I like Andy's idea that there is a whole world of mnemonic products which have yet to be explored. And I am glad to see the insight on what is wrong with the emotional story telling of standard MOOCs. There is definitely work in the area of learning tools to be done. He's convinced me that we can create far better learning tools without needing big technological breakthroughs. The wonders are already here.
One issue I have is his idea that the medium of content should be mnemonically based. This bothers me because I presume that if your content is really good, professionals and experts will read it as well. And since the way that they read is different from the manner of a novice, they should be able to ignore and not be interrupted or slowed by tools designed for novices.
Last month, I wrote an essay which started as a rebuttal to Matuschak's "Why Books Don't Work," on r/ssc. In the end, I didn't directly address his article, but instead explained how books in their most developed form are excellent learning tools.
One issue I have is his idea that the medium of content should be mnemonically based. This bothers me because I presume that if your content is really good, professionals and experts will read it as well. And since the way that they read is different from the manner of a novice, they should be able to ignore and not be interrupted or slowed by tools designed for novices. I feel like there are two rebuttals to this:
Yes, digital books offer far greater potential for visualization! Books do not offer a way to play with the inputs and outputs of models, and maybe one day even online academic papers will allow us to play with the data more. I look forward to the day when modeling tools are simple enough to use that even humanities people will have no problem creating them to illustrate a point. Although, Excel really is quite good!
Maybe it's part of their excitement for their own research that Andy claims books are a bad medium for learning.
To give one example of a limitation of books outside of memory not addressed by your post, books don't provide any way for me to answer questions about the ideas being discussed beyond what I can visualize in my head (in particular in cases where the ideas are heavily quantitative).
How would this be different from a textbook with problems to work through? Or did you mean good visualization (of data, imbedded in the text) as the link demonstrates?
The latter. To be clear, exercises are great but I think they're often not enough, in particular for topics where it's harder to build intuition just by thinking. The visualizations in that post would be an example of a prototype of the sorts of visualizations I'd want for a data-heavy topic.
Regarding textbook problems,the subset of things for which textbook problems substitute for rather than complement interactive visualizations seems relatively small, especially outside of more theoretical domains. Even for something like math, imagine if an addition to exercises, your textbook let you play with 3Blue1Brown-style visualizations of the thing you're learning about.
To give another example, say I'm learning about economics at the intro level. Typical textbooks will have questions about supply & demand curves, diminishing marginal utility, etc. My claim is that most people will build a deeper understanding of these concepts by having access to some sort of interactive models to probe in addition to the standard exercises at the end of the chapter.
https://numinous.productions/ttft
An excerpt: