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ncert-prep · 4 years

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NCERT Solutions Class 11 Computer Science Free PDF Download

To free download NCERT Questions and answers of NCERT Books All Classes Physics, Chemistry, Biology, History, Political Science, Economics, Geography, Computer Science, Accountancy, Business Studies, Hindi, English, Mathematics, EVS, Social Science and Home Science; do check NCERTPREP website. This site provides sample papers with solution, test papers for chapter-wise practice, NCERT book solution, NCERT Exemplar solutions, quick revision notes for ready reference, CBSE guess papers and CBSE important question papers. Sample Paper all are made available through the best app for CBSE students and NCERTPREP website.

Class 11 NCERT Solution Computer Science Python includes all the questions given in NCERT Books for all Subject. Here all questions are solved with detailed information and available for free to check. NCERT Solutions Class 11 Computer Science Python are given here for all chapter wise. Select the subject and choose chapter to view NCERT Solution chapter wise.

Computer Science is a practical subject. Deriving every answer on your own is a tedious task. Most of the students find it difficult to solve the problems or the practice exercise of the NCERT textbook difficult. So, what’s the best way out? The best way is to have a solution book. The first unit comprises of computer fundamentals, software concepts, data representation, microprocessor, and memory. The basics of Operating systems and some common algorithms are dealt with here. The data representation is the main and very important chapter of computer science.

The main concept of binary numbers and how they are stored in computer memory is well explained. A student should learn to convert a decimal number into binary and vice versa. Practice the question given at the end of your NCERT books and verify the answer from the solution book.

The solution book also explains step by step how the answer has been derived. All the concepts related to microprocessors such as Instructions sets, 8085, and 8086 microprocessors have been explained in the fourth chapter.

Moving over to the next unit i.e. program methodology teaches us how to write any language in syntax. How the comments are used and why writing comments is very important in coding. The next chapter algorithms and flowcharts throw light over modular and structured programming. The various operators such as AND, OR, and NOT have been discussed in detail over here.

The third and the fourth unit deals with the language “PYTHON”. Python is a programming language basically the most trending and acceptable language in today’s world. You can build anything to everything by using python’s libraries and tools. It is used in web development, Blockchain development, somewhere in AI and ML as well. It’s a very easy language with many active communities worldwide. It has been rated as 5/5 over the user-friendly ratings.

The third unit basically teaches you the basics of python, the operators, functions, and loops. The fifth unit calls for some nice coding skills. A solution book helps a student in the right kind of logic building so that the code development process goes clear in the kind of a student

NCERT Solutions of NCERT Books All Classes for CBSE class 3, 4, 5, 6, 7, 8, 9, 10, 11 & 12 are very helpful to students. Although, NCERT solutions contain only chapter-end questions and answers yet these are considered as key questions. Most of the questions in exams are either same or similar to these questions. So, it is advised that students must go through the NCERT Text Books and practice all the questions given at the end of the chapter. These questions will clear their basic doubts. We also recommend students should read the whole NCERT book line by line and prepare notes from NCERT books. It is always recommended to study NCERT books as it covers the whole syllabus. These questions with detailed explanation are now available in NCERTPREP.com for free to view and download.

First of all, Student must understand that NCERT textbook answers are not enough for exam preparation. Therefore, they must take NCERT textbook question and answers as basic learning tools. These questions and answers are basically meant for understanding the concepts. NCERT textbooks are certainly a good source of quality content. Hence, it is expected that students should not settle for chapter end questions only rather they should read the whole book thoroughly.NCERT Solution of NCERT Books All Classes are available in PDF format for free download. These ncert book chapter wise questions and answers are very helpful for CBSE exam. CBSE recommends NCERT books and most of the questions in CBSE exam are asked from NCERT textbooks.

We hope that our NCERT Solutions Class 11 Computer Science Python helped with your studies! If you liked our NCERT Solutions for Class 11, please share this post.

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ellamarsx-blog · 4 years

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The Tendency of First-Time College Students in an Online Learning setting to Experience Anxiety

Overview Anxiety is defined as a human emotion consisting of fear that emerges when threats are perceived and can hinder cognitive processes (Sarason, 1998). In an online classroom, anxiety is mostly felt due to the student's internet connection, home setting, and the lack of proper tools and equipment used for learning. The differences in which the students learn and face problems on or offline have also contributed to the student's anxiety (Barr & Tag, 1995). This negative feeling can deter the performance and efficiency of the students which most likely lead to missing a requirement or dropping the course (McLaren, 2004).

Framework and Review of Related Literature

According to St Clair (2015), learning virtually may come off as terrifying especially to the first-timers. Saade and colleagues (2017), mentioned that 21-22 year-old students are more likely to feel some sort of anxiety in online learning. Contributing factors may include technology anxiety, internet anxiety, talking in virtual groups, and online test anxiety. Furthermore, there is higher rates of dropouts during eLearning due to the learners’ lack of time, lack of motivation, poorly designed courses, and incompetent instructors (Uzunboylu and Tuncay, 2010). Students taking up online classes react to usability issues with strong sentiments. Students under time or goal pressures or when technological issues arise are said to experience higher levels of anxiety (Scull, 1999). The switch from a traditional setting to an online one interferes with the students’ schema, which then can be responsible for the cause of anxiety. The brain is a “prediction machine” that is programmed to anticipate threatening stimuli and beneficial responses based on our past knowledge. Without the prior knowledge of online learning, the students tend to feel anxious with the uncertainty it brings. Anxiety blocks the conventional thinking method of the brain that lead the students to experience extreme worrying. College students experience high levels of anxiety, and it reduces their mental processes and storage performance of memory and disrupt their potential reasoning (Darke, 1988). Their perception of threats are exaggerated, causing the feelings of fear and anxiety to emerge. Emotion is a powerful force that can amplify attention and supplement perception under the right circumstances, but can also hinder them in others (Compton, 2003).

Proposed Intervention

The proposed intervention is the Pomeck Intervention. It is a combination of the Pomodoro technique, Flowtime Technique and the Check-in Quiz with a few modifications to counter procrastination, finish tasks in an orderly and timely manner, and reduce stress and anxiety.

Limitation of the Intervention Proposal

The motivation of the students will play an important role for the implementation of this intervention. Pomeck Intervention requires commitment, determination, and motivation. A student who is anxious but is eager to get better grades is different from a student who is anxious and doesn't want to get better grades. This intervention will be most effective on those who is eager to get better grades than those who do not.

Theories and Practices of Cognitive Psychology

Some of the theories and practices of cognitive psychological concepts integrated in this proposal includes the distributed practice of elaborative rehearsal from memory. Distributed practice refers to a distributed rehearsal in different times, quite similar to pomodoro's distributed workload. This ensures better transfer of information from short term memory to the long term memory, which also results to bettter retrieval of information when needed. The better is the information retrieval, the better they perform academically. Better performance results to higher self-esteem, which then lowers anxiety. This low levels of anxiety inversely impacts mental imagery. Pomeck Intervention helps the students overcome deadline anxieties as it forces the students to finish tasks during the pomodoros days before the deadline. The faster the student finishes requirements, the more time the student gets to check, proof read, and edit the output to ensure better quality. This in result helps the student think more positively of the future, since he/she was ready. This readiness also helps lower anxiety.

The Pomeck intervention can be explained by a problem solving approach which is the information processing approach. This approach begins with determining the problem and ends with the problem being solved. Just like in Pomeck intervention, first thing to be done is to identify potential tasks (initial state) then lay down all possible activities, resources and procedures (problem space) and finally, finishing up with a solution (goal state). With this intervention, this enhances student's time management and increases its productivity which then lessens its anxiety in doing all the tasks that are needed to be done especially with an existing deadlines. The more consistent the student manages its time and tasks, the more space for improvements and refine quality of work which then results to a high productivity and low anxiety.

References

Compton R. The interface between emotion and attention: A review of evidence from psychology and neuroscience. Beh Cog Neuro Reviews. 2003;2(2):115–129.

Barr, R. B., & Tagg, J. (1995). From teaching to learning- a new paradigm for undergraduate education. Change Magazine, 27 (6), 12-25. Darke S. (1988). Anxiety and working memory capacity. Cogn. Emot. 2, 145–154 Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3656338/ McLaren, B. M., Lim, S., Gagnon, F., Yaron, D., & Koedinger, K. R. (2006). Studying the Effects of Personalized Language and Worked Examples in the Context of a Web-Based Intelligent Tutor; Accepted for presentation at the 8th International Conference on Intelligent Tutoring Systems, Jhongli, Taiwan, June 26-30, 2006. Saadé R. G., Kira, D., Mak, T., & Nebebe, F. (2017). Anxiety and Performance in Online Learning. Proceedings of the Informing Science and Information Technology Education Conference, Vietnam, pp. 147-157. Santa Rosa, CA: Informing Science Institute. Retrieved from http://www.informingscience.org/Publications/3736. Sarason, I. G. (1988). Anxiety, self-preoccupation, and attention. Anxiety Research, 1, 3-7. Scull, C. A. (1999). Computer anxiety at a graduate computer center: Computer factors, support, and situational pressures. Computers in Human Behavior, 15(2), 213 -226. St Clair, D. (2015). A Simple Suggestion for Reducing First-time Online Student Anxiety. MERLOT Journal of Online Learning and Teaching, 11(1), 129-135. doi:https://jolt.merlot.org/vol11no1/StClair_0315.pdf. Uzunboylu, H., & Tuncay, N. (2010). Anxiety and Resistance in Distance Learning. Cypriot Journal of Educational Sciences. Retrieved from https://www.researchgate.net/publication/296687386_Anxiety_and_Resistance_in_Distance_Learning.

Memes References

Giokage. (2020). Image: Harry Roque Lutang Moments Meme. Retrieved from: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fi.ytimg.com%2Fvi%2F1ZlYQVxeIM0%2Fhqdefault.jpg&imgrefurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D1ZlYQVxeIM0&docid=wZd684qcYkJSuM&tbnid=__80MqG5Mc1auM&vet=1&w=480&h=360&hl=en-ph&source=sh%2Fx%2Fim Encyclopedia Spongebobia. (2012). Image: Squid Baby. Retrieved from: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fvignette.wikia.nocookie.net%2Fspongebob%2Fimages%2F3%2F3b%2FSquid_Baby_067.png%2Frevision%2Flatest%3Fcb%3D20190724202754&imgrefurl=https%3A%2F%2Fspongebob.fandom.com%2Fwiki%2FSquid_Baby&tbnid=cHrlz_y75cGNzM&vet=1&docid=LDUkbViOqY74WM&w=1920&h=1080&hl=en-ph&source=sh%2Fx%2Fim Tvbd. (2012). Image: Spongebob Squarepants - Squid Baby: Retrieved from: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fartworks.thetvdb.com%2Fbanners%2Fepisodes%2F75886%2F4443399.jpg&imgrefurl=https%3A%2F%2Fwww.thetvdb.com%2Fseries%2Fspongebob-squarepants%2Fepisodes%2F4443399&tbnid=9dgC0j4r0TAZEM&vet=1&docid=3BcWNditzgHdjM&w=400&h=225&itg=1&hl=en-ph&source=sh%2Fx%2Fim

#OnineClass Anxiety FirstTimeLearners #InterventionProposal #PomodoroTechnique FlowtimeTechnique CheckInActivity

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ryanwalkerstem · 4 years

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STEM Education Is Important for Young Learners By: Ryan Walker candidate for M. ED. STEM Leadership from the American College of Education. The United States Department of Education’s website notes that, “it's more important than ever that our nation's youth are prepared to bring knowledge and skills to solve problems, make sense of information, and know how to gather and evaluate evidence to make decisions,” and reportedly spent roughly 540 million dollars through discretionary and research grants in 2019 in an effort to “foster expanded opportunities in these [STEM] in-demand careers,” (United States Department of Education, 2019.) Online job recruiting site, ziprecruter.com, reports the average salary for STEM jobs is $50,849 per year boasting, “salaries as high as $117,500 and as low as $13,000, the majority of salaries within the [STEM] jobs category currently range between $30,000 (25th percentile) to $55,000 (75th percentile) across the United States,” (STEM Annual Salary, 2019.) The National Association of Colleges and Employers reports that, “top-paid graduates this year (2019) are once again expected to earn engineering ($69,188), computer science ($67,539), and math and sciences degrees ($62,177),” (NACE, 2019.) In 2014, economist Dennis Vilorio, with the US Department of Labor Statistics says STEM jobs will increase by 13% over the decade of 2012 - 2022 which is, “ faster than the 11-percent rate of growth projected for all occupations over the decade,” (Vilorio, 2014.) Vilorio goes on to mention that occupations with both high employment and fast growth usually offer better opportunities than small occupations with slow growth.” Looking at the comparable data from ziprecruitor and the National Association of Colleges and Employers in more recent years suggests Vilorio is correct. One way to get computational thinking and STEM integrated into the classroom early is by the use of sequencing, programming and coding, which does not have to be as daunting it sound. It can be as simple as practicing daily routines such as getting dressed, learning to tie one’s shoes (Bonfiglio, 2019) or even using the Hokey-Pokey to practice order of sequencing (Relkin & Bers, 2020) all of which can be done at a very young age. The theory of constructionism (Papert, 1993) claims that children learn best with hands on activities and having things or artifacts they constructed and knowledge by playing with and exploring concrete materials. “The social context of these explorations is also crucial, and teachers can provide scaffolding by creating a learning environment that supports children’s explorations and experimentation,” (Bers, Flannery, Kazakoff & Crouser, 2010). References: Bers, M., Flannery, L., Kazakoff, E., & Crouser, R. J. (2010, November 8). A Curriculum Unit on Programming and Robotics. CHERP (Creative Hybrid Environment for Robotic Programming). https://ase.tufts.edu/devtech/tangiblek/Classroom%20Curriculum%20Version%201.02%20Nov%208%202010.pdf Bonfiglio, C. (2019, December 15). Coding for kindergarten: 5 basic coding concepts 5 year olds can understand. Teach Your Kids Code. https://teachyourkidscode.com/coding-for-kindergarten-5-basic-coding-concepts-5-year-olds-can-understand/ Papert, S. (1993). Mindstorms: Children, computers, and powerful ideas. New York, NY: Basic Books Relkin, E. & Bers, M. U. (2020). Exploring the Relationship Among Coding, Computation Thinking, and Problem Solving in Early Elementary School Students [Symposium]. AERA Annual Meeting San Francisco, CA (Conference Canceled) STEM Annual Salary ($50,849 Avg: Dec 2019). (n.d.). Retrieved December 16, 2019, from https://www.ziprecruiter.com/Salaries/Stem-Salary. STEM MAJORS PROJECTED TO BE CLASS OF 2019’S TOP PAID. (2019, January 9). Retrieved from https://www.naceweb.org/job-market/compensation/stem-majors-projected-to-be-class-of-2019s-top-paid/. Vilorio, D. (2014). STEM 101: Intro to tomorrow’s jobs. Occupational Outlook Quarterly, 3–12. https://www.bls.gov/careeroutlook/2014/spring/art01.pdf

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samplepapers-blog · 6 years

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ISC Specimen Papers 2019 Solved for Class 11 | ISC Sample Papers

Download ISC Specimen Papers 2019 Solved for Class 11 and Marking Scheme PDF. Here we have given Specimen Papers for ISC 2019 with Answers for Class 11. Students can view or download the ISC Sample Question Papers 2019 Solved for their Class 11 upcoming examination.

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#ISCSpecimenPapers2019SolvedforClass11

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wolfliving · 6 years

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Thinking Through Interfaces, a syllabus

*That looks enlightening.

THINKING THROUGH INTERFACES

Co-taught by Zed Adams (Philosophy) and Shannon Mattern (Media Studies)

Tuesdays 4:00 - 5:50pm | 6 East 16th St #1003

Interfaces are everywhere and nowhere. They pervade our lives, mediating our interactions with one another, technology, and the world. But their very pervasiveness also makes them invisible. In this seminar, we expose the hidden lives of interfaces, illuminating not just what they are and how they work, but also how they shape our lives, for better and worse. We also discuss a number of pressing social and political issues, such as why we are quick to adopt some interfaces (e.g., smartphones and social media platforms), but reluctant to embrace others (e.g., new voting machines and Google Glass).

(...)

RESOURCES

With a few exceptions, all readings will be made available on our class website, at http://www.wordsinspace.net/interfaces/2019/. We’ll provide everyone with a copy of Tom Mullaney’s The Chinese Typewriter and David Parisi’s Archaeologies of Touch.

SCHEDULE OF MEETINGS

WEEK 1: JANUARY 22: INTRODUCTIONS

What is an interface?

How are interfaces differentiated?

Can an interface become a part of our mind?

Do interfaces shape what we use them to do?

What are the limits of interfaces: what problems do they not help us solve?

WEEKS 2 AND 3: CONCEPTUALIZATION

WEEK 2: JANUARY 29: CONCEPTUALIZATION I

Nelson Goodman, “The Theory of Notation” (Chapter Four), Languages of Art (Hackett, 1976): 127-173.

Florian Cramer and Matthew Fuller, “Interface” in Software Studies, ed., Matthew Fuller (MIT Press, 2008): 149-53.

Johanna Drucker, “Interface and Interpretation” and “Designing Graphic Interpretation” in Graphesis: Visual Forms of Knowledge Production (Harvard University Press, 2014): 138-97.

WEEK 3: FEBRUARY 5: CONCEPTUALIZATION II

Shannon Mattern, “Mission Control: A History of the Urban Dashboard,” Places Journal (March 2015).

Shannon Mattern, “Things that Beep: A Brief History of Product Sound Design,” Avant (August 2018).

We encourage you to think, too, about how interfaces might embody different cultures and ideologies. Consider, for example, feminist interfaces or indigenous interfaces -- or interfaces that embody universal, accessible design. You'll find some relevant resources in the modules at the end of this syllabus, and we'll explore many of these themes as part of our case studies throughout the semester.

In-Class Workshop (second half of class): small-group interface critiques

Supplemental:

Christian Ulrich Andersen and Soren Bro Pold, eds., Interface Criticism: Aesthetics Beyond the Buttons (Aarhus University Press, 2011).

Martijn de Waal, The City as Interface: How New Media Are Changing the City (nai010, 2014).

Johanna Drucker, “Humanities Approach to Interface Theory,” Culture Machine 12 (2011).

Johanna Drucker, “Performative Materiality and Theoretical Approaches to Interface,” Digital Humanities Quarterly 7:1 (2013).

Florian Hadler and Joachim Haupt, “Towards a Critique of Interfaces” in Interface Critique, eds., Florian Hadler and Joachim Haupt (Berlin: Kulturverlag Kadmos, 2016): 7-16.

John Haugeland, “Representational Genera” in Having Thought: Essays in the Metaphysics of Mind, ed. Haugeland (Harvard Univ Press, 1992): 171-206.

Branden Hookway, Interface (MIT Press, 2014)

Interface Critique (journal).

Steven Johnson, Interface Culture (Basic Books, 1999)

Matthew Katz, “Analog Representations and Their Users,” Synthese 193: 3 (June 2015): 851-871.

Kimon Keramidas, The Interface Experience - A User’s Guide (Bard Graduate Center, 2015).

Shannon Mattern, “Interfacing Urban Intelligence,” Places Journal (April 2014).

Don Norman, The Design of Everyday Things (Basic Books, 2013).

Mitchell Whitelaw, “Generous Interfaces for Digital Cultural Collections,” Digital Humanities Quarterly 9:1 (2015).

Jeff Johnson, Designing with the Mind in Mind (Morgan Kauffmann, 2014).

WEEKS 4 AND 5: TYPEWRITER KEYBOARDS

Our first case study is the QWERTY keyboard. This case raises fundamental questions about why interfaces are adopted in the first place, the extent to which their original designs constrain how they are subsequently used, and how particular linguistic politics and epistemologies are embodied in our interfaces.

WEEK 4: FEBRUARY 12: KEYBOARDS & QWERTY

Andy Clark, Chapters One through Three, and Ten, Being There: Putting Brain, Body, and World Together Again (MIT Press, 1998): 11-69 and 193-218.

S. J. Liebowitz and Stephen E. Margolis, “The Fable of the Keys,” The Journal of Law & Economics 33:1 (1990): 1-25.

WEEK 5: FEBRUARY 19: OTHER KEYBOARDS

Thomas S. Mullaney, The Chinese Typewriter: A History (MIT Press, 2017): Chapter 1, 35-74; Chapter 4, 161-93; Chapter 6, 237-53 (up through “How Ancient China Missed…”; and Chapter 7, 283-8 (through “China’s First ‘Model Typist’”).

Kim Sterelny, “Minds: Extended or Scaffolded?” Phenomenology and the Cognitive Sciences 9:4 (2010): 465-481.

See Marcin Wichary’s forthcoming book about the global history of keyboards, as well as his research newsletters.

4-5pm: Skype TBD

Supplemental:

Louise Barrett, Beyond the Brain (Princeton University Press, 2015).

Andy Clark and David Chalmers, “The Extended Mind,” Analysis 58:1 (1998): 7-19.

Friedrich A. Kittler, Gramophone, Film, Typewriter, trans. Geoffrey Winthrop-Young and Michael Wutz (Stanford University Press, 1986).

Lisa Gitelman, Scripts, Grooves, and Writing Machines: Representing Technology in the Edison Era (Stanford University Press, 1999).

John Haugeland, “Mind Embodied and Embedded,” Having Thought (Harvard University Press, 1998): 207-237.

Richard Heersmink, "A taxonomy of cognitive artifacts: function, information, and categories." Review of philosophy and psychology 4.3 (2013): 465-481.

Richard Heersmink, "The Metaphysics of Cognitive Artefacts," Philosophical Explorations 19.1 (2016): 78-93.

Neil M. Kay, “Rerun the Tape of History and QWERTY Always Wins,” Research Policy 42:6-7 (2013): 1175-85.

Prince McLean, “Inside the Multitouch FingerWorks Tech in Apple’s Tablet,” Apple Insider (January 23, 2010).

Jan Noyes, “QWERTY - The Immoral Keyboard,” Computing & Control Engineering Journal 9:3 (1998): 117-22.

Kim Sterelny, The Evolved Apprentice: How Evolution Made Humans Unique (MIT Press, 2012).

Cassie Werber, “The Future of Typing Doesn’t Involve a Keyboard,” Quartz (November 23, 2018).

Darren Wershler-Henry, The Iron Whim: A Fragmented History of Typewriting (Cornell University Press, 2007).

WEEKS 6 AND 7: HAPTICS

WEEK 6: FEBRUARY 26: PUSHING BUTTONS

H. P. Grice, “Some Remarks About the Senses,” in Analytical Philosophy, First Series, ed. R. J. Butler (OUP Press, 1962): 248-268. Reprinted in F. MacPherson (ed), The Senses (OUP Press, 2011): 83-101.

Matthew Fulkerson, “Rethinking the Senses and Their Interactions: The Case for Sensory Pluralism,” Frontiers in Psychology (December 10, 2014).

Rachel Plotnick, “Setting the Stage,” in Power Button: A History of Pleasure, Panic, and the Politics of Pushing (MIT Press, 2018): 3-16.

Rachel Plotnick, “Force, Flatness, and Touch Without Feeling: Thinking Historically About Haptics and Buttons,” New Media and Society 19:10 (2017): 1632-52.

WEEK 7: MARCH 5: HAPTICS II

David Parisi, Archaeologies of Touch: Interfacing with Haptics from Electricity to Computing (University of Minnesota Press, 2017): Introduction, 1-40; Chapter 3, 151-212; and Chapter 4, 213-264.

4-5pm: Skype with Dave Parisi

Supplemental:

Sandy Isenstadt, “At the Flip of a Switch,” Places Journal (September 2018).

Mathias Fuchs, Moisés Mañas, and Georg Russegger, “Ludic Interfaces,” in Exploring Videogames: Culture, Design and Identity, eds., Nick Webber and Daniel Riha (Interdisciplinary-Net Press): 31-40.

Matthew Fulkerson, The First Sense: A Philosophical Study of Human Touch (MIT Press, 2013).

Gerard Goggin, “Disability and Haptic Mobile Media,” New Media & Society 19:10 (2017): 1563-80.

Kim Knight, “Wearable Interfaces, Networked Bodies, and Feminist Interfaces,” MLA Commons (2018).

Brian Merchant, The One Device: The Secret History of the iPhone (Little, Brown, 2017).

Stephen Monteiro, The Fabric of Interface: Mobile Media, Design, and Gender (MIT Press, 2017).

David Parisi, “Games Interfaces as Bodily Techniques,” Handbook of Research on Effective Electronic Gaming in Education, ed. Richard Ferdig (IGI Global): 111-126.

David Parisi, Mark Paterson, and Jason Edward Arches, eds., “Haptic Media” Special Issue, New Media & Society 19:10 (October 2017).

Rachel Plotnick, “At the Interface: The Case of the Electric Push Button, 1880-1923,” Technology and Culture 53:4 (October 2012): 815-45.

MARCH 11 @ NOON

Share your final project and presentation proposal with Zed and Shannon. See “Assignments” for more detail.

WEEK 8: MARCH 12

Individual meetings to discuss presentations and final projects

MARCH 19: NO CLASS: SPRING BREAK

WEEKS 9-10: VOICE

WEEK 9: MARCH 26: History of Vocal Interfaces (Zed away)

Mara Mills, “Media and Prosthesis: The Vocoder, the Artificial Larynx, and the History of Signal Processing,” Qui Parle 21:1 (Fall/Winter 2012): 107-49.

Danielle Van Jaarsveld and Winifred Poster, “Call Centers: Emotional Labor Over the Phone,” in Emotional Labor in the 21st Century: Diverse Perspectives on Emotion Regulation at Work, ed. Alicia Grandey, Jim Diefendorff, and Deborah Rupp (LEA Press, 2012): 153-73.

Confirm the assigned text for your presentation: send to Shannon and Zed a complete Chicago-style citation and either a high-quality pdf or a link to the online resource before class today, so we can update our class website with everyone’s material.

WEEK 10: APRIL 2: Contemporary Vocal Interfaces

Adelheid Voshkul, “Humans, Machines, and Conversations: An Ethnographic Study of the Making of Automatic Speech Recognition Technologies,” Social Studies of Science 34:3 (2004).

Andrea L. Guzman, “Voices in and of the Machine: Source Orientation Toward Mobile Virtual Assistants,” Computers in Human Behavior (2018).

Halcyon M. Lawrence and Lauren Neefe, “When I Talk to Siri,” Flash Readings 4 (September 6, 2017) {podcast: 10:14}.

Halcyon M. Lawrence, “Inauthentically Speaking: Speech Technology, Accent Bias and Digital Imperialism,” SIGCIS, Computer History Museum, March 2017 {video: 1:26 > 17:16}

Lauren McCarthy, LAUREN. A human smart home intelligence (review press, too).

4-5pm: Skype with Halcyon M. Lawrence

Supplemental:

Meryl Alper, Giving Voice: Mobile Communication, Disability, and Inequality (MIT Press, 2017).

Michel Chion, Sound: An Acoulogical Treatise (Duke, 2016).

Karin Bijsterveld, “Dissecting Sound: Speaker Identification at the Stasi and Sonic Ways of Knowing,” Hearing Modernity (2018).

Trevor Cox, Now You’re Talking: The Story of Human Communication from the Neanderthals to Artificial Intelligence (Counterpoint, 2018).

Brian Dumaine, “It Might Get Loud: Inside Silicon Valley’s Battle to Own Voice Tech,” Fortune (October 24, 2018).

Larry Greenemeier, “Alexa, How Do We Take Our Relationship to the Next Level?” Scientific American (April 26, 2018).

Jason Kincaid, “A Brief History of ASR,” descript (July 12, 2018).

Halcyon M. Lawrence, “Siri Disciplines,” in Your Computer is on Fire, eds., Marie Hicks, Ben Peters, Kavita Philips and Tom Mullaney (MIT Press, forthcoming 2019).

Halcyon Lawrence and Lauren Neefe, “Siri’s Progeny: Voice and the Future of Interaction Design,” Georgia Tech, Fall 2016.

Xiaochang Li and Mara Mills, “Vocal Features: From Voice Identification to Speech Recognition by Machine,” Technology and Culture (forthcoming 2019).

Luke Munn, “Alexa and the Intersectional Interface,” _Angles (June 2018).

Quynh N. Nguyen, Ahn Ta, and Victor Prybutok, “An Integrated Model of Voice-User Interface Continuance Intention: The Gender Effect,” International Journal of Human-Computer Interaction (2018).

Winifred Poster, “Sound Bites, Sentiments, and Accents: Digitizing Communicative Labor in the Era of Global Outsourcing,” in digitalSTS: A Field Guide for Science & Technology Studies, eds., David Ribes and Janet Vertesi (Princeton University Press, forthcoming April 2019).

Winifred Poster, “The Virtual Receptionist with a Human Touch: Opposing Pressures of Digital Automation and Outsourcing in Interactive Services” in Invisible Labor: Hidden Work in the Contemporary World, eds. Marion G. Crain, Winifred R. Poster, and Miriam A. Cherry (University of California Press, 2016): 87-111.

Thom Scott-Phillips, Speaking our Minds: Why Human Communication is Different, and How Language Evolved to Make it Special (Palgrave Macmillan, 2015).

Craig S. Smith, “Alexa and Siri Can Hear This Hidden Command. You Can’t,” New York Times (May 10, 2018).

Dave Tompkins, How to Wreck a Nice Beach: The Vocoder from World War II to Hip-Hop, The Machine Speaks (Stop Smiling Books, 2011).

Mickey Vallee, “Biometrics, Affect, Autoaffection and the Phenomenological Voice,” Subjectivity 11:2 (2018): 161-76.

Bruce N. Walker and Michael A. Nees, “Theory of Sonification” in The Sonification Handbook, eds. Thomas Hermann, Andy Hunt, and John G. Neuhoff (Logos Publishing, 2011).

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di-sss-learning-engineering · 6 years

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How to Study Smart: 20 Scientific Ways to Learn Faster 168. That’s how many hours there are in a week. If you’re a student, you probably feel like this isn’t enough. I know… You have so many assignments to do, projects to work on, and tests to study for. Plus, you have other activities and commitments. And I’m sure you want to have a social life, too. Wouldn’t it be nice if you could study smarter (not harder), get good grades, and lead a balanced life? Of course it would. That’s why I wrote this article. The main aim of education isn’t to get straight A’s. But learning how to learn is a vital life skill. So I spent hours scouring scientific articles and research journals to find the best ways to learn more effectively. I’m a lifelong straight-A student myself, and I’ve since completed my formal education. Over the course of my academic career, I’ve used almost all the tips outlined in this article, so I can verify that they work. Let’s get started. Here are 20 scientific ways to learn faster. BONUS: Download a free PDF summary of this article. The PDF contains all the tips found here, plus 3 exclusive bonus tips that you’ll only find in the PDF. 1. Learn the same information in a variety of ways. The research (Willis, J. 2008) shows that different media stimulate different parts of the brain. The more areas of the brain that are activated, the more likely it is that you’ll understand and retain the information.[1] So to learn a specific topic, you could do the following: Read the class notes Read the textbook Watch a Khan Academy video Look up other online resources Create a mind map Teach someone what you’ve learned Do practice problems from a variety of sources Of course, you won’t be able to do all of these things in one sitting. But each time you review the topic, use a different resource or method – you’ll learn faster this way. 2. Study multiple subjects each day, rather than focusing on just one or two subjects. It’s more effective to study multiple subjects each day, than to deep-dive into one or two subjects (Rohrer, D. 2012).[2] For example, if you’re preparing for exams in math, history, physics, and chemistry, it’s better to study a bit of each subject every day. This approach will help you to learn faster than by focusing on just math on Monday, history on Tuesday, physics on Wednesday, chemistry on Thursday, and so on. Why? Because you’re likely to confuse similar information if you study a lot of the same subject in one day. So to study smart, spread out your study time for each subject. In so doing, your brain will have more time to consolidate your learning. 3. Review the information periodically, instead of cramming. Periodic review is essential if you want to move information from your short-term memory to your long-term memory. This will help you get better exam grades. As the research (Cepeda, N. 2008) shows, periodic review beats cramming hands-down.[3] The optimal review interval varies, depending on how long you want to retain the information. But experience – both my own and through working with students – tells me that the following review intervals work well (I explain the entire periodic review system in this article): 1st review: 1 day after learning the new information 2nd review: 3 days after the 1st review 3rd review: 7 days after the 2nd review 4th review: 21 days after the 3rd review 5th review: 30 days after the 4th review 6th review: 45 days after the 5th review 7th review: 60 days after the 6th review 4. Sit at the front of the class. If you get to choose where you sit during class, grab a seat at the front. Studies show that students who sit at the front tend to get higher exam scores (Rennels & Chaudhari, 1988). The average scores of students, depending on where they sat in class, are as follows (Giles, 1982): Front rows: 80% Middle rows: 71.6% Back rows: 68.1% These findings were obtained under conditions where the seating positions were teacher-assigned.[4] This means it’s not just a case of the more motivated students choosing to sit at the front, and the less motivated students choosing to sit at the back. By sitting at the front, you’ll be able to see the board and hear the teacher more clearly, and your concentration will improve too. Now you know where the best seats in class are! 5. Don’t multitask. The data is conclusive: Multitasking makes you less productive, more distracted, and dumber.[5][6][7] The studies even show that people who claim to be good at multitasking aren’t actually better at it than the average person. Effective students focus on just one thing at a time. So don’t try to study while also intermittently replying to text messages, watching TV, and checking your Twitter feed. Here are some suggestions to improve your concentration: Turn off notifications on your phone Put your phone away, or turn it to airplane mode Log out of all instant messaging programs Turn off the Internet access on your computer Use an app like Freedom Close all of your Internet browser windows that aren’t related to the assignment you’re working on Clear the clutter from your study area 6. Simplify, summarize, and compress the information. Use mnemonic devices like acronyms, as these are proven to increase learning efficiency.[8] Example #1 If you want to memorize the electromagnetic spectrum in order of increasing frequency, you could use this acronym/sentence: Raging Martians Invaded Venus Using X-ray Guns (In order of increasing frequency, the electromagnetic spectrum is: Radio, Microwave, Infrared, Visible, Ultraviolet, X-rays, Gamma rays.) Example #2 Question: Stalactites and stalagmites – which ones grow from the top of the cave and which ones grow from the ground? Answer: Stalactites grow from the top, while stalagmites grow from the ground. Study smart by using mnemonic devices whenever possible. In addition, you could summarize the information into a comparison table, diagram, or mind map.[9] These tools will help you learn the information much faster. 7. Take notes by hand, instead of using your laptop. Scientists recommend this, and not just because you’re more likely to give in to online distractions when using your laptop. Even when laptops are used only for note-taking, learning is less effective (Mueller, P. 2013).[10] Why? Because students who take notes by hand tend to process and reframe the information. In contrast, laptop note-takers tend to write down what the teacher says word-for-word, without first processing the information. As such, students who take notes by hand perform better in tests and exams. 8. Write down your worries. Will I do well on this exam? What if I forget the key concepts and equations? What if the exam is harder than expected? These kinds of thoughts probably run through your head before you take an exam. But if these thoughts run wild, the accompanying anxiety can affect your grades. Here’s the solution … In one experiment,[11] researchers at the University of Chicago discovered that students who wrote about their feelings about an upcoming exam for 10 minutes performed better than students who didn’t. The researchers say that this technique is especially effective for habitual worriers. Psychologist Kitty Klein has also shown that expressive writing, in the form of journaling, improves memory and learning.[12] Klein explains that such writing allows students to express their negative feelings, which helps them to be less distracted by these feelings. To be less anxious, take 10 minutes and write down all the things related to the upcoming exam that you’re worried about. As a result of this simple exercise, you’ll get better grades. 9. Test yourself frequently. Decades of research has shown that self-testing is crucial if you want to improve your academic performance.[13] In one experiment, University of Louisville psychologist Keith Lyle taught the same statistics course to two groups of undergraduates. For the first group, Lyle asked the students to complete a four- to six-question quiz at the end of each lecture. The quiz was based on material he’d just covered. For the second group, Lyle didn’t give the students any quizzes. At the end of the course, Lyle discovered that the first group significantly outperformed the second on all four midterm exams. So don’t just passively read your textbook or your class notes. Study smart by quizzing yourself on the key concepts and equations. And as you prepare for a test, do as many practice questions as you can from different sources. 10. Connect what you’re learning with something you already know. In their book, Make It Stick: The Science of Successful Learning, scientists Henry Roediger III and Mark A. McDaniel explain that the more strongly you relate new concepts to concepts you already understand, the faster you’ll learn the new information.[14] For example, if you’re learning about electricity, you could relate it to the flow of water. Voltage is akin to water pressure, current is akin to the flow rate of water, a battery is akin to a pump, and so on. Another example: You can think of white blood cells as “soldiers” that defend our body against diseases, which are the “enemies.” It takes time and effort to think about how to connect new information to what you already know, but the investment is worth it. 11. Read key information out loud. Studies have been conducted, which demonstrate that reading information out loud helps students to learn faster than by reading silently (MacLeod CM, 2010 & Ozubko JD, 2010).[15][16] What’s the reason for this? When you read information out loud, you both see and hear it. On the other hand, when you read information silently, you only see it. It isn’t practical to read every single word of every single set of notes out loud. That would take way too much time. So here’s the process I recommend: Step 1: As you read your notes, underline the key concepts/equations. Don’t stop to memorize these key concepts/equations; underline them and move on. Step 2: After you’ve completed Step 1 for the entire set of notes, go back to the underlined parts and read each key concept/equation out loud as many times as you deem necessary. Read each concept/equation slowly. Step 3: After you’ve done this for each of the underlined key concepts/equations, take a three-minute break. Step 4: When your three-minute break is over, go to each underlined concept/equation one at a time, and cover it (either with your hand or a piece of paper). Test yourself to see if you’ve actually memorized it. Step 5: For the concepts/equations that you haven’t successfully memorized, repeat Steps 2, 3, and 4. 12. Take regular study breaks. Taking regular study breaks enhances overall productivity and improves focus (Ariga & Lleras, 2011).[17] That’s why it isn’t a good idea to hole yourself up in your room for six hours straight to study for an exam. You might feel like you get a lot done this way, but the research proves otherwise. So take a 5- to 10-minute break for every 40 minutes of work. I recommend that you use a timer or stopwatch to remind you when to take a break and when to get back to studying. During your break, refrain from using your phone or computer, because these devices prevent your mind from fully relaxing. 13. Reward yourself at the end of each study session. Before starting a study session, set a specific reward for completing the session. By doing this, you’ll promote memory formation and learning (Adcock RA, 2006).[18] The reward could be something as simple as: Going for a short walk Eating a healthy snack Listening to your favorite music Stretching Doing a couple of sets of exercise Playing a musical instrument Taking a shower Reward yourself at the end of every session – you’ll study smarter and learn faster. 14. Focus on the process, not the outcome. Successful students concentrate on learning the information, not on trying to get a certain grade. Stanford psychologist Carol Dweck’s research shows that these students … [19] Focus on effort, not the end result Focus on the process, not on achievement Believe they can improve – even in their weak subjects – as long as they put in the time and hard work Embrace challenges Define success as pushing themselves to learn something new, not as getting straight A’s Not-so-successful students tend to set performance goals, while successful students tend to set learning goals.[20] What’s the difference between these two types of goals? Performance goals (e.g. getting 90% on the next math test, getting into a top-ranked school) are about looking intelligent and proving yourself to others. In contrast, learning goals (e.g. doing three algebra problems every other day, learning five new French words a day) are about mastery and growth. Most schools emphasize the importance of getting a certain exam score or passing a certain number of subjects. Ironically, if you want to meet – and surpass – these standards, you’d be better off ignoring the desired outcome and concentrating on the learning process instead. 15. Drink at least eight glasses of water a day. You probably think you drink enough water, but studies show that up to 75% of people are in a chronic state of dehydration.[21] Dehydration is bad for your brain – and your exam grades too. University of East London researchers have found that your brain’s overall mental processing power decreases when you’re dehydrated (Edmonds, C. 2013).[22] Further research has shown that dehydration even causes the grey matter in your brain to shrink.[23] The simple solution? Drink at least eight glasses of water a day. Bring a water bottle wherever you go, and drink water before you start to feel thirsty. And if you’re taking an exam, bring a water bottle with you. Every 40 minutes or so, drink some water. This will help you stay hydrated and improve your exam performance. Plus, this also acts as a short break to refresh your mind. 16. Exercise at least three times a week. Exercise is good for your body. It’s also very good for your brain. Various studies have shown that exercise … Improves your memory[24] Improves your brain function[25][26] Reduces the occurrence of depression Helps to prevent diseases like diabetes, cancer, and osteoporosis Enhances your sleep quality Reduces stress Improves your mood[27] Exercise is quite the miracle drug! So to study smarter, exercise at least three times a week for 30 to 45 minutes each time. You’ll be healthier and more energetic, and you’ll remember information better too. 17. Sleep at least eight hours a night, and don’t pull all-nighters. I’ve spoken to and worked with 20,000 students so far. Not a single one has told me that he or she consistently gets eight hours of sleep a night. “There’s just so much to do,” I hear students say, again and again. As a student, sleep often seems more like a luxury than a necessity. But what does the research have to say about sleep? The research shows that if you get enough sleep, you’ll be more focused, you’ll learn faster,[28] and your memory will improve.[29] You’ll also deal with stress more effectively.[30] This is a recipe for excellent grades. So sleep at least eight hours a night. This way, your study sessions will be more productive and you won’t need to spend as much time hitting the books. In addition, sleep expert Dan Taylor says that learning the most difficult material immediately before going to bed makes it easier to recall the next day.[31] So whenever possible, arrange your schedule such that you study the hardest topic right before you sleep. Lastly, don’t pull all-nighters. As psychologist Pamela Thacher’s research shows, students who pull all-nighters get lower grades and make more careless mistakes.[32] 18. Eat blueberries. Blueberries are rich in flavanoids, which strengthen connections in the brain and stimulate the regeneration of brain cells. Researchers at the University of Reading have found that eating blueberries improves both short-term and long-term memory (Whyte, A. & Williams, C. 2014).[33][34] Blueberries may also help to prevent degenerative diseases like Alzheimer’s. 19. Eat chicken and eggs. A team of researchers from Boston University conducted a long-term study on 1,400 adults over 10 years. They found that participants who had diets high in choline performed better on memory tests.[35] Choline is the precursor to acetylcholine, which is essential for the formation of new memories. What foods are high in choline? Chicken and eggs (the egg yolk contains 90% of the total choline in the egg[36]). Just in case you’re worried about the high cholesterol content of egg yolks, you can breathe a sigh of relief. Recent studies show that eggs – including the yolk – are a healthy food for just about everyone.[37] And if you’re a vegetarian, there are alternatives to getting choline in your diet: Lentils Sunflower seeds Pumpkin seeds Almonds Cabbage Cauliflower Broccoli 20. Eat omega-3 fatty acids. Omega-3 fatty acids are critical for brain function.[38] One experiment (Yehuda, S. 2005) also found that taking a combination of omega-3 and omega-6 fatty acids reduced test anxiety in students and improved their mental concentration.[39] Omega-3 fatty acids are linked to the prevention of high blood pressure, heart disease, diabetes, arthritis, osteoporosis, depression, attention deficit/hyperactivity disorder (ADHD), dementia, Alzheimer’s, asthma, colorectal cancer, and prostate cancer.[40] That’s an incredible list! Here are foods that are rich in omega-3 fatty acids: Salmon Sardines Mackerel Trout Flaxseed Pumpkin seeds Walnuts The bottom line This is a long article that contains a lot of information. But don’t feel overwhelmed, because there’s no need to implement everything at one shot. As the saying goes … How do you eat an elephant? One bite at a time. In the same way, to implement all 20 tips in this article, do it one tip at a time. Focus on just one tip a week, or even one tip a month. Once you’ve turned that tip into a habit, move on to the next one. Throughout the process, don’t let the goal of getting straight A’s become an unhealthy obsession. After all, education is about much more than getting good grades. It’s about the pursuit of excellence. It’s about cultivating your strengths. And it’s about learning and growing, so you can contribute more effectively. There’s hard work involved, but I know you’re up to the challenge. BONUS: Don’t forget to download a free PDF summary of this article. The PDF contains all the tips found here, plus 3 exclusive bonus tips that you’ll only find in the PDF.

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