23 Matching Annotations
  1. Sep 2021
    1. 15:44The world that we live in right now, the world of Sunday afternoons, drinking a cup of herbal tea, reading some old book, chilling out by the window, is over. 

      No it isn't

    2. et me tell you what happened. In the space of 18 weeks, Mr. Pai's class went from a below-3rd-grade level in reading and math to a mid-4th-grade level in reading and math. In 18 weeks of a game-based curriculum. 

      What grade were they in to begin with? How does this success compare with traditional methods

    3. learning that produced the increased brain matter

      It was the learning ie not the multitasking then?

    4. So I sat there and thought to myself, I'm scratching my head, is it that our children have ADD, or is our world just too freaking slow for our children to appreciate? 

      Maybe. But games give an unrealistic sense of control and reward that could never be replicated in real life.

    1. And in real life, when we face failure, when we confront obstacles, we often don't feel that way. We feel overcome, we feel overwhelmed, we feel anxious, maybe depressed, frustrated or cynical. We never have those feelings when we're playing games, they just don't exist in games. So that's what I wanted to study when I was a graduate student. 

      Isn't this possibly because gaming has NOT prepared us for real life?

  2. Apr 2021
    1. This study contributes to our understanding of political misperceptions by argu-ing that citizens’ emotional experiences can enhance or lessen partisanship’s influenceon inaccurate beliefs. The focus here is on the effects of two negative emotions: anxi-ety and anger.

      This is why people appear to moderate their views when having a calm one-on-one conversation with others

    1. Research (e.g., Brooks & Geer, 2007) demonstrates that incivility can encourage higher political engagement, a pattern that can be explained by research on defensive mechanism. Prior research indicates that different psychological mechanisms could influence how individuals react to disagreement and incivility (Kunda, 1987, 1990). According to the theory of motivated reasoning, the motives for political reasoning can be understood in two ways: accuracy goals (which motivate individuals to make accurate judgments) and defensive goals (which motivate individuals to defend their prior attitudes).

      Defensiveness, lose of face

    2. Framing research that grew from sociological foundations refers to the “frames in communication” (Chong & Druckman, 2007, p. 106; Druckman, 2001). The framing effects research, on the other hand, grew from psychological foundations and studied the processes involved in the formation of the audience frame (Druckman, 2004; Iyengar, 1991; Nelson, Clawson, & Oxley, 1997; Borah, 2011b).

      Framing

  3. Feb 2021
    1. Overall there are huge educational benefits associated with asynchronous or recorded media, because the ability to access information or communicate at any time offers the learner more control and flexibility.

      Yes, but I find it less engaging. Unless I'm reading, I zone out on recordings.

    1. Although the university records every use of every one of the 60,000 active CatCards, the current CatCard terms and conditions are silent about what happens to that data

      Existing non-transparency

    2. creeping acceptance of data mining by business and government, with the goal of influencing behavior, from the products we buy, to whether a student stays in college.

      More than just an issues of transparency

    3. Her algorithm correctly identified the freshmen who chose not to return about 85 percent of the time. Ram said she doesn't know exactly how the algorithm chose those students. The project relied on "machine learning." "We quantify all these and we put all these features together and then the algorithm itself is a black box," she said. Ram insisted her research did not violate anyone's privacy, because the university gave her "anonymized" data, which is scrubbed of card numbers, and names of the students or the places where they used their cards.

      Blind to process as well as names

    1. opt out of certain data collection.

      Representation

    2. Arizona University’s assistant provost for institutional research suggested that, should the use of student ID card tracking eventually become part of student retention efforts, such a move would be preceded by a “campus conversation” and students “should be given the choice to opt out of being tracked if they wish.”

      Consent

    3. One of the principles highlighted in the article was transparency.

      Transparency

    4. unaware that any of their CatCard data would have been collected

      Students unaware that this is something that is happening

    5. The press release also quoted a UA assistant provost for institutional research who explained that while the swipes of student ID cards were not used in the current student retention analytics, about 800 other data points were

      The research in questions was not currently being used by the institution to improve rention, but other student data was already being used for that purpose

    6. The researcher noted that the data she had used had been anonymized before she was given access to it—however, she added that if/when her research might inform the ongoing efforts to improve student retention, the student’s personal details would be “shared” with the students' academic advisers.

      The data was anonymized before she was given access, but she admitted that there might be interest in sharing students' personal details with academic advisors

    7. She then used that data to create large networks mapping which students interacted with one another and how often.

      The researcher sought to track the personal interactions of students with one another

    8. On the university’s website, a press release

      The university share the finding of the research after the fact

    9. At the University of Arizona, for example, a researcher analyzed the swipes of student ID cards at locations across campus, “to see what they reveal about students' routines and relationships, and what that means for their likelihood of returning to campus after their freshman year.”

      Fact. Student ID Cards Collect Data Fact. A researcher was given access to this data for her own purposes.