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, learn2sect:BisectedLearning
address the learning content as a fact to be determined bythe teacher
looks close to a definition
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.
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
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
PD3gAB8nEe-yGBsYBNth4Q
Group: world (Public)
Created: Fri May 31 08:24:44 2024
Tags: ontology, learn10tac:IntentDimension
Every human activity is embedded in theconcrete interests, needs, and motives of the individual subject,and so every learning activity has an intentional dimension.
7vjyNB5uEe-IYX-xPhdCaQ
Group: world (Public)
Created: Thu May 30 10:25:27 2024
Tags: ontology, learn2sect:BisectedLearningTrap
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
ExqmhB5rEe-ZlduSkveg7w
Group: world (Public)
Created: Thu May 30 09:57:50 2024
Tags: ontology, learn2sect:OnlineTrap
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.
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 in general, but the subset of never sleeping systems, commonly referred to as "online" systems.
