Posts tagged learning.
An interesting take on the plethora of universities in the Boston area.
UnCollege helps independent learners create their own higher education in the real world, succeed without a college degree, and change the world.
‘It cannot be, Cunda, that one who is sunk in mud can pull out another who is sunk in mud.’ - M.I: 45
Syllabus and info links from MAS.967 - A Survey Seminar and Action Laboratory. Organized by Jay Silver and Eric Rosenbaum of MIT Media Lab’s Lifelong Kindergarten.
“All of a sudden, everything became effortless. I was just floating along, you know, doing what came naturally, and I said ‘Ah! I’m playing tennis!’”
Learning happens when attention is focused. Even if you don’t have a good theory of learning, you can still get it to happen by just helping a person focus. One of the ways you can do that is by removing interference.
In general, for learning most things, it’s good to find a way of short-circuiting that mentaility that we think of as the ‘I’ that always tries to take over.
The problem with being a beginner, is that you get a lot of practice in staying a beginner
Take away the labels of ‘good students’ and ‘bad students’. Forget the tabula-raza theory that a skilled teacher can pour knowledge into someone’s head. Knowledge is constructed through the actions of the student, not the actions of the teacher. This 20 minute video is about John Biggs’ theory of understanding how students are activated.
Structure of the Observed Learning Outcome (SOLO) - SOLO 1 - ‘pre-structural’ no understanding/irrelevant/misses the point - SOLO 2 - ‘unistructural’ focus on one relevant aspect/identify/recite - SOLO 3 - ‘multistructural’ aspects considered independently/classify/combine/enumerate - SOLO 4 - ‘relational’ integrate parts into coherent whole/details linked to conclusion/relate/compare/analyze - SOLO 5 - ‘extended abstract’ generalize/hypothesize/theorize