven is flauwekul 20210930172532]] because the distrust in author's motives is that they don't even aim for transmissionism. Just the pretension of it.

      Edit #2024/02/28 : Saw [[Chris Aldrich]] mention elsewhere that lectures started out as oral comments on a source text, sharing interpretation and sensemaking as it were. The word deriving from L lectio, reading.

    1. You cannot claim a credit for education expenses paid with tax-free funds. You must reduce the amount of expenses paid with tax-free grants, scholarships and fellowships and other tax-free education help.

      What are tax-free funds? Are fellowship / tuition for grad students paid by faculty grants counted as tax free?

    1. Qualified education expenses paid on behalf of the student by someone other than the student (such as a relative) are treated as paid by the student.

      Does Tuition paid for graduate students by the professor (from research grants) count as a third party?

    1. T. Herlau, "Moral Reinforcement Learning Using Actual Causation," 2022 2nd International Conference on Computer, Control and Robotics (ICCCR), Shanghai, China, 2022, pp. 179-185, doi: 10.1109/ICCCR54399.2022.9790262. keywords: {Digital control;Ethics;Costs;Philosophical considerations;Toy manufacturing industry;Reinforcement learning;Forestry;Causality;Reinforcement learning;Actual Causation;Ethical reinforcement learning}

    1. Assigning credits to learning outcomes allows for the accumulationof units of learning and provides for transferability from one setting to another forvalidation and recognition. Interviewees representing countries in which VETsystems are modularised indicated that modules are designed to indicate a set oflearning outcomes that are expressed in terms of credits. The interviewees fromnational authorities and VET providers commonly agreed that the introduction ofmodular structures in VET and the application of a learning outcomes-basedapproach was set to provide more individualised training paths, enabling accessand progression for learners.

      Align Learning Outcomes to Credits (key for meaningful unbundling/bundling)

    2. The European approach to microcredentials(European Commission, 2020a) also highlights the importance of clearly definedlearning outcomes as a way to promote overall transparency and provide detailedinformation regarding what a learner is expected to know and is able to do

      Purpose of Learning Outcomes

    1. Curiosity As A Fuel For Learning And Innovation

      The post explores the role of curiosity in learning and innovation. Highlighting how curiosity can drive exploration, learning. And ultimately lead to innovation in various fields.

    2. Curiosity As A Fuel For Learning And Innovation
      • Who: The author, Takhar, who has a natural disposition for curiosity. And a tendency to take apart devices to study their components.
      • What: The author shares personal experiences of taking apart devices and trying to modify software, highlighting the importance of curiosity in learning and innovation.
      • Where: The experiences mentioned in the post take place in various locations where the author had access to devices to study and modify.
      • Why: The author discusses the nature of curiosity, how it evolves from childhood to adulthood, and its importance in individual growth and evolution, as well as in the processes of learning and innovation.
      • When: The post does not specify specific timeframes for the experiences mentioned, but it discusses the evolution of curiosity from childhood to adulthood.
      • How: The author explores the concept of curiosity. Including its role in learning and innovation. And shares personal anecdotes. To illustrate the impact of curiosity on exploring the unknown and acquiring knowledge.
    1. The alternative approach to image classification uses machine-learning techniques to identify targeted content. This is currently the best way to filter video, and usually the best way to filter text. The provider first trains a machine-learning model with image sets containing both innocuous and target content. This model is then used to scan pictures uploaded by users. Unlike perceptual hashing, which detects only photos that are similar to known target photos, machine-learning models can detect completely new images of the type on which they were trained.

      Machine learning for content scanning

    1. Time for reasoned response

      Some learning objectives require time for reasoned reflection; others require the ability to speak/discuss extemporaneously. Keep that in mind when deciding what tool to use. :)

    1. English Education

      The post discusses the major problems with English education in Turkish society. Focusing on the reliance on grammar-based teaching, lack of exposure to the language, and the need for teachers to motivate students.

    2. English Education
      • Who: The author, TeachBlogger, a citizen of Turkey working as an English teacher in Izmir, Turkey.
      • What: Discussing the major problems in English education in Turkish society.
      • Where: Turkey, specifically Izmir.
      • Why: To address the difficulties faced by Turkish people in globalizing and expressing themselves in English.
      • How: The author discusses the problems with grammar-based teaching, lack of exposure to the language, unawareness of opportunities, and the importance of motivation in teaching English. They also mention their own teaching methods and experiences to motivate students.
    1. innovative and Creative teacher

      This post discusses the importance of teachers being innovative and creative. In order to engage students and promote effective learning in the classroom. It provides tips and strategies for teachers to implement new teaching methods and materials.

    2. innovative and Creative teacher
      • Who: Teachers or educators.
      • What: Encouraging teachers to be innovative and creative in their teaching methods.
      • Where: In the classroom.
      • Why: To motivate and engage students and achieve good learning outcomes.
      • When: Ongoing in today's education system.
      • How: By seeking new strategies, tools, and materials, implementing changes, being positive and open to new ideas, collaborating with colleagues, and creating dynamic and interactive classroom environments.
    1. Illuminating Young Minds

      The post is about the author's experience as a tutor during the summer. Highlighting their interactions with young students and the transformative power of education.

    2. Illuminating Young Minds

      Who: The author (Jufel), who is a tutor, and young students. - What: The author's experience as a tutor during the summer, guiding and nurturing young minds through learning. - Where: Lapu-Lapu City, Cebu, which is 3 hours away from the author's hometown. - Why: The author embarked on this tutoring adventure to fulfill their role as a tutor and make a positive impact on the young students' lives. - When: The tutoring experience took place during the summer. - How: The author created a stimulating learning environment, tailored their teaching methods to each student's needs, and used visual aids to facilitate effective studying. They also showed patience, celebrated mistakes as learning opportunities, and fostered a passion for learning. The author's teaching methods resulted in the transformation of the students' reading and writing skills, as well as their confidence and eagerness to learn.

    1. best Hive Learning Community

      Who: Zulay Pulido (AKA Libre Pensadora), The Terminal community, @xcountytravelers, @brittandjosie, @justclickindiva, @thekittygirl, @drakernoise, @derekrichardson, @wesphilbin, @jamerussell, @theterminal. - What: Zulay Pulido's participation in the Pimp Your Community (PYC) Contest, promoting The Terminal community on Hive. - Why: To promote and highlight the benefits and activities of The Terminal community on Hive. - When: Friday, May 29, 2020. - How: Zulay Pulido writes an article describing the activities and benefits of The Terminal community. Including: - their support for newcomers, - monthly contests, - efficient healing work, - creation of innovative activities and well-rewarded contests, - information about Hive and Discord, - inclusive and patient support for all members.

      She invites interested individuals to join The Terminal on Hive.

    2. best Hive Learning Community

      This post is a recommendation and overview of the Hive community called "The Terminal". Highlighting its support and teaching services for newcomers to the blockchain.

  9. Jan 2024
    1. Knowledge of Hive Blockchain

      The post discusses the importance of gaining a sound knowledge of the Hive blockchain. In order to keep up with the direction of finance and currency in the world. Also, outlines the author's goals for learning and exploring various aspects of the blockchain.

    2. Knowledge of Hive Blockchain
      • Who: The author of the post, Monica-ene.
      • What: Seeking a sound knowledge of the Hive blockchain for their goals in the year 2024.
      • Why: To keep up with the direction of finance and currency of the world, and to navigate the Hive blockchain effectively.
      • When: The year 2024.
      • How: By seeking a quality guide, participating in the #hivelearners community, and actively engaging in crypto spaces.
    1. Interact, Learn and Grow

      The post is about the author's design for a banner celebrating the Hive Learner community reaching 5,000 members, expressing their gratitude for the positive impact the community has had on their growth and learning on the Hive blockchain.

    2. HL Banner Design

      Interact, Learn, and Grow

      • Who: The author, George Dee.
      • What: Designing a banner to celebrate Hive Learner reaching 5k members.
      • Why: The author wanted to create a design that represents the Hive Learners community and its impact on its members.
      • When: The design was created after the community reached 5k members.
      • How: The author used Canva App to design the banner and incorporated the HL logo, academic cap and scroll, and graphical representation of the words "Interact, Learn, and Grow".
    1. book aims of education

      for - book - Aims of Education

      Followup - book - Aims of Education - author: Alfred North Whitehead - a collection of papers and thoughts on the critical role of education in determining the future course of civilization

      epiphany - adjacency between - Lifework and evolutionary nature of the individual - - people-centered Indyweb -- Alfred North Whitehead's ideas and life history - adjacency statement - Listening to the narrator speaking about Whitehead's work from a historical perspective brought up the association with the Indyweb's people-centered design - This is especially salient given that Whitehead felt education played such a critical role in determining the future course of humanity - If Whitehead were alive, he would likely appreciate the Indyweb design because it is based on the human being as a process rather than a static entity, - hence renaming hum