Tagging and linking with AI (Napkin.one) by Nicole van der Hoeven

https://www.youtube.com/watch?v=p2E3gRXiLYY

Nicole underlines the value of a good user interface for traversing one's notes. She'd had issues with tagging things in Obsidian using their #tag functionality, but never with their [[WikiLink]] functionality. Something about the autotagging done by Napkin's artificial intelligence makes the process easier for her. Some of this may be down to how their user interface makes it easier/more intuitive as well as how it changes and presents related notes in succession.

Most interesting however is the visual presentation of notes and tags in conjunction with an outliner for taking one's notes and composing a draft using drag and drop.

Napkin as a visual layer over tooling like Obsidian, Logseq, et. al. would be a much more compelling choice for me in terms of taking my pre-existing data and doing something useful with it rather than just creating yet another digital copy of all my things (and potentially needing sync to keep them up to date).

What is Napkin doing with all of their user's data?

continuing from https://hypothes.is/a/ddn4qs8mEe2gkq_1T7i3_Q

Potential assignments:

Students could be tasked with finding new material or working off of a pre-existing list.

They could individually be responsible for indexing each individual sub-text within a corpus by: - providing a full bibliography; - identifying free areas of access for various versions (websites, Archive.org, Gutenberg, other OER corpora, etc.); Which is best, why? If not already digitized, then find a copy and create a digital version for inclusion into an appropriate repository. - summarizing the source in general and providing links to how it fits into the broader potential corpus for the class. - tagging it with relevant taxonomies to make it more easily searchable/selectable within its area of study - editing a definitive version of the text or providing better (digital/sharable) versions for archiving into OER repositories, Project Gutenberg, Archive.org, https://standardebooks.org/, etc. - identifying interesting/appropriate tangential texts which either support/refute their current text - annotating their specific text and providing links and cross references to other related texts either within their classes' choices or exterior to them for potential future uses by both students and teachers.

Some of this is already with DeRosa's framework, but emphasis could be on building additional runway and framing for helping professors and students to do this sort of work in the future. How might we create repositories that allow one a smörgåsbord of indexed data to relatively easily/quickly allow a classroom to pick and choose texts to make up their textbook in a first meeting and be able to modify it as they go? Or perhaps a teacher could create an outline of topics to cover along with a handful of required ones and then allow students to pick and choose from options in between along the way. This might also help students have options within a course to make the class more interesting and relevant to their own interests, lives, and futures.

Don't allow students to just "build their own major", but allow them to build their own textbooks and syllabi with some appropriate and reasonable scaffolding.

https://www.youtube.com/watch?v=vLV4EDBtuas

Quotes I've made that I never expected to be excerpted... 🤣

Perry analogizes many people's experience of writing to passing a kidney stone and then contrasts it with me talking about the Mozart composing/cow peeing analogy.

ie, "well-defined problems" in John Vervaeke's language. Cultivation of wisdom, per Vervaeke, is developing the capacity to navigate a ill-defined problem space, and realize (ie, recognize, and make real) what is relevant to resolving the situation.

Examples of ill-defined problems: - how to take good notes? - how to tell a funny joke? - how to go on a successful 1st date? - how to be a good friend?

May relate to Shapiro's "role theory". Needs further research

Saying that Maria's mom is Columbian has nothing to do with the next sentence where it talks about singing.

ReconfigBehSci on Twitter: ‘there is a literature on arguments from ignorance (viewed from a Bayesian perspective) that can help here, I think https://t.co/tg1Jlrlldg’ / Twitter. (n.d.). Retrieved 3 September 2021, from https://twitter.com/SciBeh/status/1432409133957869572

"Music education students enter universities from diverse backgrounds that include musical experiences in “subaltern” musical practices (rock bands, music theatre, hip hop, and other genres). After four years or so in the institutional environment, we send them out to the world somehow convinced that what they ought to be teaching is the Western canon."

Dante Licona. (2020, December 8). What can NGOs, government and public institutions do on TikTok? Today @melisfiganmese and I shared some insights at #EuroPCom, the @EU_CoR conference for public communication. We were asked to talk about upcoming social media trends. Here’s a thread with some insights👇 https://t.co/GzOA66vstQ [Tweet]. @Dante_Licona. https://twitter.com/Dante_Licona/status/1336303773334069251

Jin, H., Jia, L., Yin, X., Wei, S., & Xu, G. (2020, December 18). The influence of information relevance on the continued influence effect of misinformation. https://doi.org/10.31234/osf.io/uatjd

This is basically the entire definition of what we are focusing on this week.

Difference between reaction and response

This is really interesting. I definitely think there's no way to know what someone else's experience is like and we should all constantly be learning and educating ourselves to be more empathetic.

r/BehSciResearch—Inertia in academic priorities. (n.d.). Reddit. Retrieved June 16, 2020, from https://www.reddit.com/r/BehSciResearch/comments/h9cilq/inertia_in_academic_priorities/

This seems to be the same overall Readiness test available in all Chapters. Consider segmenting the Readiness test into portions that align with the particular chapter that the learner is in.

Vegetti, F., & Littvay, L. (2020). Belief in conspiracy theories, aggression, and attitudes towards political violence. https://doi.org/10.31234/osf.io/xwyjq

Haven, T. L., Errington, T. M., Gleditsch, K., van Grootel, L., Jacobs, A. M., Kern, F., Piñeiro, R., Rosenblatt, F., & Mokkink, L. (2020). Preregistering Qualitative Research: A Delphi Study [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/pz9jr

Mason Porter on Twitter: “I am here to help. https://t.co/JBQbTAPTQX” / Twitter. (n.d.). Twitter. Retrieved June 17, 2020, from https://twitter.com/masonporter/status/1273054551583555585

Retrieved June 10, 2020 from https://statmodeling.stat.columbia.edu/2020/05/12/2-perspectives-on-the-relevance-of-social-science-to-our-current-predicament-1-social-scientists-should-back-off-or-2-social-science-has-a-lot-to-offer/

Responses: Control and independence, Relevance, and Ability or Understanding.

This page describes a method of teaching designed specifically for adults. The instructional design theory is Keller's "ARCS," which stands for attention, relevance, confidence, and satisfaction--all features that adult learning experiences should be characterized by. The text on this page is readable but the popups and graphics are a bit annoying. rating 3/5

definitely relates to how i want to incorporate neuropsychiatry (more accurate than neurobiology) into my project

This report was published in 2011. What does that mean to you?

Key questions.