4 ms·

Maybe you could use videosources that do not offer such a horrible user experience? But you don't have to and I don't have to check your links. Edit: seriousl

by lukan 3y ago

Maybe you could use videosources that do not offer such a horrible user experience? But you don't have to and I don't have to check your links. Edit: seriously, I won't click any instagramlinks anymore. After reloading, yes, there is a little volume button, but it was half hidden under the "register popup" "check this out" banner etc. Which went away after scrolling down. Then there is no timeline. No replay like mentioned. And the content: nothing about teenage hacker criminals All in all, not convincing.

th0ma5 3y ago
Not sure what you want me to do dude, I'm sorry I'm speaking my truth and it is upsetting I guess. Take care. Edit to your edits: he wrote several books talking about computers, or more specifically, the computers of the 80s and 90s, being worthless and would lead us all astray.
- mlyle 3y ago
  One book-- Silicon Snake Oil. And criticism of that is worthwhile. Your exaggeration, on the other hand, is not.
  - th0ma5 3y ago
    High-Tech Heretic: Reflections of a Computer Contrarian is literally about stopping computer education.
    - mlyle 3y ago
      And as I've discussed with you elsewhere-- I feel like most of that criticism is spot on. Computers in education are great for: * Education on how to use computing or programming (... though when I teach these subjects, I do a whole lot of it offline) * Independent research (though you'd better stand at the back of the classroom and monitor what's going on very closely... and do this sparingly). * Occasional rapid feedback through a Kahoot about how much your class understands a given set of subject matter. * Letting students write and revise a paper quickly now and then * Occasional individualized practice through something like Khan. On the other hand, they're greatly overused even today. Instructors do things like: * Use a Kahoot every class to convey key learning material, which results in a disorganized, flash-card experience. * Perform enough of the work on computers that plagiarism and academic integrity become a huge concern. * Displace valuable classroom practice performing labs or doing arithmetic with inferior virtual eqiuvalents. * Allow students (without any type of learning or physical disability which would necessitate this) to take notes online, which under the best of circumstances is demonstrably inferior to paper note-taking for retention and also invites massive amounts of abuse. I feel like the case was similar in the 1990s: there was little evidence of benefit. There was less of the online abuse of computing, but there was still a lot of abuse and misuse.

by lukan 3y ago

th0ma5 3y ago

Not sure what you want me to do dude, I'm sorry I'm speaking my truth and it is upsetting I guess. Take care. Edit to your edits: he wrote several books talking about computers, or more specifically, the computers of the 80s and 90s, being worthless and would lead us all astray.

mlyle 3y ago
One book-- Silicon Snake Oil. And criticism of that is worthwhile. Your exaggeration, on the other hand, is not.
- th0ma5 3y ago
  High-Tech Heretic: Reflections of a Computer Contrarian is literally about stopping computer education.
  - mlyle 3y ago
    And as I've discussed with you elsewhere-- I feel like most of that criticism is spot on. Computers in education are great for: * Education on how to use computing or programming (... though when I teach these subjects, I do a whole lot of it offline) * Independent research (though you'd better stand at the back of the classroom and monitor what's going on very closely... and do this sparingly). * Occasional rapid feedback through a Kahoot about how much your class understands a given set of subject matter. * Letting students write and revise a paper quickly now and then * Occasional individualized practice through something like Khan. On the other hand, they're greatly overused even today. Instructors do things like: * Use a Kahoot every class to convey key learning material, which results in a disorganized, flash-card experience. * Perform enough of the work on computers that plagiarism and academic integrity become a huge concern. * Displace valuable classroom practice performing labs or doing arithmetic with inferior virtual eqiuvalents. * Allow students (without any type of learning or physical disability which would necessitate this) to take notes online, which under the best of circumstances is demonstrably inferior to paper note-taking for retention and also invites massive amounts of abuse. I feel like the case was similar in the 1990s: there was little evidence of benefit. There was less of the online abuse of computing, but there was still a lot of abuse and misuse.