The theoretical framework presented in this article explains expert performance as the end result of individuals' prolonged efforts to improve performance while negotiating motivational and external constraints. In most domains of expertise, individuals begin in their childhood a regimen of effortful activities (deliberate practice) designed to optimize improvement. Individual differences, even among elite performers, are closely related to assessed amounts of deliberate practice. Many characteristics once believed to reflect innate talent are actually the result of intense practice extended for a minimum of 10 years. Analysis of expert performance provides unique evidence on the potential and limits of extreme environmental adaptation and learning.
This article was from the Guardian:
Intelligence tests recently carried out among more than a thousand children in Wolverhampton schools appear to show a striking and quite unexpected increase in the mental capacity of children born since 1945. A psychiatrist concerned in the tests has suggested that the most probable hypothesis to account for this change is the effect on the brain of the increase in "background radio-activity".
For the pointer I thank Michelle Dawson.
My goal in writing this article is to help faculty, administrators, and college/university support staff to better understand who open faculty are and why they make the choices they make. The model presented here is my best attempt to map out the open faculty mindset (both analog and digital). My hope is that some enterprising graduate students and/or faculty members will take up a more academic research project to see if this model holds for a large sample of faculty. And if they do conduct this research, I hope they will openly share their findings as they progress.
Immersing myself in a book or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I'd spend hours strolling through long stretches of prose. That's rarely the case anymore. Now my concentration often starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I'm always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle."
study by the Mental Health Foundation, which blamed high levels of loneliness among young people on their use of virtual, rather than real, communication. Dubbed the "Eleanor Rigby generation", those aged 18-34 (84% of whom use the internet regularly) are the most likely to be lonely, according to the report. And 31% admitted that they spent too much time online rather than face to face.
Kritikk mot bruk av teknologi i klasserommet. Synd at så mange tror at teknologi i seg selv skal gjøre klasseromsundervisninga bedre, og erklærer det som tull når det ikke blir bedre. Teknologi gir ingen gevinst i seg selv, det er anvendelsen som er avgjørende. Dårlig anvendelse -> dårligere resultater.
Project Rome is available now as a free preview, and Adobe seeks feedback from users before launching the app commercially. It is currently available only in English in the United States. Pricing for the shipping version has not yet been determined. However, when it is released, Project Rome will be offered as a paid subscription service.