1. Wait time - 3+ seconds
2. Time on Task - repetition
3. Learner Motivation - what motives the learner to want to read or engage with literature.
4. Learning Standards - (US) pre and post tests to show growth
5. Breadth and Depth - collaboartion amongst all practitioners workign with DHH student, negotiating how much of the content is needed to be mastered to meet IEP and grade requirements.
6. Accommodations and Modifications - TDHH must prompt and remind CT to implement adaptations.
7. Interpreters
8. Hearing Technology - CT know how tech supports the student, CT ask student about preferences, CT aware of listening fatigue
9. Learning Environment - visual and auditory environment 10 - Digital Devices - contributor to literacy acquisition

It could be interesting/useful to create a checklist or set of procedures (perhaps a la Oblique Strategies") for editing a major work.

Sections in this TOC could be useful for creating such.

In zwei US-Bundesstaaten haben NGOs verhindert, das Kohlekraftwerksbetreiber ihre Verluste auf ihre Kundinnen abwälzen. Die Argumentation, es stünden billigere erneuerbare Energiequellen zur Verfügung, wurde von dem Regulatoren akzeptiert. Kohlekraftwerke sind für mehr als 50% der energiebedingten Emissionen der USA verantwortlich, produzieren aber nur 20% des Stroms. Die Abwälzung ihrer Mehrkosten auf Kunden erschwert die Durchsetzung von Windenergie am Markt.. https://www.nytimes.com/2024/05/31/climate/electricity-from-coal-is-pricey-should-consumers-have-to-pay.html

Die deutsche Regierung hat Anfang der Woche ihre Strategie zum Ausbau von Gaskraftwerken zur Netzstabilisierung vorgelegt. Es sollen Kraftwerke für insgesamt 20 GB ausgeschrieben werden, die voraussichtlich in den 30er Jahren auf Wasserstoff umgestellt werden. Die Strategie sieht nicht zwingend vor, dass dieser Wasserstoff grün ist. NGOs kritisieren dies ebenso wie die zu große Offenheit für Carbon Capture and Storage. Bis Sommer 2024 soll ein neues Strommarkt-Design vorliegen. https://www.handelsblatt.com/politik/deutschland/kraftwerksstrategie-wie-die-ampel-die-energiewende-umsetzen-will-01/100012844.html

Eine neue Studie kommt zu dem Ergebnis, dass die Haltung zu fünf großen Krisen das Wahlverhalten der Europäer:innen in diesem Jahr bestimmen wird: der Klimakrise, der Migrationskrise, der Wirtschaftskrise und Inflation, dem Ukraine-Krieg und Covid. Klimakrise und Migration hätten, wie schon bei den Wahlen in der Niederlanden, ide größte Kraft Wähler zu mobilisieren. Die Autor:innen sprechen von einem "Clash zweier 'Extinction rebellions'". Als wichtigste Krisen werden im Durchschnitt der europäischen Länder die Klimakrise und dann Covid bewertet.

https://www.theguardian.com/world/2024/jan/17/crises-have-split-european-voters-into-five-tribes-survey-suggests

Report: https://ecfr.eu/publication/a-crisis-of-ones-own-the-politics-of-trauma-in-europes-election-year/

https://unfccc.int/news/new-analysis-of-national-climate-plans-insufficient-progress-made-cop28-must-set-stage-for-immediate

reply to u/acosmicjoke at https://www.reddit.com/r/Zettelkasten/comments/17bqztm/applying_zettelkasten_for_math_heavy_subjects/

Most of my math section in my ZK is primarily very basic definitions and theorems. I have very few proofs of basic things outside of my own personal work. There is an occasional useful example or two or lists of various lists of things that fit certain structures (lists of groups, rings, fields, categories, etc.)

Digital notes just don't work for me at all with respect to math, so I'm all-in on index cards and simply typeset all the necessary parts when I'm done with something if I intend to publish or share with others. Paper also makes it much easier to shuffle things around and reshape pieces as necessary to try out different structural approaches.

I also have a short stack of method cards (not dissimilar to Eno & Schmidt's "Oblique Strategies", but with a mathematical bent) to remind me of different approaches to try out when I get stuck which has been pretty beneficial.

I also take a fairly segmented approach between the writing I do for understanding a math text as I'm reading it and the permanent sort of notes I specifically make after-the-fact. My goal is never to recreate entire textbooks within the main section of my own zettelkasten, but create material for new works I might be writing for others to read.

reply to u/DunesNSwoon at https://www.reddit.com/r/Zettelkasten/comments/16ad43u/zettelkasten_alphanumeric_method_vs_alphabetical/

Allow me an iconoclastic view for this subreddit: Given what you've got and your creative use case, I'll recommend you do not do any numbering or ordering at all!

Instead follow the path of philosopher Raymond Llull and create what is sometimes referred to as a Llullian memory wheel. Search for one of his diagrams from the 11th century. Then sift through your cards for interesting ones and place one of your cards at each of the many letters, numbers, words, images, or "things" on the wheels, which were designed to move around a central axis much like a child's cryptographic decoder wheel based on the Caesar cipher. Then move things about combinatorically until you find interesting patterns, rhymes, rhythms, etc. to compose the poetry you're after.

Juxtaposing ideas in random (but structured) ways may help accelerate and amplify your creativity in ways you might not expect.

They meant them to be used on a slower timescale, but Brian Eno and Peter Schmidt's Oblique Strategies are not too dissimilar in their effect. You might find them useful when you're creatively "stuck". As a poet you might also create a mini deck of cards with forms on them (sonnet, rhymed couplets, villanelle, limerick, etc.) to draw from at random and attempt to compose something to fit it. Odd constraints can often be helpful creative tools.

Master investment strategies for beginners in our comprehensive guide. Learn essential strategies to kickstart your financial journey. Start smart! Explore here >> Investment Strategies for Beginners: A Comprehensive Guide

Worth adding to the list of oblique strategies...

related to methods of proof: direct proofs by day, contradiction by night

Changing methods of approach to problems

via khimtan at https://www.instagram.com/p/CpkJHCfJnyW/

Reply to Bob Doto at https://www.reddit.com/r/Zettelkasten/comments/14ikfsy/comment/jplo3j2/?utm_source=reddit&utm_medium=web2x&context=3 with respect to PZ Compass Points.

I'll agree wholeheartedly that applying methods like this to each note one takes is a "make work" exercise. It's apt to encourage people into the completist trap of turning every note they take into some sort of pristine so-called permanent or evergreen note, and there are already too many of those practitioners, who often give up in a few weeks wondering "where did I go wrong?".

It's useful to know that these methods and tools exist, particularly for younger students, but I would never recommend that one apply them on a daily or even weekly basis. Maybe if one was having trouble with a particular idea or thought and wanted to more exhaustively explore the adjacent space around it, but even here going out for a walk in nature and allowing diffuse thinking to do some of the work is likely to be just as (maybe more?) productive.

It could be the sort of thing to write down in your collection of Oblique Strategies to pull out when you're hitting a wall?

https://www.nichd.nih.gov/research/supported/nrp

4 -- Rhetorical Strategies

Frequently, tales of Rapunzel include typical characters or archetypes such as the distressed damsel, the wicked captor, and the gallant savior striving for freedom. These familiar archetypes add to the genre's essence and lay a basis for investigating dynamics between characters.

4 -- Rhetorical Strategies

Rapunzel as a type of literature often incorporates opposing elements to generate a sense of unease and emphasize important messages. This is shown through the juxtaposition of the cramped tower and the vastness of the world outside, the purity of Rapunzel in contrast with the wickedness of her captor, or even in how her vulnerability transforms into resilience. Vulnerability becoming resilience is perfectly portrayed in this portion here and in many other retellings where Rapunzel's tears are used to heal the prince.

4 -- Rhetorical Structure

The storytelling framework for Rapunzel narratives is often predictable, with a standard narrative structure comprising of an initial period of imprisonment followed by the appearance of either a prince or another character seeking liberation. The climax comes with overcoming obstacles to achieve ultimate victory. This model offers an overarching design for the genre and its characteristic rhetorical effects.

4 -- Analyze Rhetoric

An indispensable aspect of fairy tale storytelling is the conspicuous tower in which Rapunzel is held captive. Its iconography and allegorical significance- evoking separation, desire, and an unwavering aspiration towards autonomy-remains specific to the story and genre of Rapunzel.

What would a list of prompts for teaching creatively look like if it were created using Brian Eno's Oblique Strategies as a model?

Inspired by Sophia Rahming (~09:48)

What are the differences and affordances in moving from cadavre exquis to Eno/Schmidt's Oblique Strategies to ChatGPT?

https://voiceisalanguage.wordpress.com/2010/04/04/jackson-mac-low/

https://austinkleon.com/2018/03/04/card-games/

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

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

Inspired by Oblique Strategies and The Creative Tarot.

http://stoney.sb.org/eno/oblique.html

Digital version similar to WTFEngine.

https://www.oblique-strategies.com/

A web-based version similar to WTFEngine.

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.

To add some other intermediary services:

• ko-fi (site for contribution)
• GitHub sponsors (for GitPages)
• itch.io (for games)
• Gumroad (for sites and repositories)
• Patreon (for fan interaction)

To add a service for groups:

• Open Collective

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:

• Web Monetization

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.

http://www.rtqe.net/ObliqueStrategies/Acquire.html

http://www.rtqe.net/ObliqueStrategies/Acute.html

Acute Strategies are a crowdsourced deck of advice and aphorisms collected by Gregory Taylor as an homage to the original deck of Oblique Strategies.

https://www.oblique.pouruntemps.com/

Looks like this was built with WTFEngine (https://github.com/soulwire/WTFEngine)

https://www.youtube.com/watch?v=cv7epY75Wa0

https://www.enoshop.co.uk/product/oblique-strategies?filter=Oblique%20Strategies

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.

https://www.maier.co.uk/insights/oblique-strategies/

David Bowie used a pack of Eno/Schmidt's Oblique Strategies

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

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

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.

https://www.openculture.com/2013/07/jump_start_your_creative_process_with_brian_eno_oblique_strategies.html

How might we ground Oblique Strategies in research-based outcomes?

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

What sorts of prompts or questions could teachers and learners use on a regular basis, similar to Brian Eno and Peter Schmidt's Oblique Strategies, to improve their learning environments, creativity, and learning outcomes?

http://www.rtqe.net/ObliqueStrategies/OSintro.html

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

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.)

https://en.wikipedia.org/wiki/Oblique_Strategies

So much to unpack here.

Similar to experiments I've seen by Henry James Korn (esp. The Pontoon Manifesto), John Irwin, etc.

Similarities to means of forcing Llullan combinatorial creativity, but in alternate form.

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.

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.

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?

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)?

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

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

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

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

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?!

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

Interesting take from way back.

https://www.youtube.com/watch?v=IlmRRSp2PoU

meh....

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.

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

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

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

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

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?

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.

Seeding over a 3-5 year period

Floating mat + cattail removal strategy

Depth and substrate manipulation

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

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

Gradassi, A., Bos, W. van den, & Molleman, L. (2022). Confidence of others trumps confidence of self in social information use. PsyArXiv. https://doi.org/10.31234/osf.io/mqyu2

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

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

Hyland, P., Vallières, F., Shevlin, M., Bentall, R. P., McKay, R., Hartman, T. K., McBride, O., & Murphy, J. (2021). Resistance to COVID-19 vaccination has increased in Ireland and the UK during the pandemic. PsyArXiv. https://doi.org/10.31234/osf.io/ry6n4

ReconfigBehSci on Twitter: ‘RT @PsyArXivBot: Resistance to COVID-19 vaccination has increased in Ireland and the UK during the pandemic https://t.co/AgKErDr7Yj’ / Twitter. (n.d.). Retrieved 2 March 2021, from https://twitter.com/SciBeh/status/1366707710151053312

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.

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.

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.

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.

Mori, Makoto, Harlan M. Krumholz, and Heather G. Allore. ‘Using Latent Class Analysis to Identify Hidden Clinical Phenotypes’. JAMA 324, no. 7 (18 August 2020): 700–701. https://doi.org/10.1001/jama.2020.2278.

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

This article 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.

The author provides a comprehensive overview of Web 2.0 technologies, their use in online learning recommendations, and considerations for implementation. (7/10)

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

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

IZA – Institute of Labor Economics. ‘COVID-19 and the Labor Market’. Accessed 6 October 2020. https://covid-19.iza.org/publications/dp13664/.

Low, Rachel S. T., Nickola Overall, Valerie Chang, and Annette M. E. Henderson. ‘Emotion Regulation and Psychological and Physical Health during a Nationwide COVID-19 Lockdown’, 1 October 2020. https://doi.org/10.31234/osf.io/pkncy.

Mendonça, Raíssa Oliveira de, Mylena Maria Ribeiro de Almeida, Talita Garcia Barroso, Normando José Queiroz Viana, and Caio Maximino. ‘COVID-19, Social Isolation, and Psychological Distress in a Brazilian Sample’. Preprint. PsyArXiv, 30 September 2020. https://doi.org/10.31234/osf.io/f942w.

Karatayev, Vadim A., Madhur Anand, and Chris T. Bauch. ‘Local Lockdowns Outperform Global Lockdown on the Far Side of the COVID-19 Epidemic Curve’. Proceedings of the National Academy of Sciences 117, no. 39 (29 September 2020): 24575–80. https://doi.org/10.1073/pnas.2014385117.

Jagan, Mikael, Michelle S. deJonge, Olga Krylova, and David J. D. Earn. ‘Fast Estimation of Time-Varying Infectious Disease Transmission Rates’. PLOS Computational Biology 16, no. 9 (21 September 2020): e1008124. https://doi.org/10.1371/journal.pcbi.1008124.

Liu, Zihan, Drake Van Egdom, Rhona Flin, Christiane Spitzmueller, Omolola Adepoju, and Ramanan Krishnamoorti. ‘I Don’t Want to Go Back: Examining the Return to Physical Workspaces During COVID-19’. Preprint. PsyArXiv, 21 August 2020. https://doi.org/10.31234/osf.io/un2bp.

Sahi, Razia, Emilia Ninova, and Jennifer A Silvers. ‘With a Little Help From My Friends: Selective Social Potentiation of Emotion Regulation’. Preprint. PsyArXiv, 20 August 2020. https://doi.org/10.31234/osf.io/uc3bm.

Jackson, Joshua Conrad, Katarzyna Jasko, Samantha Abrams, Tyler Atkinson, Evan Balkcom, Arie Kruglanski, Kurt Gray, and Jamin Halberstadt. ‘Believers Use Science and Religion, Non-Believers Use Science Religiously’. Preprint. PsyArXiv, 19 August 2020. https://doi.org/10.31234/osf.io/536w7.

Padrón, Isabel, Isabel Fraga, Lucía Vieitez, Carlos Montes, and Estrella Romero. ‘COnVida-20(1)’. Preprint. PsyArXiv, 31 July 2020. https://doi.org/10.31234/osf.io/27fy6.

Sketcho Frenzy: The Basics of Visual Note-taking

Clark, A., Jit, M., Warren-Gash, C., Guthrie, B., Wang, H. H., Mercer, S. W., ... & Checchi, F. (2020). Global, regional, and national estimates of the population at increased risk of severe COVID-19 due to underlying health conditions in 2020: a modelling study. The Lancet Global Health.

note taking resource

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

Gollust, Sarah E., Rebekah H. Nagler, and Erika Franklin Fowler. ‘The Emergence of COVID-19 in the U.S.: A Public Health and Political Communication Crisis’. Journal of Health Politics, Policy and Law. Accessed 5 June 2020. https://doi.org/10.1215/03616878-8641506.

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.

Instructional strategies bookmark

Instructional strategies bookmark

Instructional strategies bookmark

Use these 5 best branding strategies to grow your business and increase your revenue 10 times.

How can I build this into my curriculum?