logical framework, mental model, WebApp Framework, etc. (more)

Cedric Chin: A Framework for Putting Mental Models to Practice, Part 1: Charlie Munger's Speech. It is really, really difficult to create a deliberate practice program for an unstructured (ill-structured) skill — even Anders Ericsson himself admits that he does not know how to deploy deliberate practice for skills like solving crossword puzzles and folk dancing. The self-help hacks who have never actually tried putting this into practice will not mention that it’s really difficult. (more)

Jon Udell: Using sparkcasts to enhance step-by-step instructions. My earlier explanations didn’t use screencasts, they were just textual narrations with embedded static screenshots. That’s an appropriate way to explain step-by-step procedures. Screencasts can be overkill. (cf sparkline) (more)

Robin Sloan: The slab and the permacomputer. Here are three glimpses of the future of computing that all seem to “rhyme”: (more)

Is it Time to Revive the Pattern Language? Wiki, the methodology that powers Wikipedia, was invented by a computer scientist named Ward Cunningham to create a web-based system of the "pattern languages of programming"—an idea exported from architect Christopher Alexander's 1977 classic. (more)

James O. Coplien, also known as Cope[citation needed], is a writer, lecturer, and researcher in the field of computer science. He held the 2003–4 Vloeberghs Leerstoel (Vloeberghs Chair) at Vrije Universiteit Brussel and has been a visiting professor at University of Manchester. He is known for his involvement in founding the pattern movement as part of the Hillside Group, organizing events in the Pattern Languages of Programs conference series, and his writings on software design patterns and organizational patterns (OrgPatterns). https://en.wikipedia.org/wiki/Jim_Coplien (more)

was Jim Coplien's wiki-then-book (WikiEbook?): Pattern Language for Software Development Organization Design (more)

Jim Coplien on the theoretical underpinnings of any Pattern Language. *Patterns go to (more)

Amazon Meeting Memo variant: Press Release + FAQ (more)

“The traditional approach to learning is to define the objectives (the gap between the knowledge a person has and the knowledge the person needs to perform the task), establish the regimen for practice, and provide feedback. Learning procedures and factual data is seen as adding more information and skills to the person’s storehouse of knowledge. However, this storehouse metaphor is poorly suited for cognitive skill, and does not address the differing learning needs of novices and experts. Teaching cognitive skills requires the diagnosis of the problem in terms of flaws in existing mental models, not gaps in knowledge. It requires learning objectives that are linked to the person’s current mental models. It requires practice regimens that may have to result in “unlearning” that enables the person to abandon the current, flawed mental models. It requires feedback that promotes sensemaking. We propose a Cognitive Transformation Theory to guide the development of cognitive skills. Finally, we present several strategies that might be useful in overcoming barriers to understanding and to revising mental models. https://thecynefin.co/library/cognitive-transformation-theory/

Accelerated Expertise: Training for High Proficiency in a Complex World (Expertise: Research and Applications Series) 1st Edition, by Robert R. Hoffman (Author), Paul Ward (Author), Paul J. Feltovich (Author), Lia DiBello (Author), Stephen M. Fiore (Author), Andrews Dee H. (Author). ISBN:184872652X

Move fast and validate things. I founded Precoil to help companies find product market fit using lean startup, design thinking and business model innovation. I power the testing practice with my friends over at Strategyzer. I've helped teams move fast and validate things at companies such as GE, Toyota, Adobe, HP and Behr. https://www.davidjbland.com/

Cedric Chin: Lessons Learnt From Reading 51 Books in 2018. If you're reading this, you probably work a demanding dayjob, and you probably don’t have a lot of time to read. (more)

Cedric Chin on Accelerated Expertise. Accelerated Expertise is not written for the lay person — it is a book primarily written for organisational psychologists, training program designers and researchers employed in the US military. If you must read it — say because you want to put the ideas in the book to practice — my recommendation is to read Chapters 9-13 and skim everything else (more)

Maggie Appleton: The Pattern Language of Project Xanadu. Ted Nelson hoped Xanadu would be a medium for “serious electronic literature" – a paradigm shift that would free us from the material constraints of paper. His vision was the first to meaningfully consider how storing information in digital bits could reconfigure the way we read, write, cite, and share words. (Media Inventor) (more)

Cedric Chin: ‘Strong Opinions, Weakly Held’ Doesn't Work That Well. Instead of withholding judgment until an exhaustive search for data is complete, I will force myself to make a tentative forecast based on the information available, and then systematically tear it apart, using the insights gained to guide my search (more)

Fingerspitzengefühl [ˈfɪŋɐˌʃpɪtsənɡəˌfyːl] is a German term, literally meaning "finger tips feeling" and meaning intuitive flair or instinct, which has been adopted by the English language as a loanword. It describes a great situational awareness, and the ability to respond most appropriately and tactfully. It can also be applied to diplomats, bearers of bad news, or to describe a superior ability to respond to an escalated situation. The term is sometimes used to describe the instinctive play of certain football players. https://en.wikipedia.org/wiki/Fingerspitzengef%C3%BChl cf OODA

Bloom's 2 sigma problem refers to an educational phenomenon observed by educational psychologist Benjamin Bloom and initially reported in 1984 in the journal Educational Researcher. Bloom found that the average student tutored one-to-one using mastery learning techniques performed two standard deviations better than students who learn via conventional instructional methods—that is, "the average tutored student was above 98% of the students in the control class".[1]: 4  Additionally, the variation of the students' achievement changed: "about 90% of the tutored students ... attained the level of summative achievement reached by only the highest 20%" of the control class.[1]: 4  Bloom's graduate students J. Anania and A. J. Burke conducted studies of this effect at different grade levels and in different schools, observing students with "great differences in cognitive achievement, attitudes, and academic self-concept" https://en.wikipedia.org/wiki/Bloom%27s_2_sigma_problem

K. Anders Ericsson (October, 23, 1947[1] – June 17, 2020)[2] was a Swedish psychologist and Conradi Eminent Scholar and Professor of Psychology at Florida State University who was internationally recognized as a researcher in the psychological nature of expertise and human performance. Ericsson studied expert performance in domains such as medicine, music, chess, and sports, focusing exclusively on extended deliberate practice (e.g., high concentration practice beyond one's comfort zone) as a means of how expert performers acquire their superior performance. Critically, Ericsson's program of research served as a direct complement to other research[3][4] that addresses cognitive ability, personality, interests, and other factors that help researchers understand and predict deliberate practice and expert performance. https://en.wikipedia.org/wiki/K._Anders_Ericsson

A case study is an in-depth, detailed examination of a particular case (or cases) within a real-world context.[1][2] For example, case studies in medicine may focus on an individual patient or ailment; case studies in business might cover a particular firm's strategy or a broader market; similarly, case studies in politics can range from a narrow happening over time (e.g., a specific political campaign) to an enormous undertaking (e.g., a world war). Generally, a case study can highlight nearly any individual, group, organization, event, belief system, or action. A case study does not necessarily have to be one observation (N=1), but may include many observations (one or multiple individuals and entities across multiple time periods, all within the same case study).[3][4][5][6] Research projects involving numerous cases are frequently called cross-case research, whereas a study of a single case is called within-case research. https://en.wikipedia.org/wiki/Case_study (more)