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.
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.
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I have some thoughts on this topic (not logo, but learning media) based on recent readings. Perhaps we can discuss via email?
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Please write me! andy@andymatuschak.org.
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You’re still after the Primer, I see ;)
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