Reply to Hajo Bakker on LinkedIn

Hajo Bakker Exam vs. Test -- Een examinering moet veel vanafwegen en niet regulier gebeuren.

Een test (toets) mag vaker gebeuren, en moet weinig vanaf hangen... Geen ouders die straffen voor een laag cijfer (of cijfers afschaffen), geen adviezen die daarvanafhangen, etc.

Het doel van een toets is om je aan te geven wat je krachten en minder sterke punten zijn, dus waar je je op moet focussen met toekomst leren. Dit kan alleen op het moment dat je een toets nabespreekt en op individueel niveau. Klassikaal bespreken heeft vaak weinig nut.

Daarbij komt ook dat een student moet snappen WAAROM het helpt om na te bespreken, de wetenschap erachter. Op het moment dat je de waarom achter het hoe niet goed snapt heeft het hoe minder effect. (dit is waarom in het 4C/ID model ze in een scaffold beginnen met de laatste stap, waarin de informatie van voorgaande stappen is gegeven. Dit zodat als je de vorige stap gaat leren, je een beter idee hebt waar het uiteindelijk voor gebruikt gaat worden en je er dus een betere invulling aan kan geven.)

Semantische verschillen zijn vaak uiterst nuttig om complexe stof te begrijpen. Op het moment dat ze exact hetzelfde waren heeft het weinig nut om meerdere termen te hebben en zouden ze synoniem zijn.

"Exam" is geen synoniem van "test".

Genuanceerde verschillen zijn vaak nuttiger dan "umbrella terms" om goed te communiceren, als uiterst subliem wordt beargumenteerd in "Science of Memory: Concepts" van Roediger III et al.

Daarnaast komt uiteraard bij kijken dat neurocognitieve wetenschap een blauwdruk geeft voor hoe onze brein architectuur in elkaar zit (zie bijvoorbeeld John Sweller, Cognitive Load Theory 2011, en The Forgetting Machine, Rodrigo Quian Quiroga, 2017, Science of Memory: Concepts, Roediger et al., 2007, Ten Steps to Complex Learning, van Merriënboer, 2017).

Dit is universeel toepasbaar, afgezien van mensen met een cognitieve aandoening bijvoorbeeld, dit gaat dus over neurotypische breinen.

Leerstijlen zijn een mythe, wel hebben wij leervoorkeuren, maar door alleen in onze leervoorkeur te leren missen wij bepaalde informatie die cruciaal kan zijn voor beter begrip en meesterschap (mastery).

Beter is het om studietechnieken te gebruiken die overeenkomen met brein-architectuur en die onder te knie te krijgen.

Meer cognitieve belasting te gebruiken (zonder cognitieve overbelasting te veroorzaken). Als leren "makkelijk" voelt is het over het algemeen niet uitdagend genoeg en/of de techniek niet nuttig. Herlezen / samenvatten is simpel maar vrij inefficiënt. Het maken van een GRINDEmap voelt moeilijk maar is vele malen effectiever (zie ook the misinterpreted effort hypothesis).

Zoals Dr. Ahrens al zei: "The one who does the effort, does the learning."

Verder heb ik een heleboel ideëen voor een optimaal onderwijs dat zich aanpast aan het individu in plaats van aan het systeem, maar dit is een te complex en groot onderwerp om zo even hier neer te zetten.

Reply to Gertina Blanket on LinkedIn:

Jij legt in één klap uit datgene wat ik nooit goed heb begrepen uit de literatuur... Het verschil tussen interleaving en varied practice (die vaak als hetzelfde worden gebruikt in de "volksmond").

Het een gaat over verschillende hoeken kijken naar hetzelfde idee (varied practice) terwijl het ander gaat over verschillende maar soortgelijke ideëen (interleaving), bijvoorbeeld meerdere soorten wiskunde (algebra, trigonometrie, etc.).

Hierbij wil ik uiteraard wel zeggen dat blocked practice niet per se direct toegepast moet worden als het over automatisering gaat -- de cognitieve schemata moeten eerst goed gevormd zijn. Zie ook 4C/ID (Ten Steps to Complex Learning). Ofwel, eerst goede encoding + retrieval (Spaced Interleaved Retrieval, mindmapping, etc.) en dan focus op "drilling" / knowledge fluency.

Het sneller maken / automatiseren heeft geen enkel nut als het begrip er nog niet goed in zit. Dit moet geverifiëerd worden.

Kennis is natuurlijk ook erg interdisciplinair. Ik wordt er extreem blij van als ik een link leg tussen een boek over filosofie en efficiënt leren/onderwijs bijvoorbeeld.

Zo las ik ooit een boek over romeinse oratoren met een misleidende titel "How to Win an Argument" van Marcus Tullius Cicero, vertaald door James M. May, en hierin kwam ik tegen dat de oude Romeinen al door hadden dat LOGICA is wat het brein doet onthouden, en dit hoeft dus geen objective logica te zijn maar meer een correcte reflectie van hoe je eigen geest werkt en verbanden legt.

Dit is direct in lijn met wat ik weet van cognitieve leerpsychologie en mijn klein beetje kennis van neurowetenschap (waar ik dit jaar dieper in wil duiken).

Informatie in isolatie is nooit stevig, het moet zich vastklampen aan ankers en andere kennis (voorkennis eventueel), en de lerende (niet de onderwijzende) moet actief bezig zijn om deze verbanden te leggen.

Zoals ik wel vaker quote van Dr. Sönke Ahrens: "The one who does the effort does the learning."

Als ik een boek lees denk ik automatisch aan hoe ik dit kan relateren aan wat al in mijn second mind (Zettelkasten) zit. Ik denk niet meer linear, alleen maar non-linear. Standaard in verbanden.

Hier wat bronnen (impliciet) genoemd: - Cicero, M. T. (2016). How to win an argument: An ancient guide to the art of persuasion (J. M. May, Trans.). Princeton University Press. - Ahrens, S. (2017). How to take smart notes: One simple technique to boost writing, learning and thinking: for students, academics and nonfiction book writers. CreateSpace. - fast, sascha. (100 C.E., 45:02). English Translation of All Notes on Zettelkasten by Luhmann. Zettelkasten Method. https://zettelkasten.de/posts/luhmanns-zettel-translated/ - Luhmann, N. (1981a). Communicating with Slip Boxes (M. Kuehn, Trans.). 11. - Luhmann, N. (1981b). Kommunikation mit Zettelkästen. In H. Baier, H. M. Kepplinger, & K. Reumann (Eds.), Öffentliche Meinung und sozialer Wandel / Public Opinion and Social Change (pp. 222–228). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-322-87749-9_19 - Moeller, H.-G. (2012). The radical Luhmann. Columbia University Press. - Scheper, S. (2022). Antinet Zettelkasten: A Knowledge System That Will Turn You Into a Prolific Reader, Researcher and Writer. Greenlamp, LLC.

• Schmidt, J. F. K. (2016). Niklas Luhmann’s Card Index: Thinking Tool, Communication Partner, Publication Machine. In Forgetting Machines: Knowledge Management Evolution in Early Modern Europe (pp. 287–311). Brill. https://doi.org/10.1163/9789004325258_014
• Schmidt, J. F. K. (2018). Niklas Luhmann’s Card Index: The Fabrication of Serendipity. Sociologica, 12(1), Article 1. https://doi.org/10.6092/issn.1971-8853/8350

for - stats - health - eating bread - 9000 steps a day - to - step calculator - https://www.omnicalculator.com/sports/steps-to-km - approximately 7km walk each day

for - YouTube - health - diet - stats - health - 9000 steps a day - bread

for - rapid whole system change - steps in the reorganization phase - experiment with - new decentralized models of localized ownership and creation - global collaborative models of product design and technology development - transborder mechanisms of political cooperation - participatory economic structures - worldviews which recognize the symbiosis of human life with the earth - values which privilege human-planetary interconnection and mutual thriving over unlimited material consumption for its own sake

( ~ 6:25-end )

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

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

( ~ 5:00 )

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

Building a map...

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

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

for - authoritarian regime playbook - take gradual steps to degrade democracy - Trump given permission to perform anti-democratic actions that don't raise red flags

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

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

Another benefit of networking.

for - Mutant Futures steps

steps - Mutant Futures - 1. List the issues and themes that are important and meaningful to us. - 2. Explore the issue or theme through a deep time perspective. - 3. Organically emerge - a story of change that is - inspiring, - dramatic and - compelling - This is a story that helps us to make sense of - where we’ve come from and - where we want to go. - 4. Practice telling the story - 5. Determine what kinds of roles we want to play in this story of change. - Our narrative and the future(s) it contains might be calling forth new selves from us. - 6. Determine what - new - methods - techniques or - technologies - are being called forth from these narratives of change. - As we deconstruct outdated social constructs, we need to - imagine - prototype - build - new social constructs. - 7. Emerge the communities required to undertake this journey.

• for: steps towards a democracy collaborative

• description

  • two steps to form a democracy collaborative
    • more inclusive ownership
    • building the next system of capital

• THE PATHWAY TO EMERGENCE

  • Human viability depends on advancing Emergency action
  • in ways that facilitate Emergence of the
    • culture,
    • institutions,
    • technology, and
  • infrastructure
  • of an Ecological Civilization
  • guided by the maps of a 21st century eco-nomics.

• These are some action steps on the path to Emergence that follow from the Ubuntu Principle and its corollaries

  • Break up concentrations of corporate power, including private banks.
    • Restructure the individual pieces to support equitable, locally rooted participation in ownership.
    • Assure that every business is dedicated to and ultimately accountable for fulfilling a public purpose beneficial to the communities in which it does business. -Take democracy to the next level as a participatory process of community self-organization, not just a competitive voting contest between two or more candidates from opposing political parties funded by wealthy patrons. Replace GDP as the primary measure of economic performance with measures of the health and wellbeing of people, communities, and nature—giving priority to equality, material sufficiency, and spiritual abundance for all.
    • Eliminate financial speculation and free individuals, community businesses, and governments from perpetual debt bondage.
    • Transform our relationship to nature to restore and enhance its regenerative health and beauty as we learn to nurture ourselves in ways that nurture all.
    • Organize bioregionally defined political jurisdictions around urban hubs with strong rural-urban links that
      • seek to optimize regional environmental and labor self-reliance.
      • Eliminate inefficient land use by converting suburbs to rural-urban use.
    • Eliminate gas powered vehicles and redesign infrastructure
      • to minimize dependence on private cars in all but remote rural areas.
    • Minimize air travel by
      • vacationing locally within local rural-urban jurisdictions and
      • organize all but local meetings and conferences as web conferences.
    • Strengthen non-monetized relationships
      • between people and
      • between people and the lands and waters that sustain them.
    • Encourage responsible community-centric parenting and child development consistent with a just and prosperous future for all.
    • Invest in life sciences research advancing understanding of the organizing principles, structures, and processes of healthy living systems.
    • Accelerate
      • social innovation,
      • adaptation, and
      • learning by
        • nurturing cultural diversity and
        • removing intellectual property rights impediments to the free and open sharing of beneficial knowledge and technology. • Transform economics and management educa- tion to provide future leaders with the knowl- edge and skills needed to lead institutional transformation and the creation of resilient self-governing communities.
    • Organize material processes around
      • continuous circular flows and
      • minimize movement of
        • physical and
        • energy resources
          • both within and
        • between self-reliant bioregional communities

Definition of = schismogenesis

• Gregory Bateson defines this in his book Steps to an Ecology of Mind,
• defines schismogenesis as = a “creation of division.”
• The term derives from the Greek words σχίσμα skhisma, “cleft,” (borrowed into English as schism), and γένεσις genesis, “generation” or “creation.”
• Bateson claimed that we human beings define ourselves and each other through schismogenesis.

Religions are ever-evolving ideas and practices, and like rivers, which are broadly similar and recognizable even over spans of time, can never be practiced or experienced the same way twice.

I don't think it allows you to add steps other than the ones defined here.

A useful analogy here might be the idea of having a conversation with a text. Much the way you'd have dramatically different conversations with your family versus your friends, your teachers, or a stranger in line at the store, you'll approach each particular in a different way based on the various contexts in which both they exist and the contexts which you bring to them.

Shaping has four main steps that we will cover in the next four chapters.

1. Set boudaries. First we figure out how much time the raw idea is worth and how to define the problem.

2. Rough out the elements. Then comes the creative work of sketching a solution. We do this at a higher level of abstraction than wireframes in order to move fast and explore a wide enough range of possibilities. The output of this step is an idea that solves the problem with the appetite but without all the fine details worked out.

3. Address risks and rabbit holes. Once we think we have a solution, we take a hard look at it to find holes or unanswered questions that could trip up the team. We amend the solution, cut things out of it, or specify details at certain tricky spots to prevent the team from getting stuck or wasting time.

4. Write the pitch. Once we think we've shaped it enough to potentially bet on, we package it with a formal write-up called a pitch. The pitch summarizes the problem, constraints, solution, rabbit holes, and limitations. The pitch goes to the betting table for consideration. If the project gets chosen, the pitch can be reused at kick off to explain the project to the team.

Umberto Eco indicates that every work of art can be read in one of three ways: - moral, - allegorical - anagogical

Compare this to early Christianities which had various different readings of the scriptures.

Relate this also to the idea of Heraclitus and the not stepping into the same river twice as a viewer can view a work multiple times in different physical and personal contexts which will change their mood and interpretation of the work.

Should people be judged by statements made in their youth or decades prior? Shouldn't they be given some credit for changing over time and becoming better?

How can we as a society provide credit to people's changed contexts over time?

This can be related to Heraclitus' river.

Eligibility: You may apply to graduate as soon as you have

McConnell, J. (2020, June 11). COVID-19: The current situation and prospects for the UK and the world. Aga Khan Foundation. https://www.youtube.com/watch?v=6VK_2uCA76s