You might find Bloom's Taxonomy of the Cognitive Domain (used in educational
circles, e.g. in testing) a handy reference. By all means, supplement that
with your own insights.
It is found or referred to on many sites, e.g.
Especially note distinction between knowledge and comprehension.
I am inclined to believe you may find the distinctions in the taxonomy more
useful than the distinction between information and knowledge. There are
texts about how to test for learners' accomplishments within the taxonomy,
i.o.w. there is quite a bit of "fine tuning.".
Eric Armstrong wrote:
> Timeout: What is Knowledge?
> "Knowledge" in such a system can take several forms.
> The following list probably is not comprehensive,
> but it's enough to get started:
> * Categorization
> For example, a case study of building the Aswan
> Dam can be categorized under egypt, earth-moving
> equipment, and construction, among other things.
> Each category that is applied to the study
> allows greater intelligence to be applied in
> future searches of the repository.
> * Simple Abstractions
> For example, "Assigning a value to a variable"
> is a simple abstraction that has a single mapping
> in most procedural languages.
> * Complex Abstractions and Abstraction-Sequences
> For a language like Lisp, APL, or Forth, the
> mechanism for assiging a value to a variable might
> be rather complex, and it start with an admonition
> not to do that if you can help it!
> A recipe or template for a linked list, on the
> other hand, would consist of an ordered sequence
> of abstractions.
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