84 Matching Annotations
1. Jan 2023
2. www.reddit.com www.reddit.com

As humans we're good at separating things based on categories. The Dewey Decimal System systematically separates mathematics and history into disparate locations, but your zettelkasten shouldn't force this by overthinking categories. Perhaps the overlap of math and history is exactly the interdisciplinary topic you're working toward? If this is the case, just put cards into the slip box closest to their nearest related intellectual neighbor—and by this I mean nearest related to you, not to Melvil Dewey or anyone else. Over time, through growth and branching, ideas will fill in the interstitial spaces and neighboring ideas will slowly percolate and intermix. Your interests will slowly emerge into various bunches of cards in your box. Things you may have thought were important can separate away and end up on sparse branches while other areas flourish.

If you make the (false) choice to separate math and history into different "sections" it will be much harder for them to grow and intertwine in an organic and truly disciplinary way. Universities have done this sort of separation for hundreds of years and as a result, their engineering faculty can be buildings or even entire campuses away from their medical faculty who now want to work together in new interdisciplinary ways. This creates a physical barrier to more efficient and productive innovation and creativity. It's your zettelkasten, so put those ideas right next to each other from the start so they can do the work of serendipity and surprise for you. Do not artificially separate your favorite ideas. Let them mix and mingle and see what comes out of them.

If you feel the need to categorize and separate them in such a surgical fashion, then let your index be the place where this happens. This is what indices are for! Put the locations into the index to create the semantic separation. Math related material gets indexed under "M" and history under "H". Now those ideas can be mixed up in your box, but they're still findable. DO NOT USE OR CONSIDER YOUR NUMBERS AS TOPICAL HEADINGS!!! Don't make the fatal mistake of thinking this. The numbers are just that, numbers. They are there solely for you to be able to easily find the geographic location of individual cards quickly or perhaps recreate an order if you remove and mix a bunch for fun or (heaven forfend) accidentally tip your box out onto the floor. Each part has of the system has its job: the numbers allow you to find things where you expect them to be and the index does the work of tracking and separating topics if you need that.

The broader zettelkasten, tools for thought, and creativity community does a terrible job of explaining the "why" portion of what is going on here with respect to Luhmann's set up. Your zettelkasten is a crucible of ideas placed in juxtaposition with each other. Traversing through them and allowing them to collide in interesting and random ways is part of what will create a pre-programmed serendipity, surprise, and combinatorial creativity for your ideas. They help you to become more fruitful, inventive, and creative.

Broadly the same thing is happening with respect to the structure of commonplace books. There one needs to do more work of randomly reading through and revisiting portions to cause the work or serendipity and admixture, but the end results are roughly the same. With the zettelkasten, it's a bit easier for your favorite ideas to accumulate into one place (or neighborhood) for easier growth because you can move them around and juxtapose them as you add them rather than traversing from page 57 in one notebook to page 532 in another.

If you use your numbers as topical or category headings you'll artificially create dreadful neighborhoods for your ideas to live in. You want a diversity of ideas mixing together to create new ideas. To get a sense of this visually, play the game Parable of the Polygons in which one categorizes and separates (or doesn't) triangles and squares. The game created by Vi Hart and Nicky Case based on the research of Thomas Schelling provides a solid example of the sort of statistical mechanics going on with ideas in your zettelkasten when they're categorized rigidly. If you rigidly categorize ideas and separate them, you'll drastically minimize the chance of creating the sort of useful serendipity of intermixed and innovative ideas.

It's much harder to know what happens when you mix anthropology with complexity theory if they're in separate parts of your mental library, but if those are the things that get you going, then definitely put them right next to each other in your slip box. See what happens. If they're interesting and useful, they've got explicit numerical locators and are cross referenced in your index, so they're unlikely to get lost. Be experimental occasionally. Don't put that card on Henry David Thoreau in the section on writers, nature, or Concord, Massachusetts if those aren't interesting to you. Besides everyone has already done that. Instead put him next to your work on innovation and pencils because it's much easier to become a writer, philosopher, and intellectual when your family's successful pencil manufacturing business can pay for you to attend Harvard and your house is always full of writing instruments from a young age. Now you've got something interesting and creative. (And if you must, you can always link the card numerically to the other transcendentalists across the way.)

In case they didn't hear it in the back, I'll shout it again: ACTIVELY WORK AGAINST YOUR NATURAL URGE TO USE YOUR ZETTELKASTEN NUMBERS AS TOPICAL HEADINGS!!!

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3. Nov 2022
4. theinformed.life theinformed.life
1. All research… All significant research is, in some respects, bottom-up. There is no alternative. And so, the only research that you can do top-down entirely is research for which you already have the solution.

Research, by design, is a bottom-up process.

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5. Aug 2022
6. www.elizabethpagegould.com www.elizabethpagegould.com
1. Study 1 was a 3-year longitudinal study of two cohorts of AfricanAmerican college students at a university where African Amer-icans represented less than 10%, and Whites represented morethan 50%, of the student body over the course of data collection(see Mendoza-Denton et al., 2002).

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7. Jun 2022
8. www.insidehighered.com www.insidehighered.com
1. One of my frustrations with the “science of learning” is that to design experiments which have reasonable limits on the variables and can be quantitatively measured results in scenarios that seem divorced from the actual experience of learning.

Is the sample size of learning experiments really large enough to account for the differences in potential neurodiversity?

How well do these do for simple lectures which don't add mnemonic design of some sort? How to peel back the subtle differences in presentation, dynamism, design of material, in contrast to neurodiversities?

What are the list of known differences? How well have they been studied across presenters and modalities?

What about methods which require active modality shifts versus the simple watch and regurgitate model mentioned in watching videos. Do people do actively better if they're forced to take notes that cause modality shifts and sensemaking?

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9. assets.pubpub.org assets.pubpub.org
1. Discussion on

Bellinger C, Drozdyuk A, Crowley M, Tamblyn I. Balancing Information with Observation Costs in Deep Reinforcement Learning. Proceedings of the Canadian Conference on Artificial Intelligence [Internet]. 2022 May 27; Available from: https://caiac.pubpub.org/pub/0jmy7gpd

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10. Apr 2022
11. www.creativityandcognition.com www.creativityandcognition.com
1. If a creative artefact is the basis of the contribution to knowledge, the research ispractice-based.2. If the research leads primarily to new understandings about practice, it is practice-led.

Difference between practice-based and practice-led research (Specific to design research).

Practice- based: based on practice and improving knowledge of practice Practice- Led - leads to new understandings about the practice we are engaged in

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12. Feb 2022
1. Deepti Gurdasani. (2022, January 30). Have tried to now visually illustrate an earlier thread I wrote about why prevalence estimates based on comparisons of “any symptom” between infected cases, and matched controls will yield underestimates for long COVID. I’ve done a toy example below here, to show this 🧵 [Tweet]. @dgurdasani1. https://twitter.com/dgurdasani1/status/1487578265187405828

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14. Jan 2022
15. Local file Local file
1. The spider web system was, in fact, a work in progress; the resulting hypertext was designed to be open-ended.

One's lifetime of notes could be thought of as a hypertext work in progress that is designed to be open-ended.

#### Annotators

16. Sep 2021
17. www.medrxiv.org www.medrxiv.org
1. Haber, N. A., Wieten, S. E., Rohrer, J. M., Arah, O. A., Tennant, P. W. G., Stuart, E. A., Murray, E. J., Pilleron, S., Lam, S. T., Riederer, E., Howcutt, S. J., Simmons, A. E., Leyrat, C., Schoenegger, P., Booman, A., Dufour, M.-S. K., O’Donoghue, A. L., Baglini, R., Do, S., … Fox, M. P. (2021). Causal and Associational Linking Language From Observational Research and Health Evaluation Literature in Practice: A systematic language evaluation [Preprint]. Epidemiology. https://doi.org/10.1101/2021.08.25.21262631

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18. Aug 2021
19. kimberlyhirsh.com kimberlyhirsh.com

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20. May 2021
21. journals.plos.org journals.plos.org
1. The limitations associated with the analysis of class-evaluation surveys in Study 2 largely result from the difficulty of extracting precise information from large groups of subjective ratings.

Such a study might be more profitably done first at the undergraduate level in a pre-med course and then followed up 1-3 years later at the graduate medicine level. In particular, there are many universities that are pre-admitting undergraduates to their graduate programs where these studies, though still possibly small, could be done with reasonable controls and better retention to cover the time differential cases. This is especially the case since many of these biological processes like the TCA cycle, etc are repeated at both levels of education.

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22. Feb 2021
23. psyarxiv.com psyarxiv.com
1. Witte, E. H., Stanciu, A., & Zenker, F. (2020, October 28). A simple measure for the empirical adequacy of a theoretical construct. https://doi.org/10.31234/osf.io/gdm

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24. psyarxiv.com psyarxiv.com
1. Lakens, D. (2021). Sample Size Justification. PsyArXiv. https://doi.org/10.31234/osf.io/9d3yf

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25. Oct 2020
26. www.mitpressjournals.org www.mitpressjournals.org
1. Öffnet für mich nach der ersten Lektüre einen ganz neuen Zugang zur Verbindung von Theorie und Design Praxis. Man kann sich von hierher einen Rahmen für eine "Content strategy for degrowth" als eine nicht anthropozentrische Designpraxis vorstellen. Sehr viele Verweise.

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27. Sep 2020
1. Susan Athey, July 22, 2020. (2020, August 2). https://www.youtube.com/watch?v=hqTOPrUxDzM

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29. Jul 2020
30. www.nytimes.com www.nytimes.com
1. Eisen, M. B., & Tibshirani, R. (2020, July 20). Opinion | How to Identify Flawed Research Before It Becomes Dangerous. The New York Times. https://www.nytimes.com/2020/07/20/opinion/coronavirus-preprints.html

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31. www.bristol.ac.uk www.bristol.ac.uk
1. Bristol, U. of. (n.d.). Avon Longitudinal Study of Parents and Children | Avon Longitudinal Study of Parents and Children | University of Bristol. University of Bristol. Retrieved July 18, 2020, from http://www.bristol.ac.uk/alspac/

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32. osf.io osf.io
1. Haven, T. L., Errington, T. M., Gleditsch, K., van Grootel, L., Jacobs, A. M., Kern, F., Piñeiro, R., Rosenblatt, F., & Mokkink, L. (2020). Preregistering Qualitative Research: A Delphi Study [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/pz9jr

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33. Jun 2020
34. blogs.lse.ac.uk blogs.lse.ac.uk
1. Carrying out qualitative research under lockdown – Practical and ethical considerations. (2020, April 20). Impact of Social Sciences. https://blogs.lse.ac.uk/impactofsocialsciences/2020/04/20/carrying-out-qualitative-research-under-lockdown-practical-and-ethical-considerations/

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35. May 2020
36. psycnet.apa.org psycnet.apa.org
1. Schauer, J. M., & Hedges, L. V. (2020). Assessing heterogeneity and power in replications of psychological experiments. Psychological Bulletin. Advance online publication. https://doi.org/10.1037/bul0000232

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37. Nov 2019
38. biblioteca.uoc.edu biblioteca.uoc.edu
1. Units of analysis, then, are those things we examine in arder to create summary descriptions of ali such units and to explain differences among them

Definition of units of analysis

2. Units of Analysis

Definition of units of analysis

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39. biblioteca.uoc.edu biblioteca.uoc.edu
1. A given variable can sornetimes be measured at different levels. When in doubt, researchers should use the highest leve! of rneasurement ap-propriate to that variable so they can capture the greatest amount of information.

Variable

2. The Importance of Variable Names

Variables

3. Conceptions, Concepts, and Reality

Defining concepts

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40. www.scribbr.com www.scribbr.com
1. Checklist: Theoretical Framework

Use this checklist with your theoretical framework.

2. Concepts often have multiple definitions, so the theoretical framework involves clearly defining what you mean by each term

It's to know exactly what we mean using a specific concept.

3. In your thesis or dissertation, the theoretical framework is where you define, discuss and evaluate theories relevant to your research problem.

It's a place for definitions, right?

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41. www.scribbr.com www.scribbr.com
1. Sample theoretical framework

Sample theoretical framework

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42. Oct 2019
43. biblioteca.uoc.edu biblioteca.uoc.edu
1. Conceptualization is the process of specifying observations and measurements that give concepts definite meaning for the purposes of a research study.

What is conceptualization? The way to give meaning to a concept for the ressearch.

2. Concepts are constructs; they represent the agreed-on meanings we assign to terms

Concepts represent agreements

3. Concepts are mental irnages we use as sumrnary devices for bringing together observations and experiences that seem to have something in corn-mon. We use terms or labels to reference these concepts

What is a concept? Mental images.

4. Conceptualization, Operationalization, and Measurement

Conceptualization, Operationalization, and Measurement: an essencial part of this process involves transforming the relatively vague terms of ordinary language into precise objects of study with wel-defined and measurable meanings

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44. biblioteca.uoc.edu biblioteca.uoc.edu
1. Research Design

Research design

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45. www.scribbr.com www.scribbr.com
1. The theoretical framework: what and how?

The theoetical framework

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46. biblioteca.uoc.edu biblioteca.uoc.edu
1. It is generally agreed that literature surveys and descriptive compilations do not meet the contribution-to-knowledge re-quirement for the dissertation

What is not accepted.

2. Positivist versus postpositivist.

My research is postpositivist

3. Experimental versus descriptive.

My research is going to be descriptive.

4. Quantitative versus qualitative.

My research is qualitative.

5. NEW OR IMPROVED ANALYSIS Analysis may be based on existing evidence or include new data.

Maybe my research leads in this way, but I think is more the previous one.

6. The evidence may be collected by an experiment, simulation, observations, questionnaire, interviews, or measurements.

Maybe my research goes in this way: new or improved evidence.

7. The additive contribution of a dissertation may arise from 1. new or improved evidence; 2. new or improved methodology; 3. new or improved analysis; 4. new or improved concepts or theories.

Four kind of contributions

8. The dissertation should be based on a significant question, problem, or hypothesis.

The power of a good question. That's why we need to learn how and what to ask.

9. Different approaches to testing of important results. If a researcher has reported interesting results with one research technique and a given research population, a doctoral student may consider replicating the experiment, altering either the research technique or the research population.

Open science and reproductible science is key here.

10. Writers of disserta-tions commonly describe further research that needs to be done.

Work on the results of others.

11. If there is likely to be a continuing interest, either academically or otherwise on the topic, then a student can continué to maintin scholarly capability in the área and continué to be a significant authority on the subject.

This is like Bret Victor's Inventing on principle and the question is: what is your principle?

12. A research project will typicaliy have more than one potential outcome. For example, a research experiment may fail to dis-prove the nuil hypothesis, it may disprove it, or it may be incon-clusive.

A database of unsuccessful cases is a good thing to have too.

13. The exploratory investigation, definition of problem, and writing normally take about half of the total time.

I can use this to measure my time.

14. If no theory base can be identified, the topic should be rejected

Theory is mandatory

15. Observations lead to theory to classify, explain, and predict the observations.

Sounds like grounded theory, or at least the prediction is something very useful.

16. Research needed and interesting

Why my research is needed and interesting?

17. In reading dissertations, the student should begin to formúlate a general understanding of the structure and scope of a disserta-tion, and the meaning of contribution to knowledge as applied to doctoral dissertations.

Structure and scope.

18. The Selection of a Dissertation Topic

The selection of a dissertation topic

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47. biblioteca.uoc.edu biblioteca.uoc.edu
1. . To summarize: Your aim is to explain 1. what you are writing about —I am working on the topic of... 2. what you don't know about it—because / want tofind out... 3. why you want your reader to know and care about it—m order to help my reader understand better...

Short and sweet.

Here is the so what? in the sentence you are building.

3. When you add that because I want tofind out how/why/whether clause, you state why you are pursuing your topic: to answer a question important to you.

Back to the beginning: a question important to you.

4. because I want to find out who/what/when/where/whether/ why/how .

This is the flavour: the indirect question.

5. start by naming your project:

Put a name to that baby.

6. SO WHAT?

Miles Davis was right.

7. If you are an experienced researcher, look for questions that other researchers ask but don't answer.

Remember: the idea is to make it interesting. It can lead you where nobody else knows.

8. How does your topic fit into the context of a larger structure or function as part of a larger system?

Structure and composition.

History of the topic

10. So the best way to begin working on your focused topic is not to find all the information you can on it, but to formúlate questions that direct you to just that information you need to answer them

What is my question to find information?

11. If a writer asks no specific question worth asking, he can offer no specific answer worth supporting.

The power of the questions.

12. Caution: Don't narrow your topic so much that you can't find information on it

Where to stop while you are narrowing.

13. We narrowed those topics by adding words and phrases, but of a special kind: conflict, description, contribution, and developing. Those nouns are derived from verbs expressing actions or relation-ships: to conflict, to describe, to contribute, and to develop. Lacking such "action" words, your topic is a .static thing.

Be careful: you need words that describes actions.

14. A topic is probably too broad if you can state it in four or five words

How to narrow a topic.

15. Few experi-enced researchers trust Wikipedia, so under no circumstances cite it as a source of evidence (unless your topic is Wikipedia itself).

Lucky me! I can cite Wikipedia.

17. Once you have a list of topics, choose the one or two that inter-est you most and explore their research potential. Do this:

Choose one or two topics.

18. Start by listing as many interests as you can that you'd like to explore.

Make a list

20. Some questions raise problems; others do not.

Question and problems are not the same.

21. But other questions may intrigue only the researcher:

Write an interesting question is key.

22. A subject is a broad área of knowledge (e.g., climate change), while a topic is a specific interest within that área (e.g., the effect of climate change on migratory birds).

The hierarchy is:

• Subject
• Topic
23. As you begin a research project, you will want to distinguish a topic from a sub-ject.

There is a difference between topic and subject.

24. From Topics to Questions

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48. Sep 2019
49. shorensteincenter.org shorensteincenter.org
1. Research Design

Research design is all about telling others what the researchers actually did to answer the RQ(s) they proposed earlier.

It has to be explicit (and detailed enough), so others could replicate this research (i.e., do the same things/ follow the same procedure).

***Do you think this research design section is explicit enough? Would you be able to replicate their research if you wanted?

Please identify the control and treatment group (with the independent variable) in this research, and describe it briefly why you think so. ***

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50. Mar 2019
51. www.asist.org www.asist.org
1. This link is for the Association of Information Science and Technology. While many of the resources are available only to those who are association members, there are a great many resources to be found via this site. Among the items available are their newsletter and their journal articles. As the title suggests, there is a technology focus, and also a focus on scientific findings that can guide instructional designers in the presentation and display of visual and textual information, often but not exclusively online. Instructional designers are specifically addressed via the content of this site. A student membership is available. Rating 5/5

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52. Nov 2018
53. www.joe.org www.joe.org
1. Thinking in Multimedia: Research-Based Tips on Designing and Using Interactive Multimedia Curricula.

This article examines various methods of delivery: multimedia integration, possibly including audio, video, slides, and animation. The recommendation is to carefully consider which online delivery mode matches with the learner, and to be cognizant that not everyone learns in the same manner. Certain topics may be best presented in live videos and not in power-point slides show as meaning may be lost or not delivered correctly. It’s important to follow-up with immediate assessment and feedback to continue to develop effective training.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

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54. eric.ed.gov eric.ed.gov
1. Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

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55. create-center.ahs.illinois.edu create-center.ahs.illinois.edu
1. CREATE Overview

Create is a non-profit organization dedicated to providing resources for the development and creation of educational technology to enhance the independence and productivity of older adult learners.

The sight includes publications, resources, research, news, social media and information all relevant to aging and technology. It is the consortium of five universities including: Weill Cornell Medicine,University of Miami, Florida State University,Georgia Institute of Technology, and University of Illinois at Urbana-Champaign.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

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56. Aug 2017
57. distill.pub distill.pub
1. Research debt is the accumulation of missing interpretive labor. It’s extremely natural for young ideas to go through a stage of debt, like early prototypes in engineering. The problem is that we often stop at that point. Young ideas aren’t ending points for us to put in a paper and abandon. When we let things stop there the debt piles up. It becomes harder to understand and build on each other’s work and the field fragments.

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58. Jun 2016
59. interactions.acm.org interactions.acm.org
1. In a 1992 paper in Organizational Science titled “The Duality of Technology: Rethinking the Concept of Technology in Organizations,” Wanda Orlikowski applied the structuration theory of sociologist Anthony Giddens to technology use and reached a similar conclusion. Giddens argued that human agency is constrained by the structures around us—technology and sociocultural conventions—and that we in turn shape those structures. Software, malleable and capable of representing rules, is especially conducive to such analysis.

Love this paper!!!