This, too, is very logical. It is due to the nature of systems.

When one component, or even a lot, get "upgraded" this does not result in the overall results being improved. A system works best when all components work together to one or multiple goals in seemless harmony, creating emergence.

Therefore, if a component is out of place, even if it is better than its predecessor, it won't yield the correct results.

So for the methods to have a large, positive, impact, the entire system needs to be transformed.

This is why I don't want to upgrade a component of education at a time, but completely transform it once my theory of optimal education is complete. Like a phoenix, from the ashes we will rise. Burn it all down, and build it up again with an OODA loop at the core... The system needs to be in constant change, for without change, evolution cannot happen.

Observation Orientation Decision Action

This loop needs to be at the center of every system for "systems without the inherent capacity to change are doomed to die" -- Colonel John Boyd.

Of course, the system will need to be designed with utmost care and based on countless amounts of research, reviewed by a multitude of world-class experts in numeral areas.

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

• see zk on process vs outcomes

https://web.hypothes.is/help/annotating-youtube-videos-with-the-hypothesis-lms-app/

Walkthrough for how to add YouTube Videos into LMS assignments for annotation with H.

https://web.hypothes.is/blog/exciting-new-feature-annotate-youtube-videos-with-hypothesis/

Wishing this was easier within YouTube directly instead of hidden within the LMS. Of course, there's always still https://docdrop.org/ for this instead.

good article on learning

Lots of concepts ping like hail on a car hood for me. I don't really understand them but they resonate: decentralized programming, cloud-native, serverless, databaseless. It all seems like fungi in nature or the apricot you mention in an earlier post. I especially like the idea of learning systems "evolving from a simple rule language". Yes, I want to evolve and roll my own learning system then I want to teach others how to do it.

https://web.hypothes.is/hypothesis-perusall-compared/

The phrase "ways of knowing" is fascinating and seems to have a particular meaning across multiple contexts.

I'd like to collect examples of its use and come up with a more concrete definition for Western audiences.

How close is it to the idea of ways (or methods) of learning and understanding? How is it bound up in the idea of pedagogy? How does it relate to orality and memory contrasted with literacy? Though it may not subsume the idea of scientific method, the use, evolution, and refinement of these methods over time may generally equate it with the scientific method.

Could such an oral package be considered a learning management system? How might we compare and contrast these for drawing potential equivalencies of these systems to put them on more equal footing from a variety of cultural perspectives? One is not necessarily better than another, but we should be able to better appreciate what each brings to the table of world knowledge.

I love that Johannes Klingbiel highlights having his own place on the Internet as a means to learn. While I suspect that part of the idea here is to learn about the web and programming, it's also important to have a place you can more easily look over and review as well as build out on as one learns. This dovetails in part with his third reason to have his own website: "to build". It's much harder to build out a learning space on platforms like Medium and Twitter. It's not as easy to revisit those articles and notes as those platforms aren't custom built for those sorts of learning affordances.

Building your own website for learning makes it by definition a learning management system. The difference between my idea of a learning management system here and the more corporate LMSes (Canvas, Blackboard, Moodle, etc.) is that you can change and modify the playground as you go. While your own personal LMS may also be a container for holding knowledge, it is a container for building and expanding knowledge. Corporate LMSes aren't good at these last two things, but are built toward making it easier for a course facilitator to grade material.

We definitely need more small personal learning management systems. (pLMS, anyone? I like the idea of the small "p" to highlight the value of these being small.) Even better if they have social components like some of the IndieWeb building blocks that make it easier for one to build a personal learning network and interact with others' LMSes on the web. I see some of this happening in the Digital Gardens space and with people learning and sharing in public.

[[Flancian]]'s Anagora.org is a good example of this type of public learning space that is taking the individual efforts of public learners and active thinkers and knitting their efforts together to facilitate a whole that is bigger than the sum of it's pieces.

How do we find the connections we don't know we're looking for?

A definition for symmathesy.

I love that he uses this print of Pablo Picasso's Don Quixote to visually underline this post in which he must feel as if he's "tilting at windmills".

And worse, typically humans are third-class citizens in the ed-tech world.

This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This case study explores perceptions of instructors vs. end-users with web-based training. It examines various technologies and techniques.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Hm? Aren’t they likely to encounter Content Management Systems, Enterprise Resource Planning, Customer Relationship Management, Intranets, etc.? Granted, these aren’t precisely the same think as LMS. But there’s quite a bit of continuity between Drupal, Oracle, Moodle, Sharepoint, and Salesforce.

The study.