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recent bookmarks from robertogrecoThe importance of remembering everything but the music : NPR2022-12-20T23:09:21+00:00
https://www.npr.org/2022/12/16/1143379524/the-importance-of-remembering-everything-but-the-music
robertogrecoharmonyholiday 2022 via:shiraz music jazz oraltradition howwewrite howweread memory remembering retelling memorization secrets accuracy change improvisation adaptation unfinished writing readinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:aa6d1b1f495a/Why I Quit Teaching to Unschool | Leaving the Classroom on my Homeschool Journey || BlackDad - YouTube2022-01-30T05:17:06+00:00
https://www.youtube.com/watch?v=QhSCXBkfjZw
robertogrecoeducation learning unschooling deschooling children 2021 teaching schools schooling schooliness compulsory howweteach grades grading differentiation inefficiency memorization memory individuality horacemann creativity prussia obedience compliance jwil blackdadhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:71580961c464/Is Learning "Lost" When Kids Are Out of School? - Alfie Kohn2020-09-06T14:59:26+00:00
https://www.alfiekohn.org/article/loss/
robertogrecoalfiekohn covid-19 coronavirus schools schooling education learning howwelearn children summerslide testing standardizedtesting assessment criticalthinking policy testscores petergray 2020 testprep summers summer remediation reading inequality paulvonhippel harriscooper memory shorttermmemory memorization rotelearning worksheetshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:804d9fe15984/Mochi — Forget forgetting.2019-11-17T15:42:31+00:00
https://mochi.cards/
robertogrecolearning markdown flashcards software mac osx windows srg edg spacedrepetition memorization memoryhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6ee0e38fbfa4/The UX design case of closed captions for everyone // Sebastian Greger2019-03-30T19:29:49+00:00
https://sebastiangreger.net/2019/02/ux-closed-captions-for-everybody/
robertogrecoAfter seeing several photos my (English-speaking, non-deaf) friends have taken of their TV screens over the past week, I’m realizing that many of you watch TV with closed captions (or subtitles) on?! Is this a thing? And if so, why?
The 150+ replies (I guess this qualifies as a reasonable sample for a qualitative analysis of sorts?) are a wonderful example of “accessibility features” benefiting everybody (I wrote about another instance recently [https://sebastiangreger.net/2018/11/twitter-alt-texts-on-db-trains/ ]). The reasons why people watch TV with closed captions on, despite having good hearing abilities and not being constrained by having to watch muted video, are manifold and go far beyond those two most commonly anticipated use cases.
[image: Close-up image of a video with subtitles (caption: "Closed captions are used by people with good hearing and audio playback turned on. An overseen use case?")]
Even applying a rather shallow, ex-tempore categorisation exercise based on the replies on Twitter, I end up with an impressive list to start with:
• Permanent difficulties with audio content
◦ audio processing disorders
◦ short attention span (incl., but not limited to clinical conditions)
◦ hard of hearing, irrespective of age
• Temporary impairments of hearing or perception
◦ watching under the influence of alcohol
◦ noise from eating chips while watching
• Environmental/contextual factors
◦ environment noise from others in the room (or a snoring dog)
◦ distractions and multitasking (working out, child care, web browsing, working, phone calls)
• Reasons related to the media itself
◦ bad audio levels of voice vs. music
• Enabler for improved understanding
◦ easier to follow dialogue
◦ annoyance with missing dialogue
◦ avoidance of misinterpretations
◦ better appreciation of dialogue
• Better access to details
◦ able to take note of titles of songs played
◦ ability to understand song lyrics
◦ re-watching to catch missed details
• Language-related reasons
◦ strong accents
◦ fast talking, mumbling
◦ unable to understand foreign language
◦ insecurity with non-native language
• Educational goals, learning and understanding
◦ language learning
◦ literacy development for children
◦ seeing the spelling of unknown words/names
◦ easier memorability of content read (retainability)
• Social reasons
◦ courtesy to others, either in need for silence or with a need/preference for subtitles
◦ presence of pets or sleeping children
◦ avoiding social conflict over sound level or distractions (“CC = family peace”)
• Media habits
◦ ability to share screen photos with text online
• Personal preferences
◦ preference for reading
◦ acquired habit
• Limitations of technology skills
◦ lack of knowledge of how to turn them off
An attempt at designerly analysis
The reasons range from common sense to surprising, such as the examples of closed captions used to avoid family conflict or the two respondents explicitly mentioning “eating chips” as a source of disturbing noise. Motivations mentioned repeatedly refer to learning and/or understanding, but also such apparently banal reasons like not knowing how to turn them off (a usability issue?). Most importantly, though, it becomes apparent that using CC is more often than not related to choice/preference, rather than to impairment or restraints from using audio.
At the same time, it becomes very clear that not everybody likes them, especially when forced to watch with subtitles by another person. The desire/need of some may negatively affect the experience of others present. A repeat complaint that, particularly with comedy, CC can kill the jokes may also hint at the fact that subtitles and their timing could perhaps be improved by considering them as more than an accessibility aid for those who would not hear the audio? (It appears as if the scenario of audio and CC consumed simultaneously is not something considered when subtitles are created and implemented; are we looking at another case for “exclusive design”?)
And while perceived as distracting when new – this was the starting point of Kottke’s Tweet – many of the comments share the view that it becomes less obtrusive over time; people from countries where TV is not dubbed in particular are so used to it they barely notice it (“becomes second nature”). Yet, there are even such interesting behaviours like people skipping back to re-read a dialogue they only listened to at first, as well as that of skipping back to be able to pay better attention to the picture at second view (e.g. details of expression) after reading the subtitles initially.
Last but not least, it is interesting how people may even feel shame over using CC. Only a conversation like the cited Twitter thread may help them realise that it is much more common than they thought. And most importantly that it has nothing to do with a perceived stigmatisation of being “hard of hearing”.
CC as part of video content design
The phenomenon is obviously not new. Some articles on the topic suggest that it is a generational habit [https://medium.com/s/the-upgrade/why-gen-z-loves-closed-captioning-ec4e44b8d02f ] of generation Z (though Kottke’s little survey proves the contrary), or even sees [https://www.wired.com/story/closed-captions-everywhere/ ] it as paranoid and obsessive-compulsive behaviour of “postmodern completists” as facilitated by new technological possibilities. Research on the benefits of CC for language learning, on the other hand, reaches back [https://www.tandfonline.com/doi/abs/10.1080/19388078909557984 ] several decades.
No matter what – the phenomenon in itself is interesting enough to make this a theme for deeper consideration in any design project that contains video material. Because, after all, one thing is for sure: closed captions are not for those with hearing impairments or with muted devices alone – and to deliver great UX, these users should be considered as well."
[See also: https://kottke.org/19/04/why-everyone-is-watching-tv-with-closed-captioning-on-these-days ]]]>closedcaptioning subtitles closedcaptions text reading genz generationz audio video tv film dialogue listening howweread 2019 sebastiangreger literacy language languages ux ui television ocd attention adhd languagelearning learning howwelearn processing hearing sound environment parenting media multimedia clarity accents memory memorization children distractions technology classideas zoomershttps://pinboard.in/https://pinboard.in/u:robertogreco/b:861800781312/Yong Zhao "What Works May Hurt: Side Effects in Education" - YouTube2019-03-07T17:36:11+00:00
https://www.youtube.com/watch?v=WUVlybJoV88
robertogrecoyongzhao 2018 schools schooling pisa education testing standardizedtesting standardization china us history testscores children teaching howweteach howwelearn sideeffects privatization tims math reading confidence assessment economics depression diversity entrepreneurship japan creativity korea vietnam homogenization intolerance prosperity tolerance filtering sorting humans meritocracy effort inheritance numeracy literacy achievementgap kindergarten nclb rttt policy data homogeneity selectivity charterschools centralization decentralization local control inequity curriculum autonomy learning memorization directinstruction instruction poverty outcomes tfa teachforamerica finland singapore miltonfriedman vouchers resilience growthmindset motivation psychology research positivepsychology caroldweck intrinsicmotivation choice neoliberalism high-stakestestinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:621609aa2d00/Why so many U.S. students aren’t learning math | University of California2018-10-27T22:41:26+00:00
https://www.universityofcalifornia.edu/news/why-so-many-us-students-aren-t-learning-math
robertogrecomath mathematics education teaching howweteach us learning children jamesstigler jison problemsolving memorization howwelearnhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b87b5ba06293/Education Is a System of Indoctrination of the Young - Noam Chomsky - YouTube2018-09-25T23:53:44+00:00
https://www.youtube.com/watch?v=JVqMAlgAnlo
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https://www.tes.com/news/school-news/breaking-views/we-need-make-connection-between-teaching-education-and-democracy
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http://davecormier.com/edblog/2016/02/07/marc-rubio-rote-learning-and-getting-the-answer-right/
robertogrecodavecormier marcorubio education rhizomaticlearning howwelearn howweteach measurement assessment certainty learning schools connectivism heutagogycitizenship society democracy memorization rote rorelearning projectbasedlearning structure unschooling deschooling progressive progressiveeducation uncertainty teachers pedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:73c3abe5f3f5/The Problem With Math Problems: We're Solving Them Wrong - The New York Times2015-09-12T19:12:47+00:00
http://parenting.blogs.nytimes.com/2015/04/02/the-problem-with-math-problems-were-solving-them-wrong/
robertogrecoMy husband and I talked to our daughter’s pre-calculus teacher about her poor grades. He said that many students hit a wall at this point in math, moving from memorization — apply this theorem to this problem — to more abstract how-can-I-solve-this-problem thinking. I accepted that because that’s what is happening for her. What I thought later was that why can’t we find a way to help these many students get over that wall, instead of using it as a tool to weed out less developed brains? I really feel I have no way to have an impact on this teacher’s blind spot since it is shared by all math teachers and so many other teachers: If you don’t understand, it’s your fault.
As I’m not a math teacher, I asked three experts on mathematics instruction to weigh in. They told me that this question perfectly illustrates what’s wrong with math education and why we need to change it. Much of what we teach kids during their first decade of math education relies on students’ blind compliance and memorization of rules and facts. We reward correct answers, but we do not not encourage students to think independently about what these rules and facts might mean in the bigger mathematical picture.
Tracy Zager, a math-education specialist and the author of the forthcoming book “Becoming the Math Teacher You Wish You’d Had,” explained in an email why this kind of math education fails students: “It was never a sensible idea to try to have students memorize first and understand later; this approach to mathematics instruction is structurally flawed. I really feel for these parents and this kid, but the frustration they face is inevitable. If we teach kids math without understanding, we build on a house of cards.”
That house of cards will be fragile, and liable to collapse, when students move from elementary mathematics to complex problem-solving, said Steven Strogatz, an author and a professor of applied mathematics at Cornell University.
“If you follow the rules, you can do pretty much everything that’s expected of you without ever having to think imaginatively,” Mr. Strogatz said in an email. “This is not the way math should be taught, even at an elementary level. There really ought to be problem solving and imaginative thinking all the way through while kids master the basics. If you’ve never been asked to struggle with open-ended, non-cookbook problems, your command of math will always be shaky and shallow.”
Mr. Strogatz suggested, however, that this math teacher isn’t wholly to blame for her students’ frustration. “This teacher may have been brought up in a culture in which skill at problem solving is seen as a matter of talent; either you have it or you don’t,” he said. “Everyone can be taught techniques and strategies for better problem solving, and can be taught to feel pleasure in the struggles that make us smarter. With practice, all of us can get much better at it.”
While avoiding the kind of frustration this mother describes in her letter will require a larger shift in mathematics education, there are some things this parent can do now to help her daughter.
Mr. Strogatz suggested playing with age-appropriate puzzles. “Kids love puzzles, and wrestling with good ones can help them fall in love with math and get stronger at it,” he said.
After playing around on a couple of recommended websites, I fell in love with with Steve Miller’s Math Riddles. Mr. Miller, a mathematics professor at Williams College, has amassed a wonderful collection of puzzles, ranging from easy to very challenging, and even I, an admitted math phobic, had a lot of fun playing on the site.
For teachers and parents looking to improve their own problem-solving abilities, Mr. Strogatz recommended George Polya’s book “How to Solve It.” While it’s not exactly light reading, it introduces new ways to approach problems, and is a classic in the field.
Purchase two copies of Carol Dweck’s Mindset, one for you and one for your child’s teacher. Ms. Dweck’s book is already required reading in many school districts because it articulates the difference between a fixed mindset (either you have it or you don’t) and a growth mindset (everyone can be taught to feel pleasure in the struggles that make us smarter). A growth mindset is a powerful thing and is an essential first step toward more effective teaching and learning (and parenting).
If you are frustrated by your child’s math homework and want to improve your capacity to help, read Christopher Danielson’s “Common Core Math for Parents for Dummies,” which will be published this month. Mr. Danielson’s book can help parents reorient their thinking about mathematics so that they can begin to help their children more effectively.
And check out Mr. Strogatz’s New York Times series, on the “Elements of Math.” It begins with a preschooler’s understanding of numeracy and progresses all the way through to an examination of infinity. Tellingly, the most advanced topic discussed in the series was inspired by a 6-year-old’s question.
Above all, Mr. Strogatz concluded: “It’s crucial to help our students realize that it’s fine to get stuck – after all, the life of a professional mathematician (or any other creative person) is about being stuck nearly all the time! It’s how you get past being stuck that matters. And that’s one of the most valuable lessons that math has to offer.”"]]>math education teaching problemsolving memorization criticalthinking 2015 stevenstrogatz tracyzager howweteach howwelearn context mathematics via:christafloreshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d09f855b7b36/My Objections to the Common Core State Standards (1.0) : Stager-to-Go2015-04-19T16:47:20+00:00
http://stager.tv/blog/?p=3476
robertogrecocommoncore 2015 education policy schools publicschools standardization standardizedtesting standards learning teaching pedagogy technology testing democracy process implementation agency howweteach howwelearn publicimage seymourpapert numeracy matheducation math mathematics numbersense understanding memorization algorithms rttt gatesfoundation pearson nclb georgewbush barackobama garystagerhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5c4321d69961/Your Nostalgia Isn’t Helping Me Learn — The Synapse — Medium2015-03-23T17:17:48+00:00
https://medium.com/synapse/your-nostalgia-isn-t-helping-me-learn-141bd0939153
robertogrecomichaeloman-reagan notes notetaking assistivetechnology ableism laptops education technology notebooks memorization learning howwelearn engagement thinking howwethink howweteach media 2015 typing handwriting copying summarizing transcribing sarahendren commonsensehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:2698ad66b60a/Michael Oman-Reagan on Twitter: "In which I point out some issues w/ a "you learn better without a laptop!" article. #ableism https://t.co/q49L9TfetU http://t.co/3gfwk5Db48"2015-03-19T19:59:09+00:00
https://twitter.com/OmanReagan/status/578400530419961857
robertogrecomichaeloman-reagan notes notetaking assistivetechnology ableism laptops education technology notebooks memorization learning howwelearn engagement thinking howwethink howweteach media 2015 typing handwriting copying summarizing transcribinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fe14a9668c31/Handwriting v. Laptops? Why People Ask the Wrong Question (and Why Think Pair Share Rules Yet Again) | HASTAC2014-08-27T03:47:44+00:00
http://www.hastac.org/blogs/cathy-davidson/2014/08/26/handwriting-v-laptops-why-people-ask-wrong-question-and-why-think-pa#.U_x9vHJ87Hw.facebook
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https://plus.google.com/events/c67c9rk920s1rd3invjtd4assf4
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http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/01/12/the-procedure-and-how-it-is-harming-education/
robertogrecomarionbrady 2014 memorization cramming learning schools teaching education standardizedtesting testing academics policyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d623d861c770/Mark Eichenlaub's answer to Learning: Do grad school students remember everything they were taught in college all the time? - Quora2013-07-24T04:46:22+00:00
http://www.quora.com/Learning/Do-grad-school-students-remember-everything-they-were-taught-in-college-all-the-time/answer/Mark-Eichenlaub?srid=DG&share=1
robertogrecorichardfeynman learning understanding via:tealtan memorization context narrative fluency interconnectedness nature intelligence details interconnected interconnectivityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:0f54257c962e/Rediscovering Literacy [Way too much here, quotes are from only the beginning]2012-09-11T04:25:43+00:00
http://www.ribbonfarm.com/2012/05/03/rediscovering-literacy/
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http://www.latimes.com/news/opinion/commentary/la-oe-morrison-tiffany-shlain-20111126%2C0%2C5050807%2Cfull.column
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http://www.fastcompany.com/magazine/158/china-education?partner=rss
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https://twitter.com/#!/johnmaeda/statuses/86056385481146368
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http://www.alfiekohn.org/teaching/duh.htm
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http://blog.genyes.org/index.php/2011/04/02/khanacademy/
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http://speedchange.blogspot.com/2011/03/pedagogy-101.html
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http://www.nytimes.com/interactive/2011/02/20/magazine/mind-secrets.html
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http://www.odonnellweb.com/?p=9149
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http://www.irex.org/news/beyond-teaching-test
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http://voices.washingtonpost.com/answer-sheet/guest-bloggers/the-value-of-great-history-sci.html
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http://computinged.wordpress.com/2010/10/16/kids-aged-3-6-pretty-much-the-same-for-last-85-years/
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http://speedchange.blogspot.com/2010/03/reading-is-not-goal.html
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http://www.youtube.com/watch?v=04AhBnLk1-s
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http://americaviaerica.blogspot.com/2010/07/coxsackie-athens-valedictorian-speech.html
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http://www.marco.org/55382197
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http://ehrweb.aaas.org/PDF/InquiryPart1.pdf
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http://www.nonformality.org/2010/06/learning-revolution/
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http://teachpaperless.blogspot.com/2010/05/because-it-was-only-way.html
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http://dmlcentral.net/blog/john-jones/apprenticeship-20-could-fuel-21st-century-learning
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http://www.washingtonian.com/articles/education/13591.html
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http://knowledge.wharton.upenn.edu/article.cfm?articleid=2032
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http://www.daniel-lemire.com/blog/archives/2008/07/07/i-still-dont-have-the-multiplication-tables-memorized/
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http://www.wired.com/medtech/health/magazine/16-05/gs_intro
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http://www.supermemo.com/
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http://www.wired.com/medtech/health/magazine/16-05/ff_wozniak?currentPage=all
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http://quizlet.com/
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http://www.edge.org/q2007/q07_10.html#marcus
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