81–90 of 108 posts
Earlier quoted context omitted.
My late grandfather was a Radarman in WWII and learned to do this.
Leonardo Da Vinci used to write backwards in his notebooks, in order for his ideas and secrets not to be stolen.
place a piece of paper on a board,turn it 180degree facing away from you,writing on it with the pen pointing towards you.
It's a fantastic ingenious hack for, IMO, a model that needs to die. There is no reason to reteach the same class every semester . The best minds need to get together and put in N (say 10) semesters worth of effort into creating the highest production value lectures that all can use until the material fundamentally changes. Most of these kinds of lectures have little to no interaction which can come at other times an…
Several of the comments here are of the "that's not so special" variety. Let us remember, she's an Economic major, not an engineer. Let us also remember, she actually built AND shipped.
> Let us also remember, she actually built AND shipped. It's funny how much further this is than the side projects of so many here (myself included) For me this is one of those 10,000 things. We can either dismiss it, or share in the joy of learning something new and sharing our own lessons. Teachers learning OBS will be as much of a game changer as teachers moving from overheads to powerpoint, I think. Also, I feel…
Just an anecdote but as a chemistry student I remembered lessons taught from an overhead far better than those from powerpoint. There was a stark contrast between the lower division organic chemistry series whose instructors used overheads, and the upper division organic chemistry mechanisms class whose teacher used slides. Those slides were mostly bullets and diagrams, sometimes with crude animations which were meant to indicate nucleophilic attack or whatever. Just watching the lecturer draw diagrams and arrows and listening to them talk was far more helpful, for me.
The lightbox seems much more overhead like in presentation. I dig it, and I hope today's college students learn well from it.
It's a fantastic ingenious hack for, IMO, a model that needs to die. There is no reason to reteach the same class every semester . The best minds need to get together and put in N (say 10) semesters worth of effort into creating the highest production value lectures that all can use until the material fundamentally changes. Most of these kinds of lectures have little to no interaction which can come at other times an…
1. A high-production-value TV program transmitted on the local PBS channel.
2. In-person mid-term and final tests.
3. "Teaching assistants" (it was a local community college; I'm not sure what their exact status was) with office hours for questions.
It...worked. I learned the material, such as it was. As such, it was somewhat better than the worst in-person classes I experienced.
On the other hand, there was no engagement with the material. You read the textbook, watched the TV, and went in to take the tests. End of story. There were no asides---having a teacher take part of a class to look at some current event from the viewpoint of the class, having the teacher answer a completely off-the-wall question that leads to a good discussion. There were no discussions, in fact. I'm sure some of the students who knew the material got together to review for the test or something, but honestly, I don't see why. The whole experience was aimed at the lowest common denominator with no way for the teacher to dial it up for some or all students.
It worked, but it was a worse learning experience than many 500 students classes that I had from enthusiastic, engaged teachers.
I suspect that's why the model hasn't caught on, at least at the level of decent schools---people have been saying (and attempting) that video would take over from lectures literally since Edison invented the movie. (I'm sure it's more appropriate for the degree-mills of the world, though.)
Several of the comments here are of the "that's not so special" variety. Let us remember, she's an Economic major, not an engineer. Let us also remember, she actually built AND shipped.
https://www.utoday.nl/news/69384/ut-professor-makes-glow-in-...
It's a fantastic ingenious hack for, IMO, a model that needs to die. There is no reason to reteach the same class every semester . The best minds need to get together and put in N (say 10) semesters worth of effort into creating the highest production value lectures that all can use until the material fundamentally changes. Most of these kinds of lectures have little to no interaction which can come at other times an…
What really needs to die is lectures themselves. They are a TERRIBLE method of creating learning. However they are very good at creating the perception of learning. That contradiction is not surprising, it speaks to how we actually learn, by engaging with our reflection and metacognition about attempts at things that end in errors.
Earlier quoted context omitted.
What really needs to die is lectures themselves. They are a TERRIBLE method of creating learning. However they are very good at creating the perception of learning. That contradiction is not surprising, it speaks to how we actually learn, by engaging with our reflection and metacognition about attempts at things that end in errors.
Yes, ideally each student would have their own teacher/tutor and learn by trial and error. In fact, that's what the very wealthy do.
Do people like lightboards? You have to be careful what you wear, how you stand, how you move etc. so that you don't cover what you have written (see the video by the inexperienced USC professor where she wears a white shirt). As a result, most of the time you can only use a small part of the screen, like here: https://youtu.be/6I48J7Lf4_Y?t=173 Bad for people who are watching your videos on a small screen (phone, ol…
It's a fantastic ingenious hack for, IMO, a model that needs to die. There is no reason to reteach the same class every semester . The best minds need to get together and put in N (say 10) semesters worth of effort into creating the highest production value lectures that all can use until the material fundamentally changes. Most of these kinds of lectures have little to no interaction which can come at other times an…
Back in about 1988, I took a required history class from a local community college. (To help make up for the fact that it took me four semesters to get through the two semester calculus course.) The course consisted of... 1. A high-production-value TV program transmitted on the local PBS channel. 2. In-person mid-term and final tests. 3. "Teaching assistants" (it was a local community college; I'm not sure what their…
For an introverted autodidact like me, that’s all I want. But I recognize I truly am in the minority here.
Several of the comments here are of the "that's not so special" variety. Let us remember, she's an Economic major, not an engineer. Let us also remember, she actually built AND shipped.
> Let us also remember, she actually built AND shipped. It's funny how much further this is than the side projects of so many here (myself included) For me this is one of those 10,000 things. We can either dismiss it, or share in the joy of learning something new and sharing our own lessons. Teachers learning OBS will be as much of a game changer as teachers moving from overheads to powerpoint, I think. Also, I feel…
That lumps people together. I'm in IT/tech but don't value intricate, difficult, extreme novelty over everything else. That would be absurd.
Remember Stanfords $1 paper microscope for looking at blood samples? Now that was badass.
The cleverness is in the saving of $7940 to solve a problem. Dumpster-diving for parts and materials, or even freeganning Whole Foods are all perfectly valid too.
I remember a guy used his seat aisle's window on StartupBus as a whiteboard with dry-erase markers, but I guess he should've brought an LED light strip to make it pop more. The trick is installing it. ;-)