- May 2021
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www.coursera.org www.coursera.org
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>karlicross</span> hypothesis note on Via: [TEXT] I just finished the online Coursera course "Learning how to learn". I highly recommend it to everyone and I summarized everything I learned from it. : GetMotivated (<time class='dt-published'>05/17/2021 17:11:33</time>)</cite></small>
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www.nature.com www.nature.com
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Burton-Chellew, M. N., & West, S. A. (2021). Payoff-based learning best explains the rate of decline in cooperation across 237 public-goods games. Nature Human Behaviour, 1–9. https://doi.org/10.1038/s41562-021-01107-7
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psyarxiv.com psyarxiv.com
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Janke, S., Rudert, S. C., Petersen, Ä., Fritz, T., & Daumiller, M. (2021). Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity? PsyArXiv. https://doi.org/10.31234/osf.io/6xmzh
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www.learnbayesstats.com www.learnbayesstats.com
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The ‘Learning Bayesian Statistics’ podcast. (n.d.). Retrieved 13 May 2021, from https://www.learnbayesstats.com
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www.togetherplatform.com www.togetherplatform.com
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An important point to note is that there's a difference between coaching and mentoring. A coach's job is to improve a particular skill, but a mentor plays a more holistic role in helping a mentee improve
Mentoring and Coaching are different, and being able to identify the differences between the two is important.
For managers, sometimes they need to wear a coaches hat, or a mentors hat - but these are roles that a manager can have but not their only job.
Considerations for L&D programs
- how can mentoring fit in with L&D?
- how can coaching fit in with L&D?
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frogurncitadel.wordpress.com frogurncitadel.wordpress.com
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Once two consecutive sections have been mastered, work on joining them together as a new section.
As with any sort of learning. It's important to be able to connect the concepts - that's what leads to an actual understanding.
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Choose one section of the piece to practice, which is short enough that you can memorize it in a few tries.
I think this is applicable to any sort of learning. By breaking it down into something that we can easily condense you
- Maintain the motivation to keep working through it and it's short enough that you're able to quickly get the rush of having completed something.
- By condensing some concepts into an overarching concept (or maybe still concepts) you don't have to hold so many things in your head when using the concept elsewhere.
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This research suggests why teaching by the case method is favored at many institutions, including Harvard Business School. A well-run case-based discussion constantly challenges students. As they are asked to diagnose and debate solutions to a given situation, there is rarely an easy or obvious answer. They must derive their own, which enhances their learning. Teaching also becomes harder, of course. These methods demand creativity and continuous updating to ensure they’re grounded in real, current organizational issues, and they take more time. But the experience becomes more fun and fruitful for everyone
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Fortunately, there are a number of proven ways to strengthen mental storage. The best learning and teaching strategies incorporate various forms of what Bjork terms “desirable difficulty.” Some examples: interleaving different tasks and materials instead of focusing on just one for a big block of time; allowing students to make mistakes and learn from them; requiring students to interpret new material in light of what they already know; and using testing as a mode of instruction rather than evaluation.
When you interleave your time with different learning, you are intentionally making the process of forgetting,or fail to memorising, and take effort to recalling the instruction by which to develop and stamping the mental representation of your learning onto your long term memory structure, which is the real learning.
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Unfortunately, real learning — that is, the kind which embeds knowledge and skills in long-term memory — is never simple. In fact, easy in (little effort to temporarily retain the lesson) typically results in hard out (difficulty in retrieving it when you need it.) Decades of research, most notably by UCLA’s Robert Bjork and his colleagues, have shown several reasons for this apparent paradox.
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Both learners and teachers confuse performance during training (termed “retrieval strength”) with long-term retention and the ability to apply the lessons (“storage strength”). Researchers have shown that, in laboratory tests, people quite consistently have “illusions of competence.” That is, they over-estimate their ability to solve future problems when they’ve been given a lot of help during lessons. When shown answers to questions, experiment subjects are likely to think they could have produced them (“Oh, sure, I knew that!”) And the more familiar the material seems to them, the worse the students do in actually using it. Familiarity breeds complacency.
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blog.mahabali.me blog.mahabali.me
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flexible grading policies
I'm especially attracted to the #ungrading work I've been watching from folks like Mary Klann and David Buck...and I know there are so many more people working with authentic and alternative assessment practices...
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onlinelibrary-wiley-com.ezproxy.sussex.ac.uk onlinelibrary-wiley-com.ezproxy.sussex.ac.uk
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authoritarian practices
Education as a means of incarceration
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bold.expert bold.expert
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The COVID-19 crisis mustn’t be used to rationalize hasty education reforms. (2020, May 19). BOLD. https://bold.expert/the-covid-19-crisis-mustnt-be-used-to-rationalize-hasty-education-reforms/
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www.reddit.com www.reddit.com
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Also cross-compatibility with mail clients can be hairy, so you should see what the industry experts are doing.
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colab.research.google.com colab.research.google.com
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www.propublica.org www.propublica.org
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ProPublica methods
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www.multiplikatoren-projekt.peoplemanagement.uni-muenchen.de www.multiplikatoren-projekt.peoplemanagement.uni-muenchen.de
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verbs in conjugation VII
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www.jessestommel.com www.jessestommel.com
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Collaborative exams allow students the opportunities to learn from and teach each other. Open-book and self-graded exams are not as good at sorting or ranking students, but they are often just as good (if not better) tools for learning.
I like the use of [[collaborative exams to enable peer-to-peer learning]].
One of the challenges with L&D at work is the knowledge / skills transfer if someone does a course on their own, or if people are taking the same course at their own times.
wondering how this idea could translate to professional learning & development
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I know quite a few STEM folks who ungrade in various ways. Some specific stuff I’ve seen work in STEM classes: project-based learning with self-assessment, process notebooks (like a lab notebook but with an emphasis on metacognition), and collaborative exams.
to help grow a learning culture / learning environment / peer-to-peer-learning - things like process-note-books could be used as a light-weight way to capture information as people are working.
same with better tracking of work that people do for projects, etc.
- [[collaborative exams]]
- [[metacognition]]
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- Apr 2021
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Machine learning app development has been gaining traction among companies from all over the world. When dealing with this part of machine learning application development, you need to remember that machine learning can recognize only the patterns it has seen before. Therefore, the data is crucial for your objectives. If you’ve ever wondered how to build a machine learning app, this article will answer your question.
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This looks fascinating. I'm not so much interested in the coding/programming part as I am the actual "working in public" portions as they relate to writing, thinking, blogging in the open and sharing that as part of my own learning and growth as well as for sharing that with a broader personal learning network. I'm curious what lessons might be learned within this frame or how educators and journalists might benefit from it.
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yashuseth.blog yashuseth.blog
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tutorial article on BERT
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360learning.com 360learning.com
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But decentralized learning goes farther than that: in a decentralized, Collaborative Learning environment, each team member participates in the learning process. They can identify their learning needs, request courses, give feedback on existing courses, and create courses themselves. We call this a bottom-up approach
- push vs pull for learning - create an environment that enables learning to happen, and let the people doing the work surface what they need to learn, and then help facilitate and amplify that process
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1. Embrace decentralized learningCentralized learning flows out from a single point: instructors teach and employees learn. But many businesses are shifting towards a more decentralized approach, making this system obsolete. More employees are working remotely and asynchronously, and they need to break learning into small chunks that fit into their daily work schedule. The first step in decentralizing learning is to shift to online classes that can be completed in micro-sessions throughout the week.
- with remote work, more and more learning is being done async - having the instructor lead / cohort based learning, while still an option - we need to expand beyond that, and find ways to create async learning opportunities, and create the ability to learn in the flow of work
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joshbersin.com joshbersin.com
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Here are the economics: The cost of recruiting a midcareer software engineer (who earns $150,000- 200,000 per year) can be $30,000 or more including recruitment fees, advertising, and recruiting technology. This new hire also requires onboarding and has a potential turnover of two to three times higher than an internal recruit. By contrast, the cost to train and reskill an internal employee may be $20,000 or less, saving as much as $116,000 per person over three years. The net savings: it can cost as much as 6-times more to hire from the outside than to build from within.
- the cost of hiring talent vs upskilling talent
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info.udemy.com info.udemy.com
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Leaders from Accenture and DBS Bank told Harvard Business Review that encouraging employees to teach newly-acquired skills to their colleagues expanded and deepened learning for all. The training of a single employee results in learning opportunities for dozens of others. Collaborative approaches to training ripple through an organization, where ideas and methodologies cross-pollinate from one part of the business to another
by investing in a learning organization, and learning eco-systems, we can turn learning into an active, social collaborative activity - which can benefit everyone, adn help break down silos between departments and teams.
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www.youtube.com www.youtube.com
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Social and Economic Impacts of COVID: Education—YouTube. (n.d.). Retrieved April 15, 2021, from https://www.youtube.com/watch?v=9kLghwyYVrY
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news.elearninginside.com news.elearninginside.com
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This article is ostensibly a response to the use of proctoring software in higher education.
But in order to do that properly the author has also delved into learning and assessment.
It's a well-written piece that questions some of our taken-for-granted assumptions around assessment.
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sariazout.substack.com sariazout.substack.com
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This post articulates a lot of what I've been thinking about for the past 18 months or so, but it adds the additional concept of community integration.
Interestingly, this aligns with the early, tentative ideas around what the future of In Beta might look like as a learning community, rather than a repository of content.
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stackoverflow.com stackoverflow.com
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It seems inelegant to me to split this into two different modules, one to include, the other to extend.
the key thing (one of them) to understand here is that: class methods are singleton methods
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gist.github.com gist.github.com
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Apparently when you create a subclass, that subclass's singleton class has # its superclass's singleton class as an ancestor.
This is a good thing. It allows class methods to be inherited by subclasses.
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github.com github.com
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Learn more about the Ruby's Object, Class & Module and the method receiver chain.
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360learning.com 360learning.com
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Many companies view L&D as a service provider for employees instead of a strategic partner for growth
I've talked about this before when brain storming on how to teach companies to become teaching organizations, and partnering more closely than one-off training that is very off the shelf.
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www.vteducation.org www.vteducation.org
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Engzell, Per, Arun Frey, and Mark D. Verhagen. ‘Learning Loss Due to School Closures during the COVID-19 Pandemic’. Proceedings of the National Academy of Sciences 118, no. 17 (27 April 2021). https://doi.org/10.1073/pnas.2022376118.
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blog.readwise.io blog.readwise.io
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when everything is highlighted, nothing is highlighted.
It is recommended to try - 1 thought = 1 sentence
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med.stanford.edu med.stanford.edu
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The insertion of an algorithm’s predictions into the patient-physician relationship also introduces a third party, turning the relationship into one between the patient and the health care system. It also means significant changes in terms of a patient’s expectation of confidentiality. “Once machine-learning-based decision support is integrated into clinical care, withholding information from electronic records will become increasingly difficult, since patients whose data aren’t recorded can’t benefit from machine-learning analyses,” the authors wrote.
There is some work being done on federated learning, where the algorithm works on decentralised data that stays in place with the patient and the ML model is brought to the patient so that their data remains private.
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psyarxiv.com psyarxiv.com
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Gusman, M. S., Grimm, K. J., Cohen, A. B., & Doane, L. D. (2021). Stress and Sleep Across the Onset of the COVID-19 Pandemic: Impact of Distance Learning on U.S. College Students’ Health Trajectories. PsyArXiv. https://doi.org/10.31234/osf.io/m5zv9
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www.kickstarter.com www.kickstarter.com
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Academy Games has always prided itself in the quality of its rules. Most of our rules are taught in stages, allowing you to start playing as soon as possible without needing to read everything. We are very careful about the order we teach rules and rely heavily on graphics and pictures to facilitate understanding. We also include a large number of detailed picture examples, often with 3D renders, that help you understand the context of the rules.
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www.redblobgames.com www.redblobgames.com
- Mar 2021
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hyperlink.academy hyperlink.academy
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A great little outline for how to do class retrospectives. While there's a lot of subtlety and a huge gradient between individual learners many of the methods and pro/con lists help to show the differences between them. I'd be curious to see one try all (or as many as possibly) to cover as many of the eventualities as possible.
Too often teachers don't bother with these, but they can be incredibly useful, particularly for helping to attempt to improve future incarnations, as well as to guard against the curse of knowledge.
I like that hyperlink.academy is doing some of the necessary work to expose their teachers to this sort of material. Too often it is only done in the academy in perfunctory ways which aren't designed to improve anything. Additionally the academy provides little, if any, training in the areas of pedagogy. Hyperlink.academy is making strides to provide some of this material and doing a reasonable job of exposing their teachers to it.
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We encourage course creators to dedicate time in their courses for a retro. Every cohort of a course is an experiment shaped by all participants, and what you learn can improve the course in important ways. Getting good feedback from learners is a key part of making sure that the course is always evolving in the right direction.
This really should be done each class and even down to the atomic level as just once at the end is not going to pull out enough to be as beneficial as one might hope to help to overcome the curse of knowledge.
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tatianamac.com tatianamac.com
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No matter how engaging, funny, well-produced the video is, I will not be able to retain it unless I cannot read along.
I'm wondering how people of various stripes like this and other versions may or may not relate to the variety of mnemotechniques out there.
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www.jackfranklin.co.uk www.jackfranklin.co.uk
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Svelte is different in that by default most of your code is only going to run once; a console.log('foo') line in a component will only run when that component is first rendered.
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- difference
- unfortunate defaults
- important point
- Svelte vs. React
- reasonable defaults
- turning things around / doing it differently
- opinion
- trying to doing things the same way you did in a different library/framework (learning new way of thinking about something / overcoming habits/patterns/paradigms you are accustomed to)
- opinionated
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zhuanlan.zhihu.com zhuanlan.zhihu.com
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大致需要搞懂的内容如下:是什么。需要有一个大致明确的定义;搞清楚是什么之后,要搞清楚他的知识体系,有可能你擅长数学,但是它要的是语文,此种情况是否要敬而远之呢?如果知识体系不是问题,那么看一看基本技能要求是什么样的,在没有足够的基础情况下,不要直接触碰那些“高深”的内容,否则最直接的结果就是放弃。在全景中去对知识进行划块,粗粒度即可,就好像看一张中国地图,然后再看都包含了哪些省和直辖市。然后去看各个知识块之间的关系,以便在学习过程中搞好先后顺序,是否可以并行学习等。
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www.nature.com www.nature.com
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Nsoesie, E. O., Oladeji, O., Abah, A. S. A., & Ndeffo-Mbah, M. L. (2021). Forecasting influenza-like illness trends in Cameroon using Google Search Data. Scientific Reports, 11(1), 6713. https://doi.org/10.1038/s41598-021-85987-9
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www.cam.ac.uk www.cam.ac.uk
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Machine learning models for diagnosing COVID-19 are not yet suitable for clinical use. (2021, March 15). University of Cambridge. https://www.cam.ac.uk/research/news/machine-learning-models-for-diagnosing-covid-19-are-not-yet-suitable-for-clinical-use
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oer21.oerconf.org oer21.oerconf.org
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One of the biggest challenges is a very human one – how do we get everyone to work with their camera switched on.
I wonder something related, but even broader, "How do we get everyone to work in public?"
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piao-tech.blogspot.com piao-tech.blogspot.com
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When programming I like to have a single Vim editor open with all my files as tabs. Until now I was using the ":tabnew" command to open files in the current Vim window as I knew no other way.
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en.wikipedia.org en.wikipedia.org
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Particularly striking in 1971 was his call for advanced technology to support "learning webs": The operation of a peer-matching network would be simple. The user would identify himself by name and address and describe the activity for which he sought a peer. A computer would send him back the names and addresses of all those who had inserted the same description. It is amazing that such a simple utility has never been used on a broad scale for publicly valued activity.
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www.oercommons.org www.oercommons.org
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>chrisaldrich</span> in From Print to OER Ebook to Obsidian (Hypothesis annotation) (<time class='dt-published'>03/15/2021 10:45:30</time>)</cite></small>
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www.youtube.com www.youtube.com
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>chrisaldrich</span> in From Print to OER Ebook to Obsidian (Hypothesis annotation) (<time class='dt-published'>03/15/2021 10:45:30</time>)</cite></small>
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danallosso.substack.com danallosso.substack.com
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I began joining Minnesota State's OER Learning Circles, developed by Karen Pikula.
This line is screaming out for some linked resources to follow up on.
These look like good potential starts.
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www.42quebec.com www.42quebec.com
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Est-ce que je peux être dispensé de la Piscine, puisque je l’ai déjà fait dans un autre campus de 42? Malheureusement, il n’est pas possible de transférer votre dossier vers 42 Québec et d’être dispensé de l’étape de la Piscine. Il faut la refaire à Québec.
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psyarxiv.com psyarxiv.com
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Kartushina, N., Mani, N., AKTAN-ERCIYES, A., Alaslani, K., Aldrich, N. J., Almohammadi, A., … Mayor, J. (2021, March 5). COVID-19 first lockdown as a unique window into language acquisition: What you do (with your child) matters. https://doi.org/10.31234/osf.io/5ejwu
Tags
- canada
- saudi arabia
- parenting
- united states
- exposure
- learning
- longitudinal
- united kingdom
- daycare
- carer
- spain
- multi-country
- COVID-19
- passive
- Israel
- lang:en
- norway
- vocabulary
- germany
- netherlands
- screen
- behavioral science
- development
- acquisition
- turkey
- book
- poland
- france
- children
- reading
- russia
- developmental psychology
- lockdown
- is:preprint
- language
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arxiv.org arxiv.org
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Kozlowski, Diego, Jennifer Dusdal, Jun Pang, and Andreas Zilian. ‘Semantic and Relational Spaces in Science of Science: Deep Learning Models for Article Vectorisation’. ArXiv:2011.02887 [Physics], 5 November 2020. http://arxiv.org/abs/2011.02887.
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academic.oup.com academic.oup.com
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Blakely, Tony, John Lynch, Koen Simons, Rebecca Bentley, and Sherri Rose. ‘Reflection on Modern Methods: When Worlds Collide—Prediction, Machine Learning and Causal Inference’. International Journal of Epidemiology 49, no. 6 (1 December 2020): 2058–64. https://doi.org/10.1093/ije/dyz132.
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www.opendemocracy.net www.opendemocracy.net
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Using chemicals to improve our economy of attention and become emotionally "fitter" is an option that penetrated public consciousness some time ago.
Same is true of reinforcement learning algorithms.
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www.pnas.org www.pnas.org
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Mendels, D.-A., Dortet, L., Emeraud, C., Oueslati, S., Girlich, D., Ronat, J.-B., Bernabeu, S., Bahi, S., Atkinson, G. J. H., & Naas, T. (2021). Using artificial intelligence to improve COVID-19 rapid diagnostic test result interpretation. Proceedings of the National Academy of Sciences, 118(12). https://doi.org/10.1073/pnas.2019893118
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psyarxiv.com psyarxiv.com
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Simone, Costanza De, Antonella Battisti, and Azzurra Ruggeri. “Differential Impact of Web Habits and Active Navigation on Adolescents’ Online Learning.” PsyArXiv, March 1, 2021. https://doi.org/10.31234/osf.io/hsvc4.
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trailblazer.to trailblazer.to
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This is where all our learnings about semantics, outputs, signals and the DSL come together.
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Szabelska, A., Pollet, T. V., Dujols, O., Klein, R. A., & IJzerman, H. (2021). A Tutorial for Exploratory Research: An Eight-Step Approach. PsyArXiv. https://doi.org/10.31234/osf.io/cy9mz
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www.techavidus.com www.techavidus.com
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Training and Learning Management System
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- Feb 2021
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www.gregcons.com www.gregcons.com
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learning process,
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anatomypubs.onlinelibrary.wiley.com anatomypubs.onlinelibrary.wiley.com
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most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike.
It's unusual that researchers will make such definitive claims about the outcome of a study.
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psyarxiv.com psyarxiv.com
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Anderson, Ian, and Wendy Wood. ‘Habits and the Electronic Herd: The Psychology behind Social Media’s Successes and Failures’. PsyArXiv, 23 November 2020. https://doi.org/10.31234/osf.io/p2yb7.
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jointoucan.com jointoucan.com
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What a cool idea!
first sighting: https://darkreader.org/help/en/
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www.theguardian.com www.theguardian.com
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correspondent, J. H. E. (2020, December 3). Swedes’ support for anti-lockdown stance slips amid rising Covid deaths. The Guardian. https://www.theguardian.com/world/2020/dec/03/sweden-anti-lockdown-covid-deaths
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www.infoworld.com www.infoworld.com
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This article explains why you shouldn't use getters and setters (and when you can use them) and suggests a design methodology that will help you break out of the getter/setter mentality.
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Abir, Y., Marvin, C., van Geen, C., Leshkowitz, M., Hassin, R., & Shohamy, D. (2020, November 11). Rational Curiosity and Information-Seeking in the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/hcta4
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twitter.com twitter.com
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David Dye. (2021, January 26). So if you work somewhere already like this maybe suggest how to really run a WFH/mobile collaboration uni, and how we re-tool the physical meeting place we then in light of that? Maybe the philosophers already know this?? [Tweet]. @DavidDye9. https://twitter.com/DavidDye9/status/1354176181042556929
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www.amazon.com www.amazon.com
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If you are a VISUAL LEARNER, start here.
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The thought of an illustrated book will, no doubt, make the purists recoil in horror - that's their loss. Sometimes a couple of drawings are far more illuminating than pages full of discrete mathematics, and this is what we have here.
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psyarxiv.com psyarxiv.com
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Jacobson, N. C., Price, G., Song, M., Wortzman, Z., Nguyen, N. D., & Klein, R. J. (2020, October 27). Machine Learning Models Predicting Daily Affective Dynamics Via Personality and Psychopathology Traits. https://doi.org/10.31234/osf.io/2zgv6
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psyarxiv.com psyarxiv.com
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Duckworth, A., Kautz, T., Defnet, A., Satlof-Bedrick, E., Talamas, S. N., Luttges, B. L., & Steinberg, L. (2021). Students Attending School Remotely Suffer Socially, Emotionally, and Academically. PsyArXiv. https://doi.org/10.31234/osf.io/rpz7h
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twitter.com twitter.com
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ReconfigBehSci. (2021, February 8). RT @PsyArXivBot: Students Attending School Remotely Suffer Socially, Emotionally, and Academically https://t.co/5MOfSYGFnt [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1359042668756692999
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moritz.digital moritz.digital
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The RECALL Augmenting Memory architecture. It can, for example, help users restore context before their next conference or class. The student, walking to a lecture, could be primed with a summary of it through his smart glasses, surfacing relevant information. The description of the "Memory vault" in this architecture exhibits a high similarity to Vannevar Bush's Memex.
It's these deep learning breakthroughs that now make a lot of these memex and semantic web technologies accesssible. This is a note I also referenced in the SWTs whitepaper for Cortex. Great to see Moritz and RemNote picking up on this change as well.
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colab.plymouthcreate.net colab.plymouthcreate.net
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dynamic hub for teaching & learning praxis and community-driven academic professional development
Concise description of a broad mandate. Quite effective!
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www.erudit.org www.erudit.org
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décoder et analyser les effets réels plutôt que les effets anticipés
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pas nécessaire d'établir de? séquences à l'intérieur d'un ensemble
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les objectifs à atteindre ne sont pas codés au départ
Ouverture des objectifs, en renversement direct de la conception inversée si chère à l'ingénierie pédagogique. Les résultats d'apprentissage ne sont pas dans une relation de causalité linéaire avec les objectifs d'apprentissages.
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aménagement physique
Intéressant de penser à l'aménagement physique lors d'une pandémie qui pousse les apprenants hors des lieux physiques conçus pour l'apprentissage et vers un aménagement physique de l'espace familial.
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www.slideshare.net www.slideshare.net
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Free, Open, Flexible: Rethinking Learning Materials Online
One of my early sessions on Open Education, with an emphasis on leveraging the material we create in the course of our work.
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- Jan 2021
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psyarxiv.com psyarxiv.com
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Mason, R. S., Fitton, L., James, R. L., & Petscher, Y. (2020, October 23). Oral Language Assessment LITeracy: Choosing the Right Assessment in the Time of COVID. https://doi.org/10.31234/osf.io/fn9j4
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psyarxiv.com psyarxiv.com
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Bedenlier, S., Wunder, I., Gläser-Zikuda, M., Kammerl, R., Kopp, B., Ziegler, A., & Händel, M. (2020, October 6). “Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning. https://doi.org/10.31234/osf.io/7brp6
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psyarxiv.com psyarxiv.com
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Singh, M., Richie, R., & Bhatia, S. (2020, October 7). Representing and Predicting Everyday Behavior. https://doi.org/10.31234/osf.io/kb53h
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pubs.rsc.org pubs.rsc.org
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Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations
evaluation of open educational resources, questionnaires and interviews of chem lecturers, lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.
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www.forbes.com www.forbes.com
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I present the Data Science Venn Diagram… hacking skills, math and stats knowledge, and substantive expertise.
An understanding of advanced statistics is a must as the methodologies get more complex and new methods are being created such as machine learning
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Zappos created models to predict customer apparel sizes, which are cached and exposed at runtime via microservices for use in recommendations.
There is another company named Virtusize who is doing the same thing like size predicting or recommendation
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www.scotthyoung.com www.scotthyoung.com
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Remember that notes are only an intermediate step towards understanding. Having a beautiful set of perfectly written notes is useless if you don’t understand the subject you are trying to learn.
too many people forget this simple fact
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hbr.org hbr.org
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Anyone can apply these same methods on the job. Say you have someone in your company who is a masterly communicator, and you learn that he is going to give a talk to a unit that will be laying off workers. Sit down and write your own speech, and then compare his actual speech with what you wrote. Observe the reactions to his talk and imagine what the reactions would be to yours. Each time you can generate by yourself decisions, interactions, or speeches that match those of people who excel, you move one step closer to reaching the level of an expert performer.• • •
Many everyday events present an opportunity to learn, but only if they are reframed into an "action-feedback" perspective. Learn to recognize these opportunities and reconstruct the frame so that you can learn to judge the quality of an action by the response it produces. Critique it against your own thought process and improve iteratively.
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marksaroufim.substack.com marksaroufim.substack.com
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The best people in empirical fields are typically those who have accumulated the biggest set of experiences and there’s essentially two ways to do this.Spend lots of time doing itGet really good at running many concurrent experiments
How to derive with the best research
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www.businessinsider.com www.businessinsider.com
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Musaddique. S. (2020) Private tuition is booming in the UK during COVID-19. We spoke to leading tutors about why online learning is here to stay. Buisness Insider. Retrieved from: https://www.businessinsider.com/private-tuition-is-thriving-with-schools-closed-during-covid-19-2020-7?r=US&IR=T
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Mute inner speech can appear as an inner dialogue as well, but its truncated form encourages us to create a ‘secret’ abbreviated language and deploy mental shortcuts. By forcing us to articulate ourselves more fully, self-talk summons up the image of an imagined listener or interrogator more vividly. In this way, it allows us to question ourselves more critically by adopting an external perspective on our ideas, and so to consider shortcomings in our arguments – all while using our own speech.
The essential difference between mute speach and self-talk
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Contemporary theories in cognition and the science of learning reaffirm Kleist’s speculations, and show how self-talk contributes not only to motivation and emotional regulation, but also to some higher cognitive functions such as developing metacognition and reasoning.
Self-talk brings lots of benefits
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It’s no coincidence that we walk when we need to think: evidence shows that movement enhances thinking and learning, and both are activated in the same centre of motor control in the brain. In the influential subfield of cognitive science concerned with ‘embodied’ cognition, one prominent claim is that actions themselves are constitutive of cognitive processes. That is, activities such as playing a musical instrument, writing, speaking or dancing don’t start in the brain and then emanate out to the body as actions; rather, they entail the mind and body working in concert as a creative, integrated whole, unfolding and influencing each other in turn. It’s therefore a significant problem that many of us are trapped in work and study environments that don’t allow us to activate these intuitive cognitive muscles, and indeed often even encourage us to avoid them.
Symbiosis of movement and thinking
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arxiv.org arxiv.org
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during the backward pass, feedback connectionsare used in concert with forward connections to dynamically invert the forward transformation,thereby enabling errors to flow backward
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- Dec 2020
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Local file Local file
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It is probably fair to say that the amount of time spent preparing the online component of blended learning is influenced considerably by the experience, knowledge and skills of the teacher.
Sure. But it's also fair to say that this is true of teachers' preparation of offline learning materials.
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lthough some studies might argue that creating blended learning materials could take longer to prepare than traditional teaching, other studies argue that preparing for online teaching takes less time than typical face-to-face teaching preparation
But people often tend to discount the work (and frameworks that guide this work) that's already gone into the preparation of F2F materials.
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www.davefarley.net www.davefarley.net
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carreer journey
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www.joyofsvelte.com www.joyofsvelte.com
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www.zylstra.org www.zylstra.org
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progressive summarising
Or, what might also be called elaboration.
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leighblackall.blogspot.com leighblackall.blogspot.com
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No escape plan was ever devised
Not for the institutions, nor for students, who have no way to export their learning data (content, connections, relationships with peers, etc.) out of the system in a way that could be integrated into something outside of the institution.
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The skills gained immediately transfer to other areas of academic work, such as community and industry engagement
Another example of why online learning could (should?) take place in public.
Imagine if, upon graduating, an engineer already had an online, public portfolio of work that could be shared with potential employers.
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github.com github.com
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Treating the web as a compile target has a lot of implications, many negative. For example “view source” is a beloved feature of the web that’s an important part of its history and especially useful for learning, but Svelte’s compiled output is much harder to follow than its source. Source maps, which Svelte uses to map its web language outputs back to its source language, have limitations.
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www.quora.com www.quora.com
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Keep in mind that as a software developer, of any degree, learning is continuous. New technologies, new ways to write code, not so new approaches, persisting patterns. Read books, watch online courses, follow tutorials, keep learning!
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www.geekwire.com www.geekwire.com
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Microsoft says it will make changes in its new Productivity Score feature, including removing the ability for companies to see data about individual users, to address concerns from privacy experts that the tech giant had effectively rolled out a new tool for snooping on workers.
It's great that MS has reacted so quickly to the outcry around the privacy of workers.
I thought it would be super-interesting to see how academics might have responded to the idea of institutional administrators keeping tabs on the number of hours that they'd spent in meetings (via Teams), composing and reading emails (via Outlook), writing articles (via Word), and so on.
And yet these would be the same academics who do this kind of monitoring of student work.
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sites.research.google sites.research.google
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www.fredshack.com www.fredshack.com
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Jeff Sonnabend in the Ecco Yahoo forum: "I remember first trying to learn Ecco 1.0. It was tough until the proverbial light went on. Then it all made sense. For me, it was simply understanding that Ecco is just a data base. So called folders are nothing more than fields in a flat-file table (like a spreadsheet). The rest is interface and implementation of various users' work or management systems in Ecco. That learning curve, to me, is the primary Ecco "weakness", at least as far as new users go."
There was a steep learning curve involved with using ECCO Pro. Reminds me of Roam, which also has a steep learning curve, but then it feels like it's worth it.
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davecormier.com davecormier.com
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If you give any question to a student that has a clear, definitive answer, you are tempting them to cheat.
We should be assessing how people use information to solve problems they care about, rather than whether or not they can recall information.
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psyarxiv.com psyarxiv.com
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Rocca, R., & Yarkoni, T. (2020). Putting psychology to the test: Rethinking model evaluation through benchmarking and prediction. PsyArXiv. https://doi.org/10.31234/osf.io/e437b
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Kanero, J., & Aktan-Erciyes, A. (2020). Family and language development during COVID-19: The case of Turkey. PsyArXiv. https://doi.org/10.31234/osf.io/n7k8z
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- Nov 2020
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betterexplained.com betterexplained.com
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If we’re honest, we’ll admit that we forget 95% of what we learn in a class. What sticks? A scattered analogy or diagram.
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Analogy – ? Diagram – Google Images Example – Khan Academy for practice problems Plain-English – Forums like /r/math or Math Overflow Technical – Wikipedia or MathWorld
ADEPT learning method (Analogy, Diagram, Example, Plain-English, Technical)
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en.wikipedia.org en.wikipedia.org
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encouraged tutors to educate their students through practice, travel, and human interaction. In doing so, he argued that students would become active learners, who could claim knowledge for themselves.
主动学习者的技能是一旦获得终生受用的。因为经历过的实践,旅行,和人际关系,带来幸福感和挫折感都成了宝贵的财富。即使主动学习带来的乐趣和痛苦分量相当,人脑也只会记住幸福感,而忘却痛苦,对新事物的纯求知乐趣会成为一辈子的习性。
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students would become passive adults, blindly obeying and lacking the ability to think on their own
实践出来的真知有天然的科学思辨性,因为实践的过程不可能是一帆风顺,所有通过坚毅得出真知的实践,都面对过不同程度不同视角的挑战,换句话说,是经过思辨选择之后的结果。这样提炼之后形成的思维更经得起未来的考研,更全面和更容易的未以后的实践中最决策产生正面的效应,从而产生认知正循环。相比之下认识负循环和内循环,这容易用一个没经过实践验证过的理论去解释另一个正在经历的实践的失败结果。
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successful students were those who were encouraged to question new information and study it for themselves
满足好奇心是学习的最强内驱力
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www.teachthought.com www.teachthought.com
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In fact, it’s at the core of the learning process and how the human brain learns.
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blog.janastu.org blog.janastu.org
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Scenario
Inshot Storytelling app, Video Editor & Video Maker InShot has a lot of photo and video editing features in one. There is a small learning curve. Many girls on the field have creatively combined photo and video content, applied effects and enhancements to specific sections and added transitions too. Harnessing the capabilities of InShot for storytelling has immense possibilities. It could potentially lead to a creators movement where people share details about their lives through videos and narration. It also could be used for product stories and marketing. InShot app runs on a phone and ASPi is used as a repository and exchange node - during COVID lockdown, a server online is also used so physical movement is reduced.
Syncthing. A continuous file synchronization program Ever thought of connotations of sharing in today’s world. Well, Syncthing allows us to securely backup data without the need to trust a third-party cloud provider. Sharing and syncing files between devices on a local network or over the internet is made easier through Syncthing. This could help in fostering community archives as access to files over multiple devices can be made effortless. In localised sense, people can also look up resources or their queries and find answers with their peers.
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Scenario 1
Kolibri The offline app for universal education Kolibri makes high quality education technology available in low-resource communities such as rural schools, refugee camps, orphanages, non-formal school systems, and prison systems. While the internet has thoroughly transformed the availability of educational content for much of the world, many people still live in places where online access is poor or even nonexistent. Kolibri is a great solution for these communities. It's an app that creates an offline server to deliver high-quality educational resources to learners. What makes Kolibri unique is that it offers a way to bring different content sources offline into a central repository in a structured way. Beyond that, it brings in a host of tools to help align the content with national and local curricular standards, and on the student side it offers a self-paced personalized learning experience with support tools for teachers to track student progress. Kolibri can be envisioned also for local teaching, DIY courses, self initiated inquiries, equal opportunities for 21st century skills etc.
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scert.kerala.gov.in scert.kerala.gov.in
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ഭാഷാ പഠനത്തിന്റെ രീതിശാസ്ത്രം നേരിട്ടു നടത്തേണ്ടതല്ല. കുട്ടികള് സ്വയം നടത്തേണ്ടതാണ് എന്നുള്ളതാണ് ഇതിലെ ഭാഷാ ആര്ജ്ജനവുമായി ബന്ധപ്പെട്ട തിയറി. പുതിയ പുസ്തകങ്ങള് SCERT യില് നിന്നു കണ്ടെത്തി ഇപ്പൊഴും ഇത് തന്നെ ആണോ പിന്തുടരുന്ന രീതി എന്നു മനസിലക്കല് അനിവാര്യമാണ്.
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digitalcommons.usu.edu digitalcommons.usu.edu
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Knowledge of the names, sounds, and symbols of the let-ters of the alphabet or alphabetic knowledge is essential forlearning to read and write. Alphabet knowledge (AK) isconsistently recognized as the strongest, most durablepredictor of later achievement in literacy includingdecoding, comprehension, and spelling (National EarlyLiteracy Panel2008)
ഭാഷാ പഠനത്തിന്റെ അടിസ്ഥാനശിലകളില് ഒന്നു അക്ഷരങ്ങളെ തിരിച്ചറിയാനും എഴുതാനും കഴിയുക എന്നുള്ളതാണ് എന്നു സമര്ഥിക്കുന്ന പഠനങ്ങള് അന്വേഷിക്കണം.
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Alphabet knowledge is consistently recognizedas the strongest, most durable predictor of later literacyachievemen
അടിസ്ഥാനമുറയ്ക്കുക എന്നുള്ളതാണ് ഒരു ഭാഷയുടെ ഉപയോഗത്തിന് ആവശ്യംവേണ്ട ഘടകം. അക്ഷരമാലാ പഠനത്തിന് ഇത്തരത്തില് കാര്യമായ പ്രസക്തിയുണ്ട്.
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www.youtube.com www.youtube.com
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Nye Warburton 47:36
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Moises Sanabria 1:19
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www.benkuhn.net www.benkuhn.net
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When you’re implementing a bad plan yourself, instead of having a mentor bail you out by fixing it, a few really useful things happen:You learn many more details about why it was a bad idea. If someone else tells you your plan is bad, they’ll probably list the top two or three reasons. By actually following through, you’ll also get to learn reasons 4–1,217.You spend about 100x more time thinking about how you’ll avoid ever making that type of mistake again, i.e., digesting what you’ve learned and integrating it into your overall decision-making.By watching my mistakes and successes play out well or badly over the course of months, I was able to build much more detailed, precise models about what does and doesn’t matter for long-term codebase health. Eventually, that let me make architectural decisions with much more conviction.
There's a benefit to embarking on a challenge without a more experienced authority to bail you out.
- You learn many more details about why it's a bad idea.
- The lessons you learn in terms of how to avoid the mistakes you made stick with you longer
(I would add that the experience is more visceral, it activates more modalities in your brain, and you remember it much more clearly.)
These types of experiences result in what the author calls more "detailed, precise models". For me they result in a sort of intuition.
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eds.a.ebscohost.com eds.a.ebscohost.com
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Self-Directed Learning: A Core Concept in Adult Education
Svein Loeng. (2020). Self-Directed Learning: A Core Concept in Adult Education. Education Research International, 2020. https://doi.org/10.1155/2020/3816132
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www.technotification.com www.technotification.com
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Mistakes programmers need to look out for
- Programming is more about practicising than passive knowledge gain.
- Understand the solutions solved/suggest by your peers, introspect on why he could solve it better and why you couldn't.
- Be a perpetual learner.
- Don't just reuse, reuse and add value.
- Re-affirm and reconfirm your learning.
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being a programmer you should always make sure that you learn by yourself and create things by yourself
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www.technotification.com www.technotification.com
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Thanks for posting this helpful, well written article. Learning programming, or any other thing one takes up, requires you to sit at one place have a plan of action for your study.
I was going through my Firefox bookmarks and I found article. I had read this article two years back and had commented that I found it to be useful. I read it back in May 2018. As of now, November 2020, my programming skills are still novice-level. I haven't implemented the ideas or followed suggestions given here.
It has been 2 years and 5 months since I found this article to be relevant and it baffles me that I haven't taken action by making use of the knowledge given in this article. Two long years flew by. I guess reviewing my bookmarks is something that I will do more often.
The article was posted on May 23, 2018 and I had stumbled on it the next day itself, i.e., May 24, 2018. This gets me thinking that we could finds solutions for problems(latest ones in this case) once we identify it, articulate it, hit the search button and just read stuff. I could presume that what happened next was that I misunderstood "finding a solution" to "realizing the solution", and perhaps became complacent or maybe there were more problems that didn't come to my awareness to identify and further find solutions. I'm not quite sure. Should I have identified my problems and googled more so that I could have learned C and C++ sooner?
I wonder what held me back from taking action to accomplish and master something that usually takes not more that 5-6 months maximum.
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www.technotification.com www.technotification.com
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Project Euler
Project Euler emphasises on programming challenges that involve problem solving and critical thinking skills.
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It’s powered by a large set of problems to work with, and you can also gain access to the source codes that others used to solve the given coding challenges.
You'll learn more when you read others' code and immitate it. CodeChef provides you access to learn from others' code.
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- Oct 2020
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files.eric.ed.gov files.eric.ed.gov
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E-LEARNING IMPLICATIONS FOR ADULT LEARNING
The authors spend time noting and comparing new perspectives between andragogy and pedagogy. The authors compare teaching strategies and personality types. They conclude by defining several rules observed for e-learning in adult education.
Rating: 7/10
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meta.wikimedia.org meta.wikimedia.org
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www.quora.com www.quora.com
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You have learnt something when you can do it right. You are an expert in it when you can't do it wrong.
easy to learn, hard to master
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stackoverflow.com stackoverflow.com
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Library author here. I'm always fascinated by new ways people can invalidate my assumptions. I mean that in a sincerely positive way, as it results in learning.
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- testing/challenging one's assumptions (either validating or invalidating them)
- invalidating one's assumptions
- sincere
- assumptions
- can't support everything / all cases
- they've thought of everything
- different way of thinking about something
- learning from others
- not considering all use cases
- not:
- author of software answering questions in community (support)
- surprising
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www.nature.com www.nature.com
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Rather than the night before a quiz or exam, it may be more important to sleep well for the duration of the time when the topics tested were taught. The implications of these findings are that, at least in the context of an academic assessment, the role of sleep is crucial during the time the content itself is learned, and simply getting good sleep the night before may not be as helpful.
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www.leslla.org www.leslla.org
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This collection of forty theme-based readers utilizes authentic photographs and stories to explore topics immediately relevant to adult newcomers
Adult ESL resources
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oupeltglobalblog.com oupeltglobalblog.com
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fact, Woices, iSpeech and Voki can be used for the post-listening stage. You may decide, for example, to have your learners create their own Voki as a response. T
Just additional resources for the language learners.
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s3.us-west-2.amazonaws.com s3.us-west-2.amazonaws.com
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480Gabriela Grosseck / Procedia Social and Behavioral Sciences 1 (2009) 478–482 2. Web 2.0 – Opportunities and Challenges for Higher
Great perspectives considering you're making an investment...you would want to know the advantages.
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sites.google.com sites.google.com
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Metacognition is one’s ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate
Metacognition will be studied as it relates to self- regulated learning.
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elearningindustry.com elearningindustry.com
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Applying Knowles’ 5 Adult Learning Theory Assumptions to eLearning Assumption #1 (Self-Concept)
I have read about these five assumptions in prior journal readings.
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It is essential to help students develop research abilities in the classroom and through faceted assignments. What are faceted assignments? After providing guidance in class, the professor assigns each aspect of a research assignment – development of a research problem statement, location of relevant resources, evaluation of resources, and so on – as its own mini-assignment, which is graded promptly, with sufficient comments to enable students to revise and resubmit. By the time the final research assignment is complete, it carries the benefit of a significant amount professorial mentoring.
Research skills involve complex, higher order tasks, and they take long-term efforts to learn well. Adult students are better able to do research than younger students do. They need to learn how to understand the different sources available, formulate good questions, learn more advanced database searching skills, and hone their critical thinking skills. Instead of assigning a research paper, instructors should assign each step of the paper so that they can help students properly master the whole process. 8/10
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web.a.ebscohost.com web.a.ebscohost.com
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Older adults are not newcomers to computer and Internet technologies. According to Hilt and Lipschultz ([16]), they use the Internet to communicate with family, friends, and business associates and research personal interests. In 2003, Heineman and Kim stated that older adults were the fastest growing group of Internet users in the United States (followed closely by individuals between the ages of 55–64). Communication via the Internet helps older adults remain informed of situations involving family and friends, stay
Adult Learners do represent a mixed age group. For that reason, I am learning more about the population by reading this article about ages over 65.
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www.sciencedirect.com www.sciencedirect.com
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This would be another great source for support. The information so far will provide insight on my mixed group of adult learners. It would be helpful in revealing a sort of hidden factor in the learning process.
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While individuals use these tools in the hope that their training will improve their performance, this relationship is not a given. This paper proposes that an individual's level of digital literacy affects her performance through its impact on her performance and effort expectations. To explain the influence of digital li
This is the very reason I selected this paper. Digital literacy is also a factor in determining one's technological acumen.
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web.a.ebscohost.com web.a.ebscohost.com
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There would seem to be a happy confluence between constructivist ideas about learning and trends in Internet usage. Self-directed learning through a collaborative and participative environment with other students is recognised as being a good, or even the best, approach in many contexts (Guthrie et
Yes that was the impression I hot. Because of this misconception I feel that many of us students sometimes hold... Reality is that real students feel real anxiety in the midst of sharing information.
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learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com
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“Outdoor adult learning can be an antidote and complement to the digital world . . . offering holistic, mentally and physically challenging learning experiences.”
Adult Learning often takes place within walls or in front of a computer screen this can lead to health problems. This article offers reasons and methods for getting adults outdoors and using Universal Design. Outdoor learning can be used to complement digital learning.
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learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com
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Adults as Learners:Effective Teaching Strategies
Give practical information and tips for teaching adults.
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lincs.ed.gov lincs.ed.gov
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Self-regulation supports learning and performance on specific tasks through the following: Metacognitive knowledge about academic work. Strategies for analyzing tasks. Metacognitive knowledge about task-specific strategies (e.g., for managing work, learning mathematics, comprehending texts, writing paragraphs). Skills for implementing strategies. Strategies for self-monitoring and strategic use of feedback.
Self-regulated Learning supports metacognition.
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www.sciencedirect.com www.sciencedirect.com
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emotional intelligence in initiating the process of self-directed learning among the employees of Bhilai Steel Plant.
I am not certain where humanism comes into play here. But I recently read some information about it in another article.
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www.shiftelearning.com www.shiftelearning.com
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The Golden Question: What Motivates Adult Learners? You have to persuade adult learners to rearrange their busy schedule and make time to take your eLearning courses. But it is easier said than done. Motivating adult learners can be quite a challenge unless you know what makes them tick and what compels them to prioritize and take action. Below are some clues.
Engaging adult learners requires an understanding of their motives. Tapping the motivation of the individual learner is the key to fostering high engagement levels. This article offers four key areas to consider and take action on. Rating 8/10
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www.shiftelearning.com www.shiftelearning.com
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There is NO one adult learning theory. There are several prevalent theories that all explain— from different perspectives—how adults learn. In this article specifically we will address: 1) andragogy, 2) experiential learning, 3) transformational learning. There are many other theories though! However, all of them have one main goal: they help you create effective learning experiences for the adult corporate learner.
There are many ideas regarding adult learning theory. Understanding andragogy, experiential learning, and transformational learning will help course creators provide better outcomes for adult learners. Rating 7/10
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www.shiftelearning.com www.shiftelearning.com
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While there are multiple methodologies to make this happen, there is a model proposed by Lila Davachi, Associate Professor of Psychology at New York University that is known to be effective. Known as AGES (Attention-Generation-Emotion-Spacing), this model highlights four key elements that are essential for effective adult learning to happen.
Accommodating adult learners expectations, demands, and challenges in eLearning design will foster better engagement. Utilizing the four step method known as AGES provides a model effective adult learning. Rating 8/10
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www-sciencedirect-com.libproxy.nau.edu www-sciencedirect-com.libproxy.nau.edu
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By some measures distance education students are somewhat less prepared (e.g. fewer of them attended private high schools) but still have a better chance of graduating college than students who do not take distance education courses. Put simply, at a national level, even potentially less prepared students who participated in distance education early in their college careers were more likely to attain a degree than students who had not done so.
A followup to studies of community college students in Virginia and Washington, this national study found that students who enrolled in online classes early in their college careers were more likely to complete their degrees. This was true even though students in online classes are somewhat less prepared than those in in person classes. One difference may be that this study was published a few years after the Virginia one, and more students were enrolled in online classes by then. 9/10
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Synchronous learning occurs in real time and can help students feel connected even if their learning experience takes place primarily online. Synchronous teaching should not be the only way to deliver a lecture—asynchronous elements are also essential. Real-time learning gives students an opportunity to connect with peers and instructors face to face. Live teaching—via video stream—can also replicate the feel of an in-class environment, where instructors and students are present in the same place at the same time.
Video can be used in synchronous and asynchronous learning in the class and online. This article shares 4 tools for online learning. Rating 6/10
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thebestschools.org thebestschools.org
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Online education has grown in popularity and accessibility, attracting students with its schedule-friendly format options. These formats can be grouped broadly into two categories: synchronous and asynchronous. Synchronous learning is online or distance education that happens in real time, often with a set class schedule and required login times. Asynchronous learning does not require real-time interaction; instead, content is available online for students to access when it best suits their schedules, and assignments are completed to deadlines. Programs can also use a hybrid learning model, which includes a blend of both formats.
Synchronous and asynchronous learning can be used interchangeably in class and online. This article explores the advantages and disadvantages of both formats to help students select the program that is most suitable. Rating 10/10
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Adult learning theories are not just a collection of jargons, concepts, and ideas about how adults learn. These theories help you plan your course during conception, development, and execution, in a way that will facilitate the learning process.
Outlines adult learning "theories": Andragogy, Transformational Learning, and Experiential Learning, and states that they are important to educational designers, but doesn't really connect them to instructional design, let alone e-design. 3/10
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edtechmagazine.com edtechmagazine.com
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Higher education institutions need to address these challenges, and technological tools — even some surprisingly simple ones — can go a long way toward enhancing the college experience for older students, says Brian Fleming, executive director of the Sandbox ColLABorative at Southern New Hampshire University.
Older students (over 25) are often changing careers. They tend to have more responsibilities than traditional college students, and a lower threshold for micro-frustrations like bureaucracy, form. Colleges should accommodate them with things like digital signatures and virtual meeting availability. Technology should be platform-agnostic for them (and everyone). 5/10
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www.gettingsmart.com www.gettingsmart.com
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While our program still faces some challenges around engaging our students and keeping them enrolled in programs long enough to complete their goals, technology has allowed us to make some remarkable strides.
A school system that extends to adult education utilizes online apps as an option (but doesn't require internet access, as many people lack it at home). They have found them to be helpful, especially because people who work odd shift jobs and have burst of time at odd hours can get some practice in. This is most helpful for ESL learners. 6/10
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digitalpromise.org digitalpromise.org
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Research about adults as learners can inform the design of effective digital learning experiences. Although there is no one principle that can be applied to all adults, the design principles outlined here are based on five of the prevailing theories about how adults learn: andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience.
This article applies the principles of andragogy, self directed learning, experiential learning, transformational learning, and neuroscience (all of which seem rather similar), to low-skilled adults, who are likely to lack confidence about learning and who may be learning in bits of free time via cell phone. Emphasizes the importance of an instructor or coach, along with good use of technology. 8/10
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scholarsphere.psu.edu scholarsphere.psu.edu
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Faculty need to focus on learning theory in the design of instructional technology so that they can create lessons that are not only technology-effective but that are meaningful from the learner’s standpoint.
Fidishun, a librarian and Penn State's satellite campuses, expands Knowles' 6 assumptions of andragogy, and draws out some of their implications for technology-based instruction for adults. This is short and to the point, but readers would benefit from the writer going into greater details. 7/10
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files.eric.ed.gov files.eric.ed.gov
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TECHNOLOGY ADOPTION IN HIGHER EDUCATION: OVERCOMING ANXIETY THROUGH FACULTY BOOTCAMP
This article uses educational theory to examine why educators feel anxiety in association with learning and using new technologies and how best to teach new technologies without triggering anxiety. 7/10, good discussion of theories and methods along with reasoning.
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citeseerx.ist.psu.edu citeseerx.ist.psu.edu
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TECHNOLOGY INTEGRATIONTHROUGH PROFESSIONAL LEARNING COMMUNITY
This article examines the effectiveness of learning communities to support integration of technology into classrooms and effective teacher growth in the area of technology proficiencies. 5/10, learning community findings are useful but this source is very targeted towards a specific group of adult learners.
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onlinejour.journals.publicknowledgeproject.org onlinejour.journals.publicknowledgeproject.org
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E- learning within the Field of Andragogy
This article looks at individual adult learning in technological spaces. It speaks about using appropriate andragogical platforms for adult education. 8/10 interesting and highly related to this class.
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files.eric.ed.gov files.eric.ed.gov
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Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model
This article focuses on using adult education theory to integrate technology into vocational education. This expands adult learning opportunities to community colleges and trade schools. 8/10 interesting and different from an equity and accessibility standpoint.
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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Language Research Bulletin,32, ICU, TokyoAndragogy in the 21st century: Applying the Assumptions of Adult Learning Online
This article emphasizes the importance of creating online programs that have learning objectives that correspond to learners' real-world needs. It examines Knowles' Andragogical Model to provide guidelines for incorporating adult learning principles into course design. 10/10, very good blend of strategy and theory.
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americanscholarspress.us americanscholarspress.us
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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.
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e-space.mmu.ac.uk e-space.mmu.ac.uk
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Integrating academic and everyday learning through technology: Issues and challenges for researchers, policy makers and practitioners
This article examines the potential to connect academic with knowledge learned through life and career experience using technology and other traditional methods. Challenges and best practices are presented and all levels of individual and institution are included in the discussion. Rating 8/10. Very interesting idea and cool how many levels of organization are included.
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dergipark.org.tr dergipark.org.tr11809571
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Blueprint for In-Service Teacher Training Program in Technology Integration
This article looks at the gap between teacher efficiency in in-person versus online teaching and the need to effectively build teachers' competencies in the are of technology to ensure teachers are not incompetent at teaching online. This study collected data from 122 English language teachers and used the findings to create a blueprint for other institutions hoping to increases teachers' ability to successfully integrate technology into their lessons. 6/10, the study was too small to be truly persuasive scientifically and the findings were more helpful for institutions rather than individual educators.
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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The Impact of Social Media Technologies on Adult Learning
This article takes on the challenge of investigating what role social media technologies have in adult learning/ their impact on learning outcomes for adult learners. The data showed that social media technologies follow similar patterns to other educational tools. Teaching method used in conjunction with the technology matters significantly. This being said, the article does make several recommendations for using social media in the classroom to boost adult learning outcomes. 10/10 interesting and relevant article with easy to find and utilize recommendations educators could implement.
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METHODOLOGY DEVELOPMENT IN ADULT LEARNING RESEARCHCOMBINING PHYSIOLOGICAL REACTIONS AND LEARNING EXPERIENCES IN SIMULATION-BASED LEARNING ENVIRONMENTS
This article details the methods and results of a research experiment done to determine whether/ how physiological measurement technologies can be used with educational research methods to investigate subjective learning experiences. Describes research methods and data collected. 8/10, very interesting article and a very interesting and well done study but very specific to this one topic. e
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pdfs.semanticscholar.org pdfs.semanticscholar.org
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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.
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eric.ed.gov eric.ed.gov
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Adapting adult learning theory to support innovative, advanced, online learning - WVMD Model
This article details how to build an innovative online learning environment using methods based on influential adult learning theories. These theories include Social Development Theory, Behaviorism, Critical Reflection and Nurturing the Soul. 10/10, many theories throughly discussed.
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files.eric.ed.gov files.eric.ed.gov
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Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Effica-cy in Technology Integration is Impactedby the Context of the Preservice Teacher Education Pro-gram
This article discusses the need for teacher education to focus just as much on technology knowledge (regardless of grade level taught) as on educational theory and methods. It argues that teachers cannot be effective if they are not trained in not only current technologies, but also taught to be familiar with navigating new technologies as the emerge. 5/10 Very specific to K-12 teacher education.
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ecomentor.itee.radom.pl ecomentor.itee.radom.pl
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Farewell to Pedagogy
The Article often compares Andragogy to Pedagogy and how they are different and should not be confused. The Article goes in depth into core assumptions of Andragogy.
8/10
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4. Engaged, mobile-first learning experiences
A short article that looks at the future trends of learning and development. One trend it discusses is that time spent on training may be decreasing. Trainers are getting more creative using cell phones to train bite sized chunks. 8/10
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masteringjs.io masteringjs.io
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At Google, 80% of all tracked trainings are run through an employee-to-employee network called “g2g” (Googler-to-Googler)
A look at what Googles G2G (Googler-to-Googler) training program is about. It is a short infographic that describes methods that the program uses.
7/10
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www.techfestconf.com www.techfestconf.com
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Sarah Brown is a Learning Strategist and Designer at Google.
This is an interview with a google employee about what she does to keep Google heading in the right direction for the development and learning of its employees.
9/10
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Learning & Development Best Practices from the Top Silicon Valley Companies
Interesting read about what top tech companies are doing to promote a growth mindset within their company. From Google to Amazon each company has a different approach that is working for them.
7/10
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eds.a.ebscohost.com eds.a.ebscohost.com
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Designing Social Media for Informal Learning and Knowledge Maturing in the Digital Workplace
Ravenscroft, A., Schmidt, A., Cook, J., & Bradley, C. (2012). Designing Social Media for Informal Learning and Knowledge Maturing in the Digital Workplace. Journal of Computer Assisted Learning, 28(3), 235–249.
This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts. The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called "knowledge maturing". The paper: introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for "people tagging for organisational development", that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work.
8/10
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eds.a.ebscohost.com eds.a.ebscohost.com
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The Role of Informal Learning in Today's Successful Training Department
Wittkopf, C., & Berge, Z. L. (2007). The Role of Informal Learning in Today’s Successful Training Department. Journal of Educational Technology, 4(2), 15–22.
The integration of work and learning is becoming the dominant means of workforce training in many organizations today. Though structured classroom learning will likely but never entirely recede, a preponderance of current research indicates that the future of most job-related learning will lie in non-traditional methods such as short e-training modules delivered directly to the desktop, podcasts, informal knowledge-sharing sessions, and even structured gaming environments. This paper will explore why such learning is becoming increasingly more critical, how a successful blend of informal and formal learning can achieve the individualized training that a majority of employees are beginning to demand, and the difficulties involved, specifically with respect to evaluation and the ways in which it can be leveraged by a training department. These types of learning can be combined with some traditional training events to create a meaningful learning path for new employees and existing ones alike, and training and development specialists will have to find ways to achieve the right blend to achieve improved workforce performance.
7/10
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hrdailyadvisor.blr.com hrdailyadvisor.blr.com
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5 Cross-Training Lessons from Disney
The article focuses on why the cross training practice Disney implements is an effective model and lists its 5 key benefits.
8/10, its not to in-depth but it provides a great starting point for adult learning in a company.
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eds.a.ebscohost.com eds.a.ebscohost.com
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Informal Learning in the Workplace: Key Activities and Processes
Cunningham, J., & Hillier, E. (2013). Informal Learning in the Workplace: Key Activities and Processes. Education & Training, 55(1), 37–51
The purpose of this study is to define characteristics and processes that enhance informal learning in a public sector workplace. Design/methodology/approach: Based on interviews and questionnaires, the authors solicited examples of informal learning practices that 40 supervisors experienced during their careers. The examples were content analyzed to define seven broad themes underlying informal learning. Findings: The findings illustrate seven broad themes describing learning activities and processes. The first three themes describe the types of informal learning activities that supervisors found valuable: relationships; learning opportunities enlarging or redesigning their jobs; and enrichment opportunities that provided higher levels of managerial learning. Four themes describe processes for facilitating informal learning: planning processes; active learning and modelling; relationship dynamics; and tying learning to applications. Originality/value: The value of this study is in presenting a possible framework defining informal learning that describes both activities (the what) and the underlying processes (the how) by which they are delivered. Beyond this, it suggests that there is a close connection between the activities and the processes underlying them.
8/10
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eds.a.ebscohost.com eds.a.ebscohost.com
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Knowledge recommendation for workplace learning: a system design and evaluation perspective
Shuang Geng, Lijing Tan, Ben Niu, Yuanyue Feng, & Li Chen. (2019). Knowledge recommendation for workplace learning: a system design and evaluation perspective. Internet Research, 30(1), 243–261. https://doi.org/10.1108/INTR-07-2018-0336
Purpose Although digitalization in the workplace is burgeoning, tools are needed to facilitate personalized learning in informal learning settings. Existing knowledge recommendation techniques do not account for dynamic and task-oriented user preferences. The purpose of this paper is to propose a new design of a knowledge recommender system (RS) to fill this research gap and provide guidance for practitioners on how to enhance the effectiveness of workplace learning. Design/methodology/approach This study employs the design science research approach. A novel hybrid knowledge recommendation technique is proposed. An experiment was carried out in a case company to demonstrate the effectiveness of the proposed system design. Quantitative data were collected to investigate the influence of personalized knowledge service on users’ learning attitude. Findings The proposed personalized knowledge RS obtained satisfactory user feedback. The results also show that providing personalized knowledge service can positively influence users’ perceived usefulness of learning. Practical implications This research highlights the importance of providing digital support for workplace learners. The proposed new knowledge recommendation technique would be useful for practitioners and developers to harness information technology to facilitate workplace learning and effect organization learning strategies. Originality/value This study expands the scope of research on RS and workplace learning. This research also draws scholarly attention to the effective utilization of digital techniques, such as a RS, to support user decision making in the workplace.
7/10
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Where Companies Go Wrong with Learning and Development
This article by Steve Glaveski reviews common problems in learning in development that companies experience. It ends with a list of things that need change and promptes "Lean Learning".
8/10
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eds.a.ebscohost.com eds.a.ebscohost.com
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What Are Drivers for Informal Learning?
Schürmann, E., & Beausaert, S. (2016). What Are Drivers for Informal Learning? European Journal of Training and Development, 40(3), 130–154.
Purpose: The topic of informal learning at work has received increasing attention in the past years. The purpose of this study is to explore in which informal learning activities employees engage and what are the drivers for informal learning. Design/Methodology/Approach: Semi-structured interviews were taken from ten human resources (HR) and ten marketing employees working at a German machinery manufacturer. Findings: Employees mostly learn informally by talking or collaborating with others, searching information online, feedback giving and seeking from colleagues and supervisors and reading. Next, it was found that organizational drivers, task and job drivers, personal drivers and formal learning influenced employees' informal learning. Background characteristics on the contrary were not found to influence informal learning. Overall, within these categories, the following drivers had the greatest influence on informal learning: commitment to learning and development, feedback as well as interactions with and support from colleagues and supervisors. Research Limitations/Implications: The design of this exploratory qualitative study brings some limitations. Based on the findings, suggestions for future quantitative and intervention studies are done. Practical Implications: The results show how human resources development (HRD) professionals could better support employees' engagement in informal learning and gives an overview of the determinants that could be influenced and in turn have a positive effect on employees' informal learning. Originality/Value: This study is one of the first studies unraveling informal learning as perceived by employees. It develops a comprehensive framework for categorizing drivers for informal learning.
8/10
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eds.a.ebscohost.com eds.a.ebscohost.com
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Informal learning in the workplace : The key role of managers
Informal learning in the workplace : The key role of managers. (2014). Development and Learning in Organizations, 28(2), 26–28. https://doi.org/10.1108/DLO-02-2014-0007
– Reviews the latest management developments across the globe and pinpoints practical implications from cutting-edge research and case studies. – This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. – A manager's lot is a tough one at the best of times. There is constant pressure to meet business and client needs, often against a backdrop of constantly dwindling resources. Economic uncertainty has ensured that this balancing act has become even more precarious in recent years. Delivering more for much less is very much the order of the day. Certain areas are notoriously vulnerable when the budget axe is wielded. Training and development is a perfect example. However, this is clearly something of a false economy as few companies will be best positioned to move forward if talent is not properly nurtured. Such short-term thinking continues to prevail though. – Provides strategic insights and practical thinking that have influenced some of the world's leading organizations. – The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to digest format.
8/10
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eds.a.ebscohost.com eds.a.ebscohost.com
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Formal and informal learning in the workplace: a research review.
Manuti, A., Pastore, S., Scardigno, A. F., Giancaspro, M. L., & Morciano, D. (2015). Formal and Informal Learning in the Workplace: A Research Review. International Journal of Training and Development, 19(1), 1–17.
The radical economic, social and cultural changes experienced by the labour market within recent decades have helped to highlight the central role played by the learning process in individual career development and organizational success. In such fast‐moving working contexts, skills and competencies rapidly become outdated and need to be continuously implemented and empowered as a strategic factor for global competitiveness. Traditional models of learning both inside and outside of the workplace have become unable to explain the complexity of such a process, weaving between and overlapping formal and informal components. Starting with this premise, the aim of the present paper was to analyse the role of knowledge and experience as important learning frames, which allow the acquisition and development of competencies in the workplace. A human resource development perspective was adopted, aimed at reconciling both the organizational and individual stances implied in the process. The methodology of achieving this was to review the most recent literature on workplace learning, with a special focus on its formal and informal dimensions.
8/10
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eds.a.ebscohost.com eds.a.ebscohost.com
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Social interactions and workplace learning : The influence of job demands and job resources
Social interactions and workplace learning : The influence of job demands and job resources. (2020). Development and Learning in Organizations: An International Journal, 34(3), 31–33. https://doi.org/10.1108/DLO-11-2019-0275
Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Businesses that place strong emphasis on workplace learning become better positioned to succeed. Social interactions play a critical role in enabling the informal learning identified as an important aspect of learning overall. Leaders should therefore design tasks to enable such interaction which can become more significant still within culturally heterogeneous firms. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
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eds.a.ebscohost.com eds.a.ebscohost.com
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Informal learning in work environments: training with the Social Web in the workplace.
Garcia-Penalvo, F. J., Colomo-Palacios, R., & Lytras, M. D. (2012). Informal Learning in Work Environments: Training with the Social Web in the Workplace. Behaviour & Information Technology, 31(8), 753–755.
The Internet and its increasing usage has changed informal learning in depth. This change has affected young and older adults in both the workplace and in higher education. But, in spite of this, formal and non-formal course-based approaches have not taken full advantage of these new informal learning scenarios and technologies. The Web 2.0 is a new way for people to communicate across the Internet. Communication is a means of transformation and knowledge exchange. These are the facts that cannot be obviated by the organisations in their training programmes and knowledge management. This special issue is devoted to investigating how informal learning changes or influences online information in Social Web and training strategies in institutions. In order to do so, five papers will present different approaches of informal learning in the workplace regarding Web 2.0 capabilities.
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eds.a.ebscohost.com eds.a.ebscohost.com
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Improving the way to Communicate Learning Activities to an Informal Learning Collector
CASAÑ, M. J., HIERRO, N., GALANIS, N., MAYOL, E., & ALIER, M. (2015). Improving the way to Communicate Learning Activities to an Informal Learning Collector. International Journal of Engineering Education, 31(3), 874–883.
Lifelong Learning has been a growing interest in e-learning research communities, in a similar way as other related kinds of learning (formal, non-formal and informal) already had. In fact, the Tagging Recognition and Acknowledgment of Informal Learning Experiences project proposes a framework to manage these types of learning, giving special attention to informal learning. This project gathers informal learning activities with an Informal Learning Collector. The main way for registering informal learning activities data into the Informal Learning Collector is using push mechanisms where the user explicitly introduces such information. In this paper, we present some evaluation of user opinions about this push communication mechanism, and propose an alternative way to communicate informal learning activities data, by using a pull mechanism. Using the pull mechanism, the Informal Learning Collector collects data directly from external applications. After the introduction of the pull mechanism, Informal Learning Collector users have confirmed that usability has been improved significantly.
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eds.a.ebscohost.com eds.a.ebscohost.com
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The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization.
Amitabh, A., & Sinha, S. (2012). The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization. International Journal of Advanced Corporate Learning, 5(2), 10–14. https://doi.org/10.3991/ijac.v5i2.2111
Over the years, there has been a significant shift in the approach towards 'learning' in an organization. The focus of learning is no more limited to only the formal training mediums, such as classroom interventions and elearning programs. The shift in learning paradigm is more towards the creation of new learning solution that provides formal and informal learning, information and collaboration - thereby enabling the formation of a 'personal learning environment.' Now, there is a shift from 'content focus' to 'learner focus' education. This paper will suggest the appropriate use of technologies and processes to create a rich learning environment that includes a broad array of instructions, information resources, and collaborative solutions. The paper will also focus on the areas or situations where the new learning environment can be applied and the ways in which an organization can leverage the full range of its learning continuum.
8/10
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America’s publicly funded adult education system serves only 5 percent of the 40 million U.S. adults who have low literacy skills.1 To stay competitive, adults need better access to education and training experiences that are high quality, affordable, and adaptable. This includes math skills, which significantly affect employability and career options.
This article raises concerns with the workforce in America and how we are supporting adults who need access to a better education. With a better education adults can access higher paying jobs and contribute more. The article uses case studies and highlights to discuss different methods and best practice of adult learning.
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eds.a.ebscohost.com eds.a.ebscohost.com
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Workplace Learning in Informal Networks
Milligan, C., Littlejohn, A., & Margaryan, A. (2014). Workplace Learning in Informal Networks. Journal of Interactive Media in Education.
Learning does not stop when an individual leaves formal education, but becomes increasingly informal, and deeply embedded within other activities such as work. This article describes the challenges of informal learning in knowledge intensive industries, highlighting the important role of personal learning networks. The article argues that knowledge workers must be able to self-regulate their learning and outlines a range of behaviours that are essential to effective learning in informal networks. The article identifies tools that can support these behaviours in the workplace and how they might form a personal work and learning environment.
7/10
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eds.a.ebscohost.com eds.a.ebscohost.com
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The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization.
Amitabh, A., & Sinha, S. (2012). The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization. International Journal of Advanced Corporate Learning, 5(2), 10–14. https://doi.org/10.3991/ijac.v5i2.2111
Over the years, there has been a significant shift in the approach towards 'learning' in an organization. The focus of learning is no more limited to only the formal training mediums, such as classroom interventions and elearning programs. The shift in learning paradigm is more towards the creation of new learning solution that provides formal and informal learning, information and collaboration - thereby enabling the formation of a 'personal learning environment.' Now, there is a shift from 'content focus' to 'learner focus' education. This paper will suggest the appropriate use of technologies and processes to create a rich learning environment that includes a broad array of instructions, information resources, and collaborative solutions. The paper will also focus on the areas or situations where the new learning environment can be applied and the ways in which an organization can leverage the full range of its learning continuum.
7/10
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