Curse of knowledge The curse of knowledge is a cognitive bias that leads better-informed parties to find it extremely difficult to think about problems from the perspective of lesser-informed parties. The effect was first described in print by the economists Colin Camerer, George Loewenstein and Martin Weber, though they give original credit for suggesting the term to Robin Hogarth.[1] History[edit] While the economists Colin Camerer, George Loewenstein, and Martin Weber were the first to "coin" the term "curse of knowledge" and to describe, and effectively, define this phenomenon, they are self-reportedly not the first individuals to document or study the effect; on the other hand, in their publication they state that: "All the previous evidence of the curse of knowledge has been gathered in psychological studies of individual judgments", referring readers to Baruch Fischhoff's work from 1975, which also involves the hindsight bias.[2] Applications[edit] See also[edit] References[edit]
Learning and Knowledge Analytics - Analyzing what can be connected The Back Page By Carl Wieman In the pages of APS News and elsewhere there has been much discussion about the deficiencies of our science education system. Everyone from leaders of government, industry, and academia to concerned parents is pointing to the evidence and lamenting how these deficiencies hinder economic growth and the attainment of a scientifically literate citizenry capable of making wise informed decisions on important societal issues. Usually, such laments are accompanied with an opinion as to the source of the problem and how to solve it. One common claim is that higher education is failing because the faculty members in science care only about research and have little interest or concern with teaching. (Physics is often held out as a subject of particular criticism in this respect.) I reject this claim. Here I would like to offer an explanation for this disparity between good intentions and bad results and, on this basis, suggest how to improve teaching and learning.
Adam Cooper’s Work Blog » A Seasonal Sociogram for Learning Analytics Research SoLAR, the Society for Learning Analytics Research has recently made available a dataset covering research publications in learning analytics and educational data mining and issued the LAK Data Challenge, challenging the community to use the dataset to answer the question: What do analytics on learning analytics tell us? How can we make sense of this emerging field’s historical roots, current state, and future trends, based on how its members report and debate their research? Thanks to too many repeats on the TV schedule I managed to re-learn a bit of novice-level SPARQL and manipulate the RDF/XML provided into a form I can handle with R. Now, I’ve had a bit of a pop at the sociograms – i.e. visualisations of social networks – in the past but they do have their uses and one of these is getting a feel for the shape of a dataset that deals with relations. And with it being the Christmas season, the colour scheme chose itself. So, what does it tell me? Am I any the wiser? Merry Christmas!
Conventions of Writing Humanities Papers Professor Celia A. Easton Department of English State University of New York College at Geneseo Read a successful essay on Thucydides written by a student in my Fall 1999 section of Humanities 220. The first thought any writer should give to a paper is not "What am I going to say?" but "Who is my audience?" Organization. Introductory pitfalls. Praising the bard. Lab talk. Therapy thesis. Good Starts. In the body. Writing analysis. Creating your own organization. Limiting Description. Using Secondary Sources. When you are required to incorporate secondary sources into your essay, you must make sure that you are not simply writing a report. Using quotations. In The Second Treatise of Government, John Locke claims, " . . . ." Is this clear? Plagiarism. There are also positive reasons to cite sources. Weak conclusions. Sudden stop. Apology. As a famous writer once said. As I've just said. Good endings. Format. Here is an example of a parenthetical citation for a primary source: Locke, John.
Etherpad GUARDIAN ANGEL KIDS online ezine for Kids! How did you learn the most difficult thing you ever learned? Some of our students may have used continued practice, trial and error or the aid of a mentor, hands-on tutorial, exploration, discovery, and mapping. Children have many different ways of learning and teachers can channel their students' learning styles. This ability and skill is especially important when supporting new skills and activities in ESL (English as a second language) as different types of learner needs require various learning styles which ensures deeper understanding. If we look closely, a learning style is an approach or process we use to learn something in terms of our own and students’ most “comfortable” way to learn. Teachers often teach using their preferred learning styles. Learning Styles are Challenging There are different ways of describing learning styles. Receiving Style Examples Evidence of Learning – Processing Styles Linear learners – Put things in order. (Felder and Soloman and Learning-Styles Online)
22 outils gratuits pour visualiser et analyser les données (1ère partie) Vous avez des données à explorer ? Voici quelques outils qui pourront vous être utiles pour les transformer en informations et en graphiques attrayants. Pour faire parler des données, rien ne vaut une panoplie d'outils de visualisation graphique. Il en existe de nombreux, notamment destinés aux professionnels versés dans l'analyse statistique. Mais leur prix, généralement élevé, ne convient pas aux utilisateurs moins spécialisés qui n'ont besoin qu'occasionnellement d'afficher des données sous une forme graphique. Computerworld souligne que la correction des textes se fait simplement. DataWrangler (cliquer ici pour agrandir l'image) Niveau de compétences requis : débutant avancé.Fonctionne sur tout navigateur web.En savoir plus : - Google Refine : comme un tableurIl ressemble à un tableur pour examiner à la fois les données numériques et alphanumériques, mais à l'inverse du tableur, il ne permet pas d'effectuer des calculs.
Science, Creativity and the Real World Gifted Homeschoolers Forum Science, Creativity and the Real World: Lessons Learned from the U.S. Homeschool Community By Corin Barsily Goodwin and Mika Gustavson, MFT A great deal of concern surrounds the lack of quality in science education in the United States. A 2012 study by the Fordham Institute[1] identifies four main factors for the failure of science standards to produce a flock of achievers: an undermining of evolutionary theory, vague goals, not enough guidance for teachers on how to integrate the history of science and the concept of scientific inquiry into their lessons, and not enough math instruction. Let’s first examine the needs of the gifted learner, with a particular emphasis on creativity, and how those needs are expressed in the context of science learning, followed by a discussion of the limitations of the rote method of scientific education for these learners and some alternative options gleaned from homeschoolers and others who take a more flexible approach to education. Conclusion
Can I Learn to Read Faster and Get Through My Backlog of Books? Advice on how to read faster is all good and well, BUT: 1) Why does everything have to happen FASTER FASTER FASTER and why do you think you need to read MORE MORE MORE? It's not about quantity, but about quality. 2) Speed reading in any but the most specialised and narrow contexts is completely useless. 3) From a literary perspective, audio books are not at all the same as printed / electronic books, because most writers write to be read, not to be heard, so they write sentences in ways that only appear special to you if you read them.
Scientific Speed Reading: How to Read 300% Faster in 20 Minutes (Photo: Dustin Diaz) How much more could you get done if you completed all of your required reading in 1/3 or 1/5 the time? Increasing reading speed is a process of controlling fine motor movement—period. This post is a condensed overview of principles I taught to undergraduates at Princeton University in 1998 at a seminar called the “PX Project.” The below was written several years ago, so it’s worded like Ivy Leaguer pompous-ass prose, but the results are substantial. In fact, while on an airplane in China two weeks ago, I helped Glenn McElhose increase his reading speed 34% in less than 5 minutes. I have never seen the method fail. The PX Project The PX Project, a single 3-hour cognitive experiment, produced an average increase in reading speed of 386%. It was tested with speakers of five languages, and even dyslexics were conditioned to read technical material at more than 3,000 words-per-minute (wpm), or 10 pages per minute. The Protocol 1) Trackers and Pacers (to address A and B above)
Learn to Speed Read in Just a Few Hours I’m not one for making big New Year’s Resolutions as I am a continual goal setter and look at life plans and goals on a weekly or at least monthly basis, so I don’t need one day a year to pretend I’m actually going to change the year, I just always do that. However, there is one that I can’t encourage others enough to look more seriously at and that is about reading. I hope I can inspire a few people to put this on their own goal sheets for the year. Thank you everyone for a wonderful 2008, may your 2009 be even better! Background One of the most important things in my life was discovering speed reading. Well, that little bit of research paid off dearly for me as it’s made a HUGE impact in my life and is now one of my favorite past times, to sit down, read and learn from a great book. What is Speed Reading The brain can depict any visual image in a fraction of a second into many, many colors, objects, sites and moods in that since glance. Speed Reading Myths Broken 1. 2. 3. 4. 5. 6. 7.
The Useless Class It happens. You've enrolled in a completely useless class. You know the one. If you're in college you've probably announced to your friends, "I can't believe they're making me take this class." Or you tell your advisor, "I just need 3 more credits to graduate-- I'll take anything." Sometimes it's the only class in the time slot you have available. And if you're the parent of a college student you might be thinking, "I can't believe I'm wasting tuition dollars on this ridiculous class." Even some politicians would agree with you. But wait a minute. Here are just a few of the hundreds of responses I have received: Ceramics. Biology. Comparative Religion. East Asian History. Astronomy. English course on Chaucer. Latin American Studies. Civil War History. History of Women in China. I often ask my current students the same question-- have you taken a class you thought would be useless, only to find it was valuable? In case you haven't seen it, it's a stuffed goat with a tire around its body.
What schools need: Vigor instead of rigor - The Answer Sheet This was written by Joanne Yatvin, a veteran public school educator, author and past president of the National Council of Teachers of English. She is now teaching part-time at Portland State University. A version of this was originally published in the Atlanta Journal Constitution. By Joanne Yatvin Though my years in the classroom are long past, at heart I am still a cranky old English teacher who bristles at some of the neologisms that have crept into public language. Even so, I remain politely quiet when others commit such grammatical transgressions. Part of my reaction is emotional, having so often heard “rigor” paired with “mortis.” Now, more than ever, “rigor” is being used to promote the idea that American students need advanced course work, complex texts, stricter grading, and longer school days and years in order to be ready for college or the workplace. Since I believe it is time for a better word and a better concept to drive American education, I recommend “vigor.”