they’ll work their asses off not to disappoint you.
This kind of relational motivation seems like a good first step. I wonder though if "not to disappoint you" still centers the instructor and not the learners? The idea of a "partnership" between instructors and students strikes me as closer to the ideal that empathy aims for.
The videos give him the power to pause, rewind, and replay the content.
Key phrase is "give him the power" - learner agency is a powerful catalyst for success.
Discovery learning can occur whenever the student is not provided with an exact answer but rather the materials in order to find the answer themselves.
This is a neat definition of discovery learning, emphasising the need for appropriate preparation by the teacher.
This is in stark contrast to the way that babies learn. They can recognize new objects after only seeing them a few times, and do so with very little effort and minimal external interaction. If ML’s greatest goal is to understand how humans learn, one must emulate the speed at which they do so. This direction of research is exemplified by a variety of techniques that may or may not fit into an existing paradigm; LeCun classified these tasks under the umbrella of “self-supervised learning.”
Now "self-supervised" is hardly what babies do, when you see the importance of interactions in learning (see e.g. https://doi.org/10.1016/j.tics.2020.01.006 )
2020 Conference on Computational Sociology | IRiSS. (n.d.). Retrieved 30 September 2020, from https://iriss.stanford.edu/css/conferences/2020-conference-computational-sociology
Wilkinson, Jack, Kellyn F. Arnold, Eleanor J. Murray, Maarten van Smeden, Kareem Carr, Rachel Sippy, Marc de Kamps, et al. ‘Time to Reality Check the Promises of Machine Learning-Powered Precision Medicine’. The Lancet Digital Health 0, no. 0 (16 September 2020). https://doi.org/10.1016/S2589-7500(20)30200-4.
How To Get The Most Out Of Virtual Learning – Research Digest. (n.d.). Retrieved September 29, 2020, from https://digest.bps.org.uk/2020/07/30/how-to-get-the-most-out-of-virtual-learning/
This study focuses on higher education instructors in the Global South, concentrating on those located in South America, Sub-Saharan Africa, and South and Southeast Asia. Based on a survey of 295 instructors at 28 higher education institutions (HEIs) in nine countries (Brazil, Chile, Colombia; Ghana, Kenya, South Africa; India, Indonesia, Malaysia), this research seeks to establish a baseline set of data for assessing OER use in these regions while attending to how such activity is differentiated across continental areas and associated countries. This is done by examining which variables – such as gender, age, technological access, digital literacy, etc. – seem to influence OER use rates, thereby allowing us to gauge which are the most important for instructors in their respective contexts.The two research questions that drive this study are:1. What proportion of instructors in the Global South have ever used OER?2. Which variables may account for different OER usage rates between respondents in the Global South?
Survey, assessment, data and research analysis of OER use and impact in the global south
cross-validation is sometimes not valid for time series models
What? Why? Does he mean k-fold specifically?
Mance, H. (2020, September 18). The future of the university in the age of Covid. https://www.ft.com/content/9514643d-1433-408c-8464-cb4c0e09c822
For example, the one- pass (hardware) translator generated a symbol table and reverse Polish code as in conven- tional software interpretive languages. The translator hardware (compiler) operated at disk transfer speeds and was so fast there was no need to keep and store object code, since it could be quickly regenerated on-the-fly. The hardware-implemented job controller per- formed conventional operating system func- tions. The memory controller provided
Hardware assisted compiler is a fantastic idea. TPUs from Google are essentially this. They're hardware assistance for matrix multiplication operations for machine learning workloads created by tools like TensorFlow.
In general, I'm unpersuaded by these arguments (learning curve is determined not just by unfamiliar syntax, but by unfamiliar semantics and APIs as well, and the frameworks in question excel at adding complexity in those areas).
Giles, J. R., Erbach-Schoenberg, E. zu, Tatem, A. J., Gardner, L., Bjørnstad, O. N., Metcalf, C. J. E., & Wesolowski, A. (2020). The duration of travel impacts the spatial dynamics of infectious diseases. Proceedings of the National Academy of Sciences, 117(36), 22572–22579. https://doi.org/10.1073/pnas.1922663117
Ehlert, A., Kindschi, M., Algesheimer, R., & Rauhut, H. (2020). Human social preferences cluster and spread in the field. Proceedings of the National Academy of Sciences, 117(37), 22787–22792. https://doi.org/10.1073/pnas.2000824117
How to Remake Streets for Kids During COVID-19. (2020, September 14). Streetsblog USA. https://usa.streetsblog.org/2020/09/14/how-to-remake-streets-for-kids-during-covid-19/
In engineering science, there is an emphasis on working prototypes or “deliverables”. As Professor of Computer Science Andries van Dam put it in an interview with the author, when engineers talk about work, they mean “work in the sense of machines, software, algorithms, things that are concrete ” [Van Dam 1999]. This emphasis on concrete work was the same in Bush’s time. Bush had delivered something which had been previously only been dreamed about; this meant that others could come to the laboratory and learn by observing the machine, by watching it integrate, by imagining other applications. A working prototype is different to a dream or white paper — it actually creates its own milieu, it teaches those who use it about the possibilities it contains and its material technical limits. Bush himself recognised this, and believed that those who used the machine acquired what he called a “mechanical calculus”, an internalised knowledge of the machine. When the army wanted to build their own machine at the Aberdeen Proving Ground, he sent them a mechanic who had helped construct the Analyzer. The army wanted to pay the man machinist’s wages; Bush insisted he be hired as a consultant [Owens 1991, 24]. I never consciously taught this man any part of the subject of differential equations; but in building that machine, managing it, he learned what differential equations were himself … [it] was interesting to discuss the subject with him because he had learned the calculus in mechanical terms — a strange approach, and yet he understood it. That is, he did not understand it in any formal sense, he understood the fundamentals; he had it under his skin. (Bush 1970, 262 cited in Owens 1991, 24)
Learning is an act of creation. To understand something we must create mental and physical constructions. This is a creative process.
Could a learning environment have seasons
I'm really intrigued by this. Are there "seasons" in a course design? (We do talk about things being "hot" or "cooling down", of content "coming down in buckets"...) That's a season which teachers (and to an extent students) can control.
What about the seasons of a learner's life - and not just in terms of chronological age, but of life stages?
We know there are curricular "seasons" - again, in terms of heavy and light workload times, new student arrivals and graduations of students as they finish, faculty retirements - but do we address these as liminal times of our shared culture, or just as scheduling hassles?
Ozaita, J., Baronchelli, A., & Sánchez, A. (2020). The emergence of segregation: From observable markers to group specific norms. ArXiv:2009.05354 [Physics, q-Bio]. http://arxiv.org/abs/2009.05354
Autorzy najnowszych badań skupili się na języku i odkryli, że dzieci podczas przetwarzania języka mówionego używają obu półkul mózgu.
In comparison, almost all adults use only the left hemisphere of the brain
Ludwig, V. U., Brown, K. W., & Brewer, J. A. (2020). Self-Regulation Without Force: Can Awareness Leverage Reward to Drive Behavior Change? Perspectives on Psychological Science, 1745691620931460. https://doi.org/10.1177/1745691620931460
Yang, Scott Cheng-Hsin, Chirag Rank, Jake Alden Whritner, Olfa Nasraoui, and Patrick Shafto. ‘Unifying Recommendation and Active Learning for Information Filtering and Recommender Systems’. Preprint. PsyArXiv, 25 August 2020. https://doi.org/10.31234/osf.io/jqa83.
An fMRI-based study of error-monitoring shows that students who are focused on monitoring their own learning process, rather than on getting right answers, learn better over time.
The study adds evidence that education focused on correctness is less beneficial to education focused on deeply engaging with content
Barrett, L. F. (2020, July 8). Opinion | College Courses Online Are Disappointing. Here’s How to Fix Them. The New York Times. https://www.nytimes.com/2020/07/08/opinion/college-reopening-online-classes.html
Nunes, L., & Writer, A. S. (2020). Working Around the Distance. APS Observer, 33(7). https://www.psychologicalscience.org/observer/covid-19-remote-learning-teaching-research
Sellgren, K. (2020, August 5). Schools “should be first to open, last to close.” BBC News. https://www.bbc.com/news/education-53650648
Usher, E., Golding, J. M., Han, J., Griffiths, C. S., McGavran, M. B., Brown, C. S., Sheehan, E. A. (2020). Psychology Students’ Motivation and Learning in Response to the Shift to Remote Instruction During COVID-19. [Preprint]. PsyArXiv. 10.31234/osf.io/xwhpm
If you are a senior, try talking to a junior or someone less experienced than you. Many companies are running what is called ”reverse mentoring” programs where juniors coach senior members of a company. Senior’s experience is traded for a fresh perspective from a junior. You’d be amazed at how much you could learn and share.
Moya, C., Cruz y Celis Peniche, P. D., Kline, M. A., & Smaldino, P. (2020). Dynamics of Behavior Change in the COVID World [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/kxajh
Bol, T. (2020). Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. https://doi.org/10.31235/osf.io/hf32q
Hull, T., Levine, J., Bantilan, N., Desai, A., & Majumder, M. S. (2020, August 13). Digital phenotyping of complex psychological responses to the COVID-19 pandemic. https://doi.org/10.31234/osf.io/qtrpf
Augenblick, N., Kolstad, J. T., Obermeyer, Z., & Wang, A. (2020). Group Testing in a Pandemic: The Role of Frequent Testing, Correlated Risk, and Machine Learning (Working Paper No. 27457; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27457
Patrick De Oliveira on Twitter: “After planning to bring back half of its students to campus in the Fall, Princeton is now deciding to go fully remote. ‘We cannot provide a genuinely meaningful on-campus experience for our students this fall in a manner that is respectful of public health concerns’” / Twitter. (n.d.). Twitter. Retrieved August 10, 2020, from https://twitter.com/PLSOliveira/status/1291829645600579585
Whiting, Sue, Sam Wass, Simon Green, and Michael Thomas. ‘Stress and Learning in Pupils: Neuroscience Evidence and Its Relevance for Teachers’. Preprint. PsyArXiv, 4 August 2020. https://doi.org/10.31234/osf.io/9j24a.
Course as generative learning event
when Rangle first started to rally around redux - it did feel like a generative learning event
What is a "course"? And more importantly: what more can a course be?
I like this framing, as something that I've been thinking for awhile is that when it comes to teaching/education - people are too caught up in an old style of education and are trying to copy-paste the classroom setting into the online world.
While some K-12 education seems to be adapting a bit faster, higher education still feels a little stuck.
Bootcamps are a little different, but gaps still exist --- got thinking about this also when talking with Sam recently
Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2020). Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time (Working Paper No. 27555; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27555
Work That Can Be Done from Home: Evidence on Variation within and across Occupations and Industries. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 4, 2020, from https://covid-19.iza.org/publications/dp13374/
Fathers Matter: Intra-Household Responsibilities and Children’s Wellbeing during the COVID-19 Lockdown in Italy. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 27, 2020, from https://covid-19.iza.org/publications/dp13519/
*Game star mechanic
Student interests i.e HP Alliance, influence how to participate and change society.
In creating online content, creativity is often influenced from other sources. Then the question is not only what is creativity but also what is originality? What does this say about copyright infringement in terms of digital property? What does this say about patent law?
I like how the technology and collaborative aspects are being used to relate the issue of homelessness not only to the past events but also the issues facing their community on both a local and personal level.
Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product
Nothing is ever finished on the internet
our understanding of construction and creation needs to be broad enough to allow for change in the future.
the internet is constantly changing everyday as more information is uploaded daily. Nothing is ever finished being constructed
The ideas and concepts in all of this work does overlap sometimes…and students and teachers should feel empowered to move in, out, and between all of the concepts. Working online is a fluid experience which calls for flexible learners.
This is very true as flexibility is needed in the classroom.
. In order to fill the void I would see concerning the creativity, composition, and design skills students need…we have been developing online content construction (OCC)
This is especially important as technology integration in the classroom has become critical under our current situation.
Introducing JASP 0.11: The Machine Learning Module. (2019, September 24). JASP - Free and User-Friendly Statistical Software. https://jasp-stats.org/2019/09/24/introducing-jasp-0-11-the-machine-learning-module/
the market size: the global note-taking management software market is estimated to reach $1.35 billion by 2026, growing at a CAGR of 5.32% from 2019 to 2026greater scope for innovation: eg., be it creating a task list, a roadmap, or a design repository, Notion can handle it alllack of satisfaction: it’s noted that people always use a combination of note-taking apps and hardly stick to one for a long time
Three reasons why we constantly see more note-taking apps, which in return increase our paradox of choice
if you’re looking for a tool to increase your metacognition, try Roam Research.
Roam Research is one of the tool suggestions to improve your metacognition
Metacognition, put simply, is “thinking about thinking” or “knowing about knowing.” It’s being aware of your own awareness so you can determine the best strategies for learning and problem-solving, as well as when to apply them. The word “metacognition” literally means “above cognition”—it’s one of the most powerful forms of self-monitoring and self-regulation. It’s a fancy word for something fairly simple once you break it down.
Metacognition
Middle School Project: Public Art
STEAM!!!! Google Maps walking tour, kinetic sculpture to install Teacher Planning Session, connecting learning
Existing art that students are studying in history Click on art and information they have found about it comes up Applies to real-world--their community Writing proposals for installation of their works of public art
No "paint by numbers"
Let students explore the process! The products will be so creative--things you have not even thought about
"Science fair" or "expo" of ideas
Students taking ownership of ideas
Galloway, S. (n.d.). NYU professor Scott Galloway predicts hundreds of universities will shutter, possibly for good, if they reopen in the fall. Business Insider. Retrieved July 20, 2020, from https://www.businessinsider.com/scott-galloway-colleges-must-cut-costs-to-survive-covid-2020-7
This model heavily reflects my ideas for my Unit Plan.
How do you ensure that students could still properly comprehend information under the SAMR model, particular in relation to literacy.
Instead of viewing plays as individual texts to be studied and examined, theatre knowledge building invites teachers and students to examine the work together, to question why the play was written, to understand the relationship between form and content, to see how the play fits within theatre history and the work of the playwright, and to ask how the play has been performed and what challenges it presents to other theatre workers.
Make it an open-ended question that leads to conversation between students
Engaging students in a three-month long project where they create their own short plays with the guidance of a workingplaywright, this festival not only allows students from St. Sylvester to explore playwriting, but to do so in collaboration with another class at a nearby Member School, St. Henry.
Way to collaborate with places outside of the school
For example, in November 2014, the Grade 3/4 class at at St. Sylvester participated in a learning project devoted to set and costume design in connection with the theatre’s production of James and the Giant Peach
Teaching design to students, can this be a collaborative project with people from multiple locations?
are grouped intentionally to provide a mix of skill levels,
Zone of Proximal Development -Vygotsky; by mixing skill levels, students at a lower skill will learn from those at a higher skill; those at a higher skill will better understand the process/concept by helping teach those at lower skills
Encouraging students to reach out to one another to solve problems not only builds collaboration skills but leads to deeper learning and understanding.
Students can teach one another--assessment of understanding Asking each other questions before asking the teacher
Group work empowers a student's cultivation of resilience
Creates habits of mind
Going over homework in groups, if no resolution to a problem, talk about it as a class, asking groupmates to help (and they are helpful--how do you inspire helpful intentions?)
Classwork harder than homework--need to talk to one another to solve problems
Talk about problems before taking pencil to paper
Can you see one another; check ego at door; be willing to take risks; throw out ideas even if not fully formed, others can add to it
Different roles to fill: discussion: scribe, mapper, moderator
How did you do? Encourage quieter students to engage, have peers help them out somehow
Respect individual, celebrate small victories
opportunities for mastery of specialist language and practices.
Opportunities for mastery in a safe, non-graded space
xperiences invite participation and provide many different ways for individuals and groups to contribute.
Participatory: web literacy
Digital and net-worked media offer new ways of expanding the reach and accessibility of connected learning so it is not just privileged youth who have these opportunities.
So many online communities to choose from, but as of yet do not discuss the safety/privacy/security of connecting with these online communities
learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.
Definition of connected learning
Clarissa
Clarissa's interest in fan fiction led to her joining a supportive online community where they participated in editing and revising (changing to make better versions of writers) and gave her the opportunity to get accepted to Chapman and Emerson
Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3
Motivating Learners
Trajectory vs. fixed point Idea of play, how do we play with current knowledge/tech? Learners look at how can change what they are doing in order to make it better, constantly looking at change and able to embrace change Find communities of doers in what you are interested in Teach how to join Tinkering brings thought and action together
Using Facebook Ad Library | Webinar with Maddy Webb and Laura Garcia. (2020, May 22). First Draft. https://www.youtube.com/watch?v=YuzUr0V_fEk&feature=emb_logo
Connected Learning in Teaching Practice
Great resource to put into practice!
They do this by being sponsors of what youth are genuinely interested in — recognizing diverse interests and providing mentorship, space, and other resources.
Find what students are interested in, give them the resources to find supportive groups and opportunities to explore those interests!
Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity
Yes! A goal of mine as an educator is to help students become life long learners. I believe that by teaching to students' interests, we can help develop that love! I like the ideas about relationships as support and opportunities that come as a result.
Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
Determine if who is using my computer is me by training a ML model with data of how I use my computer. This is a project for the Intrusion Detection Systems course at Columbia University.
Interesting reaction from the parent over how her son is using tech. Is it Cheating? How does this affect our future classrooms as more and more materials are headed online and from home over print.
reading a thesaurus is pretty much a bad way to improve any writing skill
Virtual MLSS 2020 (Opening Remarks). (2020, June 29). https://www.youtube.com/watch?v=8staJlMbAig
Weeden, K. A., & Cornwell, B. (2020). The Small World Network of College Classes: Implications for Epidemic Spread on a University Campus [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/n5gw4
BPS. (n.d.) Clinical Psychology. YouTube. http://www.youtube.com/playlist?list=PLCkLQOAPOtT1s_9-JoYjXQz5qgNcsT_Ii
Division 15 Sponsored Webinar: Dr. Daniel Willingham on “Truthiness” in Educational Psychology. (2020, May 20). https://www.youtube.com/watch?v=XQTHp2vdSSk&feature=youtu.be
(This is why writing is important. It’s harder to fool yourself that you understand something when you sit down to write about it and it comes out all disjointed and confused. Writing forces clarity.)
This is why I like to repeat that writing shapes your understanding of the topic
(This is why writing is important. It’s harder to fool yourself that you understand something when you sit down to write about it and it comes out all disjointed and confused. Writing forces clarity.)
This is why I like to repeat that writing shapes your understanding of the topic
One component of it is energy: thinking hard takes effort, and it’s much easier to just stop at an answer that seems to make sense, than to pursue everything that you don’t quite get down an endless, and rapidly proliferating, series of rabbit holes.
To think in an intelligent way, you need to take effort (energy)
What this means is that you can internalize good intellectual habits that, in effect, “increase your intelligence”. ‘Intelligence’ is not fixed.
Fix your intelligence with the right habits
Intelligent people simply aren’t willing to accept answers that they don’t understand — no matter how many other people try to convince them of it, or how many other people believe it, if they aren’t able to convince them selves of it, they won’t accept it.
Question authority
The smartest person I’ve ever known had a habit that, as a teenager, I found striking. After he’d prove a theorem, or solve a problem, he’d go back and continue thinking about the problem and try to figure out different proofs of the same thing. Sometimes he’d spend hours on a problem he’d already solved.
Take your time and ponder
Kizilcec. F. R., Reich. J., Yeomans. M., Dann, C., Brunskill, E., Lopez. G., Turkay., S., Williams, J. J., Tingley. D., (2020) Scaling up behavioral science interventions in online education. PNAS. Retrieved from https://www.pnas.org/content/117/26/14900.short?rss=1
Jena, P. K. (2020). Challenges and Opportunities created by Covid-19 for ODL: A case study of IGNOU [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jy2td
Jena, P. K. (2020). Impact of Covid-19 on Higher Education in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jg8fr
digitally mediated networked learning
It's interesting to make this distinction. While I recognize that networked learning pre-dates the rise of the web, I suspect many students and educators would equate "network" with "the internet" at this point (and the internet means "Web 2.0" - that is, a collaborative space where the user/creator distinction is blurred).
Shama, S., & Ikbal, J. (2020). EDUCATION DURING A PANDEMIC: A feasibility study of online classes in Bangladesh to counteract potential study gaps caused by COVID-19 related lockdowns [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/p6mws
1. The first weeks of school should be devoted to community building and digital competency.
This article gives a good insight into how we can use tech in the current circumstances we are in
Each tutorial chapter will have a 'Show me' button that you can click if you get stuck following the instructions. Try not to rely on it too much; you will learn faster by figuring out where to put each suggested code block and manually typing it in to the editor.
Think of the use of social media during the Arab Spring. People used social media in a way that went far beyond knowing how to click and deep into civic uses and navigating ways to communicate with others under the radar of a communication-hindering government. It was a way of both encouraging one another to remain critical and supporting one another through adversity in creative ways.
This example shows the importance of technology and social media not only within the classroom, but also in the real world in how events are interpreted and analyzed. This is a very crucial skill in teaching humanities related courses such as ELA and Social Studies. In particular, social media can encourage students to be more thoughtful about the origin and biases of a particular source.
Teachers must have access to high-quality UbD curriculum materials. Weak or flawed examples convey the wrong idea of what UbD curriculum should look like, and teachers who use imperfect resources
How do we ensure that all schools obtain high-quality UbD curriculum materials?
This, too, is false. Indeed, the data from released national tests show conclusively that the students have the most difficulty with those items that require understanding and transfer, not recall or recognition.
This can possibly be due to the mentality of "Teaching to the test" where teachers focus on having students memorize rather than analyze information to prepare them for standardized testing.
The lessons you learn from chess are generalizable only at a high level (e.g. a bad plan is better than no plan). But if you have games that are (a) fun and (b) accurate for some aspects of reality, such as KSP or Factorio, you do get learning that is real and transferable. The challenge is in making games that satisfy both constraints.
Chess to be a good educator misses the accuracy for some aspects of reality
Our membership inference attack exploits the observationthat machine learning models often behave differently on thedata that they were trained on versus the data that they “see”for the first time.
How well would this work on some of the more recent zero-shot models?
Hubler, S. (2020, June 28). ‘We Could Be Feeling This for the Next Decade’: Virus Hits College Towns. The New York Times. https://www.nytimes.com/2020/06/28/us/coronavirus-college-towns.html
data leakage (data from outside of your test set making it back into your test set and biasing the results)
This sounds like the inverse of “snooping”, where information about the test data is inadvertently built into the model.
Händel, M., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., & Ziegler, A. (2020). Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5ngm9
Shah, C., Dehmamy, N., Perra, N., Chinazzi, M., Barabási, A.-L., Vespignani, A., & Yu, R. (2020). Finding Patient Zero: Learning Contagion Source with Graph Neural Networks. ArXiv:2006.11913 [Cs]. http://arxiv.org/abs/2006.11913
Mandalaywala, T. M., & Rhodes, M. (2020). Gender stereotypes about leadership in early childhood. https://doi.org/10.31234/osf.io/ytsbn
‘It’s just way too much to take on’: School systems struggle with the politics of reopening. (n.d.). POLITICO. Retrieved June 28, 2020, from https://www.politico.com/news/2020/06/17/reopening-schools-coronavirus-327020
There really are only two things you can do: you can present a challenge (which will drive learning), or you can provide resources that people can pull on when they are challenged. A resource can be a map, a person, Google, a checklist, a video, a guide…
Thinking about how this applies to library instruction. We're limited in our ability to present challenges - that is up to the course instructor - and so we mostly provide resources. We need to reach out to the instructors to get them to put learning challenges in front of students
So it makes sense that video games would be the primary educational environment of the future: they are the best way we have of (a) creating simulations of reality (b) with fast feedback loops (c) accessible at low cost.
Games as the future of learning
Video games will become a core component of education. This sounds absurd, but consider that simulations are already used widely for learning
When you understand something very well it’s almost as though you can play around with it using all your senses — touch, feeling, space.
The fundamental principle of education is to give students an environment, and tools, where they can make discoveries themselves. This requires space, and time, and autonomy.
Amy Perfors on Twitter: “I’ve been having a difficult time lately — partly because of [insert frantic gesturing at the state of the world], partly personal — but one thing has been a real bright light for me in the last few months. I think it has some broader lessons that might give some hope, so THREAD” / Twitter. (n.d.). Twitter. Retrieved June 26, 2020, from https://twitter.com/amyperfors/status/1275931919897595904
Ben-David, S. (2018). Clustering—What Both Theoreticians and Practitioners are Doing Wrong. ArXiv:1805.08838 [Cs, Stat]. http://arxiv.org/abs/1805.08838
Minocher, R., Atmaca, S., Bavero, C., McElreath, R., & Beheim, B. (2020, June 24). Reproducibility of social learning research declines exponentially over 63 years of publication. https://doi.org/10.31234/osf.io/4nzc7
Behavioural Economics on a Post-It. (2020, June 16). Impact of Social Sciences. https://blogs.lse.ac.uk/impactofsocialsciences/2020/06/16/behavioural-economics-on-a-post-it/
There are four types among those who sit before the sages: a sponge, a funnel, a strainer and a sieve.A sponge, soaks up everything; A funnel, takes in at one end and lets out at the other; A strainer, which lets out the wine and retains the lees; A sieve, which lets out the coarse meal and retains the choice flour.
There are four types of disciples: Quick to comprehend, and quick to forget: his gain disappears in his loss; Slow to comprehend, and slow to forget: his loss disappears in his gain; Quick to comprehend, and slow to forget: he is a wise man; Slow to comprehend, and quick to forget, this is an evil portion.
Sharma, N., Uttrani, S., & Dutt, V. (2020, June 19). Modeling the Absence of Framing Effect in an Experience-based Covid-19 Disease Problem. 18th Annual Meeting of the International Conference on Cognitive Modelling. https://www.researchgate.net/publication/342313460_Modeling_the_Absence_of_Framing_Effect_in_an_Experience-based_Covid-19_Disease_Problem
Can we count on parents to help their children learn at home? (2020, May 8). Evidence for Action. https://blogs.unicef.org/evidence-for-action/can-we-count-on-parents-to-help-their-children-learn-at-home/
Latour, B. (2020 March 29). A little exercise to make sure that, after the virus crisis, things don't start again as they were before. Bruno-latour.fr. http://www.bruno-latour.fr/node/852.html
DELVE group publishes evidence paper on the use of face masks in tackling Coronavirus (COVID-19) pandemic | Royal Society. (2020 May 04). https://royalsociety.org/news/2020/05/delve-group-publishes-evidence-paper-on-use-of-face-masks/
Here are a few recommendations for designing a Faculty Learning Community centered around new technologies: Evolving Outcomes: Begin with clear outcomes for the community, and ask faculty to articulate their own project objectives in their applications for participation. However, keep in mind that there is an inherent openness to this process. Rework project outcomes as needed and provide progress updates at the beginning of each meeting. Multi-channel Communication: Include multiple types of interactions throughout the term to meet the many needs of participating faculty. Allow the participants to design the format of their face-to-face group meetings. Then supplement these scheduled sessions with one-on-one design meetings, online communications, self-help resources, and triage sessions. Campus Partners: Use the participant applications to imagine what types of support the faculty might need, and identify the people on campus best able to offer this support. Reach out to these campus partners in advance of the FLC, gauging their interest and availability to offer demonstrations, create online learning tools, purchase technologies, or meet with faculty one-on-one. Community Building: Remember that this is a community, and build it as such: work to develop a good rapport among participants; listen deeply to each participants’ goals; learn about disciplines outside of one’s own; require a certain level of participation; and bring drinks and food. Good learning environments tend to blend the formal and informal, supplementing expectations and plans with the free flowing nature of discussion and discovery.
I am especially interested in the "Evolving Outcomes" mentioned. How do we go about articulating initial outcomes for an FLC at my organization?
FLCs are extended gatherings (typically a semester or more) in which participants organize around a clear objective but in an informal structure. Perhaps most importantly, the FLC itself is a process that develops as the group proceeds. The community members work together to direct the shape of the experience. This design engenders ownership (Cox & Richlin, 2011; Moore & Hicks 2014) in the project without requiring the faculty to become technical experts—ownership that promotes sustainable success.
Very brief definition of faculty learning community.
Building Faculty Learning Communities: New Directions for Teaching and Learning, Number 97, edited by Milton D. Cox, and Laurie Richlin, John Wiley & Sons, Incorporated, 2011.
Check LSU Libraries for this resource?
Velásquez, N., Leahy, R., Restrepo, N. J., Lupu, Y., Sear, R., Gabriel, N., Jha, O., Goldberg, B., & Johnson, N. F. (2020). Hate multiverse spreads malicious COVID-19 content online beyond individual platform control. ArXiv:2004.00673 [Nlin, Physics:Physics]. http://arxiv.org/abs/2004.00673
prioritize technology, for example, as these are easier elements to hook onto
In my campus's summer professional development, prep for next term's "remote learning," many colleagues are seeing this limitation. Tech is the sparkly thing, easy to focus on. We say "pedagogy before technology," but many are really focused on what tech to use, how to preserve as much of last year's f2f as possible, etc. Most of which isn't helping plan for fall classes.
Android is an operating system based on Linux with a Java programming interface for mobile devices such as Smartphone (Touch Screen Devices who supports Android OS) as well for Tablets too.
Android is an operating system based on Linux with a Java programming interface for mobile devices such as Smartphone (Touch Screen Devices who supports Android OS) as well for Tablets too.
To learn more about android visit Android Tutorial
Bootstrap is an open-source HTML, CSS, and JavaScript framework for building responsive and mobile-first applications on the web.
Bootstrap is an open-source HTML, CSS, and JavaScript framework for building responsive and mobile-first applications on the web. To learn more about bootstrap visit Bootstrap Tutorial
LINQ means Language Integrated Query and it was introduced in .NET Framework 3.5 to query the data from different data sources such as collections, generics, XML Documents, ADO.NET Datasets, SQL, Web Service, etc. in C# and VB.NET.
LINQ means Language Integrated Query and it was introduced in .NET Framework 3.5 to query the data from different data sources such as collections, generics, XML Documents, ADO.NET Datasets, SQL, Web Service, etc. in C# and VB.NET. To learn more about LINQ visit LINQ Tutorial
Visual Basic (VB) is an object-oriented programming language and that enables the developers to build a variety of secure and robust applications that run on the .NET Framework.
Visual Basic (VB) is an object-oriented programming language and that enables the developers to build a variety of secure and robust applications that run on the .NET Framework.
To learn more about visual basic refer Visual Basic (VB.NET) Tutorial
Murphy, C., Laurence, E., & Allard, A. (2020). Deep learning of stochastic contagion dynamics on complex networks. ArXiv:2006.05410 [Cond-Mat, Physics:Physics, Stat]. http://arxiv.org/abs/2006.05410
DO NOT, DO NOT, DO NOT turn Japanese into work. Don’t turn it into “study”; don’t turn it into 勉強 (a word that refers to scholastic study in Japanese, but actually carries the rather negative meaning of “coercion” in Chinese). Just play at it. PLAY. That’s why I keep telling people: don’t make all these rules about what is and is not OK for you to do in Japanese, or how Gokusen is over-coloured by the argot of juvenile delinquents or watching Love Hina will make you talk like a girl — it doesn’t matter, you need to learn all that vocabulary in order to truly be proficient in Japanese anyway, so whatever you watch is fine — as long as you’re enjoying it right now. Write this on your liver: just because anything is OK to watch in Japanese, that doesn’t mean that everything is worth watching…to you that is. One person’s Star Trek is another person’s…well, I can’t imagine how any human being could fail to love Star Trek, but you get the idea.
If you want to learn something, make sure that you keep it in the realm of play. If you make it work, you will kill it.
This reminds me of Mark Sisson talking about incorporating play.
This also reminds me of the concept of Flow.
Some free, digital Zettelkastens include zettelkasten.de, zettlr, and roamresearch. I use Roam.
One of the best solutions to implement Zettelkastens: Roam. However, in my case OneNote is doing fine. Maybe I can switch to Roam if I will start working on a specific research problem?
The key is to make connections between ideas during note-taking, way before you need to review them for your work. This forces you to actively connect the dots (during note-taking) and lets you find relevant ideas with ease in future.
How Zettelkasten works:
German sociologist Niklas Luhmann. One thing you should know about Luhmann—he was extremely productive. In his 40 years of research, he published more than 70 books and 500 scholarly articles. How did he do accomplish this? He credits it to his Zettelkasten which focuses on connections between notes.
To be super productive, Niklas Luhmann used to take notes relating to each other
Košir, K., Dugonik, Š., Huskić, A., Gračner, J., Kokol, Z., & Krajnc, Ž. (2020). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/gj3e5
Andrew, A., Cattan, S., Dias, M. C., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A. (2020, May 18). Learning during the lockdown: Real-time data on children’s experiences during home learning. https://doi.org/10.1920/BN.IFS.2020.BN0288
Rahman, M. (2020, June 1). COVID-19 Public Sentiment Insights and Machine Learning for Tweets Classification. https://doi.org/10.31234/osf.io/sw2dn
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author/carie-penabad. (2020, May 27). Carie Penabad: Architecture and the Great Confinement. Architect. https://www.architectmagazine.com/practice/carie-penabad-architecture-and-the-great-confinement_o
Lanovaz, M., & Turgeon, S. (2020). Tutorial: Applying Machine Learning in Behavioral Research [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/9w6a3
Radulescu, A., Holmes, K., & Niv, Y. (2020). On the convergent validity of risk sensitivity measures [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/qdhx4
Hertz, U. (2020). Cognitive learning processes account for asymmetries in adaptations to new social norms [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/7thku
Samuel, J.; Ali, G.G.M.N.; Rahman, M.M.; Esawi, E.; Samuel, Y. COVID-19 Public Sentiment Insights and Machine Learning for Tweets Classification. Preprints 2020, 2020050015 (doi: 10.20944/preprints202005.0015.v1)
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez
Zdeborová, L. (2020). Understanding deep learning is also a job for physicists. Nature Physics, 1–3. https://doi.org/10.1038/s41567-020-0929-2
Donnellan, E., Sumeyye, Fastrich, G. M., & Murayama, K. (2020). How are Curiosity and Interest Different? Naïve Bayes Classification of People’s Naïve Belief. https://doi.org/10.31234/osf.io/697gk
the network typically learns to useh(t)as a kind of lossysummary of the task-relevant aspects of the past sequence of inputs up tot
The hidden state h(t) is a high-level representation of whatever happened until time step t.
Parameter sharingmakes it possible to extend and apply the model to examples of different forms(different lengths, here) and generalize across them. If we had separate parametersfor each value of the time index, we could not generalize to sequence lengths notseen during training, nor share statistical strength across different sequence lengthsand across different positions in time. Such sharing is particularly important whena specific piece of information can occur at multiple positions within the sequence.
RNN have the same parameters for each time step. This allows to generalize the inferred "meaning", even when it's inferred at different steps.
Machine learning is an application of artificial intelligence (AI) that provides systems the ability to automatically learn and improve from experience without being explicitly programmed
Schwalbe, N., & Wahl, B. (2020). Artificial intelligence and the future of global health. The Lancet, 395(10236), 1579–1586. https://doi.org/10.1016/S0140-6736(20)30226-9
Multiple articles from Financial Times - Future of AI and Digital Healthcare
Callaway, E. (2020). The race for coronavirus vaccines: A graphical guide. Nature, 580(7805), 576–577. https://doi.org/10.1038/d41586-020-01221-y
Stevens, H. & Muyskens, J. (2020 May 14). See how experts use disease modeling to predict coronavirus cases after states reopen. Washington Post. https://www.washingtonpost.com/graphics/2020/health/disease-modeling-coronavirus-cases-reopening/
Rather than having ideas floating around aimlessly in our heads, we’ll have a way to organize and categorize information so that it becomes interconnected and robust knowledge.
Syntonic learning is a term that made an impression on me. It means "it goes together with" and suggests that learning is made up of connections, such as connecting new ideas to old. That's why we need to start with something concrete, something we already understand well, before we can build upon it and learn more.
Castelo, M. (2020 April 15). 4 Cyberhygiene Practices for Secure Remote Learning. EdTech. edtechmagazine.com/k12/article/2020/04/4-cyberhygiene-practices-secure-remote-learning
Cohn, S. (2020 May 01). Face masks: What the Spanish flu can teach us about making them compulsory. The Conversation. http://theconversation.com/face-masks-what-the-spanish-flu-can-teach-us-about-making-them-compulsory-137648
What I think we're lacking is proper tooling, or at least the knowledge of it. I don't know what most people use to write Git commits, but concepts like interactive staging, rebasing, squashing, and fixup commits are very daunting with Git on the CLI, unless you know really well what you're doing. We should do a better job at learning people how to use tools like Git Tower (to give just one example) to rewrite Git history, and to produce nice Git commits.
Regardless of where you operate within the organization, your ability to self-search, self-learn, and self-service will undoubtedly impact your success at GitLab.
We value results, transparency, sharing, freedom, efficiency, self-learning, frugality, collaboration, directness, kindness, diversity and inclusion, boring solutions, and quirkiness. If these values match your personality, work ethic, and personal goals, we encourage you to visit our primer to learn more. Open source is our culture, our way of life, our story, and what makes us truly unique.
Studying the masters will help you understand how all copywriting elements fit together.
Vincent Berger a insisté pour sa part sur l’impact du numérique à l’Université.
Vincent Berger présente les avantages de la pédagogie numérique en plusieurs arguments. Dans leur majorité ces arguments sont dialectiques Pro et épistémiques comparatifs car il s'agit pour l'auteur de défendre les bénéfices de l'enseignement en ligne contre le système éducatif classique en présentiel.
What Do We Know and What Should We Be Teaching Others About Our Field. (2020 March 18). https://www.youtube.com/watch?v=ny-NAgYiYIs&feature=youtu.be&t=2920
Tsitsulin, A. & Perozzi B. Understanding the Shape of Large-Scale Data. (2020 May 05). Google AI Blog. http://ai.googleblog.com/2020/05/understanding-shape-of-large-scale-data.html
To successfully learn something new, people must evaluate their understanding, monitor for confusion or inconsistency, plan what to do next based on those observations, and coordinate that plan’s execution. This often falls under the category of “metacognition,” though prefer to unbundle its phenomena.
To learn something people need to use certain faculties that are often referred to as metacognition.
They need to evaluate their understanding, monitor for confusion or inconsistency, plan what to do next and coordinate that plan's execution.
Pescetelli, N., Rutherford, A., Kao, A., & Rahwan, I. (2020). Pescetelli_et_al_Collective learning in news consumption. https://doi.org/10.31234/osf.io/w6nc5
Davis, N. (2020, May 4). Report on face masks’ effectiveness for Covid-19 divides scientists. The Guardian. https://www.theguardian.com/world/2020/may/04/scientists-disagree-over-face-masks-effect-on-covid-19
Pinto, S. F., & Ferreira, R. S. (2020). Analyzing course programmes using complex networks. ArXiv:2005.00906 [Physics]. http://arxiv.org/abs/2005.00906
If knowledge of one item makes it harder to remember another item, we have a case of memory interference.
Memory interference - once it happens you need to detect it and eliminate
Here again are the twenty rules of formulating knowledge.
If you see a word and immediately check it's translation, you'll hardly memorize it at all. If you try your best to recall what the word means before checking the translation, the chances of memorization are much better. It is much easier to memorize a word's meaning when you know how to pronounce it corretly, so get it right.
2 important tips for learning languages:
Somewhere between too hard and too easy, there’s a sweet-spot where reviews are challenging enough to hold your interest, but not so hard that it feels like torture. When the challenge of reviews is just right, you’ll actually get a sense of accomplishment and a little jolt of dopamine as you do them. Our brains actually enjoy challenges as long as they aren’t too hard or too easy. As I see it, this level of challenge is where you want to be.
The sweet spot is between 80 - 90% of right answers
Researchers have found that reviews are more effective when they’re difficult. That is, if you have to work at remembering a card, it’ll have a stronger effect on your memory. The harder a review is, the more it boosts your memory. This is called “desirable difficulty” in the literature.
Desirable difficulty
Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, S2352464220301097. https://doi.org/10.1016/S2352-4642(20)30109-7
Lengersdorff, L., Wagner, I., & Lamm, C. (2020, April 20). When implicit prosociality trumps selfishness: the neural valuation system underpins more optimal choices when learning to avoid harm to others than to oneself. https://doi.org/10.31234/osf.io/q6psx
Higbee, T. (2020, April 17). Mattson, Higbee, Aguilar, Nichols, Campbell, Nix, Reinert, Peck, and Lewis-Digital Materials Tutorial BAP. https://doi.org/10.31234/osf.io/9gwpj
Barnby, J. M., Bell, V., Mehta, M., & Moutoussis, M. (2020, April 17). Reduction in social learning and policy uncertainty about intentional social threat underlies paranoia: evidence from modelling a modified serial dictator game. https://doi.org/10.31234/osf.io/jvx5y
// ES5-compatible code var myObject = { prop1: 'hello', prop2: 'world', output: function() { console.log(this.prop1 + ' ' + this.prop2); } }; myObject.output(); // hello world
Creating an object.
I also recently took about 10 months off of work, specifically to focus on learning. It was incredible, and I don’t regret it financially. I would often get up at 6 in the morning or even earlier (which I never do) just from excitement about what I was going to learn about and accomplish in the day. Spending my time focused Only on what I was most interested in was incredibly rewarding.
Approach of taking 10 months off from work just to learn something new
Talented people flock to employers that promise to invest in their development whether they will stay at the company or not.
Cannot agree more on that
We want to learn, but we worry that we might not like what we learn. Or that learning will cost us too much. Or that we will have to give up cherished ideas.
I believe it is normal to worry about the usage of a new domain-based knowledge
afternoons are spent reading/researching/online classes.This has really helped me avoid burn out. I go into the weekend less exhausted and more motivated to return on Monday and implement new stuff. It has also helped generate some inspiration for weekend/personal projects.
Learning at work as solution to burn out and inspiration for personal projects
this is done by Tshinghua Univ
It is difficult to choose a typical reading speed, research has been conducted on various groups of people to get typical rates, what you regularly see quoted is: 100 to 200 words per minute (wpm) for learning, 200 to 400 wpm for comprehension.
On average people read:
Johnson, S. G. B., Bilovich, A., & Tuckett, D. (2020, April 30). Conviction Narrative Theory: A Theory of Choice Under Radical Uncertainty. Retrieved from psyarxiv.com/urc96
Such languages may make it easier for a person without knowledge about the language to understand the code and perhaps also to learn the language.
Brom, C., Lukavsky, J., Greger, D., Hannemann, T., Straková, J., & Švaříček, R. (2020, April 18). Mandatory Home Education during the COVID-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders’ Parents. https://doi.org/10.31234/osf.io/fbhn3
Nordmann, E., Horlin, C., Hutchison, J., Murray, J., Robson, L., Seery, M., & MacKay, J. R. D., Dr. (2020, April 27). 10 simple rules for supporting a temporary online pivot in higher education. Retrieved from psyarxiv.com/qdh25
Python contributed examples¶ Mic VAD Streaming¶ This example demonstrates getting audio from microphone, running Voice-Activity-Detection and then outputting text. Full source code available on https://github.com/mozilla/DeepSpeech-examples. VAD Transcriber¶ This example demonstrates VAD-based transcription with both console and graphical interface. Full source code available on https://github.com/mozilla/DeepSpeech-examples.
Python API Usage example Edit on GitHub Python API Usage example¶ Examples are from native_client/python/client.cc. Creating a model instance and loading model¶ 115 ds = Model(args.model) Performing inference¶ 149 150 151 152 153 154 if args.extended: print(metadata_to_string(ds.sttWithMetadata(audio, 1).transcripts[0])) elif args.json: print(metadata_json_output(ds.sttWithMetadata(audio, 3))) else: print(ds.stt(audio)) Full source code
DeepSpeech is an open source Speech-To-Text engine, using a model trained by machine learning techniques based on Baidu's Deep Speech research paper. Project DeepSpeech uses Google's TensorFlow to make the implementation easier. NOTE: This documentation applies to the 0.7.0 version of DeepSpeech only. Documentation for all versions is published on deepspeech.readthedocs.io. To install and use DeepSpeech all you have to do is: # Create and activate a virtualenv virtualenv -p python3 $HOME/tmp/deepspeech-venv/ source $HOME/tmp/deepspeech-venv/bin/activate # Install DeepSpeech pip3 install deepspeech # Download pre-trained English model files curl -LO https://github.com/mozilla/DeepSpeech/releases/download/v0.7.0/deepspeech-0.7.0-models.pbmm curl -LO https://github.com/mozilla/DeepSpeech/releases/download/v0.7.0/deepspeech-0.7.0-models.scorer # Download example audio files curl -LO https://github.com/mozilla/DeepSpeech/releases/download/v0.7.0/audio-0.7.0.tar.gz tar xvf audio-0.7.0.tar.gz # Transcribe an audio file deepspeech --model deepspeech-0.7.0-models.pbmm --scorer deepspeech-0.7.0-models.scorer --audio audio/2830-3980-0043.wav A pre-trained English model is available for use and can be downloaded using the instructions below. A package with some example audio files is available for download in our release notes.
Speech & Machine Learning
import all the necessary libraries into our notebook. LibROSA and SciPy are the Python libraries used for processing audio signals. import os import librosa #for audio processing import IPython.display as ipd import matplotlib.pyplot as plt import numpy as np from scipy.io import wavfile #for audio processing import warnings warnings.filterwarnings("ignore") view raw modules.py hosted with ❤ by GitHub View the code on <a href="https://gist.github.com/aravindpai/eb40aeca0266e95c128e49823dacaab9">Gist</a>. Data Exploration and Visualization Data Exploration and Visualization helps us to understand the data as well as pre-processing steps in a better way.
TensorFlow recently released the Speech Commands Datasets. It includes 65,000 one-second long utterances of 30 short words, by thousands of different people. We’ll build a speech recognition system that understands simple spoken commands. You can download the dataset from here.