Category: Theory
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Why is spaced repetition not better known?
Suppose a method let you remember things with a 95% success rate–in other words, whatever information you’ve put into a system, you’d have a 95% chance of recalling it–and this effect is permanent, […]
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How not to use the Internet, part 4: how “social” is social media?
<< Part 3: How the Internet’s current design philosophy fails 4. How “social” is social media? A person who is “social,” we think, gets along with others and does not always stay at […]
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How not to use the Internet, part 3: how the Internet’s current design philosophy fails
<<Part 2: The pernicious design philosophy of the Internet 3. How the Internet’s current design philosophy fails. Websites compete for the really limited commodity online, namely, attention. That much is understandable, and not likely […]
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How not to use the Internet, part 2: the pernicious design philosophy of the Internet
<< Part 1: It’s a problem that the Internet distracts us 2. The pernicious design philosophy of the Internet. The way that the Internet is designed—not graphic design, but overall habits and architecture—encourages the […]
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How not to use the Internet, part 1: it’s a problem that the Internet distracts us
For almost a year, I’ve been at work on a very long essay about some problems with the Internet and social media in particular. I’ve worked on it now and then and occasionally […]
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Efficiency as a basic educational principle
It occurred to me that there is a simple pedagogical principle that explains the appeal of very early learning, homeschooling, and certain (not all) traditional methods of education, as well as why certain […]
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What I dislike about experts: dogmatism
Since I started Citizendium, which invites experts to be “village elders wandering the bazaar” of an otherwise egalitarian wiki, and am well-known for criticizing Wikipedia’s often-hostile stance toward experts, I am sometimes held […]
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The future, according to Kathy Sierra
Kathy Sierra blogged earlier today six years ago (!) that “The future is not in learning“; the future lies, instead, in “unlearning.” This sounds awfully like another example of the geek anti-intellectualism that I […]
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Why online conversation cannot be the focus of a new pedagogy
One of the most commonly touted features of a new, digitally-enhanced pedagogy, championed by many plugged-in education theorists, is that education in the digital age can and should be transformed into online conversation. This […]
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On educational anti-intellectualism: a reply to Steve Wheeler
Suppose a student arrived at the age of 18 not knowing anything significant about World War II or almost any other war, barely able to do arithmetic, ignorant of Sophocles, Shakespeare, Dickens, and […]