Subject: Re: Response: Summary 1 (12 - 18th Feb)
From: Clark Quinn (cquinn@knowledgeplanet.com)
Date: Wed 23 Feb 2000 - 22:12:19 MET
Date: Wed, 23 Feb 2000 13:12:19 -0800 From: Clark Quinn <cquinn@knowledgeplanet.com> Subject: Re: Response: Summary 1 (12 - 18th Feb)
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>This sequence makes a lot of sense to me. Samantha's summary creates an
>excellent hypotheses generating springboard for looking at the spring term.
As best as I can discern the hypotheses proposed....
> Ip suggests a cyclical
> >approach oscillating between the materials and the pedagogy in response to
> >these concerns.
>
>? dynamic spiraling is form of cyclical but so is the rigid determinism of
>the perfect circle.
I think what's meant here, and I support, is a process of iterative design. But that's generally true of good design (at least where people are involved and the audience).
> also oscillating as a slow revolving of reoccuring themes?
The issue of recurring themes is a difficult one, as the objects should stand alone and there's no guarantee (with granularity smaller than the course) that you've seen them in any particular order. So how to do you have recurring themes without order restrictions. Sitcoms are an approach (e.g. The Simpsons: no matter what happens one week, the next week is effectively unaffected).
> >Where the system leads (as both benefitting), either the LOs are 'simple
>but richly tagged' ...
>or the objects are very smart
>the flow of information very complex.
>
>Samantha Hobbs <S.J.E.Hobbs@open.ac.uk> Hypothesis for Spring Semester:
>
>making the
> >former more likely to be realised
>
>Ho: as smart and complex, it would seem to vary situation by situation if
>only "simple but richly tagged."
>continual and perpetual confusion over "smart within complex."
I infer that you're suggesting that simple but richly tagged is a more domain-independent approach (which I would support). I seem to have missed you're H1, however.
>Becasue: a gifted student with a pentium 3 is a self sustaining object
>within any educational system....but it only represents one context and a
>rarified one at that.
Yes, but a gifted student tends to be a self-sustaining object regardless of technical support (before the P3, there was the sliderule). What I'm arguing is that it's possible for a learning system both to reach other students, and help other students become better students.
>of course, the 'course" first and foremost for postsecondary institutions
>worldwide, and if generally true across the specrtum of socio-economic
>contexts,
Although it's interesting that when you get away from standard educational institutions, the definition of a course can vary from a half day or less to several weeks. That's significant variation, I'd say, and part of what is reshaping my thinking about granularity.
>but operational for only the 'simple but richly tagged" in
>February 2000, what does all this say about student only led situations
>everywhere between now and summer break?
That's a situation pretty much status quo, I believe. They'll have the same resources by summer break, largely, that they have now.
I'm happy to be wrong.
>David Wiles
>**especially those with much "gluey" application and those that have the
>'look and feel' of coherence during after school hours?
? This is too telegraphic for me!
>Bonus:
>and the relevance of current
> >IP law to complex LOs.
>
>what is the classification of the student who sends you a yahoo.com
>greeting? does it matter if her or she is in a formal course or not when it
>is sent? the student "adaptation' is not the learned skill as much as the
>impact upon the receiver as a level of "smart" in exercising electronic
>access.
I think there are two situations here. If it's submitted as formal assessment, it's use is governed by the institutional policy (and presumably students have explicitly agreed to those constraints). Otherwise, it's use is as dictated by common practice or law independent of learning.
-- Clark
-- Clark Quinn KnowledgePlanet.com (510) 768-2408 cquinn@knowledgeplanet.com--------------------------------------------------------- Forum website: http://ifets.ieee.org/ Forum's contact person: kinshuk@massey.ac.nz Info on Join/Leave List: http://ifets.ieee.org/maillist.html ---------------------------------------------------------
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