regardingjohn | go to my newer site |
Live- hints of life extending beyond school and work
Love- mostly media of FML: videos, photos, research presentations
Learn- academic-type musings and research
This article, Incompetent People Really Have No Clue, Studies Find, is a truly funny, and somewhat disconcerting article that might better explain why the Deciders of the world make the decisions that they do.
People who do things badly, Dunning has found in studies conducted with a graduate student, Justin Kruger, are usually supremely confident of their abilities -- more confident, in fact, than people who do things well.It's also, of course, disconcerting in a self-reflective sense. I could be wrong though.
In a series of studies, Kruger and Dunning tested their theory of incompetence. They found that subjects who scored in the lowest quartile on tests of logic, English grammar and humor were also the most likely to ``grossly overestimate'' how well they had performed.I'll have to make sure my spelling and grammar are up to snuff.
My .Mac membership expires in 3 days, and rather than renew it for a third year, I've decided to not put up with the shoddiness of .Mac (at a premium price -- not the kind of thing I expect from Apple), and instead get a much bigger, fully hosted site (for much less money).
Please Pardon Our Mess!
We're growing to serve you better!
Okay, consider it checked off on my list of "Things to do before I die" -- it actually wasn't ever on the list, but now that I've done it, I never need to do it again.
The short story is that we're going back -- and it's gonna be a Pay-per-view episode.
The winds are changing:
California bans driving while holding a cell phone: "September 15, 2006 (Computerworld) -- California today became the fourth state to ban motorists from holding cell phones while driving, moving the issue of driver distraction to the forefront of the national agenda.Onward to banning fast food!
In a live Webcast, Gov. Arnold Schwarzenegger signed into law legislation that passed in the California legislature last month. The measure goes into effect in July 2008, imposing a minimum $20 fine for anyone caught driving and using a cell phone unless the driver uses a headset, ear bud or other technology that frees both hands."
Through a MacArthur grant by Squire, Steinkuehler, Hayes, and Shaffer, I've been hired to help out. This is pretty cool because it involves the most fun of the things that I love.
It's been five years since the World Trade towers were demolished; just about as long that Saddam's friendly nature to terrorists has been blamed, and it's an election year. This leads me to predict that any day now Osama bin Laden will be miraculously captured, we'll have another major attack on the U.S. and the Republicans will get an unexpected surge in votes (in most of the districts that have Diebold polling machines) that counters all the latest opinion polls -- including exit polls.
No, I haven't got a new saw ... yet. But if I did, I think I'd get a Hilti 267-E (and a EurekaZone Smart guide system). Why get a guided circular saw instead of a table saw? Mobility is the big reason. I don't have a shop yet. A powerful, quiet, accurate circular saw with good dust collection, along with a guide system can do just about all a table saw can do, and can do it in a backyard or other makeshift shop, without peeving off the neighbors. (A jobsite table saw can do a lot too, but they're generally very loud and dusty.)
No, I'm not getting a new car. The ol' spoilered speed demon Corolla is doing a fine job. But as I was driving the 4-hour commute to Grinnell, Iowa, watching gas prices rise and rise, I started thinking about how much a weekly drive there would cost. Even in a car that gets +30mpg (up to 39mpg without A/C running).
Camp ended again. The campers left. The counselors helped take everything down and left. I took a day to paint the floor in my cabin and left. I visited my dearest friend Ali and her BF Rob in Boston, and drove to Michigan. It was MIS Weekend, or something like that. NASCAR. Not a great time to find a cheap hotel there. Oops. So, for $110, I watched cable (fascinating device, the TV), slept in until 9am, and had a nice waffle breakfast. Then I drove through Chicago to Madison, and apart from being fleeced by tolls because I don't have an "I-Pass", Saturday early afternoon isn't a bad time to drive through Chicago. I made Madison by 3pm.
Here are my thoughts, for next year, on streamlining, and de-headache-ifying the GLS conference printed program process:
- Overview (TOC, welcome letter, schedule)
- abstracts (organize alphabetically by schedule rather than straight alpha) so readers can see all the options for a certain time together)
- biographies (should we offer/allow email addresses and websites here?)
- FAQs (FAQ, where do I eat, sleep, caffienate, who did the conference? -- all FAQs)
Remember the riots in 2002? Some protester threw a bottle and the police reacted? Here's the police footage of that riot. Scenes from Nazi film footage has been added for ideological effect, but it's otherwise pretty damning. If there was a bottle (no evidence of it), that wasn't the reason. It was just the line they used. Their own words, on their own video tape, explain why they used excessive force.
Among my many personality, um, traits, I have these cycles of inspiration that those who need to deal with me need to learn to love -- or at least tolerate.
Another year, another 12 months of adventure and uncertainty! Life is still pretty freakin' good.
As a service primarily to myself, let me just document here that the proper Institutional Review Board forms for my summer research project are all submitted and ready to be approved. Yay.
My life is filled.
I've been grinding my teeth the past few months, irritable, exhausted, struggling to maintain a positive outlook. Not sure what it is, but I think it's partly due to a rush to get done with things and not making the progress needed to get there. But the past few days have been getting clearer. I sleep with the window open and wake to birds and sunrise. There's a clarity in it that I'm beginning to recognize, like finding my pace again.
I met with a fabulous editor at AERA who gave me more thorough feedback than I've had since peer edits in my MA in English. He's a Comp & Rhet person, so I suppose...
So, there you have it. some good advice -- sharply applied. I love it.
As it is, the paper is all over the place, packed with too many ideas, full of others' voices, and lacking in focus and direction.But I think you have the makings of something here. Once you set a clear and achievable goal, you will have a better sense of what you need to keep, change, or expand. In other words, you need to be more rhetorical: determine your purpose, reader, arrange it in the patterns that will support your purpose, and then write and revise until the piece is polished and sharply focused.
- you write well, but you over-write. Strive for much greater economy and precision and a more direct writing style. Speak to your readers, rather than trying to impress them.
- Avoid cluttering your argument with others' ideas. At the moment, this piece reads a little like a connect-the-quotes essay -- your text merely serves to carry the reader from one quote to another. And by using so many other voices, you've introduced far too many vague or abstract terms and concepts.
- Set yourself a clear goal -- and write it out: I want to convince readers that AR games.... Or whatever. But be explicit, and then consider your plan -- that is, how you're going to achieve your goal. What will be first, second, etc. How will each section be linked?
- I think you need a clear detailed description of an AR game. Without that, readers won't know what you are talking about.
Below (posted previously), I've basically thrown my notes from the AERA (American Education Research Association) conference that I spent 6 days at. It was utterly mind-saturating for me -- to the point where Saturday afternoon I could even not recall how many sessions I'd been to in the morning (it was one), much less who presented in them, or what they presented on. So does that mean it was a waste of time? No, it does not -- because I took notes!!! Wow! I read through them and I'm transferred right back into the packed airless hot rooms, elbow to elbow. And not only did I take notes on the individucal presentations within the sessions, but I also had a file open where I actively appliled concepts, tricks, and turns-of-phrase directly to my research (some not very well, I'll admit. But I'll go back and fix them I hope). So here is a rough copy of those thoughts:
Here I am in my local coffee shop, putting up my notes from AERA, and a few tables down a woman is complaining to the director of her son's camp that the son was given a bad rating and not invited back to be a counselor this year because "he was a bad influence".
Richard Lesh, Indiana University "Complex Systems Overview"
April 10, 2006: Developing Methodological Rigor in Design Research in education
Cultural Historical Activity Theory
NSF Update - www.cra.orgFederal (John Chirenesky)
DBR: A methodological Toolkit for the Learning Sciences
Writing the Doctorate; Writing the Scholar
A review I just posted to Amazon:
Place-Based Inquiry (PBI) is the natural child of Place-Based Education, Inquiry-Based Learning, Design-Based Learning, and Project-Based learning. Are you sensing a pattern here? I argue that playing and redesigning Augmented Reality Games wraps all of these up nicely with a bow.
Place-based education is learning that is rooted in what is local -- the unique history, environment, culture, economy, literature and art of a particular place. The community provides the context for learning, student work focuses on community needs and interests, and community members serve as resources and partners in every aspect of teaching and learning.There's a great quote there too: "Authentic environmental commitment emerges out of firsthand experiences with real places on a small, manageable scale [over time]. — David Sobel"
Place-based education has been shown to improve comprehension, attendance, behavior, and enthusiasm for learning in students and increase creativity, involvement and energy in teachers.
An important outcome of inquiry should be useful knowledge about the natural and human-designed worlds. How are these worlds organized? How do they change? How do they interrelate? And how do we communicate about, within, and across these worlds? These broad concepts contain important issues and questions that individuals will face throughout their lives. Also, these concepts can help organize the content of the school curriculum to provide a relevant and cumulative framework for effective learning. An appropriate education should provide individuals with different ways of viewing the world, communicating about it, and successfully coping with the questions and issues of daily living.It is closely related to the next two -- project-based learning and design-based learning.
Project-based learning, problem-based learning, and inquiry-based learning all three closely relate to the information processing approach. They all fit well with technology-rich learning environments where the focus is not on the hardware and software, but on the learning experience. In each case, technology is used to facilitate learning.Given a question to answer, problem to solve, or project to undertake, compelling motivation and resources to do so, and help along the way from peers and "experts" (broadle defined), people will tend to undertake --
Increasingly, innovative teachers explore with their students the modes of inquiry used by graphic designers, product designers, interior designers, urban planners, landscape architects, and architects. They also examine content related to the everyday artifacts and environments of various cultures, along with processes for making decisions about visual communication, consumer products, and the built (manmade) environment. Finally, these teachers employ active learning experiences that model the cognitive and social problem-solving demands of adult life. Design-based learning offers genuine promise for preparing students to be thinking, informed citizens who can shape progress in the next century. And, for children, design experiences are intriguing puzzles through which learning comes alive.
I have so much stuff that focuses on what *I* want to do, but I was reminded today to step back and address the needs of the larger field. Now, this brings up all sorts of questions, like what larger field? the field of Education? The field of Educational Technology? The field of Augmented Reality Gaming? I just don't know where to start, so let me start broadly and work my way down.
Questions for Feb 28 meeting with my advisor. We got through the first two...
Here's quick map I made in Omnigraffle that lays out some of the main elements that I could study. The octogons represent "things" (clearly, I need a better descriptor), and the arrows represent "influencing factors." So, for example, tools are shaped by, and shape, culture, activity, place, and the individual. As it is mapped out, "Tools"is the centerpiece, but we could easily rearrange the elements so that individual, culture, activity, or place are in the center -- and if I had a 3-dimensional model, I'd make those connections explicit.
This is a "working paper" briefly discussing PBI's connections to Sociocultural Learning.
I *need* one of these. "Need" here means "want" of course, but in a "gosh this sure would be neat to have at my FML cabin for those nights when I don't want to stay up long enough to justify lighting a candle, or those nights when I *do* want to stay up and read and the flickering light of a candle just doesn't do it for me."
This is a "working paper" briefly discussing PBI's connections to video games.