robertogreco + lectures   66

Why books don’t work | Andy Matuschak
"Books are easy to take for granted. Not any specific book, I mean: the form of a book. Paper or pixels—it hardly matters. Words in lines on pages in chapters. And at least for non-fiction books, one implied assumption at the foundation: people absorb knowledge by reading sentences. This last idea so invisibly defines the medium that it’s hard not to take for granted, which is a shame because, as we’ll see, it’s quite mistaken.

Picture some serious non-fiction tomes. The Selfish Gene; Thinking, Fast and Slow; Guns, Germs, and Steel; etc. Have you ever had a book like this—one you’d read—come up in conversation, only to discover that you’d absorbed what amounts to a few sentences? I’ll be honest: it happens to me regularly. Often things go well at first. I’ll feel I can sketch the basic claims, paint the surface; but when someone asks a basic probing question, the edifice instantly collapses. Sometimes it’s a memory issue: I simply can’t recall the relevant details. But just as often, as I grasp about, I’ll realize I had never really understood the idea in question, though I’d certainly thought I understood when I read the book. Indeed, I’ll realize that I had barely noticed how little I’d absorbed until that very moment.

I know I’m not alone here. When I share this observation with others—even others, like myself, who take learning seriously—it seems that everyone has had a similar experience. The conversation often feels confessional: there’s some bashfulness, almost as if these lapses reveal some unusual character flaw. I don’t think it’s a character flaw, but whatever it is, it’s certainly not unusual. In fact, I suspect this is the default experience for most readers. The situation only feels embarrassing because it’s hard to see how common it is.

Now, the books I named aren’t small investments. Each takes around 6–9 hours to read. Adult American college graduates read 24 minutes a day on average, so a typical reader might spend much of a month with one of these books. Millions of people have read each of these books, so that’s tens of millions of hours spent. In exchange for all that time, how much knowledge was absorbed? How many people absorbed most of the knowledge the author intended to convey? Or even just what they intended to acquire? I suspect it’s a small minority Unfortunately, my literature reviews have turned up no formal studies of this question, so I can only appeal to your intuition..

I’m not suggesting that all those hours were wasted. Many readers enjoyed reading those books. That’s wonderful! Certainly most readers absorbed something, however ineffable: points of view, ways of thinking, norms, inspiration, and so on. Indeed, for many books (and in particular most fiction), these effects are the point.

This essay is not about that kind of book. It’s about explanatory non-fiction like the books I mentioned above, which aim to convey detailed knowledge. Some people may have read Thinking, Fast and Slow for entertainment value, but in exchange for their tens of millions of collective hours, I suspect many readers—or maybe even most readers—expected to walk away with more. Why else would we feel so startled when we notice how little we’ve absorbed from something we’ve read?

All this suggests a peculiar conclusion: as a medium, books are surprisingly bad at conveying knowledge, and readers mostly don’t realize it.

The conclusion is peculiar, in part, because books are shockingly powerful knowledge-carrying artifacts! In the Cosmos episode, “The Persistence of Memory,” Carl Sagan exalts:

What an astonishing thing a book is. It’s a flat object made from a tree with flexible parts on which are imprinted lots of funny dark squiggles. But one glance at it and you’re inside the mind of another person, maybe somebody dead for thousands of years. Across the millennia, an author is speaking clearly and silently inside your head, directly to you. Writing is perhaps the greatest of human inventions, binding together people who never knew each other, citizens of distant epochs. Books break the shackles of time. A book is proof that humans are capable of working magic.
Indeed: books are magical! Human progress in the era of mass communication makes clear that some readers really do absorb deep knowledge from books, at least some of the time. So why do books seem to work for some people sometimes? Why does the medium fail when it fails?

In these brief notes, we’ll explore why books so often don’t work, and why they succeed when they do.Let’s get it out of the way: I’m aware of the irony here, using the written medium to critique the written medium! But if the ideas I describe here prove successful, then future notes on this subject won’t have that problem. This note is mere kindling, and I’ll be very happy if it’s fully consumed by the blaze it ignites. Armed with that understanding, we’ll glimpse not only how we might improve books as a medium, but also how we might weave unfamiliar new forms—not from paper, and not from pixels, but from insights about human cognition."

"Why lectures don’t work"

"Why books don’t work"

"What about textbooks?"

"What to do about it

How might we make books actually work reliably? At this point, the slope before us might feel awfully steep. Some early footholds might be visible—a few possible improvements to books, or tools one might make to assist readers—but it’s not at all clear how to reach the summit. In the face of such a puzzle, it’s worth asking: are we climbing the right hill? Why are we climbing this particular hill at all?

I argued earlier that books, as a medium, weren’t built around any explicit model of how people learn. It’s possible that, in spite of this “original sin,” iterative improvements to the form, along with new tools to support readers, can make books much more reliable. But it’s also possible that we’ll never discover the insights we need while tethered to the patterns of thought implicit in this medium.

Instead, I propose: we don’t necessarily have to make books work. We can make new forms instead. This doesn’t have to mean abandoning narrative prose; it doesn’t even necessarily mean abandoning paper—rather, we can free our thinking by abandoning our preconceptions of what a book is. Maybe once we’ve done all this, we’ll have arrived at something which does indeed look much like a book. We’ll have found a gentle path around the back of that intimidating slope. Or maybe we’ll end up in different terrain altogether.

So let’s reframe the question. Rather than “how might we make books actually work reliably,” we can ask: How might we design mediums which do the job of a non-fiction book—but which actually work reliably?

I’m afraid that’s a research question—probably for several lifetimes of research—not something I can directly answer in these brief notes. But I believe it’s possible, and I’ll now try to share why.

To begin, it’s important to see that mediums can be designed, not just inherited. What’s more: it is possible to design new mediums which embody specific ideas. Inventors have long drawn on this unintuitive insightSee e.g. Douglas Engelbart’s 1962 “Augmenting Human Intellect” for a classic primary source or Michael Nielsen’s 2016 “Thought as a Technology” for a synthesis of much work in this space., but I’ll briefly review it in case it’s unfamiliar. Mathematical proofs are a medium; the step-by-step structure embodies powerful ideas about formal logic. Snapchat Stories are a medium; the ephemerality embodies powerful ideas about emotion and identity. The World Wide Web is a medium (or perhaps many mediums); the pervasive hyperlinks embody powerful ideas about the associative nature of knowledge.

Perhaps most remarkably, the powerful ideas are often invisible: it’s not like we generally think about cognition when we sprinkle a blog post with links. But the people who created the Web were thinking about cognition. They designed its building blocks so that the natural way of reading and writing in this medium would reflect the powerful ideas they had in mind. Shaped intentionally or not, each medium’s fundamental materials and constraints give it a “grain” which make it bend naturally in some directions and not in others.

This “grain” is what drives me when I gripe that books lack a functioning cognitive model. It’s not just that it’s possible to create a medium informed by certain ideas in cognitive science. Rather, it’s possible to weave a medium made out of those ideas, in which a reader’s thoughts and actions are inexorably—perhaps even invisibly—shaped by those ideas. Mathematical proofs, as a medium, don’t just consider ideas about logic; we don’t attach ideas about logic to proofs. The form is made out of ideas about logic.

How might we design a medium so that its “grain” bends in line with how people think and learn? So that by simply engaging with an author’s work in the medium—engaging in the obvious fashion; engaging in this medium’s equivalent of books’ “read all the words on the first page, then repeat with the next, and so on”—one would automatically do what’s necessary to understand? So that, in some deep way, the default actions and patterns of thought when engaging with this medium are the same thing as “what’s necessary to understand”?

That’s a tall order. Even on a theoretical level, it’s not clear what’s necessary for understanding. Indeed, that framing’s too narrow: there are many paths to understanding a topic. But cognitive scientists and educators have mapped some parts of this space, and they’ve distilled some powerful ideas we can use as a starting point.

For example, people struggle to absorb new material when their working memory is already overloaded. More concretely: if you’ve just been introduced to a zoo of new terms, you … [more]
books  learning  howwelearn  text  textbooks  andymatuschak  2019  canon  memory  understanding  lectures  cognition  cognitivescience  web  internet  howweread  howwewrite  reading  writing  comprehension  workingmemory  michaelnielsen  quantumcountry  education  unschooling  deschooling 
10 weeks ago by robertogreco
Ana Mardoll on Twitter: "The thing about every "I did [ableist thing] and everyone was happy with me" article is that it relies heavily on human confirmation bias.…"
"The thing about every "I did [ableist thing] and everyone was happy with me" article is that it relies heavily on human confirmation bias.

Most humans are poised to believe that our decisions will have good outcomes. That's why we MAKE the decisions, after all. We pick what seems like the best decision and we hope it turns out well.

Recognizing that the decision was a BAD one in retrospect is REALLY HARD, and becomes even harder when we have to grapple with the fact that we hurt people in the process.

So when teachers ban laptops or fidget spinners or whatever, or when employers force everyone to wear fitbits and take the stairs, they're STARTING with the belief that this will have a good outcome.

Then we look at the words Nicholas has used there: "Low cost" to ban electronics. Well, for him it surely was!

For the students who had to scramble to buy paper and pens and bags to carry them in when they'd been EXPECTING to use the laptop they already owned... a bit more cost.

"Minimal Resistance". That isn't really surprising when we understand that disabled students aren't the majority--which is why they're so easy to stomp all over.

Also not surprising when we understand the high COST of "resisting". Easier to drop the class.

"Learning improved dramatically" but based on what? Knowing that this is a situation heavily prone to bias, how do we measure that?

This isn't pedantry. We're talking about a school. Research methods are important.

We also need to understand how fucked up it is when the goal is to maximize the experience for the geniuses in the class and if the bottom 10% drop out because it's too hard, that's considered a GOOD thing.

If banning electronics causes a "sharpening" of the grade curve--fewer "middle" students, but the higher ones get higher and the lower ones go lower--that means embracing the destruction of the weak in order to elevate your preferred students.

The American school system is competitive in really messed up ways, and electronics bans play into that. If you can't "cut it" with paper notes, you're left behind. Teaching as social Darwinism.

I am going to add, and folks aren't going to like this, that professors are some of the most ableist people on the planet. In my experience.

They've risen to the top of a heavily ableist system that is DEEPLY invested in pretending that it's merit-based.

In the midst of that merit-based pretense, they're also urged to believe that they're biologically better, smarter, cleverer, deeper thinkers.

So you have people who believe they are biologically better than disabled people but also think they know how to accommodate us. Red flags right there.

They're also steeped in a competitive atmosphere where learning takes a backseat to rankings and numbers games and competition.

So very quickly any accommodation seems like "cheating".

You need an extra hour to take the test? How is that FAIR to the OTHER students?

We wouldn't ask these questions if we weren't obsessively ranking and grading and comparing students to each other in an attempt to sift out the "best".

Why do we do that? Well, part of it is a dance for capitalism; the employers want a shiny GPA number so they know who will be the better employee.

But a lot of professors don't really think about that. They just live for the competition itself, and they view us as disruptive.

They also view us, fundamentally, as lesser. No matter how much we learn, we'll never be peak students because we're disabled.

That means we're disposable if we threaten the actual "peak" students and their progress.

That's why laptop ban conversations ALWAYS devolve into "but if you allow laptops for disabled kids, the able-bodied students will use them and be distracted!"

The worry is that the abled-kids who COULD be "peak" students won't be.

If the options are:

(1) Disabled kid, 3.5 GPA. Abled kid, 3.5 GPA.

(2) Disabled kid, 2.0 GPA, Abled kid, 4.0 GPA.

They'll pick #2 every time. They don't want everyone to do moderately well; they want a Star.

Professors want STARS, because a STAR means they're doing well. They're the best coach in the competitive sports they call "school".

Throwing a disabled student under the bus to make sure the able-bodied Star isn't distracted? No brainer. 9 out of 10 professors will do it.

I had very few professors--over 7 years and 2 schools--who recognized the ranking system was garbage.

One of them told us on the first day of class that we would all get As, no matter what we did. Told us that we didn't even need to show up, but that he HOPED we would because he believed we could learn from him.

I learned more from that class than maybe any other I took that year. The erasure of all my fear, anxiety, competition, and need to "win" left me able to focus SO much better.

It's INTERESTING that we don't talk about banning GRADES and instead we ban laptops.

We could improve learning dramatically if we banned grades. But we don't. Why not?

- Capitalism. We want employers to pick our students.

- Ableism. We LIKE ranking humans from better to worse.

- Cynicism. We don't believe students WANT to learn, we think we need to force them.

So in an effort to forced Abled Allen to be the best in a competition for capitalism, we ban laptops.

If Disabled Debbie does poorly after the laptop ban, it's no great tragedy; she was never going to be a 4.0 student anyway. Not like Abled Allen, the winner.

Anyway. Laptop bans are ableist. So is a moratorium on any notes whatsoever. Let students learn the way they feel comfortable learning.

And asking students to "trust" teachers will put disabled students first is naive in the extreme.

I don't "trust" a team coach to prioritize the needs of a third-string quarterback. Maybe some will, but most won't.

(Final note that there ARE good teachers out there and even good DISABLED teachers. I'm talking about systemic problems, not saying that all professors are evil. The problem is the system, not necessarily the people.)

(Although some of the people ARE trash. But only some.)

The original tweet is gone and please don't harass the teacher in question. Here's a screenshot for context, otherwise my thread makes little sense.

I want to add something that I touched on in another thread: Teachers are PROFOUNDLY out of touch when it comes to note-taking.

I guaran-fucking-tee these college teachers who "insist" their students note-take by hand aren't hand-writing to this extent.

For example, the quoted tweet has a professor saying "you just type whatever I say without thinking". That is so ridiculous.Ana My mobile still could load it.

Hardly anyone I know types fast enough to transcribe human speech.

When I take typed notes, I'm choosing what to include and what to leave out. Those choices are interacting with the material.

I'm not recording like a robot.

These professors have been out of the "student seat" for so long that they don't know what studenting is like.

They think we're transcriptionists when we're not. They think pen-and-paper students are paying perfect attention when they're not.

They think writing notes for 4-5 classes a day for 4-7 years is easy on the hands, when it's not.

They just don't KNOW, but (scarily!) they think they do."
notetaking  ableism  laptops  highered  highereducation  learning  education  meritocracy  capitalism  cynicism  grades  grading  sorting  ranking  teaching  howweteach  howwelearn  disabilities  disability  transcription  typing  lectures  resistance  socialdarwinism  elitism  competition  anamardoll 
november 2017 by robertogreco
Everything I Know: 42 Hours of Buckminster Fuller's Visionary Lectures Free Online (1975) | Open Culture
"Think of the name Buckminster Fuller, and you may think of a few oddities of mid-twentieth-century design for living: the Dymaxion House, the Dymaxion Car, the geodesic dome. But these artifacts represent only a small fragment of Fuller’s life and work as a self-styled “comprehensive anticipatory design scientist.” In his decades-long project of developing and furthering his worldview — an elaborate humanitarian framework involving resource conservation, applied geometry, and neologisms like “tensegrity,” “ephemeralization,” and “omni-interaccommodative” — the man wrote over 30 books, registered 28 United States patents, and kept a diary documenting his every fifteen minutes. These achievements and others have made Fuller the subject of at least four documentaries and numerous books, articles, and papers, but now you can hear all about his thoughts, acts, experiences, and times straight from the source in the 42-hour lecture series Everything I Know, available to download at the Internet Archive. Though you’d perhaps expect it of someone whose journals stretch to 270 feet of solid paper, he could really talk.

In January 1975, Fuller sat down to deliver the twelve lectures that make up Everything I Know, all captured on video and enhanced with the most exciting bluescreen technology of the day. Props and background graphics illustrate the many concepts he visits and revisits, which include, according to the Buckminster Fuller Institute, “all of Fuller’s major inventions and discoveries,” “his own personal history in the context of the history of science and industrialization,” and no narrower a range of subjects than “architecture, design, philosophy, education, mathematics, geometry, cartography, economics, history, structure, industry, housing and engineering.” In his time as a passenger on what he called Spaceship Earth, Fuller realized that human progress need not separate the “natural” from the “unnatural”: “When people say something is natural,” he explains in the first lecture (embedded above as a YouTube video above), “‘natural’ is the way they found it when they checked into the picture.” In these 42 hours, you’ll learn all about how he arrived at this observation — and all the interesting work that resulted from it.

(The Buckminster Fuller archive has also made transcripts of Everything I Know — “minimally edited and maximally Fuller” — freely available.)"
buckminsterfuller  1975  lectures  internetarchive  2012 
april 2016 by robertogreco
Ideas About Education Reform: 22 Things We Do As Educators That Will Embarrass Us In 25 Years by Terry Heick
"22 Things We Do As Educators That Will Embarrass Us In 25 Years
by Terry Heick

Saw a picture today from the 1970s of a mother driving her car with her newborn baby in the passenger seat (no car seat). This, of course, got me thinking about education. What do we do now that in 25 years we’ll look back on and shake our heads? What are our “doctors smoking cigarettes while giving check ups” moments? I have a feeling we’re going to look back and be really confused by quite a bit. There’s probably a lot more than this, but I had to stop somewhere.

22 Things Education Does That Will Embarrass Us In 25 Years

1. We separated literacy from content.
And were confused when we couldn’t properly untangle them.

2. Meter progress by grade levels.
Right now, progress through academia is incremental, like inches on a ruler. These increments are marked by “grade levels,” which really has no meaning other than the artificial one schools have given it in the most self-justifying, circular argument ever.

3. We frowned upon crowdsourced content (e.g., Wikipedia)
Even though it has more updates and cross-checks than more traditional sources of info. It’s not perfect, but it’s the future. Err, present.

4. We gave vacations.
Why do we feel the need to provide months off at a time from learning to read, write, and think? We made school so bad that students couldn’t stand to do it without “vacations”? We cleaved it so cleanly from their daily lives that they “stopped” learning for months at a time?

5. We closed off schools from communities.
Which was the first (of many) errors. Then we let the media report on school progress under terms so artificially binary that we ended up dancing to the drum of newspaper headlines and political pressure.

6. We made it clumsy and awkward for teachers to share curriculum.
Seriously. How is there no seamless, elegant, and mobile way to do this?

7. We turned content into standards.
This makes sense until you realize that, by design, the absolute best this system will yield is students that know content.

8. We were blinded by data, research, and strategies…. we couldn’t see the communities, emotions, and habits that really drive learning.

9. We measured mastery once.
At the end of the year in marathon testing. And somehow this made sense? And performance on these tests gave us data that informed the very structures our schools were iterated with over time? Seriously? And we wonder why we chased our tails?

10. We spent huge sums of money on professional development.
While countless free resources floated around us in the digital ether. Silly administrators.

11. We reported progress with report cards.
Hey, I’ve tried other ways and parents get confused and downright feisty. We did a poor job helping parents understand what
grades really meant, and so they insisted on the formats they grew up with.

12. We banned early mobile technology (in this case, smartphones).
And did so for entirely non-academic reasons.

13. We shoehorned technology into dated learning models.
Like adding rockets to a tractor. Why did we not replace the tractor first?

14. We measured mastery with endless writing prompts and multiple-choice tests.
Which, while effective in spots, totally missed the brilliant students who, for whatever reason, never could shine on them.

15. We had parent conferences twice a year.
What? And still only had 15% of parents show up? And we didn’t completely freak out? We must’ve been really sleepy.

16. We ignored apprenticeships.
Apprenticeship is a powerful form of personalized learning that completely marries “content,” performance, craft, and
communities. But try having a 900 apprentices in a school. So much for that.

17. We claimed to “teach students to think for themselves.”

18. We often put 1000 or more students in the same school.
And couldn’t see how the learning could possibly become industrialized.

19. We frowned on lectures.
Even though that’s essentially what TED Talks are. Instead of making them engaging and interactive multimedia performances led by adults that love their content, we turned passionate teachers into clinical managers of systems and data.

20. We ignored social learning.
And got learning that was neither personal nor social. Curious.

21. We tacked on digital citizenship.
The definition of digital citizenship is “the quality of actions, habits, and consumption patterns that impact the ecology of digital content and communities.” This is artificial to teach outside of the way students use these tools and places on a daily basis–which makes hanging a “digital citizenship” poster or teaching a “digital citizenship” lesson insufficient.
Like literacy, it needs to be fully integrated into the learning experiences of students.

22. We turned to curriculum that was scripted and written by people thousands of miles away.
We panicked, and it was fool’s gold.

Bonus 23. We chewed teachers up and spit them out
We made teachers entirely responsible for planning, measuring, managing, and responding to both mastery and deficiency. And through peer pressure, a little brainwashing, and appealing to their pride, somehow convinced them they really were."
education  schools  teaching  howweteach  howwelearn  unschooling  deschooling  terryheick  literacy  content  curriculum  gradelevels  agesegregation  crowdsourcing  wikipedia  community  vacations  standards  standardization  preofessionaldevelopment  money  waste  bureaucracy  technology  edtech  mobile  phones  smartphones  criticalthinking  socialemotional  civics  citizenship  digitalcitizenship  social  learning  lectures  data  bigdata  quantification  apprenticeships  testing  standardizedtesting  assessment  fail  sharing  socialemotionallearning 
march 2015 by robertogreco
Audio guides turning museum visitors into 'zombies' - curator - Life & Style - NZ Herald News
"Next time you make a beeline for the audio guides at a museum, it might be an idea to think again.

According to one of Britain's most respected curators, taped commentaries are ruining the nation's exhibitions and turning visitors into "zombies".

Sir Roy Strong complained yesterday that visitors are now not engaging with the nation's treasures and instead walking around "on autocue".

The 79-year-old said audio guides tended to "go on" too long, leading people to blindly stand in front of paintings or exhibits for hours.

Sir Roy, former director of the National Portrait Gallery and the Victoria and Albert Museum, said he now feared people were beginning to prefer audio-guides to the actual artworks.

He said: "With these sound guides, there's a tendency to tell you too much and to go on too much.

"Often, some of these gallery guides go on and on and on. And you see people on autocue going around like zombies.

"It's good if the person can have their own discovery."

Sir Roy made his outspoken criticism at the Cheltenham Literature Festival, where he was speaking about The Laskett Garden.

The garden, in Herefordshire, is the largest private formal garden to be created in England since 1945 and was a 30-year labour of love for Sir Roy and his late wife Julia Trevelyan Oman.

He was quick to point out that visitors to the Laskett receive only scant information about each section.

But recalling one mosaic exhibition he saw recently, he joked that he urged one visitor to stop listening to the guide, saying: "Look at the mosaic, woman, not her!"

He also remembered becoming exasperated when observing another museum visitors' group looking at an iPad version of Rembrandt's 1642 painting The Night Watch when they were stood in front of the real thing.

He said: "They'd rather watch the Night Watch on TV than see the real picture."

Sir Roy, whose wife Julia died in 2003 from pancreatic cancer, lives in the village of Much Birch, which lies 8 miles south of Hereford.

It was here that the pair created their garden, which is full of references to their romance of three decades.

He said that after her death, he tried to clear out some of her plant collections, including her 130 varieties of crab apple trees.

His head gardener ended up planting them around Hereford at bus stops and other random locations, which, he said, "she would have liked."

He added: "[The garden] has been edited down from what it was. It was much more confused before."

On his gardening philosophy, he said: "I never mind breaking the rules. It accounts for a lot of my success. Never take any notice of whatever anyone else says.""
via:anne  2014  museums  audioguides  experience  museumeducation  education  lectures 
october 2014 by robertogreco
Handwriting v. Laptops? Why People Ask the Wrong Question (and Why Think Pair Share Rules Yet Again) | HASTAC
"You wouldn't learn to play golf by attending a lecture about how to play golf. Of course. But there are other things that are important to your life that you have to just memorize and lectures don't work there either: You would not prepare for the written portion of your driver's test from a lecture. You would not prepare for a written citizenship test by attending a lecture about citizenship. The Kaplan people don't charge $$$ to help you prep for standardized college entrance tests by lecturing at you--and if they did, you would demand your money back.

Think about that. You know how you learn important things that you need in your daily life and it isn't from a lecture. If you had to take a test and you needed to retain content for a test that really mattered in your life, you would not choose to do it by sitting in someone's lecture about the content and taking notes (not notes by laptop, not notes by longhand). You would read the booklet or the website, you might take practice tests, you would see what you got right and what you got wrong, you would retake the practice tests, and on and on.

Now, if you teach at a university where you have hundreds of students in a class, you might think you have to lecture. Perhaps. But there are low cost ways of engaging students even in a large lecture hall. There's been a lot of talk about the "flipped classroom," where students watch a video of a lecture, read the material, and then come in and, instead of a lecture, there's a Socratic form of the dialogic question and answer session. Law schools have operated that way for decades.

But even better is the method called Think-Pair-Share. It's done low cost, with index cards, and you can read about it in detail here, "Single Best Way to Transform Classrooms of Any Size" I learned this method from a second-grade teacher. At any point in a class (in school or I do it in every lecture I give to a general audience too), you have students write the answer to a question you pose on an index card. I typically have them write three things. 90 seconds. Tops. Quick is best. Then I have them turn to another person, compare their six things, and together decide on the one best answer they want to present ("share") with the group as a whole where, of course, there will be other answers also arrived at through a similar dialogic process. When they share their answer with the larger group, they hear it in a new way, in a context of other answers. Sometimes we'll even have a "redo" after the general presentation, starting with three things, a discussion with one other partner, and then sharing--rarely do we hear the same things on the redo. This is brilliant method and structure for introverts, because somehow writing down on a card first makes it less painful to then discuss it with someone else and offer an idea out of seemingly nowhere. It tames that too-extroverted student who usually dominates class time. It makes for a far more diverse set of ideas and a richer experience.

Plus, unlike the binary of handwriting down a lecture versus typing down lecture notes, which persists with the same model of learning that we know is least effective for retention, applicability, and improvement, this turns content into process, dialogue, requires active engagement. And it is practical. One prof in the comment section on the blog cited above has her students sign their cards and turn them in: attendance, pop quiz, AND great learning exercise all at once."
education  learning  technology  laptops  handwriting  lectures  typing  2014  memorization  testing 
august 2014 by robertogreco
Blended Learning Revisited | MIT Video
"Description: Even when children are high achievers and facile with new technology, many seem gradually to lose their sense of wonder and curiosity, notes John Seely Brown. Traditional educational methods may be smothering their innate drive to explore the world. Brown and like"minded colleagues are developing the underpinnings for a new 21st century pedagogy that broadens rather than narrows horizons.

John Seely Brown, former chief scientist at Xerox, has morphed in recent years into the "Chief of Confusion," seeking "the right questions" in a range of fields, including education. He finds unusual sources for his questions: basketball and opera coaches, surfing and video game champions. He's gathered insights from unorthodox venues, and from more traditional classrooms, to paint quite a different picture of what learning might look like.

The typical college lecture class frequently gathers many students together in a large room to be 'fed' knowledge, believes Brown. But studies show that "learning itself is socially constructed," and is most effective when students interact with and teach each other in manageable groups. Brown wants to open up "niche learning experiences" that draw on classic course material, but deepen it to be maximally enriching.

[This following part is the part I posted to Tumblr: ]

In basketball and opera master classes, and in architecture labs, he has seen how individuals become acculturated in a "community of practice," learning to "be" rather than simply to "do." Whether performing, creating, or experimenting, students are critiqued, respond, offer their own criticism, and glean rich wisdom from a cyclical group experience. Brown says something "mysterious" may be taking place: "In deeply collective engagement in start to marinate in a problem space." Through communities of practice, students' minds "begin to gel up," even in the face of abstraction and unfamiliarity, and "all of a sudden, (the subject) starts to make sense."

Brown cites the entire MIT campus as a "participatory learning platform," where "people create stuff to be read and tried and critiqued," where cognitive "apprenticeships" lead to networks of practice. "Deep tinkering" is encouraged, which accelerates the building of instinct that is essential in creating a "tacit dimension" of familiarity with complex subject matter. This is "playing at its deepest sense," says Brown, and the way to create resilient students who "learn to become," and "don't fear change" in a world full of flux.

Dava Newman has been looking for ways to keep MIT engineering students motivated and playful. She is working on design and build courses for engineering students that emphasize community and creativity. Engineering School planners are also considering a new degree option intended to prepare students "to tackle complex socio"technological challenges in energy, the environment, hunger," since students say they come to MIT in order to learn how to address such complex, real"world problems.

MIT Physics Professor John Belcher describes virtual laboratories complete with avatars that help students visualize key concepts in the field, such as Faraday's Law ("where everyone dies in electromagnetism"). Students eagerly engage in these virtual labs, which are accompanied by actual experiments, and create effective online communities for maximizing the experience."

[via: ]
johnseeleybrown  education  learning  conversation  communities  presence  being  howwelearn  constructivism  wonder  curiosity  howweteach  schools  unschooling  deschooling  lectures  social  groups  practice  culture  culturesoflearning  collectivism  process  participatorylearning  critique  criticism  play  change  motivation  community  creativity 
june 2014 by robertogreco
dy/dan » Blog Archive » Adaptive Learning Is An Infinite iPod That Only Plays Neil Diamond
"If all you've ever heard in your life is Neil Diamond's music, you might think we've invented something quite amazing there. Your iPod contains the entire universe of music. If you've heard any other music at all, you might still be impressed by this infinite iPod. Neil wrote a lot of music after all, some of it good. But you'll know we're missing out on quite a lot also.

So it is with the futurists, many of whom have never been in a class where math was anything but watching someone lecture about a procedure and then replicating that procedure twenty times on a piece of paper. That entire universe fits neatly within a computer-adaptive model of learning.

But for math educators who have experienced math as a social process where students conjecture and argue with each other about their conjectures, where one student's messy handwritten work offers another student a revelation about her own work, a process which by definition can't be individualized or self-paced, computer-adaptive mathematics starts to seem rather limited.

Lectures and procedural fluency are an important aspect of a student's mathematics education but they are to the universe of math experiences as Neil Diamond is to all the other amazing artists who aren't Neil Diamond.

If I could somehow convince the futurists to see math the same way, I imagine our conversations would become a lot more productive.

BTW. While I'm here, Justin Reich wrote an extremely thoughtful series of posts on adaptive learning last month that I can't recommend enough:

Blended Learning, But The Data Are Useless

Nudging, Priming, and Motivating in Blended Learning

Computers Can Assess What Computers Do Best "
danmeyer  edtech  adaptivelearning  education  2014  blendedlearning  lectures  neildiamond  computing  computers  closedsystems  transcontextualization  via:lukeneff  transcontextualism 
may 2014 by robertogreco
dy/dan » Blog Archive » My Opening Keynote for CUE 2014
"I started by describing why edtech presentations often make me aggravated. Then I described my "edtech mission statement," which helps me through those presentations and helps me make tough choices for my limited resources."

[Direct link to video: ]

BTW. I was also interviewed at CUE for the Infinite Thinking Machine with Mark Hammons.

[That video: ]
edtech  danmeyer  teaching  math  mathematics  technology  curiosity  cue  cue2014  perplexity  online  internet  howwework  sharing  blogging  professionaldevelopment  learning  education  noticing  interestedness  rss  interestingness  keynote  documentcameras  photography  video  mobile  phones  remembering  ela  languagearts  wcydwt  2014  askingquestions  presentations  engagement  lectures  lecturing  questionasking  interested 
april 2014 by robertogreco
Platform for Pedagogy
"Platform for Pedagogy is a group that publicizes and promotes public lectures, symposia and related cultural events in and around New York City. We aim to cultivate cross-disciplinary lecture attendance and open institutions to larger and more diverse publics. We work with organizations to develop and expand outreach for high-minded and serious programming.

We are inspired and enabled by New York's many academic and cultural organizations, and in turn enable New Yorkers expanded access to these sites. Since 2008, we have published a weekly email bulletin publicizing the best of the city's cultural programming and public discourse. Our focus has been the humanities and social sciences, contemporary art, architecture, literature, technology, philosophy, social justice, politics and world affairs. We have produced several events under the Platform Programs banner."
nyc  events  lectures  education  learning  via:jenlowe 
march 2013 by robertogreco
"On the basis of publications supporting the hypothesis that student ratings of educators depend largely on personality variables and not educational content, the authors programmed an actor to teach charismatically and non substantively on a topic about which he knew nothing. The authors hypothesized that given a sufficiently impressive lecture paradigm, even experienced educators participating in a new learning experience can be seduced into feeling satisfied that they have learned despite irrelevant, conflicting, and meaningless content conveyed by the lecturer. The hypothesis was supported when 55 subjects responded favorably at the significant level to an eight-item questionnaire concerning their attitudes toward the lecture. The study serves as an example to educators that their effectiveness must be evaluated beyond the satisfaction with which students view them and raises the possibility of training actors to give "legitimate" lectures as an innovative approach toward effective education. The authors conclude by emphasizing that student satisfaction with learning may represent little more than the illusion of having learned."
lectures  satisfaction  entertainment  lecturing  seduction  frankdonnelly  johnware  donaldnaftulin  via:alfiekohn  education  favorability  confidence  learning  teaching  psychology  1973  research  from delicious
november 2012 by robertogreco
Everything I Know | The Buckminster Fuller Institute
"During the last two weeks of January 1975 Buckminster Fuller gave an extraordinary series of lectures concerning his entire life's work. These thinking out loud lectures span 42 hours and examine in depth all of Fuller's major inventions and discoveries from the 1927 Dymaxion house, car and bathroom, through the Wichita House, geodesic domes, and tensegrity structures, as well as the contents of Synergetics. Autobiographical in parts, Fuller recounts his own personal history in the context of the history of science and industrialization. The stories behind his Dymaxion car, geodesic domes, World Game and integration of science and humanism are lucidly communicated with continuous reference to his synergetic geometry. Permeating the entire series is his unique comprehensive design approach to solving the problems of the world. Some of the topics Fuller covered in this wide ranging discourse include: architecture, design, philosophy, education, mathematics, geometry, cartography, economics, history, structure, industry, housing and engineering. This printed work before you is a transcript of those lectures. Painstakingly typed word for word from audiotapes, these transcripts are minimally edited and maximally Fuller. In that vein you will run into unique Bucky-isms: special phrases, terminology, unusual sentence structures, etc. Because of this, as well as the sheer volume of words, we expect you may find places that need editing, refining and improving. Therefore, we invite you to participate! We hope that by your using it as an active resource you can, through your comments, suggestions and feedback, become a participant in the process of annotating, editing, footnoting, updating and illustrating the information it contains. This way it will become progressively more useful to more and more people. The more it is used the more useful it can become! Send us your edits by simply sending us a copy of the page(s) that you think need changes, marked with your suggestions and edits by mail or fax. We will then make the appropriate adjustments to be integrated and published in the newer versions of the work over time."
Buckminster_Fuller  transcripts  lectures  1975  via:Preoccupations 
august 2012 by robertogreco
The Greatness of College Lectures (Aaron Swartz's Raw Thought)
"you need to learn ways of thinking. These are what lectures, at their best, can provide. They show you how the speakers think about problems, how they feel about them, and, in doing so, provide a more fleshed-out notion than writing ever could."
lectures  presentations  thinking  edwardtufte  scottmccloud  aaronswartz  2006  larrylessig  education  learning  writing  speaking  via:Preoccupations  openminded  mindchanges  mindchanging 
may 2012 by robertogreco
The Awfulness of College Lectures (Aaron Swartz's Raw Thought)
"The other day someone asked me why more people don't watch the recordings of MIT lectures made available for free online. This is why. … How did this become the primary method of education?"
education  presentations  talks  lectures  learning  aaronswartz  2006  teaching  via:Preoccupations 
may 2012 by robertogreco
Claire Warwick's Blog: Inaugural lecture
"One of the great assets of the digital, and what it encourages and enables is multiple voices entering into a dialogue and creating new knowledge out of conversation and discussion."

"I was lucky enough to be taught by some of the greatest international authorities yet it was never assumed that their voice in the conversation was necessarily more important than mine. Far more important than who was talking was the quality of thought expressed and the nature of knowledge that emerged from the dialogue, and I think that's quite right."

"DH is…a collaborative field. We have to learn to work together and understand the different languages that are spoken by different partners in the dialogue: geeks, humanities scholars, information professionals, technical support people & indeed the public. In that sense, therefore, the voice of the DH scholar is of use as an interpreter between different languages & cultures. But interpreters cannot, but the nature of their job, exist in isolation."
information  mediadiversity  communication  diversity  complexity  email  affordances  gender  curating  curations  digitaldiversity  publicengagement  blogging  blogs  mentorships  mentoring  community  collaboration  socialmedia  facebook  twitter  socialization  media  context  understanding  meaningmaking  meaning  makingmeaning  hierarchy  dialogue  dialog  knowledge  lectures  2012  digital  discussion  conversation  learning  digitalhumanities  ethnography  education  teaching  academia  clairewarwick  mentorship  from delicious
february 2012 by robertogreco
UbuWeb Sound :: Jorge Luis Borges
"These are the six Norton Lectures that Jorge Luis Borges delivered at Harvard University in the fall of 1967 and spring of 1968. The recordings, only lately discovered in the Harvard University Archives, uniquely capture the cadences, candor, wit, and remarkable erudition of one of the most extraordinary and enduring literary voices of our age. Through a twist of fate that the author of Labyrinths himself would have relished, the lost lectures return to us now in Borges' own voice."
literature  borges  lectures  1967  1968  via:robinsloan  poetry  metaphor  ubuweb  sound  tolisten  from delicious
august 2011 by robertogreco
Nick Cave Lecture at Fowler Museum, Jan. 9, 2010 on Vimeo
"A lecture presentation by Nick Cave about his signature Soundsuits is followed by a conversation between Nick Cave and the Fowler Museum's director Marla C. Berns about the global resonances in the artist's work.

This event was organized in conjunction with the exhibition "Nick Cave: Meet Me At The Center Of The Earth" which is on view at the Fowler Museum at UCLA January 10 - May 30, 2010."
costumes  music  masks  nickcave  art  performance  fowlermuseum  ucla  lectures  conversations  2010  textiles  wearable  performanceart  sewing  sound  soundsuits  glvo  classideas  tcsnmy  artists  expression  design  dance  sculpture  fabric  interdisciplinary  multidisciplinary  crossdisciplinary  wearables  from delicious
may 2011 by robertogreco
Flipping the Classroom Next Steps?
"The current iteration of flipping the classroom I most often hear, read, & see has students all viewing the same content assigned by the teacher: shifting teacher content delivery in the classroom to teacher content delivery at home. Whether this is a recorded/created lecture/lesson done by the teacher(s) or selected content from an online source…students are directed to a singular source of content where they are to watch & learn from that piece…<br />
While better than a classroom lecture, there lies the limitation in learner choice and that is potentially the next step…what about choice in the depth and breadth of content and the medium delivery?<br />
Perhaps it is time to move away from the single stream of content selected and managed by the instructor with no choice. In this way, the delivery of content can become porous as Tapscott references. This would allow students to learn from, interact with, and leverage multiple perspectives from various “experts”."
flippedclassroom  lectures  control  deschooling  unschooling  choice  studentdirected  self-directedlearning  learning  education  pedagogy  teaching  homework  flippingtheclassroom  ryanbretag  wolvesinsheepsclothing  tcsnmy  moreofthesame  from delicious
april 2011 by robertogreco
Tools for Teaching - Preparing to Teach the Large Lecture Course
"Be clear about what can reasonably be accomplished by lecturing. Research shows that lecturing is as effective as other instructional methods,such as discussion, in transmitting information but less effective in promoting independent thought or developing students' thinking skills (Bligh, 1971). In addition to presenting facts, try to share complex intellectual analyses, synthesize several ideas, clarify controversial issues, or compare and contrast different points of view"
teaching  tips  howto  learning  lecturing  lectures  via:adamgreenfield  presentations  criticalthinking  problemsolving  informationtransmission  independentthought  highereducation  highered  discussion  conversation  from delicious
april 2011 by robertogreco
Drill and Kill: Educating Zombies: The Talking Head(s)
"A friend and I are sharing a middle school classroom with sixteen kids creating a mini-documentary film based on nothing that matters. It doesn’t even matter how the films turn out, which will probably be what you would expect from a twelve year old armed with a Flip video and a YouTube file converter app. We have simply gotten out of the way of the learning. As the adults in charge, we have created the learning environment by providing technical support, a loose agenda, and a guiding hand when energies wane.

We talk about the “sage on the stage” or “the talking head” mentality that is rife in education. We talk about the teacher guilt that appears when one abandons direct instruction. We note the implicit judgment leveled by our colleagues that think that such an educational activity is not “real teaching”."
teaching  sageonthestage  guideontheside  pedagogy  filmmaking  process  processoverproduct  tcsnmy  learning  children  autodidacts  lectures  lecturing  tradition  cv  schools  unschooling  deschooling  unlearning  change  looseagendas  support  lcproject  from delicious
february 2011 by robertogreco
Sal Kahn Out To Disrupt Education | O'DonnellWeb
[Kahn:] we should “decouple credentialing from learning.” Instead of handing out degrees, standardized assessments would be measure of employee competence.

While I’m 110% behind idea of separating education & credentialing, I’m not sure standardized assessments are the answer. Human beings are not standardized…we should stop pretending a test score or diploma has any real predictive ability regarding human behavior. A teacher that is passionate is far more valuable than [one] that aced test & got diploma. But you can’t measure passion, you can only observe it.

[Kahn:] lectures would become homework & teacher tutoring would occur during class time.

Is there any larger waste of time in the education establishment than making 20-200 students assemble in room to listen to instructor ramble on from memorized notes? If you can’t interact w/ instructor there is no reason to bother being in the same room…"
chriso'donnell  teaching  learning  education  standards  standardization  standardizedtesting  passion  schools  memorization  lectures  unschooling  deschooling  homeschool  diplomas  credentials  assessment  truelearning  lcproject  tcsnmy  competency  khanacademy  salkhan  salmankhan  from delicious
february 2011 by robertogreco
Justice with Michael Sandel - Home
"Justice is one of the most popular courses in Harvard’s history. Nearly one thousand students pack Harvard’s historic Sanders Theatre to hear Professor Sandel talk about justice, equality, democracy, and citizenship. Now it’s your turn to take the same journey in moral reflection that has captivated more than 14,000 students, as Harvard opens its classroom to the world."
michaelsandel  harvard  justice  law  opencourseware  philosophy  politics  morality  lectures  from delicious
november 2010 by robertogreco
Andy Plesser: Video: TED's Chris Anderson: Video is a "Reinvention of the Spoken Word"
"The emergence of Web video is a "bigger deal than people realize" and it is a "reinvention of the spoken word" in profound ways, says Chris Anderson, "Curator" of the TED conferences and hugely successful Web series TED Talks."
chrisanderson  ted  video  spokenword  storytelling  classideas  teaching  communication  print  scale  learning  gamechanging  youtube  online  internet  presentations  lectures  from delicious
october 2010 by robertogreco
Videos and Podcasts | California College of the Arts
"We post videos of lectures, interviews, events, and other activities on YouTube and iTunes U."
art  itunesu  lectures  cca  californiacollegeofthearts  from delicious
october 2010 by robertogreco
UCSD by Design
"Beginning in fall of 2010 & continuing throughout UCSD's 50th anniversary year, the history & future development of UCSD's built environment will be explored & celebrated in UCSD by Design: Art, Architecture, & Urbanism in the Campus Context.

The UCSD Campus Guide by Dirk Sutro is latest addition to series of campus guides from Princeton Architectural Press…organized around 10 map-guided tours, & presents history of growth of campus & of its architectural landmarks…reveals stories behind architecture, landscapes, & sculptural works of UCSD’s contemporary built environment.

The centerpiece of UCSD by Design is a public lecture & moderated discussion series consisting of 5 events…At the moderated discussions, each keynote speaker will be joined, appropriate to the topic, by invited architects, architectural historians, landscape architects, art historians, Stuart Collection artists, urban planners, campus planners, and academics in related disciplines."

[See also: ]
sandiego  ucsd  mcasd  todo  togo  architecture  design  2010  lectures  campus  history  future  dirksutro  kurtforster  johnwalsh  robertstorr  jean-phillipevassal  gilleclément  charlesjencks  art  landscape  from delicious
september 2010 by robertogreco
Feynman the Teacher « Pedagogue Padawan
[via: ]

"I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher -- a situation in which the student discusses the ideas, thinks about the things, and talks about the things. It's impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned."
education  relationships  learning  unschooling  deschooling  tcsnmy  lcproject  richardfeynman  conversation  lectures  teaching  from delicious
august 2010 by robertogreco
My Favorite Liar | Zen Moments
"What made Dr. K memorable was a gimmick he employed that began with his introduction at the beginning of his first class:
pedagogy  lectures  learning  economics  education  psychology  lying  lies  teaching  classideas  truth 
july 2010 by robertogreco
Lecture Method vs. Peer Instruction « Zero-Knowledge Proofs
"# Students who have recently learned something are better at explaining it to other students than teacher who learned & mastered it years ago. It is difficult for a teacher who has mastery of a concept to be aware of conceptual difficulties of beginning learner.

# Give students more responsibility for gathering info & make it our job to help them w/ assimilation.

# You can’t learn Physics by watching someone else solve problems...wouldn’t learn to pay piano by watching someone else...If you want to learn problem solving, you have to do problems.

# Better understanding leads to better problem solving...converse...not necessarily true. Better problem solving does not necessarily indicate better understanding.

# Education is no longer about info transfer.

# in his original methods he covered a lot, but the students didn’t retain much so coverage was basically meaningless. In his new method, he has relaxed the coverage a little bit, but increased the comprehension enormously."
wcydwt  teaching  education  depthoverbreadth  via:lukeneff  lectures  peerinstruction  tcsnmy  doing  conceptualunderstanding  understanding  math  physics  learning  information  problemsolving  criticalthinking 
june 2010 by robertogreco
Audiotorium - AppApps
"# An exciting new app for the Apple iPad.
ipad  applications  notetaking  lectures  annotation 
april 2010 by robertogreco
TEDxNYed: This is bullshit « BuzzMachine [video here:]
"lecturing [is] bullshit...remind of us of? classroom...entire structure of ed system built for industrial age...old media: 1-way, 1-size-fits-all...we must question this very form...enable students to question [it]...lecture does have place...But not be-all-end-all of ed...Do what you do best & link to rest...we need to move students up edu chain. They don’t always know what they need to know, but why don’t we start by finding out?...test to find out what they don’t know [not what they have learned]. Their wrong answers aren’t failures, they're needs & opportunities...must stop culture of standardized testing & teaching...stop looking at ed as product...turn out every student giving same answer – to process...every student looks for new answers...every school [should] copy Google’s 20%...encouraging & enabling creation & experimentation...Rather than showing portfolios...far better expression of thinking & capability? becomes not factory but incubator."
lcproject  unschooling  deschooling  learning  schools  schooling  jeffjarvis  teaching  lectures  tedxnyed  unconferences  criticalthinking  plp  tcsnmy  google20%  openstudio 
march 2010 by robertogreco
Newspapers, Universities and the Internet « Esko Kilpi on Interactive Value Creation
"People in the traditional print media have dismissed online writing because of its low average quality. The average quality of the writing online isn’t what the print media are competing against. They’re competing against the best writing online. And often, they’re losing. This is what is going to happen next with teaching. Universities are going to compete against the best bloggers and the very best aggregators of learning content. The sad truth, both when it comes to the newspapers and to the universities, is that if you are used to being a monopoly, you create habits that are hard to overcome when you suddenly face competition. The Internet is now transforming the consumption habits of newspaper customers. There is an even bigger change happening in the learning related habits of people. Hopefully, the universities won’t fight as much against their customers’ new habits as the newspapers do!"
universities  monopolies  newspapers  online  instruction  lectures  teaching  colleges  change  competition  press  media 
march 2010 by robertogreco
35 Greatest Speeches in History | The Art of Manliness
"There was not currently a resource on the web to my liking that offered the man who wished to study the greatest orations of all time-from ancient to modern-not only a list of the speeches but a link to the text and a paragraph outlining the context in which the speech was given. So we decided to create one ourselves. The Art of Manliness thus proudly presents the “35 Greatest Speeches in World History,” the finest library of speeches available on the web.
via:cburell  education  politics  history  management  reference  leadership  literature  philosophy  ethics  speech  speeches  lectures  oratory  selfimprovement  speaking  rhetoric  tcsnmy 
december 2009 by robertogreco
Feynman at his best | MetaFilter
""Fun To Imagine"is a BBC series from 1983 featuring theoretical physicist Richard Feynman thinking aloud. What is fire? How do rubber bands work? Why do mirrors flip left-right but not up-down? All is explained in his lovely meanderingly lucid manner.
richardfeynman  physics  metafilter  bbc  lectures  science 
december 2009 by robertogreco
Students Find Free Online Lectures Better Than What They're Paying For ~ Stephen's Web ~ by Stephen Downes
"This is one of those articles that challenges the long-touted benefits of an in-person education by citing concrete examples where an online version is better than the 'real' thing (kudos to the Chronicle for running it). "The lectures are livelier than textbooks. They provide the sense of a human touch, though they lack the interactivity of a tutor. But mainly they're free and available 24 hours a day.""
lectures  teaching  education  online  web  colleges  universities 
november 2009 by robertogreco
Why Great Teachers Are Story Tellers at The Core Knowledge Blog [Still not really convinced by Dan Willingham, but this certainly does apply to traditional teaching]
"Just about every teacher at some point tries to trick their students into learning something by making it “relevant” to students’ interests. You might be surprised to learn that I don’t think much of this technique. I love cognitive psychology, so you might think, “Well, to get Willingham to pay attention to this math problem, we’ll wrap it up in a cognitive psychology example.” But Willingham is quite capable of being bored by cognitive psychology, as has been proved repeatedly at professional conferences I’ve attended. Trying to make problems “relevant” can also feel forced and artificial, and students see right through the ruse. So if content isn’t the way to engage students, how about your teaching style? Students often refer to good teachers as those who “make the stuff interesting.” It’s not that the teacher relates the material to students’ interests-rather, the teacher has a way of interacting with students that they find engaging."
teaching  schools  engagement  danwillingham  content  storytelling  narrative  lectures 
november 2009 by robertogreco
Khan Academy
"The Khan Academy is a not-for-profit organization with the mission of providing a high quality education to anyone, anywhere.

We have 900+ videos on YouTube covering everything from basic arithmetic and algebra to differential equations, physics, chemistry, biology and finance which have been recorded by Salman Khan.

He has also developed a free, adaptive math program available here. ( Keep in mind that the web application is not fully supported and may not work properly with certain browser and/or network configurations)

To keep abreast of new videos as we add them, subscribe to the Khan Academy channel on YouTube.

The entire video library is shown below. Just click on a category or video title to start learning from the Khan Academy!"

[YouTube channel here: ]

[via: ]
education  learning  free  homeschool  economics  teaching  science  math  algebra  mathematics  geometry  trigonometry  physics  tutorials  youtube  calculus  online  finance  lectures  khanacademy  tcsnmy  arithmetic 
september 2009 by robertogreco
apophenia: I want my cyborg life
"I have become a "bad student." I can no longer wander an art museum without asking a bazillion questions that the docent doesn't know or won't answer or desperately wanting access to information that goes beyond what's on the brochure...I can't pay attention in a lecture without looking up relevant content. &, in my world, every meeting & talk is enhanced through a backchannel of communication. This isn't simply a generational issue. In some ways, it's a matter of approach...Am I learning what the speaker wants me to learn? Perhaps not. But I am learning & thinking & engaging. I'm 31 years old. I've been online since I was a teen. I've grown up with this medium & I embrace each new device that brings me closer to being a cyborg. I want information at my fingertips now & always...What will it take for us to see technology as a tool for information enhancement? At the very least, how can we embrace those who learn best when they have an outlet for their questions & thoughts?"
danahboyd  attention  backchannel  speakers  socialmedia  learning  distraction  teaching  twitter  wikipedia  conferences  technology  culture  society  information  add  lectures  tcsnmy 
july 2009 by robertogreco
pensamientos genericos - Washington University Summer Studio in Tijuana Lecture Series 2009
"The studio will reconvene, for the duration of the studio, in San Diego and work from Woodbury School of Architecture’s new building in the Hispanic district of Barrio Logan. Reference to local topics and contemporary theory on urbanism will be offered by an accompanying lecture series involving experts from Tijuana, San Diego and Los Angeles. Our lecture series is open to the public. See poster for dates and times. Heriberto Yepez May 30 1pm Marcos Ramirez Erre June 3 4pm Kyong Park June 16 6 pm Josh Kun June 20 2 pm Lucia Sanroman June 24 1pm @sdmca Teddy Cruz June 26 1 pm"
sandiego  tijuana  events  lectures  borders  architecture  design  2009  teddycruz  heribertoyepez 
may 2009 by robertogreco
Donald Clark Plan B: Lecturing - stupidest profession?
"ONE thing could revolutionise education. Force teachers, trainers, and especially lecturers, to record their efforts. Suppose that a movie was only shown once, your local newspaper read out once a day in the local square, a novelist reads his book only once to an invited audience. That’s live lectures for you. It’s that stupid. Put aside the hopeless nature of the lecture as a teaching method (I actually don’t see the need for live lectures at all), why don’t lecturers record their lectures?"
teaching  lectures  elearning  video  media  tcsnmy  learning  education 
april 2009 by robertogreco
iTunes U Proves Better than Going to Class - ReadWriteWeb
"Skip the lecture, download the podcast. That's probably not what university professors tell their students, but perhaps they should. New psychological research conducted by Dani McKinney, a psychologist at the State University of New York in Fredonia, shows that students who only listened to podcasts of lectures achieved substantially higher exam results than those who attended class in person." [see also: ]
learning  lectures  podcasting  education  itunes  elearning  edtech  itunesu  research  edutech  highereducation 
february 2009 by robertogreco
Academic Earth - Video lectures from the world's top scholars
"Academic Earth is an organization founded with the goal of giving everyone on earth access to a world-class education.
video  education  lectures  free  learning  science  opencourseware  reference  knowledge  academia  history  elearning  teaching 
january 2009 by robertogreco
Intelligent Life at YouTube: 70 Educational Video Collections | Open Culture
"Smart video collections keep appearing on YouTube. But rather antithetical to the ethos of its parent company (Google), YouTube unfortunately makes these collections difficult to find. So we’ve decided to do the job for them. These enriching/educational videos come from media outlets, cultural institutions, universities and non-profits. There are about 70 collections in total, and the list will grow over time. If we’re missing anything good, feel free to let us know, and we’ll happily add them. You can find the complete list below the jump."
via:preoccupations  education  learning  video  youtube  collections  edtech  lectures  journalism  elearning 
september 2008 by robertogreco
MCASD/UCSD 2008 Russell Lecture: Robert Irwin
"The 2008 Russell Lecturer was renowned and influential artist Robert Irwin. This program was presented in conjunction with the MCASD exhibition 'Robert Irwin: Primaries and Secondaries,' a survey spanning over five decades of the artist's work. The artist has lectured and participated in symposia at over 200 universities and art institutes, where he placed an emphasis on spending time with students. He has taught at a range of institutions including Chouinard, the University of California, Los Angeles, and the University of California, Irvine. Irwin was the first artist to receive a MacArthur Fellowship ("genius") award in 1984.In addition to this lecture, Irwin had the chance to meet and interact with students in UCSD's Visual Arts Department, as part of the Russell Foundation program."
robertirwin  art  lectures  video  ucsd  macasd 
september 2008 by robertogreco
dy/dan » Geometry: The Supplement
"This supplement comprises 2,144 slides and 1.94 GB — a lot of a/v content, in other words, some of which I did not author and do not have explicit permission to republish. Sorry about that. Every respect has been paid to Fair Use. Every effort has been made at attribution.

Textbook assignments and certain diagrams, for example, reference Discovering Geometry, a very good Geometry text. The opener miscellany, for another example, is lifted from both Snapple® caps and Vital Statistics, a reference text which is just as good as Snapple® but in a different way. If you are a copyright holder (or know one) and I missed your attribution, please let me know via dan at mrmeyer dot com and we will make that right.

The rest is yours to use under a Creative Commons attribution-noncommercial-sharealike license. This supplement is provided as is. Your suggestions are welcome and appreciated but, due to time constraints, this is not a wiki."
geometry  education  curriculum  math  powerpoint  lessons  lectures  danmeyer  howto 
september 2008 by robertogreco
Computer says get a life – and we have | Simon Jenkins - Times Online - "The money is now being made in supplying a public craving not for technology but for human experience. It lies in flesh and blood. Live is live."
"What is happening is a reversal of history. Artists can no longer sell the products of their genius because the internet supplies it virtually for free. What can be sold is that genius in the flesh"

[via: ]
music  computers  digital  human  live  art  performance  events  lectures  experience  markets  culture 
july 2008 by robertogreco
Short and Sweet: Technology Shrinks the Lecture -
"Other professors who have ventured into online education have made the same discovery: Just because 50-minute classroom sessions are the norm on a college schedule does not make that the ideal duration for students outside the lecture hall."
via:hrheingold  teaching  lectures  colleges  universities  technology  gamechanging  podcasting  pedagogy  teachingonline  education  learning  elearning  edtech  trends 
june 2008 by robertogreco
The Feynman Lectures on Physics Website
"to share information about The Feynman Lectures on Physics: *stories of how The Feynman Lectures on Physics influenced your life (or others') *physics/math problems and their solutions *URL's (links) relevant to The Feynman Lectures on Physics "
richardfeynman  physics  science  math  teaching  learning  textbooks  lectures  education 
may 2008 by robertogreco
Laptops in lectures: Doonesbury on the value of laptops in lecture theatres, 16/05/08, Autology: John Dale's blog
"when you think about it, is he really saying that it’s a good thing or a bad thing? Googling to find the answer to a (lecture-related!) question is way more constructive than checking your Facebook page, and is just the sort of thing that advocates of
attention  education  laptops  colleges  universities  learning  lectures 
may 2008 by robertogreco
online data visualization talks - data visualization & visual design - information aesthetics
"several data visualization talks have been put online recently. if you are interested in this subject, be sure to check out following online recordings:"
visualization  presentations  design  data  information  video  towatch  lectures  datavisualization  statistics  stamendesign  ericrodenbeck 
may 2008 by robertogreco
School of Arts & Sciences - University of Pennsylvania
"Every spring and fall, SAS faculty take a minute out on Locust Walk to share their perspectives on topics ranging from human history and the knowable universe, to fractions and fly-fishing. While not every speaker makes it under the one-minute mark, they
academia  lectures  speed  education  video  culture  reference  history  science  presentations  language  learning  summary  entertainment  literature  arts  humor 
april 2008 by robertogreco
TED | Talks | Jill Bolte Taylor: My stroke of insight (video)
"Neuroanatomist Jill Bolte Taylor had an opportunity few brain scientists would wish for: One morning, she realized she was having a massive stroke. As it happened -- as she felt her brain functions slip away one by one, speech, movement, understanding --
brain  science  ted  psychology  Philosophy  stroke  physiology  presentations  consciousness  buddhism  neuroscience  nirvana  lectures  mind  meaning  religion  life  biology 
march 2008 by robertogreco
Patrick Winston - How to Speak | overstated
"Professor Patrick Winston gives a wonderfully reflexive and recursive talk about giving talks titled How to Speak. This lecture provides some useful speaking heuristics, especially if you’re in the business of helping people learn."
communication  education  howto  learning  presentation  presentations  public  publicspeaking  speaking  tips  MIT  teaching  tutorial  lectures  pedagogy 
february 2008 by robertogreco
Big Think - We Are What You Think
"This is a digital age, one in which a wealth of accessible information empowers you, the citizen-consumer. But where is the information coming from? How accurate and unprocessed is it, really? Ask yourself this: how empowered do you feel debating a telev
academia  activism  community  economics  engagement  education  faith  influence  innovation  interviews  knowledge  leadership  learning  lectures  philosophy  media  online  policy  politics  reason  science  socialmedia  socialnetworking  socialnetworks  theory  thinking 
january 2008 by robertogreco
At 71, Physics Professor Is a Web Star - New York Times
"Walter H. G. Lewin, 71, a physics professor, has long had a cult following at M.I.T. And he has now emerged as an international Internet guru, thanks to the global classroom the institute created to spread knowledge through cyberspace."
mit  physics  open  opencourseware  education  colleges  universities  science  lectures  teaching  learning  instruction 
december 2007 by robertogreco
Technology Review: Searching Video Lectures
"A tool from MIT finds keywords so that students can efficiently review lectures."
search  video  mit  opencourseware  reference  lectures  education  e-learning  technology  semantic 
november 2007 by robertogreco
Twitter / Howard Rheingold: Ultimately, I will dispense...
"Ultimately, I will dispense with lectures: "Watch my videos" in the syllabus. Face to face is for face to face more than blah diddy blah."
future  lectures  teaching  education  learning  colleges  universities  communication 
july 2007 by robertogreco
Jorge Luis Borges, This Craft of Verse Audio CD
"Here are excerpts from two of the six Norton Lectures that Jorge Luis Borges delivered at Harvard University in the fall of 1967 and spring of 1968."
borges  argentina  buenosaires  literature  academia  lectures  writing  poetry  mp3 
january 2007 by robertogreco

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