Strategy and Tactics

今天在一本英文书上读到一句话，说是取自孙子的《孙子兵法》。考考你，答案是什么？反正我是不知道，只能借助Google找的答案。

Strategy without tactics is the slowest route to victory.

Tactics without strategy is the noise before defeat.

Sun Tzu, The Art of War

答案：

“夫未战而庙算胜者，得算多也；未战而庙算不胜者，得算少也。”

－－孙子《计篇》

 

目前，我是中英文同时瓶颈啊。

不是高手的瓶颈，是半瓶水的瓶颈。

Copyright

基本上我认为来自CEO的电子邮件99.99%都是垃圾。要么是精神轰炸——伊自己是共和党，没事就发些褒共和党贬民主党的邮件，尤其在大选前。唯一的一封支持Obama的邮件还显得特无奈，那也是在Obama当选之后了。当然偶是连选举权都没有的，自然对此不是很关心，此类信件一般都直接删进垃圾箱。

要么是纯粹的没事干，估计伊垃圾邮件过多，所以秉承着“独乐乐不如众乐乐”，闲的就将众多垃圾邮件一概转发，此类信件一般我瞄个开头（毕竟也得去伪存真一下）然后也是直接飞入垃圾箱。

不过今天收到的这封很有趣，说的是教育领域的版权问题。我很喜欢这个tutorial的design，尤其是那个地铁的metaphor，很形象。mmm...那个agent设计的也很有趣，呵呵，连嘴动的频率都和audio配合的恰恰好，虽然偶是认为这个肯定增加了设计费用了。

http://www.baruch.cuny.edu/tutorials/copyright/

Object, Sign, and Interpretant

I read an interesting article today: Facilitating Learning-Centered Instructional
Design: A Semiotic Perspective written by Marcy P. Driscoll. The idea is
not new-a topic discussed on ITFORUM in 1994; it’s new to me, though.

Peirce’s theory of signs and how can it be used in
instructional design were discussed in the paper. According to the theory,
there are three universal properties: object, sign, and interpretant. An object
is something existing independently of anything else; signs are symbols that
are related to the object; and interpretant is the effect of a sign on someone
who reads or comprehends it.

For example, swimming itself is an object; a video or
a book describing how to swim can be considered as a sign; and learners’ reorganization
of steps in swimming is a set of interpretants.

When learning is viewed as semiosis, it’s a process
of interpreting meaning and assembling signs and symbols. From instructional
design’s perspective, how to design signs that can be well connected to goals
and guide learners to make desired interpretations is one thing we need to
consider.

My two cents:

1. Less
   is more. Only use the materials that are related to learning objective; don’t
   add unrelated stuff just because you think it’s interesting.
2. Use
   graphics as topic organizers, lesson interfaces or use graphics to teach
   content types and show relationships; don’t use them to decorate pages.
3. Choose
   the right signs to represent an object. For example, a video clip may be a better
   choice than a textbook to teach learners how to play golf (psychomotor skill).
4. Social
   constructivism can be helpful, too. Learners can discuss a learning topic
   (object) with other people and, through the process, get a deeper understanding
   (interpretant) of the topic.

What else? Tell me if you have other thoughts.

S-R

In behaviorism, stimulus-response (S-R) is emphasized
by multiple theorists. Here is an example: Dr. Flanagan usually comes in the morning
and says hi to everybody in my department. I always respond by saying morning
to him. So does Eunice.

This afternoon, he came again after lunch break and
said hi. My spontaneous response was “mor…ning”, and then I realized it’s
already afternoon and stopped in the middle. The funny thing is that I am not
the only one who responded this way. Eunice also said “morning” to him,
spontaneously.

What a typical S-R.