Education

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I think I recall reading something about that -- it's about an hour or less, right, the ability to maintain focus, or is it even less?

For lectures, 20 minutes is long for the class overall (there will always be some students who do better). Part of that is the passiveness of taking notes during a lecture.

 

[Miggs]

Recently, I read What's the Use of Lectures, which opened my eyes to a few things, in particular about attention span. I believe my students have benefited from that.

Thanks, Donald.

 

[Deleted member 848]

Out of curiosity, what is the average expenditure on marketing for a typical pharmaceutical company?

i'm in class and too lazy to search up the stats, but every single report I've ever seen shows that it is *always* more than R&D.

 

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Thanks, Donald.

I have no idea what calling me Donald is supposed to mean.

 

[silesian]

He linked to an article that described a revolution by using computers to assist in education, personalizing education, as if that were a new or revolutionary thought.

https://www.christenseninstitute.org/blog/why-disruptive-innovation-matters-to-education/

You expressed your opinion that disruptive innovation did not apply at all to education. I sent you a link that expressed the opinion of the Christensen Institute, the primary thought leaders for disruptive education/

I neither stated nor implied that the article was new or revolutionary, you made that part up.

So enjoy that imaginary argument against positions that I have not taken and things I have not said. If you would kindly stop pretending that your argument is with me, that would be great. The Christenson Institute has an email address, I'm sure they would be interested to hear your arguments about their dumb takes on innovation. They are pretty smart dudes, so good luck.

And have a nice day!

 

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I neither stated nor implied that the article was new or revolutionary, you made that part up.

If it's not new nor revolutionary, how is it innovative?

The Christenson Institute has an email address, I'm sure they would be interested to hear your arguments about their dumb takes on innovation. They are pretty smart dudes, so good luck.

I find that smart dudes, talking outside their area of expertise, are wrong about as often as dumb dudes. I have nothing to tell them about how innovation works for the consumer marketplace; I'm sure they understand that better than I. I doubt they would listen to any comments I made on their takes on innovation, Dunning-Kruger is a greater force for smart people like those at the Christenson Institute.

 

[silesian]

So I’m just curious @silesian, what would “innovation” look like at a typical public school? You seem to be arguing that schools are archaic yet I haven’t seen you describe what you actually dislike and what “innovation” would actually mean.

Thanks, you are correct, I have not described what I dislike nor have I shared my opinions on improvements. I threw out the idea that innovation might come from those who are not entrenched in education and have been discussing this opinion.

As I can think of no twitter-sized response to squeeze into my lunch hour, I'm going to have to defer my response until I have some available time.

 

[silesian]

I find that smart dudes, talking outside their area of expertise, are wrong about as often as dumb dudes. I have nothing to tell them about how innovation works for the consumer marketplace; I'm sure they understand that better than I. I doubt they would listen to any comments I made on their takes on innovation, Dunning-Kruger is a greater force for smart people like those at the Christenson Institute.

Do you find it at all ironic that you dismiss anyone outside education because they lack institutional knowledge. Yet here you are, with no expertise in innovation, debating innovation. Pretty close to text book irony.

The thing about Dunning Kruger is that the people who demonstrate the effect are by definition unaware of their own ignorance.

So I would think that a discussion between innovation experts (who don't understand education) and educational experts (who don't understand innovation) might actually be very productive.

Go for it -- what do you have to lose?

 

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You must have missed this question: If computer assisted learning is not new nor revolutionary, how is it innovative?

Do you find it at all ironic that you dismiss anyone outside education because they lack institutional knowledge. Yet here you are, with no expertise in innovation, debating innovation. Pretty close to text book irony.

I'm discussing innovation in the education field, and in particular, why disruptive innovation is the wrong paradigm for such innovation. I just stated that I had nothing to say about innovation in the consumer marketplace. I've seen innovation attempted in the education field many times.

The thing about Dunning Kruger is that the people who demonstrate the effect are by definition unaware of their own ignorance.

I agree.

So I would think that a discussion between innovation experts (who don't understand education) and educational experts (who don't understand innovation) might actually be very productive.

Go for it -- what do you have to lose?

Not a thing. As I pointed out before, I innovate myself in the classroom.

 

[silesian]

You must have missed this question: If computer assisted learning is not new nor revolutionary, how is it innovative?

You must have missed the answer: I suggested that you discuss this with the author.

 

[silesian]

Not a thing. As I pointed out before, I innovate myself in the classroom.

Awesome, you have a passion for education and I bet you are a good teacher. I'm curious, what are your "top 3" innovations you recently brought to your classes? What subject do you teach?

Cheers.

 

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You must have missed the answer: I suggested that you discuss this with the author.

So, you won't defend your own position that it is innovative. Works for me.