reply to u/wtagg at https://www.reddit.com/r/Zettelkasten/comments/16wgq4l/comment/k356507/?utm_source=reddit&utm_medium=web2x&context=3

Perhaps the easiest way to frame things is that I use my digital note taking as scaffolding in the learning and research process and the zettels in the digital space are the best filtered outcomes from some of that. If you compare my practice to that of Luhmann's one might consider most of my digital practice to be equivalent to his ZKI. Most of my analog practice is more highly focused and deliberate and is more closely limited to a small handful of topics related to my specific areas of research on memory, orality, intellectual history, Indigenous studies, education, anthropology, and mathematics (and is potentially more like Luhmann's ZK II). As a result, in hindsight—thanks for asking—, I'm simultaneously building my ZK I and ZK II instead of switching mid-career the way Luhmann did. But to be clear, a lot of my ZKII material filters (or digests, if you prefer that analogy) its way through the ZKI process along the way.

31:00 Zettelkasten as system for ongoing learning (not bound to an outcome)

• see zk on process vs outcomes

The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.

The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.

Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.

Notes can be used for different purposes.

• productivity
• Knowledge
  • basic sense-making
  • knowledge construction and dispersion

The broad distinction is between productivity goals and knowledge. (Is there a broad range I'm missing here within the traditions?) You can take notes about projects that need to be taken care of, lists of things to do, reminders of what needs to be done. These all fall within productivity and doing and checking them off a list will help one get to a different place or location and this can be an excellent thing, particularly when the project was consciously decided upon and is a worthy goal.

Notes for knowledge sake can be far more elusive for people. The value here generally comes with far more planning and foresight towards a particular goal. Are you writing a newsletter, article, book, or making a video or performance of some sort (play, movie, music, etc.)? Collecting small pieces of these things on a pathway is then important as you build your ideas and a structure toward some finished product.

Often times, before getting to this construction phase, one needs to take notes to be able to scaffold their understanding of a particular topic. Once basically understood some of these notes may be useless and not need to be reviewed, or if they are reviewed, it is for the purpose of ensconcing ideas into long term memory. Once this is finished, then the notes may be broadly useless. (This is why it's simple to "hide them with one's references/literature notes.) Other notes are more seminal towards scaffolding ideas towards larger projects for summarization and dissemination to other audiences. If you're researching a topic, a fair number of your notes will be used to help you understand the basics while others will help you to compare/contrast and analyze. Notes you make built on these will help you shape new structures and new, original thoughts. (note taking for paradigm shifts). These then can be used (re-used) when you write your article, book, or other creative project.

5.1 Recognize that 1) the biggest threat to good decision making is harmful emotions, and 2) decision making is a two-step process (first learning and then deciding).

Students may potentially built up enough context within a particular course to be able to luckily stumble upon an interesting question or idea about which to write, but the procrastination and wait times required to get lucky means that they don't have enough time to research and read additional material to move towards ultimate solutions. As a result, their work product is boring and dull and doesn't advance the space in which they're working. And these are the lucky ones which will stumble upon something interesting or be able to remember it. The results of the rest will be even less interesting.

(Gadamer 2004).

All intellectual endeavors start from a preexisting set of ideas. These can then be built upon to create new concepts which then influence the original starting point and may continue ever expanding with further thought.

Ahrens argues that most writing advice goes against the idea of the hermeneutic circle and pretends as if the writer is starting with a blank page. This can prefigure some of the stress and difficulty Ernest Hemingway spoke of when he compared writing to "facing the white bull which is paper with no words on it."

While it can be convenient to think of the idea of tabula rasa, in practice it really doesn't exist. As a result the zettelkasten more readily shows its value in the writing process.

Fostering self-directed learning through strategy is discussed by Bailey et al. (2019) in chapter 1 of “Self-Directed Learning for the 21st Century: Implications for Higher Education.” The authors review the changing role of the educator and the learner based on respective self-directed teaching strategies (problem-based learning, cooperative learning, process-oriented learning) and the learner’s propensity for self-directed learning. In addition to providing principles to promote self-directed learning, the Grow and Borich models for implementing said learning were briefly reviewed. 8/10

Murphy, C., Laurence, E., & Allard, A. (2020). Deep learning of stochastic contagion dynamics on complex networks. ArXiv:2006.05410 [Cond-Mat, Physics:Physics, Stat]. http://arxiv.org/abs/2006.05410

This article explores the theory of training teachers as learning designers to promote innovate and creativity. Included in the article are studies of designers with little teaching experience compared with those that are full-cycle teachers and the effect of TPD and LD upon training.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

The Royal Roads University has created this useful site that offers support and assistance in the design and development of curriculum. What I found to be very useful is the support dedicated for Moodle, the online curriculum software as I have recently signed up for the site.

The methodology used by the University is focused on an outcomes approach with integration of pedagogical and technological elements and blended learning.

The site has a research link and the kb was excellent. I was very pleased to have found this resource.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)