Gary Ackerman @garyackerman@qoto.org

Just because many famous events have been the product of conspiracies does not mean you should concoct a conspiracy to explain everything.

So many great theories are wrong. The advocates don't know they are wrong, but they are wrong nonetheless.

That transition from induction (I observe this, so I conclude that) to deduction (if my conclusion is correct I predict another thing will happen) is one many "evidence-based" folks never complete.

Reconceptualizing “Career and College Ready”
https://hackscience.education/2020/02/02/reconceptualizing-career-and-college-ready/?utm_source=dlvr.it&utm_medium=mastodon

If your "data" is a single measurement, it is not worth the time it took for you to obtain it,

Yeah... actually you are not good at multitasking . .

Elevator Pitch on Course Design
https://hackscience.education/2020/01/29/elevator-pitch-on-course-design/?utm_source=dlvr.it&utm_medium=mastodon

“The most erroneous stories are those we think we know best - and therefore never scrutinize or question.”
― Stephen Jay Gould

Data is fine... actually it isn't when it is valued more than understanding... which it usually is

Artificial intelligence doesn't worry me as much as natural stupidity.

If you are unwilling to change your mind when the evidence changes, then science is not for you

“We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.”
― Stephen Jay Gould

I know a book is a good (really good) if I read a physical copy after reading the audio version or if I read the audio version after reading the physical version.

When I led youth activities my mantra was "end before they are sick of it." I think the Olympics need to take my advice.

Quantities like standard deviation make sense and help folks understand both the sample and the meaning for a case if it is taught conceptually. When we focus on computing it, folks lose all understanding.

Demoralized, bored, distracted students. Let’s quit bitching and start fixing.

One thing I learned during my 35 year teaching: great lectures are great, but most lecturers are terrible.

“Can we create a computer that does what teachers do?”

It depends on what the teacher does.

“X should not be taught before college” (whatever topic is x and whatever level you choose) is likely to be preached by someone who doesn’t know the topic or the students… at least that’s what I observed over 40 years.

Clocks seem simple and harmless, but they control much that humans do.