1,576 Matching Annotations
  1. Last 7 days
    1. I add mass to each of these… mental clusters? planetary bodies in the Mindscape? by hyperlinking the phrase as I type.

      Nothing particular to what's described here, but this gives me an idea for a design of an efficient IME that doesn't require manually adding the brackets or even starting with an a priori intention of linking when you begin writing the to-be-linked phrase. The idea is that you start typing something, realize you want to link it, and then do so—from the keyboard, without having to go back and insert the open brackets—at least not with ordinary text editing commands. Here's how it goes:

      Suppose you begin typing "I want to go to Mars someday", but after you type "Mars", you realize you want to link "go to Mars", as this example shows. The idea is that, with your cursor positioned just after "Mars", you invoke a key sequence, use Vim-inspired keys b and w (or h and l for finer movements) to select the appropriate number of words back from your current position, and then complete the action by pressing Enter.

      This should work really well here and reasonably well in the freeform editor originally envisioned for w2g/graph.global.

    1. Assuming honest MKR governance, oracle manipulation may be reasonably controlled.

      Controlling the manipulation with hourly price delays, median price feed implies majority collusion, maximum oracle price limits, price delays give ample time for global settlement.

  2. Aug 2022
  3. Jul 2022
    1. Det går mot 35 tonn! Neste skritt nå blir å forberede 35 tonns aksellast. Det krever at hele overbygningen på Ofotbanen skiftes ut.– Vi kjører jo de tunge togene våre på 54 kilos skinner og bøkesviller. Det er mange fra andre land som er forbauset over at vi kjører med så høy aksellast på en såpass «lett» sporkonstruksjon på en bane med så mange skarpe kurver, forteller Brækkan.  Men med 32,5 tonn er grensen nådd for tresviller.– Betongsviller ble forresten prøvd på Ofotbanen på 1980-tallet, med dårlig resultat. Betongsvillene knuste ballastpukken og svillene hadde også en tendens til å sprekke. Årsaken er at det er et svært tynt lag med pukk under svillene. Når vi har forlenget og bygget nye kryssingsspor på Ofotbanen de siste årene, sørget vi for at ballastlaget (pukk) ble tilstrekkelig tykt, og da har vi kunnet benytte betongsviller.

      Et resonement ut fra hva de sier er at om grunnlaget er for dårlig så får de ikke til å bygge tungt. Da går det som ligger ovenpå i stykker, og holder ikke stand. Kreftene må fordeles ned i noe som tåler trykket

    2. Blant annet ser vi at Canada har mye som likner på våre forhold. De har kaldt klima og de samme naturutfordringene, de har også kurverike baner med tung trafikk. Australia, som er svært store innen tungtrafikk, har derimot lange rette strekninger i tørt klima, men likevel er det mye vi kan lære av hverandre.

      Ofotbanen har noen å se til for å lære

    1. By rejecting the idea that the stone provides useful evidence of a creator, Paley avoids the oversimplified argument that the existence of anything proves God’s existence. But the watch provides something different: evidence of purpose.

      This piece argues that seeing Natural Theology simply as an attempt to prove the existence of a creator by claiming the living world is irreducibly complex is to misunderstand the main thrust of Paley's argument. Paley was primarily concerned with what the living world can tell us us about the nature (no pun intended) of such a creator. Organisms' complex adaptations, claimed Paley, show that the universe has purpose.

      The piece argues that both advocates of evolution and advocates of 'intelligent design' have misunderstood the main thrust of Paley's argument. He was primarily concerned with disproving other theological viewpoints, rather than atheistic ones.

    1. This is an interesting article. It gives a historical perspective on a societal pattern in which technological changes lead to changes in architecture, which in turn changes how families and communities and societies changes.

      The one thing they seem to have overlooked is the existence of a room called a "study". It was a thing, and now, perhaps, the "home office" will become the modern study.

    1. A short interaction with any bureaucratic system wouldbe overwhelmingly convincing in this respect. Symbol-mediated systems that excel at objectifyingsome preselected outcomes, isolating and de-contextualising them, harnessing everything else for theircontinuous self-promotion, putting the production loop on a perpetual repeat and failing to makesense of the fact that the results are not what people originally had in mind—are they not ubiquitous?

      They are.

    1. https://threadreaderapp.com/thread/1547390915689566211.html via https://twitter.com/nicolas_gatien/status/1547390946156969984

      Nicolas, I broadly agree with you that many of these factors of reading and writing for understanding and retention are at play and the research in memory and spaced repetition underlines a lot of this. However in practice, one needs to be revisiting and actively using their notes for some particular project to remember them better. The card search may help to create both visual and physical paths that assist in memory too.

      Reliance solely on a physical zettelkasten however may not be enough without active use over time, particularly for the majority of users. It's unlikely that all or even many may undertake this long term practice. Saying that this is either the "best", "optimum", or "only" way would be disingenuous to the diversity of learners and thinkers.

      Those who want to add additional strength to these effects might also use mnemonic methods from indigenous cultures that rely on primary orality. These could include color, images, doodles (drolleries anyone?), or other associative methods, many of which could be easily built into an (antinet) zettelkasten. Lynne Kelly's work in this area can be highly illuminating. For pure practical application and diversity of potential methods, I recommend her book Memory Craft https://amzn.to/3zdqqGp, but she's got much more academic and in depth work that is highly illustrative.

      With this background on orality and memory in mind we might all broadly view wood and stone circles (Stonehenge), menhir, standing stones, songlines, and other mnemonic devices in the archaeological and sociological records as zettelkasten which one keeps entirely in their memory rather than writing them down. We might also consider, based on this and the historical record concerning Druids and their association with trees that the trees served a zettelkasten-like function for those ancient societies. This continues to extend to lots of other cultural and societal practices throughout history. Knowledge from Duane Hamacher et al's book The First Astronomers and Karlie Noone and Krystal De Napoli's Astronomy: Sky Country will underline these theories and practices in modern indigenous settings.

    1. Games are like that. Everyone thinks because games are easy to play, they must be easy to make. The challenge of a making a game is significantly harder. When we design a utilitarian tool, we have to make a complex set of requirements simple and easy to use for the user. But when making a game, we have to take equal amounts of complexity and make it simple, easy to useand fun. If a game is not satisfying to play, people will put it down. If excel is not satisfying, people will soldier on because math is more unpleasant than excel.

      This is an important think to understand - that making games to seem simple is quite hard. It takes a lot of work and thinking to make something simple for others to use. That is the key work of the developer historian – to take loads of historical research and turn it into easy to understand games.

    1. Development and designing of the application goes hand in hand. Hence, it is vital to know about the budget for mobile app development. In this article, we will learn about how much does it Cost to Design a Mobile App – native or custom.

    1. Your practice sounds akin to that of the idea of progressive summarization which many do in their overall note taking work.

      I generally leave the title for last as well for just this reason. I find these titles are also incredibly helpful in reorganizing slips into broader outline forms for creating new articles.

    1. why aren’t we doing these things already?

      Amen! Why can't we have "fun" while learning? Like every young child does while playing with blocks or banging on pots and pans? I like Quinn's (and have also seen the term elsewhere) use of "learning experiences" as a way to look at educational design.

      In fact, all "learning" is based in experience, and some students "learn" how to game the system, others "learn" to disengage, etc. What if, instead, learning was exciting and something to look forward to?

    1. In design terms, this begins with the learning experience (LX) of students — but often extends toward the teaching experience (TX), and even the user experience of technologists, instructional designers and administrators. Collectively, I call these the "pedagogical experience" (PX) of an e-learning tool.

      Designing pedagogical experience (PX) encompasses both the learning experience (LX) of the students as well as the teaching experience (TX) of the instructor.

      Educational technology should take both parts of the overall experience into account. Too many focus on one side or the other: the ease of use for the teacher at the expense of the student or the ease of use for the student at the expense of the teacher. Balancing the two can be difficult, but designers should be watching both.

  4. bafybeibbaxootewsjtggkv7vpuu5yluatzsk6l7x5yzmko6rivxzh6qna4.ipfs.dweb.link bafybeibbaxootewsjtggkv7vpuu5yluatzsk6l7x5yzmko6rivxzh6qna4.ipfs.dweb.link
    1. The result is that the best games tend to be addictive, as playersare so strongly motivated to continue the play that they find it difficult to get back to their normalactivities (Grüsser, Thalemann, & Griffiths, 2006; Kim, Namkoong, Ku, & Kim, 2008).

      Designing "Bend the Curve" or other Rapid Whole System Change games, we could not intentionally make games addictive as that would create out-of-balance social situations which could create social tensions and therefore be applying the same pathological logic that has created the conditions we are attempting to transform. Hence the other motivating factors must be so strong as to compensate for techniques that purposely embed addiction.

    1. the two questions that we hopefully would uh try to answer with with this r d program is and and one of this i already 00:56:53 mentioned but out of all conceivable designs for societal systems so so so this isn't about capitalism versus socialism or something like that there's like i would think there's an unlimited 00:57:05 potential we're creative we're creative people there would be a million varieties of of societal systems and integrated societal systems that we might come up with 00:57:17 and some of those probably would work very well and some of them probably would work very poorly um so among those what what might be among the best and not the the single best that's not the purpose either it's not just to find one thing that works is 00:57:30 to find like a you know more of a a variety a process of things a mix mishmash of things that community the communities can choose to implement that you know 00:57:43 works well for them and that suits them and that works well for their neighbors and works well forever it works well for the whole really

      Two questions to answer:

      1. out of all the conceivable societal systems possible, which are suited to a community? This is not one size fits all.

      This requires careful consideration. There cannot be complete autonomy, as lack of standards will make things very challenging for any inter-community cooperation.

      Cosmolocal framework (https://clreader.net) as well as Indyweb Interpersonal computing could mediate discussion between different community nodes and emerge common ground

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    1. Performative design ultimately reduces the practice of design from a wide range of creative, psychological, communication, and problem-solving skills to a narrow practice focused on the reproduction of popular styles and interfaces for the sake of feeling like and being perceived as a skilled designer.
  5. Jun 2022
    1. Want to animate navigations between pages? You can’t (yet). Want to avoid the flash of white? You can’t, until Chrome fixes it (and it’s not perfect yet). Want to avoid re-rendering the whole page, when there’s only a small subset that actually needs to change? You can’t; it’s a “full page refresh.”

      an impedance mismatch, between what the Web is (infrastructure for building information services that follow the reference desk model—request a document, and the librarian will come back with it) versus what many Web developers want to be (traditional app developers—specifically, self-styled product designers with near 100% autonomy and creative control over the "experience")—and therefore what they want the Web browser to be (the vehicle that makes that possible, with as little effort as possible on the end of the designer–developer)

    1. This means that to design creative instructionalsystems, one must look to other domains (engineering,medicine, computer science, marketing, etc.) for inspira-tion. For example, Peter’s Instructional Strategies course atIndiana University’s School of Education shocks studentsin the second week of class by assigning readings from abook about marketing and customer experiences.

      There's a lot of commonalities between strong marketing techniques and hitting on Merrill's FPI and other LD techniques.

    1. https://www.facultyfocus.com/articles/effective-teaching-strategies/bringing-theories-to-practice-universal-design-principles-and-the-use-of-social-annotation-to-support-neurodivergent-students/

      A very brief primer on UDL and how Hypothes.is and social annotation might fit within its framework. There seems to be a stronger familiarity with Hypothes.is as a tool and a bit less familiarity with UDL, or perhaps they just didn't bind the two together as tightly as they might have.

      I'm definitely curious to look more closely at the UDL framework to see what we might extract from it.

      The title features neurodiversity, but doesn't deliver on the promise.

      An interesting reframing would be that of social annotation with the idea of modality shifts, particularly for neurodiverse students.

    2. Universal Design for Learning (UDL) framework

      Universal Design for Learning framework https://udlguidelines.cast.org/

    1. https://www.youtube.com/watch?v=fxfTVdohSwA

      Christine Moskell talks about a professor's final exam design prompting students to go back to annotations and add new commentary (or links to other related knowledge) that they've gained during the length of a course.

      Link to:

      This is very similar to the sort of sensemaking and interlinking of information that Sönke Ahrens outlines in his book How to Take Smart Notes though his broader note taking thesis goes a few additional steps for more broadly synthesizing ideas into longer papers, articles, theses, and books.

      Dr. Moskell also outlined a similar tactic at the [[Hypothesis Social Learning Summit - Spotlight on Social Reading & Social Annotation]] earlier today, though that video may not be accessible for a bit.

      Cross reference: https://web.hypothes.is/event/social-learning-summit-spotlight-on-social-reading-social-annotation/

      How can we better center and model these educational practices in our pedagogies?

    1. As my colleague Robin Paige likes to say, we are also social beings in a social world. So if we shift things just a bit to think instead about the environments we design and cultivate to help maximize learning, then psychology and sociology are vital for understanding these elements as well.

      Because we're "social beings in a social world", we need to think about the psychology and sociology of the environments we design to help improve learning.

      Link this to: - Design of spaces like Stonehenge for learning in Indigenous cultures, particularly the "stage", acoustics (recall the ditch), and intimacy of the presentation. - research that children need face-to-face interactions for language acquisition

    2. Do we need to start offering PhD’s in higher education pedagogy?

      this sounds fun...

    3. One of my frustrations with the “science of learning” is that to design experiments which have reasonable limits on the variables and can be quantitatively measured results in scenarios that seem divorced from the actual experience of learning.

      Is the sample size of learning experiments really large enough to account for the differences in potential neurodiversity?

      How well do these do for simple lectures which don't add mnemonic design of some sort? How to peel back the subtle differences in presentation, dynamism, design of material, in contrast to neurodiversities?

      What are the list of known differences? How well have they been studied across presenters and modalities?

      What about methods which require active modality shifts versus the simple watch and regurgitate model mentioned in watching videos. Do people do actively better if they're forced to take notes that cause modality shifts and sensemaking?

    1. It will be interesting to see where Eyler takes his scholarship post-COVID. I’ll be curious to learn how Eyler thinks of the intersection of learning science and teaching practices in an environment where face-to-face teaching is no longer the default.

      Face-to-face teaching and learning has been the majority default for nearly all of human existence. Obviously it was the case in oral cultures, and the tide has shifted a bit with the onset of literacy. However, with the advent of the Internet and the pressures of COVID-19, lots of learning has broken this mold.

      How can the affordances of literacy-only modalities be leveraged for online learning that doesn't include significant fact-to-face interaction? How might the zettelkasten method of understanding, sense-making, note taking, and idea generation be leveraged in this process?

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

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

    1. I know one magazine editor who hoardsnewspaper and magazine clippings.

      Twyla Tharp tells the story of a colleague who is a magazine editor. They keep a pile of clippings of phots, illustrations, and stories in their desk and mine it, often with others, for something that will create story ideas for new work.

      This method is highly similar to that of Eminem's "Stacking Ammo" method.

    1. *The compass*

      I too have seen this before, though the directions may have been different.

      When thinking about an idea, map it discretely. North on the compass rose is where the idea comes from, South is where it leads to, West leads to things similar to the idea while East are ideas that are the opposite of it.

      This is useful in situating information, particularly with respect to the similarities and opposites. One must generally train themselves to think about the opposites.

      Many of the directions are directly related to putting information into a zettelkasten, in particular where X comes from (source), where it leads (commentary or links to other ides), what's similar to x are links to either closely related ideas or to an index. The opposite of X is the one which is left out in this system too.

      *The compass*: <br>Saw that one before. Ugh, didn't like it.<br><br>Thinking about it though, it's a fitting metaphor to look at a note from different directions. I'm going to add this to my notes template(Just to try). All my notes have North & could use some other perspectives 🎉<br><br>🧶4/4 pic.twitter.com/CJctmC5Y39

      — Alex Qwxlea (@QwxleaA) June 14, 2022
      <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

      Link to - Indigenous map conceptualizations - direction finding - method of loci

    1. The Antinet’s permanent-address scheme, with its shifting nature, gives the system a unique personality. The Antinet’s unique personality stands as one of the most integral aspects of the system. A key component that enables insightful communication with a human being is the human’s personality–the person’s unique way of communicating with you based on their unique perspectives and interpretations. The Numeric-alpha addresses provide the Zettelkasten with a unique personality. Over time, unique structures form due to Numeric-alpha addresses. This is important because it allows one to communicate with the Antinet, transforming it into a communication experience with a second mind, a doppelgänger, or a ghost in a box, as Luhmann called it. (5)5 This is the entity Luhmann referred to when he titled his paper, Communicating with Noteboxes. Numeric-alpha addresses make all of this possible.

      Scheper seems to indicate that it is the addressing system alone which provides the "personality" of a zettelkasten, whereby he's actively providing personification of a paper and pencil system by way of literacy. We need to look more closely, however at the idea of what communication truly is to discern this. A person might be able to read an individual card and have a conversation with just it, but this conversation will be wholly one sided, and stops at the level of that single card. We also need the links between that individual card and multiple others to fill in the rest of the resulting potential conversation. Or we will rely on the reader of the card extending the idea or linking it to others of their ideas (and that of the zettelkasten), to grow the system and thereby its "personality".

      Thus the personality is part that of the collection of cards using their addresses and the links between them. This personality, however, isn't immediate. It might grow over time reaching some upper limit at the length of time of the user's life, but much of its personality is contingent upon the knowledge of the missing context of the system that is contained in or by its creator. Few zettelkasten will be so well composed as to provide full context. (cross reference: https://hyp.is/5gWedOs7Eeyrg2cTFW4iCg/niklas-luhmann-archiv.de/bestand/Zettelkasten/zettel/ZK_2_NB_9-8_V).

      The question we might want to look at: Is there a limiting upper bound (a la a Shannon Limit) to the amount of information that a zettelkasten might contain or transmit, even beyond the life of an initial creator? Could it converse with itself without the assistance of an outside actor of some sort? What pieces are missing that might help us to define communication or even life itself?

    1. End to End Product Development is the process of identifying the market opportunity, blending user needs and requirements with business goals to help brands make consistent successful products.
  6. May 2022
    1. The hyperthreat can be outmaneuvered by humans reconfiguring their activities in two ways: security by design and security by dispersal. National security in the Anthropocene is increasingly achieved by designing systems and settlements so that enhanced security is incorporated from the start. For example, it can be imagined that each time a person refuels a car with petrol, this action empowers the hyperthreat. This leads to global warming, which creates ocean acidification and in turn reduced fish stocks, while also creating pressures for resource wars, thereby influencing whether a soldier or civilian dies and how much taxpayer resources are required for material security missions. In contrast, zero-emission transportation technologies can “design out” the slow violence and threats associated with a fossil-fuel-intensive lifestyle. This is similar for plastic use, in which case the “threat” is embodied in the high polluting design of consumable products and lifestyle activities. Likewise, other health threats and longer-term costs are embodied in hidden toxins or sugars in food products. Accordingly, peace, health, and a different form of national prosperity can be created through design, which requires a longer-term and mesh-intervention viewpoint. OP VAK has a role to play in achieving security and safety by design by linking apparently benign activities with their devastating impacts.    

      Linking these many fragmented and long causal chains and tracing them back to the hyperthreat can be a polwerful visualization that brings the hyperthreat to life.

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    1. I originally said: It feels like the principle of least power in action. But another way of rephrasing “least power” is “most availability.” Technologies that are old, simple, and boring tend to be more widely available.

      This is also the reason that space platforms are built on incredibly old computing systems, we know what all the problems and issues are. Then when the satellite is up in outer-space where it's not accessible and not easily repairable, it will hopefully work as expected forever.

    1. Eighty-seven percent of students who report feeling understood are satisfied with their experience overall compared to just 45% of students who say their institution doesn’t understand what's important to them.
    1. Because we didn’t have real marketing people, we updated the product to became more and more interesting to us, the developers, and less interesting to potential buyers.
    1. an acknowledgement of network effects: LP is unlikely to ever catch on enough to be the majority, so there needs to be a way for a random programmer using their preferred IDE/editor to edit a "literate" program

      This is part of the reason why I advocate for language skins for comparatively esoteric languages like Ada.

    1. memory usage and (lack of) parallelism are concerns

      Memory usage is a concern? wat

      It's a problem, sure, if you're programming the way NPMers do. So don't do that.

      This is a huge problem I've noticed when it comes to people programming in JS—even, bizarrely, people coming from other languages like Java or C# and where you'd expect them to at least try to continue to do things in JS just like they're comfortable doing in their own language. Just because it's there (i.e. possible in the language, e.g. dynamic language features) doesn't mean you have to use it...

      (Relevant: How (and why) developers use the dynamic features of programming languages https://users.dcc.uchile.cl/~rrobbes/p/EMSE-features.pdf)

      The really annoying thing is that the NPM style isn't even idiomatic for the language! So much of what the NodeJS camp does is so clearly done in frustration and the byproduct of a desire to work against the language. Case in point: the absolutely nonsensical attitude about always using triple equals (as if to ward off some evil spirits) and the undeniable contempt that so many have for this.

  8. www.mindprod.com www.mindprod.com
    1. local a (e.g. aPoint) param p (e.g. pPoint) member instance m (e.g. mPoint) static s (e.g. sPoint)

      This is really only a problem in languages that make the unfortunate mistake of allowing references to unqualified names that get fixed up as if the programmer had written this.mPoint or Foo.point. Even if you're writing in a language where that's possible, just don't write code like that! Just because you can doesn't mean you have to.

      The only real exception is distinguishing locals from parameters. Keep your procedures short and it's less of a problem.

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    1. This can get much worse than the above example; the number of \’s required is exponential in the nesting depth. Rc fixes this by making the backquote a unary operator whose argument is a command, like this: size=‘{wc -l ‘{ls -t|sed 1q}}
    1. In this article, you will come across the most popular mobile app design trends for 2022. This comprehensive collection compiles all app design best practices and trends which you can utilize to make your site appealing.
  9. Apr 2022
    1. https://www.themarginalian.org/2011/06/20/inside-notebooks/

      There are a number of books which feature the sketchbooks and notebooks of famous writers, researchers and artists. However, most of their work is presented as art in and of itself. Rarely are the messiest and ugliest pages pictured. Most of the layouts in these books are laid out as art. Frequently missing are the structural parts and interviews with the original authors talking about their process. How do they actually use these notebooks in practice? How do ideas move from their heads into the notebooks and from there into their practical work? The notebooks only capture raw ideas as a scaffolding for extending the user's brain and thinking, but it doesn't capture the intangible ideas and portions of process which are still trapped within their brains. To be able to evaluate these portions, the author needs to talk or write about those missing portions of the process otherwise the way they create genius is wholly missing. A viewer of such notebooks would be no closer to creating genius for themselves by attempting to follow the same patterns without these additional structures. It's like the indigenous peoples who talk with rocks as part of their cultural practice—so much of what is happening is missing from the description of "talking with rocks" that most people wouldn't even know where to begin, but for the initiated, the process would be imminently crystal clear.

      Which of these books actually delves into the process and does interviews as well?

      This article actually lays out the notebooks as their own form of art rather than centering the idea of creative process as a means of helping others to follow these same patterns. We need the book that does for the art and design area what Sönke Ahrens' book How to Take Smart Notes does for the note taking space. It's interesting to see Niklas Luhmann's collection of 90,000 index cards, but without knowing how he used them and what purpose they served, the enterprise is lost. Similarly the depiction of Roland Barthes' index cards in Roland Barthes has a similar function. Showing them is not equivalent to actually understanding them.

      link to: https://hypothes.is/a/3SOmoMcMEey8n9dSUWhPJw

    1. comparing the event and window.event isn't enough to know if event is a variable in scope in the function or if it's being looked up in the window object

      Sounds like a good use case for an expansion to the jsmirrors API.

    1. it might be worth-while to point out that the purpose of abstracting is not to be vague, but to create a new semantic level in which one can be absolutely precise
    1. I was already aware that images cannot be inserted in the DOM like you would any normal image. If you write <img src="https://my-pod.com/recipes/ramen.jpg">, this will probably fail to render the image. That happens because the image will be private, and the POD can't return its contents without proper authentication.
    1. Some passages practically scream to be put into the Zettelkasten so I’ll indulge them. Sometimes I’ll have dozens of things I wrote on cards without identifiers or places in the Zettelkasten yet, and I’ll spend 30–60 minutes putting them in and finding places for them. In case I haven’t said it enough, this regular review process is the most important key to making all of this work.

      The linking of one zettel to another can be a lot of work, but it is also the thing which improves the creativity and serendipity of the enterprise.

    1. This book was written to help educators and instructional designers to design visually appealing courses (and curricular materials) that are also digitally accessible. I argue that applying graphic design principles reduces barriers, lowers cognitive load, and improves learning. I created the Graphic Design E-Learning Checklist to help instructional designers improve the look and feel of their courses while designing for inclusivity at the forefront
    1. These callbacks are focused on the transactions, instead of specific model actions.

      At least I think this is talking about this as limitation/problem.

      The limitation/problem being that it's not good/useful for performing after-transaction code only for specific actions.

      But the next sentence "This is beneficial..." seems contradictory, so I'm a bit confused/unclear of what the intention is...

      Looking at this project more, it doesn't appear to solve the "after-transaction code only for specific actions" problem like I initially thought it did (and like https://github.com/grosser/ar_after_transaction does), so I believe I was mistaken. Still not sure what is meant by "instead of specific model actions". Are they claiming that "before_commit_on_create" for example is a "specific model action"? (hardly!) That seems almost identical to the (not specific enough) callbacks provided natively by Rails. Oh yeah, I guess they do point out that Rails 3 adds this functionality, so this gem is only needed for Rails 2.

    1. a complex problem should not ~be regarded immediately in terms of computer instruc- tions, bits, and "logical words," but rather in terms and entities natural to the problem itself, abstracted in some suitable sense

      Likewise, a program being written (especially one being written anew instead of by adapting an existing one) should be written in terms of capabilities from the underlying system that make sense for the needs of the greater program, and not by programming directly against the platform APIs. In the former case, you end up with a readable program (that is also often portable), whereas in the latter case, what you end up writing amounts to a bunch of glue between existing system component that may not work together in any comprehensible way to half the audience who is not already intimately familiar with the platform in question, but no less capable of making meaningful contributions.

    1. If a creative artefact is the basis of the contribution to knowledge, the research ispractice-based.2. If the research leads primarily to new understandings about practice, it is practice-led.

      Difference between practice-based and practice-led research (Specific to design research).

      Practice- based: based on practice and improving knowledge of practice Practice- Led - leads to new understandings about the practice we are engaged in

    1. Another fourteenth- century manuscript of Hautfuney’s index to Vincent of Beauvais’s Speculum historiale. The absence of rubrication and the narrower columns make the entries harder to identify although the two indexes contain the same information.
    1. In Rails, this is known as nested layouts, and it is a bit awkward to use. The standard Rails practice for nested layouts is complicated and involves these considerations:
  10. Mar 2022
    1. Drum or bag – a mechanism that requires replacement of the drum or bag that collects the matter.
    2. The air to cloth ratio is the amount of air that passes through a square foot of the filter. The lower the ratio, the higher quality of the filtration system's efficiency.
    3. Though a fan or blower may have a simple design, when installed in a dust collection system, several factors have to be considered. First of those factors is the volume of air that needs to be moved. This is measured in cubic feet per minute (CFM). The next consideration is the static pressure throughout the whole system. Other variables are the temperature, substances in the air, and the level of moisture.
    1. The companies or businesses, therefore, need to provide exclusive and personalized services to their clients to survive. Digitizing business through a robust mobile application is the need of the hour. 
    1. In 1994, The Unix-Haters Handbook was published containing a long list of missives about the software—everything from overly-cryptic command names that were optimized for Teletype machines, to irreversible file deletion, to unintuitive programs with far too many options. Over twenty years later, an overwhelming majority of these complaints are still valid even across the dozens of modern derivatives. Unix had become so widely used that changing its behavior would have challenging implications. For better
    1. Object hierarchies are very different from relational hierarchies. Relational hierarchies focus on data and its relationships, whereas objects manage not only data, but also their identity and the behavior centered around that data.
    1. the tragedy of the commons is a multiplayer prisoner's dilemma. And she said that people are only prisoners if they consider themselves to be. They escape by creating institutions for collective action. And she discovered, I think most interestingly, that among those institutions that worked, there were a number of common design 00:12:04 principles, and those principles seem to be missing from those institutions that don't work.

      collaborative institutions relying on common design principles are seen helping to avoid the tragedy of commons

    1. capacity building

      Built With Bits

      In 2021, our eight-week mentoring programme helped educators and teachers to achieve this by combining collaborative learning experiences and digital technologies with the values of accessibility, inclusivity and sustainability that are at the heart of the European Commission’s New European Bauhaus movement.

      The programme explored how virtual experiences can be used within education and is designed for teachers and educators working with students in secondary education in Greece, Italy, Spain and Portugal.

      Shared during Open Education Week 2022 https://oeweek.oeglobal.org/resources/2022/built-with-bits/

    1. Grids like these are user-hostile—a clear choice to prioritize aesthetics over experience. In order to see what any given app does, I have to either:

      1. Figure it out by the name alone
      2. Click each one to fetch the relevant info (and wait for it to load)
      3. Mouse over each item to read the title text
    1. Understanding a strange codebase is hard.

      John Nagle is fond of making the observation that there are three fundamental and recurring questions that dominate one's concerns when programming in C.

      More broadly (speaking of software development generally), one of the two big frustrations I have when dealing with a foreign codebase is the simple question, "Where the hell does this type/function come from?" (esp. in C and, unfortunately, in Go, too, since the team didn't take the opportunity to fix it there when they could have...). There's something to be said for Intellisense-like smarts in IDEs, but I think the criticism of IDEs is justified. I shouldn't need an IDE just to be able to make sense of what I'm reading.

      The other big frustration I often have is "Where does the program really start?" Gilad Bracha seems to really get this, from what I've understood of his descriptions about how module definitions work in Newspeak. Even though it's reviled, I think Java was really shrewd about its decisions here (and on the previous problem, too, for that matter—don't know exactly where FooBar comes from? welp, at least you can be reasonably sure that it's in a file called FooBar.java somewhere, so you can do a simple (and cheap) search across file names instead of a (slow, more expensive) full-text search). Except for static initializers, Java classes are just definitions. You don't get to have live code in the top-level scope the way you can with JS or Python or Go. As cumbersome as Java's design decision might feel like it's getting in your way when you're working on your own projects and no matter how much you hate it for making you pay the boilerplate tax, when it comes to diving in to a foreign codebase, it's great when modules are "inert". They don't get to do anything, save for changing the visibility of some symbol (e.g. the FooBar of FooBar.java). If you want to know how a program works, then you can trace the whole thing, in theory, starting from main. That's really convenient when it means you don't have to think about how something might be dependent on a loop in an arbitrary file that immediately executes on import, or any other top-level diddling (i.e. critical functionality obscured by some esoteric global mutable state).

  11. Feb 2022
    1. There are two pairs of methods for sending/receiving messages: Object#send and ::receive for when the sender knows the receiver (push); Ractor.yield and Ractor#take for when the receiver knows the sender (pull);
    1. Out there in the multiverse is a reality where the web is a complete borefest. Information is the only driving factor to visit a “web page” and PWAs have never come to exist. Custom styling, fancy interactive animations and single-page functionality isn’t even something that can be implemented. The web is just a system of HTML/plaintext documents sharing information and data. Users browse the web in quick bursts to satisfy their queries or read something interesting. Then, they return to real life.
    2. My livelihood depends on software requiring custom UIs and properly audited UX flows. By suggesting this change I am throwing myself under the bus and putting myself out of work. All my experience would become worthless and the world of software design would cease to exist. I would be okay with that. If it meant the web as a whole was a better place - so be it.

      That's a strong positions to make this argument from. I'm bad at design, so it'd be easy for me to argue that it's not important.

    1. Working with the slip-box, therefore, doesn’t mean storinginformation in there instead of in your head, i.e. not learning. On thecontrary, it facilitates real, long-term learning

      The forms of thinking, writing, and elaboration that go into creating permanent notes for a slip box are natural means of facilitating actual, long-term learning.

    2. The slip-box provides not only a clear structure to work in, but also forces usto shift our attention consciously as we can complete tasks inreasonable time before moving on to the next one.

      Ahrens provides a quick overview of some research on distraction, attention, and multi-tasking to make the point that:

      The simple structure and design of the zettelkasten forces one's focus and attention on small individual tasks that cumulatively build into better thinking and writing.

      (Summary of Section 9.2)

    3. Only after aligning every single part of the delivery chain, frompackaging to delivery, from the design of the ships to the design ofthe harbours, was the full potential of the container unleashed.

      Streamlining one's entire workflow from start to finish can unleash tremendous amounts of additional system-wide productivity. Starting out by tinkering with small things here and there is more likely to doom these smaller individual changes to failure with out associated global changes.

      Once the overall system has been redesigned and reconfigured, then one can make and perfect smaller scale local changes.

      Link this to the idea of kelp and sailing/rowing from The West Wing.

    4. A good structure is something you can trust. It relieves you fromthe burden of remembering and keeping track of everything. If youcan trust the system, you can let go of the attempt to hold everythingtogether in your head and you can start focusing on what isimportant:

      Whether it's for writing, to do lists, or other productivity spaces, a well designed system is something that one can put their absolute trust into. This allows one to free themselves from the burden of tracking and dealing with minutiae so they can get serious work done.

    1. A very visible aspect of the object-relational mismatch is the fact that relational databases don't support inheritance. You want database structures that map clearly to the objects and allow links anywhere in the inheritance structure. Class Table Inheritance supports this by using one database table per class in the inheritance structure.
    1. website redesign is now a synonym for bare-knuckle boxing
    2. https://dancohen.org/2019/07/23/engagement-is-the-enemy-of-serendipity/

      Dan Cohen talks about a design change in the New York Times app that actively discourages exploration and discovery by serendipity.

      This is similar to pulling out digital copies of books you're looking for instead of going to the library, tracking down the book on the shelf and in the process seeing and experiencing the books on the shelf which are nearby, or even the book that catches your eye across the aisle, wasn't in your sphere of search or interest, but you pick it up anyway.

      How can we bring this sort of design back to digital experiences?

      It's not just the algorithmic feeds which are narrowing our interests and exposure, but the design of our digital spaces as well.

    1. What criteria do we pay attention to when we want to order some service? Certainly, the cost is important. When it comes to website development, the final cost depends on many factors. The first and one of the most important factors is what kind of website you want to create. In this article, we will try to help you understand how much it costs to build a website, and estimate the approximate cost of your website’s creation.
    1. Deepti Gurdasani. (2022, January 30). Have tried to now visually illustrate an earlier thread I wrote about why prevalence estimates based on comparisons of “any symptom” between infected cases, and matched controls will yield underestimates for long COVID. I’ve done a toy example below here, to show this 🧵 [Tweet]. @dgurdasani1. https://twitter.com/dgurdasani1/status/1487578265187405828

  12. Jan 2022
    1. there’s not much reason to think it’s because kids have different learning styles. Maybe it’s always good for kids to experience any idea in several different ways, even if all the experiences were in the same style. Maybe one of the experiences is especially well-suited to help kids understand the concept. Maybe the repetition is good. If it's a good idea to teach to all styles, great, but I'd like to figure out why kids are learning more that way, given that other predictions of styles theories aren't supported.

      This description of "teach[ing] to all the [learning] styles" seems similar to some descriptions of Universal Design for Learning that I have seen.

    1. Here comes 2022, and as usual, we have prepared for you the list of the top UI/UX design trends to follow. Design in the coming year is about taking care of users, their uniqueness, and avoiding the “perfect picture”. Therefore, real-life photos, live artistic illustrations, and asymmetry are gaining more popularity. And by the way, did you know that according to Pantone, the color of 2022 is violet (Very Peri)? Let’s now explore the leading UI/UX design trends of 2022 in detail and see how popular brands successfully implement them.