Eve Jones Personal Map

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Computing for Humans

por Dénes Harmath

World Wide Web Assignment

por Matthew Pearson

Cyberbullying: 1. Social aggression towards a victim using a digital device 2. Intent to cause harm to the victim 3. Involves a real or perceived imbalance of power between the victim and perpetrator (Redmond et al., 2018)

por Nadine Dunstone

You dont know me

por maria josé Giraldo

Eve Jones Personal Map

What I learned in class 7/16/2018

Negative reinforcement: "a response or behavior is strengthened by stopping, removing, or avoiding a negative outcome or aversive stimulus." (google)

Positive reinforcement: "involves the addition of a reinforcing stimulus following a behavior that makes it more likely that the behavior will occur again in the future. When a favorable outcome, event, or reward occurs after an action, that particular response or behavior will be strengthened." (google)

What I learned in class 7/9/2018

Edward de Bono

What I learned in class 7/6/2018

Disequilibrium: mental discomfort caused because you are confronted with unfamiliar and new information, schema you don't have. If left here for too long, debilitating anxiety ensues. Ex: Math teacher asking you all kinds of questions you don't know the answer to.

What I learned in class 6/27/2018

Superimposed meaningful structure Ex: when I overlay images onto other images in order to memorize them, like in art history with the dates

What I learned in class 6/25/2018

Bloom"s taxonomy

Decay: "It has been so long that I can't remember. I know I learned it..."

Reconstruction error: Construction of a logical but incorrect "memory" by combining information retrieved from long-term memory with one's general knowledge and beliefs about the world.

Failure to retrieve: the failure to recall a memory due to missing stimuli or cues that were present at the time the memory was encoded. Ex: "It's on the tip of my tongue!"

What I learned in class 6/22/2018

Failure to store: When your mom is talking to you while playing video games, you hear her talk, but when she stops talking and asks a question, you go "what?"

long term memory: lasting retention of information and skills, virtually limitless storage

working memory: "the part of short-term memory that is concerned with immediate conscious perceptual and linguistic processing." -google

sensory register memory: "refers to the first and most immediate form of memory you have. The sensory register is your ultra-short-term memory that takes in sensory information through your five senses (sight, hearing, smell, taste and touch) and holds it for no more than a few seconds." https://study.com/academy/lesson/sensory-register-of-memory-definition-lesson-quiz.html

What I learned in class 6/20/2018

Visualization is when you visualize in your minds eye a certain situation happening around you, like when you visualize an audience while preparing a speech, or when you visualize how you're gonna tackle a ski run.

Don't only teach the subject, teach your students how to learn that subject

What I learned in class 6/18/20

What I learned in class 6/8/2018

Expectation of compliance: expecting someone to obey after cuing

Information language: I would be happy if you gave me your phone. Control language: Give me your phone.

What I learned in class 6/6/2018

Initiative vs guilt: when someone feels like they should have participated but didn't, they feel guilty. That guilt often turns to anger, and that anger is sometimes directed towards the people who took initiative. Learn to feel inferior.

A scheme is a smaller part of a schema

What I learned in class 6/4/2018

Things other groups noticed was being done in the video: -prototype -self efficacy: can you do this -verbal cuing: asking questions -physical arrangement

The curse of knowledge: "Our tendency to underestimate how long it will take another person to learn something new or perform a task that we have already mastered." An example of this is when my brother was teaching me how to play Fortnite, because I have a strong background in other video games, he assumed I knew what certain abilities, buttons, or objects did, when I had no idea. He would then laugh at how many times I would die or mess up, but would fail to see that it was because I truly did not understand how the game worked. I do this when I'm teaching art sometimes too. Sometimes I assume that people have a feel for what the proportions should be, or can see when something is off in a picture, but fail to remember that most people cannot naturally do this, and have not had years of practice and/or training. -Make It Stick, pg.s. 115-116

What I learned in class 5/30/2018

Logic systems: Basically breaking down a concept into its most basic logical functioning. Ex: In math, fractions are a logical system that helps you understand more difficult concepts.

What I learned in class 5/25/2018

Trust vs mistrust

Types of development: psycho-motor skills, social, cognitive, and moral development

What I learned in class 5/23/2018

Attribution theory: when you have a success or failure, you create an idea for why you succeeded or failed. 1) Does she attribute her failure internally or externally? -It's your fault vs my fault 2) Stable or unstable -Unstable is an explanation that is like, well it was a blue moon, so of course I would fail, but stable is like, I'm just bad at math. 3) Controllable or uncontrollable -Controllable is I could have done something, Uncontrollable is it was inevitable

What I learned in class 5/21/2018

Two things needed for motivation: sense of control and high self efficacy

Self Efficacy: in a specific instance its your belief that you can succeed. It fluctuates.

Personal Theory: When you see something happen and make assumptions about how something works based on what you observe. Ex: When I was little, I saw a factory producing big clouds of pollution and assumed that that's how clouds were made.

What we learned in class 5/18/2018

Object permanence: knowing an object still exists, even when you can't see it. Ex for teaching object permanence: Bro. Wilson took his daughter on a walk. Heard birds. He said to her, "Birds?" and she said, "Birds!" acknowledging the birds were there. He said "Birds go chirp chirp," she said, "birds go chirp chirp chirp..." Later he brought her back on the same walk at night. He then said, "Birds?" and she said "birds..." acknowledging they were gone. He then said, "birds go bye bye?" and she responded with, "birds go bye bye, bye bye birds." Later when she was crying because her mom left, he said "mommy go bye bye?" and she stopped crying and then said, "mommy go bye bye."

Avoid over generalizations and under generalizations like the plague

Have to use negative and positive instances together in order to help your students understand what does and does not fit into the category you are trying to teach.

What groups talked about 5/16/2018

It's harder to erase bad habits than to create a new one. The same goes for getting rid of misconceptions. Personal theories can also be difficult to get rid of. An example of a personal theory is someone observing a flat looking horizon, and declaring that therefore the Earth is flat. Students who are considered to be brighter are more prone to misconceptions because they are able to elaborately explain it, or the teachers feel less of a need to teach them something they think they already know.

Memory illusion v memory distortion

Memory illusion is when on creates a memory that never existed. For instance, if I had a really convincing dream, I may accidentally misinterpret it as a memory, and bring it up later as if I experienced it. Or, in the case of a child, they are telling you a story that never happened, or saying something like "I once went to Italy," when in fact, I did not.

Memory distortion is when you take an existing memory and distort it, for example, if you did something while you were younger, and remember it incorrectly, that is memory distortion.

There's no one superior gender in learning, but certain subjects attract and are better learned by one gender over the other. Ex: physics may attract more boys than girls because males are attracted to kinesthetic subjects.

What groups talked about 5/14/2018

Csikszentmihalyi's flow map Flow is where you wanna be, it's like being in "the zone."

Stereotype vs generalization: Generalization is if i were studying something and found that 90 percent of the time a group did this thing, even though its not 100 percent, it's still ok to make that generalization because the data supports it. Stereotypes, on the other hand, is when I have my information, I'm given new info that contradicts info I already have, and I won't consider the possibility of new info because I'm set in my current ideas.

Girls typically need something to obsess over so they have something to define them.

Will to power means having control over your environment. -Sachs Women are more concerned with what other people think of them, while men need to control their environment, which is why they might gravitate towards video games rather than school.

Often times rapid development comes in spurts, not in one consistent go.

Self efficacy is your ability to believe you can succeed

Male and female brains develop differently, and progress faster in certain areas than the other gender, but girls develop faster in the areas most schools test on, so sometimes boys feel less intelligent early on.

What groups talked about 5/11/2018

Positive transfer: "Transfer of learning or training is said to be positive when the learning or training carried out in one situation proves helpful to learning in another situation." https://en.wikipedia.org/wiki/Transfer_of_learning

Schema: "a representation of a plan or theory in the form of an outline or model." -google

A good prototype has obvious qualities, or you can see how it works, like a pen with a clear body. Needs to be common, not embellished or fancy.

Negative instance: A non-example of a concept. Can highlight what qualities do not apply to a prototype. Ex: The random highlighter in the middle of the pen stack (thanks Eric)

Sometimes teens can be misdiagnosed with ADD and ADHD because they are sleep deprived. ADD and ADHD increase one's visual field, meaning they are much easier to distract. Would make good airplane coordinators, teachers, security guards, astronomy, etc. ADD- "a developmental disorder that is marked especially by persistent symptoms of inattention (such as distractibility, forgetfulness, or disorganization) or by symptoms of hyperactivity and impulsivity (such as fidgeting, speaking out of turn, or restlessness) or by symptoms of all three and that is not caused by any serious underlying physical or mental disorder" -https://www.merriam-webster.com/dictionary/attention%20deficit%20disorder ADHD- "a chronic condition marked by persistent inattention, hyperactivity, and sometimes impulsivity." -https://www.webmd.com/add-adhd/childhood-adhd/understanding-adhd-basics

Multitasking is not possible. When people think they are multitasking, they are really just switching between two tasks really fast, and this actually slows both tasks down.

Hymns groups used as prototypes for an 8th grade athiest

I Am a Child of God

Also, they talked about Cyber bullying and how it is more pervasive throughout women than men because the passive aggressive nature of "general posts" escalates drama rather than confronting the person of interest directly like men.

Shows that we believe in God and are His children, easy to learn because it is in the most common meter

Nearer My God to Thee

This is a hymn with a melody the student may have heard before in secular movies like the Titanic. It is frequently sung in church, and the title talks about God, which is key to understanding what a hymn is.

All Creatures of Our God and King

One of the lyrics talks about singing, so that would help the student realize that singing was involved in hymns

What I learned in class 5/7/2018

Prototype of teaching prototypes: Teaching kids about mammals, first example of mammal has to be one that is easily recognizable for the region, age group, etc. of the kid. Criteria: 1) Must have defining characteristics of what a mammal is 2) Needs to be in the child's schema, or an animal that they are familiar with. Good example would be a cow because they're more associated with producing milk, which is characteristic of a mammal.

Positive transference vs negative Example: In baseball, you train to hit a ball hard, in tennis, you train to hit it with spin, however, if a tennis player tries baseball or vice versa, they use the same technique, but get poor results, so it's negative transference. Ex: switching from android to iPhone, negative transference. Ex: switching from Xbox controller to PS4, negative transference. Ex: playing Halo or Team Fortress, then playing Overwatch is a positive transfer because they are similarly set up. Ex: Calling your teacher "mom" is negative transference.

The more we know about a topic, the more difficult it is to teach a beginner because sometimes the expert will leave out important details that are at the basics because they forget that the person they're teaching does not have all the background information the teacher does.

If you do something a lot, it becomes more subconscious, and your brain is freed up to do other things. Intuition is gained through experience.

What I learned in class 5/4/2018

Facilitating anxiety

Positive anxiety used for motivation, like offering me food if I complete this task.

State Anxiety

Being put into a situation that causes your anxiety to rise, ei. being in the same room as a grizzly bear.

Debilitating anxiety

Anxiety that is not productive, so worried, you can't continue to function, or it negatively impacts your performance.

Trait anxiety

Anxiety that is naturally built into a person's personality. Type A or type B personality.

What red group talked about 5/2/2018

What society says genders are interested is not very important because some traits are naturally deeply ingrained in our genetics. Gender is biologically influenced mostly rather than interest or societally motivated.

What groups talked about 4/30/2018

Make sure that any information we are feeding our students is correct. Avoid fake news.

More frequent tests can help students better retain their knowledge. However, high risk tests produce lots of anxiety, so low risk mini tests are the way to go. Expectation setting is important as well for reducing anxiety. Pop quizzes every other day can make it more difficult for students to learn.

Knowledge and creativity are intertwined. They work together to progress humanity. However, sometimes, previous knowledge makes it difficult to be creative because we can get stuck in the past.

Create your own examples to make information more personal. This personalization makes it easier to remember later because it seems less foreign.

Reflection helps us to learn how we can improve, or allows us to come up with better methods or creative solutions to use in the future.

Rapid memorization can make us think we have learned something, but we may have difficulty applying it later. This is known as the illusion of knowing.

Interleaved practice is a way to practice recalling. Learning differences is more helpful than studying similarities.

To fight debilitating anxiety, make easier or smaller goals to achieve, then work up to the bigger ones.

Plan in spaced practice

Methods for better learning

All topics covered: mass repetition, foundation build up from there, testing effect and developing critical thinking testng under stress is bad, long term learning and remembering do a comprehensive assessment even for classes or topics that have passed, intrinsic motivation, finding blindspot

There are some things we know that we know, and some things we know that we don't know, but the most important thing we need to worry about is finding out things we do not know we don't know.

“creativity is more important than knowledge.” -Albert Einstien

Negative: That's not a saying that you want your neurosurgeon following. In that case, it's better to have knowledge.

Positive: Creativity inspires gaining more and discovering new knowledge.

Quizzing yourself offers two benefits as a learning strategy:    1) It illuminates areas of weakness that need to be strengthened    2) Strengthens memory and makes information easier to recall later

Why rereading doesn't work:    1) Time consuming    2) Doesn't result in a durable memory    3) Familiarity with the texts is misinterpreted as mastery

Reflecting as a technique is when you review a certain list or notes one way, then reverse it and go through the list again.

Make exams more frequent, starting out easier in the beginning, then gaining difficulty.