Salon The truth about clichés: Why the stigma against them isn't entirely fair Salon In looking at language for the purpose of studying clichés, corpora have given me an excellent tool for determining how often, and in what contexts, a particular...
The speed at which MOOCs (Massive Open Online Courses) have become part of the zeitgeist of higher education has been phenomenal. As a proxy, searches for the term "MOOC" were virtually nil until the beginning of 2012 according to Google Trends. With any such rapid innovation, we find ourselves in a place where practice is leading theory. In this special issue, we seek to provide a forum to help begin to close this gap.
We now have the processing power, and mountains of language data, to automate all kinds of useful language tasks, from translation to reading messy handwriting. These automatic text generators may not be, strictly speaking, useful, but usefulness was never what we really loved about language anyway.
Andrew Steele: Germany's trouncing of Brazil was unprecedented in World Cup history, but the result may not be as surprising as you might think
Pascual Pérez-Paredes's insight:
The model is incredibly simple: it assumes that goals in football follow a"Poisson distribution". The Poisson is a statistical staple because it is broadly applicable in the real world: it calculates the chance of a given number of events (such as goals being scored) happening within a specified length of time (such as a 90-minute football match), given the average rate at which those events have occurred in the past.
In anticipation of the 4th of July weekend, I was compelled to read this very interesting (July 1 draft) manuscript: "Punctuating Happiness", by UPS Foundation Professor Danielle S. Allen of the Institute for Advanced Study at Princeton.
"Editor’s Note: We recently discovered the Bay Area’s Prospect Sierra School’s interesting learning model that prioritizes 6 ideas for learning in the 21st century. There is, of course, no single “best” way to pursue “21st century learning”–nor any learning at all for that matter. But seeing the way other inspired educators pursue the idea can teach each one of us a lot. In this model, we appreciate the inclusion of self-knowledge, as well as moving past the idea of content to true disciplinary knowledge–seeing knowledge in context and application."
Many teachers have added ‘digital literacy’ as number four on the list of literacies their students should have (or be working towards, in most cases). Reading, writing, and math are now followed by digital literacy. Obviously, depending on the grade level you teach, your students will have different abilities in each of the four areas, …
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