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Joined 3 years ago
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Cake day: July 3rd, 2023

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  • YouTube has been useful. Mostly as a way to filter out unreliable info. I’ve had best luck with creators who have actually written out a guide and are then making a video companion for it. Anyone who goes through the trouble to do both tends to be serious about what they are talking about.

    But it’s not a great way to ask questions and get answers. Hmmm, I say that, but to be honest I haven’t checked the comments on those videos. Maybe it is a good way to have a dialogue and I just haven’t seen it





  • Interestingly, there are some boardgames that do a great job of ludonarrative harmony. This is tangential, because it’s a totally different medium, obviously.

    There is a lovely game called Oceans. The game is themed as an aquatic ecosystem. And what’s awesome is that the game mechanics are all about players identifying unexploited niches created by the game or other players and then exploiting those resource pools. The better they do at that, the more likely it is they generate surplus resources and that can be a niche exploited by others. Oceans does a better job of naturally simulating ecosystems than most simple models I’ve come across in textbooks.

    Boardgames that have strong harmony between narrative(setting) and game mechanics just feel great to play.






  • “Let them cheat”

    I mean, yeah, that’s one way to go. You could say “the students who cheat are only cheating themselves” as well. And you’d be half right about that.

    I see most often that there are two reasons that we see articles from professors who are waving the warning flags. First is that these students aren’t just cheating themselves. There are only so many spots available for post-grad work or jobs that require a degree. Folks who are actually putting the time into learning the material are being drowned in a sea of folks who have gotten just as far without doing so.

    And the second reason I think is more important. Many of these professors have dedicated their lives to teaching their subject to the next generation. They want to help others learn. That is being compromised by a massively disruptive technology. the article linked here provides evidence of that, and therefore deserves more than just a casual “teach better! the tech isn’t going away”


  • Have you seen the size of these classrooms? It’s not uncommon for lecture halls to seat 200+ students. You’re thinking that each student is going to present? Are they all going to create a presentation for each piece of info they learn? 200 presentations a day every day? Or are they each going to present one thing? What does a student do during the other 199 presentations? When does the teacher (the expert in the subject) provide any value in this learning experience?

    There’s too much to learn to have people only learning by presenting.