Implementing Trained AI Models in Mobile App Development is transforming app experiences by integrating machine learning into iOS and Android platforms. From AI-powered personalization to advanced analytics, trained models empower intelligent decision-making and enhanced functionality.

for - insight - linear increase in performance - indicates unconscious learning - David Eagleman - sensory substitution

for - article - Medium - Translating vision into sound - A deep learning perspectiive - Viktor Toth - 21 April, 2019 - from - search - Google - android app "The Voice" translates images into audio signal - https://hyp.is/OJKKmJ1MEe-TAp_w_0SK_Q/www.google.com/search?q=android+app+%22The+Voice%22+translates+images+into+audio+signal&sca_esv=6fa4053b1bfce2fa&sxsrf=ADLYWIK_UqZZZ9OCRCwH4D6FoSaykbMTpQ:1731013461104&ei=VSstZ4eCBqi8xc8P5KP_kAU&ved=0ahUKEwjHgM3Tj8uJAxUoXvEDHeTRH1IQ4dUDCA8&uact=5&oq=android+app+%22The+Voice%22+translates+images+into+audio+signal&gs_lp=Egxnd3Mtd2l6LXNlcnAiO2FuZHJvaWQgYXBwICJUaGUgVm9pY2UiIHRyYW5zbGF0ZXMgaW1hZ2VzIGludG8gYXVkaW8gc2lnbmFsMggQABiABBiiBDIIEAAYgAQYogQyCBAAGIAEGKIEMggQABiABBiiBDIIEAAYgAQYogRI2xdQpglYjRJwAXgCkAEAmAGZA6ABmQOqAQM0LTG4AQPIAQD4AQGYAgOgAqADwgIKEAAYsAMY1gQYR8ICBBAAGEeYAwDiAwUSATEgQIgGAZAGCJIHBTIuNC0xoAewBA&sclient=gws-wiz-serp

for - search - Google - android app "The Voice" translates images into audio signal - from - webcast - Michael Levin - Can we create new senses for humans? - interview - David Eagleman - https://hyp.is/BHS6up09Ee-1qefERFpeQg/www.youtube.com/watch?v=YCvFgrpfNGM - to - Medium - article Translating vision into sound. A deep learning perspective - Viktor Toth - April 2019 - https://hyp.is/lQL4Yp1MEe-66-dpgenOBA/medium.com/mindsoft/translating-vision-into-sound-443b7e01eced

There are many roads to Rome, especially ones that don't exist yet.

I think the lesson is not to rage against analogies but to examine and think up new analogies

Whys all the way down; it's why scientific thinking as an invention, a tool for thought, has really increased the production of knowledge

Techniques for establishing first principles - socratic questioning

for - example - individual's evolutionary learning journey - new self revisiting old self and gaining new insight - universal compassion of Buddhism and the individual / collective gestalt - adjacency - the universal compassion of the bodhisattva - Deep humanity idea of the individual / collective gestalt - the Deep Humanity Common Human Denominators (CHD) as pointing to the self / other fundamental identity - Freud, Winnicott, Kline's idea of the self formed by relationship with the other, in particular the mOTHER (Deep Humanity), the Most significant OTHER

adjacency - between - the universal compassion of the bodhisattva - Deep humanity idea of the individual / collective gestalt - the Deep Humanity Common Human Denominators (CHD) as pointing to the self / other fundamental identity - Freud, Winnicott, Kline's idea of the self formed by relationship with the other, in particular the mOTHER (Deep Humanity), the Most significant OTHER - adjacency relationship - When I heard John Churchill explain the second turning, - the Mahayana approach, - I was already familiar with it from my many decades of Buddhist teaching but with - those teachings in the rear view mirror of my life and - developing an open source, non-denominational spirituality (Deep Humanity) - Hearing these old teachings again, mixed with the new ideas of the individual / collective gestalt - This becomes an example of Indyweb idea of recording our individual evolutionary learning journey and - the present self meeting the old self - When this happens, new adjacencies can often surface - In this case, due to my own situatedness in life, the universal compassion of the bodhisattva can be articulated from a Deep Humanity perspective: - The Freudian, Klinian, Winnicott and Becker perspective of the individual as being constructed out of the early childhood social interactions with the mOTHER, - a Deep Humanity re-interpretation of "mother" to "mOTHER" to mean "the Most significant OTHER" of the newly born neonate. - A deep realization that OUR OWN SELF IDENTITY WAS CONSTRUCTED out of a SOCIAL RELATIONSHIP with mOTHER demonstrates our intertwingled individual/collective and self/other - The Deep Humanity "Common Human Denominators" (CHD) are a way to deeply APPRECIATE those qualities human beings have in common with each other - Later on, Churchill talks about how the sacred is lost in western modernity - A first step in that direction is treating other humans as sacred, then after that, to treat ALL life as sacred - Using tools like the CHD help us to find fundamental similarities while divisive differences might be polarizing and driving us apart - A universal compassion is only possible if we vividly see how we are constructed of the other - Another way to say this is that we see others not from an individual level, but from a species level

• Page 17: Top 5 most important factors for creating an effective teaching and learning ecosystem: Having a strong leadership and vision (45%) is the #1 (next highest is 15%)
• Page 20: *83% of higher education respondents said that it was important for institutions to provide studens with skills-based learning alongside their academic education. *
• Page 26: Participants identified several challenges in fostering a a culture of lifelong learning for professionals, including: 89% Clear learning objectives
• Page 7: Real-world experiential and work-based learning are no longer fringe; 4 in 5 see these as essential.

Competing views about the relation between observations reality and truth. Popper argues that observations help us distinguish which theories are true or not plus bringing us always closer to a more true scientific theory. Wittgenstein argues this can go both ways. Kuhn argues that these are observations are couched in the language of our paradigm and so everything is relative to that.

This guy learns music creation efficiently, by learning the theory first and really analyzing worked examples (the masters). Positively surprises me. I rarely come across a non-learning expert who intuitively uses proper processes for skill acquisition.

Kauffman is just our sandbox. We may NOT get their funding. But as soon as we have clarity, structure, documents, templates, we will find the right funder

The plan is to create a pool of learning and documents so that any one of us can apply for funding to create an FSC with a 501c3 as the legal entity with FSC bye laws that can be adapted

The emergenrt natur eis that we are holding spoace for the creation of an eco system of 501c3's with FSC bye laws

This is why we are raising the money - to offer this benign parenting support of helping us all to pay for what we need so that we do what we love For now, I am using thew term Universal Learning Income

Sounds like you're doing what Mortimer J. Adler and Charles van Doren would call "inspectional reading" and outlining the space of your topic. This is both fine and expected. You have to start somewhere. You're scaffolding some basic information in a new space and that's worthwhile. You're learning the basics.

Eventually you may come back and do a more analytical read and/or cross reference your first sources with other sources in a syntopical read. It's at these later two levels of reading where doing zettelkasten work is much more profitable, particularly for discerning differences, creating new insights, and expanding knowledge.

If you want to think of it this way, what would a kindergartner's zettelkasten contain? a high school senior? a Ph.D. researcher? 30 year seasoned academic researcher? Are the levels of knowledge all the same? Is the kindergartner material really useful to the high school senior? Probably not at all, it's very basic. As a result, putting in hundreds of atomic notes as you're scaffolding your early learning can be counter-productive. Read some things, highlight them, annotate them. You'll have lots of fleeting notes, but most of them will seem stupidly basic after a month or two. What you really want as main notes are the truly interesting advanced stuff. When you're entering a new area, certainly index ideas, but don't stress about capturing absolutely everything until you have a better understanding of what's going on. Then bring your zettelkasten in to leverage yourself up to the next level.

• Adler, Mortimer J. “How to Mark a Book.” Saturday Review of Literature, July 6, 1940. https://www.unz.com/print/SaturdayRev-1940jul06-00011/
• Adler, Mortimer J., and Charles Van Doren. How to Read a Book: The Classical Guide to Intelligent Reading. Revised and Updated edition. 1940. Reprint, Touchstone, 2011.

reply to u/jack_hanson_c at https://old.reddit.com/r/Zettelkasten/comments/1g9dv9b/is_scoping_the_subject_a_counterzettelkasten/

for - article - The End of Scarcity? From ‘Polycrisis’ to Planetary Phase Shift - Nafeez Ahmed - gene-culture coevolution - adjacency - indyweb dev - individual / collective evolutionary learning - provenance - tracing the evolution of ideas - gene-culture coevolution

adjacency - between - indyweb dev - individual / collective evolutionary learning - provenance - tracing the evolution of ideas - gene-culture coevolution - adjacency relationship - As DNA and epigenetics plays the role of transmitting biological adaptations, language and symmathesy play the role of transmitting cultural adaptations

for - Deep Humanity - intertwingled individual / collective learning - evolutionary learning journey - symmathesy - mutual learning - Nora Bateson

Amanda Mireles is using hypothesis for students to get their own video clips and to annotate them for other students.

Students took scenes from THE BIG BANG and used literature and academic references to relate to the scene

A menu of 33 microstructures that quickly build participation and trust in groups

By abstracting and concatenating portions of material, one can more efficiently learn material that would otherwise take more time.

It's just nice to see people be interested in stuff, and have a group of like minded people that's also interested in the same stuff! What else is there to it all

Digital public service - thank you!!

Learning and Intellectualism can both be found in the act of comparison, or more broadly, analysis. One must do this perpetually when reading to dissect and gain most (long-term) (syntopical) value out of it.

Elaborative Encoding/Rehearsal; highly useful. Networked thought. See Bloom's and Solo's

This might catch the attention of HE people paying attention. It also hopefully connects to the participants who shared that they are not getting the information about the programs that they desire. If the data being consumed (by this vendor or others) is still rooted in describing the content of the learning and not the measurable, assessed outcomes, then it's utility is limited and, crucially, it could create trust issues that make consumer wary of all the data. On the other hand, if they can trust the high quality data, there will be a window of competitive advantage for HE institutions that choose to share the data that the consumers (largely employers) want to see.

Again lineair and productivity/effectiveness overtones. 'learning something irrelevant' as 'wasting time and energy'? ugh. Curiosity and interestingness/surprisal can be directed with intention without being goal oriented, which seems to be the premise here.

#openvraag I wonder if Wu put relevance in the eye of the learner or not. Vgl Feynman's [[Twaalf favoriete vraagstukken 20201006163045]] vs 'society's' relevance.

This is a highly linear sketch, figure out what to learn, gather information, done. In complexity figuring out what to learn does not then give you a clear path to the 'right' information, as it doesn't exist in that form. You iterate your way forward based on pattern recog. Fractals of figuring out what to learn repeatedly along the way

http://www.rachelwu.com/Wu_2019.pdf

proposes ...adaptation is relevant for all age groups because the environment is dynamic, suggesting that learning what to learn is a problem relevant across the lifespan

reviews new research demonstrating the importance and ways of learning what to learn across the lifespan, from objects to real-world skills 2018/2019pub

Tim Coughlan, University at Bath; work is focused on the design and evaluation of systems that support inclusion, creativity, and openness in learning.

for - Indyweb dev - tracking the evolution of individual / collective learning of social learning - hyperobject -example of - perspectival knowing - conversation - Micheal Levin - Jordan Hall

Comment - Both Jordan Hall and I are familiar with the concept of hyperobject but in this part of the conversation, Jordan introduced the idea to Micheal for the first time - This illustrates to me that truism that our perspectival knowledge of reality is unique - Our individual meaningverses and lebenswelt are uniquely located and situated in life - And whenever a multi meaningverse events, the ensuing conversation is collectively - consciousness expanding - expanding the - semantic fingerprint and - symmathesetic fingerprint - of all conversants

Perhaps both learning and research can often be used in the same process... Learning first to inform what is the most vital to include in the Zettelkasten for research synthesis.

Maybe what to use when, in my personal case, should not be objective but rather subjective based on what I like and prefer? This requires further thought. Complex matter.

Research: Theorization, Synthesis, etc.

Learning: Acquisition and Retention of Knowledge or Application of Skill

Both: When there is need of both and/or when research techniques don't give the necessary mastery quick enough for the material; too dense (i.e., neuroscience book)

I think this is very important, every time before the class, I need to set different objectives for different levels of students. And when I write a lesson plan, the elements of the objectives will be divided into three: knowledge objectives, ability objectives, emotional objectives. Then according to the different stages of students to set separately, also make my classroom more rich.

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Caffeine has the reinforcing effects (dopamine and others) not just for activities consumed during and after the intake, but also for a period before (about 30 minutes). Good to take into account.

Caffeine not only produces dopamine but it also exponentially increases the effects of dopamine (by increasing dopamine receptors).

So definitely avoid caffeine when doing pleasurable activities you don't want to do anymore (such as porn).

(~19:20)

According to Huberman, there is a positive causal relationship between caffeine and reduced reaction time, increasing both speed and accuracy of recall. Thus useful to take in a certain amount of caffeine 30-60 minutes before an important exam or test.

Recommended to take caffeine about 30 minutes before you want peak performance (effects start 5 minutes beforehand). Peak performance ends after roughly 60 minutes, but effects stay in the system for far longer.

Conditions are not high blood glucose levels and not a very full stomach. Also assumes to drink an entire caffeinated drink in a short period of time.

(~18:00)

Because of effects related to caffeine and sleep, maybe recommended to do the most mentally or physically intensive tasks earlier in the day depending on sleep schedule.

Caffeine is good for performance, both physical and mental. It's good for awareness and neuroprotection. It's good also for antidepression.

( ~2:00)

for - caterpillar butterfly story - Michael Levin - adjacency caterpillar story - Michael Levin - Indyweb dev - conversations with old self - evolutionary learning

adjacency - between - caterpillar butterfly story - Michael Levin - Indyweb dev - conversations with old self - evolutionary learning - adjacency relationship - In relating the caterpillar / butterfly story, Levin is using an extreme example of transformation, that happens to all living beings, including human beings - Levin talks about how the particulars of the old caterpillar engram are meaningless to its new form, the butterfly - The experiments he cites demonstrate that the old engram is re-interpreted from the new butterfly perspective - In a similar but less dramatic way, all of us learn new things every day, and we are constantly rehashing old memories - The Indyweb informational ecosystem that is being developed is based on a framework of evolutionary learning, that is - Our network of meaning is constantly in flux and our associative network of ideas is continuously changing and evolving - The Indyweb is designed to record our evolutionary learning journey and to serve as an external record of salient private ideas that emerge from it. The present interpretation of old engrams is referred to as "having conversations with our old selves"

for - comparison - semantic folding vs normal machine learning - training dataset sizes and times

.

I have found the GT/Lepiter GUI pretty compelling for learners in my local hackerspace and in the information science department, both spaces where I'm a facilitator/teacher. It provides a pretty focused experience and it is stripped down of the overwhelming initial experience of the Pharo/Squeak GUI. It is not well suited for "classical Smalltalkers" though. as I have been talking with some of them and they find the DX too much specific and even cumbersome for some task they usually do (it has been not our case so far).

In our last use case at the university, the students are creating a personal code repository in Fossil, with data narratives and they do a critic/annotated reading, using Hypothesis (this very technology), which is kind of a personal public wiki-like portfolio for data narratives. They put also the reading notes in their own repositories for the data stories I published previously where I introduce Smalltalk or and introduction to data representation and processing in Pharo.

This could be another approach for wikis in the classroom, that is alterative to our use of interpersonal wikis with TiddlyWiki. At some point and in a pretty organic way, the idea would be to have all them integrated and powered by "context aware" and thematic chatbots (made in Pharo).

MvP : "Direct Multi-view Multi-person 3D Pose Estimation" Tao Wang, Jianfeng Zhang, Yujun Cai, Shuicheng Yan, Jiashi Feng

Influential paper on learning consistent skeletal models of human pose from multiview images

Really interesting and innovative method for using multiview perspective data to learn human pose and pedestrian detection.

This page is for Guidelines 3.0

For true deep processing and learning, intellectualism, one must think beyond the single source they are consuming and think about everything they know. Although keep in mind selective attention for true learning and thinking.

This process is habitualized by means of Zettelkasten and further aided in tool like hypothes.is

Unrelated to the song itself. It is interesting that different people interpret the song's meaning differently. Likely due to individual differences in perspective, history, culture, etc.

Makes me reflect. Is knowledge/wisdom contained solely in content and words? Or is knowledge/wisdom rather contained in the RELATIONSHIP, the INTERACTION, between past experience, previous knowledge (identity) and substance?

Currently I am inclined to go for the latter.

Nice focus on learning strategies, this is rare in formal education.

27:00 Flow is a meta-skill (also mentioned are creativity, critical thinking, learning)

for - neuroscience and education - problem solving - active learning

neuroscience and education - problem solving - active learning - this is much like Socratic dialogue technique, engaging the learner actively to recreate the problem in their own consciousness - and play an active role in solving it - just like historical innovators did

for - neuroscience - education of children - recommend no digital devices before puberty - allows learning in a 3 dimensional world

for - human learning - key feature - evolutionary nature - indyweb - key feature - evolutionary nature of learning

"Correlational neural networks" - looking at learning from multiple perspectives of the same thing to increase representation learning.

@article{chandar2016neuralcompjour, author = {Chandar, Sarath and Khapra, Mitesh M and Larochelle, Hugo and Ravindran, Balaraman}, date-added = {2024-08-01 10:47:30 -0400}, date-modified = {2024-08-01 10:50:01 -0400}, journal = {Neural Computation}, keywords = {correlation-learning, machine-learning, inductive-bias, autoencoders}, number = {2}, pages = {257--285}, pdf = {https://www.researchgate.net/profile/Balaraman-Ravindran/publication/275588055_Correlational_Neural_Networks/links/55ed84d308ae21d099c75c00/Correlational-Neural-Networks.pdf}, publisher = {MIT Press}, title = {Correlational neural networks}, venue-short = {NeuralCompJour}, volume = {28}, year = {2016}}

Note to self: - Transient = Fading - Non-Transient = Permanent

The UCB algorithm for bandits comes back again as UCT to form the basis for model estimation via MCTS

Tree search makes this tradeoff very clear, how many paths will you explore before you stop and use the knowledge you already have?

The summary paper for AlphaGo.

Wikipedia: AlphaZero

Polis<br /> https://pol.is/home

( ~ 6:25-end )

Steps for designing a reading plan/list: 1. Pick a topic/goal (or question you want to answer) & how long you want to take to achieve this. 2. Do research into the books necessary to achieve this goal. Meta-learning, scope out the subject. The number of books is relative to the goal and length of the goal. 3. Find the books using different tools such as Google & GoodReads & YouTube Recommendations (ChatGPT & Gemini are also useful). 4. Refine the book list (go through reviews, etc., in Adlerian steps, do an Inspectional Read of everything... Find out if it's truly useful). Also order them into a useful sequence for the syntopical reading project. Highlight the topics covered, how difficult they are, relevancy, etc. 5. Order the books (or download them)

Reminds me a bit of Scott Young's Metalearning step, and doing a skill decomposition in van Merriënboer et al.'s 10 Steps to Complex Learning

( ~0:30 )

Good point; formal education should build up the skill of lifelong learning and not keep "spoon feeding"

At the end of formal education (preferably at the end of HS already) you should be able to learn independently the most complex of skills using evidence based/informed learning techniques.

Scaffold. Build up complexity over time.

2024 paper arguing that other methods beyond PPO could be better for "value alignment" of LLMs

Tests taken a year later, with multiple choice answers showed only 16% learning losd

Paper "Deep Reinforcement Learning that Matters" on evaluating RL algorithms.

( ~ 10:45)

This is basically layered learning and making use of the creation of prior knowledge.

Lifelong is to keep the habit and refine as needed.

TBR: Skill Decay

( ~ 13:00 )

Stage 3, iteration, is about increasing fluency of mastery. Cognitive schema automation. Building up the habit.

Consistency -> Accuracy -> Speed

Varied practice is necessary, and fine-tune the technique based on experiment in application.

( ~10:00 )

After relevance comes the awareness stage (you become aware of your mistakes)...

Making mistakes raises your awareness about how you do the skill and ensures you improve on it. By just doing theory you can't learn from mistakes and you can't possibly read up on EVERYTHING.

Reflective process is necessary. Kolb's. Experiment.

After relevance comes the "plateau period" where a lot of practice is being done with a lot of mistakes; there seems to be little progress. Most people give up here.

You need a growth mindset and just continue.

( ~ 5:00 )

The first stage of learning a complex skill is creating relevance, not in the sense of making knowledge relevant to your life; but rather in seeing what is relevant to learn at this point in the learning career.

Building a map...

The actions are exploration and challenge. Exploration = getting diverse opinions from others and learning the theory & variables. Challenge = open-mindedness for other beliefs and assumptions.

Reminds me of 10 Steps to Complex Learning for curriculum design, where doing a skill decomposition is one of the first steps in designing the curriculum, and either being an expert or having access to experts is paramount.

( ~ 3:25)

Learning how to learn has latent learning for most people. There is no immediate feedback and therefore you do not know how good your learning techniques are until you get to the point of exam.

One way to mitigate this is by having your own test... Past papers, hard recall techniques like Whole-Part-Whole, etc.

I need to find a way to effectively measure learning efficiency in terms of several components (how well is encoding, how well is recall, etc.)

Kolb's as well.

( ~ 2:20)

Add to the TBR (to be research) list... "Latent Learning"

RAIL stands for:

• Relevance
• Awareness
• Iteration
• Lifelong

Interesting food for thought for the optimization of education: should we give students not just domain knowledge (in an efficient manner) but also intercultural and experiental knowledge of the world?

Not just related to personal development such as wealth creation and personal finance, but also how other civilizations work... Tolerance. Teach them philosophy as well.

Obviously in such a way that it is attracting and they are intrinsically motivated to go to school and learn.

Raises a broader question: Is domain knowledge worth anything if you have no knowledge (or experience) about the world in itself? Can you be of any value if you do not know the world in such a manner?

This is a valid criticism (sorry Elon Musk)... By helping the other individual you in the end help society and therefore yourself.

We should be focusing on present problems that are closer to us before moving on to more abstract problems that have less value at present.

The same goes for ourselves. Try not to fix your family or neighborhood before you have fixed yourself (keep in mind diminishing returns). As Dan Koe said: "Your purpose is solving the most pressing problem you have right now." (not verbatim).

Try not to learn how to learn before your sleep schedule is excellent, before you know how to be productive and have habits.

Learning enablers first, THEN learning.

Fix first yourself, then your household, then the city, then the country, then the continent, etc. This does not have to be taken literally, but use it as a wise guidance. It's a principle rather than a law.

Patience as a Virtue is highly important to a journey of lifelong learning. Without patience you cannot be resilient. Without resilience, you cannot 10X yourself continuously, you cannot keep growing.

Nishant says: 2x Output for 1x input...

His formula for mastery: 1. Learn (input -- focus, singletasking) 2. Reflect (output, pause... what is the main takeaway, how to use?) 3. Implement (output, apply) 4. Share (output, teach the material)

These principles are great... Obviously they are not comprehensive as they do not necessarily reflect higher order learning. See Bloom's and Solo's, nor take foundation of Cognitive Load Theory for example... It's understandable though since you can't mention everything in a 20 minute talk XD.

The argument I'd make is that the 3 subsequent steps are a part of learning. So the first step should not be called learn but rather encode, since that is literally the process of forming the initial cognitive schemas and putting them into long-term memory...

According to Nishant, what I agree with, the truly successful people are MASTERS in their craft. They have committed to lifelong learning.

"Your learning capability decides your earning capacity."

See also: Ultralearning, Scott H. Young, and Deep Work, Cal Newport... The argument is the same: your ability to adapt in a complex rapidly changing information economy, and to master material determines how much you can earn.

What Is Tutorial Hell - Related Pages

• Learning is a Never-Ending Process - <q>Continuous learning helps your growth, problem-solving, confidence. Securing your future in a changing world. See why learning is a never-ending process.</q>
• Tutorial Hell (Programming) - <q>In Tutorial Hell (Programming), learners get too dependent on tutorials. For programs, graphics, and related skills. Learn to beat Programmer's Tutorial Hell.</q>
• Getting started with Hive app development - <q>… I don't recommend spending too much time doing tutorials as you will end up in tutorial hell where you just do tutorials but have no idea …</q>
• Taking The Wheel - <q>… tutorial hell by opting to watch a full tutorial or reading the entire blog post. I've found that after I've done so, I feel sad with the knowledge that I …</q>
• Learning web2 for web3 - <q>Simply because I was trapped in a tutorial hell, I don't think I have ever been so confused. I did all these for one year without developing something …</q>

"Tutorial Hell" is where individuals complete numerous tutorials without actually making meaningful progress. The key to escaping Tutorial Hell is to stop doing more tutorials and start building actual projects to solidify learning.

• Who: The author (Coding Defined), professional developers, junior developers.
• What: Facing Tutorial Hell - spending time watching tutorials without making meaningful progress.
• Why: To discuss the negative impact of constantly watching tutorials without implementing what is learned.

• How: The author discusses two concepts of Tutorial Hell

• How it impacts learning

• Why junior developers often fall into this trap

Then, he provides tips on how to escape Tutorial Hell by:

1. Focusing on building actual projects
2. Implementing what is learned from tutorials.

The author also shares personal experiences and examples to illustrate his points.

Tutorial Hell (Programming) - Related Pages

Learning is a Never-Ending Process - <q>Continuous learning helps your growth, problem-solving, confidence. Securing your future in a changing world. See why learning is a never-ending process.</q> What is Tutorial Hell? - <q>Are you asking "What is Tutorial Hell?" It is doing many tutorials without any meaningful progress. Escape Tutorial Hell and start building actual projects now.</q> Getting started with Hive app development - <q>… I don't recommend spending too much time doing tutorials as you will end up in tutorial hell where you just do tutorials but have no idea …</q> Taking The Wheel - <q>… tutorial hell by opting to watch a full tutorial or reading the entire blog post. I've found that after I've done so, I feel sad with the knowledge that I …</q> Learning web2 for web3 - <q>Simply because I was trapped in a tutorial hell, I don't think I have ever been so confused. I did all these for one year without developing something …</q>

• Who: The author (the100) and learners in various fields such as programming, graphics designing, video editing, learning a new language, and cooking.
• What: Discussing the concept of "tutorial hell" where learners become dependent on tutorials and struggle to apply their knowledge creatively.
• Where: Online courses and tutorials found on platforms like YouTube, Udemy, and other websites.
• Why: To caution learners against becoming too reliant on tutorials and encourage them to practice and apply their knowledge independently.
• How: By emphasizing the importance of practicing, building projects, making mistakes, exploring documentation, asking for help, and using problem-solving skills to truly learn and improve in a skill. The author shares their personal experience of falling into tutorial hell and finding success through practical application and problem-solving. The advice given is to follow a tutorial thoroughly before starting to create projects independently.

The post discusses the concept of "tutorial hell". Where learners become overly dependent on tutorials. Without applying their knowledge creatively. Using examples from programming, graphic design, and other skills. The author emphasizes the importance of practicing, making mistakes, and exploring on your own to truly learn and improve.

https://web.archive.org/web/20240614130844/https://www.alfiekohn.org/homework-improve-learning/

no clear evidence that homework has an academic or non-academic effect on learning.

(~0:45)

Justin mentions that a better way to think about learning is in systems rather than techniques. This is true for virtually anything. Tips & Tricks don't get you anywhere, it is the systems which bring you massive improvements because they have components all working together to achieve one goal or a set of goals.

Any good system has these components working together seamlessly, creating something emergent; worth more than the sum of its parts.

The main idea, able to be generalized, I get from this video is that in order to develop any skill, whether it is learning or something else, you need to break it down into its constituents, much like the 4 Component Instruction Design model argues, and figure out where your weak links are.

The more accurately you know the system of your skill, the better you know what to potentially improve on. This requires research, and sometimes asking experts.

Another benefit of networking.

Argument for general knowledge vs. specialistic knowledge?

This is the concept of growth mindset; and we need to teach that to our children in any way possible. It has been shown in studies that growth mindset has a positive causal influence on academic and financial success (I cannot state sources, but I know I've come across this)

Note to self: Research this later.

Success is the ability to go from failure to failure without losing enthusiasm (or motivation)

This is equal to the imitation principle of biologically primary knowledge as stated in Cognitive Load Theory (Sweller, 2011). Perhaps also the borrow-and-reorganize principle though that has to do with biologically secondary knowledge and explicit instruction.

Fixed mindset. Self fulfilling prophecies. Ignorance.

The first thing I ask people who cannot focus for more than an hour straight (which I would argue is a necessity for proper deep learning; see also Flow) is how their dopamine regulation is.

Dopamine regulation is the biggest factor that I know of (I am not an expert, so there might be even more influential factors) that hampers with the ability to focus for prolonged times in a cyclic way.

One can enjoy learning, and thus focus, if the average dopamine the brain produces is close to the dopamine they get when performing the act of learning. This is hard if someone uses "dopamine factories" such as TikTok and other shortform content.

Indeed. But testing in general, as it is done currently, in modern formal education, discourages deep learning as opposed to shallow learning.

Why? Because tests with marks implore students to start learning at max 3 days before the test, thus getting knowledge into short-term memory and not long term memory. Rendering the process of learning virtually useless even though they "pass" the curriculum.

I know this because I was such a student, and saw it all around me with virtually every other student I met, and I was in HAVO, a level not considered "low".

It does not help that teachers, or the system, expect students to know how to learn (efficiently) without it ever being taught to them.

My message to the system: start teaching students how to learn the moment they enter high school

It could be helpful to have a process to learn from these cross-team AARs, respecting privacy appropriately.

(~11:00) I am getting inspired to create my own "Syntopicon" of Education and Learning. Obviously this will be a lifelong endeavor and great undertaking, bound to change with every single reading... As I am not a team of 501 people.

I think I will do this. But how? I am not sure yet. Let's think about it.

I will probably build it out in the open. Perhaps I will even build this syntopicon of education using Obsidian's networked thought system... Instead of a formal linear book. A network of notes is much easier to navigate and will get me where I want to be. Also much easier to edit throughout the process of doing research.

(~3:00) Syntopical Reading requires building a map of the topic across sources (coming up with one's own terms) in order to find out what each author is saying.

How does one do this if the process of syntopical reading is the process by which one comes up with the knowledge? I believe the answer lies in a high skill level of Inspectional Reading

Obviously, one cannot make a perfect map from the get go, and this should not be the intention (defeat perfectionism)... However, a rough sketch or map is far more valuable than none at all.

I believe this is also the point of Dr. Justin Sung's prestudy... Building the barebone structure of the mindmap, finding the logic behind it all; the first layer.

I am very interested in learning all of the different musical traditions that are all over the world. Every place had different traditions and I am curious to learn about them.

I am very curious to learn about how the internet and mass media have contributed to the globalization of musical sounds. The internet has changed so many things and I want to learn how it changed music.

Ive never been in a online class that has really been group work focused so im excited to see how that works and learning how to work as a team virtually.

Do people in other countries actually enjoy American music, or is it just prevalent due to other factors?

Is American music actually as prevalent as we think in other cultures besides our own?

Something that I have been interested in regarding American music is the influences and processes that occured to create its distinct sound, especially in rock. I enjoy the vinyl era, and I find the blues' influence on rock to be extremely intersting as it encapsulates a history unique to the United States and also uses elements from a wide variety of cultures. I'm excited to hear more about this topic during this class.

I would like to learn more about the cons of globalization. When I think of globalization's impact on art I generally believe it's had a positive impact, so I would like to hear the opposing side. I would assume potentially the cons could be some forms of cultural appropriation, but I would like to hear some of the other cons of globalization for music.

I am curious to see how global music cultures have had an affect on music in the United States. I find this particularly interesting since we are often considered the world's melting pot of cultures, so I wonder how far reaching of human experience our music is.

Indy Learning Commons

Autonomous (inter)Personal Learning | Software as a Conversation/Mutual Learning

https://opencollective.com/open-learning-commons/projects/indy-learning-commons

P2P course platform

anyone to take and make

for - Indy Learning Commons

Learning objectives stated

Reply to Nidhi Sachdeva: Nidhi Sachdeva, PhD Just went through the micro-lesson itself. In the context of teachers using to generate instruction examples, I do not argue against that. The teacher does not have to learn the content, or so I hope.

However, I would argue that the learners themselves should try to come up with examples or analogies, etc. But this depends on the learner's learning skills, which should be taught in schools in the first place.

Reply to Nidhi Sachdeva: I agree mostly, but I would advice against using AI for this. If your brain is not doing the work (the AI is coming up with the story/analogy) it is much less effective. Dr. Sönke Ahrens already said: "He who does the effort, does the learning."

I would bet that Cognitive Load Theory also would show that there is much less optimized intrinsic cognitive load (load stemming from the building or automation of cognitive schemas) when another person, or the AI, is thinking of the analogies.

https://www.linkedin.com/feed/update/urn:li:activity:7199396764536221698/

small group whole class discussion boards - workshpaces

Way to make presentations easier and allow for interactive discussions in class.

video presentations - allow for self-critique

presentation tools Voice Thread FlipGrid (flip) YouSeeU

possible discussion board scenarios for active learning --Presentation space --Gallery and reflection space --Work space

Portfolio assignments --- self-authoriship---transformation

Portfolios - way for active learning

problem is a professional develop gap

2 components - meaningful action by students reflection on their experience

student centered rather than instructor centered

active learning creating an architecture of engagment in system, web tools in addition to LMS discussion boards - interactive spaces

Alan Clark True. As Dr. Sönke Ahrens says, "The one who does the effort does the learning."

What goes on in the mind is how learning happens, it is the learner that must do the learning.

I think what you mean is that when YOU are teaching, it does not mean OTHERS are learning.

What I meant was that when the LEARNER is doing the teaching, HE consolidates his own learning.

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Reply to John Whitfield: I think that one is mostly a semantic issue. In some definitions of learning, learning does equate to a change in behavior. In parenting for example, how is learning measured? If the behavior is changed. Therefore, for parenting, learning is a change in behavior.

I'd argue for many books the same is true, what is the use of a book if the knowledge is only in your head. Application, thus changing one's behavior, is essential for the proper use. Obviously this is not for everything the case, but I am highlighting a few scenarios where it would be accurate to say that learning is a change in behavior.

Nothing is ever black and white, it is quite simplistic to say such things, often there is a lot of nuance going on.

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Reply to Alan Clark: Alan Clark Perhaps teaching is not learning, but teaching is an excellent way of consolidating and verifying knowledge. Depending on how one does it, the teaching improves both comprehension and retention. See, for example, the whole-part-whole reteaching method that Dr Justin Sung teaches in the advanced parts of the iCanStudy course.

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Interleaving

Interesting. Needs more research on my part.

This is because of the fact that one needs to think (process) before writing. One can't possibly write everything verbatim. Deep processing. Relational thinking.