cOrPoRaTiOnS wOrK iN fAvOR oF tHe PeOpLe
EXCLUSIVE: Leaked notes from an internal Amazon meeting reveal that company executives discussed a plan to smear Christian Smalls, a warehouse employee who was fired afte...
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"text": "cOrPoRaTiOnS wOrK iN fAvOR oF tHe PeOpLe"
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"text": "EXCLUSIVE: Leaked notes from an internal Amazon meeting reveal that company executives discussed a plan to smear Christian Smalls, a warehouse employee who was fired after he led an employee walkout at a Staten Island distribution warehouse. bit.ly/2UEg8dW",
"html": "EXCLUSIVE: Leaked notes from an internal Amazon meeting reveal that company executives discussed a plan to smear Christian Smalls, a warehouse employee who was fired after he led an employee walkout at a Staten Island distribution warehouse. <a href=\"https://bit.ly/2UEg8dW\">bit.ly/2UEg8dW</a>"
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Lol to think so many people were RALLYING for this man.
He and Charla have a lot in common than you'd think
Yang is implicitly blaming Asians who are being victimized by white supremacists by saying we're not doing enough to prove our devotion to the racist empire that is Ameri...
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"text": "Lol to think so many people were RALLYING for this man.\n\nHe and Charla have a lot in common than you'd think"
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"text": "Yang is implicitly blaming Asians who are being victimized by white supremacists by saying we're not doing enough to prove our devotion to the racist empire that is America. He wants to fight white supremacy by playing by its rules of patriotism, assimilation, and deservingness."
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I, for one, welcome our new 8-armed overlords
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"text": "I, for one, welcome our new 8-armed overlords"
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Christianity is probably a plague tbh
A missionary group has purchased a helicopter with plans to contact and convert isolated indigenous groups in the remote Western Amazon.
ow.ly/LF9w50yRBfE
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"text": "Christianity is probably a plague tbh"
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"text": "A missionary group has purchased a helicopter with plans to contact and convert isolated indigenous groups in the remote Western Amazon.\n\now.ly/LF9w50yRBfE",
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Zelda is a badass #TheMagicians
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"text": "Zelda is a badass #TheMagicians",
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Observed Ecma #TC39 75th mtg via Zoom, IRC, & “hallway track” @Mozilla Hubs, for today’s process/logistics topics. Well organized & conducted 100% online. Quick back/forth discussions, polite disagreements, consensus building.
github.com/tc39/agendas/b…
tantek.com/t55u1
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"content": {
"text": "Observed Ecma #TC39 75th mtg via Zoom, IRC, & \u201challway track\u201d @Mozilla Hubs, for today\u2019s process/logistics topics. Well organized & conducted 100% online. Quick back/forth discussions, polite disagreements, consensus building.\ngithub.com/tc39/agendas/b\u2026\ntantek.com/t55u1",
"html": "Observed Ecma <a href=\"https://twitter.com/search?q=%23TC39\">#TC39</a> 75th mtg via Zoom, IRC, & \u201challway track\u201d <a href=\"https://twitter.com/mozilla\">@Mozilla</a> Hubs, for today\u2019s process/logistics topics. Well organized & conducted 100% online. Quick back/forth discussions, polite disagreements, consensus building.\n<a href=\"https://github.com/tc39/agendas/blob/master/2020/03.md\">github.com/tc39/agendas/b\u2026</a>\n<a href=\"https://tantek.com/t55u1\">tantek.com/t55u1</a>"
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Got my bourbon. Got a cuddly puppy for the emotional parts. Time to watch #TheMagicians finale.
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"text": "Got my bourbon. Got a cuddly puppy for the emotional parts. Time to watch #TheMagicians finale.",
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“Grow or Rot. You have to keep changing.” - Amy Poehler #Oktane20
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"text": "\u201cGrow or Rot. You have to keep changing.\u201d - Amy Poehler #Oktane20",
"html": "\u201cGrow or Rot. You have to keep changing.\u201d - Amy Poehler <a href=\"https://twitter.com/search?q=%23Oktane20\">#Oktane20</a>"
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wtf twitter adding animations now? yasss make the site slower
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"text": "wtf twitter adding animations now? yasss make the site slower"
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potentially excessive but also 2008 happened so
what level of rich is this? like seriously.
twitter.com/718Shaun/statu…
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"text": "potentially excessive but also 2008 happened so"
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"text": "what level of rich is this? like seriously.\ntwitter.com/718Shaun/statu\u2026",
"html": "what level of rich is this? like seriously.\n<a href=\"https://twitter.com/718Shaun/status/1245457308496416770\">twitter.com/718Shaun/statu\u2026</a>"
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Good. Hard to do; hard on so many. But needed.
Washingtonians: thank you for staying home. I’m proud of our efforts as a state.
But we have an obligation to ourselves and our loved ones to recognize the hard road ...
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"text": "Good. Hard to do; hard on so many. But needed."
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"name": "Dave Peck",
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"content": {
"text": "Washingtonians: thank you for staying home. I\u2019m proud of our efforts as a state. \n\nBut we have an obligation to ourselves and our loved ones to recognize the hard road ahead\n\nSo tonight I\u2019m extending the \"Stay Home, Stay Healthy\" order for one month. 1/7"
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Seriously - I just binge watched all of Parks and Rec a few months ago. Love hearing Amy Poehler at #oktane20. Yes, and...
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y'all don't need to do this son
Florida Gov. Ron DeSantis said religious services conducted in churches, synagogues and houses of worship are “essential business” and therefore exempt from this stay...
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"content": {
"text": "y'all don't need to do this son"
},
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"content": {
"text": "Florida Gov. Ron DeSantis said religious services conducted in churches, synagogues and houses of worship are \u201cessential business\u201d and therefore exempt from this stay-at-home executive order cnn.it/3aBZSQs",
"html": "Florida Gov. Ron DeSantis said religious services conducted in churches, synagogues and houses of worship are \u201cessential business\u201d and therefore exempt from this stay-at-home executive order <a href=\"https://cnn.it/3aBZSQs\">cnn.it/3aBZSQs</a>"
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"url": "https://cathieleblanc.com/2020/04/02/failure-to-learn/",
"published": "2020-04-02T19:55:06-04:00",
"content": {
"html": "<p>I have <a href=\"https://cathieleblanc.com/2019/08/17/cluster-learning-community-and-change/\">written before</a> about the amazing Cluster Pedagogy Learning Community (CPLC) that I and 70 of my colleagues have been working in this past year. As a finish to our year together, we asked each member of the community to (re)read one chapter of <a href=\"https://josheyler.wordpress.com/\">Josh Eyler\u2019s</a> excellent book, <em><a href=\"https://wvupressonline.com/node/758\">How Humans Learn</a></em>, and post some thoughts about it. So that\u2019s what I\u2019m doing here.</p>\n<p>I chose to reread Chapter 5: Failure. One of the things that I really like about Eyler\u2019s book is its consistent focus on learning. This chapter is no exception. I think we tend to talk about failure in terms of assignments, exams, and other assessments. In other words, we tend to talk about failure in terms of grades. This chapter reminds us that what is really important is learning. After reading this chapter last summer, I now talk about this explicitly with my students. We talk about assignments and other formative assessments as opportunities to practice things they are learning. We talk about exams and other summative assessments as opportunities to demonstrate their learning. Through these conversations, I have come to realize that students don\u2019t really understand the purpose of much of the work in a class beyond the assignment of grades. Not surprising.</p>\n<p>This chapter on failure makes me think about the difference between failure to learn and failure to demonstrate learning. For example, a student might have learned a lot but fails to demonstrate that learning because of test anxiety or because their love interest broke up with them right before an exam. The lesson for me here is that our summative assessments should be varied. We should think about providing students with choice when it comes to demonstrating their learning.</p>\n<p>There are many, many useful ideas and insights in this chapter. But rereading the chapter in these times, with such significant disruption in education and everyday life, the discussion about cognitive load really struck me as important. On page 192, Eyler writes, \u201cOnce an individual\u2019s cognitive load crosses the threshold from challenging to overtaxing, learning is affected.\u201d He goes on to explain two types of cognitive load: intrinsic cognitive load and extraneous cognitive load.</p>\n<p>Intrinsic cognitive load has to do with the interaction between a student\u2019s level of knowledge in the content area and the level of difficulty of the material they are being asked to learn. We talk about this in my game studies classes all the time because it\u2019s an important factor in keeping people engaged with a game. If the skills that the player has for playing a game are far above the level of difficulty of the tasks presented by the game, the player will get bored and stop playing the game. This is why little kids eventually stop playing War and Candyland and Tic Tac Toe and so many other games of childhood. At some point, their skills are greater than the challenge presented by the game, so they stop playing. On the other hand, if the skills that the player has in playing a game are overmatched by the level of difficulty of the tasks presented by the game, the player will get frustrated and quit playing. The diagram below illustrates this idea.</p>\n<p><a href=\"https://i0.wp.com/cathieleblanc.com/wp-content/uploads/2020/04/Flow-1.png?ssl=1\"><img src=\"https://i0.wp.com/cathieleblanc.com/wp-content/uploads/2020/04/Flow-1.png?resize=1024%2C576&ssl=1\" alt=\"\" /></a></p>\n\n<p>This is why many video games have levels. The early levels are designed to teach people how to play the game and gain skills in playing so that they don\u2019t get frustrated by not being able to make progress. The same is true of learning. Students may fail to learn because the material that is presented to them is so challenging that they aren\u2019t able to incorporate it into their current mental models of the content area.</p>\n<p>But the cognitive load concept that seems most appropriate to the times we find ourselves in is extraneous cognitive load. Extraneous cognitive load involves those things that exist in an environment that are not necessary for learning\u2013in other words, distractions. In On page 194, Eyler writes, \u201cThe key to successful intervention, then, is to minimize distractions as much as possible without affecting the quality of student learning.\u201d He talks about technology use and creating accountability structures in the classroom related to its use. He also talks about students thinking about things tangentially related to the course content but which prevent a student from focusing their cognitive attention entirely on the actual course content. Their cognitive load is divided so that some of it is focus on extraneous things.</p>\n<p>As I reread these pages, it occurred to me that many of our students currently have huge extraneous cognitive load. Our known world has completely changed in the last 3 weeks. Students are now taking all of their classes online. Most of them are living in places different than where they had planned to live. They have no physical access to our campus facilities like the library and printers and computer labs. Many of them have lost the jobs they relied on to be able to pay for college. Or their parents have lost their jobs. The myriad ways in which life today is different than it was 3 weeks ago are too numerous to fully articulate. This is a huge extraneous cognitive load for our students. It is understandable that some (many?) of them will fail to learn in this environment. It is to be expected. And it is irresponsible for us to not acknowledge this. And to find ways to deal with it compassionately.</p>\n<p>The fact is that there have always been many students who have a huge extraneous cognitive load. When we return to more \u201cnormal\u201d times, I hope that we will change our systems to incorporate the lessons we\u2019re learning now about how to support students with a huge extraneous cognitive load.</p>\n<p>Image credit: I created this graphic based on many game studies texts.</p>",
"text": "I have written before about the amazing Cluster Pedagogy Learning Community (CPLC) that I and 70 of my colleagues have been working in this past year. As a finish to our year together, we asked each member of the community to (re)read one chapter of Josh Eyler\u2019s excellent book, How Humans Learn, and post some thoughts about it. So that\u2019s what I\u2019m doing here.\nI chose to reread Chapter 5: Failure. One of the things that I really like about Eyler\u2019s book is its consistent focus on learning. This chapter is no exception. I think we tend to talk about failure in terms of assignments, exams, and other assessments. In other words, we tend to talk about failure in terms of grades. This chapter reminds us that what is really important is learning. After reading this chapter last summer, I now talk about this explicitly with my students. We talk about assignments and other formative assessments as opportunities to practice things they are learning. We talk about exams and other summative assessments as opportunities to demonstrate their learning. Through these conversations, I have come to realize that students don\u2019t really understand the purpose of much of the work in a class beyond the assignment of grades. Not surprising.\nThis chapter on failure makes me think about the difference between failure to learn and failure to demonstrate learning. For example, a student might have learned a lot but fails to demonstrate that learning because of test anxiety or because their love interest broke up with them right before an exam. The lesson for me here is that our summative assessments should be varied. We should think about providing students with choice when it comes to demonstrating their learning.\nThere are many, many useful ideas and insights in this chapter. But rereading the chapter in these times, with such significant disruption in education and everyday life, the discussion about cognitive load really struck me as important. On page 192, Eyler writes, \u201cOnce an individual\u2019s cognitive load crosses the threshold from challenging to overtaxing, learning is affected.\u201d He goes on to explain two types of cognitive load: intrinsic cognitive load and extraneous cognitive load.\nIntrinsic cognitive load has to do with the interaction between a student\u2019s level of knowledge in the content area and the level of difficulty of the material they are being asked to learn. We talk about this in my game studies classes all the time because it\u2019s an important factor in keeping people engaged with a game. If the skills that the player has for playing a game are far above the level of difficulty of the tasks presented by the game, the player will get bored and stop playing the game. This is why little kids eventually stop playing War and Candyland and Tic Tac Toe and so many other games of childhood. At some point, their skills are greater than the challenge presented by the game, so they stop playing. On the other hand, if the skills that the player has in playing a game are overmatched by the level of difficulty of the tasks presented by the game, the player will get frustrated and quit playing. The diagram below illustrates this idea.\n\n\nThis is why many video games have levels. The early levels are designed to teach people how to play the game and gain skills in playing so that they don\u2019t get frustrated by not being able to make progress. The same is true of learning. Students may fail to learn because the material that is presented to them is so challenging that they aren\u2019t able to incorporate it into their current mental models of the content area.\nBut the cognitive load concept that seems most appropriate to the times we find ourselves in is extraneous cognitive load. Extraneous cognitive load involves those things that exist in an environment that are not necessary for learning\u2013in other words, distractions. In On page 194, Eyler writes, \u201cThe key to successful intervention, then, is to minimize distractions as much as possible without affecting the quality of student learning.\u201d He talks about technology use and creating accountability structures in the classroom related to its use. He also talks about students thinking about things tangentially related to the course content but which prevent a student from focusing their cognitive attention entirely on the actual course content. Their cognitive load is divided so that some of it is focus on extraneous things.\nAs I reread these pages, it occurred to me that many of our students currently have huge extraneous cognitive load. Our known world has completely changed in the last 3 weeks. Students are now taking all of their classes online. Most of them are living in places different than where they had planned to live. They have no physical access to our campus facilities like the library and printers and computer labs. Many of them have lost the jobs they relied on to be able to pay for college. Or their parents have lost their jobs. The myriad ways in which life today is different than it was 3 weeks ago are too numerous to fully articulate. This is a huge extraneous cognitive load for our students. It is understandable that some (many?) of them will fail to learn in this environment. It is to be expected. And it is irresponsible for us to not acknowledge this. And to find ways to deal with it compassionately.\nThe fact is that there have always been many students who have a huge extraneous cognitive load. When we return to more \u201cnormal\u201d times, I hope that we will change our systems to incorporate the lessons we\u2019re learning now about how to support students with a huge extraneous cognitive load.\nImage credit: I created this graphic based on many game studies texts."
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Gen. Powell talking about his 13 rules of leadership at #oktane20. en.wikipedia.org/wiki/Colin_Pow…
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"text": "Gen. Powell talking about his 13 rules of leadership at #oktane20. en.wikipedia.org/wiki/Colin_Pow\u2026",
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General Powell throws down the gauntlet: "I hope Amy Poehler can keep up with me..." #oktane20
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"text": "General Powell throws down the gauntlet: \"I hope Amy Poehler can keep up with me...\" #oktane20",
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Great to hear General Powell's tech background at #oktane20. I never knew! Talkin' punchcards - wow!
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"text": "Great to hear General Powell's tech background at #oktane20. I never knew! Talkin' punchcards - wow!",
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So good! Someone please do this for Portland.
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"text": "So good! Someone please do this for Portland."
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"text": "Hey SF folks! @lindadong, @mayli and I made this handy guide to ordering Chinese food. Try some of our favorite dishes and help support our local Chinese restaurants! \ud83e\udd61\ud83e\udd61\ud83e\udd61 sfchinesefood.club",
"html": "Hey SF folks! <a href=\"https://twitter.com/lindadong\">@lindadong</a>, <a href=\"https://twitter.com/mayli\">@mayli</a> and I made this handy guide to ordering Chinese food. Try some of our favorite dishes and help support our local Chinese restaurants! \ud83e\udd61\ud83e\udd61\ud83e\udd61 <a href=\"http://sfchinesefood.club\">sfchinesefood.club</a>"
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The price is great but it’s not worth it to give data to a company that drinks tea with ICE and works to continue prejudice as a service https://www.engadget.com/amazons-blink-mini-camera-announcement-183048551.html
Very happy with Wyze and crew.
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"text": "The price is great but it\u2019s not worth it to give data to a company that drinks tea with ICE and works to continue prejudice as a service https://www.engadget.com/amazons-blink-mini-camera-announcement-183048551.html\nVery happy with Wyze and crew.",
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I present to you....the financial houses of hogwarts.
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"text": "I present to you....the financial houses of hogwarts."
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