Author Archives: x28

Cmaps and the “Split Attention Effect”

The “Split Attention Effect” from Cognitive Load Theory demands that an annotation needs to be close to the item it refers to. I wonder if this is still true if the annotation can be reached by a saccadic eye movement.
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Posted in Visualization | Leave a comment

Guesses about wisdom

How does wisdom differ from knowledge? In my understanding, wisdom grows very slowly, and it is often about what is really important, or actually, what is not important.
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Posted in Knowledge | 2 Comments

Myths, semi-myths etc.

I bought Clark Quinn’s new book about training myths, semi-myths and misconceptions, and I can whole-heartedly recommend this exciting, in-depth, clinical and precise work. Continue reading

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Zooming is overrated

Many people are enthusiastic about the ‘Big Picture’ attitude. Some even quote Dyson’s distinction between birds (who “fly high”) and frogs (who “live in the mud”).

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Time: Back or forward?

Why do we hesitate to accept that we have to forward “the time” ? Because it seems that in reality, it is being switched back: sunset is delayed.
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Posted in Intuition | Leave a comment


I like Mike Caulfield’s post “Media Literacy Is About Where To Spend Your Trust. But You Have To Spend It Somewhere.” and in particular, the term ‘spend’.
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Posted in Web | 2 Comments

Expectations make the difference

When a chord with a ‘nonharmonic tone’ is played out of context, it sounds awful, but when we hear it as a ‘passing tone’ or as a ‘neighbor tone’, we don’t notice the dissonance — because we expect that it will immediately be resolved. Continue reading

Posted in Learning | 1 Comment


Stephen Downes’s big article “Consciousness” is an incredibly rich resource. The greatest takeaway so far was the explanation of the mysterious ‘suddenness’ through recognition.
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Reflecting or objectives?

I noticed that for me, MOOC ‘objectives’ such as “Detail how…”, “Describe how…”, actually inhibit reflections in the sense of: What struck me as susprising or salient or resonating?
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Posted in OpenEdMOOC | 1 Comment

What counts as effectiveness?

If measuring the ‘effectiveness’ is mainly about traditional criteria such as knowledge content and storing it safely away, it will be very unbalanced. Measuring OERs, by contrast, offers the opportunity to try out and define new criteria.
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Posted in OpenEdMOOC | 5 Comments