- The Quantified, Qualified and Connected Self – Jenny Connected on #EL30 Week 4 Identity graph, 1st attempt
- E-Learning 3.0 : Identity Graphs – Jenny Connected on #EL30 Week 4 Identity graph, 1st attempt
- Thinking of knowledge as a graph – Jenny Connected on #EL30 Graph task
- E-Learning 3.0: The Human versus the Machine – Jenny Connected on #EL30 Alien Intelligence AI
- x28 on #EL30 Week 3: Plumbing?
- About Links (6)
- CCK08 (30)
- CCK11 (5)
- CCK12 (1)
- change11 (15)
- Classification (7)
- Cognitive Styles (38)
- CritLit2010 (3)
- DALMOOC (3)
- E-resonance (2)
- EL30 (11)
- eLearning (8)
- Hypertext (4)
- Intuition (1)
- Knowledge (17)
- Knowledge management (17)
- Learning (17)
- Misc (8)
- Multimedia and Dictionaries (2)
- Multimedia and Encyclopaedias (3)
- Multimedia and Language (14)
- NRC01PL (2)
- OpenEdMOOC (6)
- Personal Productivity (27)
- PIM (25)
- PLENK2010 (12)
- rhizo14 (9)
- Social software (9)
- Uncategorized (3)
- Usability (3)
- Visualization (36)
- Web (3)
Category Archives: Learning
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
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
The spatial and temporal functions of the working memory may be not only be interrelated. Stephen Downes now expressed the idea that they are indeed similar.
Why do learners need interactivity? Because watching their peers recognizing helps their own recognizing more than consuming canned resources.
There was the question of what @downes and @gsiemens can do working together, and I don’t want to miss this opportunity for an early Christmas wish list 🙂 I there is much to be done in the field of machine-supported human recognition.
“Measure learning outcomes at the atomic concept level” sounds strange.
Compare learning with a Shishi Odoshi. The emergent learning is like the ongoing flow which is typical for the largest part of time, before the tipping point of the seesaw is reached. By contrast, the threshold, or “Ah-ha” moment, is only the short point in time where the spectacular, loud, recognizeable event happens.
Remix of links and quotations about happiness and learning as by-products, and induction vs. transmission.
Sebastian Fiedler picked a great quotation by the philosopher Jürgen Mittelstrass: “In the knowledge society as it is understood today, the location of an orientation knowledge remains empty or is occupied by false conceptions, such as the one that a … Continue reading
Stephen disagrees with George about the contiguity of the neuro networks in our minds, with the networks of people/ ideas/ things in the external world. The expression, for example, “the outboard brain”, suggests this continuity. Frankly, the outboard brain, and also the contiguity made sense to me, because I have not yet had patience for the philosophical true distinctions.