> Jack Park wrote:
>
> > I'll repeat it again: I
> > don't see teaching as anything but learning facilitation. ...
> >
Speaking of ontology-building (/teaching/learning)...
I see building as ontology-building, and see the process of mapping
to the student's ontology as one of the things that a really exemplary
teacher does.
Along those lines...
Imagine if my educational career consists of building my personal DKR,
which
I take with me as I venture out into the world. That DKR contains the
ontologies with which I have worked.
Now suppose that every time I reference a concept in some way, a use
count
gets incremented. Over time, the use count provides a measure of the
ontologies
in which I am *fluent*.
That fluency-measure makes possible a couple of extremely interesting
scenarios:
1) Automated teaching systems that find isomorphic ontology-segments
guided by common-sense reasoning to relate new things to stuff I
am
most familiar with, automatically constructing analogies to tell
me that
new concept X is "like Y", with which I am already familiar.
2) Instead of relying on grades, the fluency measure in one's
personal
DKR provides a reliable measure of aptitude for various tasks.
In addition to exact-match ontologies, automated systems could
conceivably find isomorophic-ontology fluencies that would
predict
success in new endeavors.
Such a system would:
a) Put experiential learning on an even footing with academic
instruction, for the first time ever -- neither
overwieighting it
nor underweighting it.
b) Give people greater freedom to do new things, while
satisfying
employers that they have a solid candidate, even without
"exact match" credentials.
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This archive was generated by hypermail 2.0.0 : Fri Nov 09 2001 - 15:32:45 PST