Whereas Siri can only perform tasks that Apple engineers explicitly implement, this new program, they say, will be able to teach itself, giving it almost limitless capabilities.
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IELTS Writing Task 2 Exercise - 16 views
IELTS Task 2 Writing more academically - 21 views
IELTS Writing Task 2 - 14 views
Asana - Shared Task Management for group projects - 44 views
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Groups can have up to 30 members in free version. Also has mobile apps
Siri's Inventors Are Building a Radical New AI That Does Anything You Ask | Enterprise ... - 13 views
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But Kittlaus points out that all of these services are strictly limited. Cheyer elaborates: “Google Now has a huge knowledge graph—you can ask questions like ‘Where was Abraham Lincoln born?’ And it can name the city. You can also say, ‘What is the population?’ of a city and it’ll bring up a chart and answer. But you cannot say, ‘What is the population of the city where Abraham Lincoln was born?’” The system may have the data for both these components, but it has no ability to put them together, either to answer a query or to make a smart suggestion. Like Siri, it can’t do anything that coders haven’t explicitly programmed it to do.
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"Whereas Siri can only perform tasks that Apple engineers explicitly implement, this new program, they say, will be able to teach itself, giving it almost limitless capabilities."
Learning and Cognitive Load - Part Two - 31 views
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There are three cognitive loads that impact the efficient formation of schemas. Extraneous cognitive load are those not directly required to master a task and have a negative impact on schema formation, reducing these is desirable and can be achieved through efficient design. Intrinsic cognitive load is that which is inherent in the task and for the most part cannot be reduced. Tasks with high intrinsic cognitive load are by nature more complex for an individual and in the long term are managed through equally complex schema. Germane cognitive load refers to the mental resources devoted to the efficient formation of schemas and is seen to have a positive effect on learning. Understanding these things will allow us to more effectively target our efforts as learners and teachers ensuring the cognitive load theory has a valuable role to play.
A Few Cautions About Organizational Change - 43 views
A Few Cautions About Organizational Change - from Dr. Jane Howland, ISLT 9475 Diffusion of Educational Innovations instructional materials, University of Missouri TOO often, organizational change ...
iProcrastinate: Easy Task Management for Students - 162 views
Get Website Traffic | Daily Tasks - 50 views
Interviews - Clifford Nass | Digital Nation | FRONTLINE | PBS - 58 views
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So what we're seeing is less of a notion of a big idea carried through and much more little bursts and snippets. And we see that across media, across film, across, in Web sites, this idea of just do a little bit and then you can run away.
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I consider this to fit in with my 'plate spinning' analogy.
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anytime you switch from one task to another, there's something called the "task switch cost," which basically, imagine, is I've got to turn off this part of the brain and turn on this part of the brain. And it's not free; it takes time.
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I make use of this task switch time by noting things that pass through my brain during this lapse in work time. I keep post-its around all the time and carry a jot it down notebook. It's rationalizing, but I do feel like I make use of the 'lost' time.
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One of the biggest delusions we hear from students is, "I do five things at once because I don't have time to do them one at a time." And that turns out to be false. That is to say, they would actually be quicker if they did one thing, then the next thing, then the next. It may not be as fun, but they'd be more efficient.
Pegby - A Free Task Management Tool for Teachers and Students - 164 views
ASCD Inservice: Seven Ways to Go from On-Task to Engaged - 76 views
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Ask students...
IELTS Task 2 Discussion Essay- Good and Bad Example - 9 views
2016 Task 2 Questions - 7 views
Future Work Skills 2020 - 3 views
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Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity.Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration.Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making.Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence.Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency.Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management.Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking.Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking.New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy.Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset.
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"Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity. Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration. Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making. Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence. Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency. Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking. Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking. New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy. Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset."
Education Update:How We Got Grading Wrong, and What to Do About It:How We Got Grading W... - 72 views
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"Rubrics hold a mirror up to your objectives for an assessment task. Matt Townsley remembers well the day he looked into this mirror and didn't like what he saw. "I realized my criteria were mostly about how neat the project looked. It hit me that students could do well without knowing a whole lot about the learning objective."
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This sounds like an interesting article that someone took the time out to put up here on Diigo. There's only one problem, this seems to be some sort of "pay to view" site. Visitors actually cannot see the article in question (well, they get a 2-paragraph preview). Diigo friends, please don't point to sites that don't give the full information. -
Actually, one need not pay, but to read the whole article, one does have to sign in - the account is free, and I understand some don't want to sign in. Still, the article raises some good points.
How students recognise 'fake news' in digital literacy tasks - 18 views
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"A recent study revealed students at an international school in Finland significantly outperformed U.S. students on tasks which measure digital literacy in social media and online news. The researchers suggest this may be due to the Finnish and International Baccalaureate curricula's different way of facilitating students' critical thinking skills compared to the US system and curriculum. The results of this study were published in the Journal of Research in International Education in April. Critical thinking is a 21st century skill considered essential for today's students to navigate the Information Age and for their future work life."
Finished? Try one of these… by @misstait_85 - 23 views
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Printables for a classroom display idea providing extension tasks and review activities.
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