Information eats attention [...]

“In an information-rich world, the wealth of information means a dearth of something else: a scarcity of whatever it is that information consumes,” cognitive psychologist and computer scientist Herbert Simon wrote in 1971. “What information consumes is rather obvious: it consumes the attention of its recipients. Hence a wealth of information creates a poverty of attention and a need to allocate that attention efficiently among the overabundance of information sources that might consume it.” (Source)

Testing Effect [...]

The present research shows the powerful effect of testing on learning: Repeated retrieval practice enhanced long-term retention, whereas repeated studying produced essentially no benefit. Although educators and psychologists often consider testing a neutral process that merely assesses the contents of memory, practicing retrieval during tests produces more learning than additional encoding or study once an item has been recalled (Source)

Testing and distributing practice over an extended period were the two best learning/study methods of the ten studied in Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology DOI: 10.1177/1529100612453266

Testing also enhanced the efficiency and effectiveness of subsequent study behavior, and alleviated the "overestimation of one’s future memory performance brought about by the inherent discrepancy between study and test situations." Testing facilitates the regulation of subsequent study time

Black-white disparity in student loan debt [...]

The moment they earn their bachelor’s degrees, black college graduates owe $7,400 more on average than their white peers ($23,400 versus $16,000, including non-borrowers in the averages). But over the next few years, the black-white debt gap more than triples to a whopping $25,000. Differences in interest accrual and graduate school borrowing lead to black graduates holding nearly $53,000 in student loan debt four years after graduation—almost twice as much as their white counterparts. While previous work has documented racial disparities in student borrowing, delinquencies, and defaults, in this report we provide new evidence that racial gaps in total debt are far larger than even recent reports have recognized, far larger now than in the past, and correlated with troubling trends in the economy and in the for-profit sector. (Source)

Meaningful Open Materials [...]

this is what I think about, when I think of this human core of open:

We are encouraged to modify materials to create a sense of local belonging We use the power of the open internet to create work that is relevant and impactful, with a real audience We see the diversity of our students not as challenge to be solved, but as potential to be tapped (Source)

Ed Tech as discipline [...]

The indirect legitimacy in a network environment is actually post-institution even though the way we talk about it centers the institution. Because ed-tech arises from the business of the institution — accountability regimes, technologies, the spaces between bureaucratic nodes — it cannot legitimize the institution. Therefore, ed-tech as we currently practice and understand it could not do the necessary work of exclusion, rank ordering and symbolic exchange that institutions require of disciplines. On the upside that does mean, as Mahi points out, that ed-tech can do things sociology cannot. It can allow networks to filter ideas rather than prestige (even when those significantly overlap). The institutionalization efforts like journals and such are actually trying to preclude precisely the kind of network effects that make the journals possible. (Source)