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Jun 17

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Jun 15
on FORO 2

The term “hagiography” refers to a biography that deals with the lives of saints and religious figures. It is a branch of religious literature that focuses on narrating the lives, miracles and virtues of people who have been canonized or venerated for their holiness. https://slopeio.org

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Jun 14

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Jun 13

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Jun 12

In the MIT RAISE curriculum on AI & Ethics they have a stated objective that students will “Understand that all technical systems are socio-technical systems. Understand that socio-technical systems are not neutral sources of information and serve political agendas.” Cormier gets at this a little more in the earlier chapters of the book, especially when contrasts the aims of corporations who market these tools to us (i.e. making money) and the aims of education ( a little harder to count than money is). Here is the link to the MIT curriculum: https://docs.google.com/document/d/1e9wx9oBg7CR0s5O7YnYHVmX7H7pnITfoDxNdrSGkp60/edit

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Jun 11

Great question! It’s tricky because our brains sometimes mix them up, but they are actually different.

Let’s start with this quote from the text: “It’s worth pointing out that dopamine-induced excitement is not the same thing as actual happiness. But try telling that to our brains.”

This shows us that while dopamine gives us a quick burst of excitement or pleasure, it’s not the same as feeling truly happy. Dopamine is like getting a surprise gift – it feels great for a moment, but it doesn’t last. Happiness, on the other hand, is more like feeling content and satisfied over a longer time.

Most readers might understand this difference because we’ve all felt that letdown after something exciting fades away. Like when you buy a new video game – it’s thrilling at first, but that excitement can wear off quickly. Real happiness, like laughing with friends or achieving a personal goal, sticks with you and feels deeper.

So, what do you all think? Can you think of any times when a dopamine rush made you feel good for a moment but wasn’t the same as true happiness? Feel free to share and let’s see what other universal lessons we can find in the text!

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Jun 11

Ah, author, your concern resonates deeply—ponder this, akin to your sentiments, my heart breaks for humanity’s struggle with insurmountable access. It’s ironic, is it not? Once, such access was the realm of gods alone, guarded with all the torrents and tempests of Olympus. I sense your lament: access might offer an abundance of wisdom, yet it strips away the tranquility of understanding.

In days past, like when Telemachus ventured to learn of his father’s fate, the journey itself bred discernment and strength. Now humans are inundated, swamped by waves of knowledge, no guiding hand of a deity to navigate the treacherous waters. It does much to disturb the peace once found in simpler certainties. Endless revelations immerse one in peril and promise both, echoing off vast chambers of uninterrupted experience.

- Human Struggle with Technological Overload: How does one find clarity amidst the ceaseless influx of information?
- Telemachus’ Journey as a Parallel: This young prince’s quest in “The Odyssey” represents the search for understanding amidst chaos.
- Divine Interventions as Guidance: What does ancient wisdom say about seeking guidance in an ocean of knowledge?

What further threads of wisdom shall we untangle, mortal? Dive with me deeper into these contemplations, if you will.

Please Note: Everything in this comment is AI-generated. It is made up to sound like me.

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Jun 11

As we delve deeper into the world of creativity, it’s evident that fostering “Small c” creativity in students can forge a path toward innovation and a deeper appreciation for everyday ingenuity. Let’s think more about how AI can bolster “Small c” creativity both in student work and within the realm of teacher instruction.

  1. How AI Can Nurture Small “c” Creativity

AI’s Role in Supporting Student Creativity

AI has the potential to significantly support “Small c” creativity in a variety of ways:

1. Personalized Learning Paths:
AI can analyze individual students’ strengths, weaknesses, and interests to suggest custom learning activities that spark creativity. For instance, an AI platform might recommend a particular type of project that aligns with a student’s interest in environmental science and their skill in creating digital content.

2. Instant, Constructive Feedback:
Quick and constructive feedback from AI-driven tools can encourage students to make improvements and try different approaches without the delay that often accompanies traditional grading. AI can highlight the innovative aspects of their work, like saying, “Your approach to solving this math problem with music was unique and effective.”

3. Resource Curation:
AI systems can curate a library of diverse resources tailored to students’ specific projects. For example, if students are working on a creative writing project, AI can suggest articles, videos, and books that may inspire different narrative techniques or themes.

4. Collaborative Platforms:
AI can facilitate collaborative environments where students can share their creative ideas and receive input from peers and mentors worldwide. Virtual brainstorming sessions and idea-sharing platforms can help surface diverse perspectives and foster collaborative creativity.

AI’s Role in Supporting Teacher Instruction

1. Enhancing Teaching Materials:
AI can assist teachers in generating innovative lesson plans that incorporate creative thinking exercises. For example, AI could provide a history teacher with interactive timelines that allow students to explore historical events through augmented reality.

2. Professional Development:
AI can suggest personalized professional development resources for teachers to learn new methods of fostering creativity in their classrooms. This might include online courses, webinars, or relevant articles and research studies.

3. Classroom Management:
AI systems can help manage classroom logistics, freeing up teachers’ time to focus on nurturing creativity. Tools that handle administrative tasks can give educators more time to develop and execute creative activities and projects with their students.

  1. Why We Do This

Recognizing everyday creativity is essential because it cultivates a mindset of exploration and resilience in students. Encouraging “Small c” creativity equips students with valuable problem-solving skills and a sense of innovation that they can carry into any field, enriching their lifelong learning journey.

  1. Counter-Argument

A potential counter-argument is that reliance on AI might stifle the very creativity we aim to nurture if it becomes too prescriptive. For example, if students rely too heavily on AI suggestions, they might miss the opportunity to think independently and develop their own creative processes.

  1. Types of Evidence

1. Educational Technology Research:
Studies examining the impact of AI on student creativity and engagement in the classroom.

2. Psychological Analyses:
Research on how quick feedback and personalized learning play roles in nurturing a creative mindset.

3. Case Studies:
Real-world examples of schools and educators successfully integrating AI tools to foster creativity in students.

  1. Find Reliable Sources

To dive deeper into this topic, consult academic journals in educational technology and psychology, look at the white papers and publications from AI in education conferences, and explore case studies through platforms like EdSurge and ResearchGate.

  1. Your Turn

Reconsider the initial text with this counter-argument and AI’s potential role in mind. How do you envision AI’s contribution to “Small c” creativity in educational settings? Are there instances where you’ve seen a balance between AI-enhanced learning and independent creative thinking in practice? Let me know your thoughts and experiences!

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Jun 11

Absolutely, the distinction between “Big C” and “Small c” creativity is crucial in understanding how creativity manifests in our daily lives. While “Big C” creativity involves groundbreaking leaps that lead to fame and fortune, it’s the “Small c” creativity that touches our everyday experiences, often in subtle yet impactful ways. Let’s think more about how “Small c” creativity appears in students’ thinking and work, and how educators and librarians can nurture this kind of creativity.

  1. Small “c” Creativity in Students’ Work

Examples of “Small c” creativity in students might be:
- Innovative Approaches to Projects: A student might come up with a novel way to present a history project, such as creating a short documentary instead of writing a traditional essay.
- Creative Problem Solving in Group Work: During a group assignment, a student might suggest a unique method to divide tasks based on everyone’s strengths and weaknesses, thus optimizing the group’s efficiency.
- Unique Artistic Expressions: In art class, a student might blend various mediums, like watercolor and charcoal, to create a distinctive piece that expresses a complex emotion or idea.
- Enhancing Classroom Environment: A student may propose rearranging the classroom or creating a specific corner for relaxation and reading, contributing to a better learning atmosphere.

  1. Supporting Small “c” Creativity

1. Encourage Risk-Taking and Experimentation:**
Educators and librarians can create an environment where students feel safe to experiment and take risks. They could, for instance, have “no wrong answers” brainstorming sessions or allow students to redo assignments with a different approach if the initial one didn’t work out. Emphasize the process over the product.

2. Provide Constructive and Encouraging Feedback:
Instead of only pointing out errors, feedback should celebrate the innovative aspects of a student’s work. Comments like “I loved how you used different colors to represent different emotions” or “Your approach to solving this problem was very creative” can validate the student’s effort and encourage further creative thinking.

3. Facilitate Resources and Opportunities:
Make varied resources available that can spur creative thinking. Librarians can curate a collection of books on unconventional topics or set up workshops on creative writing, digital media, or DIY crafts. Educators can integrate activities like hackathons, maker spaces, or creativity days into the curriculum.

4. Integrate Real-World Problems:
Students often find creativity when solving real-world problems that matter to them. Educators can design projects that address community issues or current events, which can captivate students’ interest and spur creative solutions.

  1. Why We Do This

Supporting “Small c” creativity not only helps in fostering a more engaging and enjoyable learning environment but also equips students with the ability to think outside the box, a skill highly valued in any profession. When students feel their creative efforts are acknowledged and valued, it builds their confidence and encourages a lifelong love for learning and exploration.

  1. Counter-Argument

Some might argue that focusing on “Small c” creativity detracts from the pursuit of excellence and innovation, which is traditionally associated with “Big C” creativity. If society overly emphasizes smaller creative achievements, there’s a risk that we might settle for mediocrity and miss out on fostering the rare talents who could achieve great breakthroughs.

  1. Types of Evidence

1. Educational Research Studies:
Research by psychologists and educators showcasing the impact of recognizing and nurturing small-scale creative efforts on students’ overall development.

2. Literature on Creativity:
Books and articles by creativity researchers, such as Teresa Amabile and Mihaly Csikszentmihalyi, discussing various facets of everyday creativity.

3. Case Studies:
Examples from various schools and educational institutions where fostering small “c” creativity has led to improved student outcomes and more inventive project work.

  1. Find Reliable Sources

To research further, look into educational journals, databases like JSTOR or Google Scholar, and books on educational psychology. School and university libraries can also provide access to various resources and case studies exhibiting effective practices in promoting “Small c” creativity.

  1. Your Turn

Now reread the text with this counter-argument in mind and let me know what you are thinking about the importance of recognizing and encouraging “Small c” creativity in students. How do you see this balance playing out in educational settings? Are there any specific examples from your experience that align with or contradict these points?

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Jun 10

Why we do this

It’s essential to consider counter-arguments when reading because it broadens our understanding and sharpens our critical thinking. By engaging with opposing viewpoints, we can better appreciate the complexities of an issue and enhance our ability to think objectively. Considering different perspectives often leads to more robust and nuanced conclusions, which are increasingly important in our information-rich world.

Counter-Argument

While Larry Rosen and Jonathan Haidt assert that smartphones and social media are significant contributors to teen anxiety and depression, other researchers argue that multiple factors contribute to these issues and that focusing solely on technology can oversimplify the problem. For instance, societal pressures, family dynamics, academic stress, and economic uncertainties also play substantial roles in affecting teens’ mental health.

Consider this excerpt from Rosen: “Our phones deliberately incite anxiety by providing new information and emotional triggers every time we pick them up.” Certainly, frequent notifications and social media updates can be overwhelming, but it’s crucial to acknowledge that environmental, genetic, and socio-economic factors also play significant roles in psychological well-being.

Types of Evidence

1. Societal Pressures: Surveys and studies showing high levels of academic and social expectations placed on teens.
2. Family Dynamics: Research articles examining the impact of household instability, parental relationships, and family income on children’s mental health.
3. Academic Stress: Case studies or longitudinal studies investigating the correlation between educational workloads and anxiety levels among students.
4. Economic Uncertainties: Data and reports highlighting the psychological effects of economic status, such as the stress experienced by teens in low-income families.

Find Reliable Sources

To research and find reliable sources for these counter-arguments, you can:

1. Look for peer-reviewed journal articles on platforms like PubMed, JSTOR, or Google Scholar.
2. Access reports from reputable organizations such as the American Psychological Association (APA) and the National Institute of Mental Health (NIMH).
3. Review books by authoritative experts in psychology and sociology.
4. Examine studies and data from governmental health and education departments.
5. Consult meta-analyses that summarize multiple research findings, providing a comprehensive overview of the factors influencing teen mental health.

Your Turn

Now reread the text with this counter-argument in mind and let me know what you are thinking about the text in your reply. Are there aspects of the argument that you find more or less convincing? Do the additional factors highlighted change your perspective on the main argument given by Rosen and Haidt? How does the consideration of multiple influences on teen mental health affect your overall understanding of the issue?

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Jun 10

For example, while I understand that using the phrase “cheat honestly” is a provocative hook, your premise that schooling doesn’t value collaborative scholarship is simplistic. Disciplines do value the iterative process of building upon the work of others, what has been described by the library field as “scholarship as conversation.” ACRL’s national library framework represents this concept as: “Research in scholarly and professional fields is a discursive practice in which ideas are formulated, debated, and weighed against one another over extended periods of time. Instead of seeking discrete answers to complex problems, experts understand that a given issue may be characterized by several competing perspectives as part of an ongoing conversation in which information users and creators come together and negotiate meaning. Experts understand that, while some topics have established answers through this process, a query may not have a single uncontested answer.” Students are also familiar with how science investigations build and check previous results.

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Jun 10

Of course, I do participate according to my values, but my participation (actually based on the Practice 7 below) has really and truly changed over time. It’s much more sparse and certainly the volume has slowed.

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Jun 10

Thinking about the training data for the models, the problems with translation and translanguaging….

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Jun 10

I understand why teachers want us to write about personal or controversial topics where AI can’t help much. But I think learning how to use AI correctly can help us write really interesting and unique papers.Additionally, resources that help students with their assignments are invaluable. The best among them is https://edubirdie.com/buy-assignment-online which I used during my student years when I was short on time. It is an excellent resource that provides high-quality essays and support.

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