Though depending on the content, less likely to be convinced. Particularly if the content is a challenge to norms, tradition, or power relationships in which they are invested.
Conversation
Right—I share the same sense.
Roam could as easily be used to create more persuasive forks in reality. World building however you like it.
So to your point—despite the promise of the tool— it might really just be down to norms of conversation and incentives.
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Any of the kinds of changes we are suggesting here must be recognized as a long-term process and not likely achieved in our lifetime. @Roamrsearch as a tool, and ‘s vision of collective intelligence, is highly unlikely to occur without broad based cultural change.
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I left twitter for a while and all this hapenned here. Then I had to jump straight into class and could not help having a discussion with my students on this thread. Very interesting to hear their perspectives.
loom.com/share/7f22bc36
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Thank you for sharing! These discussions in my view, about learning in the context of the world and power, is crucial to any learning experience. We don’t live OR teach in a vacuum.
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[Thread] Let me give thanks to one thing publically: For the nakedness and hypocrisy of neoliberalism in the last decade. No longer is it necessary to parse words, speculate about secret motives, or to interpret dogwhistles to understand gov’t power in the US. #ThankfulFor /1
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Quantified education 👎
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Replying to @mckellogs
The classroom as an act of collective action (IMHO) is the most important pedagogical frame. Particular when our histories (instructor) are part of the dynamic. I nearly failed 5th, 8th, high school, and the first 6 yrs of ComColl. Cultivating student consciousness...
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Quantification of learning is a farce.
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The Value of Anthropology - Noticing and Challenging the Magic Counting Dragon #highered #challengingnotaccomdating anthropology-news.org/index.php/2013
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In fact, I mostly agree that quantification is a farce! :)
This is more an epistemological claim than an ontological one: I think there are things here to be known, but as a practical matter, such attempts tend to do more harm than good the more they lean into quantification.
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SRS does involve quantities, but I don’t think those quantities are very meaningful for the kinds of claims edu-quantifiers would like to make.
Are there any metrics worth tracking in SRS? Anki for eg gives you “notes” reviewed in “X” time that’s not really meaningful, I believe. In TTFT you measured retention after “N” repetitions is that worth tracking for different topics?
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I spent a lot of time working on this last year, but I still don’t like my answers here.
It’s worth being careful about what “meaningful” means. Meaningful to you, the reader, in that it reflects lived experience? Meaningful to an outside assessor, in that it “proves” something?
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