Mary E. Rudin: "Set theory and General Topology" by [[UM-Milwaukee Department of Mathematical Sciences]]

https://web.archive.org/web/20240202060134/https://andymatuschak.org/books/

Books and lectures are transmissionism (I'd say for historical reasons mostly). Engagement (different forms) is needed, but what form of medium would drive such engagement and do it flexibly is the hard question. (Seeing lecture as warm-up to engagement is a rationalisation afterwards, textbooks already do more but lack emotional and social scaffolding.) This is the research question behind his [[Timeful Texts 20201124070427]]. There's also a connection to my [[Boeken schrijven is flauwekul 20210930172532]] because the distrust in author's motives is that they don't even aim for transmissionism. Just the pretension of it.

Edit #2024/02/28 : Saw [[Chris Aldrich]] mention elsewhere that lectures started out as oral comments on a source text, sharing interpretation and sensemaking as it were. The word deriving from L lectio, reading.

Link between the commentaries of the early middle ages and modern lectures

https://peculiargenres.commons.msu.edu/schedule/

Midway between a sermon and a bedtime story, the lecture is knowledge's dramatic form. —Mary Cappello, Lecture

via https://kfitz.info/mary-cappello-lecture/ on 2023-11-29

I came here to get the handout for Markov chains mentions in Lecture 31: Markov chains | Statistics 110. Lectures give a great intuition behind the equations, their motivation, and their limitations.

Sarah Mojarad. (2020, October 23). What are some of the positive consequences of social media? Would love to hear your stories! [Tweet]. @Sarah_Mojarad. https://twitter.com/Sarah_Mojarad/status/1319722197766733825

https://linear.axler.net/LADRvideos.html

I've seen Gilbert Strang's excellent lecture series. I'm curious how these rank in relation.

Even when taught that some methods of learning don't work, students will still actively use and focus on them.

Are those using social annotation purposely helping students to steer clear of these methods? is there evidence that the social part of some of these related annotation or conversational practices with both the text and one's colleagues helpful? Do they need to be taken out of the text and done in a more explicit manner in a lecture/discussion section or in a book club like setting similar to that of Dan Allossso's or even within a shared space like the Obsidian book club to have more value?

Kuepper-Tetzel, C. E., & Nordmann, E. (2021). Watch Party Lectures: Synchronous Delivery of Asynchronous Material [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ys4jn

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Dr. Jamie L.H. Goodall</span> in Dr. Jamie L.H. Goodall on Twitter: "Want to talk pirate myths and reality as well as pirates on the Chesapeake Bay in the colonial era? I'll be giving a FREE talk for the Virginia Museum of History & Culture on May 11th at 7pm EST. Find details and register here: https://t.co/fTSpyUzrO9 https://t.co/7mJhPDq3Vd" / Twitter (<time class='dt-published'>03/25/2021 11:30:56</time>)</cite></small>

Blog posts as an addendum to your lectures.

Comme on l'a déjà fait par le passé (et même encore aujourd'hui) en littérature, finalement. C'est peut-être aussi par là que les critical code studies rejoignent les études littéraires. En laissant de côté une évaluation subjective de la qualité du code, on peut s'intéresser plus spécifiquement à son sens, à son imbrication dans un contexte, à son statut dans un espace culturel, etc.

Intéressant parallèle à faire entre ce traitement du code et celui des publications scientifiques en médecine... Le manque d'informations dont dispose le public pour comprendre et contextualiser les études scientifiques de beaucoup de domaines peut ici se comparer à celui qui est fait de ce code, brandi comme argument mais fallacieux parce que mal interprété, mal contextualisé, etc.

Far more than printed books, attendance at lectures on natural philosophy instructed thousands of eighteenth-century students of the sciences. Mary Shelley indirectly refers the reader to the vastly popular London lectures on the sciences to which audiences had been flocking since Humphry Davy's inaugural lecture in 1802. Anne Mellor has persuasively argued that Davy was a partial model for the character of Victor in this novel. [Anne Mellor, Mary Shelley: Her Life, Her Fiction, Her Monsters (Routledge, 1989) pp. 91-103)]

This page is associated with Thiagi's interactive lectures, which are characterized in a book that is available via this site. This particular page involves links to types of interaction, such as games, puzzles, and so forth. It would be better to read or review the book, but since that option is not available, I will provide a link here. rating 2/5

Lectures - For the most part, my lectures will center on materials to explain, support and offer inspiration for the upcoming assignments. I have included some examples of what they would look like, but they would vary by week according to what was covered previously, where we are in the readings, how well students are grasping the concepts we discuss, and even how many students are in the class.

Reminds me of @KevinCarey1 describe the original university of Bologna, in his End of College. Don’t have the quote handy (one of many cases where #OpenAccess would allow for more thoughtful discussion), but the gist of that paragraph sounds similar to what @Downes is describing here

References in this video

• 33:44 Rashi
• 34:43 Chofetz Chaim
• 34:52 Mishnah Berurah
• 39:57 Albert Camus . (The quote is from Notebooks.)

Compare with the phenomenon of (not) interrupting the university lecturer when one does not understand the lecture.

Head of SIL Special Collections

Solved Exams and Problems in advanced classical mechanics. Great Source!

Nice set of sildes for Classical Mechanics