On the right are some of my roles and responsibilities, and below are the last ten entries of my Notes on writing, learning, technology and other miscellanea.
In Winning an Argument, Shane Parrish writes:
If you want to win an argument, ask the person trying to convince you of something to explain how it would work. Odds are they have not done the work required to hold an opinion. If they can explain why they are correct and how things would work, you’ll learn something. If they can’t you’ll soften their views, perhaps nudging them ever so softly toward your views.
It is worth bearing in mind, however, that someone might do the same to you.
Many people want to believe that they aren’t that creative, that creativity is something special, intuitive. But Shane Parrish cites others who argue that creativity is simply connecting things. such as Steve Jobs’ taking of a calligraphy class that influenced the design of the first Macintosh computer ten years later.
It’s a short but worthwhile read.
Thomas Basbøll writes about Academic Virtues and makes the point that using social media to spread research findings
shows we are now trying to get people believe things they can't possibly understand. We are telling them what we think the truth is but without allowing them to engage critically with it. That's precisely what our classrooms and journals are for. They are situations in which ideas can be presented along with their justifications, and where those justifications can be questioned before the proposed belief is adopted.
Will Thalheimer updates his “Learning Styles Challenge” to $5000.
That is, if any person or group creates a real-world learning intervention that takes learning styles into account--and proves that such an intervention produces better learning results than a non-learning-styles intervention, they'll be awarded $5,000!
This challenge started 8 years ago, and still no one has been able to show in research that learning styles make a difference in learning outcomes.
An article in Scientific American, Getting It Wrong: Surprising Tips on How to Learn, reports on research that shows
learning becomes better if conditions are arranged so that students make errors.
People remember things better, longer, if they are given very challenging tests on the material, tests at which they are bound to fail.
This learning effect occurs because generating possible (even if wrong) answers) to questions or retrieving information (even if failing to retrieve it) helps remembering more than simply studying the information.
Paul Graham has six principles for making new things:
Here it is: I like to find (a) simple solutions (b) to overlooked problems (c) that actually need to be solved, and (d) deliver them as informally as possible, (e) starting with a very crude version 1, then (f) iterating rapidly.
Shane Parrish has collected four excellent commencement addresses:
The American Association of School Librarians have posted their Best Websites for Teaching & Learning 2014 that
foster the qualities of innovation, creativity, active participation, and collaboration. They are free, Web-based sites that are user friendly and encourage a community of learners to explore and discover.
Website categories include:
- Media Sharing
- Digital Storytelling
- Manage & Organize
- Social Networking & Communication
- Content Resources
- Curriculum Collaboration
If you want to go back to earlier years, just change the year in the web address.
Stephanie Chasteen cites and summarizes research on Best practices in facilitating peer instruction using clickers. You should read the entire post, but her three “take-home messages” are (verbatim):
- Have students discuss clicker questions with their peers, but give them your explanation as well.
- Remind students to use reasoning in their discussions, to prompt higher-quality conversations.
- Use credit for participation-only in order to create a productive atmosphere for frank discussion.