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.
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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.
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But what's the equivalent of a "book" which was composed using an effective theory of how its reader will learn? We don't know.
It's a rock and a hard place: we know the old theory's wrong; we don't know how to make media which operate under our new theories.
Exciting times.
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To a large extent this is what this theory of mine is based around youtu.be/xrDZ--AuiL8 I.e. great video game designers have converged on the best approach (if there was a better one they'd have found it)
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Yes! This is a critical foundational idea, and you've stated it well.
Now how do we use it systematically to create a medium for conveying and assimilating knowledge?
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Two things to overcome I'd say. The first is one you know well, the poor "scalability" of trying to make stuff like this. Making the simulations accurate enough to actually get all the emergent phenomena you want to put in the puzzles is time consuming even for easy topics =/
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I’ll watch soon; thank you! (Don’t share? Hamish, your tweet is world-readable! 🤐)
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