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-## ontology
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-### GTIONB8mEe-iHBsuDRVE8A
-Group: __world__ (Public)  
-Created: Fri May 31 08:16:36 2024  
-Tags: definition, learn10tac:ContentDimension, ontology, opinion  
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-> (1) the whatof the learning action, that is, the learning content and what thelearner would like to learn; (2) the why of the learning action,that is, the learner’s reasons for wanting to learn something. Thesemore content-related dimensions of learning give direction andthey determin
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-Schraube defines two (plural!) learning dimensions: content and reason.
-Perhaps there it is only one dimension *containing* those two aspects.
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-### -2sHnh_2Ee-ySkcv6l8_dQ
-Group: __world__ (Public)  
-Created: Sat Jun  1 09:11:51 2024  
-Tags: definition, ontology, learn2sect:BisectedLearning  
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-> address the learning content as a fact to be determined bythe teacher
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-looks close to a definition
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-### oE03ChuIEe-qjatIvbdzDw
-Group: __world__ (Public)  
-Created: Sun May 26 17:51:49 2024  
-Tags: learn10tac:ContentDimension, definition, ontology  
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-> This process is the content dimension of thelearning action
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-Ah, the very definition of "the content-related".
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-### Tp29fBs3Ee-66aMjjqRixw
-Group: __world__ (Public)  
-Created: Sun May 26 08:09:42 2024  
-Tags: learn10tac:DefensiveReason, learn10tac:ExpansiveReason, learn10tac:Mode, learn10tac:Reason, learn10tac:DefensiveMode, learn10tac:ExpansiveMode, ontology  
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-> The specific reasons for thelearning action are decisive for the mode of engagement, whereby,as shown in Chapter 1, a distinction can be made between thetwo typical reasoning patterns, defensive and expansive reasonsfor learnin
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-Defensive and expansive *reasons* for engaging into learning is distinct from defensive and expansive *modes* of engaging.
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-### uDwOmB8iEe-T6C-hXwStZQ
-Group: __world__ (Public)  
-Created: Fri May 31 07:52:25 2024  
-Tags: learn10tac:MaterialDimension, ontology  
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-> when I make notes on a piece of paper, put my thoughtsinto words with a word processing application, create a mind-mapof my reasoning, buy a book, or do a search in digital archives.In psychological- educational research, the material dimension oflearning relations has long been regarded as secondary, as a rathermarginal and negligible phenomenon. Today, with computers,digitalization, and artificial intelligence systems, this has changed.
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-the material dimension is the use of technologies: Instrumentation
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-### QIAPOBs8Ee-IMos9UnUpVw
-Group: __world__ (Public)  
-Created: Sun May 26 08:45:06 2024  
-Tags: learn10tac:PreLearned, learn10tac:Matter, ontology  
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-> In Holzkamp’s learning theory, the learning matter on the worldside is contrasted with the pre-learned on the subject side
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-the pre-learned is viewed as dialectically in opposition to learning matter
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-### TuVMTB5qEe-Q719hjoGupw
-Group: __world__ (Public)  
-Created: Thu May 30 09:52:21 2024  
-Tags: learn10tac:ReasoningTrap, ontology  
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-> Reasoning traps aretypical pitfalls in the construction of subjective reasons for action
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-Definition of the whole group of reasoning traps.
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-### do07ch5xEe-V6dvlcKHk2A
-Group: __world__ (Public)  
-Created: Thu May 30 10:43:34 2024  
-Tags: learn10tac:UncertainnessAndEffortlessnessTrap, ontology  
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-> many activities on the web are characterized byeffortlessness. In no time at all, what you are looking for is foundand what is unclear is explained, and without much effort youhave taken a step forward in the learning process
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-### FKOoIgbREe-Fla8w3nBvgQ
-Group: __world__ (Public)  
-Created: Tue Apr 30 09:07:33 2024  
-Tags: ontology, learn10tac:DefensiveReason, learn10tac:ExpansiveReason  
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-> it is possible to distinguish between two typical patterns ofreasoning involved in identifying learning problems and pursuingthe detour of learning—defensive and expansive reasons for learning
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-Defensive and expansive reasons for learning, as defined by Holzkamp
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-### PD3gAB8nEe-yGBsYBNth4Q
-Group: __world__ (Public)  
-Created: Fri May 31 08:24:44 2024  
-Tags: ontology, learn10tac:IntentDimension  
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-> Every human activity is embedded in theconcrete interests, needs, and motives of the individual subject,and so every learning activity has an intentional dimension.
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-### 7vjyNB5uEe-IYX-xPhdCaQ
-Group: __world__ (Public)  
-Created: Thu May 30 10:25:27 2024  
-Tags: ontology, learn2sect:BisectedLearningTrap  
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-> the content dimension of the learning action,such as identifying learning problems, exploring them, andforming independent ways of gaining knowledge, recedes into thebackground precisely because in bisected learning learners haveno reason to address these aspects since they have no influence onthem
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-### ExqmhB5rEe-ZlduSkveg7w
-Group: __world__ (Public)  
-Created: Thu May 30 09:57:50 2024  
-Tags: ontology, learn2sect:OnlineTrap  
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-> the learner’s experience that inmany learning activities, the online mode and the use of digitaldevices are absolutely helpful and expand learning
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-This inferred assumption seems the most accurate framing of the concept, lacking an explicit definition.
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-### EGANACEREe-WYp8NE72bdQ
-Group: __world__ (Public)  
-Created: Sun Jun  2 18:51:04 2024  
-Tags: opinion, learndigit:DigitalAlwaysOn, ontology  
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-> As Hartmut Rosa points out, digital world reachextension paradoxically leads to progressive forms of world lossand therefore requires a countermovement and the developmentof a reflective practice of temporary
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-Hartmut Rosa talks about digital communication and digital media, and a problem of those being always available.
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-That is not digitalization in general, but the subset of never sleeping systems, commonly referred to as "online" systems.
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