110 Matching Annotations
  1. Dec 2022
    1. https://austinkleon.com/2018/03/04/card-games/

      I'm reminded of early French use of playing cards for note taking here...

    2. Then I remembered a little card game I came up with to make jam sessions more interesting: Have each band member list 10 musical acts they’d like to play in Write each musical act on an index card Shuffle the cards, and, without revealing the cars, deal one to each band member. Keep the cards secret — the game is no fun if you can see the cards before you play. Just like any other jam session, it helps to pick a key and start with the rhythm. Everyone has to pretend like they’re playing in the act written on their card. Jam until it gets boring. At the end, everybody gets to guess which card each person was dealt. Repeat until you’re out of cards

      A game by Austin Kleon for making jam sessions less boring using cards.

      Inspired by Oblique Strategies and The Creative Tarot.

  2. Nov 2022
    1. Discussion-Based Active Learning Strategies

      There are several unique ways to foster a discussion within a class setting. Some of these include-

      • Small Group Discussions - three to eight people
      • Think-Pair-Share - individually or in pairs, then share to a large group
      • Large Group Discussions- group of students

      • Brainstorming - group of students

      All of these contribute to ideas being shared and analyzed by the individuals involved. This also helps to build great communication skills as well as team building skills.

    1. Donations

      To add some other intermediary services:

      To add a service for groups:

      To add a service that enables fans to support the creators directly and anonymously via microdonations or small donations by pre-charging their Coil account to spend on content streaming or tipping the creators' wallets via a layer containing JS script following the Interledger Protocol proposed to W3C:

      If you want to know more, head to Web Monetization or Community or Explainer

      Disclaimer: I am a recipient of a grant from the Interledger Foundation, so there would be a Conflict of Interest if I edited directly. Plus, sharing on Hypothesis allows other users to chime in.

    1. https://www.reddit.com/r/antinet/comments/z3f8kb/oblique_strategies_a_custom_zettelkasten_for/

      Brian Eno and Peter Schmidt published a card index of un-numbered and purposefully unordered ideas in 1975 as a tool for increasing creativity. They called it "Oblique Strategies". Each card contained an aphorism for helping one to reframe their approach to problems or questions they faced.

      Black box with cards containing aphorisms to help increase creativity. Photo by V&A Images from the David Bowie Archive.

      Wikipedia: https://en.wikipedia.org/wiki/Oblique_Strategies<br /> Canonical site with complete list of versions: http://www.rtqe.net/ObliqueStrategies/OSintro.html

      ZK practitioners might profitably have a subsection in their box with these strategies to help themselves randomly increase their own creativity while working either inside or outside of their boxes. Potentially useful for writing, music, art, etc.

    1. https://www.youtube.com/watch?v=pRc7MUybCsE

      Interview with BBC in which Brian Eno discusses the origin of his Oblique Strategies with Peter Schmidt.

    2. Changing the order in which you do things. —Brian Eno, Oblique Strategies

      This sounds like the sort of shift Walter Murch made in his sound editing by doing his first cut completely without sound. If you can't tell the story visually without sound the whole thing will fall apart. But you can use the sound, music, etc. to supplement, gild, and improve a picture.

    1. Austin Kleon made his own deck of Oblique Strategies by handwriting them onto the front of playing cards with black sharpie.

      Making my own Oblique Strategies deck. https://t.co/a1FpNifdLp pic.twitter.com/XsnRBt0GNW

      — Austin Kleon (@austinkleon) November 1, 2015
      <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>
    1. https://www.evernote.com/shard/s204/client/snv?noteGuid=5b7828b7-c4f9-4242-b62f-788eeb44c76e&noteKey=34f69bfeebbb6bca&sn=https%3A%2F%2Fwww.evernote.com%2Fshard%2Fs204%2Fsh%2F5b7828b7-c4f9-4242-b62f-788eeb44c76e%2F34f69bfeebbb6bca&title=Powerful%252C%2Bnon-judgmental%2Bquestions

      Powerful, non-judgmental questions

      • If you had to guess, what would have to be true for you to...?
      • If you did know...
      • (on tangent) ...and how does that relate to you?
      • What's not allowing you to...?
      • What prevents you from asking…?
      • Do you want to go into this?
      • What's your criteria for saying yes?
      • What would have you say yes?
      • What are the things we're lacking?
      • What's the scary question that you're not asking?
      • What are the qualities you want for [being, action, process, etc.]?
      • How would you behave if you were the best in the world at what you do?

      I'm starting a list of powerful, non-judgmental questions for coaching or just relationships in general. Here's the starting batch https://t.co/ktsYVxkQna pic.twitter.com/Dq1zQnWqAS

      — Tiago Forte (@fortelabs) January 15, 2019
      <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

      These questions and similar ones (work this out) could be interesting prompts to be included on a syllabus or as starts for an annotated syllabus. (eg: What do you want to get out of this class? What do you already know about these areas? How can we expand on what you know? What would you like to explore?, etc.)

  3. Sep 2022
    1. The rigidness and immobility of the note book pages, based on the papern stamp andimmobility of the individual notes, prevents quick and time-saving retrieval and applicationof the content and therefore proves the note book process to be inappropriate. The only tworeasons that this process is still commonly found in the studies of many is that firstly they donot know any better, and that secondly a total immersion into a very specialized field ofscientific research often makes information retrieval easier if not unnecessary.

      Just like Heyde indicated about the slip box note taking system with respect to traditional notebook based systems in 1931, one of the reasons we still aren't broadly using Heyde's system is that we "do not know any better". This is compounded with the fact that the computer revolution makes information retrieval much easier than it had been before. However there is such an information glut and limitations to search, particularly if it's stored in multiple places, that it may be advisable to go back to some of these older, well-tried methods.

      Link to ideas of "single source" of notes as opposed to multiple storage locations as is seen in social media spaces in the 2010-2020s.

    1. https://web.archive.org/web/20120122115952/http://pileofindexcards.org/blog/2006/10/13/one-pocket-rule/

      Noguchi Yukio had a "one pocket rule" which they first described in “「超」整理法 (cho seiri ho)”. The broad idea was to store everything in one place as a means of saving time by not needing to search in multiple repositories for the thing you were hunting for. Despite this advice the Noguchi Filing System didn't take complete advantage of this as one would likely have both a "home" and an "office" system, thus creating two pockets, a problem that exists in an analog world, but which can be mitigated in a digital one.

      The one pocket rule can be seen in the IndieWeb principles of owning all your own data on your own website and syndicating out from there. Your single website has the entire store of all your material which makes search much easier. You don't need to recall which platform (Twitter, Facebook, Instagram, et al.) you posted something on, you can save time and find the thing much more quickly by searching one place.


      This principle also applies to zettelkasten and commonplace books (well indexed), which allow you to find the data or information you put into them quickly and easily.

    1. In combination with SCA, CERICoffers freedom from the transmission model of learning, where theprofessor lectures and the students regurgitate. SCA can help buildlearning communities that increase students’ agency and power inconstructing knowledge, realizing something closer to a constructivistlearning ideal. Thus, SCA generates a unique opportunity to makeclassrooms more equitable by subverting the historicallymarginalizing higher education practices centered on the professor.

      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?

    2. Critical reading methods, such asCERIC, make hidden expectations of doctoral programs explicit.

      Are some of the critical reading methods they're framing here similar to or some of the type found at Project Zero (https://pz.harvard.edu/thinking-routines)?

    3. the Toulmin model isprominent for teaching evidence-based argumentation in manydisciplines (Osborne et al., 2004). The Toulmin model centers on thefactual basis for an argument, resulting claims, and counter-claims.

      The Tolumin model is an evidence based method of teaching argumentation.

    4. Another strategy improves criticalthinking skills using “think like a scientist” methods, such as theCREATE method that focuses on a learning sequence, Consider,Read, Elucidate hypotheses, Analyze and interpret data, Think of thenext Experiment (Gottesman & Hoskins, 2013; Hoskins et al., 2007;Kararo & McCartney, 2019)

      CREATE - Consider - Read - Elucidate hypotheses - Analyze and interpret data - Think of the next - Experiment

    5. One strategy researched inundergraduate education focuses on teaching undergraduatestudents how to navigate and understand primary literature: theEvaluating Scientific Research Literature (ESRL) method (Letchfordet al., 2017; Lie et al., 2016)

      Evaluating Scientific Research Literature (ESRL) is a method for teaching students how to navigate and understand primary literature. (typically undergraduates)

  4. Aug 2022
    1. After theactual note is written and the blueprints are removed, on each of the three cards one keywordis underlined with a pencil or a red pen so that each card can be placed inside the box basedon its underlined keyword

      This works, but I'm a bit disappointed at this advice/revelation...

    2. Many know from their own experience how uncontrollable and irretrievable the oftenvaluable notes and chains of thought are in note books and in the cabinets they are stored in

      Look at this lovely explicit phrase "chain of thought" here!

      This is not a well attested viewpoint from my research, but obviously happens, and Heyde calls out personal experience to underline his point.

      Where is he going to place the work of creating this chain of thought? Will it be at the "traditional" writing (arranging) part of the process, or will the chain be created as one goes a la Luhmann's ultimate practice?!

  5. Jul 2022
    1. the teacher should model the procedure for the learners, then worktogether with the learners on some items, then get the learners workingtogether in pairs and eventually working individuall

      [55] IMPORTANT 4 steps of training students with desired strategy.

  6. Jun 2022
    1. Interleaving is a learning technique that involves mixing together different topics or forms of practice, in order to facilitate learning. For example, if a student uses interleaving while preparing for an exam, they can mix up different types of questions, rather than study only one type of question at a time.Interleaving, which is sometimes referred to as mixed practice or varied practice, is contrasted with blocked practice (sometimes referred to as specific practice), which involves focusing on only a single topic or form of practice at a time.

      Interleaving (aka mixed practice or varied practice) is a learning strategy that involves mixing different topics, ideas, or forms of practice to improve outcomes as well as overall productivity. Its opposite and less effective strategy is blocking (or block study or specific practice) which focuses instead on working on limited topics or single forms of practice at the same time.


      This may be one of the values of of the Say Something In Welsh method which interleaves various new nouns and verbs as well as verb tenses in focused practice.

      Compare this with the block form which would instead focus on lists of nouns in a single session and then at a later time lists of verbs in a more rote fashion. Integrating things together in a broader variety requires more work, but is also much more productive in the long run.

    1. the research says is that students often

      the research says is that students often don't use the right learning strategy because they react negatively to effort in fact it even is so well demonstrated that it has its own name it's called the ==misinterpreted effort hypothesis== it says that students tend to see a learning strategy feel that it is more effortful more challenging and as a result they will veer away from that because they feel that that effort means that they're either doing it wrong or that the technique is bad they consider more effortful learning with being a bad thing

      Students will perceive learning strategies that require more effort and work on their part to be less productive in the long term, often when the opposite is the case. This phenomenon is known as the misinterpreted effort hypothesis.

      Link to: - research in Ahrens that rereading and reviewing over material seems easy, but isn't as effective as directly answering questions and performing the work to produce one's own answer. - https://www.sciencedirect.com/science/article/abs/pii/S0010028519302270

    1. the more effortful strategy is the one that often leads to more effective learning.

      The practice or learning strategy that seems to take the most work is probably the most effective.

    2. Well, for one, there was a clear preference for the blocked study schedule, with 68% of participants reporting that they would choose the blocked strategy to study for a test, while only 32% chose the interleaved strategy. Which is interesting, because the research on blocked vs. interleaved practice suggests that in many cases, interleaving is actually the more effective strategy (here’s a great summary of the research on interleaved practice, why and how it works, guidelines for use, and examples of times when blocked may be better).

      Interleaved practice methods are more effective learning strategies than block practice.

    3. the more effort they had to put into the study strategy, the less they felt they were learning.

      misinterpreted-effort hypothesis: the amount of effort one puts into studying is inversely proportional to how much one feels they learn.


      Is this why the Says Something In Welsh system works so well? Because it requires so much mental work and effort in short spans of time? Particularly in relation to Duolingo which seems easier?

    1. there is clear evidence that explicitly teaching reading strategies to students improves their overall academic performance, such instruction is often limited to developmental reading or study skills courses (Saxby 2017, 37-38).

      Teaching reading strategies to students improves their overall academic performance, but this instruction is often limited to developmental reading or study skills courses.

      ref: Saxby, Lori Eggers. “Efficacy of a College Reading Strategy Course: Comparative Study.” Journal of Developmental Education 40, no. 3 (2017): 36-38.

      Using Hypothes.is as a tool in a variety of courses can help to teach reading strategies and thereby improve students' overall academic performance.

    1. Successful seeding efforts are the result of proper seed handling, timing, and frequency. The seedingshould occur annually over a three to four-year period. Multi-year seedings allow for the seed bank toestablish and to cover variations in growing conditions between years. The outcome of a successful wildrice seeding and stand establishment may not be apparent until after five years from the initial seeding.Therefore, resource agencies involved in wild rice restoration should commit to working and maintaining arestored area for three to five years.

      Seeding over a 3-5 year period

    2. In areas with dense vegetation, especially cattails or floating mats, vegetation removal may be required toprepare a site for wild rice seeding. FdLNR has used different pieces of equipment to effectively removevegetation for wild rice restoration. The “cookie cutter” or “sedge mat cutter” has blades on the front thatcan effectively chop up vegetation. The removed vegetation is dispersed behind the boat. The aquaticplant harvester has blades that cut the vegetation and roots and collects the removed material at the backof the boat using a conveyor system (Figure 10). Removed material can then be transported to acollection area and disposed of on land. Both pieces of equipment effectively remove the existingvegetation and a significant portion of the root system so that other vegetation such as wild rice has theopportunity to grow. Vegetation removal typically occurs in the late summer or early fall prior to seedingand is effective for three to five years before it needs to be repeated. Because there is the potential foradditional handling of the removed vegetation, this option is slightly more expensive; however, the longerlasting effect and the ability to address cattail stands may make up for the increased cost.

      Floating mat + cattail removal strategy

    3. Vegetation reduction or vegetation removal is appropriate for sites where the vegetation component is theonly factor that needs to be manipulated prior to wild rice seeding, because the current water depth andsubstrate type are suitable for wild rice. In low potential areas, water depth and/or substrate may need tobe manipulated to make the site more suitable for wild rice establishment. Water depth should bebetween 0.5 and 3 feet with a gradual slope across the area. This range of depth with a gradual slopemay allow wild rice to respond to changing water levels across a several year period. For example, duringlow water periods, wild rice can have favorable habitat in the deeper areas and vice versa during a highwater period. When substrate manipulation is required, the focus should be on providing at least 6 inchesof a soft substrate, primarily silt and organic material, with a high nutrient content. Material for substratemanipulation could come from a terrestrial source outside of the estuary, or more likely it could result froma sediment removal (dredging) project within the estuary being completed as part of other habitatrestoration projects or navigational maintenance.

      Depth and substrate manipulation

  7. May 2022
    1. The indicative potential of demand-side strategies across all sectors to reduce emissions is 40-70%15by 2050 (high confidence)

      The focus on demand side reduction can play a major role in peaking emissions in the next few years. Among others Prof. Kevin Anderson has been vocal about the key role of demand side reduction in peaking emissions, as per his Ostrich or Phoenix presentations: https://youtu.be/mBtehlDpLlU

  8. Apr 2022
    1. For students, historical habits of mind constitute majorintellectual hurdles. Students see their professors' thoughts asfinished products, tidied up and packaged for publicpresentation in books, articles, and lectures

      This is where social annotation can be powerful, by making the habits of a reading mind visible, and open for discussion.

  9. Feb 2022
  10. Jul 2021
    1. Recommended Instructional Strategies Instructors can encourage ABE learners to become more strategic thinkers by helping them focus on the ways they process information. Self-questioning, reflective journal writing, and discussing their thought processes with other learners are among the ways that teachers can encourage learners to examine and develop their metacognitive processes. Fogarty (1994) suggests that Metacognition is a process that spans three distinct phases, and that, to be successful thinkers, students must do the following: Develop a plan before approaching a learning task, such as reading for comprehension or solving a math problem. Monitor their understanding; use “fix-up” strategies when meaning breaks down. Evaluate their thinking after completing the task.

      metacognition spans thjree phases

      • develop a plan
      • monitor their understanding and fix up broken mental models / etc
      • evaluate their thinking after completing the task --- reflection for learning
    2. Learners “construct knowledge” using cognitive strategies, and they guide, regulate, and evaluate their learning using metacognitive strategies

      when learning - the thinking about thinking, and ability to evaluate their learning is important - it's un using metacognitive strategies that they are able to really learn, and also become stronger and more independent learners

  11. Mar 2021
  12. Feb 2021
    1. That is a lot like Trump and his followers, whose attachment to him has become so cultlike that every other Republican leader knows that challenging Trump is potential political suicide. The result: He, too, has no serious predators

      Now Friedman ties in deer and the BOE to Trump and his followers. After already establishing the incompetence of both, by bringing up Trump and his followers, he makes the description apply to them too. He describes Trump and his followers as cultlike in an exaggerated way to highlight the flaws of the Republican Party. He makes the question arise in the readers, "Is this even democracy?" As a result, he is able to demonstrate the real reason behind his writing and show the readers that when one person has too much power and is unopposed, that person gains the power to do anything he wants.

    2. Well, those deer are like the San Francisco Board of Education when it recently decided — in a self-parody of political correctness — to prioritize renaming 44 public schools that had been named for people who, it argued, had exhibited racist behaviors in their lifetimes

      Based off of the way that the author compares the San Francisco Board of Education to deer, it becomes evident that he does not regard the BOE highly. He depicts their actions akin to deer that know nothing, emphasizing his view that the board does not know what it is doing and that what it is doing is not significant. He depicts the BOE as incompetent because instead of working to change something that actually helps the students, they are merely changing the names because they were racist people. He includes this almost in a humorous way to mock the ineffectiveness of the BOE.

    3. the future of American democracy rides

      This is a hyperbolic statement, but it shows that the author believes the comparison between the three is very important. This contributes to a more light-hearted tone, and creates persuasiveness in the writing as the author emphasizes the significance of these three on democracy.

    4. What do the left-wing San Francisco Board of Education, Donald Trump’s right-wing G.O.P. and all the deer that hang out in my neighborhood have in common?

      The article starts off with a funny hook. It is comparing San Francisco's Board of Education, Trump's G.O.P, and deer. This makes the reader interested in the rest of the article, while also setting up the rest of the article. The reader knows that the article is going to compare the Board of Education, G.O.P., and deer.

  13. Oct 2020
    1. A Comprehensive Exploration of Technology's RoleIin Adult Learning

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

    1. Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments

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

    1. Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication

      Trends in Web 2.0 technologies and various networking modalities are briefly reviewed. Furthermore, advantages and barriers in the use of said technologies are discussed. Implementation of social media as a learning tool can be advantageous, however, it must supplement learning, not replace a structured environment. The educator should still remain present in the learning environment. And, he/she should provide appropriate support and training, as well as model, respective online tools to ensure efficacy. 6/10

    1. 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

  14. Sep 2020
  15. Aug 2020
  16. Jun 2020
    1. a style developed by engineering professor Susan Reynolds to accompany her lectures

      note taking resource

    2. getting trained in specific note-taking strategies can significantly improve the quality of notes and the amount of material they remember later. (Boyle, 2013; Rahmani & Sadeghi, 2011; Robin, Foxx, Martello, & Archable, 1977).

      Let me dive into these articles.

      Rahmani & Sadeghi, 2011 found that teaching Iranian EFL students how to take notes using graphic organizers, the experiment group did better in recall and comprehension tests.

      Boyle, 2013 used a method called "strategic note taking" which performed better than regular note-taking methods. What does regular and strategic note taking measures mean?

      Boyle's paper goes over strategic and guided note-taking.

      guided notes

      Guided Notes are teacher-prepared handouts that outline lectures, audiovisual presentations, or readings, but leave blank space for students to fill in key concepts, facts, definitions, etc. Guided Notes promote active engagement during lecture or independent reading, provide full and accurate notes for use as a study guide, and help students to identify the most important information covered.

      source


      strategic note taking

      Before the lecture begins, the students identify the lecture topic and relate it to what they already know. This helps to activate prior knowledge and make information more meaningful.

      During the lecture, the students record notes by clustering three to six main points (or related pieces of information) and immediately summarizing them for each section of the lecture. Typically, this process will be repeated multiple times throughout the lecture. The clustering of ideas helps students remember the information, and summarizing helps them to monitor comprehension and store the information in long-term memory. To effectively teach students how to record important information, and summarize the content, the teacher can introduce the students to the CUES strategy. The teacher should do this while teaching students how to effectively use the strategic note-taking paper, making sure to emphasize that the C (Cluster) and U (Use) steps should be used when listing lecture points in the section titled “Name 3 to 6 main points with details as they are being discussed,” the E (Enter) step should remind them to enter vocabulary terms in the section titled “New Vocabulary or Terms,” and the S (Summarize) step should be used to quickly summarize the clustered lecture points under the “Summary” section. In addition, it is important that teachers encourage students to use abbreviations as they often do while texting to help them to record notes quickly.

      At the end of the lecture, the students should always list and describe five important lecture points that they remember. Although this serves as a quick review of the lecture, students should review their notes to help them retain and recall the information presented during the lecture.

      source

      PDF Worksheet

      source: local file | DOI: 10.1177/0741932511410862

  17. Mar 2020
    1. reminder: go through and chunk info into smaller concept and their time stamps.

      M5 Instructional Strategies


      Notes and reflections


      What is an instructional strategy?

      A set of instructional and learning events appropriate for achieving a learning goal.

      An instructional strategy is a bigger picture of how your curriculum should be presented.

      Example: Project Based Learning

      Producing a PRODUCT

      Multiple lessons could be involved and various activities. Then you have multiple lessons with various group or individual activities. Various learning objectives, etc.

      Designing Strats for Distance Education.

      • Engage learners in active learning experiences.
      • Scaffold instruction to develop learner self-reliance.
      • Recognize prior learning experiences.
      • Facilitate learning as an active instructor.
      • Link learning from prior knowledge to new ideas.
      • Provide collaborative, respectful and informal setting.
      • Provide self-reflection opportunities throughout the learning experience.

      Teacher vs. Student Center

      Complete Transformation? not quite.

      Think of a good combination between teacher-centered to student-centered.

      Instructional Strategies



      Types of Activities

      Learning contracts

      Lecture

      • most frequently used
      • an efficient way of disseminating info.
      • laying foundations

      Discussions

      • interactive, participatory learning
      • Asynchronous and synchronous discussions

      Types of Tools

      Mailing lists

      Course LMS

      Social Media

      Web conferencing

      Chat rooms

      Small Group Work

      Discuss content, share ideas, solve problems.

      Less hassle with organizing for larger groups.

      Discussion, problem solving activity and role-playing.

      Game activities.

      Project

      Work on special interest topics

      Individual or group based

      Increased relevance to learner

      Actual products

      Critique on product is possible

      May involve other instructional strategies as well.

      Case Study

      Requires to draw upon prior knowledge and experience

      Need an appropriate real-world situation relevant to learners

      Problem based or expert case - the biggest issue is finding a good case study.

      Both individual and group-based.

      Additional research often needed.

      Symposium

      Series of presentations and follow-up discussions

      2 to 5 people discussing different aspects of the same theme.

      Exposure to various experts viewpoints.

      Format suitable to webinars (asynchronous & synchronous)

      Audience participation through Q&A

      A moderator is often needed.

  18. Feb 2020
  19. Jan 2020
    1. How to Make Your Business Ready To Seize Marketplace Opportunity?

      With technologies making their way in your life, it is important to make your business a brand in the marketplace. So, as you know what and how to look for your marketplace, don’t wait to go and get your marketing strategy ready to grasp the marketplace.

  20. Aug 2019
    1. Retrieval practice boosts learning by pulling information out of students’ heads (by responding to a brief writing prompt, for example), rather than cramming information into their heads (by lecturing at students, for example). In the classroom, retrieval practice can take many forms, including a quick no-stakes quiz. When students are asked to retrieve new information, they don’t just show what they know, they solidify and expand it. Feedback boosts learning by revealing to students what they know and what they don’t know. At the same time, this increases students’ metacognition — their understanding about their own learning progress. Spaced practice boosts learning by spreading lessons and retrieval opportunities out over time so that new knowledge and skills are not crammed in all at once. By returning to content every so often, students’ knowledge has time to be consolidated and then refreshed. Interleaving — or practicing a mix of skills (such as doing addition, subtraction, multiplication, and division problems all in one sitting) — boosts learning by encouraging connections between and discrimination among closely related topics. Interleaving sometimes slows students’ initial learning of a concept, but it leads to greater retention and learning over time.

      How can I build this into my curriculum?

  21. Apr 2019
  22. Mar 2019
    1. Adult enrollment in higher education grew by more than 50 percent between 1991 and 2011, according to U.S. News & World Report. This trend shows that today’s educators and corporate trainers must adapt to the different needs, learning styles and challenges presented by teaching adult students. By understanding adult students, you can become a better educator or trainer. Here are six key teaching strategies for making lessons more applicable for adult learners. Keep It Relevant Adult students truly latch onto lessons they feel are relevant. They have to understand how the skills they learn will improve their daily lives. If they believe a lesson will have a measurable impact, they will be far more likely to be engaged and internalize the lesson. How can this be achieved? Education resource eLearning Industry recommends considering the “real value in the educational experience you’re providing.” While teaching adults, educators and trainers should consider the real-world impact on how a person works or interacts with  family. Remind adult students that a math lesson can help them better understand what they do every day or that the course will give them the experience they need to advance in their careers. Real-world outcomes will inspire an adult student to put forth more effort in a course. Remember Student Backgrounds One of the many differences between adult learners and their younger counterparts is experience. Adult education has to draw on the fact that stu

      Adults going back to further their education has grown by 50 percent between 1991 and 2011! With these staggering numbers, educators must remember 6 effective strategies for teaching adults. The 6 strategies are:

      1. Keep it Relevant
      2. Remember Student Background - adult learners have far more experience and more background.
      3. Integrate Emotion into Lessons - helps students to connect.
      4. Encourage Exploration - didactic teaching - allowing activities and assignments to stay static but topic to be explored.
      5. Make Assignments Convenient - With more people working, assignments need to be broken into smaller more manageable parts.
      6. Always Offer Feedback- The quicker feedback the better! Rating 8/10
    1. Engaging the Public Through Wikipedia: Strategies and Tools Show affiliations

      Engaging the Public Through Wikipedia: Strategies and Tools

    1. just in time teaching This article provides practice strategies by which one can use just in time teaching. This was authored for use in higher education environments but can easily be used in other settings. It appears to have practical use. rating 5/5

  23. Jan 2019
  24. static1.squarespace.com static1.squarespace.com
    1. No, I started the research, read a little bit about algorithmic trading in looking at different strategies, but I have not developed anything. Just just been researching, reading more about how people do..what Indicators, you know, people are using. Although most of the research I've been doing and one of the books I read was on the equities or algorithms, but they're all based technically so you can interchange markets within them. You just have to tweak whatever your strategy is to match what, what particular market

      talking about algorithms

    2. The goal is just to accumulate, accumulate, accumulate, and then the next cycle, you know, I'll have some fuel to trade back to btc because the end goal of the game is always collect as much bitcoin as possible.
    3. So I kinda took their strategy of hey buy the market and just sit on it for forever reinvest your dividends.
    4. Monthly to quarterly. Um, I don't really reallocate them. Like I said, it's kind of a long, long strategy.
    5. So it's part of my strategy. So I'm not trying to concern myself with the day to day price of where the overall thing is going. I'm more concerned with how do I capture more of this market move and just increase position.
  25. Nov 2018
    1. "Using mixed methods, we examined the contribution of four scenario-based online discussion strategies -structured, scaffolded, debate and role play – to the learners’ cognitive presence, the outcome of the discussion. "

    1. Using Model Strategies forIntegrating Technology into Teaching

      In this pdf, there are many helpful tips and techniques in creating a foundation for technology. The introduction of model strategies are laid out with lots of supporting detail and examples and weblinks. It includes nearly 400 pages of peer-reviewed lessons, models and various strategies.

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  26. Jul 2017
    1. Without a repertoire of reading strategies that can be applied to any text, students are being shortchanged in their education. In order to teach students to read effectively, teachers must be sure that they are not simply suppliers of information on a particular text but also instructors of techniques to build reading skills. Here are some ideas on how to incorporate reading skills lessons into a curriculum.

      important to share with 470

  27. May 2017
    1. and modeling content, practices, and strategies

      Link to Lewis et al (2006) Lesson Study, Afflerbach et al (2008) modeling and explaining, Fagella and Deshler, (2007) reading strategies

  28. Mar 2017
    1. When you were in jail and I first came out, who was I with?

      This is a good "easy question" that was mentioned in the readings. I see how an easily answered question is good to use, because the interviewee is able to give a lot of detail and will normally get into the conversation more because they know that they have a lot to say on the topic. It opens up the talk and eases the flow, I think.

    2. P: But I wanted to know why you never told me this stuff? Why didn’t you?

      This reveals that Savannah's interview with her mom was motivated by the desire to know more about what happened to both of them and what her mother felt about the circumstances. The first 4 questions definitely felt planned. I think that Savannah wrote them down beforehand, so that she could get specific answers. This shows good planning.

  29. Nov 2016
  30. fkaknnsd.websitesfortrello.com fkaknnsd.websitesfortrello.com
    1. Crawford and O’Brien, dental marketing tips goal is to help dental experts increase their profits through taking full advantage of conversions and also website traffic producing techniques; which is our specialized. We assist locate the very best means to tailor our cutting-edge online marketing methods-- which have actually been so effective because they enhance affordable, targeted website traffic-- to cause even more customers and more profits for your company. Each campaign is fractional and custom-made to your personal demands, dimension, and success. That's why our returns for clients are much above anything like postcards might return.

      Crawford and O’Brien 1963 E Loma Vista Dr Tempe, AZ 85282 Read More:- Crawfordandobrien.com

  31. Jul 2016
    1. Page 155

      Boardman on The Change-Up brought on by the web as to the most important consideration in Source selection sharing information retrieval by scientist

      One of the findings worth revisiting is the prior to the 1990s, accessibility was the most important consideration and Source selection. Has information access improved, relevance and quality became the most important selection factors, which has implications for the design of searching tools.

  32. May 2016
    1. in every community or organization, there are a few individuals or groups whoseuncommon but successful behaviors and strategies have enabled them to find better solutions to problems than their neighbors who face the same challenges and barriersand have access to same resources.
  33. Jan 2016
    1. While The Winnower won’t eliminate bias (we are humans, after all) the content of the reviews can be evaluated by all because they will be readily accessible. [Note: reviewers could list competing interests in the template suggested on The Winnower’s blog.]
    1. Will we accept an economy where only a few of us do spectacularly well? 

      A rhetorical question to which the answer is clearly "No!" But phrasing it as a question forces the audience to momentarily consider the truth of the statement and thus more emphatically agree with Obama's alternative statement that follows.

    1. Will we accept an economy where only a few of us do spectacularly well?

      A rhetorical question to which the answer is clearly "No!" But phrasing it as a question forces the audience to momentarily consider the truth of the statement and thus more emphatically agree with Obama's alternative statement that follows.