
## ontology


### GTIONB8mEe-iHBsuDRVE8A
Group: __world__ (Public)  
Created: Fri May 31 08:16:36 2024  
Tags: definition, learn10tac:ContentDimension, ontology, opinion  

> (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

Schraube defines two (plural!) learning dimensions: content and reason.
Perhaps there it is only one dimension *containing* those two aspects.





### -2sHnh_2Ee-ySkcv6l8_dQ
Group: __world__ (Public)  
Created: Sat Jun  1 09:11:51 2024  
Tags: definition, ontology, learn10tac:BisectedLearning  

> address the learning content as a fact to be determined bythe teacher

looks close to a definition





### 7vjyNB5uEe-IYX-xPhdCaQ
Group: __world__ (Public)  
Created: Thu May 30 10:25:27 2024  
Tags: learn10tac:BisectedLearningTrap, ontology  

> 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







### oE03ChuIEe-qjatIvbdzDw
Group: __world__ (Public)  
Created: Sun May 26 17:51:49 2024  
Tags: learn10tac:ContentDimension, definition, ontology  

> This process is the content dimension of thelearning action

Ah, the very definition of "the content-related".





### 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  

> 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

Defensive and expansive *reasons* for engaging into learning is distinct from defensive and expansive *modes* of engaging.





### PD3gAB8nEe-yGBsYBNth4Q
Group: __world__ (Public)  
Created: Fri May 31 08:24:44 2024  
Tags: learn10tac:IntentionalDimension, ontology  

> Every human activity is embedded in theconcrete interests, needs, and motives of the individual subject,and so every learning activity has an intentional dimension.







### uDwOmB8iEe-T6C-hXwStZQ
Group: __world__ (Public)  
Created: Fri May 31 07:52:25 2024  
Tags: learn10tac:MaterialDimension, ontology  

> 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.

the material dimension is the use of technologies: Instrumentation





### ExqmhB5rEe-ZlduSkveg7w
Group: __world__ (Public)  
Created: Thu May 30 09:57:50 2024  
Tags: learn10tac:OnlineModeHabitTrap, ontology  

> the learner’s experience that inmany learning activities, the online mode and the use of digitaldevices are absolutely helpful and expand learning

This inferred assumption seems the most accurate framing of the concept, lacking an explicit definition.





### QIAPOBs8Ee-IMos9UnUpVw
Group: __world__ (Public)  
Created: Sun May 26 08:45:06 2024  
Tags: learn10tac:PreLearned, learn10tac:Matter, ontology  

> In Holzkamp’s learning theory, the learning matter on the worldside is contrasted with the pre-learned on the subject side

the pre-learned is viewed as dialectically in opposition to learning matter






### TuVMTB5qEe-Q719hjoGupw
Group: __world__ (Public)  
Created: Thu May 30 09:52:21 2024  
Tags: learn10tac:ReasoningTrap, ontology  

> Reasoning traps aretypical pitfalls in the construction of subjective reasons for action

Definition of the whole group of reasoning traps.





### do07ch5xEe-V6dvlcKHk2A
Group: __world__ (Public)  
Created: Thu May 30 10:43:34 2024  
Tags: learn10tac:UncertainnessAndEffortlessnessTrap, ontology  

> 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







### FKOoIgbREe-Fla8w3nBvgQ
Group: __world__ (Public)  
Created: Tue Apr 30 09:07:33 2024  
Tags: ontology, learn10tac:DefensiveReason, learn10tac:ExpansiveReason  

> 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

Defensive and expansive reasons for learning, as defined by Holzkamp





### EGANACEREe-WYp8NE72bdQ
Group: __world__ (Public)  
Created: Sun Jun  2 18:51:04 2024  
Tags: opinion, learndigit:DigitalAlwaysOn, ontology  

> 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

Hartmut Rosa talks about digital communication and digital media, and a problem of those being always available.

That is not digitalization but never sleeping systems, and the stress caused by relying on such external systems to guide you on when to take a break.





