- Oct 2023
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www.youtube.com www.youtube.com
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07:00 structuring the mind with information (away from entropy), via setting a vision, which you break down further into goals, projects, tasks
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www.youtube.com www.youtube.com
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06:30 focus on info (input/output) as building identity
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- Mar 2023
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Local file Local file
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The ability to intentionally and strategically allocateour attention is a competitive advantage in a distracted world. Wehave to jealously guard it like a valuable treasure.
It would seem that the word treasure here is being used to modify one's attention. Historically in books about "knowledge work" or commonplacing, the word was used with respect to one's storehouse of knowledge itself and not one's attention. Some of the effect is the result of the break in historical tradition being passed down from one generation to another. It's also an indication that the shift in value has moved not from what one knows or has, but that the attention itself is more valued now, even in a book about excerpting, thinking, and keeping knowledge!
Oh how far we have fallen!
It's also an indication of the extremes of information overload we're facing that the treasure is attention and not the small tidbits of knowledge and understanding we're able to glean from the massive volumes we face on a daily basis.
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- Feb 2023
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Local file Local file
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he research skills that Eco teaches areperhaps even more relevant today. Eco’s system demandscritical thinking, resourcefulness, creativity, attention todetail, and academic pride and humility; these are preciselythe skills that aid students overwhelmed by the ever-grow-ing demands made on their time and resources, and confusedby the seemingly endless torrents of information availableto them.
In addition to "critical thinking, resourcefulness, creativity, attention to detail, and academic pride and humility", the ability to use a note card-based research system like Umberto Eco's is the key to overcoming information overload.
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- Sep 2022
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www.scientificamerican.com www.scientificamerican.com
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“Limited individual attention and online virality of low-quality information,” By Xiaoyan Qiu et al., in Nature Human Behaviour, Vol. 1, June 2017
The upshot of this paper seems to be "information overload alone can explain why fake news can become viral."
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Unable to process all this material, we let our cognitive biases decide what we should pay attention to.
In a society consumed with information overload, it is easier for our brains to allow our well evolved cognitive biases to decide not only what to pay attention to, but what to believe.
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- Jul 2022
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dougbelshaw.com dougbelshaw.com
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I was particularly interested in Chris Aldrich’s observation that knowledge workers tend to talk in spatial terms about their work, especially if distracted. Following interruptions by colleagues or phone calls at work, people may frequently ask themselves “where was I?” more frequently than “what was I doing?” This colloquialism isn’t surprising as our memories for visual items and location are much stronger than actions. Knowledge workers will look around at their environments for contextual clues for what they were doing and find them in piles of paper on their desks, tabs in their computer browser, or even documents (physical or virtual) on their desktops.
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- Mar 2022
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wvupressonline.com wvupressonline.com
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Human minds are made of memories, and today those memories have competition. Biological memory capacities are being supplanted, or at least supplemented, by digital ones, as we rely on recording—phone cameras, digital video, speech-to-text—to capture information we’ll need in the future and then rely on those stored recordings to know what happened in the past. Search engines have taken over not only traditional reference materials but also the knowledge base that used to be encoded in our own brains. Google remembers, so we don’t have to. And when we don’t have to, we no longer can. Or can we? Remembering and Forgetting in the Age of Technology offers concise, nontechnical explanations of major principles of memory and attention—concepts that all teachers should know and that can inform how technology is used in their classes. Teachers will come away with a new appreciation of the importance of memory for learning, useful ideas for handling and discussing technology with their students, and an understanding of how memory is changing in our technology-saturated world.
How much history is covered here?
Will mnemotechniques be covered here? Spaced repetition? Note taking methods in the commonplace book or zettelkasten traditions?
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- Jan 2022
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www.biorxiv.org www.biorxiv.org
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Fernandez-Castaneda, A., Lu, P., Geraghty, A. C., Song, E., Lee, M.-H., Wood, J., Yalcin, B., Taylor, K. R., Dutton, S., Acosta-Alvarez, L., Ni, L., Contreras-Esquivel, D., Gehlhausen, J. R., Klein, J., Lucas, C., Mao, T., Silva, J., Pena-Hernandez, M., Tabachnikova, A., … Monje, M. (2022). Mild respiratory SARS-CoV-2 infection can cause multi-lineage cellular dysregulation and myelin loss in the brain (p. 2022.01.07.475453). https://doi.org/10.1101/2022.01.07.475453
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- Aug 2021
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Local file Local file
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First, what were the economies of attention thatguided his commonplacing techniques? Second, what type of impact did his note-taking skillshave upon the way that he arranged information in texts?
The two questions addressed in this article.
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- Sep 2020
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Gallagher, R. J., Doroshenko, L., Shugars, S., Lazer, D., & Welles, B. F. (2020). Sustained Online Amplification of COVID-19 Elites in the United States. ArXiv:2009.07255 [Physics]. http://arxiv.org/abs/2009.07255
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- Jun 2020
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Plata, C. A., Pigani, E., Azaele, S., Callejas, V., Palazzi, M. J., Solé-Ribalta, A., Meloni, S., & Suweis, J. B.-H. S. (2020). Neutral Theory for competing attention in social networks. ArXiv:2006.07586 [Physics]. http://arxiv.org/abs/2006.07586
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- May 2020
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www.pnas.org www.pnas.org
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Bento, A. I., Nguyen, T., Wing, C., Lozano-Rojas, F., Ahn, Y.-Y., & Simon, K. (2020). Evidence from internet search data shows information-seeking responses to news of local COVID-19 cases. Proceedings of the National Academy of Sciences, 202005335. https://doi.org/10.1073/pnas.2005335117
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- May 2017
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www.ac-clermont.fr www.ac-clermont.fr
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L'élève ne rentre pas dans les apprentissages car il peut avoir du mal à trier ou sélectionner une information.
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