| “
| Does
acquisition of (propositional) knowledge drive know-how or does
acquisition of know-how drive knowledge. UK ed predicated on
former |
|
| “
| Hold
as little in your head as possible…but arrange it in as meaningful a way
as possible in & out…. An aim for edu? |
|
| “
| The
problem with libraries is they organise info we previously had to sort
ourselves…brain rot for sure |
|
| “
| @julianhuppert
fav assessment fact@the moment: in Denmark, they allow www access for
some school leaver exams (and some unis too) |
|
| “
| Dissertation
on epistemic implications of ‘extended mind’ for assessment finished –
‘knowing’ in the context of ‘search’ can be split… |
|
| “
| into
knowing ‘that’, ‘how’ and meta-cognitive strategies including
‘information literacy’ and ‘information retrieval
strategies’ |
|
| “
| @dmlcentral
my PhD will look at the cognitive basis for some individual differences
in search & how students use search collaboratively |
|
| “
| @msurman
a Mozilla resource bank inc. software (and add-ons) for edcation wld be
great; I like to think of it as/call it ‘edubrowser’ |
|
| “
| RT
@bayhouselearns: @TESconnect why have classes ‘work’ in silence when
they can learn in collaboration? Classrooms need to be learning
communities. |
|
| “
| http://www.appratt.com/2011/08/28/writing-for-your-peers/
Writing for Your Peers Makes Your Writing Better Than Writing for Your
Professors |
|
