saw this video shared on moe channel in a feed:
(02:33-) “one thing that is going to be very important is to…learn to learn, in which as you are learning the theory, you are also applying it to a set of problems that are very real. The computers will know the fact, and the computers will be much better at executing the procedures than you will ever be.”
translating it to the two aspects of language learning (cultural content & skills):
“one thing that is going to be very important is to…learn to learn, in which as you are learning the language skills, you are also applying it to a context that is very real. The computers will know the language, and the computers will be much better at executing the skills than you will ever be.”
“one thing that is going to be very important is to…learn to learn, in which as you are learning the cultural contents, you are connecting them to a context that is very real. The computers will know the fact, and the computers will be much better at recalling the contents than you will ever be.”
what are we (both school/teachers, and parents) teaching today that is preparing our children for the world they are living in tmr? #food4thought
saw this on fb the other day (:
i know the ice-cream seller will also say ‘you think sell ice-cream so easy to please pple meh?’, but anyway thanks @EricGeiger (:
… came to mind while chatting on telegram with yanni who’s flying to japan later in the afternoon to represent the team at The Asian Conference on Language Learning 2017 (ACLL2017).
Photo by Ana Sofia Guerreirinho
“do you know … …” or “you do not know …” or “你（知）不知道 … …?”
these are epistemological questions. but such philosophical question often appears in our day-to-day encounter. if i/we use the above question in attempt to tell someone that s/he is in the wrong, and the problem and/or consequence that leads on from there, i/we should first ask ourselves:
“did i/we do anything to enable this person to know (what i assumed s/he should know)? 我们做了什么让他知道了呢？”
often, what we know is limited by the access to (privileged) information. if i have not maintained high level of transparency, nor have frequent open conversations, i cannot expect others to know (what i assumed s/he should know).
in short, the lessons here are:
1. conversation/dialogues (cf. 1-way monologue) are important to attain transparency
2. don’t ask the 1st question if i have not done the 2nd.
research methodologies can largely be classified into 3 categories: quantitative, qualitative, and mixed methods. saw this quote while reading Teddlie and Tashakkori (2011)’s chapter on MMR (mixed methods research):
“A change in paradigmatic postures involves a personal odyssey, that is we each have a personal history with our preferred paradigm and this needs to be honored.” (Denzin, 2008, p.322, as cited in Teddie & Tashakkori, p.287)
yes, we respect others’ preference of methodology, for we each live a different personal history (: (cf. serial-numbered robots)
Teddlie, C. & Tashakkori, A. (2011). Mixed methods research. In Denzin, N. K., & Lincoln, Y. S. (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 285-299). Thousand Oaks, CA: SAGE Publications.