Elo ratings in the #NRL

Each week, I monitor the NRL in Australia and await eagerly Pythago NRL’s (link) update of NRL Elo Ratings (link).

I am fascinated that the author is able to call upon Archimedes and Eratosthenes to help with the ratings (link).

I use RStudio to help visualise the data each week. My week 9 example using ggplot2 and ggrepel is:

Pythago NRL gives me a great opportunity to track which teams are performing well. I am delighted that the system uses Elo ratings. I find the use of median profiles particularly helpful too.

That time of year again

A picture of a football goal.

It is that wonderful time of the year again.

It was registration day for junior football at Braidwood Recreation Ground. My granddaughter, Ivy, and grandson, Jolyon, signed up eagerly and gleefully to join their respective activity groups.

I loved seeing both of them not play football.

It is that time of year when children are attracted to a ball like glue and they struggle with oversize shoes that parents hope will see two seasons.

It is the kind of late Autumn day that everyone loves. Parents and families huddle and chat to share their joy that their children are active and might find some friends to see them through the long Winter.

Glue was afoot and there was promise in the air.

No one shouted, everyone one laughed and enjoyed that very special first day.

Microcontent: narratives and attention

How do online courses engage learners?

Alan Levine explores this issue in a post titled Seeking Answers: Can a Narrative Tie a Course Together? (link). He asks “what would it take to apply a storytelling approach in courses outside ones about storytelling”.

Alan’s discussion has its roots in his experiences, with Jim Groom, in the course ds106 (link). Alan’s post and the ds106 archive will help with your thinking about narrative in course design, delivery and experience.

As you contemplate Alan’s questions, you might like to refer to Phillipp Lorenz_Spreen and his colleagues’ (2019) paper Accelerating dynamics of collective attention (link). In it they consider “increasing gradients and shortened periods in the trajectories of how cultural items receive collective attention”. Their paper considers the existence of “individual topics receiving shorter intervals of collective attention”. This is an important issue for designers of courses that seek to engage interest remotely.

For a brief introduction to attention span, you might like Dalmeet Singh Chawla’s The Global Attention Span Is Getting Shorter (link).

After reading these items, what might your reply to Alan be?

Photo Credit

Photo by Dieter de Vroomen on Unsplash