Author: anderhaff

  • Learning Pit

    > With learning as not only the goal, but also the final outcome, students are guided through a process that illustrates how learning is the ultimate reward. When grades are thrown into the mix the focus becomes a path of least resistance, negating the positive outcomes associated with students experiencing the learning pit.  [source](http://esheninger.blogspot.ca/2017/03/learning-is-reward.html)

  • Dubious Claims

    > When confronted with a dubious claim: 1. Check for previous fact-checking work 2. Go upstream to the source 3. Read laterally [source](https://hapgood.us/2017/03/04/how-news-literacy-gets-the-web-wrong/)

  • Confirming beliefs

    > In my more pessimistic moments, I come to think that the thing that poor Vannevar Bush didn’t get, and that Doug Engelbart didn’t get, and that Alan Kay didn’t get is people really like the buzz of getting beliefs confirmed. And they like the buzz of getting angry at people that are too stupid…

  • Distance Ed Costs

    > Historically, distance education’s mission has been to overcome the barriers of place or time. The mission was not to control costs. In fact, to reach some locations is costly. Distance education should not be held accountable to a mission it was never given. [source](https://wcetfrontiers.org/2017/02/16/distance-ed-price-and-cost/)

  • Student Media and Domains

    > This kind of outcome is not quantifiable. You can’t find the impact of this student on OU Create simply by counting registrations and blog posts and other forms of analysis. It’s a larger narrative–a story–about building one student’s web literacy and being willing to collaborate across department lines. These sites are on completely different…

  • Talking to the opposition

    > “Gather your information. Get an astute knowledge of the other person’s side before meeting them. Review it in your head. Be as familiar with their position as you are with your own. That way you know what to expect and how to react. You might hear things that frighten you. You might hear things…

  • Ed-Tech and Surveillance

    > Who are the “undesirables” of ed-tech software and education institutions? Those students who are identified as “cheats,” perhaps. When we turn the cameras on, for example with proctoring software, those students whose faces and gestures are viewed – visually, biometrically, algorithmically – as “suspicious.” Those students who are identified as “out of place.” Not…

  • Cognitive biases

    > Every cognitive bias is there for a reason — primarily to save our brains time or energy. If you look at them by the problem they’re trying to solve, it becomes a lot easier to understand why they exist, how they’re useful, and the trade-offs (and resulting mental errors) that they introduce. [source](https://betterhumans.coach.me/cognitive-bias-cheat-sheet-55a472476b18#.580r2jwti)

  • Valorizing Self-Harm

    > higher education — like other knowledge work industries, especially in technology and software development — has exploited and normalised anxiety-driven overwork as a culturally-acceptable self-harming activity [source](http://ices.library.ubc.ca/index.php/workplace/article/view/186211/185389)

  • Soft Programming

    > While hierarchy and abstraction are valued by the structured programmers’ “planner’s” aesthetic, bricoleur programmers, like Levi-Strauss’s bricoleur scientists, prefer negotiation and rearrangement of their materials. The bricoleur resembles the painter who stands back between brushstrokes, looks at the canvas, and only after this contemplation, decides what to do next. Bricoleurs use a mastery of…

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