Now You See It “Starts where Malcolm Gladwell leaves off, showing how digital information will change our brains. We need this book.”

We are definitely living in interesting times!

The best way to improve your ability to think is to actually spend time thinking.

Thinking means concentrating on one thing long enough to develop an idea about it.

Gary Klein himself has made a name developing techniques for extracting pieces of tacit knowledge and making it explicit. (The technique is called ‘The Critical Decision Method’, but it is difficult to pull off because it demands expertise in CDM itself).

If you are a knowledge worker, tacit knowledge is a lot more important to the development of your field of expertise than you might think.

Notice how little verbal instruction is involved. What is more important is emulation, and action — that is, a focus on the embodied feelings necessary to ride a bicycle successfully. And this exercise was quite magical for me, for within the span of an hour I could watch a kid go from conscious incompetence to conscious competence and finally to unconscious competence.In other words, tacit knowledge instruction happens through things like imitation, emulation, and apprenticeship. You learn by copying what the master does, blindly, until you internalise the principles behind the actions.

When I was a kid, I taught myself how to ride a bike … by accident. And then I taught my sisters and then my cousin and then another kid in the neighbourhood who was interested but a little scared. They were zooming around in about an hour each. The steps were as follows:

Tacit knowledge is knowledge that cannot be captured through words alone.

Maxwell's advice was to read the four parts of the Treatise in parallel rather than in sequence.

Post-test histology demonstrated photoperiod-dependent reduction and induction of TH-IR neurons

The behavioral results of focal ablation of TH-IR neurons were partially reversed by exposure to the short-day photoperiod, demonstrating behavioral rescue

then exposed animals to the long-day photoperiod, so as to further reduce their number

Redesigning Learning Spaces

Collaborative Learning

“We assume that they feed everything to a giant fiery furnace.”

Deep learning: A definition

Machine learning: A definition

In fact, the methodical use of notebooks changed the relationship between natural memory and artificial memory, although contemporaries did not immediately realize it. Historical research supports the idea that what was once perceived as a memory aid was now used as secondary memory.18

10 Cultivating Change for Inclusive Practice: Creating a Community of Learners By Lisa Mauro-Bracken, Head of Department Health and Well-being; School of Allied Health and Community This case study illustrates an innovative, department-wide approach to learning and professional development of staff. Higher Education encounters increasing numbers of students from diverse linguistic, cultural and ethnic backgrounds requiring personalised learning (V1; V2). To cultivate a ‘new’ inclusive culture within the Department of Health and Well-being, I organised a workshop introducing Universal Design for Learning (UDL) as part of a team away day (K5). UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (CAST, 2019). The UDL framework supports inclusive practice and relies on multiple means of: ‘engagement,’ ‘representation’ and ‘action and expression.’ In other words, a focus on personalised learning and meaningful choice to ensure all students can access the curriculum in a way that develops their strengths. To embed this approach within the department, I delivered workshops on implementing University of Worcester’s Inclusive Assessment Policy. This was implemented using Technology Enhanced Learning and Blackboard in an inclusive way and auditing module resources using de Montfort University’s UDL self-assessment checklist. This proved to be an effective reflective tool to further inform learning, teaching and assessment (Bracken, 2019; Moriarty and Scarffe, 2019). The values underpinning our department are student-focused and this was reflected in our approach of implementing new ideas, as it required staff and student involvement and regular consultation with students about inclusive design for learning. Staff enthusiasm for the innovative approach was balanced against accepting a response of hesitancy and fear of change (Dasborough, Lamb and Suseno, 2015). However, one colleague stated ‘UDL allows me... [to] reflect, listen, change my pedagogical approach...getting input from colleagues and feel safe[ty] in questioning

In this study, we drew on sociocultural notions of agency – where individual actions are entwined with community goals. A community is comprised of people with shared and individual goals, in their environments, in the midst of a historical context (Wenger 1998Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. New York, NY: Cambridge University Press. [Crossref], [Google Scholar]). Due to this web of relationships with people, environment, and history, people do not act autonomously, but according to possibilities within the community. Such possibilities for agency are negotiated over time; actions that strengthen ties to the community constitute investments in the self that in turn, have outcomes for the community as well (Peirce 1995Peirce, B. N. 1995. “Social Identity, Investment, and Language Learning.” TESOL Quarterly 29: 9–31. doi:10.2307/3587803. [Crossref], [Web of Science ®], [Google Scholar]). The financial metaphor in using the word investment is critical – it connotes spent effort that yields dividends. These dividends emerge immediately and over time.

if it's important enough it will surface somewhere somehow.

The Feynman technique goes as follows: write down what you know about a subject. Explain it in words simple enough for a 6th grader to understand. Identify any gaps in your knowledge and read up on that again until all of the explanation is dead simple and short.

Similar to frequency lists in a natural language there are concepts in any software product that the rest of the software builds upon. I'll call them core concepts. Let's use git as an example. Three core concepts are commits, branches and conflicts.If you know these three core concepts you can proceed with further learning.

collaboration within a community of people: diverse perspectives, active engagement

a system that lets people compose structure

people reading the same book at the same time, exploring the same ideas…Norms around signalling you're interested in something, and the extent of your interest, would go far

The recipe for starting a new media venture in 2021 seems to be straightforward: blog, newsletter, podcast. From there you scale up and start adding additional verticals, like events (both virtual and in-person as more people get vaccinated), discussion forums (like a Discord server for paying subscribers), a YouTube channel and so on.

rofessional development was designed using the Adaptation of Blended Learning framework to meet the new requirements of online schooling. Twenty-six teachers participated in the intervention of professional development, spanning six months.

TALIS(Teaching and Learning International Survey)

Virtual Learning Environments50 (VLE):

studentsreporting having a quiet place to study

Distance learning, learning analytics, COVID-19, technology-enhanced learning

nline education had a negative effect on the quality of teaching.

Humanistic Learning Theory

conclusion, which educational administration globally is shoveling under the rug. 20 years ago, it was calculated an hour of F2F teaching equals 1 1/2 hour of online teaching. currently, with the influx of technology, it must be calculated more generously. 

interaction is most valued by teachers, but hindered by some students not using camera

I don’t see something else naturally taking its place either.

80% of developers are "dark", they dont write or speak or participate in public tech discourse.

They'll teach you for free. Most people don't see what's right in front of them. But not you. "With so many junior devs out there, why will they help me?", you ask. Because you learn in public. By teaching you, they teach many. You amplify them.

Try your best to be right, but don't worry when you're wrong. Repeatedly. If you feel uncomfortable, or like an impostor, good. You're pushing yourself. Don't assume you know everything, but try your best anyway, and let the internet correct you when you are inevitably wrong. Wear your noobyness on your sleeve.

start building a persistent knowledge base that grows over time. Open Source your Knowledge! At every step of the way: Document what you did and the problems you solved.

Whatever your thing is, make the thing you wish you had found when you were learning. Don't judge your results by "claps" or retweets or stars or upvotes - just talk to yourself from 3 months ago.

Coaching is external guidance and feedback on your performance.

Okay thank you. I'll need to do some thinking then on how to apply that to things like git config --global core.editor

these systems can feel like ”a toddler with a photographic memory

machine learning libraries in Python

Reading books, being aware of the curiosity gap, and asking a lot of questions:

The difference between smart and curious people and only smart people is that curiosity helps you move forward in life. If you shut the door to curiosity. You shut the door to learning. And when you don’t learn. You don’t move forward. You must be curious to learn. Otherwise, you won’t even consider learning.

Smart people become even smarter because they are smart enough to understand that they don’t have all the answers.

Python Examples

Mutual Learning in Living Systems

e-learning allows you to cater your lessons to their needs.

counts of TH-IR neurons in A13 after 6-OHDA treatment were not affected, demonstrating that dopaminergic nuclei located as close as 200 μm were spared by focal toxin delivery

Are presynaptic changes in transmitter identity matched by changes in postsynaptic receptor populations

Long-day exposure produced the opposite effects

if receptor activation is more substantial than the level of presynaptic SST.

The number of TH-immunoreactive (TH-IR) neurons decreased with long-day exposure and increased with short-day exposure in relation to control

Genetic programs establish initial expression patterns of neurotransmitters in different classes of neurons (1–3), and activity-dependent neurotransmitter respecification modifies them during development, either adding or switching transmitters (4–9). It is unknown, however, whether sensory stimuli promote transmitter switching in addition to other neuroplastic changes (10) in the adult brain.

The minds of other people can also supplement our limited individual memory. Daniel Wegner, a psychologist at Harvard, named this collective remembering “transactive memory.” As he explained it, “Nobody remembers everything. Instead, each of us in a couple or group remembers some things personally — and then can remember much more by knowing who else might know what we don’t.” A transactive memory system can effectively multiply the amount of information to which an individual has access. Organizational research has found that groups that build a strong transactive memory structure — in which all members of the team have a clear and accurate sense of what their teammates know — perform better than groups for which that structure is less defined.

Some studies in the field of physics education found that students’ understanding of the subject is less accurate after an introductory college physics course.

Social learning does not mean learning without tension or argument. In “Thinking with Peers”, Paul shows that argument and conflict are useful ways to focus attention and strengthen ideas, so long as the arguing is done with a certain amount of openness to new ideas. She approvingly quotes Stanford Business School professor Robert Sutton’s formula for productive conflict: “People should fight as if they are right, and listen as if they are wrong.” The brain, it seems, likes conflict. Or, at least, conflict helps strengthen attention.

Imitation, Paul says, allows us to think with other people’s brains. It is a key technique — globally and transhistorically — for learning, from babies imitating parents to apprentices imitating masters. And yet imitation is seen in contemporary US society, and schooling especially, as so debased that it is frequently punished. In fact, if Paul is correct (and I think she is, and have thought so for years when teaching writing), we should build imitation into many more of our lesson plans.

The Board took this action because the racist policies and beliefs of Woodrow Wilson are fundamentally incompatible with the Foundation’s values and work.

Researchers of online courses in community colleges found that the level of interpersonal interaction was the best predictor of how well an online course did.

learn to play music with whatever time they have left

Gibson also has an app and learning system

the app works with the light-up keyboard to teach you to play

whether you want to have keys light up to tell you which notes to play in the first place.

assume there are more beginners out there than there are advanced users and hope they want to pay the $299 + $79/year to learn to play music

intended to help you learn to play music

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a class of attacks that were enabled by Privacy Badger’s learning. Essentially, since Privacy Badger adapts its behavior based on the way that sites you visit behave, a dedicated attacker could manipulate the way Privacy Badger acts: what it blocks and what it allows. In theory, this can be used to identify users (a form of fingerprinting) or to extract some kinds of information from the pages they visit

These applications also rely on sending a large amount of information to the cloud, which causes a new set of problems. One regards the sensitivity of the information. Sending and storing so much information in the cloud will entail security and privacy challenges. Application developers will have to consider whether the deluge of information they’re sending to the cloud contains personally identifiable information (PII) and whether storing it is in breach of privacy laws. They’ll also have to take the necessary measures to secure the information they store and prevent it from being stolen, or accessed and shared illegally.

Empower managers to facilitate effective learning transfer As Fergal explains, managers have a key role to play in facilitating effective learning transfer. “Research shows that managers play the most critical role in learning transfer - especially in the post-training environment. Every learner needs a manager who understands them, and how they want to learn and grow. They need to have the right coaching style, and they need the right resources.”In most organizations, instructional design focuses on the needs of the learner. But as Fergal explains, focusing on the needs of your managers can pay dividends. “Ideally, you’d have the manager attend the same training as the learner. The problem is, managers are always stretched. So, what you can do instead is develop specific guidance for your managers.” Provide a script for managers to support their team’s learning

Effective self-directed learning requires a careful blend of employee autonomy and manager support. Employees want to learn to be better at their jobs, advance their skills, and further their careers, but they often don’t know where to start. More than half of employees report they would happily spend more time training if their managers offered specific guidance and recommendations. Encourage employees to set their own learning goals under the supervision of their managers.

Conversely, a proactive training environment is more democratic. Learning is typically bottom-up, with employees playing an active role in identifying potential learning needs, setting their own learning paths, and even contributing to course materials.

Reactionary training is an expense

The first step in translating experience, either of other men's writing, or of your own life, into the intellectual sphere, is to give it form. Merely to name an item of experience often invites you to explain it; the mere taking of a note from a book is often a prod to reflection. At the same time, of course, the taking of a note is a great aid in comprehending what you are reading.

When I follow a tutorial, I like to play with the code. Instead of copy/pasting the provided code verbatim, try experimenting with it: what happens if you omit one of the lines? Or if you change some of the values?

There is no inactive learning, just as there is no inactive reading.

Here by "learning" is meant understanding more, not remem­bering more information that has the same degree of intelli­gibility as other information you already possess.

When I'm at the very beginning of a learning journey, I tend to focus primarily on guided learning. It's difficult to build anything in an unguided way when I'm still grappling with the syntax and the fundamentals!As I become more comfortable, though, the balance shifts.

I try and act like a scientist. If I have a hypothesis about how this code is supposed to work, I test that hypothesis by changing the code, and seeing if it breaks in the way I expect. When I discover that my hypothesis is flawed, I might detour from the tutorial and do some research on Google. Or I might add it to a list of "things to explore later", if the rabbit hole seems to go too deep.

Things never go smoothly when it comes to software development. Inevitably, we'll hit a rough patch where the code doesn't do what we expect.This can either lead to a downward spiral—one full of frustration and self-doubt and impostor syndrome—or it can be seen as a fantastic learning opportunity. Nothing helps you learn faster than an inscrutable error message, if you have the right mindset.Honestly, we learn so much more from struggling and failing than we do from effortless success. With a growth mindset, the struggle might not be fun exactly, but it feels productive, like a good workout.

I had a concrete goal, something I really wanted, I was able to push through the frustration and continue making progress. If I had been learning this stuff just for fun, or because I thought it would look good on my résumé, I would have probably given up pretty quickly.

Following are strategies for facilitating SDL. The teacher can help the learner to Conduct a self-assessment of skill levels and needs to determine appropriate learning objectives. Identify the starting point for a learning project. Match appropriate resources (books, articles, content experts) and methods (Internet searches, lectures, electronic discussion groups) to the learning goal. Negotiate a learning contract that sets learning goals, strategies, and evaluation criteria. Acquire strategies for decision-making and self-evaluation of work. Develop positive attitudes and independence relative to self-directed learning. Reflect on what he/she is learning.

SDL can be difficult for adults with low-level literacy skills who may lack independence, confidence, internal motivation, or resources.

Pure discovery learning is the idea of not giving instructions at all. Simply present the pupil with the problem situation and let them figure it out for themselves. Unfortunately, the research seems to be against this.1 Discovery learning is a lot less efficient than telling people what they ought to do and then getting them to do it.

Play may trump problem solving. When working on a problem without a specific goal, the student can try lots of things to figure out what works. In contrast, only one answer is needed to solve a problem with a single goal. A playful, exploratory mindset may map out the patterns of interactions better than a narrowly, solution-oriented perspective. As an example of this, Sweller asked students to solve some math problems. One group was asked to solve the problems for a particular variable, and the other group was asked to solve for as many variables as they could. The latter group did better later, which Sweller explained in terms of cognitive load.4