amkelly + education   31

Metafoundry 37: Mechanical Oscillations in the Quantum Regime
...because it's basically impossible to do research to order. You can be directed to do specific research-related tasks, but actually exploring an area, being engaged, and coming up with insights is not something you can turn into a checklist, not least because if you could do that, it wouldn't be research. Research can pretty much only be done by people who are intrinsically motivated; that is, interested in and committed to what they're doing, and not just doing it because they have to. Most of the students have had jobs and all of them are familiar with doing assignments for class; none of them have had an experience like this. So start by trying to get this across to the students: "You are not minions. You are not workers. You are not robots. You're going to bring your whole heart and mind to what you do."
education  motivation  work 
june 2017 by amkelly
Professor suspended from top university for giving off 'negative vibes' - Telegraph
Thomas Docherty was banned from the University of Warwick in January for allegedly giving off "negative vibes" and undermining the authority of the former head of his department.

The case against him included "inappropriate sighing", "making ironic comments" and "projecting negative body language”.
education  academics 
october 2014 by amkelly
Are You An Expert?
Being an expert isn't telling other people what you know. It's understanding what questions to ask, and flexibly applying your knowledge to the specific situation at hand. Being an expert means providing sensible, highly contextual direction.
expertise  work  education  psychology 
march 2014 by amkelly
Four stages of competence - Wikipedia, the free encyclopedia
The four stages

Unconscious incompetence

The individual does not understand or know how to do something and does not necessarily recognize the deficit. They may deny the usefulness of the skill. The individual must recognise their own incompetence, and the value of the new skill, before moving on to the next stage.[2] The length of time an individual spends in this stage depends on the strength of the stimulus to learn.[3]

Conscious incompetence

Though the individual does not understand or know how to do something, he or she does recognize the deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the learning process at this stage.[4]

Conscious competence

The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires concentration. It may be broken down into steps, and there is heavy conscious involvement in executing the new skill.[3]

Unconscious competence

The individual has had so much practice with a skill that it has become "second nature" and can be performed easily. As a result, the skill can be performed while executing another task. The individual may be able to teach it to others, depending upon how and when it was learned.
psychology  education  autodidacticism 
march 2014 by amkelly
National Student Loan Data System for Students
best option for well-formatted loan data, in some respects. doesn't include payments, but gives status and balances.
education  loans  data 
january 2014 by amkelly
Publisher's Weekly Low Residency top 10
1. Warren Wilson College
2. Vermont College of Fine Arts
3. Bennington College in VT
4. Pacific U in Forest Grove, OR
5. Antioch in Los Angeles
6. Lesley U in Cambridge, MA
education  mfa 
january 2013 by amkelly
MFA in Writing: Philosophy
Bennington College low-residency MFA.
"read 100 books, write 1."
education  mfa 
january 2013 by amkelly
[no title]
Index to several free, dated, though well written lessons on Basics of astronomy. seems to be a good introduction. see first two lessons:
http://www.synapses.co.uk/astro/bearings.html
http://www.synapses.co.uk/astro/earthmot.html
astronomy  education 
april 2012 by amkelly

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