monoidal (category -> computer)

NOTE: This annotation is a contemplation/criticism of a particular style of linking and is no way a reflection of my opinion about the author's work and ideas, which I respect greatly.

I was contemplating why the use of links in this paper bothered me so much, and it led to some interesting questions/thoughts.

(I know many others within the hypertext literature community have written about the many (multivariate) semantic functions of links, but I have admittedly yet to read that research, so I apologize if my extemporaneous thoughts on the subject are banal.)

The destinations of most links in this paper (take the whole Abstract for example) are highly ambiguous. As the reader I experience curiosity, yes, but also a certain amount of anxiety about the constant choices I must make and the impossibility of dispelling the unknown. This is made considerably worse on mobile where there is no "hover" state to reveal the destination url. Even on desktop the urls are all routed through researchgate.net and thus require some additional cognitive effort to parse the final destination. Upon exploring some of these links, we find that the type of destination is also highly diverse/multivariate:

• weaving meaning → presentation notes
• Things → blog post
• Personal Knowledge → blog post
• augmenting their tacit awareness → annotation of conference session
• Knowledge Augmentation → academic paper

Thus even after following these links one is not able to derive any meaningful expectations about where the links might lead. There is a double confusion: the initial ambiguity and the { patternlessness / resistance to learning }. In my experience as the reader, and perhaps I am not the only one, I feel anxious, split, and ultimately mired in the heap of heterogeneous connections that I am being presented with. The nature/style of link usage in this paper works against its basic coherency. They land as distractions. Only through an application of will may I forge ahead to read the paper in its (short) entirety.

Perhaps, you might suggest, I am doing it all wrong; I should read the paper through, and then go back to explore connections. Inline/embedded links still represent an improvement over traditional footnotes as I do not have to navigate back and forth between them. Yes, how am I as the reader to resist the tempting azure, the smooth and confident understroke, of the link? It is like going for a hike and suffering either blind adherence to an arbitrary path, haunted by the mystery of untaken side trails, or the aimlessness of tangential indulgence that leaves you a hundred meters from the trailhead.

Context, it must be acknowledged, is important. If this were a piece of literary fiction, the reader may very well have the expectation that their journey will be filled with mysterious choices; all the better, as the choices were designed with one's reading pleasure in mind! There is nothing but the happy exploration of the branching narrative. Yet, this is an academic paper (at least presented as such), and so the reader expects to learning something, to acquire a deeper understanding of a subject, or at least to broaden one's sensemaking horizons. The constant branches might as well be rocks in the path that the reader is constantly tripping over, knowing the trail must offer some glimpses of natural beauty if only they could focus on the journey.

It all begs the question: Who are the links really for? They represent the author's mental model, the author's priorities. It is like being invited to peruse someone's home: "Yes, yes, feel free to look around, as you will!" The reader will no doubt form their own mental model of the disparate data. Yet the stasis of the document resists the reader's creative impulses; it won't move for them. Text will not rearrange, links will not form. That power was granted to the author. Now, the reader clumsily explores the frozen statue of the author's creation.

Let us not fall into the false choice between staid nonambiguity and scattershot freedom. As we turn our awareness inward, we see the richness of consciousness, of feeling, of the interpretative process, of apprehension as it miraculously unfolds. It is structured, it is emotional, and it is limited only by our imagination. Reaching into the depths of our phenomenology provides the basis for a principled and decidedly human topology of hypertext that points the way to truly augmenting human intelligence.

The discussion of the information theoretic idea of "hand" is interesting here, particularly as it relates to the "hand" of annotation and how it was done in other settings by the same person.

from falsehood you can derive everything ** false \leq truerestrict: don't talk about elements -> you have to talk about arrows (relations) .... interview the friends *product types: [pairs, tuples, records,...]

https://designobserver.com/feature/earnest-elmo-calkins/39651

https://www.tate.org.uk/art/art-terms/a/avant-garde

https://www.metmuseum.org/toah/hd/bauh/hd_bauh.htm

What is Deutscher Werkbund? https://www.deutscher-werkbund.de/wir-im-dwb/basic-information-in-english/

What was the Wiener Werkstatte movement? https://www.theartstory.org/movement/wiener-werkstatte/

What is intellectual property? https://copyright.cornell.edu/node/15

Introduction is a bit longer summary of the entire paper. This is where researchers describe and justify their research questions and briefly discuss what is to come. Typically, introduction is about 500 -- 1000 words.

Please identify and highlight a research question(s).

Turtles all the way up

Heidegger: "just as praxis has its own specific kind of sight (‘theory’), theoretical research is not without a praxis of its own." ||

Theory is the formal abstraction of how a society works/social problem is caused. It is usually constructed by specialists such as sociologists on the basis of evidence and prior theoretical constructs (method and methodology). Social imaginary = how people in their everyday lives join the dots between themselves, others and the wider world. My questions: where do discourse, ideology and social institutions fit here?

I've been thinking about it for a while but even if all social sites were interoperable, I suspect that a small handful of 2 or 3 would have the largest market share. This is as the result of some of the network theory and research found in Linked: How Everything Is Connected to Everything Else and What It Means for Business, Science, and Everyday Life by Alberto-Llaszlo Barabasi

I'm not really satisfied using the term "critical theory" either, given that it could include works that aren't really "PoMo" (eg, Marxism or historical materialism). I'd use "post-structuralism", but I don't think that many folks know what it means and it's not totally accurate either. So I decided to just leave it as "critical theory" as in the original rant.

This is really one of the more spicy takes here. KS orbitals having no physical interpretation is often heard in the community, and here is a list of references and evidence that they do have physical significance.

Dinge Menschen Welt … Tiere Pflanzen Orte Landschaften Elemente … konzeptionelle Übersimplifizierung der Theorie? oder: treffende Beschreibung "moderne[r] Gesellschaften westlichen Typs" ?

Here I might posit that Cesar Hidalgo's book Why Information Grows (MIT, 2015) has some interesting theses about links between people and companies which could be extrapolated up to "societies of linked companies". What could we predict about how those will interact based on the underlying pieces? Is it possible that we see other emergent complex behaviors?

this is super cool

Discusses how adult learning theory can be applied for digital learning for adults. It suggests making sure interactions are built on real world and relevant situations, that learners and go at their own pace, they are allowed to reflect on their learning, and interact with each other and different points of view. Rating 10/10

This article discusses that technology rich classroom research is lacking in the research world. This paper created a scale in which it could evaluate classroom environments. The authors tested this scale and determined it was a good starting framework for how to improve classroom environments. This scale could be useful later in class when evaluating technologies.Rating 9/10 for help assessment techniques

This article provides a short overview or strategies and techniques to make adult learning effective. This article quotes adult learning researches like Knowles to provide information about meaningful learning experiences. This article provides idea for activities that fit in the category of affective adult learning.

This fact sheet provides an overview of adult learning theories in a digestible format with citations throughout the sheet. The citations are from various experts on adult learning theory and examples are provided as well. Rating: 8/10 Clear and concise overview of adult learning theories.

This article provides an in-depth view from the teachers perspective about how to prepare for technology in their learning environments. Through professional development training, teachers and instructors can gain new knowledge about how to incorporate new technologies into their practice. This article focuses on one study and concludes that new technology needs to be introduced slowly for best practices.

This article takes on Adult Learning from an Instructional Design perspective. This article reviews 3 adult learning theories and why it's important for Instructional Designers to keep these theories in mind the facilitate the learning process. Rating: 9/10 for easy reading, overview of learning theories and emphasis on instructional design

This article recommends the way in which education technology should adapt to be aimed at adult learners. Specifically that education should all students to assess themselves as they go and fill in any missing gaps in knowledge. It should also be relevant to their life needs, and connect their own experiences back into the learning environment. I feel most of this is known in adult learning theory in general, however this article is really aimed at those outside the industry and is a very helpful summary in this way. Rating 7/10

This webpage discusses different learning styles for adults, the principles of adult learning theory and different instructional design models for the the present and future. This webpage reviews andragogy and adult learning theory from the works of Malcolm Knowles. This article comes from Rutgers University and provides additional resources for adult learners. Ratings: 7/10 for helpful, short overview

This is different from the theory of evolution or the theory of electromagnetism. It's a smaller things, like an assumption. Evolution, also in biology, is a more encompassing set of ideas. So the theoretical framework has a hierarchy. Perhaps at the top is a Kuhnian paradigm or a Lakatosian research program.

Does this hierarchy different between sciences, though? Like, how hard is it to take a new assumption and grow it into a fully-fledged theory? Biology is more complex than physics, with more "facts" and forms to understand. Evolution is different from electromagnetism because it doesn't limit as much. EM clearly prescribes what's possible and what isn't, whereas evolution doesn't make the distinction so clearly.

Human Performance Technology Model This page is an eight page PDF that gives an overview of the human performance technology model. This is a black and white PDF that is simply written and is accessible to the layperson. Authors are prominent writers in the field of performance technology. Rating 5/5

This link is to a three-page PDF that describes Gagne's nine events of instruction, largely in in the form of a graphic. Text is minimized and descriptive text is color coded so it is easy to find underneath the graphic at the top. The layout is simple and easy to follow. A general description of Gagne's work is not part of this page. While this particular presentation does not have personal appeal to me, it is included here due to the quality of the page and because the presentation is more user friendly than most. Rating 4/5

Edutech wiki This page has a somewhat messy design and does not look very modern but it does offer overviews of many topics related to technologies. Just like wikipedia, it offers a good jumping off point on many topics. Navigation can occur by clicking through categories and drilling down to topics, which is easier for those who already know the topic they are looking for and how it is likely to be characterized. Rating 3/5

Theories can be measured according to multiple metrics. The current default appears to be predictive accuracy, but this lists others, such as scope. If theory A predicts better but narrower and theory B predicts worse (in A's domain) but much more broadly, which is a better theory?

Others might be related to simplicity and whatnot. For example, if a theory is numerical but not explanatory (such as scaling laws or the results of statistical fitting) this theory might be useful but not satisfying.

Found reference to this in a review of Henry Quastler's book Information Theory in Biology.

A more serious thing, in the reviewer's opinion, is the compIete absence of contributions deaJing with information theory and the central nervous system, which may be the field par excellence for the use of such a theory. Although no explicit reference to information theory is made in the well-known paper of W. McCulloch and W. Pitts (1943), the connection is quite obvious. This is made explicit in the systematic elaboration of the McCulloch-Pitts' approach by J. von Neumann (1952). In his interesting book J. T. Culbertson (1950) discussed possible neuraI mechanisms for recognition of visual patterns, and particularly investigated the problems of how greatly a pattern may be deformed without ceasing to be recognizable. The connection between this problem and the problem of distortion in the theory of information is obvious. The work of Anatol Rapoport and his associates on random nets, and especially on their applications to rumor spread (see the series of papers which appeared in this Journal during the past four years), is also closely connected with problems of information theory.

Electronic copy available at: http://www.cse.chalmers.se/~coquand/AUTOMATA/mcp.pdf

theatre terms and roles broken down.

Absolutely thrilled to see Mezirow and transformative learning theory in the spotlight. Transformative learning theory happens to be my favorite educational theory.

Didn't Kant give an essay the same title??

This kinda sounds like a posthuman critique of humanism.

We just read Kant in literary theory--and Lauren Terbrock-Elmestad just told me that this class and that class would intersect nicely.

sheknows

Actors (human or otherwise) function together in systems (networks), and those systems must be observed and described rather than "explained": https://en.wikipedia.org/wiki/Actor%E2%80%93network_theory

The notion that a system should be examined prior to bringing in theories and frameworks is also one held by the qualitative research approach called grounded theory (a theory grounded in observed data).

It seems like there's still a transfer problem here, though. There seems to be an assertion that criticality will be inherently cross-domain, but I'm not clear why that should be true. Why would the critical outlook not remain domain-specific. (To say "if it does, then it isn't critical", seems like a tautology.)

Reminds me of Erving Goffman's frame analysis . A way in which to organize.

Since forever, apparently, science has relied on Aristotle's "Unmoved Mover," in a sense. Not a god exactly, but some real or imagined unaffected observer whose presence serves as a fixed point from which to accumulate data. Why are we tempted to think this way? Aren't we all moving? What fixed point is there? I'm tempted to go back to the analogy of floating baskets tied together. There is an illusion of being grounded, but we aren't really.

a resource that provides an overview of key ideas to include similarities, differences, even extensions of both cognitive theories. Key theorists in these theories.

Important points to consider when thinking about technology as a cognitive tool.

Noting

Proponents of legal realism would disagree. An example would be Oliver Wendell Holmes in Buck v. Bell, which decided it was constitutional for a state to sterilize purported mentally disabled people against their will, even though this has NO constitutional basis whatsoever. The outcome of the case was determined before the briefs were ever filed because Holmes and other eugenicists decided the outcome that was supposedly best for society regardless of constitutional protections for freedom, liberty, and cruel and unusual punishment.

https://en.wikipedia.org/wiki/Reticular_theory

Cites Giddens here to describe differences between social time (sturcturation) and clock time.

Definition of structuration theory and application to using ICT digital traces as a resource for studying how digital volunteers organize themselves.

theoretical base for the case study.

Tie this back to HCC readings/critiques by Halverson and Hutchins on distributed cognition.

flexibility of Activity Theory over DCog

Definition of critical reflection

Definition of critical theory

Critical theory in practice

Critical reflection can/should support designers and users.

The nut of Geertz' argument: Ethnographic theory building is about developing conceptual structures applicable to other settings in order to understand and analyze culture (human life, symbolic action, and beliefs). Thick description and its interpretation provides the framework for making theoretical distinctions.

Cultural theory is not predictive but interpretative. Thick description helps to determine whether a theory can be further elaborated or is no longer useful for describing/interpreting behavior.

Challenges of theory development about cultural understandings. The tension between semiotic/symbolic approaches that require interpretation (grasp) versus methods that are grounded in analysis.

"...the essential task of theory building here is not to codify abstract regularities but to make thick description possible, not to generalize across cases but to generalize within them."

I find it interesting that she's using words from information theory like "capacities" and "signals" here. It reminds me of the thesis of Caesar Hidalgo's Why Information Grows and his ideas about links. While within the social milieu, links may be easier to break with new modes of communication, what most protesters won't grasp or have the time and patience for is the recreation of new links to create new institutions for rule. As seen in many war torn countries, this is the most difficult part. Similarly campaigning is easy, governing is much harder.

As an example: The US government's breaking of the links of military and police forces in post-war Iraq made their recovery process far more difficult because all those links within the social hierarchy and political landscape proved harder to reconstruct.

1. negotiated meaning
2. task-based
3. new model. negotiated routines: trigger, indicator, response, and reaction-response SCMC negotiated interaction in lexical acquisition

2.1.1 Cognitive and psycholinguistic theories of SLA One of the main theoretical frameworks on the cognitive side is the input–interactionist paradigm (Long, 1996), and the early research on online interaction in FL/SL contexts focused on the development of linguistic competence in in-class interaction, e.g., comparing online synchronous interaction with face-to-face student interaction. Many of these studies used a quantitative methodology, involving control groups of students engaged in face-to-face interaction that were compared to experimental groups of learners participating in online interaction or intra-class studies in which the same students took part in both face-to-face and online interaction (Warschauer, 1996b). What was often counted and categorized were linguistic features and language functions (e.g., Chun, 1994; Kern, 1995), and researchers showed how negotiation for meaning occurs in intra-class online chat (e.g., Blake, 2000). Similarly, studies of online interaction based on psycholinguistic theories of SLA (e.g., Ellis’ (2006) Associative Cognitive CREED and Schmidt’s (1990) Noticing Hypothesis) have found that text-based chat promotes noticing of grammatical and lexical features or errors (e.g., Lai & Zhao, 2006; Lee, 2008). Other studies of interclass interactions between learners and native speakers (Tudini, 2003) or tandem learning partnerships (Kötter, 2003; O’Rourke, 2005) have investigated form-focused interaction, negotiation of meaning and code switching, primarily linguistic aspects of SL/FL learning.

前几天也发现了这个文，果断收藏下载了！

在信息论下，讨论互信息和分类效率等在网络内部的影响~

要认真读的文，从信息论观点去理解 CNN。

Psycholinguistics, SLA, and Technology (Scott Payne): Investigating second language acquisition and CALL from a psycholinguistic perspective entails examining how language learners process, store, and retrieve information from memory and how cognitive capacity impacts acquisition and influences performance. This paper will provide an overview of psycholinguistic approaches to SLA research highlighting research findings relevant to the field of CALL. This discussion will include some of the challenges and opportunities for researchers interested in employing psycholinguistic methods for studying SLA in classroom and computer-mediated contexts.

(https://paperpile.com/view/d6077af8-b494-0c5b-bcbe-71ea1d198029)

This article suggests that perhaps keeping updated and informed on technology can prevent the shut-down and closure of specific degrees and the departments they come from. Technology is constantly changing, and it is expected that institutions will change with it. Rating: 7/10

This page describes several theories for supporting students in academic advising with technology. There are interesting statistics on the tools most commonly used to promote online advising, with desktop computers ranking in number one and video-conferencing and social media falling near the bottom.

Rating: 9/10

This article was a long, but interesting read in taking a constructivist approach to technological integration. This theory is often applied in K-12 classrooms but is equally as important and useful to adult learners.

This is scholarly article that shares research findings in questions such as, to what extent is there a relationship between faculty's comfortableness with technology and perception of technology integration and student success? The data is very interesting, including the fact that students in the sample reported being most proficient with a printer and least proficient with a smarboard. This definitely indicates a shift in what technological knowledge a professor will need verses their students.

Rating: 9/10

This site is interesting in that it is actually a collection of resources meant to assist in a state program called TEAL (Teaching Excellence in Adult Literacy). This resource in particular lists the theories of adult learning in a concise, easy-to-understand method.

Rating: 9/10

This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

REDIRECT to this URL Tranformation for adults

This study explores transformative learning theory (TLT) for adults in the Internet-base learning environment and questions the need for students to be self-directed. The study also includes the Constructivist Internet-based Learning Environment Scale (CILES). The Self-directed Learning Readiness Scale(SDLRS) as modified by Chang (2006) was used to meet the cultural needs of the participants. In conclusion, the results have a high reliability factor and add quantitative research to previous qualitative studies.<br> Further discussion is suggested regarding the technical and emancipatory learning interests on adult online learners.

RATING: 8/10

Two educational theories that form the basis of many of today's educational technology: behaviorism, and constructivism. This article explores the foundations of behaviorism and constructivism in education, and brings the current trends and future implications for these two theories in the educational technology.

Rating: 7/10

This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

definition of reify in compsci

this is not the most impressive defitnition but it does the job ;) it's more like "relational types" where type definitions include relations between potential values

spec though it's used at runtime (not compile time)

• hence: not a replacement for types as such BUT
• enables dependent types
• programming by contract

fwiu: the "finte set of simple names" are all the objects defined in the codebase e.g. in java there are no functions as such just methods attached to classes i.e. "their key argument"

from what I understand in Java... there are some variables on classes (class instances) that are only acessible through methods and for those the "only send message" paradigm holds but there are also fields which are like attributes in python which you can change directly

generics so you've got a "template" collection e.g. Collectoin<animal> and you parametrise it with the Animal type in this example how is that broken by "non-Object types" in java</animal>

does he mean that list in python is polymorphic because it can be list of integers or string or ... ?

kind of like clojure multimethods but those can dispatch on arbitary function hence arbitrary "property"

so essentially this is just a way to escape the contrains of types--overspecifying the type of argument for e.g. append function

I guess the behaviour implement cannot really implement on the type of value

I'm interested if the conception 'Critical Instructional Design' is truly new or mere interpolation of a native concept. As far as my understanding of critical theory, from lit crit readings and study, a theory can be molded to fit any necessary unnamed reality-from the nature of the TV War... Baudrillard's 'The Gulf War Did Not Take Place' to Freudian psychoanalysis "Neuroticisms of Computer A.I." This is an excellent article to discuss critical theory in the light of a new, online iteration of the learning space meriting further research.

This is a good explanation of what GW really does. It calculates the self energy.

This is before the PAW method came along (Blochl '94), so probably nothing method-specific.

Fish's definition of a theory.

From reading this I'm left with the impression that the housing boom was just a housing boom, not a general long-term projects boom, as you would expect from the ABCT.

Why was housiing and just housing the epicenter of the boom and bust? Or wasn't it?

If it was just housing, couldn't we explain it (or at least conceive of a different hypothetical scenario) without interest rates even changing? Imagine that the government prints money and uses it to pay companies to build houses -- or creates a special lending program just for houses, but don't messes up with the general interest rate -, wouldn't that have basically the same effect?

If so, perhaps we should start considering a new ABCT version that just talks about new money being created and going to specific sectors, instead of the whole interest/intertemporal adjustments/hayekian triangles talk. Why is this wrong?

What if we said that people switched from buying hot dogs to bonds? Not anything "future", just a bond, today.

If they switched to hamburgers, that would increase investment in the hamburger industry in expense of the hot dog industry.

In the same way, if they switch to bonds, that will increase the investment in the "bonds industry", which is basically lending money.

This argument have confused me my entire life in all explanations of the Austrian Business Cycle Theory. It is the core of the most famous of all, that Mises story about the master builder who doesn't have enough material to finish the house he's building.

It is misleading and ultimately wrong because economic goods (in the Menger definition) are always insufficient. In simple terms, given the market price, every good can be obtained.

What happens after the economy realizes it was in a malinvestment boom, prices of capital goods adjust in a way that they can become too expensive for some projects to be completed profitably.

and probably not a bad outcome in an earlier era that thought of things in terms of clockwork and lacked the ideas of quantum theory and its attendant uncertainties.

Wrapping Giddens' structuration theory into the concept of temporal structures.

Similar to Nowotny's argument that theory doesn't break through in empirical work.

Argues that there is a research gap about conceptual thinking about time and storytelling in the organizational studies literature.

More broadly in other disciplines, Nowotny counters that there is plenty of time/temporal theory but a lack of empirical work that engages it.

This provides a good framework for the SBTF study that social coordination practices can sometimes be at odds with the "structures that bear significant temporal features."

Could this mean data as well as events?

Is this passage invoking activity theory, if it were an HCI study?

Brunelle identified same gap as Nowotny, some 30 years later that theory is not serving empirical research.

limit of activity theory

social coordination and activity theory

get this paper

Bardram, J.E. (2005, September). Activity-based computing: Support for mobility and collaboration in ubiquitous computing. Personal and Ubiquitous Computing, 9(5), 312–322.

Boer extension attends to some of the challenges which began this paper

Further description of how activity theory could incorporate temporality through history (past), dynamic (tempo), automated references (future), and toolsets (past, previous).

Engeström definition of Activity Theory

description of Activity Theory