Books and lectures don't work

Post by learn_awesome » Tue, May 14, 2019, 7:34 AM UTC

anonymous5133 wrote: post #104

learn_awesome wrote: post #9

Books were a product of their time. Interactive media allows us to leverage techniques such as annotations, in-context model building and testing, building memorization using spaced repetition which should make an immense difference in learning effectiveness. It's a shame that Google, who wanted to organize all of the world's information, still struggles if you want to find best learning resources (books, videos, pod…

IMO, I think google was never designed to really drive people to highly detailed resources. Google is more similar to something like wikipedia where it gives you the high-level overview instead. It makes sense as well that it is like this because the vast majority of people want the basic information, not super detailed information, so over time most of the authoritative sites (sites with tons of backlinks) end up ju…

ClassCentral seems to be taking this path. Our approach is different because we wanted to included learning that happens with media besides "courses". Perhaps a GoodReads-equivalent for LearningResources.

Post by kwhitefoot » Sun, May 19, 2019, 11:48 AM UTC

falcor84 wrote: post #126

rhizome wrote: post #8

Earlier quoted context omitted.

I'm sorry the author is experiencing problems in retention, but this reads as yet another wordy exposition of idle musings on Medium (see: weekly "SQL is terrible" posts). For me the distinction is between synchronous and asynchronous learning: a 30min howto is always going to be 30min long, but a book can be scanned, and a teacher can see that a class "gets it" and they can move on (which is a hybrid, I guess).

> a teacher can see that a class "gets it" and they can move on Wow, I don't think I ever had a teacher who did this; definitely not in University. My experience is that lecturers are mostly oblivious and indifferent to student understanding. And most students, in my experience (self included), generally care more about getting "through" the lecture rather than "getting it". And I personally, similar to the OP, belie…

> care more about getting "through" the lecture rather than "getting it"

What's the point in attending if you don't intend to learn?

Perhaps I was simply lucky to go to a good uni or perhaps the times have changed but such lecturers were rare when and where I studied (Exeter Uni., '74-'77) and in the worst cases we campaigned to get them removed from the course.

Re: Books and lectures don't work

Re: Books and lectures don't work