Why Language Learners Hate Anki
From2021-07-14 on a Youtube video about learning languages
Notes from either
(most likely)
Language Pod101 for learning https://www.languagepod101.com/
In his opinion tutors >> language partners
His general advice:
- make a plan and think about things for an hour
- record yourself to see progress over time
- task based goals are incredibly helpful
- make video, write, etc.
- Spend x minutes/hours per day as a target rather than a chapter, pages, etc.
Transcribed
Originally written on scratch paper and transcribed on 202108090948
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Why Language Learners Hate Anki1
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links: language language learning Anki spaced repetition
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Anthropology can act as a tool to buffer the difference between knowledge creation and prior societal experience.
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It is the task of anthropology, I believe, to restore the balance, to temper the knowledge bequeathed by science with the wisdom of experience and imagination. 1
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Anthropology - Why It Matters | Your Highlight on Location 141-142 | Added on Tuesday, March 23, 2021 8:20:28 PM↩︎
Being a Better Online Reader by Maryanne Wolf in The New Yorker
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ᔥ Jeremy Dean in ‘What I Really Want Is Someone Rolling Around in the Text’ - The New York Times Magazine (06/09/2021 12:13:02) | syndication link
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MOC: Read
In prior generations, students may have made annotations privately in their physical (dead tree) notebooks. Did educators ask for these? Swap them? Open them to the broader group? If not, why not? Are we doing it now just because we can? Is it productive for students? Are we measuring it because we can automate it and it’s easy or because it’s so supremely useful?
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Thought during Cherise McBride’s portion of I Annotate 2021 Panel - Digital Literacies
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open questions: I’m curious if there’s related research on pedagogy on the effectiveness of modality shifting from reading to thinking to writing that might underlie the additional pieces of forced active reading and annotating involved in social annotation?
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Inspired by Nate Angell question at I Annotate 2021 during Featured Educator Office Hours
The door’s open! Drop by during Office Hours. All educators — from both K-12 and post-secondary schools, across disciplines, and with any level of prior experience using social annotation — are very welcome to pop in for a casual conversation with annotation enthusiasts. Join us and featured educator Miriam Cortez-Cooper (Physical Therapy, Rocky Mountain University of Health Professionals) and Karen Nicholas (Assistant Professor, Boise State University) to chat about the different ways social annotation is used in the classroom to support student learning.
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My visible “digital broken spine indicators” from the last book I read (written in HTML):
Thinking about making one-to-one and onto simulacra of physical book objects into the digital space can certainly be a useful design experiment. Similarly we have to ask what else is now also possible? What might we be able to do with the additional data in terms of the “corpus linguistics of reading”, or “distant reading”?
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broken spines, dog-eared chapters, marginalia
What the digital equivalent of the first two here? xAPI data about time spend reading, where readers scrolled, clicked, etc.? —Jeremy Dean Dec 5, 20161
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links: e-books distant reading reading corpus linguistics books
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