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To watch web videos without the comments and crap, just drag the button below to your browser's bookmarks bar. On any of the supported video pages, click the bookmark button to watch in peace. You can then make short URLs too, to send the quietube versio

"We will be live-streaming this event using YouTube's Live Event service. Below is a list of the sessions, and you can watch the individual sessions on their respective "watch pages". Each has its own unique page, complete with chat, so be sure to return here to click the link to each individual session."

""We find that students doing more activities learn more than students watching more videos or reading more pages. We estimate the learning benefit from extra doing (1 SD increase) to be more than six times that of extra watching or reading." "

"Muller concluded that those "clear," "concise" and "easy to understand" expository videos that abound in science education do not appear to be particularly effective in teaching science. By contrast, videos with dialogue that address the underlying misconceptions students bring to science seem to be more educationally effective."

"Harry: "I just can't say "Find an avenue" because he's gonna say "you're not teaching me anything!" Bill: "Well, maybe that's the way to teach though. Maybe if you say "you must find an avenue. Next week, I'll show you an avenue, but this week, find an avenue!""

"Many years ago I spoke of Bill Evans and his great appreciation of simplicity, and his capacity for tremendous amplification through honest simplification. Recently I stumbled upon a rare, 45-minute interview from the 1960s which Bill Evans did along with his brother-also a wonderful pianist-Harry Evans. If you can find time to sit down and watch the entire interview, it may be the best thing you see all week. But to give you a feel of the message, let me place the videos here and highlight the key points along with my comments."

"Students appreciated the MOOC's ability to support structured, self-paced learning. Students often watched the short (10-to-15-minute) lecture videos at double speed with the captions turned on, at times that fit the students' schedules. Students described Andrew Ng as a highly effective lecturer, which added to the value of the lecture videos. Students did not actively participate in the discussion forums provided by the MOOC, choosing instead to use each other and Professor Fisher as resources when they needed help with the material. Occasionally, a student with a specific question would check to see if that question had already been asked and answered in the forums. It often was, and so the forums were a study resource for the students even if they didn't post to the forums themselves. Doug's students appreciated the in-class active learning facilitated by the "flipped" approach. By shifting explanatory lectures outside of class, class time was made available for more discussion, interaction, and application of that material. The students described Doug's role as "facilitator," guiding class discussions and making sure that every student understood the material. The biggest challenge identified by the students was a misalignment between the MOOC material and the additional readings Doug provided. These readings took the students beyond the introductory ideas presented in the MOOC, focusing on recent and seminar research in the field. The readings weren't designed for novices in the field, as Andrew Ng's lecture videos were, and they required "a different kind of learning," as one student put it. Nor did the readings always build on the week's MOOC content in clear ways."

"What's neat about this is that I didn't have to use any special software while I was writing to make this "video" possible. I was working in plain old vanilla Google Docs. And to show you this one paragraph I liked, I didn't have to present you with the whole document (all 39,154 revisions of it) - I could extract bits and pieces that I thought were interesting, and interleave them in a blog post. Imagine what a high school English teacher could do with that. Imagine what you could do with that if instead of a minor effort by ol' Somers here you had, say, a piece by Ta-Nehisi Coates. (I've always wanted to watch how TNC writes. If he's ever used Google Docs, it's now possible.)"

I love this: "I worry that most people aren't as good writers as they should be. One thing is that they just don't write enough. Another is that they don't realize it's supposed to be hard; they think that good writers are talented, when the truth is that good writers get good the way good programmers get good, the way good anythings get good: by running into the spike. Maybe folks would understand that better if they had vivid evidence that a good writer actually spends most of his time fighting himself."

Watch all sorts of IP attacks live- pretty inspiring dataviz creation.

"Later in his commentary Ragusea touches on transparency: "just trust me I know what I'm talking about doesn't work anymore, even if you are trustworthy and you do know what you're talking about," he says. "It's like math problems in school: it is not enough to get the right answer you have to show your work." Since at least 2011 in journalism developer circles show your work has been a mantra, and it is slowly spreading to other parts of the newsroom. Ragusea argues that Thompson's idea of discovery is important not because "people enjoy watching their hero sleuth chase down a mystery" but because nobody will believe you anymore when you "report a bunch of facts, even if you explain where you got them from. You have to show how you got them." Show, don't tell. It's writing 101 and it is the basic idea of active versus passive transparency. I like putting the emphasis on active transparency, in part, because it reinforces the idea of journalism as a process not a product."

"Of course, I am little disappointed that the students aren't all actually reading Plato. But I'm also impressed with their ability to find and use the content they need, just when they need it. It is still pretty early in the semester so they haven't yet realized that spewing facts does nothing to improve their overall grade. Soon, they will be confused to discover that I don't assess according to one's ability to retain information. It will take them a while to adjust, most have over a decade of schooling that has systematically conditioned them to believe in the value of isolated proofs."

Imagining learning as cartography.

Do you attend conferences or workshops year after year, yet rarely adjust your teaching or leadership as a result of what you learned?

One professor's description of her learning to teach in a connected course.

I don't think this is cognitive bias but it's interesting.

Suli Breaks critique of schooling.