Category Archives: Learning

Stephen Downes’s talk “about a way to redefine ethics” contains a lot that sounds plausible to me. In particular, I liked this: “we learn ethics, but we learn them in such a way that we feel or experience a moral sense, rather than fully formed general principles” (slide 70)
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Sixty years ago today, I started school. We got a big School Cone and were very excited.

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.
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Why do learners need interactivity? Because watching their peers recognizing helps their own recognizing more than consuming canned resources.
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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.
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“Measure learning outcomes at the atomic concept level” sounds strange.

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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.
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Remix of links and quotations about happiness and learning as by-products, and induction vs. transmission.
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