16 Matching Annotations
  1. Aug 2022
    1. This is what I observed in hyper productive people: some of them have a unique, novel system of organizing their knowledge, but many of them don't. So, having such a system is probably not that important.

      I see these sorts of statements often, and never taken into account is the diversity of ways of thought, general intelligence, quality of memory, or many other factors that make individuals different as well as their outcomes different.

      Different people are going to use different tools differently and have different outcomes.

  2. Jul 2022
    1. Unfortunately, many corporate software programsaim to level or standardise the differences betweenindividual workers. In supporting knowledgeworkers, we should be careful to provide tools whichenable diversification of individuals’ outputs.Word-processors satisfi this criterion; tools whichembed a model of a knowledge worker’s task in thesoftware do not.

      Tools which allow for flexibility and creativity are better for knowledge workers than those which attempt to crystalize their tasks into ruts. This may tend to force the outputs in a programmatic way and thereby dramatically decrease the potential for innovative outputs. If the tools force the automation of thought without a concurrent increase in creativity then one may as well rely on manual labor for their thinking.


      This may be one of the major flaws of tools for thought in the educational technology space. They often attempt to facilitate the delivery of education in an automated way which dramatically decreases the creativity of the students and the value of the overall outputs. While attempting to automate education may suit the needs of institutions which are delivering the education, particularly with respect to the overall cost of delivery, the automation itself is dramatically at odds with the desire to expand upon ideas and continue innovation for all participants involved. Students also require diverse modes of input (seen/heard) as well as internal processing followed by subsequent outputs (written/drawn/sculpted/painted, spoken/sung, movement/dance). Many teachers don't excel at providing all of these neurodiverse modes and most educational technology tools are even less flexible, thus requiring an even larger panoply of them (often not interoperable because of corporate siloing for competitive reasons) to provide reasonable replacements. Given their ultimate costs, providing a variety of these tools may only serve to increase the overall costs of delivering education or risk diminishing the overall quality. Educators and institutions not watching out for these traps will tend to serve only a small portion of their intended audiences, and even those may be served poorly as they only receive a limited variety of modalities of inputs and outputs. As an example Western cultures' overreliance on primary literacy modes is their Achilles' heel.


      Tools for thought should actively attempt to increase the potential solution spaces available to their users, while later still allowing for focusing of attention. How can we better allow for the divergence of ideas and later convergence? Better, how might we allow for regular and repeated cycles of divergence and convergence? Advanced zettelkasten note taking techniques (which also allow for drawing, visual, auditory and other modalities beyond just basic literacy) seem to allow for this sort of practice over long periods of time, particularly when coupled with outputs which are then published for public consumption and divergence/convergence cycles by others.

      This may also point out some of the stagnation allowed by social media whose primary modes is neither convergence nor divergence. While they allow for the transmission/communication portion, they primarily don't actively encourage their users to closely evaluate the transmitted ideas, internalize them, or ultimately expand upon them. Their primary mode is for maximizing on time of attention (including base emotions including excitement and fear) and the lowest levels of interaction and engagement (likes, retweets, short gut reaction commentary).

  3. Jun 2022
    1. "The implicit feel of where you are in a physical book turns out to be more important than we realized," says Abigail Sellen of Microsoft Research Cambridge in England and co-author of The Myth of the Paperless Office. "Only when you get an e-book do you start to miss it. I don't think e-book manufacturers have thought enough about how you might visualize where you are in a book."

      How might we design better digital reading interfaces that take advantage of a wider range of modes of thinking and reading?

      Certainly adding audio to the text helps to bring in benefits of orality, but what other axes are there besides the obvious spatial benefits?

    2. Instead of hiking the trail yourself, the trees, rocks and moss move past you in flashes with no trace of what came before and no way to see what lies ahead.

      Just as there are deficits like dyslexia in the literate world, are there those who have similar deficits relating to location in the oral world? What do these look like? What are they called specifically?

      There are definitely memory deficits withing cognitive neuropsychology. Is there a comprehensive list one could look at?

      Some people aren't as good at spatial orientation as others. Women are stereotyped as being less good at direction and direction finding.

    1. She had the kind of exacting patience required for video editing.

      Beyond this, Gracie also had senses of timing and spatial skills that many also often lack. This is a sort of neurodiversity piece which some are either lifted up or pulled down by within our literacy-focused teaching system.

      It may be a skill she's focused on improving, or one which she's naturally gifted and might improve upon to use in a professional career. Focusing on a literacy-only framing for her education is the sort of thing that, instead of amplifying her talents, may have the effect of completely destroying them, and her altogether.

    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.

    1. 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?

  4. May 2022
    1. new result, test it against each of your twelve problems to seewhether it helps. Every once in a while there will be a hit, andpeople will say, “How did he do it? He must be a genius!”

      You have to keep a dozen of your favorite problems constantly present in your mind, although by and large they will lay in a dormant state. Every time you hear or read a new trick or a

      Gian-Carlo Rota, Indiscrete Thoughts (Boston: Birkhäuser Boston, 1997), 202.

      Richard Feynman indicated in an interview that he kept a dozen of his favorite problems at the top of his mind. As he encountered new results and tricks, he tried applying them to those problems in hopes of either solving them or in coming up with new ideas. Over time by random but combinatorial chance, solutions or ideas would present themselves as ideas were juxtaposed.

      One would suspect that Feynman hadn't actually read Raymond Llull, but this technique sounds very similar to the Llullan combinatorial arts from centuries earlier, albeit in a much more simplified form.

      Can we find evidence of Feynman having read or interacted with Llull? Was it independently created or was he influenced?

      I had an example of this on 2022-05-28 in Dan Allosso's book club on Equality in the closing minutes where a bit of inspiration hit me to combine the ideas of memes, evolution, and Indigenous knowledge and storytelling to our current political situation. Several of them are problems and ideas I've been working with over years or months, and they came together all at once to present a surprising and useful new combination. #examples

      Link this also to the idea of diffuse thinking as a means of solving problems. One can combine the idea of diffuse thinking with combinatorial creativity to super-charge one's problem solving and idea generation capacity this way. What would one call this combination? It definitely needs a name. Llullan combinatorial diffusion, perhaps? To some extent Llull was doing this already as part of his practice, it's just that he didn't know or write explicitly about the diffuse thinking portion (to my knowledge), though this doesn't mean that he wasn't the beneficiary of it in actual practice, particularly when it's known that many of his time practiced lectio divina and meditated on their ideas. Alternately meditating on ideas and then "walking away" from them will by force cause diffuse thinking to be triggered.

      Are there people for whom diffuse thinking doesn't work from a physiological perspective? What type of neurodiversity does this cause?

    1. in human memory they call it external context um so we have 00:35:59 so the external context for instance is the the spatial cues and the other items that are kind of attached to the note right

      Theory: The external context of one's physical surroundings (pen, paper, textures, sounds, smells, etc.) combined with the internal context, the learner's psychological state, mood, etc., comprises a potentially closed system where each part props up the other for the best learning outcomes.

      Do neurodiversity effects help/hinder this process? What if people are missing one or more of these bits of contextualization? What does the literature look like in this space? Research?

  5. Feb 2022
    1. We face here the same choice between methods that make us feellike we learned something and methods that truly do make us learnsomething.

      What methods of studying actually make us learn something versus make us feel as if we've learned something?

      Active reading, progressive summarization may be on this list while highlighting and underlining might not. Or perhaps there's a spectrum of poor to good, and if this is the case, what does it look like? Is it the same for everyone or are factors like neurodivergence part of the equation which might change this spectrum of learning methods and techniques?

  6. Nov 2021
    1. It’s not just the hyper-social and the flirtatious who have found themselves victims of the New Puritanism. People who are, for lack of a more precise word, difficult have trouble too. They are haughty, impatient, confrontational, or insufficiently interested in people whom they perceive to be less talented. Others are high achievers, who in turn set high standards for their colleagues or students. When those high standards are not met, these people say so, and that doesn’t go over well. Some of them like to push boundaries, especially intellectual boundaries, or to question orthodoxies. When people disagree with them, they argue back with relish.

      How much of this can be written down to differing personal contexts and lack of respect for people's humanity? Are the neurodivergent being punished in these spaces?

      Applebaum provides a list of potential conflict areas of cancel culture outside of power dynamics.

    1. I created a social justice metaphor library to help explain concepts like why you can't just create a "level playing field" without acknowledging the economic impacts of history (see, even saying it like that is complicated).

      I love that Dave has started a list of these useful social justice metaphors.

      I got side tracked by the idea this morning and submitted a handful I could think of off the top of my head.

      • Baseball fence
      • Parable of the Polygons
      • Unpacking the Invisible Knapsack

      I'm curious if there are any useful ones in the neurodiversity space? I feel like I need more of these myself.

  7. Jan 2021
    1. As an opening move, I’d suggest that we could reconceptualize intelligence as NaQ (neuroacoustic quotient), or ‘the capacity to cleanly switch between different complex neuroacoustic profiles.’

      also seems more neutral and embracing the differences in [[neurodiversity]] / individual thinking vs relentless optimizing for a certain KPI (like for IQs) #[[to write]]

  8. Nov 2020
    1. A quick clarification — it’s important to note I’m differentiating “Diversity of Thought” from neurodiversity, which aims to make room for neurological differences (Dyslexia, Attention Deficit Hyperactivity Disorder, Autistic Spectrum, Tourette Syndrome, and others) and advocates for access to various communities often marginalized.

      It's good to call out the distinction from [[neurodiversity]] from [[cognitive diversity]] and [[diversity of thought]]

      When thinking of [[neurodiversity]] - there is also the intersectionality of being Black, a Person of Color, etc and being neurodiverse.

  9. Mar 2019
  10. Apr 2018