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The Whale and the Reactor (Langdon Winner)

Before reading the study, I'll state that my suspected mechanism is dry skin. Hyperthyroidism causes oily skin, while hypothyroidism causes dry skin. Thus, I'd expect hypothyroidism to have similar symptoms to using harsh detergents/soap and/or scrubbing too frequently or too hard.

Does the M.Tb have knowledge of the host responses or is it merely adapting bet hedging strategies (a mix of multiple strategies across population) and whatever survived is what we see.

This will have major implications in treating the problem in a game theoretic fashion

Open research working paper version: https://eprints.soton.ac.uk/427678/1/LosingFace_workingversion_nomarpar.pdf

First sighting of word arborescence. I thought they were just doing that for fun, as a play on "tree", but I guess it's a real graph theory concept (https://en.wikipedia.org/wiki/Arborescence_(graph_theory)).

I like this as a good alternative to the word arborescence. It seems to intuitively describe the concept using a more English-sounding word: it's talking about a specific branch/branching of the tree. Right?

This gives insight into Langdons logic and reasoning resonating in his translation.

Far too many people luck out this way and we all perceive them as magically talented when in reality, they're no better than we, they just had better circumstances or were in the right place at the right time.

It always has at least one Nash equilibrium (but it may only be a NE in mixed strategies).

This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10

Instruction Librarians from the Twin Cities Campus Library created this instructional gudie as a workshop for implementing technology for adult learning. First, the authors describe key characteristics of adult learners as identified in the theory of andragogy. Examples of these characteristics include the need to know, learner responsibility, past experiences, and motivation to learn. The authors then suggest instructional practices and activities to meet the needs of adult learners, Finally, they provide examples of technology tools for effectively engaging adult learners. Rating 10/10

This article, developed by faculty members at NAU, provides research behind and practices for technology-infused professional development (PD) programs. The authors first emphasize the importance of designing professional development for teachers around how they and their students learn best. Many approaches to PD have taken a one-size-fits-all approach in which learners take a more passive role in absorbing standardized information. The authors in this article suggest the need for a more effective model, one in which teachers play an active role in learning in ways that they find most effective for them and their students. Technology can support this PD through interactive and learner-centered instruction. Rating: 9/10

This chapter, "Advantages of Online Professional Development" describes the benefits of online teacher professional development (OTPD), which implements technology to deliver training and learning in an online environment. OTPD allows teachers to participate in a flexible, self-directed, and collaborative learning community. They can interact with other teachers synchronously and asynchronously, or take professional development courses at their own schedule.

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

This website provides several examples of domains adults may learn in or engage with. By clicking on each type, you are redirected to a detailed description of the domain. Descriptions include, but are not limited to, definitions, theories and research behind the topic, and real-world examples. You can also find references used in the description, which can be helpful for further exploration. This InstructionalDesign.org website also provides extensive lists of learning concepts (i.e. motivation, personalized learning, storyboard, etc.) and theories (i.e. Adult Learning Theory, Social Learning, Constructivism, etc.). Each learning theory link provides a theoretical definition, applications, examples, key principles, references, and related websites. Rating 10/10.

This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10

This is why people used to think the earth was flat. If it weren't for technology we have today, we would have no idea that the earth is actually round!

Circle back around and read this when it comes out.

Similarly, these other references should be an interesting read as well.

The e-learning learning websites is a collection of peer articles with from around the world. It is a collection of high quality articles, blogs, journals.

Rating: 7/10

The article, "Keys to success: Self-directed learning,' authors Fellows, Culver, and Beston discuss the components of Grow's self-directed learning (SDL) model. Learners and instructors fit into a matrix which can be used to determine optimal instructional strategies to meet the readiness of the learner. The authors discuss how SDL is implemented in multiple institutions for higher education. Instructional methods are shared to address foundational SDL skills as well as issues that arose when learners were having difficulty transitioning from one stage of readiness to another. Overall, holistic learner skills were enhanced with SDL. Rating: 9/10

The text documents a year-long research project into experiential learning in teacher professional development. Teachers participated in experiential learning themselves to then begin to implement it into their own classrooms to serve their students. By and large, teachers were receptive, had misconceptions addressed, changed their practices with their colleagues and students to develop more engaging and active classrooms. Essentially, a shift from teacher-centered learning to student-centered learning was achieved in small increments by using experiential learning and reflection to facilitate teacher growth thereby creating new pathways for student learning. Given the nature of the traditional methods predominantly used, this study seems to reflect some elements of transformative learning in which teacher conventions and ideas were challenged and adjusted through heterogenous groups and personal reflection. Rating: 9/10

The Northwest Center of Public Health Practice's toolkit title "Effective Adult Learning: A toolkit for teaching adults," is . a highly comprehensive resource for instructional design for adult learning instructors. Sections include course or training design, objectives of adult learning, various tools to help in the process of course design, and brief overviews of adult learning methods and theory. The embedded section review charts make it easier for quick references. Rating: 10/10

Transformative learning theory and methods to support it are discussed in this text. Andragogy is initially reviewed in order for the reader to become acclimated to basic principles of adult learning. Transformative learning segments emphasize the methods and environments needed to achieve such deep and challenging learning. Due to the intensive personal nature of transformative learning, one must understand the readiness of the learner. The text notes that learners in transition are more apt to engage in transformative learning if given an opportunity to develop self-awareness, and a willingness to be in discomfort in open, non-hierarchical environments.

In this text, instructional designers are given brief synopses of three adult learning theories including andragogy, transformational learning, and experiential learning in order to understand how adults best learn and apply learning. The structure of the text is brief paragraphs with numerated descriptors and/or bullet points for reader convenience. Suggestions for learning activities are also provided for the instructional designer to consider in their course design. In the segment for transformative learning, a link is provided to provide the instructional designer more specific methods to incorporate. At the end of the text, diagrams are provided to visual core aspects and flow of each learning theories process. Rating: 7/10

The article expresses the design theory elements (goals, values, methods) and how it can assist with defining new tools for online learning. Rating 5/5

monoidal (category -> computer)

NOTE: This annotation is a contemplation/criticism of a particular style of linking and is no way a reflection of my opinion about the author's work and ideas, which I respect greatly.

I was contemplating why the use of links in this paper bothered me so much, and it led to some interesting questions/thoughts.

(I know many others within the hypertext literature community have written about the many (multivariate) semantic functions of links, but I have admittedly yet to read that research, so I apologize if my extemporaneous thoughts on the subject are banal.)

The destinations of most links in this paper (take the whole Abstract for example) are highly ambiguous. As the reader I experience curiosity, yes, but also a certain amount of anxiety about the constant choices I must make and the impossibility of dispelling the unknown. This is made considerably worse on mobile where there is no "hover" state to reveal the destination url. Even on desktop the urls are all routed through researchgate.net and thus require some additional cognitive effort to parse the final destination. Upon exploring some of these links, we find that the type of destination is also highly diverse/multivariate:

• weaving meaning → presentation notes
• Things → blog post
• Personal Knowledge → blog post
• augmenting their tacit awareness → annotation of conference session
• Knowledge Augmentation → academic paper

Thus even after following these links one is not able to derive any meaningful expectations about where the links might lead. There is a double confusion: the initial ambiguity and the { patternlessness / resistance to learning }. In my experience as the reader, and perhaps I am not the only one, I feel anxious, split, and ultimately mired in the heap of heterogeneous connections that I am being presented with. The nature/style of link usage in this paper works against its basic coherency. They land as distractions. Only through an application of will may I forge ahead to read the paper in its (short) entirety.

Perhaps, you might suggest, I am doing it all wrong; I should read the paper through, and then go back to explore connections. Inline/embedded links still represent an improvement over traditional footnotes as I do not have to navigate back and forth between them. Yes, how am I as the reader to resist the tempting azure, the smooth and confident understroke, of the link? It is like going for a hike and suffering either blind adherence to an arbitrary path, haunted by the mystery of untaken side trails, or the aimlessness of tangential indulgence that leaves you a hundred meters from the trailhead.

Context, it must be acknowledged, is important. If this were a piece of literary fiction, the reader may very well have the expectation that their journey will be filled with mysterious choices; all the better, as the choices were designed with one's reading pleasure in mind! There is nothing but the happy exploration of the branching narrative. Yet, this is an academic paper (at least presented as such), and so the reader expects to learning something, to acquire a deeper understanding of a subject, or at least to broaden one's sensemaking horizons. The constant branches might as well be rocks in the path that the reader is constantly tripping over, knowing the trail must offer some glimpses of natural beauty if only they could focus on the journey.

It all begs the question: Who are the links really for? They represent the author's mental model, the author's priorities. It is like being invited to peruse someone's home: "Yes, yes, feel free to look around, as you will!" The reader will no doubt form their own mental model of the disparate data. Yet the stasis of the document resists the reader's creative impulses; it won't move for them. Text will not rearrange, links will not form. That power was granted to the author. Now, the reader clumsily explores the frozen statue of the author's creation.

Let us not fall into the false choice between staid nonambiguity and scattershot freedom. As we turn our awareness inward, we see the richness of consciousness, of feeling, of the interpretative process, of apprehension as it miraculously unfolds. It is structured, it is emotional, and it is limited only by our imagination. Reaching into the depths of our phenomenology provides the basis for a principled and decidedly human topology of hypertext that points the way to truly augmenting human intelligence.

The discussion of the information theoretic idea of "hand" is interesting here, particularly as it relates to the "hand" of annotation and how it was done in other settings by the same person.

from falsehood you can derive everything ** false \leq truerestrict: don't talk about elements -> you have to talk about arrows (relations) .... interview the friends *product types: [pairs, tuples, records,...]

https://designobserver.com/feature/earnest-elmo-calkins/39651

https://www.tate.org.uk/art/art-terms/a/avant-garde

https://www.metmuseum.org/toah/hd/bauh/hd_bauh.htm

What is Deutscher Werkbund? https://www.deutscher-werkbund.de/wir-im-dwb/basic-information-in-english/

What was the Wiener Werkstatte movement? https://www.theartstory.org/movement/wiener-werkstatte/

What is intellectual property? https://copyright.cornell.edu/node/15

Introduction is a bit longer summary of the entire paper. This is where researchers describe and justify their research questions and briefly discuss what is to come. Typically, introduction is about 500 -- 1000 words.

Please identify and highlight a research question(s).

Turtles all the way up

Heidegger: "just as praxis has its own specific kind of sight (‘theory’), theoretical research is not without a praxis of its own." ||

Theory is the formal abstraction of how a society works/social problem is caused. It is usually constructed by specialists such as sociologists on the basis of evidence and prior theoretical constructs (method and methodology). Social imaginary = how people in their everyday lives join the dots between themselves, others and the wider world. My questions: where do discourse, ideology and social institutions fit here?

I'm not really satisfied using the term "critical theory" either, given that it could include works that aren't really "PoMo" (eg, Marxism or historical materialism). I'd use "post-structuralism", but I don't think that many folks know what it means and it's not totally accurate either. So I decided to just leave it as "critical theory" as in the original rant.

This is really one of the more spicy takes here. KS orbitals having no physical interpretation is often heard in the community, and here is a list of references and evidence that they do have physical significance.

Dinge Menschen Welt … Tiere Pflanzen Orte Landschaften Elemente … konzeptionelle Übersimplifizierung der Theorie? oder: treffende Beschreibung "moderne[r] Gesellschaften westlichen Typs" ?

Here I might posit that Cesar Hidalgo's book Why Information Grows (MIT, 2015) has some interesting theses about links between people and companies which could be extrapolated up to "societies of linked companies". What could we predict about how those will interact based on the underlying pieces? Is it possible that we see other emergent complex behaviors?

this is super cool

Discusses how adult learning theory can be applied for digital learning for adults. It suggests making sure interactions are built on real world and relevant situations, that learners and go at their own pace, they are allowed to reflect on their learning, and interact with each other and different points of view. Rating 10/10

This article discusses that technology rich classroom research is lacking in the research world. This paper created a scale in which it could evaluate classroom environments. The authors tested this scale and determined it was a good starting framework for how to improve classroom environments. This scale could be useful later in class when evaluating technologies.Rating 9/10 for help assessment techniques

This article provides a short overview or strategies and techniques to make adult learning effective. This article quotes adult learning researches like Knowles to provide information about meaningful learning experiences. This article provides idea for activities that fit in the category of affective adult learning.

This fact sheet provides an overview of adult learning theories in a digestible format with citations throughout the sheet. The citations are from various experts on adult learning theory and examples are provided as well. Rating: 8/10 Clear and concise overview of adult learning theories.

This article provides an in-depth view from the teachers perspective about how to prepare for technology in their learning environments. Through professional development training, teachers and instructors can gain new knowledge about how to incorporate new technologies into their practice. This article focuses on one study and concludes that new technology needs to be introduced slowly for best practices.

This article takes on Adult Learning from an Instructional Design perspective. This article reviews 3 adult learning theories and why it's important for Instructional Designers to keep these theories in mind the facilitate the learning process. Rating: 9/10 for easy reading, overview of learning theories and emphasis on instructional design

This article recommends the way in which education technology should adapt to be aimed at adult learners. Specifically that education should all students to assess themselves as they go and fill in any missing gaps in knowledge. It should also be relevant to their life needs, and connect their own experiences back into the learning environment. I feel most of this is known in adult learning theory in general, however this article is really aimed at those outside the industry and is a very helpful summary in this way. Rating 7/10

This webpage discusses different learning styles for adults, the principles of adult learning theory and different instructional design models for the the present and future. This webpage reviews andragogy and adult learning theory from the works of Malcolm Knowles. This article comes from Rutgers University and provides additional resources for adult learners. Ratings: 7/10 for helpful, short overview

This is different from the theory of evolution or the theory of electromagnetism. It's a smaller things, like an assumption. Evolution, also in biology, is a more encompassing set of ideas. So the theoretical framework has a hierarchy. Perhaps at the top is a Kuhnian paradigm or a Lakatosian research program.

Does this hierarchy different between sciences, though? Like, how hard is it to take a new assumption and grow it into a fully-fledged theory? Biology is more complex than physics, with more "facts" and forms to understand. Evolution is different from electromagnetism because it doesn't limit as much. EM clearly prescribes what's possible and what isn't, whereas evolution doesn't make the distinction so clearly.

Human Performance Technology Model This page is an eight page PDF that gives an overview of the human performance technology model. This is a black and white PDF that is simply written and is accessible to the layperson. Authors are prominent writers in the field of performance technology. Rating 5/5

This link is to a three-page PDF that describes Gagne's nine events of instruction, largely in in the form of a graphic. Text is minimized and descriptive text is color coded so it is easy to find underneath the graphic at the top. The layout is simple and easy to follow. A general description of Gagne's work is not part of this page. While this particular presentation does not have personal appeal to me, it is included here due to the quality of the page and because the presentation is more user friendly than most. Rating 4/5

Edutech wiki This page has a somewhat messy design and does not look very modern but it does offer overviews of many topics related to technologies. Just like wikipedia, it offers a good jumping off point on many topics. Navigation can occur by clicking through categories and drilling down to topics, which is easier for those who already know the topic they are looking for and how it is likely to be characterized. Rating 3/5

Theories can be measured according to multiple metrics. The current default appears to be predictive accuracy, but this lists others, such as scope. If theory A predicts better but narrower and theory B predicts worse (in A's domain) but much more broadly, which is a better theory?

Others might be related to simplicity and whatnot. For example, if a theory is numerical but not explanatory (such as scaling laws or the results of statistical fitting) this theory might be useful but not satisfying.

theatre terms and roles broken down.

Absolutely thrilled to see Mezirow and transformative learning theory in the spotlight. Transformative learning theory happens to be my favorite educational theory.

Didn't Kant give an essay the same title??

This kinda sounds like a posthuman critique of humanism.

We just read Kant in literary theory--and Lauren Terbrock-Elmestad just told me that this class and that class would intersect nicely.

sheknows

Actors (human or otherwise) function together in systems (networks), and those systems must be observed and described rather than "explained": https://en.wikipedia.org/wiki/Actor%E2%80%93network_theory

The notion that a system should be examined prior to bringing in theories and frameworks is also one held by the qualitative research approach called grounded theory (a theory grounded in observed data).

It seems like there's still a transfer problem here, though. There seems to be an assertion that criticality will be inherently cross-domain, but I'm not clear why that should be true. Why would the critical outlook not remain domain-specific. (To say "if it does, then it isn't critical", seems like a tautology.)

Reminds me of Erving Goffman's frame analysis . A way in which to organize.

Since forever, apparently, science has relied on Aristotle's "Unmoved Mover," in a sense. Not a god exactly, but some real or imagined unaffected observer whose presence serves as a fixed point from which to accumulate data. Why are we tempted to think this way? Aren't we all moving? What fixed point is there? I'm tempted to go back to the analogy of floating baskets tied together. There is an illusion of being grounded, but we aren't really.

a resource that provides an overview of key ideas to include similarities, differences, even extensions of both cognitive theories. Key theorists in these theories.

Important points to consider when thinking about technology as a cognitive tool.

Noting

Proponents of legal realism would disagree. An example would be Oliver Wendell Holmes in Buck v. Bell, which decided it was constitutional for a state to sterilize purported mentally disabled people against their will, even though this has NO constitutional basis whatsoever. The outcome of the case was determined before the briefs were ever filed because Holmes and other eugenicists decided the outcome that was supposedly best for society regardless of constitutional protections for freedom, liberty, and cruel and unusual punishment.

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

Cites Giddens here to describe differences between social time (sturcturation) and clock time.