This guy learns music creation efficiently, by learning the theory first and really analyzing worked examples (the masters). Positively surprises me. I rarely come across a non-learning expert who intuitively uses proper processes for skill acquisition.

TBR: Skill Decay

( ~ 5:00 )

The first stage of learning a complex skill is creating relevance, not in the sense of making knowledge relevant to your life; but rather in seeing what is relevant to learn at this point in the learning career.

Building a map...

The actions are exploration and challenge. Exploration = getting diverse opinions from others and learning the theory & variables. Challenge = open-mindedness for other beliefs and assumptions.

Reminds me of 10 Steps to Complex Learning for curriculum design, where doing a skill decomposition is one of the first steps in designing the curriculum, and either being an expert or having access to experts is paramount.

The main idea, able to be generalized, I get from this video is that in order to develop any skill, whether it is learning or something else, you need to break it down into its constituents, much like the 4 Component Instruction Design model argues, and figure out where your weak links are.

The more accurately you know the system of your skill, the better you know what to potentially improve on. This requires research, and sometimes asking experts.

Another benefit of networking.

16:00 Flow channel — where challenge meets ability

How to beat procrastination?

07.00 Clear goals — goals that focus on the action, not the outcome. (Very specific)

See GTD on next-actions that make a distinction between outcomes (projects) and clear goals (Next-Actions)

"This keeps your brain from wondering, what is the first step?"

10.00 Challenge-skill balance. Find sweet spot where challenge is slightly more than your skill level. Too much challenge is anxiety, too little is boredom. How to tune it? (1) Lower the hurdle. (2) Compress time for a given task. (3) Define scope (What needs to be done? Why? How long?)

14.00 Bypassing/response inhibition. Engaging in a task as soon as you are committed. Don't waver. Sleep to flow is an example.

17.30 Flow payoff — have long blocks of focus, where the struggle to get into flow is actually worth it.

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

Quite insightful article about the software engineering soft skills

Balance between difficulty of task and level of skills Task that is too easy produces boredom, too difficult produces anxiety. Flow state exists when the difficulty is balanced with the skill level.

New technologies and processes are new tools that are exciting to learn because they allow us to engage old problems in novel new ways. When we innovate and solve problems using novel techniques, it increases our level of engagement and satisfaction.

Rheingold: Literacy is skill + community - Welche Rolle spielt nun die Gemeinschaft/community für den Bildungsbegriff? Hier muss wieder eine Klärung geschehen

Was denn jetzt? Unterschied Skill and Literacy muss ich noch dringend klären

HCM-Suiten werden durch IPAAS pder HRSM-PLatfformfunktionen ergänzt.

The mere-exposure effect leads us to confuse familiarity with a process with actual skill.

Racine, N., Madigan, S., Cardinal, S., Hartwick, C., Leslie, M., Motz, M., & Pepler, D. (2021). Community-Based Research: Perspectives of Psychology Researchers and Community Partners. PsyArXiv. https://doi.org/10.31234/osf.io/cxrmt

The COVID-19 crisis mustn’t be used to rationalize hasty education reforms. (2020, May 19). BOLD. https://bold.expert/the-covid-19-crisis-mustnt-be-used-to-rationalize-hasty-education-reforms/

ComputingCulturalHeritage. (n.d.). The British Library; The British Library. Retrieved 6 March 2021, from https://www.bl.uk/projects/computingculturalheritage

People with poor numerical literacy “more susceptible” to Covid-19 “fake news.” (2020, October 13). The Guardian. http://www.theguardian.com/world/2020/oct/14/poor-numerical-literacy-linked-to-greater-susceptibility-to-covid-19-fake-news

Gignac, G. E., & Zajenkowski, M. (2020). The Dunning-Kruger effect is (mostly) a statistical artefact: Valid approaches to testing the hypothesis with individual differences data. Intelligence, 80, 101449. https://doi.org/10.1016/j.intell.2020.101449

The Impacts of COVID-19 on Minority Unemployment: First Evidence from April 2020 CPS Microdata. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 4, 2020, from https://covid-19.iza.org/publications/dp13264/

Working at Home in Greece: Unexplored Potential at Times of Social Distancing?. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 31, 2020, from https://covid-19.iza.org/publications/dp13408/

Lavoie, K. (2019). Applying behavioural science to improve physicians’ ability to help people improve their own health behaviours. European Journal of Public Health, 29(Supplement_4). https://doi.org/10.1093/eurpub/ckz185.812

Can we count on parents to help their children learn at home? (2020, May 8). Evidence for Action. https://blogs.unicef.org/evidence-for-action/can-we-count-on-parents-to-help-their-children-learn-at-home/

Galandra, C., Cerami, C., Santi, G., Dodich, A., Cappa, S., Vecchi, T., & Crespi, C. (2020). Covid-19 in mind: How job loss and health threatening events modulate risk-taking behaviours in real-life contexts [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5n942

Etilé, F., Johnston, D., Frijters, P., & Shields, M. (2020, April 16). Psychological Resilience to Major Socioeconomic Life Events. https://doi.org/10.31234/osf.io/vp48c

This article studies the impact of external differentiation and vocational orientation of lower and upper in secondary education. Hard Read for sure. The age range for participants is 30-44 year old's in 18 countries. The results are what you would expect..

Like any other skill, living "well," which differs depending on the person, requires lived experience. It involves navigating life through achievements and failures through which skills are acquired.

What does this say about different skill sets? Is this biological or genetic, or is it just conditioned?

Being able to decode words are a skill a students must understand how to do in order to improve their reading.

The students must have the skill to compare and contrast. The knowledge comes in when the student has to know the information that is needed to compare and contrast.

the knowledge comes from being able to understand key details in a text while the skill comes from being able to ask questions and answer questions using the knowledge they have.

This is an important skill becuase students need to be able to recognize point of view in texts.

This is important and is another skill becuase grade school students need to be able to recognize rhytm and meaning.

This is another skill that I feel as if is so important for all children to be able to do. I think that asking questions in life iss so important inside and outside of the classroom. I feel this way becuase I feel as if if you dont ask questions you dont learn. Therefore asking questions about unknown words in text is so important because it will help you expand your vocabulary and higher your reading level.

I feel as if this is really important for all children to be able to do even starting at a young age like kindergarten. This skill is somehting all children should be able to do and complete becuase identifying characters, settings, and major events in a story is the first step in completing more complex comprehension questions that will be needed to complete in blooms taxonomy.

Using linking words makes a students writing much more fluid. An idea that comes to mind when thinking about fun ways to teach linking words is to play a game with the entire class. As the teacher, come up with the beginning sentence of a story. Then, have students popcorn continuing it on by using the linking words and phrases. This way they can have a fun creative way to learn something that may otherwise seem boring.

Decoding words is an essential skill. When a student has difficulties with decoding, they have issues with accuracy and comprehension in reading. These problems can relay over into math when it comes to word problems too.

This is important because it allows for them to use their current knowledge of vocabulary and context clues to determine the meanings of new words.

I really like that this is left really simple. It's a skill that students need to know how to do in order to grasp the purpose of the text. In the 1st grade, the text will more likely be stories but if they aren't able to ask questions then it creates more challenges when it comes to how they learn

My thoughts on Climatic Associations of British Species Distributions Show Good Transferability in Time but Low Predictive Accuracy for Range Change by Rapacciuolo et al. (2012).

It's interesting that the ensembles perform best overall but more poorly for predicting changes in occupancy. It seems possible that ensembling multiple methods is basically resulting in a more static prediction, i.e., something closer to a naive baseline.

This highlights the importance of comparing forecasts to baseline predictions to determine the skill of the forecast vs. the basic stability of the pattern.

This is a really important result and my favorite figure in this ms. For cells that changed occupancy status (e.g., a cell that has occupied at t_1 and was unoccupied at t_2) most models had about a 50% chance of getting the change right (i.e., a coin flip).

This is arguably the single most important point in this paper. It is equivalent to comparing forecasts to simple baseline forecasts as is typically done in weather forecasting. In weather forecasting it is typical to talk about the "skill" of the forecast, which is how much better it does than a simple baseline. In this case the the baseline is a species range that doesn't move at all. This would be equivalent to a "naive" forecast in traditional time-series analysis since we only have a single previous point in time and the baseline is simply the prediction based on this value not changing.

Skills are one piece of this puzzle that can't be ignored, but also can't be the end.

I define digital skills as knowing how to work a kind of technology, whereas digital literacy is the knowledge of how a kind of technology works. One is not better than the other, however. If someone or some group wants to accomplish a goal using technology, they're going to need both literacy and skill. Having little skill with a lot of literacy would be like knowing how a car engine works on a technical scale, but not being able to fix it if your car broke down. Having little literacy with a lot of skill would be like having a bad teacher for a subject. They understand the material, perhaps even demonstrate mastery, but they cannot teach their knowledge to others because of the communication gap.

It is important to understand the digital skills and literacies that a teacher should be able to teach his/her students.

In this paragraph they are talking about how a kid in your first rec-league soccer or in little league baseball. Now come to think of that kids as a professional or atleast premier league. This paragraph relates to me because I have friend that started playing soccer with but they are now In a camp which I hopefully will be going to.

In this paragraph their are talking about how team work important qualities which are speed power,movement skills etc. This defiantly relates to me because I play for a soccer team which has the same momentum. The fact we have to work on all type of skill set.

This standard requires the students to know how the beginning or introduction usually talks about the important problems the characters have along with information about characters. Also, the students know the conclusion usually talks about how the characters solve their problems.

This standard requires students to know what an illustration is and how they are different from the words in a text. The skill required of students is making connections between the illustrations they see and the story that is being told. A good book for this standard would be No David! The story in this book is mostly told through pictures while the words on the page say things like "No, David!"

This standard requires students to know how to read and to know the role of the author of a text. The skill required is students having to find a meaning in the text that is not worded on the pages. This standard requires students to think deeply about the text in order to find the author's purpose in writing it. A good text to use for this standard would be Green Eggs and Ham. Students would have to think about how the green eggs and ham could relate to their own lives. The main point of this story is fairly easy to understand, it is that you should try food before you say you don't like it, something many elementary students may be able to relate to.

This standard requires students to know and remember what happens in two different texts. The skill is that students must compare the two texts and talk about them together rather than individually. Two books that would be good for this standard are Brown Bear, Brown Bear and Polar Bear, Polar Bear. Though these books are different it is fairly easy to see their similarities. While Brown Bear, Brown Bear, focuses on colors and animals, Polar Bear, Polar Bear focuses on sounds and animals.

This standard requires students to have knowledge of the details of a text in order to answer the "where, when, why, what, and how" questions. The skill that is required is that students must think deeply about the text in order to answer questions that are not written in the book. A good book for this would be The Cat in The Hat by Dr. Suess. There are a lot of things going on in this book, and the answer to these questions would be easier to find for young readers. For example, if the question is "why did the cat in the hat show up?" students can see that the kids in the story were complaining about boredom right before he showed up, and thus conclude that the cat and the hat showed up to entertain the kids.

In order for students to accomplish this standard they must know what happened in the story and remember specific details. The skill this standard requires is to think about the text as a whole in order to figure out it's main topic. A good book for this would be "brown bear brown bear." Students would have to figure out what is reoccurring in the novel in order to find it's topic. The repeated topics are colors and animals.

First graders must be able to utilize illustrations and details in a story in order to describe the characters, setting, or events.

Grade 1 students must be able to use key details in order to describe the characters, settings and major events.

Students need to be able to give examples from the text after reading and be able to explain what the detail means.

Fourth graders must be able to retell the details of a character, setting, or event in their own words using what they remember from the text.

Second graders must be able to think about why specific words are chosen and what they add to the text.

A third grader must be able to identify how the characters' actions affect the plot.

Third graders must be able to reference specific moments and details in the text.

First graders must be able to retell the story in their own words.

Second graders must be able to think of a reason why events in the story happened, using their knowledge of characters, setting and plot

Students identify key details, about plots and settings of different stories that have the same or similar characters and they are written by the same author. Students will see this commonly in series books.

Students who ask questions by using words such as who, why, what, where, and when, expand their understanding of a text. They also use words such as setting, events, and characters.

Students must read a wide variety of fiction story types, understand the moral, and explain what key details help identify it. I think stories about the greek gods would be fun and exciting for kids, possibly Hercules as a book and movie follow up.

Students need to be able to convey what they are seeing in an illustration and compare it to the text that was read.

Fifth grade students should have the ability to accurately cite and draw on the text they have read.This is a necessary skill that they will need to develop for their further education

These two standards show the difference in skill and knowledge that a student should have from the end of kindergarten to the end of first grade. In kindergarten the student should be able to compare and contrast elements of familiar stories with prompting, but by the end of first grade students should be able to do this with all stories by only illustrations, and without any prompting. This is a good example of how the expectations work on the same skill, but become a more difficult task as the students progress through each grade.

This is a skill that first grade students should have. They should be able to tell the difference between fiction and non fiction, and what separates them from one another.

Kindergarten students need to be able to recognize the different types of texts that are available. This is a knowledge for kindergartners because it is all about sorting through different material that may be given, and is a simple identifying task.

A first grade students should be able to, while reading a text, pick out specific words that refer or appeal to the five senses or an emotion.

Skill

A good example of a book for this standard would be You Can't Taste a Pickle With Your Ear. This book is a fun way to have students pick out words or phrases that refer to the five senses and have them understand the difference between them all.

Students need to be able to pint out characters in stories.

So the orator does not have to have mastery over that which he speaks, but have thoroughly researched it.

need both

Natural ability, experience, and training all contribute to skill. It's complex, fed by many factors

Rhetoric is about being able to present material in a way the audience can understand, a skill that is not found in other discourses or arts.