From dbadd146d31883c6bca39db0e73b7ed286e4d780 Mon Sep 17 00:00:00 2001 From: temene <gretzuni@protonmail.com> Date: Tue, 26 Oct 2021 18:21:09 +0200 Subject: changed reference formatting --- 2021/talks/adventure.md | 56 ++++++++++++++++++++++++------------------------- 1 file changed, 28 insertions(+), 28 deletions(-) diff --git a/2021/talks/adventure.md b/2021/talks/adventure.md index e8a64be8..d30743a8 100644 --- a/2021/talks/adventure.md +++ b/2021/talks/adventure.md @@ -44,37 +44,37 @@ Emacs does not limit any imaginable type of interactivity and promotes a diversi # References 1. General workflow and fun: -- Bin, C. (2020). Mastering Emacs in one year. <https://github.com/redguardtoo/mastering-emacs-in-one-year-guide/blob/master/guide-en.org#on-the-shoulders-of-giants>. Accessed 25 October 2021. -- Gaffney, N. (2019). Oblique strategies. <https://github.com/zzkt/oblique-strategies>. Accessed 25 October 2021. -- Goetz, G. (2021). Additional references: A back-to-school/GTD Emacs journey. <https://gretzuni.com/articles/a-back-to-school-gtd-emacs-journey>. Accessed 25 October 2021. -- Guerry, B. (2020). Org-mode features you may not know. <https://bzg.fr/en/some-emacs-org-mode-features-you-may-not-know/>. Accessed 25 October 2021. -- Kaiser, K. (2017). Writing a technical book in Emacs and Org-mode. <https://www.kpkaiser.com/programming/writing-a-technical-book-in-emacs-and-org-mode/>. Accessed 25 October 2021. -- Planet Emacs Life. <https://planet.emacslife.com/>. Accessed 25 October 2021. -- Stavrou, P. My packages for GNU Emacs. <https://protesilaos.com/emacs/>. Accessed 25 October 2021. -- Wellons, C. Emacs articles. <https://nullprogram.com/tags/emacs/>. Accessed 25 October 2021. + - Bin, C. (2020). Mastering Emacs in one year. <https://github.com/redguardtoo/mastering-emacs-in-one-year-guide/blob/master/guide-en.org#on-the-shoulders-of-giants>. Accessed 25 October 2021. + - Gaffney, N. (2019). Oblique strategies. <https://github.com/zzkt/oblique-strategies>. Accessed 25 October 2021. + - Goetz, G. (2021). Additional references: A back-to-school/GTD Emacs journey. <https://gretzuni.com/articles/a-back-to-school-gtd-emacs-journey>. Accessed 25 October 2021. + - Guerry, B. (2020). Org-mode features you may not know. <https://bzg.fr/en/some-emacs-org-mode-features-you-may-not-know/>. Accessed 25 October 2021. + - Kaiser, K. (2017). Writing a technical book in Emacs and Org-mode. <https://www.kpkaiser.com/programming/writing-a-technical-book-in-emacs-and-org-mode/>. Accessed 25 October 2021. + - Planet Emacs Life. <https://planet.emacslife.com/>. Accessed 25 October 2021. + - Stavrou, P. My packages for GNU Emacs. <https://protesilaos.com/emacs/>. Accessed 25 October 2021. + - Wellons, C. Emacs articles. <https://nullprogram.com/tags/emacs/>. Accessed 25 October 2021. 2. On TEL design: -- Caillet, E. (2008). L’exposition, le musée: L’éducation informelle comme école de l’éducation formelle. In Andler, D. & Guerry, B. (Eds.). *Apprendre demain: Sciences cognitives et éducation à l’ère numérique*, 137-154. Paris: Hatier. -- Crichton, M. (1983). *Electronic life*. New York: Knopf. -- De Bono, E. (2009). *Think! Before it's too late*. London: Random House. -- Engelbart, D. (1962). *Augmenting human intellect: A conceptual framework*. Menlo Park: Stanford Research Institute. -- Drosos, I. & Guo, P. (2021). Streamers teaching programming, art, and gaming: Cognitive apprenticeship, serendipitous teachable moments, and tacit expert knowledge. IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), short paper, 2021. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. -- Gabriel, R. (1996). *Patterns of software*. New York, Oxford: Oxford University Press. -- Goodyear, P. & Retalis, S. (2010). Learning, technology and design. In Goodyear, P. & Retalis, S. (Eds.). *Technology-enhanced learning: Design patterns and pattern languages*, 1-27. Rotterdam, Boston: Sense Publishers. -- Guerry, B. & Gaume, N. (2008). Ce que les jeux vidéo nous apprennent. In Andler, D. & Guerry, B. (Eds.). *Apprendre Demain: Sciences cognitives et éducation à l’ère numérique*, 155-159. Paris: Hatier. -- Guo, P. (2018). Students, systems, and interactions: Synthesizing the first + - Caillet, E. (2008). L’exposition, le musée: L’éducation informelle comme école de l’éducation formelle. In Andler, D. & Guerry, B. (Eds.). *Apprendre demain: Sciences cognitives et éducation à l’ère numérique*, 137-154. Paris: Hatier. + - Crichton, M. (1983). *Electronic life*. New York: Knopf. + - De Bono, E. (2009). *Think! Before it's too late*. London: Random House. + - Engelbart, D. (1962). *Augmenting human intellect: A conceptual framework*. Menlo Park: Stanford Research Institute. + - Drosos, I. & Guo, P. (2021). Streamers teaching programming, art, and gaming: Cognitive apprenticeship, serendipitous teachable moments, and tacit expert knowledge. IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), short paper, 2021. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. + - Gabriel, R. (1996). *Patterns of software*. New York, Oxford: Oxford University Press. + - Goodyear, P. & Retalis, S. (2010). Learning, technology and design. In Goodyear, P. & Retalis, S. (Eds.). *Technology-enhanced learning: Design patterns and pattern languages*, 1-27. Rotterdam, Boston: Sense Publishers. + - Guerry, B. & Gaume, N. (2008). Ce que les jeux vidéo nous apprennent. In Andler, D. & Guerry, B. (Eds.). *Apprendre Demain: Sciences cognitives et éducation à l’ère numérique*, 155-159. Paris: Hatier. + - Guo, P. (2018). Students, systems, and interactions: Synthesizing the first four years of Learning@Scale and charting the future. L@S 2018, June 26–28, 2018, London, United Kingdom. DOI: https://doi.org/10.1145/3231644.3231662. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. -- Guo, P., Kim, J. & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. -- Illich, I. (1973). *Tools of conviviality*. New York: Harper & Row. -- Kim, J., Guo, P., Seaton, D., Mitros, P., Gajos, K. & Miller, R. (2014). Understanding in-video dropouts and interaction peaks in online lecture videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. -- Markauskaite, L. & Goodyear, P. (2017). *Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge*. Dordrecht: Springer. -- Markel, J. & Guo, P. (2020). Designing the future of experiential learning environments for a post-COVID world: A preliminary case study. NFW ’20 (Symposium on the New Future of Work), August 3–5, 2020, Virtual Event. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. -- Morin, E. ([2004] 2008). *La Méthode - tome 6: Éthique*. Éditions du Seuil: Paris. -- Stallman, R. (2002). *Free software, free society*. GNU Press, Free Software Foundation. -- Stiegler, B. (2018). *The neganthropocene*. Open Humanities Press. -- Trocmé-Fabre, H. (1999). *Réinventer le métier d’apprendre*. Paris: Éditions d’organisation. -- Vygotsky, L. (1979). *Mind in society: The development of higher psychological processes*. Cambridge and London: Harvard University Press. -- Wang, S. (2020). Open knowledge. Hope in Source. <https://hopeinsource.com/open-knowledge/#open-source-knowledge-proof-of-work>. Accessed 25 October 2021. + - Guo, P., Kim, J. & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. + - Illich, I. (1973). *Tools of conviviality*. New York: Harper & Row. + - Kim, J., Guo, P., Seaton, D., Mitros, P., Gajos, K. & Miller, R. (2014). Understanding in-video dropouts and interaction peaks in online lecture videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. + - Markauskaite, L. & Goodyear, P. (2017). *Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge*. Dordrecht: Springer. + - Markel, J. & Guo, P. (2020). Designing the future of experiential learning environments for a post-COVID world: A preliminary case study. NFW ’20 (Symposium on the New Future of Work), August 3–5, 2020, Virtual Event. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. + - Morin, E. ([2004] 2008). *La Méthode - tome 6: Éthique*. Éditions du Seuil: Paris. + - Stallman, R. (2002). *Free software, free society*. GNU Press, Free Software Foundation. + - Stiegler, B. (2018). *The neganthropocene*. Open Humanities Press. + - Trocmé-Fabre, H. (1999). *Réinventer le métier d’apprendre*. Paris: Éditions d’organisation. + - Vygotsky, L. (1979). *Mind in society: The development of higher psychological processes*. Cambridge and London: Harvard University Press. + - Wang, S. (2020). Open knowledge. Hope in Source. <https://hopeinsource.com/open-knowledge/#open-source-knowledge-proof-of-work>. Accessed 25 October 2021. # Availability and preferred Q&A approach -- cgit v1.2.3