作者否定了模仿学习作为协调者训练方法的可行性，这与许多AI研究中偏好监督学习的常规做法相悖，提出了一个反直觉的观点。

大多数人认为强化学习是解决复杂协调问题的理想方法，但作者明确指出传统RL方法在此类问题上完全失败，挑战了RL在AI协调中的主流应用。

大多数人认为在深度学习中，模型深度比宽度更重要，尤其是在处理复杂任务时。但作者发现对于SUBLEQ执行，宽度而非深度是瓶颈，这挑战了深度学习架构设计的传统观念，暗示某些计算任务可能需要不同的架构优先级。

We may want to focus on this approach - potentially more appealing to faculty

should be moved to forefront, before technical proficiency

Very interested in how this is done. Metacognition needs to be foregrounded in learning with AI, so learners can determine if the tech is helping and how it is doing so.

The benefits of spending time hammering out long-form articles.

关键概念解释：强化学习可能导致行为泛化，即使是在特定条件下学习的行为也可能在其他情境中表现出来。

大多数人认为AI可以替代人类学习过程，但作者认为跳过调试和错误经验会阻碍隐性知识的形成，导致关键能力无法传承。这与AI可以完全替代人类学习的普遍认知相悖。

Moving things around and arranging thoughts and ideas in an essay is an essential part of the writing process.

大多数人认为智能体的学习过程是线性的，从简单到复杂逐步发展。但作者观察到智能体的记忆结构经历了质变，从简单的程序清单演变成具有组合性和预防性逻辑的复杂结构。这挑战了对AI学习过程的线性理解，表明学习可能是非线性的、突变的，而非渐进的。

主流观点认为成功经验是学习的主要来源，应该被优先记录和分析。但作者认为失败经验实际上可能是更重要的学习资源，因为它提供了反事实信号和潜在陷阱的宝贵信息。这一观点挑战了传统只关注成功案例的做法，提出失败可能是更强大的学习驱动力。

大多数人认为拥有大量信息和检索能力的系统已经'学习'了，但作者认为真正的学习需要压缩和抽象能力，而不仅仅是检索。这个观点挑战了当前AI领域对'记忆'的普遍理解，暗示当前的RAG和长上下文方法实际上阻碍了真正的学习发生。

这个观点揭示了检索与学习的本质区别。当前AI系统虽然可以检索任何事实，但被迫寻找结构和归纳的能力却被关闭了。这挑战了我们对AI'智能'的理解，暗示真正的智能需要能够从经验中学习和归纳，而不仅仅是检索信息。

文章以'文件柜'的比喻生动地说明了当前AI系统的局限性。即使上下文窗口不断扩大，本质上仍然只是更大的文件柜。真正的突破是让模型在部署后继续执行训练时的核心能力：压缩、抽象和学习。这个观点挑战了当前AI发展的主流方向，提出了一个令人深思的问题：我们是否在追求错误的解决方案？

大多数人认为AI的创造力主要来自模型规模和计算能力的提升，而作者认为缺乏持续学习和多样性机制将限制AI的真正创造力。这一观点挑战了主流AI发展路径，暗示技术规模扩张本身不足以实现真正的科学创新。

这种三流学习方法挑战了单一学习源的传统AI架构。将统计事件、小型LLM观察者和图算法结合的学习方式模拟了人类的多渠道认知过程，这一反直觉设计可能代表了AI学习架构的未来方向，挑战了当前依赖单一大型模型的趋势。

大多数人认为强化学习模型只能记住特定情况，但作者发现强化学习模型在最小化编辑任务上不仅能够记住，而且能够泛化到更广泛的场景。

通常认为 AI 工具缺乏学习和适应能力，但作者提出 AI 代理可以通过团队的使用和反馈不断改进，这与主流观点中对 AI 学习能力的看法相悖。

大多数人可能认为 AI 工具的改进主要依赖于开发者，但作者强调 agents 的记忆和对话指导能力，使得它们在使用过程中不断改进。

令人惊讶的是：在机器学习工作负载优化任务中，GLM-5.1能够实现3.6倍的速度提升，并且在长时间运行中持续改进，而其他模型很快就会达到性能瓶颈。这种持续优化的能力对于实际应用中的复杂问题解决具有重要意义。

令人惊讶的是：即使在有限的交互和反馈条件下，SkillClaw也能显著提升Qwen3-Max在实际代理场景中的性能。这表明该系统即使在用户参与度不高的情况下，也能有效收集足够的数据来改进技能库，解决了传统AI系统需要大量标注数据才能进化的痛点。

【启发】「整洁的代码库会教会 AI 模仿它的风格」——这是一个良性循环的起点。好代码 → AI 学习好风格 → AI 生成更好的代码 → 代码库更整洁。反之亦然：烂代码 → AI 学习烂风格 → 越来越多的烂代码。这意味着代码库的初始质量会被 AI 放大——好的变得更好，烂的变得更烂。技术债的「利息」在 AI 时代将以更高的复利增长。

揭示了AI驱动设计的另一大优势：打通仿真与现实的闭环。传统求解器难以穷尽制造公差等现实复杂因素，而学习系统能持续吸收实测数据，形成越用越聪明的“数据飞轮”。将现实中散落的隐性知识固化为模型能力，这是传统工具无法企及的质变。

令人惊讶的是：研究表明学习生成图像实际上能显著提升细粒度视觉理解能力，这一发现挑战了传统认知，即理解能力与生成能力应该是分离的，这为AI模型设计提供了全新的思路。

Human-centered learning aligns well to the social learning concept. Social annotation delivers this.

大多数人认为LLM应该从成功经验中学习，但作者提出从失败过渡中合成验证函数的观点极具反直觉。这种方法将失败视为宝贵资源而非需要避免的问题，挑战了机器学习领域的主流优化思想。

大多数人认为在强化学习中，优势函数的计算和优化是一个相对直接的过程，但作者指出存在'优势不匹配问题'，并提出了GTPO混合优势公式来解决它。这挑战了强化学习中的基本假设，表明即使是优势函数这样的核心概念也需要仔细设计才能在多轮任务中有效工作。

College instructor turns to typewriters to curb AI-written work<br /> by [[Jocelyn Gecker]] | AP News<br /> accessed on 2026-03-31T08:39:49

Implicit learning — the acquisition of complex behavioural and identity knowledge outside conscious awareness — is well established in cognitive neuroscience. Reber, A.S. (1993). Implicit Learning and Tacit Knowledge. Oxford University Press.

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

PDF here: https://discovery.ucl.ac.uk/id/eprint/10060267/1/Deakin-Crick_I_Learning%20Journeys%20and%20Infrastructure%20Services%20A%20Game%20Changer%20for%20Effectiveness.pdf

Starting point

Article without sources on how Sweden is moving away from digital devices in (primary?) education. Feels very generated, w generated images. Vgl [[Tallinn 2013]] wrt primary school in Stockholm [[Frida Monsén p]]

n:: also important in transition / adaptation Vgl adopting new tool. Disorientation is not bc 'the tool is bad' it's bc you are learning #blogdit

writing and blogging as sensemaking, as learning

[[Harold Jarche p]] motto

• [ ] return

nice. it is unavoidable that some notes will become obsolete / get surpassed. It is proof of a learning success.

This makes the volume of notes less a 'hoard' of knowledge, more a measure of the length of your learning journey?

Reflection-on-action, also on other alternatives that would have been possible. Vgl [[Action Research is vraag-reflectief leven 20031215142900]]

The ref is to D. A. Schön, The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983. - [ ] zoek boek [[The Reflective Practitioner by Donald A. Schön ]]1983. #pkm

https://web.archive.org/web/20251228112746/https://text.tchncs.de/gisiger/mein-experiment-mit-einem-lehrjournal-30-day-challenge-2025

Reflection by Michael Gisiger on using a lourning journal for 30 days

How to Learn 10x Faster? – Summary of Bartosz Czekała’s Insights

1. The Failures of Traditional Learning * The "Sieve" Effect: Traditional learning methods (reading textbooks, filling in blanks) are highly inefficient, resembling an attempt to carry water in a sieve [00:03:48]. * The Forgetting Curve: Based on Ebbinghaus’s research, without deliberate reviews, we lose about 80% of new information within a month [00:05:10]. * Passive vs. Active: Reading and highlighting are "passive encoding" methods that rarely result in long-term retention [00:03:52].

2. The Foundation: Spaced Repetition Systems (SRS) * Algorithms over Intuition: Manual planning of reviews is impossible for large amounts of data. Using software like Anki is essential [00:19:12]. * How it Works: The program calculates the optimal interval for the next review (e.g., 1 day, 3 days, 1 week, 1 month) based on your self-assessment of how well you remembered it [00:13:44]. * Reducing Decision Fatigue: The system makes learning "binary"—you simply open the app and complete whatever tasks are scheduled for that day [00:14:54].

3. Techniques for Creating Effective Flashcards * Atomization: Each flashcard should contain exactly one question and one specific piece of information in the answer [00:26:09]. * Deep Encoding: Creating your own flashcards (rather than using pre-made decks) forces the brain to manipulate information, building stronger neural pathways [00:35:47]. * Contextualization: For language learning, the deepest encoding comes from creating sentences using the new word rather than just memorizing a definition [00:30:13].

4. Language Learning Strategy (Case Study: Czech in One Month) * Pareto Principle: Start with frequency lists—memorize the words used most often in daily communication [00:46:36]. * Reference Points: Use analogies from languages you already know (e.g., using Polish or Russian roots to learn Czech) to drastically speed up the process [00:52:38]. * Self-Talk: Actively producing speech out loud, even to yourself, is the deepest form of active encoding [00:50:27].

5. Diet and Lifestyle for Brain Optimization * The Danger of Sugar: Glucose spikes and high glycemic index meals hinder memory. Chronic high blood sugar can even lead to brain atrophy [00:02:52]. * Intermittent Fasting (16/8): Fasting increases blood flow and oxygen to the prefrontal cortex, enhancing logical thinking and concentration [00:14:10]. * Ketones: Low-carb diets and ketosis stabilize neuronal networks and provide "mental clarity" often missing in high-carb diets [01:13:14].

6. Critique of Supplements and "Nootropics" * False Hopes: Most "smart drugs" provide negligible benefits (around 1%) compared to the massive gains from a proper learning system and diet [01:16:47]. * The Real Nootropic: The best way to learn faster is to accumulate knowledge. The more you know, the easier it is to "attach" new information to your existing mental framework [01:17:34].

• Ineffectiveness of the Education System: Traditional education often focuses on delivering vast amounts of material without teaching the actual tools or techniques for effective memorization and information retention.
• Passive vs. Active Learning: Scientific research (notably by Craik and Watkins in 1973) demonstrates that passive repetition has almost zero impact on long-term memory and knowledge building.
• Definition of Passive Reproduction: This refers to "mindless" repetition where information is maintained in short-term memory without any cognitive processing or mental engagement (e.g., repeating a phone number just long enough to dial it).
• Common Mistakes: Rote memorization of facts/dates, highlighting text without deep thought, and copying notes verbatim are largely ineffective and represent a significant waste of time.
• The Importance of Active Engagement: To build lasting knowledge, one must engage with the material through "active learning"—this involves speculating, questioning, drawing connections, and integrating new facts into existing mental models.
• Efficiency and Time Management: Using active methods can allow a learner to process in 15 minutes what might otherwise take 5 to 10 hours using passive, repetitive methods.
• Building Mental Frameworks: True specialization in any field requires effective memory tools to connect isolated bits of information into useful, functional models of knowledge.

• Non-Binary Process: Vocabulary acquisition is not a simple "know it or don't" situation; it is a gradual progression through multiple levels of familiarity [00:00:10].
• Initial Exposure: The first stage involves hearing or seeing a word for the first time. You recognize you've seen it before but don't yet know the meaning [00:00:34].
• Emerging Recognition: After looking up a word a few times, you may occasionally recall the definition, but it is not yet consistent [00:01:07].
• Conscious Knowledge: You reach a stage where you can provide the correct definition, often aided by tools like Spaced Repetition Systems (SRS) or flashcards [00:01:25].
• The "Wall of Sound" Challenge: Even if you "know" a word, there is often a delay in processing it during live audio or reading, which can cause you to fall behind in a conversation [00:02:22].
• Subconscious Processing: With more exposure, the mental translation time decreases from seconds to being processed instantly without conscious effort [00:03:31].
• Passive vs. Active Vocabulary: It takes additional time and practice for words to move from passive recognition to active use in speaking [00:04:11].
• Role of Compelling Content: While flashcards help reach initial recognition, "compelling content" like reading, podcasts, and movies is what builds the subconscious strength needed for fluency [00:05:05].
• The Power of Reading and Listening: Repeated exposure to common words in natural contexts (like books or games) reinforces knowledge until translation is no longer necessary [00:05:30].

for - YouTube - Michael Levin - Forbes interview

• SRG comment - Michael Levin - learning & intelligence - nontraditional

for - learning - even chemical networks can learn! don't need living system! - Michael Levin

Summary: This offers the solution: "segmentation." This proves that breaking information into standard, predictable chunks (Standardization) is the mechanism for preserving reader motivation.

Summary: This offers empirical proof that structure (segmentation) directly correlates with "learning efficiency" and "profound understanding," serving as the scientific backing for the "Professional Imperative" of standardization.

Summary: This explains how structure helps: it allows readers to identify "natural boundaries." This validates the use of standard grammar conventions as necessary markers that help the brain group and process ideas, especially for those still learning the English language.

Summary: Provides the consequence of poor structure: "cognitive overload." This supports the argument that unstructured or non-standard writing risks overloading the reader, preventing them from understanding the core message.

Indirectly, this refutes the idea that "code-meshing" is necessary for more accurate communication.

The Art of Learning by Josh Waitzkin, wrt learning chess.

for - stats - learning rate - solar power has 20% learning rate

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

Image by [[Harold Jarche]] plotting 14 modes of learning from [[You Can Do Anything by James Mangan]] 1936 self-help book on his Seek / Sense / Share

Maria Popova https://en.wikipedia.org/wiki/Maria_Popova http://themarginalian.org/

[[You Can Do Anything by James Mangan]] 1936 review: 14 ways to acquire K. https://www.themarginalian.org/2013/04/22/14-ways-to-acquire-knowledge-james-mangan-1936/ "prolific self-help guru and famous eccentric" https://archive.org/details/bwb_W8-ANG-369/ can be borrowed.

WOW! I've been out of the classroom for quite awhile and never considered this scenario regarding AI. This hit a nerve in me as I'm sure it will with many. I get it!

How do we respond and mitigate the isolation, the loss of human dialogue, mentorship and connection?

Personally, I love this; Image annotations.

This can be used as an effective analysis tool. Visual stimulus is powerful and for many individuals constitutes a deeper connection to fundamental learning. Balanced learning across the three basic modes; written, auditory and visual is implied in academics and the workplace but the reality is that one mode is dominant. Recognizing that mode and enhancing reaps far more advantage than forcing an inferior mode. @Byrnesz

for - unlearning language - key insight - language - cannot recapture same process we used as child - cannot recapture the same processes we used to learn to speak language for the very first time - basically, we lose access to that original vocal learning circuit as an adult - question - language learning - what is this vocal learning circuit of an infant? - why do we lost access to the vocal learning circuit we had as a child? - observation - clue - language - accidental world recall and substitution - a clue to how we remember words - I wrote the above sentence "why do we lost access to the vocal learning circuit we had as a child?" when I meant to write: - "why do we LOSE access to the vocal learning circuit we had as a child?' - This very observation also has the same mistake: - "observation - clue - language - accidental world" instead of: - observation - clue - language - accidental WORD"! - I've noticed this accidental word substitution when we are in the midst of automatically composing sentences quite often and have also wondered about it often. - I think it offers an important clue about how we remember words, and that is critical for recall for using language itself. - We must store words in clusters that are indicated by the accidental recall

for - language - learning for the first time - vocal learning circuit - like birds

for - adjacency - learning - unlearning - ritual - language - BEing journey - question - Could we apply ritual to unlearn language? - quote - Your brain is incredible at pattern recognition. But this superpower has a dark side: - Once you see a pattern, it becomes incredibly hard to "unsee" it. - You become trapped in your own mental models - John Vervaeke

adjacency - learning - unlearning - ritual - language - BEing journey - Could we apply ritual to break the pattern of language? This could be an interesting BEing journey!

for - Beautiful Mind Learning Labs - Question - Is it the same as Hummingbird Learning Labs? - adjacency - education - neuroscience - Beau Lotto

for - Hummingbird Learning Lab - Curriculum

for - Hummingbird Learning Lab - adjacency - education - neuroscience - Beau Lotto - LinkedIn post - to - Hummingbird Learning Lab - https://hyp.is/_TIP_LxvEfCHr5-_sncjrw/www.hummingbirdlearninglab.com/

for - adjacency - education - neuroscience-based - Beau Lotto - from - LinkedIn - post - Beau Lotto - Hummingbird Learning Lab - https://hyp.is/flcHpLxwEfCNAPNxZT2PJg/www.linkedin.com/feed/update/urn:li:activity:7330906080341831680/

This is exactly what is happening with any new technology that is introduced. The subversive nature is tamed by restricting the access.

considered to be very good with blended learning

AI Tools for each phase of analysis

Real inherent issue using AI for learning.

This practice is not too dissimilar to that used by zettelkasten practitioners (including Niklas Luhmann) who broadly used his bibliographic cards this way.

By separating his index and ideas from the book and putting them into a physical index, it makes them easier to juxtapose with other ideas over time rather than having them anchored directly to the book itself. For academics and researchers, this will tend to help save time from having to constantly retrieve these portions from individual books.

for - like - Michael Levins - Richard Sutton - youtube interview

Summary - interesting talk on learning - reminds me of Michael Levin's work - the priority is on goal directed activity

This is essentially what uber and various gig economy projects do - they externalise the otherwise minimise the negative externalities in favour of more iterations

By assigning web content such as news articles on current events, social annotation can connect what's happening in the classroom to the outside world by having students apply their knowledge to authentic situations to address real-world issues or "solve real world problems" in collaboration with their peers.

neurological study of LLMs on writing and impacts

SB22-140 Work-Based Learning Quality Expectations

How do you learn while sleeping? First, understand the principles. Then watch this video explanation. To see how you can learn while you are asleep.

The Andela Learning Community 2.0 gives accessible software development training to underprivileged learners in Africa. See the program's unique support system.

See why this persona juiciosa (judicious person) chooses Hive as a Web3 platform. Will you take the same opportunities for learning and community involvement?

Exposure, networking and mentorship...these are three huge opportunities for post-secondary institutions to strategically embrace. These are key indicators of success outcomes and higher ed has a competitive advantage, especially in-person and residential campuses.

• for: symmathesy, mutual learning, mutual transcontextual learning, individual collective entanglement, Indyweb, Indraweb, Indynet, Indranet
• definition: symmathesy
  • mutual transcontextual learning in living systems

• from - youtube - Essentia Foundation - interview - A neuroscientist speaks out on the hidden war on consciousness - Alex Gomez-Marin - a third is born between two in conversation

  • https://hyp.is/MOZ6uIwUEfC1hOf5CSl5YQ/www.youtube.com/watch?v=K7NIicE_h9w

• comment

  • symmathesy lay at the heart of the Indyweb and Indraweb

You don't need to be a formal expert to teach others. You can be in the top 10% of knowledgeable people in any field. Learn, share, and grow your expertise.

for - definition - learning by ostensive definition - adjacency - ostensible definition - parents - external proxy - children's private experiences - This is a very deep insight and important point - Parents are stewards of culture and they lead their children into a world of shared names - It is important to note that - the parent who teaches the child the name for some aspect of reality - only ever has a proxy to the child's private experience of reality - That proxy is the externally observed behaviour of the child - In fact, we fundamentally only ever have public external proxies to the private, "inner" lives of others

I found a way to create order from my jumbled ideas | Writing Slowly<br /> by [[Richard]] on writingslowly.com <br /> accessed on 2025-08-30T19:54:37

The structure of SOLO reminds me of the relationship of Bloom's Taxonomy and zettelkasten: https://boffosocko.com/2022/04/01/the-zettelkasten-method-of-note-taking-mirrors-most-of-the-levels-of-blooms-taxonomy/

https://web.archive.org/web/20250815075154/https://writingslowly.com/2025/08/03/ive-written-a-book-and.html

Amazon silo only. Shu Har Ri (imitate, experiment, go beyond) seems a skill oriented learning approach.

The paradox of easy access to information in the digital age. We enjoy quick retrieval of knowledge. But does that hinder deeper understanding and critical thinking? Especially compared to the rigorous methods employed by our predecessors. Convenience does not necessarily make us smarter or more knowledgeable. In contrast to those who had to invest significant effort in their learning.

The Andela Learning Community 2.0 provides accessible software development training for underprivileged learners in Africa. Emphasizing mentorship, project-based learning, and the importance of consistency in mastering programming skills. Learn about the unique support system. And the motivation derived from connecting with successful developers.

Positives about ChatGPT Study mode

Quote about using ChatGPT only to do school work

MIT - Your Brain on ChatGPT

This is more like it, historical accounts can deliver political messages and show the way not to better political decision making but a better living together.

What does Josephs say about himself? (Peter Brier)

I get my education writing about things that until I actually do write about them I don't know that much about. I read. up I think through. I write out.

00:09:57

Having only recently learned about flipped learning, I can see how tools like social annotation and platforms such as Hypothesis can be powerful during students' self-regulated learning time. These tools allow learners to interact with the text, reflect, and share insights at their own pace. Then, during class time, the teacher can guide a discussion based on those annotations, engaging an audience that is already actively connected to the topic.

for - myth - learning is a property of nervous systems - Michael Levin - salience - high - learning is a property of molecular networks - adjacency - learning - myth - molecular networks - it is a primitive property of molecular networks<br /> - patterns of learning such as habituation, pavlovian response, etc are observable in molecular network - This is a pretty profound claim - learning isn't even a property of the biotic world!

Playing Atari with Deep Reinforcement Learning 19 Dec 2013 · Volodymyr Mnih, Koray Kavukcuoglu, David Silver, Alex Graves, Ioannis Antonoglou, Daan Wierstra, Martin Riedmiller

The paper from 2013 that introduced the DQN algorithm for using Deep Learning with Reinforcement Learning to play Atari game.

Pulling back to this post - https://wiobyrne.com/embracing-the-violin-of-cognitive-amplification/

Welcome to the Era of Experience David Silver, Richard S. Sutton

"This is a preprint of a chapter that will appear in the book Designing an Intelligence, published by MIT Press"

for - stats - natural language acquisition - 1 to 2 year old is age of fastest and best learning

comment - ALG philosophy - replicate the experiences that 1 to 2 year olds have

for - adjacency - Socratic method - ALG - natural language acquisition - explanation - infants learning native language

adjacency - between - Socratic method - natural language acquisition - ALG - explanation - adjacency relationship - When the teacher explains the meaning to the student, - it actually robs the student of the active learning experience of guessing the right meaning - Infants learning their native language for the first time are necessarily in the "deep end" and face discomfort - They (we) are constantly forced to guess and actually actively construct meaning out of the universe of symbols we are being exposed to in a multitude of contexts

for - common mistake - learning a word is NOT learning a language

comment - The mistake that most second language approaches take is that it teaches meaning of words but NOT the EXPERIENCE of language

for - key insight / quote - innate language learning is in conflict with intentional learning - David Long - Common Human Denominator - learning language

Broken link

Student specific - is there a staff alternative to this blog post?

Reply to Hajo Bakker on LinkedIn

Hajo Bakker Exam vs. Test -- Een examinering moet veel vanafwegen en niet regulier gebeuren.

Een test (toets) mag vaker gebeuren, en moet weinig vanaf hangen... Geen ouders die straffen voor een laag cijfer (of cijfers afschaffen), geen adviezen die daarvanafhangen, etc.

Het doel van een toets is om je aan te geven wat je krachten en minder sterke punten zijn, dus waar je je op moet focussen met toekomst leren. Dit kan alleen op het moment dat je een toets nabespreekt en op individueel niveau. Klassikaal bespreken heeft vaak weinig nut.

Daarbij komt ook dat een student moet snappen WAAROM het helpt om na te bespreken, de wetenschap erachter. Op het moment dat je de waarom achter het hoe niet goed snapt heeft het hoe minder effect. (dit is waarom in het 4C/ID model ze in een scaffold beginnen met de laatste stap, waarin de informatie van voorgaande stappen is gegeven. Dit zodat als je de vorige stap gaat leren, je een beter idee hebt waar het uiteindelijk voor gebruikt gaat worden en je er dus een betere invulling aan kan geven.)

Semantische verschillen zijn vaak uiterst nuttig om complexe stof te begrijpen. Op het moment dat ze exact hetzelfde waren heeft het weinig nut om meerdere termen te hebben en zouden ze synoniem zijn.

"Exam" is geen synoniem van "test".

Genuanceerde verschillen zijn vaak nuttiger dan "umbrella terms" om goed te communiceren, als uiterst subliem wordt beargumenteerd in "Science of Memory: Concepts" van Roediger III et al.

Daarnaast komt uiteraard bij kijken dat neurocognitieve wetenschap een blauwdruk geeft voor hoe onze brein architectuur in elkaar zit (zie bijvoorbeeld John Sweller, Cognitive Load Theory 2011, en The Forgetting Machine, Rodrigo Quian Quiroga, 2017, Science of Memory: Concepts, Roediger et al., 2007, Ten Steps to Complex Learning, van Merriënboer, 2017).

Dit is universeel toepasbaar, afgezien van mensen met een cognitieve aandoening bijvoorbeeld, dit gaat dus over neurotypische breinen.

Leerstijlen zijn een mythe, wel hebben wij leervoorkeuren, maar door alleen in onze leervoorkeur te leren missen wij bepaalde informatie die cruciaal kan zijn voor beter begrip en meesterschap (mastery).

Beter is het om studietechnieken te gebruiken die overeenkomen met brein-architectuur en die onder te knie te krijgen.

Meer cognitieve belasting te gebruiken (zonder cognitieve overbelasting te veroorzaken). Als leren "makkelijk" voelt is het over het algemeen niet uitdagend genoeg en/of de techniek niet nuttig. Herlezen / samenvatten is simpel maar vrij inefficiënt. Het maken van een GRINDEmap voelt moeilijk maar is vele malen effectiever (zie ook the misinterpreted effort hypothesis).

Zoals Dr. Ahrens al zei: "The one who does the effort, does the learning."

Verder heb ik een heleboel ideëen voor een optimaal onderwijs dat zich aanpast aan het individu in plaats van aan het systeem, maar dit is een te complex en groot onderwerp om zo even hier neer te zetten.

Reply to Gertina Blanket on LinkedIn:

Jij legt in één klap uit datgene wat ik nooit goed heb begrepen uit de literatuur... Het verschil tussen interleaving en varied practice (die vaak als hetzelfde worden gebruikt in de "volksmond").

Het een gaat over verschillende hoeken kijken naar hetzelfde idee (varied practice) terwijl het ander gaat over verschillende maar soortgelijke ideëen (interleaving), bijvoorbeeld meerdere soorten wiskunde (algebra, trigonometrie, etc.).

Hierbij wil ik uiteraard wel zeggen dat blocked practice niet per se direct toegepast moet worden als het over automatisering gaat -- de cognitieve schemata moeten eerst goed gevormd zijn. Zie ook 4C/ID (Ten Steps to Complex Learning). Ofwel, eerst goede encoding + retrieval (Spaced Interleaved Retrieval, mindmapping, etc.) en dan focus op "drilling" / knowledge fluency.

Het sneller maken / automatiseren heeft geen enkel nut als het begrip er nog niet goed in zit. Dit moet geverifiëerd worden.

Kennis is natuurlijk ook erg interdisciplinair. Ik wordt er extreem blij van als ik een link leg tussen een boek over filosofie en efficiënt leren/onderwijs bijvoorbeeld.

Zo las ik ooit een boek over romeinse oratoren met een misleidende titel "How to Win an Argument" van Marcus Tullius Cicero, vertaald door James M. May, en hierin kwam ik tegen dat de oude Romeinen al door hadden dat LOGICA is wat het brein doet onthouden, en dit hoeft dus geen objective logica te zijn maar meer een correcte reflectie van hoe je eigen geest werkt en verbanden legt.

Dit is direct in lijn met wat ik weet van cognitieve leerpsychologie en mijn klein beetje kennis van neurowetenschap (waar ik dit jaar dieper in wil duiken).

Informatie in isolatie is nooit stevig, het moet zich vastklampen aan ankers en andere kennis (voorkennis eventueel), en de lerende (niet de onderwijzende) moet actief bezig zijn om deze verbanden te leggen.

Zoals ik wel vaker quote van Dr. Sönke Ahrens: "The one who does the effort does the learning."

Als ik een boek lees denk ik automatisch aan hoe ik dit kan relateren aan wat al in mijn second mind (Zettelkasten) zit. Ik denk niet meer linear, alleen maar non-linear. Standaard in verbanden.

Hier wat bronnen (impliciet) genoemd: - Cicero, M. T. (2016). How to win an argument: An ancient guide to the art of persuasion (J. M. May, Trans.). Princeton University Press. - Ahrens, S. (2017). How to take smart notes: One simple technique to boost writing, learning and thinking: for students, academics and nonfiction book writers. CreateSpace. - fast, sascha. (100 C.E., 45:02). English Translation of All Notes on Zettelkasten by Luhmann. Zettelkasten Method. https://zettelkasten.de/posts/luhmanns-zettel-translated/ - Luhmann, N. (1981a). Communicating with Slip Boxes (M. Kuehn, Trans.). 11. - Luhmann, N. (1981b). Kommunikation mit Zettelkästen. In H. Baier, H. M. Kepplinger, & K. Reumann (Eds.), Öffentliche Meinung und sozialer Wandel / Public Opinion and Social Change (pp. 222–228). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-322-87749-9_19 - Moeller, H.-G. (2012). The radical Luhmann. Columbia University Press. - Scheper, S. (2022). Antinet Zettelkasten: A Knowledge System That Will Turn You Into a Prolific Reader, Researcher and Writer. Greenlamp, LLC.

• Schmidt, J. F. K. (2016). Niklas Luhmann’s Card Index: Thinking Tool, Communication Partner, Publication Machine. In Forgetting Machines: Knowledge Management Evolution in Early Modern Europe (pp. 287–311). Brill. https://doi.org/10.1163/9789004325258_014
• Schmidt, J. F. K. (2018). Niklas Luhmann’s Card Index: The Fabrication of Serendipity. Sociologica, 12(1), Article 1. https://doi.org/10.6092/issn.1971-8853/8350

Anshumali's prime research work on SLIDE algorithms.

Anne-Laure Le Cunff - How to Design Tiny Experiments Like a Scientist ‪@neuranne‬

• generation effect
• definitions of success: did you learn something new as a mode for preventing failure (-10:00)
• curiosity as motivation (-12:30)
• George R. R. Martin's essay on "architects and gardeners" (and librarians) (and students (via Tiago Forte)).
• did they miss the prior versions of gardening?

• Pareto principle for 80% gardener and 20% architect

• ME: reading fiction can be used as a means of diffuse thinking in combination with combinatorial creativity

for - book - Pedagogies of Collapse - Ginie Servant-Miklos - Chapter 6 - Learning, Loving, Living in Times of Collapse - 2024

MAPPING SOCIAL CHOICE THEORY TO RLHF Jessica Dai and Eve Fleisig ICLR Workshop on Reliable and Responsible Foundation Models 2024

Nice overview of how social choice theory has been connected to RLHF and AI alignment ideas.

Log-Sum-Exp is calculating method to avoid underflow

I really need to understand music theory (learn it) at some point, lol.

\(\epsilon\) here is not necessary. The statement is more precise

Positive/Negative stands for whether support the alternative hypothesis, in which case always exist.

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