Subject: [IFETS-DISCUSS] Knowledge Defined
From: Michael Neubauer (mike@LEARNINGBYDOING.NET)
Date: Wed 28 May 2003 - 18:05:33 MEST
Date: Wed, 28 May 2003 12:05:33 -0400 From: Michael Neubauer <mike@LEARNINGBYDOING.NET> Subject: [IFETS-DISCUSS] Knowledge Defined
I was a pleasure reading the Downes article "From Knowledge Management to
Learning on Demand" which described a good example of the "learning by
doing" pedagogy. In my work as a physicist, however, there is some of that,
but mostly it's fitting models to acquired data. The David Jonassen article
that Chris Cheers sent a link to, "Model building with Mind Tools" describes
some of that.
But mostly, I think of my own process, and what I do when I am learning and
acquiring knowledge. Take perl for example: If I don't use it, I loose it
(frustration); Memorization of rules (a good summary document) ; The joy
of what results from a cute program (accomplishment).
Or take the physics of electron beam interaction with microwaves: the
kinetic energy is way off (frustration ); look over the equations again (a
good summary document); redo the model a bazillion times and finally make it
work (accomplishment).
Along the way I walk around the block (self), talk to experts
(teachers/tutors), talk to the walls (moderator), talk to a significant
other that doesn't understand the details but she hears the frustration and
knows good process questions (facilitator), and so it goes.
This is my process, and I am wondering what similarities there are with
others, and isn't it the process which would best be collected; the how of
it, not the what of it?
Mike Neubauer
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