Saturday, April 6, 2013

via tweets - self, mortality, moocs

Will Richardson (@willrich45)
4/6/13 6:45 AM
Mindfulness: Observing Without

spend most of our mental lives winning imaginary arguments that are never actually going to take place. In other words, we exist in an epistemic matrix with a willful prescription to the blue pill.

brings me to a recently published paper by Erika N. Carlson, a PhD candidate at Washington University in St. Louis. Carlson proposes that mindfulness, defined as “paying attention to one’s current experience in a nonevaluative way,” may provide an effective means for acquiring self-knowledge. The “m

The first is nonevalution observation, which encourages people to consider information even if it threatens the ego
An observant ego, in sum, is a healthy ego.  

Second, we should pay attention to all the available information in a given moment (i.e., all thoughts, feelings, and behaviors). If this sounds obvious consider that compared to untrained individuals, people with mindfulness training preform better on conflict monitoring tasks, orientation tasks, standardized tests and working memory tasks.* Like impartial spectators, they consider all of the facts and avoid jumping to conclusions.

wonderful observation... unless you've observed some of those standardized tests..
they are mostly designed for that first.. memorized .... algorithm/answer.
you have to teach a kid .. how not to be mindful during our current day standardized tests.
low scores come from kids paying attention to their creativity.. to the possibility that there are no pat answers. to feelings behaviors curiosities the test question evokes at that moment in time.
they have to train... to stick with the trained answer.

And this brings me back to the scientific method. The amateur scientist begins by asking a question and looking for evidence. Yet Alexander Fleming showed us that observation might be the best starting point. We can learn from this. Our introspecting narrative-weaving mind is literally self-serving: one half agrees to ask all the questions, but in return the other half provides the desired answers. This is the epistemic matrix in action, and it thrives on questions. Despite this reality I’m optimistic about our frontal lobes. If Carlson is correct, mindfulness offers a way out. We simply need to observe ourselves, free of judgment, and question less

bravo.. spot on...
but please don't attach to a test that doesnt allow for that (would be way too hard to

Carlson is correct, mindfulness offers a way out. We simply need to observe ourselves, free of judgment, and question less.  

Lisa Dabbs (@teachingwthsoul)
4/6/13 6:46 AM
Wow! Is stress another factor?"@pradagirl47: How sad it this--in the wealthiest country in the world? Thoughts?

Milton Ramirez (@tonnet)
4/6/13 6:47 AM
Why Do Students Enroll in (But Don’t Complete) MOOC Courses?
ess than 10 percent of MOOC students, on average, complete a course. That’s the conclusion of Katy Jordan of Open University, who published her analysis, pulled together from available data of some Massively Open Online Courses, or MOOCs.
But do completion rates matter?
While MOOCs can’t offer the promise of automatic promotion that degree programs can provide, they can offer a much lower-risk path to new workplace skills. Some students might lift specific skills out of courses without following through to completion
  1. 5.  “Are they boosting their CV? Are they changing their career track?” Rhee-Weise said. “I would love to know how this is tracking and helping in some way with employment. … It seems like a way in which we could blur the gap between unemployed college graduates and unfilled employment opportunities.”
degrees and radmatter and behance.. no?

“I’m not totally convinced yet that MOOCs will necessarily be completely disruptive to higher education,” said Rhee-Weise of the Innosight Institute, an organization founded upon forwarding the principal of disruptive innovation in education and healthcare. “I think in general we think they have the hallmarks of disruption. But what’s interesting is these are all emerging from the [universities] themselves, and when we have seen disruptors have success, they’ve come out of autonomous units” outside the formal education system.