Conversation

Knowledge media face an awkward chasm between theories. The old theory was naive transmissionism: "I'll convey this knowledge by telling you about it." That's effectively books' learning model. But we know that model's wrong: learning is an active process of assimilation.
5
21
89
Books (and videos and lectures) sometimes work anyway, but because the learner's doing the heavy lifting—making connections, posing & answering questions, etc In apprenticeships and great classrooms, the new theory (constructivism) operates: teachers foster active assimilation.
2
3
49
Replying to
I want to talk to you about this tomorrow! I find myself mostly in agreement, but I might add nuance with written media (tho not usually books specifically) around structure supporting nonlinear, exploratory learning; great papers do this (and other things) well, IMO.
1
It’s what’s necessary given the media we have (and in contexts where knowledge is primarily tacit), but I feel we can produce media which convey its benefits to a larger % of people more rapidly and cheaply.
1
1
Show replies
I don’t think the rendering modality is the high order bit. To believe that, I’d need a persuasive theory of why 2D dynamic platforms can‘t produce the media we desire, and I havent heard one.
1
4
Show replies
Show replies
Replying to
I wonder if it's possible to avoid the heavy lifting required in reading. It seems to result from seeking a means of re-expressing the new idea in terms of already known concepts. Then again, if that search could be made more efficient... discounting expensive, traditional means.
1
Its ideas represent a valuable piece of the puzzle. Yet it's just a piece. If we take Logo to be a vessel for differential geometry: if one is interested in learning about that topic, how exactly should one use Logo to pursue it? Logo assumes an outside facilitator as context.
2
Show replies