Category Archives: Learning

See also: eLearning

Working memory

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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Week 1 of new cMOOC

Why do learners need interactivity? Because watching their peers recognizing helps their own recognizing more than consuming canned resources.
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Wish list

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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Atomic concepts?

“Measure learning outcomes at the atomic concept level” sounds strange.

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Shishi Odoshi, or Emergence vs. Threshold

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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Learning as By-Product

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

Sebastian Fiedler picked a great quotation by the philosopher JĂĽrgen 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

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Contiguity and Outboard Brain

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.
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Core knowledge

Yesterday’s OLDaily questions “core knowledge”, and I am trying to guess the tacit discomfort behind this misguided idea: Blinkered specialists vs. broad knowledge, shallow generalists vs. deep knowledge, indirect side effects vs. measurable memorization of facts, absurd amount of useless facts vs. exemplary drill-down on diverse topics.
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Confusion or critical thinking

“Courseocentrism” impedes the development of critical thinking skills; only the high achieving minority of students are able to synthesize the disparate views on their own, while the struggling majority are confused by the “mixed messages” they get from their different teachers. But I doubt that harmonized content would help much, instead of growing the connections on their own.
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