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OLDaily - Text Edition by Stephen Downes Dec 14, 2016
Forgetting is Easy But So Is Reinforcement
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One of the reasons I'm enthusiastic about practice and
engagement in a discipline is that these provide natural
environments for the reinforcement of learning. The need
for reinforcement - or as it's sometimes
called, spaced learning
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- is well documented. As Ryan Eudy says, "There are many
good psychological theories about what is conducive to
remembering. In a nutshell, these theories agree that
information is not so much 'stored' and 'retrieved' in the
brain as it is connected, rehearsed, and reconstructed."
Yet it is often overlooked in real learning and development
situations. There are ways to address that, but first
managers have to get past the 'brain as bookshelf' model of
learning. Related: Duolingo on How We Learn
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Temporarily embarrassed millionaires
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Understanding this mindset is key to understanding a lot of
what happens in the mythologizing of learning, writes
Bonnie Stewart: @socialism never took root in America
because the poor see themselves not as an exploited
proletariat but temporarily embarrassed
millionaires.” The idea is that people don't address
underlying socio-economic causes of poverty because they
don't see themselves as poor. "I’m particularly
interested in how we fight the strange cocktail of
victimization and entitlement that hate leeches onto and
deploys in its service," she writes. "I’m interested
in how media and social media are part of the problem, and
what we do about it
https://hapgood.us/2016/11/17/scanning-the-facebook-feed-as-an-evidence-shopping-experience/."
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Connectivism: A Learning Theory for Today’s Academic
Advising
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This isn't exactly the Connectivism I know, but the
application is interesting. Zack Underwood repositions
connectivism as a means of integrating past knowledge with
new knowledge, thus addressing some issues in academic
advising.
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Why Faculty Still Don’t Want to Teach Online
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Online learning is a lot more convenient for students,
offers potential cost savings for institutions and public
education systems, and often offers a superior learning
experience thanks to the affordances learning technology
offers. Yet one of the major roadblocks to implementing
online learning, one of the major roadblocks to all the
socio-economic benefits more equitable access to higher
education offers, are the professors themselves. And the
resistors are - quite frankly - quacks. As the story notes,
"professors with the deepest resistance are those with the
least familiarity with digital instruction," and "solid
research over many years has failed to support the
overwhelming negative attitudes that most faculty members
hold toward virtual learning." If I did the same thing, the
academics would be all over my case. But because they're
professors.... ooo-ooo-ooooooo
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Copyright 2016 Stephen Downes
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