Tag Archives: book

Teaching Machines

It is an important book, because without such a deep insight into the history of teacherless instruction, today’s new teaching machines are probably doomed to repeat some crucial errors over again. And it gets the reader inspired to ask themselves.
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The Extended Mind

Offload the material and see it anew — great advice for using the “Extended Mind”.
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Annotation. 2021

My latest read is Annotation, a great book by Remi Kalir and Antero Garcia. MIT Press 2021. And here are some of the things I learned: 1. More on Social Annotation: “We can think of an information infrastructure as part … Continue reading

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Reading in the Digital Age

The new book by @gerhardlauer challenges “the gloomy song” “of the end of the book and the end of reading” (p. 222). Particularly, I liked the recurring emphasis on “the cultural technique of mastering the switching” (p. 51) between the … Continue reading

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Agile book sprint

This great book on Perspectives of Agility (in German) was written over the weekend in an agile book sprint by a group in Karlsruhe, and I am following their invitation to ask ‘agile’ questions. So: How can agile methods cater … Continue reading

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Myths, semi-myths etc.

I bought Clark Quinn’s new book about training myths, semi-myths and misconceptions, and I can whole-heartedly recommend this exciting, in-depth, clinical and precise work. Continue reading

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The gem of Sousanis’ book “Unflattening” was that it does a great job explaining why the right hemisphere mode (“all-at-once”) lives from relations: Basically, it argues that the eye is “dancing and darting”, i.e. by its saccadic motion (palpation by means of the gaze) it captures only small fragments at a time, and it is our imagination that needs to combine them into vision.
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My favorite sections in Downes’ new book

Downes’ new book on connective knowledge tells a lot about knowledge that you cannot read anywhere else. My recommendations for a rhizomatic journey through the book include 5 sections as starting points.
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CCK08: IT in a 1961 classroom

In one of my favorite children’s books, information technology in the classroom of 1961 plays a prominent role.
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Visual Thinking

There is an interesting discussion going on about Dave Gray’s “Marks and Meaning” (an “unbook”). My argument was: Some visual thinking techniques that are very much optimized for the “selling your ideas” stage, IMO, impede the thinking stage. Particularly: Prematurely grouping things into a hierarchical, tree structure if they need a complex web structure. Dave’s great reply pointed to “where the art comes in” and to “the social evolution of diagrams”.
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