Jacobson, N. C., Price, G., Song, M., Wortzman, Z., Nguyen, N. D., & Klein, R. J. (2020, October 27). Machine Learning Models Predicting Daily Affective Dynamics Via Personality and Psychopathology Traits. https://doi.org/10.31234/osf.io/2zgv6

Duckworth, A., Kautz, T., Defnet, A., Satlof-Bedrick, E., Talamas, S. N., Luttges, B. L., & Steinberg, L. (2021). Students Attending School Remotely Suffer Socially, Emotionally, and Academically. PsyArXiv. https://doi.org/10.31234/osf.io/rpz7h

ReconfigBehSci. (2021, February 8). RT @PsyArXivBot: Students Attending School Remotely Suffer Socially, Emotionally, and Academically https://t.co/5MOfSYGFnt [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1359042668756692999

It's these deep learning breakthroughs that now make a lot of these memex and semantic web technologies accesssible. This is a note I also referenced in the SWTs whitepaper for Cortex. Great to see Moritz and RemNote picking up on this change as well.

Concise description of a broad mandate. Quite effective!

Ouverture des objectifs, en renversement direct de la conception inversée si chère à l'ingénierie pédagogique. Les résultats d'apprentissage ne sont pas dans une relation de causalité linéaire avec les objectifs d'apprentissages.

Intéressant de penser à l'aménagement physique lors d'une pandémie qui pousse les apprenants hors des lieux physiques conçus pour l'apprentissage et vers un aménagement physique de l'espace familial.

One of my early sessions on Open Education, with an emphasis on leveraging the material we create in the course of our work.

Mason, R. S., Fitton, L., James, R. L., & Petscher, Y. (2020, October 23). Oral Language Assessment LITeracy: Choosing the Right Assessment in the Time of COVID. https://doi.org/10.31234/osf.io/fn9j4

Bedenlier, S., Wunder, I., Gläser-Zikuda, M., Kammerl, R., Kopp, B., Ziegler, A., & Händel, M. (2020, October 6). “Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning. https://doi.org/10.31234/osf.io/7brp6

Singh, M., Richie, R., & Bhatia, S. (2020, October 7). Representing and Predicting Everyday Behavior. https://doi.org/10.31234/osf.io/kb53h

evaluation of open educational resources, questionnaires and interviews of chem lecturers, lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

An understanding of advanced statistics is a must as the methodologies get more complex and new methods are being created such as machine learning

There is another company named Virtusize who is doing the same thing like size predicting or recommendation

too many people forget this simple fact

Many everyday events present an opportunity to learn, but only if they are reframed into an "action-feedback" perspective. Learn to recognize these opportunities and reconstruct the frame so that you can learn to judge the quality of an action by the response it produces. Critique it against your own thought process and improve iteratively.

How to derive with the best research

Musaddique. S. (2020) Private tuition is booming in the UK during COVID-19. We spoke to leading tutors about why online learning is here to stay. Buisness Insider. Retrieved from: https://www.businessinsider.com/private-tuition-is-thriving-with-schools-closed-during-covid-19-2020-7?r=US&IR=T

The essential difference between mute speach and self-talk

Self-talk brings lots of benefits

Symbiosis of movement and thinking

Sure. But it's also fair to say that this is true of teachers' preparation of offline learning materials.

But people often tend to discount the work (and frameworks that guide this work) that's already gone into the preparation of F2F materials.

carreer journey

Or, what might also be called elaboration.

Not for the institutions, nor for students, who have no way to export their learning data (content, connections, relationships with peers, etc.) out of the system in a way that could be integrated into something outside of the institution.

Another example of why online learning could (should?) take place in public.

Imagine if, upon graduating, an engineer already had an online, public portfolio of work that could be shared with potential employers.

It's great that MS has reacted so quickly to the outcry around the privacy of workers.

I thought it would be super-interesting to see how academics might have responded to the idea of institutional administrators keeping tabs on the number of hours that they'd spent in meetings (via Teams), composing and reading emails (via Outlook), writing articles (via Word), and so on.

And yet these would be the same academics who do this kind of monitoring of student work.

There was a steep learning curve involved with using ECCO Pro. Reminds me of Roam, which also has a steep learning curve, but then it feels like it's worth it.

We should be assessing how people use information to solve problems they care about, rather than whether or not they can recall information.

Rocca, R., & Yarkoni, T. (2020). Putting psychology to the test: Rethinking model evaluation through benchmarking and prediction. PsyArXiv. https://doi.org/10.31234/osf.io/e437b

Kanero, J., & Aktan-Erciyes, A. (2020). Family and language development during COVID-19: The case of Turkey. PsyArXiv. https://doi.org/10.31234/osf.io/n7k8z

ADEPT learning method (Analogy, Diagram, Example, Plain-English, Technical)

主动学习者的技能是一旦获得终生受用的。因为经历过的实践，旅行，和人际关系，带来幸福感和挫折感都成了宝贵的财富。即使主动学习带来的乐趣和痛苦分量相当，人脑也只会记住幸福感，而忘却痛苦，对新事物的纯求知乐趣会成为一辈子的习性。

实践出来的真知有天然的科学思辨性，因为实践的过程不可能是一帆风顺，所有通过坚毅得出真知的实践，都面对过不同程度不同视角的挑战，换句话说，是经过思辨选择之后的结果。这样提炼之后形成的思维更经得起未来的考研，更全面和更容易的未以后的实践中最决策产生正面的效应，从而产生认知正循环。相比之下认识负循环和内循环，这容易用一个没经过实践验证过的理论去解释另一个正在经历的实践的失败结果。

满足好奇心是学习的最强内驱力

Inshot Storytelling app, Video Editor & Video Maker InShot has a lot of photo and video editing features in one. There is a small learning curve. Many girls on the field have creatively combined photo and video content, applied effects and enhancements to specific sections and added transitions too. Harnessing the capabilities of InShot for storytelling has immense possibilities. It could potentially lead to a creators movement where people share details about their lives through videos and narration. It also could be used for product stories and marketing. InShot app runs on a phone and ASPi is used as a repository and exchange node - during COVID lockdown, a server online is also used so physical movement is reduced.

Syncthing. A continuous file synchronization program Ever thought of connotations of sharing in today’s world. Well, Syncthing allows us to securely backup data without the need to trust a third-party cloud provider. Sharing and syncing files between devices on a local network or over the internet is made easier through Syncthing. This could help in fostering community archives as access to files over multiple devices can be made effortless. In localised sense, people can also look up resources or their queries and find answers with their peers.

Kolibri The offline app for universal education Kolibri makes high quality education technology available in low-resource communities such as rural schools, refugee camps, orphanages, non-formal school systems, and prison systems. While the internet has thoroughly transformed the availability of educational content for much of the world, many people still live in places where online access is poor or even nonexistent. Kolibri is a great solution for these communities. It's an app that creates an offline server to deliver high-quality educational resources to learners. What makes Kolibri unique is that it offers a way to bring different content sources offline into a central repository in a structured way. Beyond that, it brings in a host of tools to help align the content with national and local curricular standards, and on the student side it offers a self-paced personalized learning experience with support tools for teachers to track student progress. Kolibri can be envisioned also for local teaching, DIY courses, self initiated inquiries, equal opportunities for 21st century skills etc.

ഭാഷാ പഠനത്തിന്റെ രീതിശാസ്ത്രം നേരിട്ടു നടത്തേണ്ടതല്ല. കുട്ടികള്‍ സ്വയം നടത്തേണ്ടതാണ് എന്നുള്ളതാണ് ഇതിലെ ഭാഷാ ആര്‍ജ്ജനവുമായി ബന്ധപ്പെട്ട തിയറി. പുതിയ പുസ്തകങ്ങള്‍ SCERT യില്‍ നിന്നു കണ്ടെത്തി ഇപ്പൊഴും ഇത് തന്നെ ആണോ പിന്തുടരുന്ന രീതി എന്നു മനസിലക്കല്‍ അനിവാര്യമാണ്.

ഭാഷാ പഠനത്തിന്റെ അടിസ്ഥാനശിലകളില്‍ ഒന്നു അക്ഷരങ്ങളെ തിരിച്ചറിയാനും എഴുതാനും കഴിയുക എന്നുള്ളതാണ് എന്നു സമര്‍ഥിക്കുന്ന പഠനങ്ങള്‍ അന്വേഷിക്കണം.

അടിസ്ഥാനമുറയ്ക്കുക എന്നുള്ളതാണ് ഒരു ഭാഷയുടെ ഉപയോഗത്തിന് ആവശ്യംവേണ്ട ഘടകം. അക്ഷരമാലാ പഠനത്തിന് ഇത്തരത്തില്‍ കാര്യമായ പ്രസക്തിയുണ്ട്.

https://www.youtube.com/watch?v=cHr9qGPHdiA&t=2856s

https://www.youtube.com/watch?v=cHr9qGPHdiA&t=79s

There's a benefit to embarking on a challenge without a more experienced authority to bail you out.

• You learn many more details about why it's a bad idea.
• The lessons you learn in terms of how to avoid the mistakes you made stick with you longer

(I would add that the experience is more visceral, it activates more modalities in your brain, and you remember it much more clearly.)

These types of experiences result in what the author calls more "detailed, precise models". For me they result in a sort of intuition.

Svein Loeng. (2020). Self-Directed Learning: A Core Concept in Adult Education. Education Research International, 2020. https://doi.org/10.1155/2020/3816132

Mistakes programmers need to look out for

• Programming is more about practicising than passive knowledge gain.
• Understand the solutions solved/suggest by your peers, introspect on why he could solve it better and why you couldn't.
• Be a perpetual learner.
• Don't just reuse, reuse and add value.
• Re-affirm and reconfirm your learning.

I was going through my Firefox bookmarks and I found article. I had read this article two years back and had commented that I found it to be useful. I read it back in May 2018. As of now, November 2020, my programming skills are still novice-level. I haven't implemented the ideas or followed suggestions given here.

It has been 2 years and 5 months since I found this article to be relevant and it baffles me that I haven't taken action by making use of the knowledge given in this article. Two long years flew by. I guess reviewing my bookmarks is something that I will do more often.

The article was posted on May 23, 2018 and I had stumbled on it the next day itself, i.e., May 24, 2018. This gets me thinking that we could finds solutions for problems(latest ones in this case) once we identify it, articulate it, hit the search button and just read stuff. I could presume that what happened next was that I misunderstood "finding a solution" to "realizing the solution", and perhaps became complacent or maybe there were more problems that didn't come to my awareness to identify and further find solutions. I'm not quite sure. Should I have identified my problems and googled more so that I could have learned C and C++ sooner?

I wonder what held me back from taking action to accomplish and master something that usually takes not more that 5-6 months maximum.

Project Euler emphasises on programming challenges that involve problem solving and critical thinking skills.

You'll learn more when you read others' code and immitate it. CodeChef provides you access to learn from others' code.

The authors spend time noting and comparing new perspectives between andragogy and pedagogy. The authors compare teaching strategies and personality types. They conclude by defining several rules observed for e-learning in adult education.

Rating: 7/10

Note: https://eric.ed.gov/?id=EJ1013743

(Click Download full text to read.) In this brief article, the authors contrast the child and adult learner. Highlighting the adult learner's characteristics, the article further discusses factors that might affect the individual learning style. Furthermore, the authors discuss these styles in the context of eLearning (extravert, introvert, sensory type, intuitive adult, reflexive type, affective type, rational type, and perceptive type). Each learning type and preferred eLearning method is illustrated (Table 1, p. 60). Rationale for the implementation of eLearning is detailed (p. 61). Guidelines for the use of eLearning is discussed. (6/10)

easy to learn, hard to master

Adult ESL resources

Just additional resources for the language learners.

Great perspectives considering you're making an investment...you would want to know the advantages.

Metacognition will be studied as it relates to self- regulated learning.

I have read about these five assumptions in prior journal readings.

Research skills involve complex, higher order tasks, and they take long-term efforts to learn well. Adult students are better able to do research than younger students do. They need to learn how to understand the different sources available, formulate good questions, learn more advanced database searching skills, and hone their critical thinking skills. Instead of assigning a research paper, instructors should assign each step of the paper so that they can help students properly master the whole process. 8/10

Adult Learners do represent a mixed age group. For that reason, I am learning more about the population by reading this article about ages over 65.

This would be another great source for support. The information so far will provide insight on my mixed group of adult learners. It would be helpful in revealing a sort of hidden factor in the learning process.

This is the very reason I selected this paper. Digital literacy is also a factor in determining one's technological acumen.

Yes that was the impression I hot. Because of this misconception I feel that many of us students sometimes hold... Reality is that real students feel real anxiety in the midst of sharing information.

Adult Learning often takes place within walls or in front of a computer screen this can lead to health problems. This article offers reasons and methods for getting adults outdoors and using Universal Design. Outdoor learning can be used to complement digital learning.

Give practical information and tips for teaching adults.

Self-regulated Learning supports metacognition.

I am not certain where humanism comes into play here. But I recently read some information about it in another article.

Engaging adult learners requires an understanding of their motives. Tapping the motivation of the individual learner is the key to fostering high engagement levels. This article offers four key areas to consider and take action on. Rating 8/10

There are many ideas regarding adult learning theory. Understanding andragogy, experiential learning, and transformational learning will help course creators provide better outcomes for adult learners. Rating 7/10

Accommodating adult learners expectations, demands, and challenges in eLearning design will foster better engagement. Utilizing the four step method known as AGES provides a model effective adult learning. Rating 8/10

A followup to studies of community college students in Virginia and Washington, this national study found that students who enrolled in online classes early in their college careers were more likely to complete their degrees. This was true even though students in online classes are somewhat less prepared than those in in person classes. One difference may be that this study was published a few years after the Virginia one, and more students were enrolled in online classes by then. 9/10

Video can be used in synchronous and asynchronous learning in the class and online. This article shares 4 tools for online learning. Rating 6/10

Synchronous and asynchronous learning can be used interchangeably in class and online. This article explores the advantages and disadvantages of both formats to help students select the program that is most suitable. Rating 10/10

Outlines adult learning "theories": Andragogy, Transformational Learning, and Experiential Learning, and states that they are important to educational designers, but doesn't really connect them to instructional design, let alone e-design. 3/10

Adult learning theories for Instructional Designers - Article names adult learning "theories" (andragogy, neuroscience, experiential learning, SDL, and transformational learning). Discusses why these "theories" are relevant to ID. Rating 3/10

Older students (over 25) are often changing careers. They tend to have more responsibilities than traditional college students, and a lower threshold for micro-frustrations like bureaucracy, form. Colleges should accommodate them with things like digital signatures and virtual meeting availability. Technology should be platform-agnostic for them (and everyone). 5/10

(Available as transcript or podcast.) This article reviews the definition of the adult learner, identifying their particular learning needs and challenges. Considerations and recommendations for implementing technology are discussed (agnostic software, alleviate micro-frustrations). 5/10

A school system that extends to adult education utilizes online apps as an option (but doesn't require internet access, as many people lack it at home). They have found them to be helpful, especially because people who work odd shift jobs and have burst of time at odd hours can get some practice in. This is most helpful for ESL learners. 6/10

This article applies the principles of andragogy, self directed learning, experiential learning, transformational learning, and neuroscience (all of which seem rather similar), to low-skilled adults, who are likely to lack confidence about learning and who may be learning in bits of free time via cell phone. Emphasizes the importance of an instructor or coach, along with good use of technology. 8/10

Fidishun, a librarian and Penn State's satellite campuses, expands Knowles' 6 assumptions of andragogy, and draws out some of their implications for technology-based instruction for adults. This is short and to the point, but readers would benefit from the writer going into greater details. 7/10

The author, Delores Fidishun, is the Head Librarian at Penn State Abington College and holds a doctorate in education. This article proposes that just adding technology to instruction is not enough. It must be intentional. Fidishun summarizes six assumptions of andragogy which include the learner's need to know, the learner's self-concept, the role of the learner's experience, a student's readiness to learn, the student's orientation to learning, and the student's motivation to learn.

Rating: 7/10

This article uses educational theory to examine why educators feel anxiety in association with learning and using new technologies and how best to teach new technologies without triggering anxiety. 7/10, good discussion of theories and methods along with reasoning.

This article examines the effectiveness of learning communities to support integration of technology into classrooms and effective teacher growth in the area of technology proficiencies. 5/10, learning community findings are useful but this source is very targeted towards a specific group of adult learners.

This article looks at individual adult learning in technological spaces. It speaks about using appropriate andragogical platforms for adult education. 8/10 interesting and highly related to this class.

This article focuses on using adult education theory to integrate technology into vocational education. This expands adult learning opportunities to community colleges and trade schools. 8/10 interesting and different from an equity and accessibility standpoint.

This article emphasizes the importance of creating online programs that have learning objectives that correspond to learners' real-world needs. It examines Knowles' Andragogical Model to provide guidelines for incorporating adult learning principles into course design. 10/10, very good blend of strategy and theory.

This article examines and gives bit of information from a book covering the intersection of adult learning and technology innovation. 4/10, while there is information here it is certainly not the entire book and therefore incomplete. It does serve as a quick and accessible alternative for those seeking the books information but lacking the time/ access to read the book.

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.

This article looks at the gap between teacher efficiency in in-person versus online teaching and the need to effectively build teachers' competencies in the are of technology to ensure teachers are not incompetent at teaching online. This study collected data from 122 English language teachers and used the findings to create a blueprint for other institutions hoping to increases teachers' ability to successfully integrate technology into their lessons. 6/10, the study was too small to be truly persuasive scientifically and the findings were more helpful for institutions rather than individual educators.

This article takes on the challenge of investigating what role social media technologies have in adult learning/ their impact on learning outcomes for adult learners. The data showed that social media technologies follow similar patterns to other educational tools. Teaching method used in conjunction with the technology matters significantly. This being said, the article does make several recommendations for using social media in the classroom to boost adult learning outcomes. 10/10 interesting and relevant article with easy to find and utilize recommendations educators could implement.

This article details the methods and results of a research experiment done to determine whether/ how physiological measurement technologies can be used with educational research methods to investigate subjective learning experiences. Describes research methods and data collected. 8/10, very interesting article and a very interesting and well done study but very specific to this one topic. e

This article showcases a framework for course design using theory and research in the learning sciences. It defines student-centered learning and explains how it can/ should be used in the creation of the course and when establishing which theories and methods to structure the course around. 9/10, very detailed source.

This article details how to build an innovative online learning environment using methods based on influential adult learning theories. These theories include Social Development Theory, Behaviorism, Critical Reflection and Nurturing the Soul. 10/10, many theories throughly discussed.

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.

The Article often compares Andragogy to Pedagogy and how they are different and should not be confused. The Article goes in depth into core assumptions of Andragogy.

8/10

A short article that looks at the future trends of learning and development. One trend it discusses is that time spent on training may be decreasing. Trainers are getting more creative using cell phones to train bite sized chunks. 8/10

A look at what Googles G2G (Googler-to-Googler) training program is about. It is a short infographic that describes methods that the program uses.

7/10

This is an interview with a google employee about what she does to keep Google heading in the right direction for the development and learning of its employees.

9/10

Interesting read about what top tech companies are doing to promote a growth mindset within their company. From Google to Amazon each company has a different approach that is working for them.

7/10

Ravenscroft, A., Schmidt, A., Cook, J., & Bradley, C. (2012). Designing Social Media for Informal Learning and Knowledge Maturing in the Digital Workplace. Journal of Computer Assisted Learning, 28(3), 235–249.

https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eric&AN=EJ966042&site=eds-live&scope=site&custid=uphoenix

This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts. The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called "knowledge maturing". The paper: introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for "people tagging for organisational development", that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work.

8/10

Wittkopf, C., & Berge, Z. L. (2007). The Role of Informal Learning in Today’s Successful Training Department. Journal of Educational Technology, 4(2), 15–22.

https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eric&AN=EJ1069185&site=eds-live&scope=site&custid=uphoenix

The integration of work and learning is becoming the dominant means of workforce training in many organizations today. Though structured classroom learning will likely but never entirely recede, a preponderance of current research indicates that the future of most job-related learning will lie in non-traditional methods such as short e-training modules delivered directly to the desktop, podcasts, informal knowledge-sharing sessions, and even structured gaming environments. This paper will explore why such learning is becoming increasingly more critical, how a successful blend of informal and formal learning can achieve the individualized training that a majority of employees are beginning to demand, and the difficulties involved, specifically with respect to evaluation and the ways in which it can be leveraged by a training department. These types of learning can be combined with some traditional training events to create a meaningful learning path for new employees and existing ones alike, and training and development specialists will have to find ways to achieve the right blend to achieve improved workforce performance.

7/10

The article focuses on why the cross training practice Disney implements is an effective model and lists its 5 key benefits.

8/10, its not to in-depth but it provides a great starting point for adult learning in a company.