- Oct 2020
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reisub0.github.io reisub0.github.io
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Most people seem to follow one of two strategies - and these strategies come under the umbrella of tree-traversal algorithms in computer science.
Deciding whether you want to go deep into one topic, or explore more topics, can be seen as a choice between two types of tree-traversal algorithms: depth-first and breadth-first.
This also reminds me of the Explore-Exploit problem in machine learning, which I believe is related to the Multi-Armed Bandit Problem.
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covid-19.iza.org covid-19.iza.org
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COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved October 10, 2020, from https://covid-19.iza.org/publications/dp13574/
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danmackinlay.name danmackinlay.name
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A statistician is the exact same thing as a data scientist or machine learning researcher with the differences that there are qualifications needed to be a statistician, and that we are snarkier.
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readwriterespond.com readwriterespond.com
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There was also opportunity to connect with other students.
I'm glad you had at least a little bit of this. The system I saw used for third graders left almost zero space for inter-student interaction or socialization which was a miserable experience.
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jgmac1106homepage.glitch.me jgmac1106homepage.glitch.me
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Pointing someone to a README.md does not lead to learning.
This reminds me of an interesting study from MIT relating to collective learning that I heard about from Cesar Hidalgo recently.
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numinous.productions numinous.productions
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At the same time, a positive emotional experience alone is not enough. For tools for thought to attain enduring power, the user must experience a real growth in mastery, an expansion in their ability to act. And so we’d like to take both the emotional and intellectual experience of tools for thought seriously.
How can they also reach the idea of "flow"?
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numinous.productions numinous.productions
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It looks to me like Andy and Michael are grasping at recreating with modern technology and tools what many (most? all?) indigenous cultures around the world used to ritually learn and memorize their culture's knowledge. Mnemonics, spaced repetition, graded initiation, orality, dance, and song were all used as a cohesive whole to do this.
The best introduction to many of these methods and their pedagogic uses is best described by Lynne Kelly's book Knowledge and Power in Prehistoric Societies: Orality, Memory, and the Transmission of Culture.
If they take her ideas as a basis and then layer on their own thinking, I think they'll get much further much quicker. Based on my reading of their work thus far, they're limiting themselves.
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cathieleblanc.com cathieleblanc.com
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When I received Chris’s comment, my first response was that I should delete my post or at least the incorrect part of it. It’s embarrassing to have your incorrect understandings available for public view. But I decided to leave the post as is but put in a disclaimer so that others would not be misled by my misunderstandings. This experience reminded me that learning makes us vulnerable. Admitting that you don’t know something is hard and being corrected is even harder. Chris was incredibly gentle in his correction. It makes me think about how I respond to my students’ work. Am I as gentle with their work as Chris was to mine? Could I be more gentle? How often have I graded my students’ work and only focused on what they did wrong? Or forgotten that feeling of vulnerability when you don’t know something, when you put your work out for others to judge? This experience has also reminded me that it’s important that we as teachers regularly put ourselves into situations in which we authentically grapple with not knowing something. We should regularly share our less than fully formed understandings with others for feedback. It helps us remember that even confident learners can struggle with being vulnerable. And we need to keep in mind that many of our students are not confident learners.
I'm reminded here of the broad idea that many bloggers write about sooner or later of their website being a "thought space" or place to contemplate out in the open. More often than not, even if they don't have an audience to interact with, their writings become a way of thinking out loud, clarifying things for themselves, self-evolving, or putting themselves out there for potential public reactions (good, bad, or indifferent).
While writing things out loud to no audience can be helpful and useful on an individual level, it's often even more helpful to have some sort of productive and constructive feedback. While a handful of likes or positive seeming responses can be useful, I always prefer the ones that make me think more broadly, deeply, or force me to consider other pieces I hadn't envisioned before. To me this is the real value of these open and often very public thought spaces.
For those interested in the general idea, I've been bookmarking/tagging things around the idea of thought spaces I've read on my own website. Hopefully this collection helps others better understand the spectrum of these ideas for themselves.
With respect to the vulnerability piece, I'm reminded of an episode of <cite>The Human Current</cite> I listened to a few weeks back. There was an excellent section that touched on building up trust with students or even a class when it comes to providing feedback and criticism. Having a bank of trust makes it easier to give feedback as well as to receive it. Here's a link to the audio portion and a copy of the relevant text.
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www.newyorker.com www.newyorker.com
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Teachers at Orlo Avenue Elementary said that, while they supported their principal’s decision to adopt Chromebook-based personalized learning, it had undoubtedly created a lot more work, with no accompanying pay raise.
This is a major issue. And shouldn't all the ed-tech involved actually be lowering this sort of cost and not dramatically increasing it? Isn't that half the point?!
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Yet the academic and policy research behind it is thin.
And sadly this doesn't seem to have prevented a huge swath of schools to switching over to the idea. Isn't the purpose of a pilot program to do just that--pilot it to see if the data show it's a good idea to spread to other schools?!
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Other personalized-learning advocates told me that execution is everything.
And isn't this the same case as in traditional teaching?!
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Personalized learning, though premised on differentiating one student from another, has seemed to work best when it attends, first and foremost, to the needs of teachers as a group. If tech is, indeed, merely a tool of personalized learning, then what does that make the teacher?
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Personalized learning argues that the entrepreneurial nature of the knowledge economy and the gaping need, diversity, and unmanageable size of a typical public-school classroom are ill-served by the usual arrangement of a teacher lecturing at a blackboard.
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en.wikipedia.org en.wikipedia.org
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numerically evaluate the derivative of a function specified by a computer program
I understand what they're saying, but one should be careful here not to confuse themselves with numerical differentiation a la finite differnces
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pdfs.semanticscholar.org pdfs.semanticscholar.org
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Strategies for Virtual Learning Environments:Focusing on Teaching Presence and TeachingImmediacy
Through a literature review of 50 articles published between 2003-2014, the authors explored aspects of online learning (teacher presence, teacher immediacy) that impact learner interest and motivation in the online environment. Recognizing that these aspects are key, the authors explore various approaches to retention the virtual setting. The multifaceted role of the instructor is reviewed as well as virtual facilitation strategies. The literature search revealed a positive correlation between teaching presence, teaching immediacy, and learner engagement and motivation. 6/10
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www.learntechlib.org www.learntechlib.org
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Characteristics of Adult Learners With Implications for Online Learning Design
The author reviews assumptions of the adult learner and adult learning theory. In discussion of adult learning theories (self-directed learning, experiential learning, transformational learning), the article investigates their use in online learning. Furthermore, the author provides online course development recommendations for the adult learner. A brief critique of andragogic principles is provided. Adult learning principles used in a live environment are of benefit and necessary in the virtual environment. Click "Full Text" to read article. 7/10
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bartwronski.com bartwronski.com
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no gradient tapes, no graph definitions requires
Note to self: look up what this means
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brocansky.com brocansky.com
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they’ll work their asses off not to disappoint you.
This kind of relational motivation seems like a good first step. I wonder though if "not to disappoint you" still centers the instructor and not the learners? The idea of a "partnership" between instructors and students strikes me as closer to the ideal that empathy aims for.
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The videos give him the power to pause, rewind, and replay the content.
Key phrase is "give him the power" - learner agency is a powerful catalyst for success.
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en.wikipedia.org en.wikipedia.org
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Discovery learning can occur whenever the student is not provided with an exact answer but rather the materials in order to find the answer themselves.
This is a neat definition of discovery learning, emphasising the need for appropriate preparation by the teacher.
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sinews.siam.org sinews.siam.org
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This is in stark contrast to the way that babies learn. They can recognize new objects after only seeing them a few times, and do so with very little effort and minimal external interaction. If ML’s greatest goal is to understand how humans learn, one must emulate the speed at which they do so. This direction of research is exemplified by a variety of techniques that may or may not fit into an existing paradigm; LeCun classified these tasks under the umbrella of “self-supervised learning.”
Now "self-supervised" is hardly what babies do, when you see the importance of interactions in learning (see e.g. https://doi.org/10.1016/j.tics.2020.01.006 )
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- Sep 2020
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iriss.stanford.edu iriss.stanford.edu
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2020 Conference on Computational Sociology | IRiSS. (n.d.). Retrieved 30 September 2020, from https://iriss.stanford.edu/css/conferences/2020-conference-computational-sociology
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www.thelancet.com www.thelancet.com
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Wilkinson, Jack, Kellyn F. Arnold, Eleanor J. Murray, Maarten van Smeden, Kareem Carr, Rachel Sippy, Marc de Kamps, et al. ‘Time to Reality Check the Promises of Machine Learning-Powered Precision Medicine’. The Lancet Digital Health 0, no. 0 (16 September 2020). https://doi.org/10.1016/S2589-7500(20)30200-4.
Tags
- clinical practice
- machine learning
- collaboration
- machine learning powered precision medicine
- is:report
- lang:en
- improved diagnosis
- prediction of individual responses
- electronic health database
- algorithmic complexity
- personalised medical approach
- challenges
- clinical science
- revolution
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digest.bps.org.uk digest.bps.org.uk
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How To Get The Most Out Of Virtual Learning – Research Digest. (n.d.). Retrieved September 29, 2020, from https://digest.bps.org.uk/2020/07/30/how-to-get-the-most-out-of-virtual-learning/
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open.uct.ac.za open.uct.ac.za
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This study focuses on higher education instructors in the Global South, concentrating on those located in South America, Sub-Saharan Africa, and South and Southeast Asia. Based on a survey of 295 instructors at 28 higher education institutions (HEIs) in nine countries (Brazil, Chile, Colombia; Ghana, Kenya, South Africa; India, Indonesia, Malaysia), this research seeks to establish a baseline set of data for assessing OER use in these regions while attending to how such activity is differentiated across continental areas and associated countries. This is done by examining which variables – such as gender, age, technological access, digital literacy, etc. – seem to influence OER use rates, thereby allowing us to gauge which are the most important for instructors in their respective contexts.The two research questions that drive this study are:1. What proportion of instructors in the Global South have ever used OER?2. Which variables may account for different OER usage rates between respondents in the Global South?
Survey, assessment, data and research analysis of OER use and impact in the global south
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robjhyndman.com robjhyndman.com
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cross-validation is sometimes not valid for time series models
What? Why? Does he mean k-fold specifically?
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Mance, H. (2020, September 18). The future of the university in the age of Covid. https://www.ft.com/content/9514643d-1433-408c-8464-cb4c0e09c822
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fermatslibrary.com fermatslibrary.com
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For example, the one- pass (hardware) translator generated a symbol table and reverse Polish code as in conven- tional software interpretive languages. The translator hardware (compiler) operated at disk transfer speeds and was so fast there was no need to keep and store object code, since it could be quickly regenerated on-the-fly. The hardware-implemented job controller per- formed conventional operating system func- tions. The memory controller provided
Hardware assisted compiler is a fantastic idea. TPUs from Google are essentially this. They're hardware assistance for matrix multiplication operations for machine learning workloads created by tools like TensorFlow.
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github.com github.com
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In general, I'm unpersuaded by these arguments (learning curve is determined not just by unfamiliar syntax, but by unfamiliar semantics and APIs as well, and the frameworks in question excel at adding complexity in those areas).
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Giles, J. R., Erbach-Schoenberg, E. zu, Tatem, A. J., Gardner, L., Bjørnstad, O. N., Metcalf, C. J. E., & Wesolowski, A. (2020). The duration of travel impacts the spatial dynamics of infectious diseases. Proceedings of the National Academy of Sciences, 117(36), 22572–22579. https://doi.org/10.1073/pnas.1922663117
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Ehlert, A., Kindschi, M., Algesheimer, R., & Rauhut, H. (2020). Human social preferences cluster and spread in the field. Proceedings of the National Academy of Sciences, 117(37), 22787–22792. https://doi.org/10.1073/pnas.2000824117
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usa.streetsblog.org usa.streetsblog.org
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How to Remake Streets for Kids During COVID-19. (2020, September 14). Streetsblog USA. https://usa.streetsblog.org/2020/09/14/how-to-remake-streets-for-kids-during-covid-19/
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digitalhumanities.org digitalhumanities.org
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In engineering science, there is an emphasis on working prototypes or “deliverables”. As Professor of Computer Science Andries van Dam put it in an interview with the author, when engineers talk about work, they mean “work in the sense of machines, software, algorithms, things that are concrete ” [Van Dam 1999]. This emphasis on concrete work was the same in Bush’s time. Bush had delivered something which had been previously only been dreamed about; this meant that others could come to the laboratory and learn by observing the machine, by watching it integrate, by imagining other applications. A working prototype is different to a dream or white paper — it actually creates its own milieu, it teaches those who use it about the possibilities it contains and its material technical limits. Bush himself recognised this, and believed that those who used the machine acquired what he called a “mechanical calculus”, an internalised knowledge of the machine. When the army wanted to build their own machine at the Aberdeen Proving Ground, he sent them a mechanic who had helped construct the Analyzer. The army wanted to pay the man machinist’s wages; Bush insisted he be hired as a consultant [Owens 1991, 24]. I never consciously taught this man any part of the subject of differential equations; but in building that machine, managing it, he learned what differential equations were himself … [it] was interesting to discuss the subject with him because he had learned the calculus in mechanical terms — a strange approach, and yet he understood it. That is, he did not understand it in any formal sense, he understood the fundamentals; he had it under his skin. (Bush 1970, 262 cited in Owens 1991, 24)
Learning is an act of creation. To understand something we must create mental and physical constructions. This is a creative process.
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autumm.edtech.fm autumm.edtech.fm
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Could a learning environment have seasons
I'm really intrigued by this. Are there "seasons" in a course design? (We do talk about things being "hot" or "cooling down", of content "coming down in buckets"...) That's a season which teachers (and to an extent students) can control.
What about the seasons of a learner's life - and not just in terms of chronological age, but of life stages?
We know there are curricular "seasons" - again, in terms of heavy and light workload times, new student arrivals and graduations of students as they finish, faculty retirements - but do we address these as liminal times of our shared culture, or just as scheduling hassles?
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Ozaita, J., Baronchelli, A., & Sánchez, A. (2020). The emergence of segregation: From observable markers to group specific norms. ArXiv:2009.05354 [Physics, q-Bio]. http://arxiv.org/abs/2009.05354
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kopalniawiedzy.pl kopalniawiedzy.pl
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Autorzy najnowszych badań skupili się na języku i odkryli, że dzieci podczas przetwarzania języka mówionego używają obu półkul mózgu.
In comparison, almost all adults use only the left hemisphere of the brain
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journals.sagepub.com journals.sagepub.com
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Ludwig, V. U., Brown, K. W., & Brewer, J. A. (2020). Self-Regulation Without Force: Can Awareness Leverage Reward to Drive Behavior Change? Perspectives on Psychological Science, 1745691620931460. https://doi.org/10.1177/1745691620931460
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psyarxiv.com psyarxiv.com
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Yang, Scott Cheng-Hsin, Chirag Rank, Jake Alden Whritner, Olfa Nasraoui, and Patrick Shafto. ‘Unifying Recommendation and Active Learning for Information Filtering and Recommender Systems’. Preprint. PsyArXiv, 25 August 2020. https://doi.org/10.31234/osf.io/jqa83.
Tags
- is:preprint
- information filtering
- machine learning
- AI
- experimental approach
- predictive accuracy
- exploration-exploitation tradeoff
- lang:en
- cognitive science
- algorithms
- parameterized model
- artificial intelligence
- active learning
- computer science
- Internet
- recommender system
- recommendation accuracy
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artbreeder.com artbreeder.com
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rossier.usc.edu rossier.usc.edu
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An fMRI-based study of error-monitoring shows that students who are focused on monitoring their own learning process, rather than on getting right answers, learn better over time.
The study adds evidence that education focused on correctness is less beneficial to education focused on deeply engaging with content
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www.nytimes.com www.nytimes.com
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Barrett, L. F. (2020, July 8). Opinion | College Courses Online Are Disappointing. Here’s How to Fix Them. The New York Times. https://www.nytimes.com/2020/07/08/opinion/college-reopening-online-classes.html
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www.psychologicalscience.org www.psychologicalscience.org
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Nunes, L., & Writer, A. S. (2020). Working Around the Distance. APS Observer, 33(7). https://www.psychologicalscience.org/observer/covid-19-remote-learning-teaching-research
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- Aug 2020
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www.bbc.co.uk www.bbc.co.uk
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Sellgren, K. (2020, August 5). Schools “should be first to open, last to close.” BBC News. https://www.bbc.com/news/education-53650648
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psyarxiv.com psyarxiv.com
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Usher, E., Golding, J. M., Han, J., Griffiths, C. S., McGavran, M. B., Brown, C. S., Sheehan, E. A. (2020). Psychology Students’ Motivation and Learning in Response to the Shift to Remote Instruction During COVID-19. [Preprint]. PsyArXiv. 10.31234/osf.io/xwhpm
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pragmaticpineapple.com pragmaticpineapple.com
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If you are a senior, try talking to a junior or someone less experienced than you. Many companies are running what is called ”reverse mentoring” programs where juniors coach senior members of a company. Senior’s experience is traded for a fresh perspective from a junior. You’d be amazed at how much you could learn and share.
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Moya, C., Cruz y Celis Peniche, P. D., Kline, M. A., & Smaldino, P. (2020). Dynamics of Behavior Change in the COVID World [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/kxajh
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osf.io osf.io
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Bol, T. (2020). Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. https://doi.org/10.31235/osf.io/hf32q
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psyarxiv.com psyarxiv.com
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Hull, T., Levine, J., Bantilan, N., Desai, A., & Majumder, M. S. (2020, August 13). Digital phenotyping of complex psychological responses to the COVID-19 pandemic. https://doi.org/10.31234/osf.io/qtrpf
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www.nber.org www.nber.org
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Augenblick, N., Kolstad, J. T., Obermeyer, Z., & Wang, A. (2020). Group Testing in a Pandemic: The Role of Frequent Testing, Correlated Risk, and Machine Learning (Working Paper No. 27457; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27457
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twitter.com twitter.com
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Patrick De Oliveira on Twitter: “After planning to bring back half of its students to campus in the Fall, Princeton is now deciding to go fully remote. ‘We cannot provide a genuinely meaningful on-campus experience for our students this fall in a manner that is respectful of public health concerns’” / Twitter. (n.d.). Twitter. Retrieved August 10, 2020, from https://twitter.com/PLSOliveira/status/1291829645600579585
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psyarxiv.com psyarxiv.com
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Whiting, Sue, Sam Wass, Simon Green, and Michael Thomas. ‘Stress and Learning in Pupils: Neuroscience Evidence and Its Relevance for Teachers’. Preprint. PsyArXiv, 4 August 2020. https://doi.org/10.31234/osf.io/9j24a.
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hyperlink.academy hyperlink.academy
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Course as generative learning event
when Rangle first started to rally around redux - it did feel like a generative learning event
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What is a "course"? And more importantly: what more can a course be?
I like this framing, as something that I've been thinking for awhile is that when it comes to teaching/education - people are too caught up in an old style of education and are trying to copy-paste the classroom setting into the online world.
While some K-12 education seems to be adapting a bit faster, higher education still feels a little stuck.
Bootcamps are a little different, but gaps still exist --- got thinking about this also when talking with Sam recently
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www.nber.org www.nber.org
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Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2020). Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time (Working Paper No. 27555; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27555
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covid-19.iza.org covid-19.iza.org
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Work That Can Be Done from Home: Evidence on Variation within and across Occupations and Industries. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 4, 2020, from https://covid-19.iza.org/publications/dp13374/
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covid-19.iza.org covid-19.iza.org
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Fathers Matter: Intra-Household Responsibilities and Children’s Wellbeing during the COVID-19 Lockdown in Italy. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 27, 2020, from https://covid-19.iza.org/publications/dp13519/
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www.youtube.com www.youtube.com
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*Game star mechanic
- Creativity is expressed via making video games online
- problem solving skills increase
- comments-feedback
- constructive criticism needed
- teachers need to be constructive in terms of feedback How does this change as school has become more online?
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www.youtube.com www.youtube.com
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Student interests i.e HP Alliance, influence how to participate and change society.
- students change moby dick
- guess Sound of Thunder ending (9th grade)
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www.youtube.com www.youtube.com
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- friendship driven participation-hanging with friends online
- messing around-creative, geeky, interest driven, develop sophisticated forms of media literacy
- think critically about privacy and identity
- generational gap in online use and activities How will this be addressed in our technologically influenced world? How can teachers reach out to the friendship and messing around groups of students? What does it mean to participate in society?
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www.youtube.com www.youtube.com
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In creating online content, creativity is often influenced from other sources. Then the question is not only what is creativity but also what is originality? What does this say about copyright infringement in terms of digital property? What does this say about patent law?
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www.youtube.com www.youtube.com
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I like how the technology and collaborative aspects are being used to relate the issue of homelessness not only to the past events but also the issues facing their community on both a local and personal level.
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wiobyrne.com wiobyrne.com
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Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product
Nothing is ever finished on the internet
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our understanding of construction and creation needs to be broad enough to allow for change in the future.
the internet is constantly changing everyday as more information is uploaded daily. Nothing is ever finished being constructed
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The ideas and concepts in all of this work does overlap sometimes…and students and teachers should feel empowered to move in, out, and between all of the concepts. Working online is a fluid experience which calls for flexible learners.
This is very true as flexibility is needed in the classroom.
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. In order to fill the void I would see concerning the creativity, composition, and design skills students need…we have been developing online content construction (OCC)
This is especially important as technology integration in the classroom has become critical under our current situation.
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jasp-stats.org jasp-stats.org
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Introducing JASP 0.11: The Machine Learning Module. (2019, September 24). JASP - Free and User-Friendly Statistical Software. https://jasp-stats.org/2019/09/24/introducing-jasp-0-11-the-machine-learning-module/
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- Jul 2020
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akkshaya.blog akkshaya.blog
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the market size: the global note-taking management software market is estimated to reach $1.35 billion by 2026, growing at a CAGR of 5.32% from 2019 to 2026greater scope for innovation: eg., be it creating a task list, a roadmap, or a design repository, Notion can handle it alllack of satisfaction: it’s noted that people always use a combination of note-taking apps and hardly stick to one for a long time
Three reasons why we constantly see more note-taking apps, which in return increase our paradox of choice
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nesslabs.com nesslabs.com
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if you’re looking for a tool to increase your metacognition, try Roam Research.
Roam Research is one of the tool suggestions to improve your metacognition
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Metacognition, put simply, is “thinking about thinking” or “knowing about knowing.” It’s being aware of your own awareness so you can determine the best strategies for learning and problem-solving, as well as when to apply them. The word “metacognition” literally means “above cognition”—it’s one of the most powerful forms of self-monitoring and self-regulation. It’s a fancy word for something fairly simple once you break it down.
Metacognition
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www.youtube.com www.youtube.com
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Middle School Project: Public Art
STEAM!!!! Google Maps walking tour, kinetic sculpture to install Teacher Planning Session, connecting learning
Existing art that students are studying in history Click on art and information they have found about it comes up Applies to real-world--their community Writing proposals for installation of their works of public art
No "paint by numbers"
Let students explore the process! The products will be so creative--things you have not even thought about
"Science fair" or "expo" of ideas
Students taking ownership of ideas
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smile.amazon.com smile.amazon.com
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www.profgalloway.com www.profgalloway.com
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Galloway, S. (n.d.). NYU professor Scott Galloway predicts hundreds of universities will shutter, possibly for good, if they reopen in the fall. Business Insider. Retrieved July 20, 2020, from https://www.businessinsider.com/scott-galloway-colleges-must-cut-costs-to-survive-covid-2020-7
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www.youtube.com www.youtube.com
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This model heavily reflects my ideas for my Unit Plan.
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How do you ensure that students could still properly comprehend information under the SAMR model, particular in relation to literacy.
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ineducation.ca ineducation.ca
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Instead of viewing plays as individual texts to be studied and examined, theatre knowledge building invites teachers and students to examine the work together, to question why the play was written, to understand the relationship between form and content, to see how the play fits within theatre history and the work of the playwright, and to ask how the play has been performed and what challenges it presents to other theatre workers.
Make it an open-ended question that leads to conversation between students
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prism.ucalgary.ca prism.ucalgary.ca
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Engaging students in a three-month long project where they create their own short plays with the guidance of a workingplaywright, this festival not only allows students from St. Sylvester to explore playwriting, but to do so in collaboration with another class at a nearby Member School, St. Henry.
Way to collaborate with places outside of the school
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For example, in November 2014, the Grade 3/4 class at at St. Sylvester participated in a learning project devoted to set and costume design in connection with the theatre’s production of James and the Giant Peach
Teaching design to students, can this be a collaborative project with people from multiple locations?
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www.edutopia.org www.edutopia.org
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are grouped intentionally to provide a mix of skill levels,
Zone of Proximal Development -Vygotsky; by mixing skill levels, students at a lower skill will learn from those at a higher skill; those at a higher skill will better understand the process/concept by helping teach those at lower skills
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www.edutopia.org www.edutopia.org
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Encouraging students to reach out to one another to solve problems not only builds collaboration skills but leads to deeper learning and understanding.
Students can teach one another--assessment of understanding Asking each other questions before asking the teacher
Group work empowers a student's cultivation of resilience
Creates habits of mind
Going over homework in groups, if no resolution to a problem, talk about it as a class, asking groupmates to help (and they are helpful--how do you inspire helpful intentions?)
Classwork harder than homework--need to talk to one another to solve problems
Talk about problems before taking pencil to paper
Can you see one another; check ego at door; be willing to take risks; throw out ideas even if not fully formed, others can add to it
Different roles to fill: discussion: scribe, mapper, moderator
How did you do? Encourage quieter students to engage, have peers help them out somehow
Respect individual, celebrate small victories
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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opportunities for mastery of specialist language and practices.
Opportunities for mastery in a safe, non-graded space
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xperiences invite participation and provide many different ways for individuals and groups to contribute.
Participatory: web literacy
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Digital and net-worked media offer new ways of expanding the reach and accessibility of connected learning so it is not just privileged youth who have these opportunities.
So many online communities to choose from, but as of yet do not discuss the safety/privacy/security of connecting with these online communities
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learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.
Definition of connected learning
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Clarissa
Clarissa's interest in fan fiction led to her joining a supportive online community where they participated in editing and revising (changing to make better versions of writers) and gave her the opportunity to get accepted to Chapman and Emerson
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osf.io osf.io
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Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3
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www.youtube.com www.youtube.com
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Motivating Learners
Trajectory vs. fixed point Idea of play, how do we play with current knowledge/tech? Learners look at how can change what they are doing in order to make it better, constantly looking at change and able to embrace change Find communities of doers in what you are interested in Teach how to join Tinkering brings thought and action together
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www.youtube.com www.youtube.com
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Using Facebook Ad Library | Webinar with Maddy Webb and Laura Garcia. (2020, May 22). First Draft. https://www.youtube.com/watch?v=YuzUr0V_fEk&feature=emb_logo
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clalliance.org clalliance.org
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Connected Learning in Teaching Practice
Great resource to put into practice!
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clalliance.org clalliance.org
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They do this by being sponsors of what youth are genuinely interested in — recognizing diverse interests and providing mentorship, space, and other resources.
Find what students are interested in, give them the resources to find supportive groups and opportunities to explore those interests!
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Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity
Yes! A goal of mine as an educator is to help students become life long learners. I believe that by teaching to students' interests, we can help develop that love! I like the ideas about relationships as support and opportunities that come as a result.
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Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
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github.com github.com
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Determine if who is using my computer is me by training a ML model with data of how I use my computer. This is a project for the Intrusion Detection Systems course at Columbia University.
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twitter.com twitter.com
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Interesting reaction from the parent over how her son is using tech. Is it Cheating? How does this affect our future classrooms as more and more materials are headed online and from home over print.
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www.writingforums.org www.writingforums.org
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reading a thesaurus is pretty much a bad way to improve any writing skill
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www.youtube.com www.youtube.com
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Virtual MLSS 2020 (Opening Remarks). (2020, June 29). https://www.youtube.com/watch?v=8staJlMbAig
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osf.io osf.io
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Weeden, K. A., & Cornwell, B. (2020). The Small World Network of College Classes: Implications for Epidemic Spread on a University Campus [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/n5gw4
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www.youtube.com www.youtube.com
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BPS. (n.d.) Clinical Psychology. YouTube. http://www.youtube.com/playlist?list=PLCkLQOAPOtT1s_9-JoYjXQz5qgNcsT_Ii
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www.youtube.com www.youtube.com
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Division 15 Sponsored Webinar: Dr. Daniel Willingham on “Truthiness” in Educational Psychology. (2020, May 20). https://www.youtube.com/watch?v=XQTHp2vdSSk&feature=youtu.be
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nabeelqu.co nabeelqu.conabeelqu6
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(This is why writing is important. It’s harder to fool yourself that you understand something when you sit down to write about it and it comes out all disjointed and confused. Writing forces clarity.)
This is why I like to repeat that writing shapes your understanding of the topic
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(This is why writing is important. It’s harder to fool yourself that you understand something when you sit down to write about it and it comes out all disjointed and confused. Writing forces clarity.)
This is why I like to repeat that writing shapes your understanding of the topic
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One component of it is energy: thinking hard takes effort, and it’s much easier to just stop at an answer that seems to make sense, than to pursue everything that you don’t quite get down an endless, and rapidly proliferating, series of rabbit holes.
To think in an intelligent way, you need to take effort (energy)
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What this means is that you can internalize good intellectual habits that, in effect, “increase your intelligence”. ‘Intelligence’ is not fixed.
Fix your intelligence with the right habits
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Intelligent people simply aren’t willing to accept answers that they don’t understand — no matter how many other people try to convince them of it, or how many other people believe it, if they aren’t able to convince them selves of it, they won’t accept it.
Question authority
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The smartest person I’ve ever known had a habit that, as a teenager, I found striking. After he’d prove a theorem, or solve a problem, he’d go back and continue thinking about the problem and try to figure out different proofs of the same thing. Sometimes he’d spend hours on a problem he’d already solved.
Take your time and ponder
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Kizilcec. F. R., Reich. J., Yeomans. M., Dann, C., Brunskill, E., Lopez. G., Turkay., S., Williams, J. J., Tingley. D., (2020) Scaling up behavioral science interventions in online education. PNAS. Retrieved from https://www.pnas.org/content/117/26/14900.short?rss=1
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Jena, P. K. (2020). Challenges and Opportunities created by Covid-19 for ODL: A case study of IGNOU [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jy2td
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Jena, P. K. (2020). Impact of Covid-19 on Higher Education in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jg8fr
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er.educause.edu er.educause.edu
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digitally mediated networked learning
It's interesting to make this distinction. While I recognize that networked learning pre-dates the rise of the web, I suspect many students and educators would equate "network" with "the internet" at this point (and the internet means "Web 2.0" - that is, a collaborative space where the user/creator distinction is blurred).
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osf.io osf.io
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Shama, S., & Ikbal, J. (2020). EDUCATION DURING A PANDEMIC: A feasibility study of online classes in Bangladesh to counteract potential study gaps caused by COVID-19 related lockdowns [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/p6mws
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shankardevy.com shankardevy.com
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www.cultofpedagogy.com www.cultofpedagogy.com
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1. The first weeks of school should be devoted to community building and digital competency.
This article gives a good insight into how we can use tech in the current circumstances we are in
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svelte.dev svelte.devSvelte1
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Each tutorial chapter will have a 'Show me' button that you can click if you get stuck following the instructions. Try not to rely on it too much; you will learn faster by figuring out where to put each suggested code block and manually typing it in to the editor.
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www.literacyworldwide.org www.literacyworldwide.org
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Think of the use of social media during the Arab Spring. People used social media in a way that went far beyond knowing how to click and deep into civic uses and navigating ways to communicate with others under the radar of a communication-hindering government. It was a way of both encouraging one another to remain critical and supporting one another through adversity in creative ways.
This example shows the importance of technology and social media not only within the classroom, but also in the real world in how events are interpreted and analyzed. This is a very crucial skill in teaching humanities related courses such as ELA and Social Studies. In particular, social media can encourage students to be more thoughtful about the origin and biases of a particular source.
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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Teachers must have access to high-quality UbD curriculum materials. Weak or flawed examples convey the wrong idea of what UbD curriculum should look like, and teachers who use imperfect resources
How do we ensure that all schools obtain high-quality UbD curriculum materials?
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This, too, is false. Indeed, the data from released national tests show conclusively that the students have the most difficulty with those items that require understanding and transfer, not recall or recognition.
This can possibly be due to the mentality of "Teaching to the test" where teachers focus on having students memorize rather than analyze information to prepare them for standardized testing.
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nabeelqu.co nabeelqu.conabeelqu1
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The lessons you learn from chess are generalizable only at a high level (e.g. a bad plan is better than no plan). But if you have games that are (a) fun and (b) accurate for some aspects of reality, such as KSP or Factorio, you do get learning that is real and transferable. The challenge is in making games that satisfy both constraints.
Chess to be a good educator misses the accuracy for some aspects of reality
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www.cs.cornell.edu www.cs.cornell.edu
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Our membership inference attack exploits the observationthat machine learning models often behave differently on thedata that they were trained on versus the data that they “see”for the first time.
How well would this work on some of the more recent zero-shot models?
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www.nytimes.com www.nytimes.com
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Hubler, S. (2020, June 28). ‘We Could Be Feeling This for the Next Decade’: Virus Hits College Towns. The New York Times. https://www.nytimes.com/2020/06/28/us/coronavirus-college-towns.html
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veekaybee.github.io veekaybee.github.io
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data leakage (data from outside of your test set making it back into your test set and biasing the results)
This sounds like the inverse of “snooping”, where information about the test data is inadvertently built into the model.
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psyarxiv.com psyarxiv.com
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Händel, M., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., & Ziegler, A. (2020). Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5ngm9
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Shah, C., Dehmamy, N., Perra, N., Chinazzi, M., Barabási, A.-L., Vespignani, A., & Yu, R. (2020). Finding Patient Zero: Learning Contagion Source with Graph Neural Networks. ArXiv:2006.11913 [Cs]. http://arxiv.org/abs/2006.11913
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- Jun 2020
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Mandalaywala, T. M., & Rhodes, M. (2020). Gender stereotypes about leadership in early childhood. https://doi.org/10.31234/osf.io/ytsbn
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www.politico.com www.politico.com
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‘It’s just way too much to take on’: School systems struggle with the politics of reopening. (n.d.). POLITICO. Retrieved June 28, 2020, from https://www.politico.com/news/2020/06/17/reopening-schools-coronavirus-327020
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www.aconventional.com www.aconventional.com
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There really are only two things you can do: you can present a challenge (which will drive learning), or you can provide resources that people can pull on when they are challenged. A resource can be a map, a person, Google, a checklist, a video, a guide…
Thinking about how this applies to library instruction. We're limited in our ability to present challenges - that is up to the course instructor - and so we mostly provide resources. We need to reach out to the instructors to get them to put learning challenges in front of students
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nabeelqu.co nabeelqu.conabeelqu4
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So it makes sense that video games would be the primary educational environment of the future: they are the best way we have of (a) creating simulations of reality (b) with fast feedback loops (c) accessible at low cost.
Games as the future of learning
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Video games will become a core component of education. This sounds absurd, but consider that simulations are already used widely for learning
- Kerbal Space Program
- Flight simulators
- Factorio
- Programming environments
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When you understand something very well it’s almost as though you can play around with it using all your senses — touch, feeling, space.
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The fundamental principle of education is to give students an environment, and tools, where they can make discoveries themselves. This requires space, and time, and autonomy.
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twitter.com twitter.com
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Amy Perfors on Twitter: “I’ve been having a difficult time lately — partly because of [insert frantic gesturing at the state of the world], partly personal — but one thing has been a real bright light for me in the last few months. I think it has some broader lessons that might give some hope, so THREAD” / Twitter. (n.d.). Twitter. Retrieved June 26, 2020, from https://twitter.com/amyperfors/status/1275931919897595904
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Ben-David, S. (2018). Clustering—What Both Theoreticians and Practitioners are Doing Wrong. ArXiv:1805.08838 [Cs, Stat]. http://arxiv.org/abs/1805.08838
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psyarxiv.com psyarxiv.com
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Minocher, R., Atmaca, S., Bavero, C., McElreath, R., & Beheim, B. (2020, June 24). Reproducibility of social learning research declines exponentially over 63 years of publication. https://doi.org/10.31234/osf.io/4nzc7
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blogs.lse.ac.uk blogs.lse.ac.uk
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Behavioural Economics on a Post-It. (2020, June 16). Impact of Social Sciences. https://blogs.lse.ac.uk/impactofsocialsciences/2020/06/16/behavioural-economics-on-a-post-it/
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www.sefaria.org www.sefaria.org
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There are four types among those who sit before the sages: a sponge, a funnel, a strainer and a sieve.A sponge, soaks up everything; A funnel, takes in at one end and lets out at the other; A strainer, which lets out the wine and retains the lees; A sieve, which lets out the coarse meal and retains the choice flour.
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There are four types of disciples: Quick to comprehend, and quick to forget: his gain disappears in his loss; Slow to comprehend, and slow to forget: his loss disappears in his gain; Quick to comprehend, and slow to forget: he is a wise man; Slow to comprehend, and quick to forget, this is an evil portion.
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www.researchgate.net www.researchgate.net
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Sharma, N., Uttrani, S., & Dutt, V. (2020, June 19). Modeling the Absence of Framing Effect in an Experience-based Covid-19 Disease Problem. 18th Annual Meeting of the International Conference on Cognitive Modelling. https://www.researchgate.net/publication/342313460_Modeling_the_Absence_of_Framing_Effect_in_an_Experience-based_Covid-19_Disease_Problem
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blogs.unicef.org blogs.unicef.org
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Can we count on parents to help their children learn at home? (2020, May 8). Evidence for Action. https://blogs.unicef.org/evidence-for-action/can-we-count-on-parents-to-help-their-children-learn-at-home/
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www.bruno-latour.fr www.bruno-latour.fr
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Latour, B. (2020 March 29). A little exercise to make sure that, after the virus crisis, things don't start again as they were before. Bruno-latour.fr. http://www.bruno-latour.fr/node/852.html
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royalsociety.org royalsociety.org
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DELVE group publishes evidence paper on the use of face masks in tackling Coronavirus (COVID-19) pandemic | Royal Society. (2020 May 04). https://royalsociety.org/news/2020/05/delve-group-publishes-evidence-paper-on-use-of-face-masks/
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- behavioral change
- physical distancing
- learning
- social distancing
- transmission reduction
- lang:en
- Data Evaluation and Learning for Viral Epidemics
- infection
- Royal Society
- management
- public health
- policy
- evidence
- COVID-19
- droplet
- face mask
- publication
- SAGE
- DELVE
- is:webpage
- asymptomatic
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www.facultyfocus.com www.facultyfocus.com
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Here are a few recommendations for designing a Faculty Learning Community centered around new technologies: Evolving Outcomes: Begin with clear outcomes for the community, and ask faculty to articulate their own project objectives in their applications for participation. However, keep in mind that there is an inherent openness to this process. Rework project outcomes as needed and provide progress updates at the beginning of each meeting. Multi-channel Communication: Include multiple types of interactions throughout the term to meet the many needs of participating faculty. Allow the participants to design the format of their face-to-face group meetings. Then supplement these scheduled sessions with one-on-one design meetings, online communications, self-help resources, and triage sessions. Campus Partners: Use the participant applications to imagine what types of support the faculty might need, and identify the people on campus best able to offer this support. Reach out to these campus partners in advance of the FLC, gauging their interest and availability to offer demonstrations, create online learning tools, purchase technologies, or meet with faculty one-on-one. Community Building: Remember that this is a community, and build it as such: work to develop a good rapport among participants; listen deeply to each participants’ goals; learn about disciplines outside of one’s own; require a certain level of participation; and bring drinks and food. Good learning environments tend to blend the formal and informal, supplementing expectations and plans with the free flowing nature of discussion and discovery.
I am especially interested in the "Evolving Outcomes" mentioned. How do we go about articulating initial outcomes for an FLC at my organization?
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FLCs are extended gatherings (typically a semester or more) in which participants organize around a clear objective but in an informal structure. Perhaps most importantly, the FLC itself is a process that develops as the group proceeds. The community members work together to direct the shape of the experience. This design engenders ownership (Cox & Richlin, 2011; Moore & Hicks 2014) in the project without requiring the faculty to become technical experts—ownership that promotes sustainable success.
Very brief definition of faculty learning community.
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Building Faculty Learning Communities: New Directions for Teaching and Learning, Number 97, edited by Milton D. Cox, and Laurie Richlin, John Wiley & Sons, Incorporated, 2011.
Check LSU Libraries for this resource?
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arxiv.org arxiv.org
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Velásquez, N., Leahy, R., Restrepo, N. J., Lupu, Y., Sear, R., Gabriel, N., Jha, O., Goldberg, B., & Johnson, N. F. (2020). Hate multiverse spreads malicious COVID-19 content online beyond individual platform control. ArXiv:2004.00673 [Nlin, Physics:Physics]. http://arxiv.org/abs/2004.00673
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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prioritize technology, for example, as these are easier elements to hook onto
In my campus's summer professional development, prep for next term's "remote learning," many colleagues are seeing this limitation. Tech is the sparkly thing, easy to focus on. We say "pedagogy before technology," but many are really focused on what tech to use, how to preserve as much of last year's f2f as possible, etc. Most of which isn't helping plan for fall classes.
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www.tutlane.com www.tutlane.com
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Android is an operating system based on Linux with a Java programming interface for mobile devices such as Smartphone (Touch Screen Devices who supports Android OS) as well for Tablets too.
Android is an operating system based on Linux with a Java programming interface for mobile devices such as Smartphone (Touch Screen Devices who supports Android OS) as well for Tablets too.
To learn more about android visit Android Tutorial
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www.tutlane.com www.tutlane.com
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Bootstrap is an open-source HTML, CSS, and JavaScript framework for building responsive and mobile-first applications on the web.
Bootstrap is an open-source HTML, CSS, and JavaScript framework for building responsive and mobile-first applications on the web. To learn more about bootstrap visit Bootstrap Tutorial
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www.tutlane.com www.tutlane.com
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LINQ means Language Integrated Query and it was introduced in .NET Framework 3.5 to query the data from different data sources such as collections, generics, XML Documents, ADO.NET Datasets, SQL, Web Service, etc. in C# and VB.NET.
LINQ means Language Integrated Query and it was introduced in .NET Framework 3.5 to query the data from different data sources such as collections, generics, XML Documents, ADO.NET Datasets, SQL, Web Service, etc. in C# and VB.NET. To learn more about LINQ visit LINQ Tutorial
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www.tutlane.com www.tutlane.com
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Visual Basic (VB) is an object-oriented programming language and that enables the developers to build a variety of secure and robust applications that run on the .NET Framework.
Visual Basic (VB) is an object-oriented programming language and that enables the developers to build a variety of secure and robust applications that run on the .NET Framework.
To learn more about visual basic refer Visual Basic (VB.NET) Tutorial
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Murphy, C., Laurence, E., & Allard, A. (2020). Deep learning of stochastic contagion dynamics on complex networks. ArXiv:2006.05410 [Cond-Mat, Physics:Physics, Stat]. http://arxiv.org/abs/2006.05410
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www.alljapaneseallthetime.com www.alljapaneseallthetime.com
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DO NOT, DO NOT, DO NOT turn Japanese into work. Don’t turn it into “study”; don’t turn it into 勉強 (a word that refers to scholastic study in Japanese, but actually carries the rather negative meaning of “coercion” in Chinese). Just play at it. PLAY. That’s why I keep telling people: don’t make all these rules about what is and is not OK for you to do in Japanese, or how Gokusen is over-coloured by the argot of juvenile delinquents or watching Love Hina will make you talk like a girl — it doesn’t matter, you need to learn all that vocabulary in order to truly be proficient in Japanese anyway, so whatever you watch is fine — as long as you’re enjoying it right now. Write this on your liver: just because anything is OK to watch in Japanese, that doesn’t mean that everything is worth watching…to you that is. One person’s Star Trek is another person’s…well, I can’t imagine how any human being could fail to love Star Trek, but you get the idea.
If you want to learn something, make sure that you keep it in the realm of play. If you make it work, you will kill it.
This reminds me of Mark Sisson talking about incorporating play.
This also reminds me of the concept of Flow.
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eugeneyan.com eugeneyan.com
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Some free, digital Zettelkastens include zettelkasten.de, zettlr, and roamresearch. I use Roam.
One of the best solutions to implement Zettelkastens: Roam. However, in my case OneNote is doing fine. Maybe I can switch to Roam if I will start working on a specific research problem?
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The key is to make connections between ideas during note-taking, way before you need to review them for your work. This forces you to actively connect the dots (during note-taking) and lets you find relevant ideas with ease in future.
How Zettelkasten works:
- Write each idea you come across on a card.
- Link idea cards to other relevant idea cards (idea -> idea link).
- Sort cards into broader topic boxes (idea -> topic link)
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German sociologist Niklas Luhmann. One thing you should know about Luhmann—he was extremely productive. In his 40 years of research, he published more than 70 books and 500 scholarly articles. How did he do accomplish this? He credits it to his Zettelkasten which focuses on connections between notes.
To be super productive, Niklas Luhmann used to take notes relating to each other
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psyarxiv.com psyarxiv.com
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Košir, K., Dugonik, Š., Huskić, A., Gračner, J., Kokol, Z., & Krajnc, Ž. (2020). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/gj3e5
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www.ifs.org.uk www.ifs.org.uk
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Andrew, A., Cattan, S., Dias, M. C., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A. (2020, May 18). Learning during the lockdown: Real-time data on children’s experiences during home learning. https://doi.org/10.1920/BN.IFS.2020.BN0288
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psyarxiv.com psyarxiv.com
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Rahman, M. (2020, June 1). COVID-19 Public Sentiment Insights and Machine Learning for Tweets Classification. https://doi.org/10.31234/osf.io/sw2dn
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www.humblebundle.com www.humblebundle.com
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content Gray Hat Python
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Impractical Python Projects: Playful Programming Activities to Make You Smarter
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- May 2020
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www.architectmagazine.com www.architectmagazine.com
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author/carie-penabad. (2020, May 27). Carie Penabad: Architecture and the Great Confinement. Architect. https://www.architectmagazine.com/practice/carie-penabad-architecture-and-the-great-confinement_o
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Lanovaz, M., & Turgeon, S. (2020). Tutorial: Applying Machine Learning in Behavioral Research [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/9w6a3
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Radulescu, A., Holmes, K., & Niv, Y. (2020). On the convergent validity of risk sensitivity measures [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/qdhx4
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psyarxiv.com psyarxiv.com
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Hertz, U. (2020). Cognitive learning processes account for asymmetries in adaptations to new social norms [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/7thku
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www.preprints.org www.preprints.org
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Samuel, J.; Ali, G.G.M.N.; Rahman, M.M.; Esawi, E.; Samuel, Y. COVID-19 Public Sentiment Insights and Machine Learning for Tweets Classification. Preprints 2020, 2020050015 (doi: 10.20944/preprints202005.0015.v1)
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psyarxiv.com psyarxiv.com
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Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez
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www.nature.com www.nature.com
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Zdeborová, L. (2020). Understanding deep learning is also a job for physicists. Nature Physics, 1–3. https://doi.org/10.1038/s41567-020-0929-2
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psyarxiv.com psyarxiv.com
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Donnellan, E., Sumeyye, Fastrich, G. M., & Murayama, K. (2020). How are Curiosity and Interest Different? Naïve Bayes Classification of People’s Naïve Belief. https://doi.org/10.31234/osf.io/697gk
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www.deeplearningbook.org www.deeplearningbook.org
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the network typically learns to useh(t)as a kind of lossysummary of the task-relevant aspects of the past sequence of inputs up tot
The hidden state h(t) is a high-level representation of whatever happened until time step t.
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Parameter sharingmakes it possible to extend and apply the model to examples of different forms(different lengths, here) and generalize across them. If we had separate parametersfor each value of the time index, we could not generalize to sequence lengths notseen during training, nor share statistical strength across different sequence lengthsand across different positions in time. Such sharing is particularly important whena specific piece of information can occur at multiple positions within the sequence.
RNN have the same parameters for each time step. This allows to generalize the inferred "meaning", even when it's inferred at different steps.
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expertsystem.com expertsystem.com
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Machine learning is an application of artificial intelligence (AI) that provides systems the ability to automatically learn and improve from experience without being explicitly programmed
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www.thelancet.com www.thelancet.com
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Schwalbe, N., & Wahl, B. (2020). Artificial intelligence and the future of global health. The Lancet, 395(10236), 1579–1586. https://doi.org/10.1016/S0140-6736(20)30226-9
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www.ft.com www.ft.com
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Multiple articles from Financial Times - Future of AI and Digital Healthcare
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www.nature.com www.nature.com
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Callaway, E. (2020). The race for coronavirus vaccines: A graphical guide. Nature, 580(7805), 576–577. https://doi.org/10.1038/d41586-020-01221-y
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www.washingtonpost.com www.washingtonpost.com
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Stevens, H. & Muyskens, J. (2020 May 14). See how experts use disease modeling to predict coronavirus cases after states reopen. Washington Post. https://www.washingtonpost.com/graphics/2020/health/disease-modeling-coronavirus-cases-reopening/
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ltcwrk.com ltcwrk.com
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Rather than having ideas floating around aimlessly in our heads, we’ll have a way to organize and categorize information so that it becomes interconnected and robust knowledge.
Syntonic learning is a term that made an impression on me. It means "it goes together with" and suggests that learning is made up of connections, such as connecting new ideas to old. That's why we need to start with something concrete, something we already understand well, before we can build upon it and learn more.
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edtechmagazine.com edtechmagazine.com
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Castelo, M. (2020 April 15). 4 Cyberhygiene Practices for Secure Remote Learning. EdTech. edtechmagazine.com/k12/article/2020/04/4-cyberhygiene-practices-secure-remote-learning
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theconversation.com theconversation.com
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Cohn, S. (2020 May 01). Face masks: What the Spanish flu can teach us about making them compulsory. The Conversation. http://theconversation.com/face-masks-what-the-spanish-flu-can-teach-us-about-making-them-compulsory-137648
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- learning
- USA
- lesson
- lang:en
- protest
- Spanish Flu
- shutdown
- is:news
- disobedience
- public health
- Alberta
- lockdown
- quarentine
- San Francisco
- New South Wales
- COVID-19
- face mask
- UK
- history
- influenza
Annotators
URL
theconversation.com/face-masks-what-the-spanish-flu-can-teach-us-about-making-them-compulsory-137648 -
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gitlab.com gitlab.com
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What I think we're lacking is proper tooling, or at least the knowledge of it. I don't know what most people use to write Git commits, but concepts like interactive staging, rebasing, squashing, and fixup commits are very daunting with Git on the CLI, unless you know really well what you're doing. We should do a better job at learning people how to use tools like Git Tower (to give just one example) to rewrite Git history, and to produce nice Git commits.
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about.gitlab.com about.gitlab.com
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Regardless of where you operate within the organization, your ability to self-search, self-learn, and self-service will undoubtedly impact your success at GitLab.
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about.gitlab.com about.gitlab.com
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We value results, transparency, sharing, freedom, efficiency, self-learning, frugality, collaboration, directness, kindness, diversity and inclusion, boring solutions, and quirkiness. If these values match your personality, work ethic, and personal goals, we encourage you to visit our primer to learn more. Open source is our culture, our way of life, our story, and what makes us truly unique.
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www.enchantingmarketing.com www.enchantingmarketing.com
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Studying the masters will help you understand how all copywriting elements fit together.
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blogs.sciences-po.fr blogs.sciences-po.fr
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Vincent Berger a insisté pour sa part sur l’impact du numérique à l’Université.
Vincent Berger présente les avantages de la pédagogie numérique en plusieurs arguments. Dans leur majorité ces arguments sont dialectiques Pro et épistémiques comparatifs car il s'agit pour l'auteur de défendre les bénéfices de l'enseignement en ligne contre le système éducatif classique en présentiel.
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www.youtube.com www.youtube.com
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What Do We Know and What Should We Be Teaching Others About Our Field. (2020 March 18). https://www.youtube.com/watch?v=ny-NAgYiYIs&feature=youtu.be&t=2920
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ai.googleblog.com ai.googleblog.com
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Tsitsulin, A. & Perozzi B. Understanding the Shape of Large-Scale Data. (2020 May 05). Google AI Blog. http://ai.googleblog.com/2020/05/understanding-shape-of-large-scale-data.html
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notes.andymatuschak.org notes.andymatuschak.org
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To successfully learn something new, people must evaluate their understanding, monitor for confusion or inconsistency, plan what to do next based on those observations, and coordinate that plan’s execution. This often falls under the category of “metacognition,” though prefer to unbundle its phenomena.
To learn something people need to use certain faculties that are often referred to as metacognition.
They need to evaluate their understanding, monitor for confusion or inconsistency, plan what to do next and coordinate that plan's execution.
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Pescetelli, N., Rutherford, A., Kao, A., & Rahwan, I. (2020). Pescetelli_et_al_Collective learning in news consumption. https://doi.org/10.31234/osf.io/w6nc5
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www.theguardian.com www.theguardian.com
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Davis, N. (2020, May 4). Report on face masks’ effectiveness for Covid-19 divides scientists. The Guardian. https://www.theguardian.com/world/2020/may/04/scientists-disagree-over-face-masks-effect-on-covid-19
Tags
- physical distancing
- social distancing
- transmission reduction
- pre-symptomatic
- protective mask
- concern
- lang:en
- Data Evaluation and Learning for Viral Epidemics
- is:news
- Royal Society
- effectiveness
- critical
- doubt
- protection
- evidence
- COVID-19
- medical equipment
- face mask
- expert
- Delve
- asymptomatic
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Pinto, S. F., & Ferreira, R. S. (2020). Analyzing course programmes using complex networks. ArXiv:2005.00906 [Physics]. http://arxiv.org/abs/2005.00906
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www.supermemo.com www.supermemo.com
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If knowledge of one item makes it harder to remember another item, we have a case of memory interference.
Memory interference - once it happens you need to detect it and eliminate
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Here again are the twenty rules of formulating knowledge.
- Do not learn if you do not understand
- Learn before you memorize - build the picture of the whole before you dismember it into simple items in SuperMemo. If the whole shows holes, review it again!
- Build upon the basics - never jump both feet into a complex manual because you may never see the end. Well remembered basics will help the remaining knowledge easily fit in
- Stick to the minimum information principle - if you continue forgetting an item, try to make it as simple as possible. If it does not help, see the remaining rules (cloze deletion, graphics, mnemonic techniques, converting sets into enumerations, etc.)
- Cloze deletion is easy and effective - completing a deleted word or phrase is not only an effective way of learning. Most of all, it greatly speeds up formulating knowledge and is highly recommended for beginners
- Use imagery - a picture is worth a thousand words
- Use mnemonic techniques - read about peg lists and mind maps. Study the books by Tony Buzan. Learn how to convert memories into funny pictures. You won't have problems with phone numbers and complex figures
- Graphic deletion is as good as cloze deletion - obstructing parts of a picture is great for learning anatomy, geography and more
- Avoid sets - larger sets are virtually un-memorizable unless you convert them into enumerations!
- Avoid enumerations - enumerations are also hard to remember but can be dealt with using cloze deletion
- Combat interference - even the simplest items can be completely intractable if they are similar to other items. Use examples, context cues, vivid illustrations, refer to emotions, and to your personal life
- Optimize wording - like you reduce mathematical equations, you can reduce complex sentences into smart, compact and enjoyable maxims
- Refer to other memories - building memories on other memories generates a coherent and hermetic structure that forgetting is less likely to affect. Build upon the basics and use planned redundancy to fill in the gaps
- Personalize and provide examples - personalization might be the most effective way of building upon other memories. Your personal life is a gold mine of facts and events to refer to. As long as you build a collection for yourself, use personalization richly to build upon well established memories
- Rely on emotional states - emotions are related to memories. If you learn a fact in the sate of sadness, you are more likely to recall it if when you are sad. Some memories can induce emotions and help you employ this property of the brain in remembering
- Context cues simplify wording - providing context is a way of simplifying memories, building upon earlier knowledge and avoiding interference
- Redundancy does not contradict minimum information principle - some forms of redundancy are welcome. There is little harm in memorizing the same fact as viewed from different angles. Passive and active approach is particularly practicable in learning word-pairs. Memorizing derivation steps in problem solving is a way towards boosting your intellectual powers!
- Provide sources - sources help you manage the learning process, updating your knowledge, judging its reliability, or importance
- Provide date stamping - time stamping is useful for volatile knowledge that changes in time
- Prioritize - effective learning is all about prioritizing. In incremental reading you can start from badly formulated knowledge and improve its shape as you proceed with learning (in proportion to the cost of inappropriate formulation). If need be, you can review pieces of knowledge again, split it into parts, reformulate, reprioritize, or delete.
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frequencylists.blogspot.com frequencylists.blogspot.com
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If you see a word and immediately check it's translation, you'll hardly memorize it at all. If you try your best to recall what the word means before checking the translation, the chances of memorization are much better. It is much easier to memorize a word's meaning when you know how to pronounce it corretly, so get it right.
2 important tips for learning languages:
- Before checking the translation, at least try to recall what the word means
- Know how to pronounce the word while trying to memorise it
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eshapard.github.io eshapard.github.io
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Somewhere between too hard and too easy, there’s a sweet-spot where reviews are challenging enough to hold your interest, but not so hard that it feels like torture. When the challenge of reviews is just right, you’ll actually get a sense of accomplishment and a little jolt of dopamine as you do them. Our brains actually enjoy challenges as long as they aren’t too hard or too easy. As I see it, this level of challenge is where you want to be.
The sweet spot is between 80 - 90% of right answers
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Researchers have found that reviews are more effective when they’re difficult. That is, if you have to work at remembering a card, it’ll have a stronger effect on your memory. The harder a review is, the more it boosts your memory. This is called “desirable difficulty” in the literature.
Desirable difficulty
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www.thelancet.com www.thelancet.com
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Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, S2352464220301097. https://doi.org/10.1016/S2352-4642(20)30109-7
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psyarxiv.com psyarxiv.com
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Lengersdorff, L., Wagner, I., & Lamm, C. (2020, April 20). When implicit prosociality trumps selfishness: the neural valuation system underpins more optimal choices when learning to avoid harm to others than to oneself. https://doi.org/10.31234/osf.io/q6psx
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psyarxiv.com psyarxiv.com
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Higbee, T. (2020, April 17). Mattson, Higbee, Aguilar, Nichols, Campbell, Nix, Reinert, Peck, and Lewis-Digital Materials Tutorial BAP. https://doi.org/10.31234/osf.io/9gwpj
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psyarxiv.com psyarxiv.com
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Barnby, J. M., Bell, V., Mehta, M., & Moutoussis, M. (2020, April 17). Reduction in social learning and policy uncertainty about intentional social threat underlies paranoia: evidence from modelling a modified serial dictator game. https://doi.org/10.31234/osf.io/jvx5y
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