30 Matching Annotations
  1. Feb 2022
  2. Jan 2022
    1. The Flatirons pathway also includes “electives,” such as the CliftonStrengths Assessment, CU Boulder’s own Conference on World Affairs, as well as capstone projects that ask users to apply what they’ve learned to example scenarios. Those capstone projects have an added purpose — they mirror a common component of higher education

      Good example of bundling

  3. Sep 2021
    1. For psychological purposes there are two major changes in recent ideas of nervous function. One concerns the single cell, the other an "arousal" system in the brain stem. The first I shall pass over briefly; it is very significant, but does not bear quite as directly upon our present problem. Its essence is that there are two kinds of activity in the nerve cell: the spike potential, or actual firing, and the dendritic potential, which has very different properties. There is now clear evidence (12) that the dendrite has a "slow-burning" activity which is not all-or-none, tends not to be transmitted, and lasts 15 to 30 milliseconds instead of the spike's one millisecond. It facilitates spike activity (23), but often occurs independently and may make up the greater part of the EEG record. It is still true that the brain is always active, but the activity is not always the transmitted kind that conduces to behavior. Finally, there is decisive evidence of primary inhibition in nerve function (25, 14) and of a true fatigue that may last for a matter of minutes instead of milliseconds (6, 9). These facts will have a great effect on the hypotheses of physiological psychology, and sooner or later on psychology in general. Our more direct concern is with a development to which attention has already been drawn by Lindsley (24): the nonspecific or diffuse projection system of the brain stem, which was shown by Moruzzi and Magoun (34) to be an arousal system whose activity in effect makes organized cortical activity possible. Lindsley showed the relevance to the problem of emotion and motivation; what I shall attempt is to extend his treatment, giving more weight to cortical components in arousal. The point of view has also an evident relationship to Duffy's (13). The arousal system can be thought of as representing a second major pathway by which all sensory excitations reach the cortex, as shown in the upper part of Fig. 1; but there is also feedback from the cortex and I shall urge that the psychological evidence further emphasizes the importance of this "downstream" effect. In the classical conception of sensory function, input to the cortex was via [p. 249] the great projection systems only: from sensory nerve to sensory tract, thence to the corresponding sensory nucleus of the thalamus, and thence directly to one of the sensory projection areas of the cortex. These are still the direct sensory routes, the quick efficient transmitters of information. The second pathway is slow and inefficient; the excitation, as it were, trickles through a tangled thicket of fibers and synapses, there is a mixing up of messages, and the scrambled messages are delivered indiscriminately to wide cortical areas. In short, they are messages no longer. They serve, instead, to tone up the cortex, with a background supporting action that is completely necessary if the messages proper are to have their effect. Without the arousal system, the sensory impulses by the direct route reach the sensory cortex, but go no farther; the rest of the cortex is unaffected, and thus learned stimulus-response relations are lost. The waking center, which has long been known, is one part of this larger system; any extensive damage to it leaves a permanently inert, comatose animal.

      After 1954 researchers seemed to start looking at actual brain activity and noted that while it was always active, it didn't always transmit this activity. (who knew!). a second major pathway where sensory excitations can reach the cortex is the arousal system, it shows that a downstream effect is important! So we have the classical conception of sensory function which was from the corresponding sensory nucleus of the thalamus directly to a sensory projection area of the cortex. Which is the quick way to transmit information (or the direct route). There is a second way, but it is slow. Its referred to as the excitation, which slowly makes its way through fibers and synapses. The message can get mixed up or scrambled and then delivered to cortical areas. Which really makes them not messages, but act more as a background support system. Without this background action (or arousal system) your sensory impulses would get to their destination quickly, but they would not go anywhere else. Then we wouldn't have any learned stimulus-response, and that would be bad!

  4. Feb 2021
  5. May 2020
  6. Nov 2018
    1. LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.

      The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  7. Oct 2018
    1. Angela suffers from bouts of depression related to childhood memories of abuse.

      Angela fue afectada por abusos en su niñez y ese cuadro lo reproduce en su hijo como si tuviera alguna predisposición inconsciente.<br>

    1. Silvia’s father went to prison when she was a baby, and served 10 years for selling drugs. Without his support, her mother struggled to provide financially for her and her brother. Her mother also suffered from a mental disorder for which she received SSI. While Silvia was growing up, the family relied on public assistance and ate mostly cheap food such as canned ravioli and Ramen noodles. Silvia remembers being hungry often and recalls that her mother often ignored Silvia and her brother.

      Pienso que esto es Pathway effect en cuanto a que Silvia de alguna manera reprodujo lo que vio en su hogar porque ya tenia un escenario predispuesto. El health behavior que quiero destacar es el comportamiento en cuanto a la dieta ya que eran pobres y comía comida enlatada no saludable y no tenían seguridad alimentaria.

    2. adversity and traumatic events that occur in childhood have a decisive impact on behaviors, choices, and social relationships that extend into adulthood. In such contexts, adults may seek out violent relationships, may constantly be in a state of heightened aggressive arousal, may withdraw and experience social isolation, or may struggle to keep boundaries associated with normal social and professional behavior related to intimacy, safety and security, and job stability.

      Como indica el efecto de vía o camino, aquí se demuestra como las experiencias traumáticas a temprana edad pueden predestinarte a tener un futuro fracasado, es decir, dan forma a la experiencias subsecuentes.

  8. Sep 2018
  9. Jul 2018
    1. There are also instances where students in our program participate in the programs of other Hive organizations
    1. I know Mozilla has initiatives for education and open internet and code-learning initiatives and stuff like that. Hearing about all those initiatives and all the people who have made those initiatives would just open me up to more opinions and more backgrounds and more ways of thinking.
    2. It definitely fosters a community, especially for people who weren’t originally in the technology community. They’re now open to new pathways that they probably hadn’t seen before. They’re opened up to new communities on social media and to other hackathons and stuff where — even if they don’t necessarily interact with the people they met at def hacks() — they’re interacting with more people in the community because of def hacks().
  10. Nov 2017
    1. The aim is to demonstrate the distance travelled on their journey in the form of tangible, trackable learning outcomes and applications.
  11. Sep 2017
    1. Learning paths allow you to assemble two or more courses into a path that students must complete to trigger completion actions.
  12. Aug 2017
    1. The most obvious pathway is the stepping stones aproach. Sequential in nature, it involves doing one step at a time in a prescriptive manner. See for example, Doug Belshaw’s kanban badges using Trello. Another option is where badges are a part of a collection. Like the game Trivial Pursuit, this is where several achievements are grouped together in a non-linear manner. Perscriptive in nature, collections can be linked with the completion of standards or levelling up. In contrast to perspective badge ecosystems, constellations offer a more open-ended approach where users can choose from a range of possibilities, carving out any number of pathways. This is conducive to life-long learning and offers the potential to write your own learning story. Open to borrowing from different providers, it is for this reason that it is descriptive rather than prescriptive.
  13. Jul 2017
    1. What is important about learning pathways, is that any individual can learn what they want, when they want, how they want. In professional development and conference planning, we would talk about a common assured/shared experience. Basically, what is the one thing that someone will definitely get from this their time with us. Learning pathways takes this a step further and tries to document how and what you should learn. The purpose is that a learner might want to some guidance on what this all means, but not want a scripted curriculum.
  14. Nov 2015
    1. a more dignified and humanizing analysis of young people, particularly those explicitly or implicitly framed from a cultural-deficit perspective

      I appreciate this awareness. Connects to Bell et al, too.

    1. L e a r n i ng pat hway s a l so re su lt f rom persona l or sha red concerns , challenges or desires (e.g., in relation to a pressing circumstance, threat, or opportu-nity). Such concerns are broad and varied, from working to improve the academic achievement of youth in specific subjects, to protecting one’s community from envi-

      Becker would love agree. Viewing students as a living vessel with feelings, emotions, passions and interests and not removed from the planning and evaluating of academia is crucial to understanding why schools are not appropriately encouraging spaces for learning.

    2. Learners need to figure out how to adapt their abilities, interests, and identities across a diverse set of locations on a routine basis as they attempt to accomplish their goals or respond to the interests of other social ac-tors.

      This is very similar to the multi-sited learning article. However, this is interesting because it puts the emphasis on the learner needing to adapt these skills, whereas the other article was focussing on the lens in which the learner is assessed.

    3. The life-long, life-wide, and life-deep learning concepts allow us to better un-derstand the learning opportunities and impediments faced by learners.

      Thinking of 'life long learning' as an impediment is interesting. Students can definitely mislearn something, effecting their trajectory of learning.