165 Matching Annotations
  1. Nov 2020
    1. It is hard to appreciate how important really fast (and reliable) hot reload can be during development, unless you have experienced it yourself. Developers report that it changes the way they create their apps, describing it as being like painting their app to life.
    1. In fact, it’s at the core of the learning process and how the human brain learns.
    2. In everyday life, feedback loops for each of us occur naturally–usually in the form, ‘When I do X, Y happens.’ That’s a kind of feedback loop in the learning process.
    3. A feedback loop in learning is a cause-effect sequence where data (often in the form of an ‘event’) is responded to based on recognition of an outcome and that data is used to inform future decisions in similar or analogous situations.
    1. What vaults this well past SNCF for me (setup time aside), is the limited company choice; it prevents a feedback loop of sorts where a game devolves into running each company in the ground.
    1. Second, you have more frequent opportunities to get feedback. Instead of spending weeks hammering away in isolation, only to discover that you made some mistaken assumptions, you can get feedback at each intermediate stage. You become more adaptable and more accountable, because you are performing your work in public.

      Intermediate Packets give you more opportunities to get feedback

    1. If you have further thoughts here, please participate in the discussion on the issue tracker: #256.
    1. In Rust, we use the "No New Rationale" rule, which says that the decision to merge (or not merge) an RFC is based only on rationale that was presented and debated in public. This avoids accidents where the community feels blindsided by a decision.
    2. I'd like to go with an RFC-based governance model (similar to Rust, Ember or Swift) that looks something like this: new features go through a public RFC that describes the motivation for the change, a detailed implementation description, a description on how to document or teach the change (for kpm, that would roughly be focused around how it affected the usual workflows), any drawbacks or alternatives, and any open questions that should be addressed before merging. the change is discussed until all of the relevant arguments have been debated and the arguments are starting to become repetitive (they "reach a steady state") the RFC goes into "final comment period", allowing people who weren't paying close attention to every proposal to have a chance to weigh in with new arguments. assuming no new arguments are presented, the RFC is merged by consensus of the core team and the feature is implemented. All changes, regardless of their source, go through this process, giving active community members who aren't on the core team an opportunity to participate directly in the future direction of the project. (both because of proposals they submit and ones from the core team that they contribute to)
    1. Please don’t be shy to submit your project if you’re just starting out!
  2. Oct 2020
    1. The authors noted that instructive or process feedback types were rarely observed in the instructors’ messages to students.


      • time-consuming
      • the sense-making of students' learning
      • the ways to provide formative feedback
      • the sense-making of feedback by students What kind of feedback would be most useful to students? How can we make sure that students interpret the feedback correctly?



    1. When giving negative feedback, teachers can use the positive sandwich approach—starting and ending with a positive comment

      Compare and contrast to what Claude Steele calls the "Tom Ostrom strategy" - framing feedback in terms of "I have high standards; here is my feedback; I believe you can reach my high standards by taking this feedback."

  3. Sep 2020
    1. It's really useful if your PR references an issue where it is discussed ahead of time. In many cases, features are absent for a reason. For large changes, please create an RFC: https://github.com/sveltejs/rfcs
    1. I like bundlers. Correction, I like fast bundlers. Bundlers that help me tighten the feedback loop and help me focus on the code. Not bundlers that make me doze off, waiting for the recompilation to finish, while my CPU fan sounds like an old hair dryer.
    1. The present study demonstrated that there are differences between the quantity and quality of handwritten and electronic feedback

      The takeaway messages are the first with experimental evidence for the benefits of electronic feedback for coursework, electronic feedback is an adequate way to provide feedback, and the courses in COVID-19 will be an example of whether electronic feedback is adequate for strong academic performance.

    2. Course and Students

      This study has a robust sample size that will be adequate for the statistical analyses. The experimental design is clear, with the manipulation of the independent variable as the grading format as handwritten or electronic.

  4. Aug 2020
    1. This means that while groups can generate high levels of solidarity, which can in principle be put to powerful political effect, it also becomes harder to express disagreement within the group. If, for example, an outspoken and popular member of a neighbourhood WhatsApp group begins to circulate misinformation about health risks, the general urge to maintain solidarity means that their messages are likely to be met with approval and thanks. When a claim or piece of content shows up in a group, there may be many members who view it as dubious; the question is whether they have the confidence to say as much. Meanwhile, the less sceptical can simply forward it on. It’s not hard, then, to understand why WhatsApp is a powerful distributor of “fake news” and conspiracy theories.

      Instead of positive feedback like this, is there a way to create negative feedback loops in these social media apps?

    1. I honestly don't know what you find unclear about this question. I think you initially misread. I edited out your title change because it wasn't what I'd intended and it misled others. I edited in two more sections to clarify. The last section makes it as clear as I can: A single question provokes 1 of 3 responses (not necessarily answers). To chose between them I need to understand acceptable scope of both question and answers. Yes this topic is a muddy one, that's why I'm asking! I want others to help me clarify the unclear!
  5. Jul 2020
  6. Jun 2020
    1. Just as journalists should be able to write about anything they want, comedians should be able to do the same and tell jokes about anything they please

      where's the line though? every output generates a feedback loop with the hivemind, turning into input to ourselves with our cracking, overwhelmed, filters

      it's unrealistic to wish everyone to see jokes are jokes, to rely on journalists to generate unbiased facts, and politicians as self serving leeches, err that's my bias speaking

    1. Note that we are not making the common argument that making new tools can lead to new subject matter insights for the toolmaker, and vice versa. This is correct, but is much weaker than what we are saying. Rather: making new tools can lead to new subject matter insights for humanity as a whole (i.e., significant original research insights), and vice versa, and this would ideally be a rapidly-turning loop to develop the most transformative tools.
    1. Most people think you build the product then you market it. Thinking in loops means you build the marketing into the product. The product doesn't precede the marketing. The product is the marketing.

      By thinking in loops Harry Dry refers to a way of thinking about your acquisition strategy as being part of your product.

      This reminds me of Brian Balfour's idea of product-channel fit and how stresses that the product gets shaped by its acquisition channel.

  7. May 2020
    1. Future keyword improvements are being discussed in our epic for improving rules, where anyone can add suggestions or requests.
    1. Help & feedback Docs Edit this page to fix an error or add an improvement in a merge request Create an issue to suggest an improvement to this doc Show and post comments to review and give feedback on this doc
    1. One huge advantage to scaling up is that you’ll get far more feedback for your Insight through making process. It’s true that Effective system design requires insights drawn from serious contexts of use, but it’s possible to create small-scale serious contexts of use which will allow you to answer many core questions about your system.

      Even though a larger user base will increase your odds of getting more feedback, you can still get valuable contextual feedback with less users.

    1. Ericsson claims (2016, p. 98) that there is no deliberate practice possible for knowledge work because there are no objective criteria (so, poor feedback), because the skills aren’t clearly defined, and because techniques for focused skill improvement in these domains aren’t known.

      According to Ericsson deliberate practice for knowledge work is not possible because the criteria are not objective (you don't know if you're doing well).

      This collides with Dr. Sönke Ahrens' contention that note taking, specifically elaboration, instantiates two feedback loop. One feedback loop in that you can see whether you're capturing the essence of what you're trying to make a note on and a second feedback loop in that you can see whether your note is not only an accurate description of the original idea, but also a complete one.

      Put differently, note taking instantiates two feedback loops. One for precision and one for recall.

  8. Apr 2020
    1. There are many other factors that also aren't obvious so as much as suggestions for improvements are very welcomed, please keep in mind that they may not work in the broader sense of what's required to run this project.
    2. I'll get a gazillion suggestions of how I could do this differently. Every single time I talk about the mechanics of how I've built something I always do
  9. Mar 2020
    1. Don't be discouraged when you get feedback about a method that isn't all sunshine and roses. Facets has been around long enough now that it needs to maintain a certain degree of quality control, and that means serious discernment about what goes into the library. That includes having in depth discussions the merits of methods, even about the best name for a method --even if the functionality has been accepted the name may not.

      about: merits

    1. Thisprovidesthestudentwithanexperienceakintosittingnexttotheinstructorinhisorherofficewhilegoingthroughtheassignment

      Equivalent but not identical

    2. Anumberofstudieshavedemonstratedthebenefitsofvoicefeedbackforstudents.Butfacultyneednotstopthere.Theproliferationofinexpensivescreencastingsoftwaremakesiteasyforfacultytodeliverscreencastedfeedbacktostudents

      so there is evidence of the benefits of voice feedback and now that it is more readily available, instructors should use it more often.

    1. As part of the beta program, if you or someone on your team can give us quick feedback every 1-2 weeks, we'll keep extending your free trial (normally 2 weeks) indefinitely!
  10. Feb 2020
    1. Collaboration is not consensus When collaborating it is always important to stay above radar and work transparently, but collaboration is not consensus. You don't need to ask people for their input, and they shouldn't ask you "Why didn't you ask me?" You don't have to wait for people to provide input, if you did ask them. We believe in permissionless innovation- you don't need to involve people but everyone can contribute. This is core to how we iterate, since we want smaller teams moving quickly rather than large teams achieving consensus slowly.
    2. We do the smallest thing possible and get it out as quickly as possible.
    3. We should counteract that by having short toes and feel comfortable letting others contribute to our domain.
    4. Give negative feedback in the smallest setting possible.
    1. it is worth opening a merge request with the minimal viable change instead of opening an issue encouraging open feedback on the problem without proposing any specific change directly.
    1. Wouldn't let me annotate a selection on this page:

      Reinforce your feedback loop

      The Timeline centralizes all your changes. It allows customers to browse updates, share and send feedback. Collected reactions provide the right information for improving your product and reducing churn.

    1. We check in our code at the entry point of a pipeline, version control (Git and Github in our case), and then it’s taken through a series of steps aimed at assuring quality and lowering risk of releases. Automation helps us keep these steps out of our way while maintaining control through fast feedback loops (context-switching is our enemy). If any step of the pipeline breaks (or fails) we want to be alerted in our communication channel of choice (in our case Slack), and it needs to happen as quickly as possible while we’re in the right context.
    1. Feedback needs to be specific in nature, as well as confirmatory and corrective. This way the learners know what they did right and wrong.

      how to give feedback

    1. You can contact me via anything listed in the Contact section - preferably E-Mail or Matrix. Other places to give feedback are GitHub (Issues, Stars, Following) and Google Play.
  11. Dec 2019
    1. To Collaborate With My Peers

      This is a very rich section: openness in developing skills, connecting materials, skills, roles, feedback and evaluation to other learners, and including other learners in the experience.

  12. Nov 2019
    1. We have ideas about what we will build next for Cycle Analytics but we'd love to hear your thoughts. You can follow and contribute to the discussion on this issue.
    2. As you know, we ship the smallest thing to provide initial value and then we learn from your feedback and continue to improve the feature over time.
  13. Oct 2019
  14. Sep 2019
  15. Aug 2019
    1. F = ma qüvvənin obyektə necə təsir etdiyini izah edir, bu təsirin baş vermə səbəblərini yox. Təkamül nəzəriyyəsi (orijinal adı ilə desək, təbii seçmə nəzəriyyəsi) isə təbiətdə müşahidə olunan fenomenlərin səbəb mexanizmlərini açıqlayır.

      Bu paraqrafı bir az genişlətmək lazımdır. Bir düsturun təsvir etmə funksiyası ilə səbəb-nəticə əlaqəsini açıqlaması arasında nə fərq var tam olaraq? Nəticədə təbii seçmənin də riyazi modelləri var, onu da riyazi şəkildə formallaşdırmaq mümkündür (F=ma-dan daha qəlizdir, amma fərqli riyazi modellər hazırlayırlar adamlar. Burdan baxa bilərsən çox dərinə getmədən: https://www.quantamagazine.org/mathematics-shows-how-to-ensure-evolution-20180626/).

    2. Terminologiya ilə başını ağrıtmaq istəməyənlər

      elmi spektr terminologiya ilə başını ağrıtmaq istəyənlər üçündür!

    3. qanunlar və nəzəriyyələr arasında səviyyə yox, kateqoriya fərqi var.

      bu zor söhbətdi!

    4. Çağdaş təkamül nəzəriyyəsi Darvininkindən xeyli fərqlənir. 20-ci əsrin əvvəllərində Mendel genetikası və Darvinizmin birləşməsi ilə “modern sintez” ortaya çıxdı. Bu nailiyyətin arxasında Dobrjanski, Fisher, Huxley kimi elm adamları dururdu, Darvin yox.

      Çağdaş təkamül nəzəriyyəsi Darwininkindən necə fərqlənir? Sadaladığın adamların əsas töhfələri nə olub məsələyə? Modern sintez tam olaraq nədir? Bütün bunları açmaq lazımdır ictimaiyyət üçün yazılmış məqalədə, çünki bu şəkildə ancaq naməlum elmi səslənən şeylər və adam adları kimi gəlir adi oxucuya.

    5. üzərindən keçdiyimiz çox məqam var.

      Məncə miflər onların tarixçəsini öyrənmək üçün yaxşı bəhanədirlər. Ona görə, məncə bu paraqrafı genişlədib ideyanın necə yarandığını, fərqli dövrlərdə hansı forma aldığını, Darwinə qədər necə inkişaf etdiyini açsan çox əla olar.

    6. təkzib olunsa

      Lamarck sonradan təkzib olunmayıb, bu düzgün fikir deyil. Epigenetika sahəsi əslində Lamarckian mexanizmləri araşdırır.

    7. naturalistlər


    8. 19-cu əsrə qədər təkamül Dekart, Leybniz, Herber və hətta Darvinin babası Erasmus kimi bir çox intellektual tərəfindən müxtəlif formalarda müzakirə edilmişdi.

      Bu özü-özlüyündə çox maraqlı bir-iki paraqrafın mövzusudur. Əgər vaxtın varsa adlarını çəkdiyin adamların işlərində təkamül söhbəti necə keçib (yaxşı olardı ki, birbaşa sitat gətirərdin hansısa əsərlərindən) onu araşdırıb bunu bir paraqrafa çevirərdin. Çox maraqlı tarixi yazı olardı bu detalları genişləndirsən.

    9. Söhbət dünyanın yaranması ilə bağlı miflərdən getmir (bunların tarixi daha qədimə dayansa da mövzumuzla bir o qədər də əlaqəli deyil). Təkamül fikrinin elmi müstəvidə ilk təhlili Empedokla aid edilir. O, ibtidai formada da olsa, insanlar da daxil olmaqla bütün canlıların mənşəyini izah etməyə çalışır.

      Bunu bir az araşdırıb inkişaf etdirsən çox yaxşı olar. Məsələn, Empedokl özü nə yazıb, onun yazdıqları haqda hardan/kimdən öyrənirik, və s.

    10. Darvindən

      Orijinalı latın əlifbası ilə yazılan adları olduğu kimi yazırıq, yəni Darvin yox Darwin. Amma adın orijinalı başqa əlifbada yazılıbsa bunu transliterasiya edirik, məsələn, Puşkin.

    11. İntihab


    12. Xristian təməlləri sərt tənqidə məruz qaldı

      Əslində 19-cu əsrə qədər daha yumşaq baş verirdi proses.

  16. Mar 2019
    1. personalized mobile learning solutions to create effective learning paths This appears to blend personalized learning and mobile learning. It is prepared by a specific vendor, MagicBox, so they might be assumed to have their own agenda. This page describes some of the affordances of personalized mobile learning, such as the capacity to track and presumably respond to learner preferences. rating 2/5

  17. Feb 2019
    1. the explicit nature of future improved systems would be highly affected by (expected) changes in our technology or in our understanding of the human being
    2. evaluating the possible relevance of work and knowledge from existing fields and for assimilating whatever is relevant
    3. giving the human the minute-by-minute services of a digital computer equipped with computer-driven cathode-ray-tube display, and (2) developing the new methods of thinking and working that allow the human to capitalize upon the computer's help.
    4. that any one such improvement can be expected to trigger a chain of coordinating improvements
  18. Jan 2019
    1. feedback conceptualization informed by sociocultural notions, in which students co-construct meaning from the teacher’s feedback comments through interaction over time, with each other, the teacher, and relevant resources

      Feedback definisjon

    1. Dette er en interessant ressurs til alle som har lyst å utvikle sine feedback praksiser. Mange nyttige case studier

  19. Nov 2018
    1. SurveyMonkey

      SurveyMonkey is a FREE survey platform that allows for the collection of responses from targeted individuals that can be easily collected and used to create reports and quantify results. SurveyMonkey can be delivered via email, mobile, chat, web and social media. The platform is easy to use and can be used as an add on for large CRMs such as Salesforce. There are over 100 templates and the ability to develop customized templates to suit your needs. www.surveymonkey.com

      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.)

  20. Sep 2018
    1. Create a note by selecting some text and clicking the butto

      Här skriver jag "note" alltså en annotering, kommentarer och feedback till studenten.

    1. build regular feedback loops

      Once you realize that you have a bias, you can try one of the suggested methods to counteract it. In this case, to get a realistic view of our progress towards goals, the suggestion is to build feedback loops into our routine.

  21. Jun 2018
    1. could both study and create “non-print,” “electronic,” and “visual” texts

      Perhaps because I studied Calkins and Atwell, with an emphasis in the work of James Moffett, a transition through workshop to applying technology was easier than for those who had not, and still have not, experienced the personal and individual nature of a writer. The emphasis is on the writer as a writer.

  22. Mar 2018
    1. Prepare some inviting questions.

      This is perhaps the most important step in the process. DO NOT simply request "Thoughts?" or "Please check out my site and let me know what I can do to make it better." These types of messages offer the reviewer nothing to work with.

      The examples listed in this section are relevant to career evaluation/feedback, but here are some potential questions for requesting constructive critique of your ePortfolio:

      • *My goal is to emphasize my leadership skills and experience. Does this ePortfolio communicate that?
      • Does the order/organization of this site make sense? Are things located where you think they should be? For example, do you think my Collaboratory experience should be moved to the technology page?
      • Did you feel any of the reflections were insufficient in terms of detail and development? Were there any that you had questions about after reading?*
    1. graduate students

      Would digital humanities course be more successful if they were offered to undergraduate or graduate students?

  23. Oct 2017
    1. Assessment feedback focused on what students can do to improve

      Hypothesis needs a 1:1 channel internal to the client. For now, the LMS app allows for this type of feedback.

  24. Aug 2017
    1. Since CI begins immediately after a commit or merge hasbeen made, feedback needs to be fast to allow the developer(or team) responsible for the commit or merge to resolve thebreakage while his or her changes are still fresh in their mind

      Faz todo sentido o efeito positivo na produtividade se considerarmos que o ambiente de integração contínua notificar ao desenvolver qualquer tipo de desvio ou falha no código.

  25. May 2017
    1. The Triple Feedback Loop offers a compass by aligning the information flows in a framework for operating a network of disparate players with different goals who work together on an overarching goal.

  26. Mar 2017
    1. The approach has also allowed Newman’s marketing team to learn what readers are interested in between the publication events, providing feedback to reporters and editors so that the next release of content reflects the priorities readers have stated.

      This is a fascinating interactive development!

  27. Feb 2017
    1. object you are photographing b

      "Maybe give some examples..."

    2. I hope to show with this tutorial, however, that the Dino-Lite Premier AM-311S has the potential to create useful models at an affordable price.

      "Good introduction of scope..."

    3. capture images for processing

      "Maybe be more specific..." (generic commentary)

  28. Jan 2017
  29. Dec 2016
    1. Responding to criticism:

      • Acknowledge each point.
      • Explain how you agree, and what you intend to do to improve, or
      • explain why you object to that point.

      They might give you additional useful opinions. They might not respond at all. If you get a response that is antagonistic, it's time to let it drop.

    2. A good critic who pans your work should be doing it as a service to your potential audience while giving you honest feedback that you can use to improve (or move on to something else).

      Sometimes the problem isn’t with what you’re doing but how it is perceived by others, and even here the critic can show you how to tune your message so what people hear is what you intend to say.

    1. providing students and their teachers with more rapid, useful feedback to inform their learning all along the way.

      H clearly does this.

    1. by inserting comments in the audio recordings they’d submit to me (as opposed to worrying about whether or not it was ok to correct their French in class in front of their peers… something I had always been hesitant to do in spite of – or perhaps because of – what had been done to me!) or by recording an audio walkthrough of suggestions and corrections to the first drafts of their compositions (instead of handing back a blood-red “fixed” version of a composition in class).

      Premium on teacher feedback.

  30. Sep 2016
    1. All of us recognize that students’ communication skills benefit greatly from substantial amounts of writing. But many faculty members limit the amount of assigned writing because drafting comments and grading is too time-consuming. But one can imagine other ways to give students more opportunities to write while ensuring that they receive valuable feedback. These might include peer or near peer feedback, using carefully designed rubrics, or even a degree of auto feedback.
    1. L’enseignant joue quatre rôles distincts : celui de client, qui juge l’adéquation du produit au cahier des charges, celui d’expert technique, en cas de difficulté bloquante, celui de chef d’entreprise lorsque cela s’impose et que des décisions autoritaires (concernant les coûts, les délais ou les méthodes) doivent être prises pour empêcher l’échec du projet, et enfin le rôle traditionnel de tuteur.
    1. The success of Arduino has had the perhaps retrograde effect of convincing an entire generation that the way to sense and actuate the physical world is through imperative method calls in C++, shuffling bits and writing to ports, instead of in an environment designed around signal processing, control theory, and rapid and visible exploration. As a result, software engineers find a fluid, responsive programming experience on the screen, and a crude and clumsy programming experience in the world.
    2. But the idea that you might implement a control system in an environment designed for designing control systems — it hasn’t been part of the thinking. This leads to long feedback loops, inflexible designs, and guesswork engineering. But most critically, it denies engineers the sort of exploratory environment that fosters novel ideas.

      On short feed back loops and modelling, this talk from Markus Denker, one of the main architects behind Pharo Smalltalk, can be enlightening: Perfection & Feedback Loops, or: why worse is better

  31. Jun 2016
    1. o often, the feedbackgiven is unrelated to achieving success on critical dimensions of the goal. Forexample, students are given feedback on presentation, spelling, and quantity inwriting when the criteria for success require, say, “creating mood in a story.” Su

      Importance of relevance of feedback to goals for exercise: e.g. spelling is not useful if the goal was "create a mood."

    2. ffective feedback must answer three major questions asked by ateacher and/or by a student: Where am I going? (What are the goals?), How am Igoing? (What progress is being made toward the goal?), and Where to next? (Whatactivities need to be undertaken to make better progress?) Th

      Three major questions that must be answered in effective feedback:

      1. Where am I going (what are the goals),
      2. how am I going (what progress is being made towards the goal)
      3. Where to next (what activities must be undertaken to make better progress?
    3. he main purpose of feedback is to reduce discrepancies between cur-rent understandings and performance and a goal. S

      definition of feedback

    4. Rewards and punishments89 0.14Wilkinson (1981)Teacher praise14 0.12

      Praise and rewards and punishment have very low effect sizes.