45 Matching Annotations
  1. Nov 2023
    1. Live-Roaming: Using Roam to teach students in college

      I'd listened to this whole episode sometime since 2022-04-05, but didn't put it in my notes.

      Mark Robertson delineates how he actively models the use of his note taking practice (using Roam Research) while teaching/lecturing in the classroom. This sort of modeling can be useful for showing students how academics read, gather, and actively use their knowledge. It does miss the portion about using the knowledge to create papers, articles, books, etc., but the use of this mode of reading and notes within a discussion setting isn't terribly different.

      Use of the system for conversation/discussion with the authors of various texts as you read, with your (past) self as you consult your own notes, or your students in classroom lectures/discussion sections is close to creating your own discussion for new audiences (by way of the work your write yourself.)

      https://www.buzzsprout.com/1194506/4875515-mark-robertson-history-socratic-dialogue-live-roaming.mp3

  2. May 2023
    1. Santalucia, Nick. “The Zettelkasten in the Secondary Classroom.” Blog, July 6, 2021. https://www.nicksantalucia.com/blog/the-zettelkasten-in-the-secondary-classroom-k12.

    2. Hyper-zettelkastenStudents stick all of their zettels on the walls with sticky tack or tape (be sure students initial or mark their zettels before doing this).Then, students walk around the room and search for connections and create original ideas using those connections.Students physically attach those zettels with string (like a conspiracy theorist would) and stick a zettel on the string explaining the connection.
    1. framework for making claims with evidence. The simplest of which, which is what I use, is Claim-Evidence-Reasoning (CER). Students are taught to state their claim (The theme of the story is X), support it with evidence (Readers can infer this through the story's plot, particularly...), and explain their reasoning (Because the character's action result in X, ...) Another great framework is The Writing Revolution/The Hochman Method's "single paragraph outline". Students need to be taught that these are the units of thought -- the most basic forms of an argument. And, even before this, they need to know that a sentence is the form of an idea.
  3. Mar 2023
  4. Jan 2023
    1. Around 1956: "My next task was to prepare my course. Since none of the textbooks known to me was satisfactory, I resorted to the maieutic method that Plato had attributed to Socrates. My lectures consisted essentially in questions that I distributed beforehand to the students, and an abstract of the research that they had prompted. I wrote each question on a 6 × 8 card. I had adopted this procedure a few years earlier for my own work, so I did not start from scratch. Eventually I filled several hundreds of such cards, classed them by subject, and placed them in boxes. When a box filled up, it was time to write an article or a book chapter. The boxes complemented my hanging-files cabinet, containing sketches of papers, some of them aborted, as well as some letters." (p. 129)

      This sounds somewhat similar to Mark Robertson's method of "live Roaming" (using Roam Research during his history classes) as a teaching tool on top of other prior methods.

      link to: Roland Barthes' card collection for teaching: https://hypothes.is/a/wELPGLhaEeywRnsyCfVmXQ

  5. Oct 2022
    1. Leopold von Ranke (German: [fɔn ˈʁaŋkə]; 21 December 1795 – 23 May 1886) was a German historian and a founder of modern source-based history.[3][4] According to Caroline Hoefferle, "Ranke was probably the most important historian to shape [the] historical profession as it emerged in Europe and the United States in the late 19th century".[5] He was able to implement the seminar teaching method in his classroom and focused on archival research and the analysis of historical documents. Building on the methods of the Göttingen School of History,[6] he was the first to establish a historical seminar. Ranke set the standards for much of later historical writing, introducing such ideas as reliance on primary sources (empiricism), an emphasis on narrative history and especially international politics (Außenpolitik). Ranke also had a great influence on Western historiography. He was ennobled in 1865, with the addition of a "von" to his name.
    1. My research group interviewed some 50 skilled scientists and engineers (“experts”), including physicists, on how they solved authentic problems in their discipline. We analyzed the interviews in terms of the decisions made during the solving process. Decisions were defined as instances when an expert selected between competing alternatives before taking some action. To my surprise, we found that the same set of 29 decisions occurred over and over (see the box on page 50). Nearly all of them showed up in every interview, and they essentially defined the problem-solving process.3

      Though interviews with scientists and engineers, researchers have identified a list of 29 commonly occurring decisions made during problem solving processes.

  6. Jun 2022
    1. https://www.insidehighered.com/blogs/learning-innovation/why-%E2%80%98how-humans-learn%E2%80%99-book-i%E2%80%99ve-been-waiting

      How Humans Learn: The Science and Stories Behind Effective College Teaching by Joshua R. Eyler #books/wanttoread<br /> Published in March 2018

      Mentioned at the [[Hypothesis Social Learning Summit - Spotlight on Social Reading & Social Annotation]] in the chat in the [[Social Annotation Showcase]]

    2. For college professors, I think the critical contribution of How Humans Learn is that good teaching is constructed, not ordained.

      "...good teaching is constructed, not ordained."

  7. Apr 2022
    1. Much of Barthes’ intellectual and pedagogical work was producedusing his cards, not just his published texts. For example, Barthes’Collège de France seminar on the topic of the Neutral, thepenultimate course he would take prior to his death, consisted offour bundles of about 800 cards on which was recorded everythingfrom ‘bibliographic indications, some summaries, notes, andprojects on abandoned figures’ (Clerc, 2005: xxi-xxii).

      In addition to using his card index for producing his published works, Barthes also used his note taking system for teaching as well. His final course on the topic of the Neutral, which he taught as a seminar at Collège de France, was contained in four bundles consisting of 800 cards which contained everything from notes, summaries, figures, and bibliographic entries.


      Given this and the easy portability of index cards, should we instead of recommending notebooks, laptops, or systems like Cornell notes, recommend students take notes directly on their note cards and revise them from there? The physicality of the medium may also have other benefits in terms of touch, smell, use of colors on them, etc. for memory and easy regular use. They could also be used physically for spaced repetition relatively quickly.

      Teachers using their index cards of notes physically in class or in discussions has the benefit of modeling the sort of note taking behaviors we might ask of our students. Imagine a classroom that has access to a teacher's public notes (electronic perhaps) which could be searched and cross linked by the students in real-time. This would also allow students to go beyond the immediate topic at hand, but see how that topic may dovetail with the teachers' other research work and interests. This also gives greater meaning to introductory coursework to allow students to see how it underpins other related and advanced intellectual endeavors and invites the student into those spaces as well. This sort of practice could bring to bear the full weight of the literacy space which we center in Western culture, for compare this with the primarily oral interactions that most teachers have with students. It's only in a small subset of suggested or required readings that students can use for leveraging the knowledge of their teachers while all the remainder of the interactions focus on conversation with the instructor and questions that they might put to them. With access to a teacher's card index, they would have so much more as they might also query that separately without making demands of time and attention to their professors. Even if answers aren't immediately forthcoming from the file, then there might at least be bibliographic entries that could be useful.

      I recently had the experience of asking a colleague for some basic references about the history and culture of the ancient Near East. Knowing that he had some significant expertise in the space, it would have been easier to query his proverbial card index for the lived experience and references than to bother him with the burden of doing work to pull them up.

      What sorts of digital systems could help to center these practices? Hypothes.is quickly comes to mind, though many teachers and even students will prefer to keep their notes private and not public where they're searchable.

      Another potential pathway here are systems like FedWiki or anagora.org which provide shared and interlinked note spaces. Have any educators attempted to use these for coursework? The closest I've seen recently are public groups using shared Roam Research or Obsidian-based collections for book clubs.

  8. Mar 2022
    1. Research suggeststhat making these motions will improve our own performance: people who

      gesture as they teach on video, it’s been found, speak more fluently and articulately, make fewer mistakes, and present information in a more logical and intelligible fashion.

      Teachers who gesture as they teach have been found to make fewer mistakes, speak more fluently/articulately, and present their lessons in a more intelligible and logical manner.

  9. Feb 2022
    1. Read for Understanding

      Ahrens goes through a variety of research on teaching and learning as they relate to active reading, escaping cognitive biases, creating understanding, progressive summarization, elaboration, revision, etc. as a means of showing and summarizing how these all dovetail nicely into a fruitful long term practice of using a slip box as a note taking method. This makes the zettelkasten not only a great conversation partner but an active teaching and learning partner as well. (Though he doesn't mention the first part in this chapter or make this last part explicit.)

  10. Jan 2022
  11. Jul 2021
    1. This is one of the more-satisfying ruby expressions I've seen in a long time. I can't say that it also has prosaic transparency, but I think seeing it teaches important things.
  12. Jun 2021
  13. Mar 2021
    1. I hadn't really thought that much about the pedagogical aspects (they don't really teach PhD historians pedagogy where I went to school, or I missed it somehow, so I've been trying to educate myself since then).

      Don't feel bad, I don't think many (any?!) programs do this. It's a terrible disservice to academia.

      Examples of programs that do this would be fantastic to have. Or even an Open Education based course that covers some of this would be an awesome thing to see.

  14. Oct 2020
    1. And though flags from this software don’t automatically mean students will be penalized—instructors can review the software’s suspicions and decide for themselves how to proceed—it leaves open the possibility that instructors’ own biases will determine whether to bring academic dishonesty charges against students. Even just an accusation could negatively affect a student’s academic record, or at the very least how their instructor perceives them and their subsequent work.

      The companies are hiding behind this as a feature - that the algorithms are not supposed to be implemented without human review. I wonder how this "feature" will interact with implicit (and explicit) biases, or with the power dynamics between adjuncts, students, and departmental administration.

      The companies are caught between a rock and a hard place in the decision whether students should be informed that their attempt was flagged for review, or not. We see that, if the student is informed, it causes stress and pain and damage to the teacher-student relationship. But if they're not informed, all these issues of bias and power become invisible.

  15. Jul 2020
  16. Jun 2020
  17. Jan 2020
    1. I didn’t know where the class was headed

      Another Reggio philosophy is understanding that to practice a Pedagogy of Listening and teaching into the intentions of our students makes us vulnerable and that we have to become more comfortable living with doubt and uncertainty. We participate in a process of Negotiated Learning that is child originated and teacher framed. This is an early childhood approach, and my background (K-4). Possibly adolescents can frame their own learning? Here is more info on Negotiated Learning.

  18. Oct 2019
  19. Sep 2019
    1. When assignments are optional, compliance will vary and you risk exacerbating differences in study skills, background knowledge, and the like.

      I can't help but wonder if the emphasis on "content retention" and "compliance" that seems to be core to the authors' concept of learning doesn't make some bad assumptions: that learning is something that an instructor does to a student, and not something that students have agency over. This seems to me to be in extreme conflict with what might be even more inclusive practice: far less emphasis on the grade, more individual attention and greater emphasis on personal growth, less teacher control and more student agency. This is basic Freire stuff. Students aren't vessels to be filled.

    2. Reach out to those who didn’t do so well and express your willingness to help them. Check in with students who have missed a class or two.

      It's worth noting that none of this is easy or efficient. If it was, we'd all do it. One must make a concerted effort to ensure students feel like they belong and that they're supported so that they can learn best. If that's not part of an instructor's job, then what exactly is the instructor's job?

    3. minimize inequities

      minimize inequities = reduce harm; clear similarities to Hippocratic oath. See also Kaufman & Schipper (2018) Teaching With Compassion, p. xxiii

    4. Traditional teaching methods do not serve all students well.

      Emphasis on all. Frequently defensiveness kicks in when traditional teaching is called into question, because it does work, but just for some.

  20. Feb 2019
    1. Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment

      This is what we learn in "teacher school". This is why we learn about many different ways of teaching and why the education system is set up the way that it is. Pedagogy is probably the most important aspect of lesson planning because it shows that we have an understanding of not only making content interesting to our students but managing behavior and assessing if they understand the information, all at the same time.

    2. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK (technological content knowledge), TPK (technological pedagogicalknowledge), and TPACK

      The interaction of all three areas is important because it will help us to understand technology when it comes to lesson planning and content knowledge. Knowing what types of technology to use based on our pedagogical methods and the content that we are teaching our students will help us to implement them to ensure full understanding from our students.

  21. Oct 2018
    1. Dissimilarly, in Teaching to Transgress, bell hooks urges teachers to contemplate “Education as the practice of freedom” as their point of departure for praxis. A phrase originating from the work of Paulo Freire, hooks writes that “education as the practice of freedom” will come easiest “to those of us…who believe that our work is not merely to share information, but to share in the intellectual and spiritual growth of our students. To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.” Transgressive education and disruptive thinking therefore begin with the soul, and not the prospective career opportunities, of students.
  22. Nov 2016
    1. Speech, writing, math notation, various kinds of graphs, and musical notation are all examples of cognitive technologies. They are tools that help us think, and they can become part of the way we think -- and change the way we think.

      Computer interfaces can be cognitive technologies. To whatever degree an interface reflects a set of ideas or methods of working, mastering the interface provides mastery of those ideas or methods.

      Experts often have ways of thinking that they rarely share with others, for various reasons. Sometimes they aren't fully aware of their thought processes. The thoughts may be difficult to convey in speech or print. The thoughts may seem sloppy compared to traditional formal explanations.

      These thought processes often involve:

      • minimal canonical examples - simple models
      • heuristics for rapid reasoning about what might work

      Nielsen considers turning such thought processes into (computer) interfaces. "Every theorem of mathematics, every significant result of science, is a challenge to our imagination as interface designers. Can we find ways of expressing these principles in an interface? What new objects and operations does a principle suggest?"

  23. Jun 2016
    1. adaptive learning - a broad range of software and techniques that attempt ongoing customization of lessons for each student.

      Ideally, adaptive learning is like providing a personal tutor for each student. It can also help a teacher determine which topics need more attention for individual students or the class as a whole. And it may free up class time that would otherwise be used lecturing on basics.

  24. Apr 2016
    1. Convinced that big undergraduate lectures are ineffectual, Wieman long ago ditched those big performances in favor of getting students to problem-solve. He gets them actively engaged with course material, working in smaller groups. The techniques have become known as an evidence-based, "active learning" style of teaching.
  25. Mar 2016
  26. Feb 2016
  27. Jan 2016
    1. Dweck’s message is that we can’t just adopt a growth mindset and forget about it, and simply praising effort regardless of actual progress is completely counterproductive. Successfully cultivating a growth mindset is an ongoing process that consists of teaching strategies for growth and praising effort thoughtfully, rather than regardlessly.

      "Recently, someone asked what keeps me up at night. It's the fear that the mindset concepts, which grew up to counter the failed self-esteem movement, will be used to perpetuate that movement." -- Carol Dweck

    1. Using the Web and Wikipedia to make writing assignments more relevant and instructive. Includes links to Wikipedia tools for educators.

    1. How should we measure student engagement? Certainly not by using computers to force feed students fixed lesson plans.

      Gardner Campbell's presentation at UNF Academic Technology Innovation Summit, November 2015.

    1. The whole organic nature of learning experience through the #walkmyworld learning events meant that I learned what I needed to learn as I needed to learn it. It wasn’t a top down dictate of learning outcomes because the outcomes were determined by the process. It is a revolutionary concept — yet as ancient as Aristotle. Learning should never be measured solely by standard outcomes; people learn, and I mean really LEARN, when they discover for themselves what they know, what they want to know, and how they want to know it.
  28. www.participate.com www.participate.com
    1. Participate Learning Twitter client for education twitter chats. Choose from more than 150 chats, or request to have one added. Sign in with Twitter to view live or archived tweets, a list of participants, and a list of links that were shared.

      Participate Learning provides categorized, vetted educational resources, both free and commercial, and online tools for curating collections and collaborating with other educators.

      https://medium.com/@alanwarms/why-we-launched-participate-chats-5f1d0a61b2b8

    1. Over the years, I've challenged the notion of just having kids read on their own at school. (Or, maybe not so much challenged the notion as told people about the actual research findings on this topic which aren't so wonderful.) I’ve not been a friend to DEAR, SSR, SQUIRT, or similar schemes that set aside daily amounts of time for self selected reading in the classroom.              Most studies don’t find much pay off for this kind of reading—either in reading achievement or motivation to read. There are many better things to do if your goal is to encourage reading than to just tell kids to go read on their own (a directive that sounds a lot like, “go away and leave me alone").

      Timothy Shanahan of U of IL Chicago says we aren't spending enough time on reading and writing instruction.

  29. Dec 2015
    1. constructivism (Jean Piaget) - Learners must actively construct their body of knowledge, their schema, through experience and reflection. When we encounter a new idea, we can do one of three things:

      • decide that it's irrelevant, and ignore it
      • assimilate it into our existing schema
      • accommodate it by modifying our schema

      social constructivism (Lev Vygotsky) - emphasized that building knowledge is a social process

      constructionism (Seymour Papert) - Learning works best when we are publicly building artifacts -- of any kind whatsoever. While communicating with others, we get valuable feedback, and learn to put thoughts in various concrete forms.

  30. Nov 2015
    1. In one study at San Diego State University, students enrolled in an Introductory Psychology course were taught using three kinds of lectures: one that incorporated course content-related humor; one that included humor, but not related to the course material; and one that used no humor at all. When researchers tested student’s retention of knowledge six weeks later, they found that those who attended lectures with course-related humor scored significantly higher than the other students.