Both sides you argue against and for in one person: https://www.youtube.com/watch?v=GNhlNSLQAFE
Author: Kyriakos Tsoukalas
Comment on Is Getting to the Finish Line Enough? by Kyriakos Tsoukalas
Whatever adjective we use to describe or modify “learning” will be incomplete, because learning does not have only one mode but multiple ones. Figuring out the multiplicity of learning is not an easy task, because each individual weights modes of learning differently. As per your markers of success I would love to know what was the population that your sample came from.
Comment on I Want an Educational System… by Kyriakos Tsoukalas
The article points out that alternative worlds are imaginable – some of them seem more pleasing so that people want them -, but what is imaginable may not be realizable. Social structures can be small to big institutionalized ones. So it is about what many people want and what some people can impose to others. Anyway, we get to have an educational system to imagine how to change it! So “…” that disrupts me.
Comment on Pain in the Ass-essment by Kyriakos Tsoukalas
Grading is nominal even if the system uses an ordinal scale. We have Pass/Fail with different levels of pass: A, B, C. When you assess that a person has suicidal thoughts do you grade the severity with words such as “strong suicidal thoughts” or “some suicidal thoughts,” etc?
Comment on Student Self-Assessment by Kyriakos Tsoukalas
Self-assessment seems good for learning due to increasing engagement and self-motivation, but not so for accreditation, because we don’t find it trustworthy enough. Nevertheless, there are training situations, that learning needs be accredited, such as in teaching medical professions.
Comment on On Anti-Teaching and Mindful Learning: Keeping an open mind by Kyriakos Tsoukalas
I agree with you that learning automatically is essential to surviving. There is multi-dimentionality in learning, because the context within which we learn is ever-changing. Thus I agree with you “that we are able to learn in a mindful and intentional manner,” because these are not the only ways that we can learn and other ways support such learning. There is no conflict between different ways of learning other than our linguistic classifications. “Thinking, fast and slow” by Daniel Kahneman comes into mind, it classifies two systems to discuss the ways of one system, the human mind.
Comment on HOW TO IMPROVE MINDFULNESS IN LEARNING? by Kyriakos Tsoukalas
Mindfulness is both the problem and solution. The question is the focus of mind power during an activity. Is it gathered on one activity or is it scattered in many different activities? I agree with you that standard test create the habit of focusing on passing a test by demonstrating memorized knowledge rather than creating knowledge to apply it, update and deepen our understanding of it.
Comment on Changing classroom environment changes students’ engagement? by Kyriakos Tsoukalas
Less technologically equipped facilities can be hindering for the learning process when it comprises of activities that create the need for technological support. Nevertheless, self-motivation in learning is irreplaceable, because it creates engagement and exploits any available resources. I agree with you that “a modern classroom is not enough.” Engagement comes with expectations.
Comment on Free Hugs: Today Only by Kyriakos Tsoukalas
Dear Monica,
In your post you wonder: “I’m not sure how one goes beyond critical thinking.” If the creation of a concept and an analysis about an observation is critical thinking, then I suggest that affective computing goes beyond critical thinking, because it takes such concepts and implements analyses to recognize human affect. Thus, for example, technology could notify a teacher about how many students are considered to be bored based on certain criteria, instead of the teacher having to routinely check if people are bored by keeping a critical mind during their teaching. Thus, they could resolve (switch) to unconventional teaching when a lot of their student are bored, experiment and get instant feedback about the outcome of a change in teaching style.