learning-brainstorming - Revision history

RyanKing: Reverted edits by Rose449 (Talk) to last version by KirkMcMurray

2008-12-24T19:15:19Z

Reverted edits by Rose449 (Talk) to last version by KirkMcMurray

← Older revision		Revision as of 19:15, 24 December 2008
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	= Learning & Declarative Knowledge=		= Learning & Declarative Knowledge=

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	* [[learning-formats\|formats]]		* [[learning-formats\|formats]]
	* [[learning-issues\|issues]]		* [[learning-issues\|issues]]

	~~= External Links =~~
	* [http://teachingsolutions.org/praxisstudy.html Praxis study guide]

Rose449 at 10:44, 24 December 2008

2008-12-24T10:44:19Z

← Older revision		Revision as of 10:44, 24 December 2008
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	= Learning & Declarative Knowledge=		= Learning & Declarative Knowledge=

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	* [[learning-formats\|formats]]		* [[learning-formats\|formats]]
	* [[learning-issues\|issues]]		* [[learning-issues\|issues]]

			= External Links =
			* [http://teachingsolutions.org/praxisstudy.html Praxis study guide]

KirkMcMurray: /* See Also */

2008-05-27T11:05:04Z

KirkMcMurray: /* Language Learning */

2008-05-27T11:00:35Z

Language Learning

← Older revision		Revision as of 11:00, 27 May 2008
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	= Language Learning =		= Learning & Declarative Knowledge=

			Memorization, or the acquisition of facts may not be the most trendy of topics in todays day and age, but even a radical constructionist (http://en.wikipedia.org/wiki/Constructionist_learning) would not discount the importance of committing certain knowledge to memory.

			Whether trying to learn the names/locations of all the countries in the world, learning anatomy or physiology, or acquiring new vocabulary en route to mastering a second (or third) language, there is a need for both representing these knowledge nuggets or facts, as well as for systematically committing them to memory.

			The vision behind creating this a collection of microformats for micro-learning is thus an attempt to provide a universal means of representing "memorizable" information across a variety of domains, and in turn, enabling a multitude of applications to leverage this format for the purpose of helping people acquire declarative knowledge.

			In the spirit of microformats, rather than trying to (from the top down) create a highly flexible microformat that covers learning across all domains, we are starting from the bottom up, and reigning in scope, so to speak, by focusing specifically on the domain of language learning.

			= Language Learning and a first cut at the hVocabulary microformat=

	When learning a new language, one of the core challenges is learning the meanings of many new words and phrases. Although there is more to language learning than pure vocabulary acquisition, a critical mass of vocabulary must be acquired in order to get anywhere.		When learning a new language, one of the core challenges is learning the meanings of many new words and phrases. Although there is more to language learning than pure vocabulary acquisition, a critical mass of vocabulary must be acquired in order to get anywhere.
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	A fairly modern approach to language learning that is becoming increasingly popular is commonly referred to as the "Lexical Approach":http://www.cal.org/resources/digest/0102lexical.html. The lexical approach is based on the idea that words and word combinations (such as collocations) constitute lexical chunks, which in turn serve as the "the raw data by which learners perceive patterns of language traditionally thought of as grammar (Lewis, 1993, p. 95)."		A fairly modern approach to language learning that is becoming increasingly popular is commonly referred to as the "Lexical Approach":http://www.cal.org/resources/digest/0102lexical.html. The lexical approach is based on the idea that words and word combinations (such as collocations) constitute lexical chunks, which in turn serve as the "the raw data by which learners perceive patterns of language traditionally thought of as grammar (Lewis, 1993, p. 95)."

	A classic format for learning vocabulary is the ~~flashcard~~. A flashcard ~~basically~~ consists of a "cue," presented in the target language (language being studied) and a "response," presented in the source language (often, but not necessarily, the native language).		A classic format for learning vocabulary is the flash card. Essentially, a flashcard consists of a "cue," presented in the target language (language being studied) and a "response," presented in the source language (often, but not necessarily, the native language of the learner). The analog flashcard pre-dated the computer, but with the advent of digital technology, the flash card has been augmented.

			There are a variety of online learning systems, ranging from simple Flashcard applications to Computer Assisted Language Learning suites that provide much more than a simple cue-response pair. Some of these applications employ rich media like sounds, images and video clips, as well as provide example sentences, all of which help enhance the memorization process, and moreover, provide knowledge of how to use a given word or phrase.

			One of the primary purposes of the hVocabulary microformat is to represent the different content, in the form of simple text as well as rich media, so it can be openly exchanged between different learning systems. For example, if a person is learning a language, say French, online, and they are studying a group of words and phrases, they are essentially building up an online representation of knowledge that (ideally) they have stored somewhere in their brain (if current neuroscience is correct, the hippocampus plays a crucial role).

			= hVocabulary, hMemorize and Beyond=

	~~While learning~~ the ~~meanings~~ of ~~the most common words and phrases is important~~, a ~~variety of additional knowledge is needed~~, ~~including the pronunciation of the~~ word or phrases, ~~as well as examples~~ of ~~how~~ it ~~is commonly used~~.		The hVocabulary microformat is focused on the representation of a specific type of content, but it could be extended with a hMemorize microformat, which would provide a standard way for representing a given users historical interaction with a particular word or phrases, including but not limited to number of times they have seen it, whether they know it or not, etc. This data would serve as a memory profile, enabling a user to track their history with individual "items" (word, phrase, term, etc.)

	~~There are a variety of online~~ learning ~~systems~~, ~~ranging from simple Flashcard applications to Computer Assisted Language Learning suites~~ that ~~provide more than~~ a ~~simple cue and response. They utilize rich media like sounds~~, ~~images and video to help enhance both~~ the ~~memorization process~~, as well as to ~~provide the additional knowledge~~ that ~~is needed to make use of a given vocabulary~~ item.		Wouldn't both the end user and various learning platforms and services benefit tremendously if there were an open, portable format that enabled a user to import/export what they were learning, including the content itself, as well personal data pertaining to their memory profile for that item?

	~~One~~ of the ~~primary purposes of this microformat is~~ to ~~represent this rich media so it can~~ be ~~openly exchanged between different~~ learning ~~systems. For example~~, if a ~~person has learning~~ a ~~lot~~ of ~~French words in a specific online learning service~~, ~~he is essentially building up an online brain there. That learning service~~ and ~~others will benefit when there is an open exchange between learning items and the user can take his brain wherever he wants~~.		Our vision is to create a series of microformats that enable the web to be slowly annotated (from the bottom-up) with a series of micro-learning micro-formats, transforming what is currently a disparate landscape of (often silo'd) data into a rich resource of "learnable" knowledge nuggets that can be easily created, enhanced, exchanged and acquired.

	= Describing a Learning Concept =		= Describing a Learning Concept =

KirkMcMurray: /* Language Learning */

2008-05-27T10:23:27Z

Language Learning

← Older revision		Revision as of 10:23, 27 May 2008
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	When learning a new language, one of the core challenges is learning the meanings of many new words and phrases. Although there is more to language learning than pure vocabulary acquisition, a critical mass of vocabulary must be acquired in order to get anywhere.		When learning a new language, one of the core challenges is learning the meanings of many new words and phrases. Although there is more to language learning than pure vocabulary acquisition, a critical mass of vocabulary must be acquired in order to get anywhere.

	~~In fact, a~~ fairly modern approach to language learning that is becoming increasingly popular is commonly referred to as the "Lexical Approach":http://www.cal.org/resources/digest/0102lexical.html. The lexical approach is based on the idea that words and word combinations (such as collocations) constitute lexical chunks, which in turn serve as the "the raw data by which learners perceive patterns of language traditionally thought of as grammar (Lewis, 1993, p. 95)."		A fairly modern approach to language learning that is becoming increasingly popular is commonly referred to as the "Lexical Approach":http://www.cal.org/resources/digest/0102lexical.html. The lexical approach is based on the idea that words and word combinations (such as collocations) constitute lexical chunks, which in turn serve as the "the raw data by which learners perceive patterns of language traditionally thought of as grammar (Lewis, 1993, p. 95)."

	A classic format for learning vocabulary is the flashcard. A flashcard basically consists of a "cue," presented in the target language (language being studied) and a "response," presented in the source language (often, but not necessarily, the native language).		A classic format for learning vocabulary is the flashcard. A flashcard basically consists of a "cue," presented in the target language (language being studied) and a "response," presented in the source language (often, but not necessarily, the native language).

KirkMcMurray: /* Language Learning */

2008-05-27T10:23:03Z

Language Learning

← Older revision		Revision as of 10:23, 27 May 2008
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	= Language Learning =		= Language Learning =

	When learning a new language one ~~has to learn and maintain~~ many new words (vocabulary~~). Apart from just words~~, ~~information also includes how~~ to ~~use it (eg grammar or pronunciation)~~.		When learning a new language, one of the core challenges is learning the meanings of many new words and phrases. Although there is more to language learning than pure vocabulary acquisition, a critical mass of vocabulary must be acquired in order to get anywhere.

	~~A classic format for~~ learning ~~a vocabulary~~ is ~~a flashcard~~. ~~This flashcard basically has a ''cue'' in one language~~ and ~~a ''response''~~ in the ~~other. Some online learning systems however~~, ~~allow much more then just a simple text cue and response~~. ~~They use rich media like sounds, images and video to enforce memorization~~.		In fact, a fairly modern approach to language learning that is becoming increasingly popular is commonly referred to as the "Lexical Approach":http://www.cal.org/resources/digest/0102lexical.html. The lexical approach is based on the idea that words and word combinations (such as collocations) constitute lexical chunks, which in turn serve as the "the raw data by which learners perceive patterns of language traditionally thought of as grammar (Lewis, 1993, p. 95)."

	One of the purposes of this microformat is ~~representing~~ this rich media so it can be openly exchanged between different learning systems. For example, if a person has learning a lot of French words in a specific online learning service, he is essentially building up an online brain there. That learning service and others will benefit when there is an open exchange between learning items and the user can take his brain wherever he wants.		A classic format for learning vocabulary is the flashcard. A flashcard basically consists of a "cue," presented in the target language (language being studied) and a "response," presented in the source language (often, but not necessarily, the native language).

			While learning the meanings of the most common words and phrases is important, a variety of additional knowledge is needed, including the pronunciation of the word or phrases, as well as examples of how it is commonly used.

			There are a variety of online learning systems, ranging from simple Flashcard applications to Computer Assisted Language Learning suites that provide more than a simple cue and response. They utilize rich media like sounds, images and video to help enhance both the memorization process, as well as to provide the additional knowledge that is needed to make use of a given vocabulary item.

			One of the primary purposes of this microformat is to represent this rich media so it can be openly exchanged between different learning systems. For example, if a person has learning a lot of French words in a specific online learning service, he is essentially building up an online brain there. That learning service and others will benefit when there is an open exchange between learning items and the user can take his brain wherever he wants.

	= Describing a Learning Concept =		= Describing a Learning Concept =

Dominiek: /* See Also */

2008-05-27T09:26:30Z

GoldaV: /* Describing a learning concept */

2008-01-20T17:52:52Z

Describing a learning concept

← Older revision		Revision as of 17:52, 20 January 2008
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	One of the purposes of this microformat is representing this rich media so it can be openly exchanged between different learning systems. For example, if a person has learning a lot of French words in a specific online learning service, he is essentially building up an online brain there. That learning service and others will benefit when there is an open exchange between learning items and the user can take his brain wherever he wants.		One of the purposes of this microformat is representing this rich media so it can be openly exchanged between different learning systems. For example, if a person has learning a lot of French words in a specific online learning service, he is essentially building up an online brain there. That learning service and others will benefit when there is an open exchange between learning items and the user can take his brain wherever he wants.

			= Describing a Learning Concept =

			When learning any new concept, whether a toddler learning ABCs or a college student studying quantam physics, there are small tips, "aha" moments, perhaps learning games that can be shared. Also references to resources specifically in the context of learning a given concept. What seems important is the ability to link a small bit of text, rich media, or resource description to a specific learning concept. If this vocabulary describes learning concepts, then we can use other formats to make the link to the media/text/resource.

	= See Also =		= See Also =

Dominiek: /* Language Learning */

2007-12-10T13:12:58Z

Language Learning

← Older revision		Revision as of 13:12, 10 December 2007
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	A classic format for learning a vocabulary is a flashcard. This flashcard basically has a ''cue'' in one language and a ''response'' in the other. Some online learning systems however, allow much more then just a simple text cue and response. They use rich media like sounds, images and video to enforce memorization.		A classic format for learning a vocabulary is a flashcard. This flashcard basically has a ''cue'' in one language and a ''response'' in the other. Some online learning systems however, allow much more then just a simple text cue and response. They use rich media like sounds, images and video to enforce memorization.

	One of the purposes of this microformat is representing this rich media so it can be openly exchanged between different learning systems.		One of the purposes of this microformat is representing this rich media so it can be openly exchanged between different learning systems. For example, if a person has learning a lot of French words in a specific online learning service, he is essentially building up an online brain there. That learning service and others will benefit when there is an open exchange between learning items and the user can take his brain wherever he wants.

	= See Also =		= See Also =

Dominiek: /* See Also */

2007-12-10T13:08:19Z

← Older revision		Revision as of 11:05, 27 May 2008
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	* [[learning-brainstorming\|brainstorming]]		* [[learning-brainstorming\|brainstorming]]
	* [[learning-examples\|examples]]		* [[learning-examples\|examples]]
			* [[learning-people\|people]]
	* [[learning-proposal\|proposal]]		* [[learning-proposal\|proposal]]
	* [[learning-formats\|formats]]		* [[learning-formats\|formats]]
	* [[learning-issues\|issues]]		* [[learning-issues\|issues]]

← Older revision		Revision as of 09:26, 27 May 2008
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	= See Also =		= See Also =
			* [[learning-brainstorming\|brainstorming]]
	* [[learning-examples\|examples]]		* [[learning-examples\|examples]]
			* [[learning-proposal\|proposal]]
	* [[learning-formats\|formats]]		* [[learning-formats\|formats]]
	* [[learning-brainstorming\|brainstorming]]
	* [[learning-proposal\|proposal]]
	* [[learning-issues\|issues]]		* [[learning-issues\|issues]]

← Older revision		Revision as of 13:08, 10 December 2007
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	= See Also =		= See Also =
	[[learning-examples\|examples]]		* [[learning-examples\|examples]]
	[[learning-formats\|formats]]		* [[learning-formats\|formats]]
	[[learning-brainstorming\|brainstorming]]		* [[learning-brainstorming\|brainstorming]]
	[[learning-proposal\|proposal]]		* [[learning-proposal\|proposal]]
	[[learning-issues\|issues]]		* [[learning-issues\|issues]]