Rob Miller's Library tagged no_tag → View Popular

Filter:
All
Annotated

23 Mar 09

INTJ Profile

typelogic.com/intj.html - Preview

self-confidence, sometimes mistaken for simple arrogance by the less decisive
When it comes to their own areas of expertise -- and INTJs can have several -- they will be able to tell you almost immediately whether or not they can help you, and if so, how
19 more annotations...
- know what they know
- endless capacity for improving upon anything that takes their interest
- perfectionists
- INTJs apply (often ruthlessly) the criterion "Does it work?" to everything from their own research efforts to the prevailing social norms.
- unusual independence of mind
- known as the "Systems Builders
- unusual trait combination of imagination and reliability
- INTJs can be unsparing of both themselves and the others on the project.
- slacking," including superiors, will lose their respect
- implement critical decisions without
  consulting their supervisors or co-workers
- do" tends to be what they "know
- Personal relationships, particularly romantic ones, can be the INTJ's Achilles heel
- the knowledge and self-confidence that make them so successful in other areas can suddenly abandon or mislead them in interpersonal situations.
- do not readily grasp the social rituals
- tend to have little patience and less understanding of such things as small talk and flirtation
- most fundamental problem, however, is that INTJs really want people to make sense
- NTJ will expect inexhaustible reasonability and directness
- strongest INTJ assets in the interpersonal area are their intuitive abilities and their willingness to "work at" a relationship
- repeated efforts to understand and support those they care about

20 Oct 08

The ergonomics of learning environments

www.ieev.uma.es/...goodyear.htm - Preview

11 Oct 08

09 Oct 08

Video, education, and open content: Notes toward a new research and action agenda

www.firstmonday.org/...index.html - Preview

29 Sep 08

Half an Hour: Types of Knowledge and Connective Knowledge

halfanhour.blogspot.com/...-knowledge-and-connective.html - Preview

The things we see, the things we feel, the things we hear: these are the qualities of the object.
Quantitative knowledge is derived from the practices of counting and measuring
5 more annotations...
- These two types of knowledge account for most of what we know about things that there are out there in the world.
- our ability to perceive, to sense the world, and our ability to calculate, to think about the world
- orm the foundation for language, the foundation for logic, and the foundation for all of the sciences we have had up to today
- Empiricism, the philosophy that all knowledge is derived from the senses
- Rationalism, the philosophy that all knowledge is derived from calculation and realism

Connectivism Blog

connectivism.ca/...is_the_unique_idea_in_con.html - Preview

t the same structure of learning that creates neural connections can be found in how we link ideas and in how we connect to people and information sources
connectivism recognizes the fluid nature of knowledge and connections based on context
3 more annotations...
- Understanding. Coherence. Sensemaking. Meaning
- the rapid flow and abundance of information raises these elements to critical importance
- Connectivism finds its roots in the climate of abundance, rapid change, diverse information sources and perspectives, and the critical need to find a way to filter and make sense of the chaos

Connectivism & Connective Knowledge

That's part of the theory of Connectivism, the idea that people have unique experiences

connect.downes.ca/...09_07_thedaily.htm - Preview

That's part of the theory of Connectivism, the idea that people have unique experiences

02 Aug 08

/humansubjects/guidance/ documents

www.hhs.gov/...belmont.htm - Preview

biomedical experiments, especially during the Second World

War
term "practice" refers to interventions

that are designed solely to enhance the well-being of an individual

patient or client and that have a reasonable expectation of success
63 more annotations...
- purpose of medical or behavioral practice is to provide diagnosis,
  
  preventive treatment or therapy to particular individuals
- term "research' designates an activity designed
  
  to test an hypothesis, permit conclusions to be drawn, and thereby
  
  to develop or contribute to generalizable knowledge
- Research and practice may be carried on together when research
  
  is designed to evaluate the safety and efficacy of a therapy
- general rule is that if there is
  
  any element of research in an activity, that activity should undergo
  
  review for the protection of human subjects.
- basic ethical principles" refers to
  
  those general judgments that serve as a basic justification for
  
  the many particular ethical prescriptions and evaluations of human
  
  actions
- principles of respect
  
  of persons, beneficence and justice
- Respect for Persons
- individuals should be treated as autonomous agents, and second,
  
  that persons with diminished autonomy are entitled to protection
- requirement to acknowledge autonomy and
  
  the requirement to protect those with diminished autonomy
- give weight to autonomous
  
  persons' considered opinions and choices while refraining from
  
  obstructing their actions unless they are clearly detrimental
  
  to other
- Respect for the immature and the incapacitated
  
  may require protecting them as they mature or while they are incapacitated.
- espect for
  
  persons demands that subjects enter into the research voluntarily
  
  and with adequate information.
- Respecting persons, in most hard cases,
  
  is often a matter of balancing competing claims urged by the principle
  
  of respect itself
- Beneficence
- making efforts to secure
  
  their well-being
- over
  
  acts of kindness or charity that go beyond strict obligatio
- (1) do
  
  not harm and (2) maximize possible benefits and minimize
  
  possible harms.
- an obligation
- problem posed by these imperatives is to decide when
  
  it is justifiable to seek certain benefits despite the risks involved,
  
  and when the benefits should be foregone because of the risks
- members of the
  
  larger society are obliged to recognize the longer term benefits
  
  and risks that may result from the improvement of knowledge and
  
  from the development of novel medical, psychotherapeutic, and
  
  social procedures.
- a question
  
  of justice, in the sense of "fairness in distribution"
  
  or "what is deserved
- Justice
- injustice occurs when some
  
  benefit to which a person is entitled is denied without good reason
  
  or when some burden is imposed unduly
- quals ought to be treated equally
- (1) to each person an equal share, (2) to each
  
  person according to individual need, (3) to each person
  
  according to individual effort, (4) to each person according
  
  to societal contribution, and (5) to each person according
  
  to merit
- subjects, to the degree that they are capable,
  
  be given the opportunity to choose what shall or shall not happen
  
  to them
- 1. Informed Consent.
- hen adequate standards
  
  for informed consent are satisfied
- containing three elements: information, comprehension
  
  and voluntariness
- include: the research
  
  procedure, their purposes, risks and anticipated benefits, alternative
  
  procedures (where therapy is involved), and a statement offering
  
  the subject the opportunity to ask questions and to withdraw at
  
  any time from the research
- Information
- given
  
  sufficient information
- simple listing of items does not answer the question
  
  of what the standard should be for judging how much and what sort
  
  of information should be provided
- sufficient to indicate
  
  to subjects that they are being invited to participate in research
  
  of which some features will not be revealed until the research
  
  is concluded
- special problem of consent arises where informing subjects of
  
  some pertinent aspect of the research is likely to impair the
  
  validity of the research
- research involving incomplete disclosure,
  
  such research is justified only if it is clear that (1)
  
  incomplete disclosure is truly necessary to accomplish the goals
  
  of the research, (2) there are no undisclosed risks to
  
  subjects that are more than minimal, and (3) there is an
  
  adequate plan for debriefing subjects, when appropriate, and for
  
  dissemination of research results to them
- risks
  
  should never be withheld for the purpose of eliciting the cooperation
  
  of subjects
- manner and context in which information
  
  is conveyed is as important as the information itself
- Comprehension
- necessary to adapt the
  
  presentation of the information to the subject's capacities
- On occasion, it may be suitable to give some oral or
  
  written tests of comprehension.
- Special provision may need to be made when comprehension is severely
  
  limited
- third parties chosen should be those who are most likely to
  
  understand the incompetent subject's situation and to act in that
  
  person's best interest
- should be given an opportunity to observe the research
  
  as it proceeds in order to be able to withdraw the subject from
  
  the research, if such action appears in the subject's best interest
- equires conditions free of coercion and undue
  
  influence
- Voluntariness
- agreement to participate in research
  
  constitutes a valid consent only if voluntarily given
- Unjustifiable pressures usually occur when persons in positions
  
  of authority or commanding influence -- especially where possible
  
  sanctions are involved -- urge a course of action for a subject
- Assessment of Risks and Benefits
- assessment
  
  presents both an opportunity and a responsibility to gather systematic
  
  and comprehensive information about proposed research
- it is a means to examine whether the proposed research
  
  is properly designed.
- determining whether the risks that will be presented to subjects
  
  are justified
- requirement
  
  that research be justified on the basis of a favorable risk/benefit
  
  assessment bears a close relation to the principle of beneficence
- risk" refers to a possibility that harm may
  
  occur.
- benefit" is not a term that
  
  expresses probabilities
- Risk is properly contrasted to probability
  
  of benefits, and benefits are properly contrasted with harms rather
  
  than risks of harm.
- "benefit" is used in the research context to
  
  refer to something of positive value related to health or welfare
- benefits and risks must be "balanced"
  
  and shown to be "in a favorable ratio
- deal
  
  requires those making decisions about the justifiability of research
  
  to be thorough in the accumulation and assessment of information
  
  about all aspects of the research, and to consider alternatives
  
  systematically.
- there should first
  
  be a determination of the validity of the presuppositions of the
  
  research; then the nature, probability and magnitude of risk should
  
  be distinguished with as much clarity as possible.
- method
  
  of ascertaining risks should be explicit, especially where there
  
  is no alternative to the use of such vague categories as small
  
  or slight risk
- Risks should be reduced to those necessary to achieve the research
  
  objective
- Brutal or inhumane
  
  treatment of human subjects is never morally justified

06 Jul 08

Print-Friendly Page

writing.colostate.edu/...printformat.cfm - Preview

presence of certain words or concepts within texts or sets of texts
quantify and analyze the presence, meanings and relationships of such words and concepts, then make inferences about the messages within the texts, the writer(s), the audience, and even the culture and time of which these are a par
93 more annotations...
- the text is coded, or broken down, into manageable categories on a variety of levels--word, word sense, phrase, sentence, or theme--and then examined using one of content analysis' basic methods: conceptual analysis or relational analysis.
- content analysis now is also utilized to explore mental models, and their linguistic, affective, cognitive, social, cultural and historical significance.
- Describe attitudinal and behavioral responses to communications
- conceptual analysis and relational analysis.
- Conceptual analysis can be thought of as establishing the existence and frequency of concepts – most often represented by words of phrases – in a text
- relational analysis goes one step further by examining the relationships among concepts in a text
- conceptual analysis you can determine how many times words such as “hunger,” “hungry,” “famished,” or “starving” appear in a volume of poem
- conceptual analysis, a concept is chosen for examination, and the analysis involves quantifying and tallying its presence
- focus here is on looking at the occurrence of selected terms within a text or text
- coding for implicit terms and deciding their level of implication is complicated by the need to base judgments on a somewhat subjective system
- coding such implicit terms usually involves the use of either a specialized dictionary or contextual translation rules
- Conceptual analysis begins with identifying research questions and choosing a sample or samples
- text must be coded into manageable content categories
- basically one of selective reduction
- reducing the text to categories consisting of a word, set of words or phrases, the researcher can focus on, and code for, specific words or patterns that are indicative of the research question
- esearch question might involve examining the number of positive words used to describe Clinton's proposed plan, and the number of negative words used to describe the current status of health care in America
- interested only in quantifying these words, not in examining how they are related
- researcher simply wants to examine presence with respect to his/her research question, i.e. is there a stronger presence of positive or negative words used with respect to proposed or current health care plans, respectively.
- code for a single word, such as "inexpensive," or for sets of words or phrases,
- decide upon the level of analysis
- developing a pre-defined or interactive set of concepts and categories
- decide how many different concepts to code for
- decide whether or not to code for every single positive or negative word that appears, or only certain ones that the researcher determines are most relevant to health care
- Determining a certain number and set of concepts allows a researcher to examine a text for very specific things, keeping him/her on task
- is he/she going to code for existence or frequency?
- coding for existence, "inexpensive" would only be counted once, no matter how many times it appeared.
- would give the researcher a very limited perspective of the text
- number of times "inexpensive" appears in a text might be more indicative of importance
- decide on the level of generalization, i.e. whether concepts are to be coded exactly as they appear, or if they can be recorded as the same even when they appear in different forms
- needs to determine if the two words mean radically different things to him/her, or if they are similar enough that they can be coded as being the same thing
- esearcher will want to create translation rules that will allow him/her to streamline and organize the coding process so that he/she is coding for exactly what he/she wants to code for
- set of rules helps the researcher insure that he/she is coding things consistently throughout the text, in the same way every time
- Translation rules protect against this and give the coding process a crucial level of consistency and coherence.
- The researcher must decide whether irrelevant information should be ignored (as Weber, 1990, suggests), or used to reexamine and/or alter the coding scheme
- words like "and" and "the," as they appear by themselves, would be ignored
- next step is to code the text
- reading through the text and manually writing down concept occurrences, or through the use of various computer programs
- computer is only a tool and can only code based on the information it is given
- When coding is done manually, a researcher can recognize errors far more easily
- problem is most apparent when coding for implicit information, where category preparation is essential for accurate coding
- esearcher examines the data and attempts to draw whatever conclusions and generalizations are possible
- options include either deleting or skipping over unwanted material, or viewing all information as relevant and important and using it to reexamine, reassess and perhaps even alter one's coding scheme
- researcher must decide what to do with the information in the text that is not coded
- the conceptual analyst is dealing only with quantitative data, the levels of interpretation and generalizability are very limited.
- it is possible to see trends
- To more fully explore the relationships that exist between these concepts, one must turn to relational analysis.
- Relational analysis
- exploring the relationships between the concepts identified
- focus of relational analysis is to look for semantic, or meaningful, relationships
- meaning is a product of the relationships among concepts in a text
- Linguistic approaches to content analysis focus analysis of texts on the level of a linguistic unit, typically single clause units.
- Decision maps attempt to represent the relationship(s) between ideas, beliefs, attitudes, and information available to an author when making a decision within a text
- represented as logical, inferential, causal, sequential, and mathematical relationships
- two of these links are compared in a single study, and are analyzed as networks
- Mental models are groups or networks of interrelated concepts that are thought to reflect conscious or subconscious perceptions of reality
- rely heavily on the use of computers to help analyze and construct mapping
- Identifing concepts
  Defining relationship types
  Coding the text on the basis of 1 and 2
  Coding the statements
  Graphically displaying and numerically analyzing the resulting maps
- converts a text into a map of concepts and relations; the map is then analyzed on the level of concepts and statements, where a statement consists of two concepts and their relationship.
- first decide which concept type(s) will be explored in the analysis.
- important to allow the context and necessities of your research to guide your coding procedures.
- Once a procedure is rigorously tested, it can be applied and compared across populations over time
- it maintains a high degree of statistical rigor without losing the richness of detail apparent in even more qualitative methods.
- Affect extraction:
- emotional evaluation of concepts explicit in a text
- potent means of exploring the emotional/psychological state of the speaker and/or writer
- concerned with the co-occurrence of explicit concepts in the text
- Proximity analysis
- A given length of words, called a window, is determined.
- indow is then scanned across a text to check for the co-occurrence of concepts.
- a matrix, or a group of interrelated, co-occurring concepts, might suggest a certain overall meaning
- Cognitive mapping
- the above processes one step further by representing these relationships visually for comparison
- attempts to create a model of the overall meaning of the text
- cognitive mapping lends itself to the comparison of semantic connections across texts
- question is important because it indicates where you are headed and why
- select sections of text/speech from the hearings in which Bill Clinton may have not told the entire truth or is obviously holding back information
- relational content analysis, the primary consideration is how much information to preserve for analysis.
- necessary to determine what type or types of relationships you would like to examine
- we are trying to get to the hard facts of what exactly was said rather than determining the emotional considerations of speaker and receivers surrounding the speech which may be unrecoverable
- subcategory of analysis is chosen, the selected text must be reviewed to determine the level of analysis.
- decide whether to code for a single word, such as "perhaps," or for sets of words or phrases
- researcher might code for how often Bill Clinton used words that were ambiguous, held double meanings, or left an opening for change or "re-evaluation.
- text can be analyzed for the relationships among the concepts set forth
- Strength of Relationship: Refers to the degree to which two or more concepts are related
- Identifying strength of a relationship is key when determining whether or not words like unless, perhaps, or maybe are related to a particular section of text, phrase, or idea
- Sign of a Relationship: Refers to whether or not the concepts are positively or negatively related
- Use of Sign coding for relationships in regard to the hearings my be to find out whether or not the words under observation or in question were used adversely or in favor of the concepts
- useful in establishing, for example, the impact of new information in a decision making process
- Direction of the Relationship: Refers to the type of relationship categories exhibit
- statements or relationships between concepts are coded
- conducting statistical analyses of the data you've coded during your relational analysis.
- exploring for differences or looking for relationships among the variables you've identified in your study
- leads to viewing the representations of the concepts and their associations in a text (or across texts) in a graphical -- or map -- form.

20 Jun 08

New Book From ISTE Explores Using Tablet PCs in K-12 Classrooms

ednews.org/...Page1.html - Preview

Tablet PCs in K-12 Education" is a practical guide for
educators who would like to use tablet PCs to instruct, communicate and
collaborate in the classroom. According to the book's contributors, teachers can
transmit lessons to student computers for their annotation. Students can respond
in their own hand. A math teacher can show how a function changes over time. A
Japanese language teacher can demonstrate the sequence of strokes to draw a
character. Students can go home after school, go online, and review both the
math and Japanese lessons as they happened.

14 Apr 08

http://teachingeverystudent.blogspot.com/2008/03/jott-new-tool-for-learning.html

teachingeverystudent.blogspot.com/...ott-new-tool-for-learning.html - Preview

Using Jott immediately at the end of the class helps enhance learning and
mitigates against memory issues. This is vital point for many of our kids. Can
we agree that providing a tool for immediacy, repetition and review promotes
learning?

The methods suggested above work well for struggling learners.
What makes this a universal design for learning approach is that while they are
recommended for struggling learners, all students can potentially benefit from
the use of this free online tool. Teach explicit applications to your struggling
learners, teach strategy use. You will also teach brevity, because Jott allows
only 30 second of recordings. (It is possible to record multiple 30 second
messages if necessary).

12 Apr 08

Education

www.nationaltechcenter.org/...education - Preview

ocial media are very much on people’s minds. The evolution of this new, collaborative online environment has been rapid and pervasive, and people are struggling to understand and keep abreast of new developments. As a result, NCTI collaboratively developed this brief to (1) provide a primer on social media and how they work; (2) highlight the benefits of the new social media to promote using assistive and learning technologies for all students and especially for youth with disabilities; and (3) explore the barriers to using social media and the ways that vendors, developers, and educators can overcome them. NCTI hopes to spark further discussion, research, and action on the power and uses of social media. Add your comment