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nuckolls.bob(at)aeroelect
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 Posted: Sun Mar 25, 2012 4:01 pm Post subject: Expanded horizons for the List?Marketing suggestion |
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At 06:20 PM 3/25/2012, you wrote:
| Quote: | --> AeroElectric-List message posted by: "Bill Bradburry" <bbradburry(at)bellsouth.net>
I have been trying to figure out how to download the "Free to Choose" videos
to my computer. Bob mentioned that he had done it. Does anyone know how he
accomplished that? |
You need the youtube downloader. Here's one good source
http://tinyurl.com/68o7jqn
Bob . . . [quote][b]
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bbradburry(at)bellsouth.n
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| Posted: Sun Mar 25, 2012 5:04 pm Post subject: Expanded horizons for the List?Marketing suggestion |
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Thanks. Bob!
Bill B
From: owner-aeroelectric-list-server(at)matronics.com [mailto:owner-aeroelectric-list-server(at)matronics.com] On Behalf Of Robert L. Nuckolls, III
Sent: Sunday, March 25, 2012 8:00 PM
To: aeroelectric-list(at)matronics.com
Subject: RE: AeroElectric-List: Re: Expanded horizons for the List?Marketing suggestion
At 06:20 PM 3/25/2012, you wrote:
--> AeroElectric-List message posted by: "Bill Bradburry" <bbradburry(at)bellsouth.net>
I have been trying to figure out how to download the "Free to Choose" videos
to my computer. Bob mentioned that he had done it. Does anyone know how he
accomplished that?
You need the youtube downloader. Here's one good source
http://tinyurl.com/68o7jqn
Bob . . . | Quote: | | http://www.matronics.com/Navigator?AeroElectric-List |
0123456789
[quote][b]
| | - The Matronics AeroElectric-List Email Forum - | | | Use the List Feature Navigator to browse the many List utilities available such as the Email Subscriptions page, Archive Search & Download, 7-Day Browse, Chat, FAQ, Photoshare, and much more:
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nuckolls.bob(at)aeroelect
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| Posted: Tue Mar 27, 2012 6:24 am Post subject: Expanded horizons for the List?Marketing suggestion |
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At 12:06 AM 3/27/2012, you wrote:
The point is to keep it from becoming a Big Deal
– no fancy productions – just Bob Nuckolls
telling us about electronics in five to ten minute bites.
Exactly. When discussing this with professional college level
teachers, I often get what appears to be some degree of skepticism
in their response, "Yeah, but what about 'quality' of the
education?"
My answer is, "The presentations are for simple-ideas. Deduction
of presentation of fact. Any one item taken by itself can be
explained by a willing presenter of any degree or credential.
The information being offered can be taken up by any willing
and able listener. The study and sharing of simple ideas has
no rigorous demand upon what we often call 'quality'. It needs
only to be true and well explained.
If one considers legacy offerings for traditional institutions
of learning, success for their endeavors is measured by how well
simple-ideas have be taken up by students in a manner that makes
them potential ingredients that go into recipes for success.
Sadly, I think the institutions of learning have built a sort
of firewall between themselves as disseminators of ingredients
(books and calculators) and the chefs (hammers-n-saws) who
turn those ideas into useful products.
Using the KhanProcess to augment the classroom presentation
increases likelihood of acquisition and retention of ingredients
by students of every learning-rate which gives the teacher
more time to talk about recipes. I had only the most rudimentary
grasp of this process when I started the 'Connection . . . but
intuitively I knew that it was insufficient to put out a simple
cookbook, Wire it up like this and trust me . . . it will work".
That's why the 'Connection is mostly ingredients topped off with
only one chapter of recipes at the back of the book.
Further, issues of 'quality' are easier to address. Throughout
our formal education experience, we're offered x-thousand simple-
ideas. Your PhD is awarded when you demonstrate a mastery of those
ideas. The really neat thing about the KhanProcess is that the
source of those ideas can be any willing/able presenter or
teacher without having an deleterious impact on legacy notions
of 'quality'. Some teachers I've talked to get that far away look of
appreciative contemplation, others remain skeptical. Given the
apparent value and rate of growth for the KhanProcess, even skeptics
might do well to consider exploitation of these new tools.
Another neat feature of productions by KhanProcess is that one's
students might revisit the 'classroom' years hence for a review
and the teacher might never know it. But the fact that a student
remembers where they were introduced to those ingredients before
can come back for a memory jump-start is a huge asset to that
individual's successes later.
I've suggested to some college administrators that these presentations
could be a real adjunct marketing tool for their school struggling to
bring in and retain students. Suppose learning requirements for say
10% of their total credit hours could be achieved on line at no
cost other than the student's performance. Further, they could take
the course as many times as they wanted to raise the grade. But
credit for those courses would not be awarded until the other 90%
was completed at the usual tariff and expenditure of time in the
classroom. This seems to be a good way to get a student invested in
achieving the desired outcome for graduation. Having semester
worth of high level achievement to capstone their transcript seems like
pretty powerful incentive to get-er-done.
Over time, there would become a library of these.
When someone asked a question that lent itself to
the format, your answer would become another
lesson that could be located by a search of the
data base of lessons. You seem to have become
highly successful giving away your knowledge, but
there is a value here that is worth paying for.
But my guess is that when you think of a kid in
Pakistan or Fiji or China who has dreamed of
flying ever since he saw his first small
airplane, you will want him to have whatever knowledge you can give him.
That's the idea . . . or at least I think it is. It's coming
together in a plan for a series of activities that sure
make sense to me today. Nothing ventured, nothing gained.
I'm going to stir the pot see if it still makes sense a few
years from now.
Bob . . .
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