Extending off of this, is the reality that the research experience is far easier if one has been taught a convenient method, not only for carrying it out, but space to practice the pieces along the way.

These methods can then later be applied to a vast array of topics, thus placing method above topic.

https://www.gentlemanstationer.com/blog/2020/9/22/introducing-clairefontaine-french-ruled-paper

He's talking about movie making, but it applies to almost anything.

reply to u/Rampage_user at https://www.reddit.com/r/Zettelkasten/comments/16wgq4l/how_to_get_started_with_zk_and_obsidian/

Perhaps what I've done in Obsidian may help: I've created several folders for individual pieces:

• Zettels folder - contains permanent/atomic/evergreen notes which broadly stand on their own; I give them decimal numbers so that alphabetical sorting within the folder provides me with neighborhoods of ideas without needing to provide direct links from one idea to another on each and every note.
• Bibliography folder - contains individual notes for details about sources (books, articles, videos, etc.) which also contains the fleeting notes related to them (each can have from one to sometimes hundreds of short, not fully formed notes and excerpts);
• Index folder - contains 26 notes, one for each letter of the alphabet each of which has index entries that lead to notes in the zettels folder; Like Luhmann's my index is sparse and I rely on the neighborhoods around the notes that link from the index.

While I do have a few tags, I broadly eschew them as they don't scale well with time in my experience.

Some literature is unspecific about it, but you should know that NOT EVERY FLEETING NOTE NEEDS TO BECOME A PERMANENT NOTE. Only split out the most interesting and potentially future useful ones. Some of my book notes have hundreds of fleeting notes, highlights, etc. and I've only pulled out 3 or 4 permanent notes from them. (The side benefit is that if you need them, you've got links to those fleeting notes for later if you need to review over, use, or convert them.)

Really the best advice is to practice. A Lot. Experience will help you know when your fleeting notes should become permanent ones and how much work they need to become permanent notes. You can always adjust things in the future if your experience helps you simplify things further for you. If you make three permanent notes a week, you're doing better than most. I add 1-5 bibliographic sources a day and average about 50 fleeting notes with only one, or maybe two permanent notes on a good day.

Good luck. Now go practice...

Gould, Jessica. “Teachers College, Columbia U. Dissolves Program behind Literacy Curriculum Used in NYC Public Schools.” Gothamist, September 8, 2023. https://gothamist.com/news/columbia-university-dissolves-program-behind-literacy-curriculum-used-in-nyc-public-schools.

The Teachers College of Columbia University has shut down the Lucy Calkins Units of Study literacy program.

Missing from the story is more emphasis on not only the social costs, which they touch on, but the tremendous financial (sunk) cost to the system by not only adopting it but enriching Calkins and the institution (in a position of trust) which benefitted from having sold it.

link to: https://hypothes.is/a/eicbpgSKEe6vc0fPdIm05w

reply to u/taurusnoises (Bob Doto) at tk

Yep, for almost a full year now on 4x6" index cards. (Receipts for the kids: https://boffosocko.com/wp-content/uploads/2023/07/wp-1688411021709-scaled.jpg)

Previously I'd used a Hobonichi Cousin (page per day) journal for this. (Perhaps I should have stayed with the A6 size instead of the larger A5 for consistency?) Decades ago (around 1988ish?) I had started using a 2 page per day DayTimer pocket planners (essentially pre-printed/timed index cards spiral bound into monthly booklets which they actually shipped in index card-like plastic boxes for storage/archival purposes). Technically I've been doing a version of this for a really long time in one form or another.

It generally includes a schedule, to do lists (bullet journal style), and various fleeting notes/journaling similar to the older Memindex format, just done on larger cards for extra space. I generally either fold them in half for pocket storage for the day or carry about in groups for the coming week(s) when I'm away from my desk for extended periods (also with custom blank index card notebooks/pads).

I won't go into the fact that in the 90's I had a 5,000+ person rolodex... or an index card (in the entertainment they called them buck slips) with the phone numbers and names of \~100 people I dealt with regularly when early brick cell phones didn't have great (or any) storage/functionality.

What do they mean by "model" here? If they have retrained on more data, with a slightly different architecture, then the model weights after training must be different.

In a musical setting, however, when spoken words and sentences are replaced with motifs and melodic phrases, the structure of the call and response might not be as obvious. To be a good communicator, we have to know how to listen, pay close attention to what the other musicians are playing, and try to be receptive to their ideas. In certain scenarios, however, the use of call and response technique might create less than desirable effects. For instance, when the call and response takes the form of exact and immediate repetition, it might be impressive but not necessarily in keeping with the surrounding musical context. A much more subtle way of thinking about the call and response technique involves musical interaction at the level of the entire performance in which non-adjacent sections relate to one another, and where the flow of the performance is regulated by logically introduced musical ideas. In creating a musical narrative, then, we can also respond to each other’s playing, but these responses are not as obvious as simple repetitions tend to be. We can demonstrate our listening skills, for instance, by incorporating an idea that we have previously heard (i.e. a rhythmic motive from the drummer, or a melodic gesture from the guitarist) and develop it in such a way that leads to a more satisfying musical discourse. The call and response aspect of improvisation means that musicians understand each other’s intentions, have an unspoken agreement, so to speak, and project them with a high level of personal expression and musical commitmen

reply to u/drogers8 at https://www.reddit.com/r/antinet/comments/13wlfbs/how_to_select_a_keyword_for_your_main_card/

I'm don't think I've ever seen that advice anywhere in my own reading. I've been doing this for ages and would suggest that it's actively bad advice. Use a keyword that seems useful, beneficial, and which you're likely to have the most interest in in the future. What do you suspect the future you will use to search for that card or a branch on that idea in the future? Use that.

Also, don't overthink this stuff. Just practice. You're going to make some mistakes, but with a small number of cards you'll start to figure it out on your own before things get too large. Your practice today is not going to look like your practice in 6 months and it'll change again 6 months after that.

Ask a question in class

reply to u/throwthis_throwthat at https://www.reddit.com/r/antinet/comments/13gcbj1/requesting_advice_for_where_to_put_a_related_idea/

I don't accept the premise of your question. This doesn't get said often enough to people new to zettelkasten practice: Trust your gut! What does it say? You'll learn through practice that there are no "right" answers to these. Put a number on it, file it, and move on. Practice, practice, practice. You'll be doing this in your sleep soon enough. As long as it's close enough, you'll find it. Save your mental cycles for deeper thoughts than this.

Asking others for their advice is fine, but it's akin to asking a well-practiced mnemonist what visual image they would use to remember something. Everyone is different and has different experiences and different things that make their memories sticky for them. What works incredibly well for how someone else thinks and the level of importance they give an idea is never as useful or as "true" as how you think about it. Going with your gut is going to help you remember it better and is far likelier to make it easier to find in the future.

Emergent note taking: what ants can teach us about notes

Nothing new to me, but interesting to see part of Nicole van der Hoeven's process.

link to: - https://hypothes.is/a/hkyPEtm9Ee21MFP9ynnj0g

link to: - https://hypothes.is/a/ZeZEgNm8Ee2woUds5QzgOw<br /> - https://hypothes.is/a/hkyPEtm9Ee21MFP9ynnj0g

Too many zettelkasten aspirants only want the presupposed "rules" for keeping one or are interested in imitating one or another examples. Few have interest in the actual day to day practice and these are often the most adept. Of course the downside of learning some of the pieces online leaves the learner with some (often broken) subset of rules and one or two examples (often only theoretical) and then wonder why their actual practice is left so wanting.

link to https://hypothes.is/a/ZeZEgNm8Ee2woUds5QzgOw

• Title: Buddhism and Money: The Repression of Emptiness Today
• Author: David Loy

David Loy explains how - the denial of ego-self, also known as anatma - becomes the root of a persistent sense of lack - as self-consciousness continues to try to ground itself, reify itself and make itself real - while all the meanwhile it is a compelling mental construction

A good paper on the role (non-rational) relational ritual can play to help us out of the current polycrisis is given here: https://hyp.is/go?url=https%3A%2F%2Fbrill.com%2Fview%2Fjournals%2Fwo%2F25%2F2%2Farticle-p113_1.xml%3Flanguage%3Den&group=world

// - this is the mechanism by which ritual practice can bring about interpretive shift unconsciously -because bodily movements have a priming effect - Lakoff points to the concept of "biconceptualism, a compartmentalism in our physical brain

• Key Definition
  • Interpretative Shift (Luhrmann)
  • can be initiated through ritual practice // We can build interventions based upon encouraging ritual practice that causes interpretative shifts

https://web.archive.org/web/20230226002724/https://medium.com/@ElizAyer/meetings-are-the-work-9e429dde6aa3 Meetings are regular work, so blindly avoiding meetings is damaging.

Julian Elve follows up https://www.synesthesia.co.uk/2023/02/27/finding-the-real-work-that-meetings-are-good-at/ with lifting out the parts where Ayer discusses the type of meeting that are 'real work' and what they're for. (learning, vgl [[Netwerkleren Connectivism 20100421081941]]

This sounds like what I call soft-focusing. Some years ago I let go of being strict with myself, and stopped having defined goals in favor of course/directions and a vaguer sense of the destination. I also started soft-focusing my inputs (if there's a connection to my running list of interests connected to my sense of direction it qualifies), and am now trying to soft-focus my outputs. Not blogpost / project A or deliverable B as I would earlier, but more emergent. Then when I have task / creative thing to do, I use it to formulate questions to my notes and see what comes up. This evolved from doing the same in conversations with clients and colleagues where the value of that and resulting associations was clearly visible.

Summary of Richard Carter's writing process from notes to product.

Sometimes collecting some sorts of data in one's notes (even, and particularly in digital notes) is not a useful practice as one eventually realizes that they remain unsearched and unused.

One thing which may not come under this heading is the difference in what others say versus what you write yourself, especially as it relates to plagiarism.

An organization recommended to me for helping improve compressing complicated arguments into a more digestible for oration & verbal discussion. Mentioned by 2 separate people (Travis & Mavis).

https://diggingthedigital.com/hoe-werkt-het-maken-van-een-idee-notitie/

Frank calls out what he considers a good example of actual note taking practice rather than the more often seen talk about note taking theory. The example in question is Forrest Perry's YouTube video #9 Zettelkasten: from source card to idea card.

How was this not obvious from the jump? Was the author of the essay so distracted by shiny object syndrome they failed to see the obvious?

It's like taking notes in a language class... the goal is to read and write with fluency, so you practice these things regularly and gain fluency over time. Taking notes about the grammar and syntax of a language is highly unlikely to get you to fluency. Note taking is the wrong tool for a number of processes and the user should very quickly get a gut feeling for what's useful and what is not.

This author obviously missed the boat here.

This is why one has some broad general rules for keeping and maintaining a zettelkasten. It helps to have some rules to practice and make a habit.

Unmentioned here is that true artists known all the rules and can then more profitably break those rules for expanding and improving upon their own practice. This is dramatically different from what is seen by some of those who want to have a commonplace or zettelkasten practice, but begin without any clear rules. They often begin breaking the rules to their detriment without having the benefit of long practice to see and know the affordances of such systems before going out of their way to break those rules.

By breaking the rules before they've even practiced them, many get confused or lost and quit their practice before they see any of the benefits or affordances of them.

Of course one should have some clear cut end reasons which answer the "why" question for having such practices, or else they'll also lose the motivation to stick with the practice, particularly when they don't see any light at the end of the tunnel. Pure hope may not be enough for most.

This is interesting for itself.

(reference: Sicker in the Head)

It's also interesting because it's an example of regular rehearsal that actors, comedians, storytellers, performers and even salespeople often do to slowly hone and improve their performance or pitch. Each retelling and the response it gives provides subtle hints and clues as to how to improve the story or performance on the next go round, or at least until the thing is both perfected and comes out the same way every time.

trusting the process (ones own, or a facilitator's) implies recognising/knowing the process. The source of trust is that the process in earlier cycles delivered useful (to me) outputs. I usually term in Practice, as not all practice is process, but all process is practice. Vgl my [[% Practice Praktijk OP]] elephant path.

I can't believe I read a tweet saying retrieval practice must be written. What about ...<br><br>- MFL?<br>- EYFS/KS1?<br>- Practical subjects?<br>- Cold calling?<br>- Students with SEND?<br>- EAL learners?<br>- Oracy?<br>- Think, pair & share?<br>- Flashcards?<br><br>Writing is so important, as is verbal recall.

— Kate Jones (@KateJones_teach) September 26, 2022

I had no idea what this meant. The definition I found online says that a sepulchre is "a small room or monument, cut in rock or built of stone, in which a dead person is laid or buried". (This picture is of The Church of Holy Sepulchre in Jerusalem.)

I think personification is attribute of a person or the way they are portrayed.

This list is a great framework for showing students what they don't know, so they can actively work and practice at becoming better at their craft.

I feel like actively annotating and "reading with a pen in hand" has been a great way to practice many of these points. Questioning texts, marking open problems, etc. goes a long way toward practicing these methods.

Wieman, Carl. “How to Become a Successful Physicist.” Physics Today 75, no. 9 (September 2022): 46–52. https://doi.org/10.1063/PT.3.5082

The details here are also good in teaching almost all areas of knowledge, particularly when problem solving is involved.

How might one teach the practice of combinatorial creativity?

To help fight cognitive bias, one should actively think about potential failure modes of one's decisions and think about alternative conclusions which aren't part of the findings one might have hoped for. Watching out for these can dramatically help increase solution spaces and be on the watch out for innovative alternate or even better solutions.

reassurance of lack of possibility for run-time shenanigans

https://www.retrievalpractice.org/why-it-works

Agarwal, Pooja K., Ludmila D. Nunes, and Janell R. Blunt. “Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms.” Educational Psychology Review 33, no. 4 (December 1, 2021): 1409–53. https://doi.org/10.1007/s10648-021-09595-9

Rheingold perceives literacy as skill within community. A skill that comes into its own if there's a community of skilled people, a social practice. He may have adopted it from Paulo Freire who put reading/writing skills interwoven with reading/writing the world (mentioned in Kalir/Garcia's Annotation too). Do I see that community aspect, the social practice aspects in the 5 literacies he lists from Net Smart?

1. Attention [[Aandacht als geletterdheid 20201117203910]]
2. Participation
3. Collaboration
4. Network awareness
5. Crap detection, or 'Critical consumption' in polite company (I have it as : [[Crap detection is civic duty 2018010073052]]

Come back and read these particular texts, but these look interesting with respect to my work on orality, early "religion", secrecy, and information spread:<br /> - Ancient practices removed from their lineage lose their meaning - In spiritual practice, secrecy can be helpful but is not always necessary

timestamp

3.2 Practice radical open-mindedness

Interleaving (aka mixed practice or varied practice) is a learning strategy that involves mixing different topics, ideas, or forms of practice to improve outcomes as well as overall productivity. Its opposite and less effective strategy is blocking (or block study or specific practice) which focuses instead on working on limited topics or single forms of practice at the same time.

This may be one of the values of of the Say Something In Welsh method which interleaves various new nouns and verbs as well as verb tenses in focused practice.

Compare this with the block form which would instead focus on lists of nouns in a single session and then at a later time lists of verbs in a more rote fashion. Integrating things together in a broader variety requires more work, but is also much more productive in the long run.

https://bulletproofmusician.com/the-misinterpreted-effort-hypothesis-and-why-we-often-practice-less-effectively-than-we-could/

Link to: - plateau effect https://en.wikipedia.org/wiki/Plateau_effect, also described in Malcolm Gladwell's 10,000 hours rule

The practice or learning strategy that seems to take the most work is probably the most effective.

There are likely far more people talking about zettelkasten and writing short, simple blogposts and articles about it than those who are actually practicing it and seeing benefit from it.

Finding public examples of people practicing and showing their work in the zettelkasten space are few and far between.

This effect likely increases the availability bias of Niklas Luhmann's zettelkasten which is frequently spoken of, but it also has the benefit of being online, even if it's primarily written in German.

Jason Abaluck. (2021, November 1). It is sad. @DrJBhattarcharya is the worst example I have personally seen of someone who was previously a scholar but who now engages in repeated misrepresentation of scientific results to serve a partisan agenda. [Tweet]. @Jabaluck. https://twitter.com/Jabaluck/status/1455312783789240320

Caulfield, T., Bubela, T., Kimmelman, J., & Ravitsky, V. (2021). Let’s do better: Public representations of COVID-19 science. FACETS, 6, 403–423. https://doi.org/10.1139/facets-2021-0018

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

I think that this is a powerful statement - it shows that true learning occurs when we share, experience and learn from each other and through networking.

The quotation here is a strong one because I have always felt that many curriculums are constrained by the rules and laws that govern certain institutes - it leaves little to be explored and imagined sometimes ... so the aspect of small pieces coming together to create a larger whole feeds into that aspects of 'ecology'. It is what we might refer to in the design/ art space as gestalt.

Professional learning networks support professional development of educators (who are digitally literate). Is this a more modern connected version or an extension of communities of practice?

Yes, this is true. However, open practices are not = higher education. Open practices can exist in formal and informal learning contexts. Open practices are also not = OEPs. You can, for example, have an open art practice, or an open medical practice, etc.

It probably stands for being timid or scared.

i think bigotry is similar to bias. https://www.google.com/search?q=bigotry&sxsrf=APq-WBuRBYZDbLUrYTRp_XVXYCdeDurHVw:1647022119027&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjmt93C0772AhWOKEQIHdo6AUkQ_AUoAnoECAEQBA&biw=1440&bih=821&dpr=2 an image to bigotry is the word in a large font surrounded by other words such as 'racism' and 'prejudice'.

i think bigotry is similar to bias. https://www.google.com/search?q=bigotry&sxsrf=APq-WBuRBYZDbLUrYTRp_XVXYCdeDurHVw:1647022119027&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjmt93C0772AhWOKEQIHdo6AUkQ_AUoAnoECAEQBA&biw=1440&bih=821&dpr=2 an image to bigotry is the word in a large font surrounded by other words such as 'racism' and 'prejudice'.

In the early chapters Ahrens outlines the general form and method for taking notes for a zettelkasten, though he's not overly descriptive of the method and provides no direct examples.

In the middle chapters he talks broadly about learning research and how the zettelkasten method dovetails with these methods.

He does this almost as if he's a good teacher showing the student an outline of what to do and why, but leaving it up to them to actually do the work and experimentation to come up with their own specific methods of use to best suit their purposes. This allows them to do the work themselves so that they have a better chance of following a simple, but easy set of rules, but in a way that will allow them to potentially more quickly become an expert at the practice.

“The one who does the work does the learning,” writes Doyle (2008, 63) [Section 10.5]

In some sense, he's actively practicing what he preaches as a teaching device within his own book!

I think that this point may be actively missed by those readers who aren't actively engaging with and converting his ideas into their own and doing the work which he's actively suggesting.

Choosing an external system for knowledge keeping and production forces the learner into a deliberate practice and confronts them with their lack of understanding. This is a large part of the underlying value not only of the zettelkasten, but of the use of a commonplace book which Benjamin Franklin was getting at when recommending that one "read with a pen in your hand". The external system also creates a modality shift from reading to writing by way of thinking which further underlines the value.

What other building blocks are present in addition to: - modality shift - deliberate practice - confrontation of lack of understanding

Are there other systems that do all of these as well as others simultaneously?

link to Franklin quote

Peter R. Hansen. (2022, February 3). Weighting, is the answer. The only study to find lockdowns ⬆️mortality is given weight 91.8% = 7390/8030, and then you get -0.2% to be the estimate. To summarize: -0.2% META-STUDY ESTIMATE is based on 91.8% ONE STUDY and 8.2% ALL OTHER STUDIES. https://t.co/j6e7ziPNAI [Tweet]. @ProfPHansen. https://twitter.com/ProfPHansen/status/1489366528956919808

The problem almost certainly starts with the conception of what we're doing as "building websites".

When we do so, we mindset of working on systems

If your systems work compromises the artifacts then it's not good work

This is part of a broader phenomenon, which is that when computers are involved with absolutely anything people seem to lose their minds good sensibilities just go out the window

low expectations from everyone everyone is so used to excusing bad work

sui generis medium

violates the principle of least power

what we should be doing when grappling with the online publishing problem—which is what this is; that's all it is—is, instead of thinking in terms of working on systems, thinking about this stuff in such a way that we never lose sight of the basics; the thing that we aspire to do when we want to put together a website is to deal in

documents and their issuing authority

That is, a piece of content and its name (the name is a qualified name that we recognize as valid only when the publisher has the relevant authority for that name, determined by its prefix; URLs)

that's it that's all a Web site is

anything else is auxiliary

really not a lot different from what goes on when you publish a book take a manuscript through final revisions for publication and then get an ISBN issued for it

so the problem comes from the industry

people "building websites" like politicians doing bad work and then their constituents not holding them accountable because that's not how politics works you don't get held accountable for doing bad work

so the thing to do is to recognize that if we're thinking about "websites" from any other position things that technical people try to steer us in the direction of like selecting a particular system and then propping it up and how to interact with a given system to convince it to do the thing we want it to do— then we're doing it wrong

we're creating content and then giving it a name

Specific movements of the body

practicing

practice :)

Function that involves specific movements of the body's muscles to perform a certain task.

We need oxygen to live.

Practice

"Infants are equipped with a number of reflexes."

La de da

Life is a word

24 months

I like blankets. They make me feel happy and cozy.

practice

good afternoon!

Participation 4

something

Cheeks are cool

motor skill: any movement ability

...

I personally am a fan of blankets

Test

not having control over

practice

breathing and blinking

dimensional analysis practice

Nath, V., & Lockwood, G. (2021). Implications of the UK Equality Law for tele-homeworking: COVID-19 and beyond. International Journal of Law and Management, ahead-of-print(ahead-of-print). https://doi.org/10.1108/IJLMA-07-2021-0183

Brown, N., Nicholson, J., Campbell, F. K., Patel, M., Knight, R., & Moore, S. (2021). COVID-19 Post-lockdown: Perspectives, implications and strategies for disabled staff. Alter, 15(3), 262–269. https://doi.org/10.1016/j.alter.2020.12.005

Current practice in UK on UDL- updated references and useful publication linked to HEA accreditation

This helps me consider communities of practice, and unpacking the relational aspects - agency within a context, not autonomous, informed by the context and others. Is there a tension with "groupthink", how to value the diversity in a group, and build stronger not weaker, not defaulting or regressing to a mean?. How do we build a group to be more than the sum of the parts. how does the community work to enhance practice.

Hause, A. M. (2021). COVID-19 Vaccine Safety in Adolescents Aged 12–17 Years—United States, December 14, 2020–July 16, 2021. MMWR. Morbidity and Mortality Weekly Report, 70. https://doi.org/10.15585/mmwr.mm7031e1

Gurdasani, D., Bhatt, S., Costello, A., Denaxas, S., Flaxman, S., Greenhalgh, T., Griffin, S., Hyde, Z., Katzourakis, A., McKee, M., Michie, S., Ratmann, O., Reicher, S., Scally, G., Tomlinson, C., Yates, C., Ziauddeen, H., & Pagel, C. (2021). Vaccinating adolescents against SARS-CoV-2 in England: A risk–benefit analysis. Journal of the Royal Society of Medicine, 01410768211052589. https://doi.org/10.1177/01410768211052589

Kovacs, M., Hoekstra, R., & Aczel, B. (2021). The Role of Human Fallibility in Psychological Research: A Survey of Mistakes in Data Management. Advances in Methods and Practices in Psychological Science, 4(4), 25152459211045930. https://doi.org/10.1177/25152459211045930

Design Philosophy

This seems to be the space that I occupy on the edges of design education and practice.

Maria Selting of Unbox Your World podcast has just shared the raw audio of our conversation to get feedback before she publishes the episode, Redesigning Design: Applying UX Principles to Design a Better Future.

https://www.youtube.com/watch?v=85qWfw0DhPc

Prouzeau, A., Besançon, L., & Mihelcic, J. (2021). Working from home is the new black: Into the private world of remote collaboration in COVID-19 lockdowns. PsyArXiv. https://doi.org/10.31234/osf.io/6cu3t

Running the tests should be as easy as opening something in the browser.

Price, A. (2021). Commentary: My pandemic grief and the Japanese art of kintsugi. BMJ, n1906. https://doi.org/10.1136/bmj.n1906