bob, The framework of transmissive, accretive, acquisitive and emergent domains makes sense to me and is useful to assess our completeness in the learning journey.
Since Raul volunteered me for my own idea (I should have known that's how it typically works), I have a preliminary idea I thought would be useful to explore. I think it's a blend of accretive, acquisitive and emergent domains. I read through some of the dictionary exercises ( http://www.jsoftware.com/help/dictionary/intro01.htm) and they seem like they are acquisitive (can explore) and then can be executed in J (accretive). Some of the exercises have answers and some do not. Some questions are open ended and some are fairly discrete. It seems like there may be an opportunity for an emergent spin on it. One idea would be to have a web app that lets a person work through the dictionary and save and share their answers to the exercises. They could view other's answers as well. Some things to think about: 1. Want to respect the copyright of the dictionary. Perhaps it could be shown in an iframe? 2. How best to structure the interaction? Can a person explore any topic or should it be: a. Time based (one topic per day/week) b. Can only see topics after completing previous topics? c. Can answers be seen at any time or only after posting your own answer? I'm sure there are lots more aspects to think through. More importantly, would this be a useful additional offering in our learning environment? I am not prepared to create my own exercises so the Dictionary ones are the best ones I've seen so far... On Sat, Apr 26, 2014 at 8:40 PM, robert therriault <[email protected]>wrote: > Okay you asked for it! :-) > > The focus of my presentation at the J conference was to be a look at the > Jsoftware.com environment as a learning ecology. > > Spoiler alert that this could be a long post and will cover many aspects > of my presentation (which is thank goodness, still in development). > > To begin, what is a learning ecology? [1] It is a way of looking at the > entire system that leads to learning for individuals. It is composed of > transmissive, accretive, acquisitive and emergent domains. The transmissive > domain consists of the things that we usually think of as teaching - texts, > lectures, and other opportunities for a learner to be exposed to > information about a topic. The accretive domain is the area that provides > the environment that the learner interacts with in order to explore the > topic. The acquisitive domain is more learner driven and allows the learner > to explore facets of the topic based on their interests and the emergent > domain is the area where there is support and a chance for the learner to > reflect and interact with other learners. Most of the time when we think > about teaching we focus on the transmissive domain because that is the > place where teachers do most of their work - at least in a traditional > classroom. Interestingly enough this is not where lea > rning takes place in a learning ecology. Learning is what happens in the > accretive domain and the acquisitive domain at least that part of learning > that is about how to do things, understanding usually emerges in the > emergent domain when the learner gets a chance to reflect on what they have > experienced and may be able to share that with the community of practice. > So, that would be the theory - transmissive domain - and thank you for > putting up with that. > > Now lets move this over to accretive. I propose a model that may be a > little less complex than the J learning environment. We are part of a > travel bureau that wants to increase tourism to our country. Transmissive > domain items would be books about our country and its history. The > accretive domain becomes the transportation in and out as well as within > the country and to some extent travel guides although bridge over to > transmissive as well. The acquisition is the experience that you have > exploring the countryside and the emergent would be the stories that you > write or the letters that you send that help you frame your experiences. > When you look at it that way it becomes pretty clear that most of the > learning goes on in the acquisitive domain and is highly influenced by the > accretive domain. Now transferring over to what I see in the J environment, > we have a lot of transmissive resources but what we need is a better > accretive environment to interact with the language and a really good > guide book that can suggest different ways to experience the country. > > Oh, by the way the labs are also amongst the most important communication > devices that we have because they not only transmit information but they > also allow you to practice independently. In the model of the travel bureau > they would be like a tour that you pick up or drop at anytime and that move > you around the country as you chose. I think that they can also be expanded > to become more accessible. [2] > > A lot of these ideas are still in development so I apologize in advance if > they seem incoherent. Part of the challenge is that we are framing a new > way of learning that is not so time or space dependent and must be more > flexible in how it handles the expectations of its learners. We do not face > this alone but perhaps more than many other organizations, J software is in > a position to get things right in terms of online learning. > > cheers, bob > > ps. I'd be interested in helping out, but would also understand if you > didn't want to put up with the all the learning theory. :-) > > [1] Much better explanation by Siemens G. 2003 > http://www.elearnspace.org/Articles/learning_communities.htm > [2] Therriault, R. 2011 "Video Annotation for Idiosyncratic Introduction > to J" > https://bobtherriault.wordpress.com/wp-admin/post.php?post=205&action=edit > > On Apr 26, 2014, at 4:57 PM, Raul Miller <[email protected]> wrote: > > > On Sat, Apr 26, 2014 at 6:43 PM, Joe Bogner <[email protected]> wrote: > >> I would be greatly interested in a book or activity guide that focused > on > >> learning J in small steps. Other books, Learning J and J for C are > great as > >> tours of the language. The labs are also fun. I haven't yet tried the > >> exercises in the Dictionary -- are those recommended? > > > > Certainly! > > > > (Skipping over tempting side topics...) > > > >> It would be also rewarding to be a part of a group that was going > through > >> the book / guide / plan at the same time. > > > > I volunteer Linda! No, wait, it was your suggestion... I volunteer you! > > > > (I imagine that you'll have a variety of interested people here, if > > you can sort out all the various scheduling issues and deal with the > > shyness of some of our forum readers.) > > > > Thanks, > > > > -- > > Raul > > ---------------------------------------------------------------------- > > For information about J forums see http://www.jsoftware.com/forums.htm > > ---------------------------------------------------------------------- > For information about J forums see http://www.jsoftware.com/forums.htm > ---------------------------------------------------------------------- For information about J forums see http://www.jsoftware.com/forums.htm
