for - question - neuroscience - efficacy of hybrid remote and live work environments

Annotated with RDA Tags: Working groups

22:30 Differing environments/context matters. So before giving tricks, hacks, etc. realise that you function within a different environment.

Historicity is a historical sibling to this: periods have different environments, and thus don't apply 1 on 1.

But we can still learn from other other people & periods?

• reduce perceived exertion (change positions) & reduce perceived effort (change places)
• main environment for (1) sitting (2) standing (3) walking
• standing set-up: motion board (& budget standing desk with books etc.)
• changing walking set-ups
• change working environments that are different from each other (for novelty)
• (1) three main environments to change positions (dip in energy/work is getting hard) (2) three additional environments to change places (when fatigue kicks in)
• take breaks that are "boring" (do nothing, stare at wall, break activities: stretching, breathing, meditating)

Natto https://natto.dev<br /> built by Paul Shen https://twitter.com/_paulshen

https://www.loom.com/share/a05f636661cb41628b9cb7061bd749ae

Synopsis: Maggie Delano looks at some of the affordances supplied by Tana (compared to Roam Research) in terms of providing better block-based user interface for note type creation, search, and filtering.

These sorts of tools and programmable note implementations remind me of Beatrice Webb's idea of scientific note taking or using her note cards like a database to sort and search for data to analyze it and create new results and insight.

It would seem that many of these note taking tools like Roam and Tana are using blocks and sub blocks as a means of defining atomic notes or database-like data in a way in which sub-blocks are linked to or "filed underneath" their parent blocks. In reality it would seem that they're still using a broadly defined index card type system as used in the late 1800s/early 1900s to implement a set up that otherwise would be a traditional database in the Microsoft Excel or MySQL sort of fashion, the major difference being that the user interface is cognitively easier to understand for most people.

These allow people to take a form of structured textual notes to which might be attached other smaller data or meta data chunks that can be easily searched, sorted, and filtered to allow for quicker or easier use.

Ostensibly from a mathematical (or set theoretic and even topological) point of view there should be a variety of one-to-one and onto relationships (some might even extend these to "links") between these sorts of notes and database representations such that one should be able to implement their note taking system in Excel or MySQL and do all of these sorts of things.

Cascading Idea Sheets or Cascading Idea Relationships

One might analogize these sorts of note taking interfaces to Cascading Style Sheets (CSS). While there is the perennial question about whether or not CSS is a programming language, if we presume that it is (and it is), then we can apply the same sorts of class, id, and inheritance structures to our notes and their meta data. Thus one could have an incredibly atomic word, phrase, or even number(s) which inherits a set of semantic relationships to those ideas which it sits below. These links and relationships then more clearly define and contextualize them with respect to other similar ideas that may be situated outside of or adjacent to them. Once one has done this then there is a variety of Boolean operations which might be applied to various similar sets and classes of ideas.

If one wanted to go an additional level of abstraction further, then one could apply the ideas of category theory to one's notes to generate new ideas and structures. This may allow using abstractions in one field of academic research to others much further afield.

The user interface then becomes the key differentiator when bringing these ideas to the masses. Developers and designers should be endeavoring to allow the power of complex searches, sorts, and filtering while minimizing the sorts of advanced search queries that an average person would be expected to execute for themselves while also allowing some reasonable flexibility in the sorts of ways that users might (most easily for them) add data and meta data to their ideas.

Jupyter programmable notebooks are of this sort, but do they have the same sort of hierarchical "card" type (or atomic note type) implementation?

https://www.youtube.com/watch?v=P2HegcwDRnU

Makes the argument that note taking is an information system, and if it is, then we can use the research from the corpus of information system (IS) theory to examine how to take better notes.

He looks at the Wang and Wang 2006 research and applies their framework of "complete, meaningful, unambiguous, and correct" dimensions of data quality to example note areas of study notes, project management notes (or to do lists) and recipes.

Looks at dimensions of data quality from Mahanti, 2019.

What is the difference between notes and annotations?

Here's some justification for the prior statement on equity, but it comes after instead of before. (see: https://hypothes.is/a/SHEFJjM6Ee2Gru-y0d_1lg)

While there is some foundation to the claim given, it would need more support. The sage on the stage may be becoming outmoded with other potential models, but removing it altogether does remove some pieces which may help to support neurodiverse learners who work better via oral transmission rather than using literate modes (eg. dyslexia).

Who is to say that it's "just" sage on the stage lecturing and regurgitation? Why couldn't these same analytical practices be aimed at lectures, interviews, or other oral modes of presentation which will occur during thesis research? (Think anthropology and sociology research which may have much more significant oral aspects.)

Certainly some of these methods can create new levels of agency on the part of the learner/researcher. Has anyone designed experiments to measure this sort of agency growth?

There doesn't seem to be any evidence in this paper to support this assertion.

Institutions may supply learning environments that facilitate social interaction and collaboration and assure effective support to students with technological difficulties. Technological difficulties can cause student frustration as well as communication problems, which hamper collaborative processes such as explanations, sharing answers, and negotiation (Ragoonaden & Bordeleau, 2000).

learn more about profiles; creating new profiles was new info

Explain the shit out of this one with tons of examples.

• https://hyp.is/ZHWETHDAEeuNGXcYXST5Ig/toraritte.github.io/saves/Nix-Package-Manager-Guide-Version-2.3.10.html

Rush, D. E., & Connolly, A. J. (2020). An Agile Framework for Teaching with Scrum in the IT Project Management Classroom. Journal of Information Systems Education, 3, 196.

Nygren, H., Nissinen, K., Hämäläinen, R., & Wever, B. (2019). Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments. British Journal of Educational Technology, 50(4), 1759–1770. https://doi.org/10.1111/bjet.12807

The evolving technological landscape in the digital era has a crucial influence on lifelong learning and the demand for problem‐solving skills. In this paper, we identify associations between formal, non‐formal and informal learning with sufficient problem‐solving skills in technology‐rich environments (TRE). We focus on adults' problem‐solving skills in TRE as a novel approach to investigate formal, non‐formal and informal learning based on data from the Programme for the International Assessment of Adult Competencies. This programme measured 16–64‐year‐old adults' proficiency in problem‐solving skills in TRE. The total sample size was 61 654 individuals from 13 European countries. Our results clearly indicate that the skill levels of more than 50% of adults aged 16–64 years old seem to be insufficient to cope effectively in TRE. The findings suggest that the learning ecologies of adults are a combination of formal, non‐formal and informal learning activities. The overall level of problem‐solving skills in TRE was higher among individuals who indicated that they have participated either formal or non‐formal learning activities, compared to those who have not. However, interestingly, the association between formal learning and problem‐solving skills in TRE was not major. Instead, our results clearly indicate that informal learning seems to be highly associated with sufficient problem‐solving skills in TRE. In practice, we outline those formal, non‐formal and informal learning activities that adults perform when applying the skills in TRE. By recognising these activities undertaken by sufficient problem solvers, we can promote lifelong learning skills. Our findings can also be used as a starting point for future studies on lifelong learning.

https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=tfh&AN=138139297&site=eds-live&scope=site&custid=uphoenix

Jo

This video is an experience in Kentucky(entire state) on how they integrated technology by using a KYAE Technology Consultant in their adult education programs.

The consultant uses the SAMR Model by Dr. Rueben Puentedura, which is Substitution, Augmentation, Modification, Redefinition, all to develop and use full technology in a new way to redefine and engage students and educators.

A large part of technology integration are using what students own devices. But, teacher's must engage this process, it actually starts with them. And the speaker is just asking them educators to start small using the technology with their students, not the old way of teacher, but the methods that they are endorsing across the state is using them together.<br> They also talk about using surveys with experiences from instructors and students to see how they are measuring up in the success of this integration program. for example, are teachers using smart boards or did they try them and go back to not using them and why.

The process for which measuring success and needs for improvements are rubrics, point surveys, and a three year goal with technology plan to a total technology integration. Overcoming hurdles of device and internet access is addressed as well.

I think that this hits on learning environments, adult learning, and a possible profession for educational technology students as it is from the perspective of a technology consultant. 9/10

defining personalized learning This link is included because there is a degree of research-based sources behind their comments. There is an easy to read graphic that succinctly characterizes personalized learning. It is written for someone who is beginning their understanding of this type of learning and plans to implement it at a future point. rating 3/5

This study reviewed the education of absolute illiterates globally. It was based on the creation of game-based learning (GBL) which provides a user-friendly learning platform with little cost and little intimidation for the learner. The research also identified 60% of the world's illiterate population residing in rural areas with little access to computers and educational centers. The GBL environments created real world environments that allow learners to practice real-life scenarios in familiar surroundings using 3-D technology. The study also adapted a English language program to meet the needs of various languages. The context of the game is a farmer and a wife then acquire items and count them in their native language. The numbers used in counting are spoken and the game produces the correlating number so the learner becomes familiar with the written form of the letter. In conclusion, the participants identified that the mobile learning was more beneficial than PC applications due to unreliable electrical service at home. The mobile system was also available on demand.and applied to participants real-life usage.

RATING: 10/10

Creating a conducive adult learning environment is an article directed to training nurses in a clinical setting, but it can also be applied to any other learning environment. It identifies the responsibilities of the preceptor (instructor) and the preceptee (learner) and the best means for parceling out duties to the learners.<br> The recommended process of assigning tasks to start with a single task and have the learner participate in parts of the medical procedure until the complete task has been practiced. The concept of repetition is also identified as an important tool for learning a given task. The task of correcting or counseling a student is also discussed. These principles are applicable to all learning situations and can be adapted to fit the specific area of training.

RATING: 10/10

Older adult preferences.is a dissertation preview that introduces the dissertation on preference of older adults to attend in person classes weekly for four to six hours.

The information gleaned from this study is significant for learning designers and course structure. The study also investigated the time and location of the study, and the class make up. This information also warrants further investigation when designing courses for these adults and the success of the program. The dissertation is of value to those who are specifically involved in designing programs for older adults.

RATING: 8/10

Spacing effect. of training explores the retention of learning over short and long intervals of learning, particularly in hybrid and distance learning.<br> The study was based on prior studies regarding training and retention and integrated data from the learning management system used by the participants. The study resulted in finding that smaller , more frequent learning over time appears to be more effective than the traditional presentation of mass learning. The study also concluded that much of the time participants spent in learning pertained to language acquisition of foreign language learners and/or new vocabulary.<br> It is also noted that the participants were engaged in learning to support workplace goals, which leads to highly motivated participants.

RATING 10/10

Difficult dialogues. Although this is only the preview of the dissertation, the discussion of the role of educators in preparing students to participate in the global marketplace requires understanding of how all individuals interact with divers cultural and social environments. Often discussing important topics and differing perspectives can alleviate fear and misunderstanding. It also serves as a springboard for further investigation.

The author identified the definitions used to conduct the research and the questions and methods employed in the study.

The comments that society is becoming increasingly complex and that good communication is necessary to interact with understanding truly impacts educators and students alike.

Andragogy US/Iraqi Dialog

This article reviews a longitudinal study of graduate students in a Master's degree program that collected both good and bad learning experiences. The comments collect from the participants resulted in themes that were repeated throughout all three years of comments. The comments were compiled to and reviewed to determine adult student perspectives on the learning process. The authors noted that their is a need to balance suppor of students with challenging students. This is a ground work of student perspective and requires further investigation to implement appropriate changes and then review student perspective after the changes.

Rating: 7/10

Identifies adult developmental learning needs. For many years, since 1911, Training at a machining company had been directed to specific tasks. After the company was sold to a new company, the education of employees changed from siloed task training to a atmosphere of learning and integrated team work. This shift in training also changed the culture of the company and built an atmosphere of one team, even across shifts and departments. This article points out how the change from task training to education that included theory of the task improved the decision making process of the employees that resulted in company improvements. Rating: 9/10

This is an article from 2002 that identified the emerging need of online, adult learners. One concept is the use of cognitive learning theory as tools for the online learning environment.<br> Several descriptors identified who the adult online student is, primarily adult working women with full time jobs and a family (often single head of household) who are trying to return to school to improve personal circumstances.

This article is a invitation to review the learning environment that was devised and determine if it met the needs of students then and what changes need to be implemented for today's students.

Rating 9/10

Throughout this article are several highlighted passages that combine to form this annotation.

This research study presents the idea that the social environment is a self-selected learning environment for adults. The idea of social prestige-bias learning is intriguing because it is derived from the student, not an institution nor instructor. The further idea of selecting whom to learn from based on prestige-bias also creates further questions that warrant a deeper understanding of the learner and the environment which s/he creates to gain knowledge.

Using a previously conducted experiment on success-based learning and learning due to environmental change, this research further included the ideal of social prestige-biased learning.self-selected by the learner.

In a study of 167 participants, three hypotheses were tested to see if learners would select individual learning, social learning, prestige-biased learning (also a social setting), or success-based learning. The experiment tested both an initial learning environment and a learning environment which experienced a change in the environment.

Surprisingly, some participants selected social prestige-biased learning and some success learning and the percentages in each category did not change after the environmental change occurred.

Questions that arise from the study:

• Does social prestige, or someone who is deemed prestigious, equate to a knowledgeable teacher?
• Does the social prestige-biased environment reflect wise choices?
• If the student does not know what s/he does not know, will the social prestige-bias result in selecting the better teacher, or just in selecting a more highly recognized teacher?
• Why did the environmental change have little impact on the selected learning environment?

REFERENCE: Atkinson, C., O’Brien, M.J., & Mesoudi, A. (2012). Adult learners in a novel environment use prestige-biased social learning. Evolutionary Psychology, 10(3), 519-537. Retrieved from (Prestige-biased Learning )

RATINGS content, 9/10 veracity, 8/10 easiness of use, 9/10 Overall Rating, 8.67/10