Increasingly curious as to why the tools-for-thought folk talk a lot about note-taking tool features and plugins and not at all about the cognitive science of better externalised thinking.
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Per Alan Kay, it's a pop culture; for the most part, people aren't engaging deeply with the problem.
(separately, though I think the former is the true reason: I'm not optimistic that current cogsci theories about this particular topic present many powerful ideas)
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I’ll send you an email next week with a summary of a body of work I’m currently digging into.
I’m still writing it, but there’s apparently 40 years of research + hypermedia implementation of learning systems in ill-structured domains.
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Some hints here:
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Also relevant (though this one demands some understanding of cognitive flexibility theory, and why learning in ill-structured domains is markedly different from structured domains): citeseerx.ist.psu.edu/viewdoc/downlo
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Kristina Wolsey writes about this a bit in her book “learn different”—more of a historical look back at apple/HyperCard during multimedia/hypermedia craze days. Unstructured graph traversal isn’t great for learning imho, though she never draws that conclusion!
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Thanks for the reference! Adding that to my toread list.
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