„Thinking is evolution of learning over time” M. Vlada, 2014
„Găndirea este evoluția învățării peste timp” M. Vlada, 2014
"Learning is evolution of knowledge over time." Roger E. Bohn, 1994
“Knowledge is evolution of thinking and languages over time” M. Vlada, 2015.
*** pseudo-ecuations / pseudo-ecuații © M. Vlada 2015 ***
LEARNING = ORGANIZATION + STORAGE STRUCTURES + REPRESENTATION + INTERPRETATION
LANGUAGES = TOOLS OF THINKING AND LEARNING
KNOWLEDGE = LANGUAGES + THINKING + REPRESENTATION
In Romanian
GÂNDIRE = ÎNVĂȚARE + REPREZENTARE + METAINTERPRETARE
ÎNVĂȚARE = ORGANIZARE + STRUCTURI DE STOCARE + REPREZENTARE + INTERPRETARE
LIMBAJE = INSTRUMENTE ALE GÂNDIRII ȘI ÎNVĂȚĂRII
CUNOAȘTERE = LIMBAJE + GÂNDIRE + REPREZENTARE
*** concepts in Computer Science and Artificial Intelligence / concepte din Informatică și Inteligență artificială
ALGORITHM = LOGIC + CONTROL (R. Kowalski 1979)
ALGORITHM = KNOWLEDGE + REASONING (R. Kowalski 2010)
THINKING = KNOWLEDGE REPRESENTATION + PROBLEM SOLVING (R. Kowalski 2010)
PROGRAM = ALGORITHM + DATA STRUCTURES (N. Wirth 1975)
EXPERT SYSTEM = KNOWLEDGE + METAINTERPRETATION (L. Sterling 1984)
MODELING = KNOWLEDGE + REPRESENTATION (© M. Vlada2009)
LANGUAGES = PROCESSING + INTERPRETATION (© M. Vlada 2009)
Robert Kowalski, Department of Computing Imperial College London - http://www.doc.ic.ac.uk/~rak/
- Computational Logic and HumanThinking: How to be Artificially Intelligent, Cambridge University Press, 2010 - online: http://www.doc.ic.ac.uk/~rak/papers/newbook.pdf
- History of Logic Programming, In the History of Logic series, edited by Dov Gabbay and John Woods, Elsevier, 2014 - Online: http://www.doc.ic.ac.uk/~rak/papers/History.pdf
Roger E. Bohn, University of California San DiegoCA, USA
- Bohn, R. E. (2005) From Art to Science in Manufacturing: The Evolution of Technological Knowledge, Technology, Information and Operations Management Vol 1, No 2, 1-82
- Bohn, R. E. (1994) “Measuring and Managing Technological Knowledge”, Sloan Management Review, Fall 1994
- Bohn, R. E. (1998), Measuring and Managing Technological Knowledge, in Dale Neef a. o., Eds., The EconomicImpact of Knowledge, Butterworth-Heinemann, Boston,295-314
- online: http://mitsloan.mit.edu/omg/pdf/bohn0708.pdf
- Douglas Thomas, John Seely Brown (2011), A New Culture of Learning: Cultivating the Imagination for a World of Constant Chang.
"By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. The result is a new form of culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination. Typically, when we think of culture, we think of an existing, stable entity that changes and evolves over long periods of time. In A New Culture of Learning, Thomas and Brown explore a second sense of culture, one that responds to its surroundings organically. It not only adapts, it integrates change into its process as one of its environmental variables. Replete with stories, this is a book that looks at the challenges that our education and learning environments face in a fresh way." Source (REVIEWS): www.newcultureoflearning.com
The 21st century is a world in constant change. "A new culture of learning" is based on several basic assumptions about the world and how learning occurs:
- The world is changing faster than ever and our skill sets have a shorter life
- Understanding play is critical to understanding learning
- The world is getting more connected that ever before – can that be a resource?
- In this connected world, mentorship takes on new importance and meaning
- Challenges we face are multi-faceted requiring systems thinking & socio-technical sensibilities
- Skills are important but so are mind sets and dispositions
- Innovation is more important than ever – but turns on our ability to cultivate imagination
- A new culture of learning needs to leverage social & technical infrastructures in new ways
- Play is the basis for cultivating imagination and innovation
Education = A process of teaching, training and learning, especially in schools or colleges, to improve knowledge and develop skills
Learning = The acquisition of knowledge or skills through study, experience, or being taught
Thinking = The process of considering or reasoning about something
Source: Oxford Advanced Learner's Dictionary
About Romania, e-Learning: http://www.virtualcampuses.eu/index.php/Romania
Gândirea și învățarea sunt procese între mediul real și mediul virtual /
Thinking and learning are processes between real and virtual
Cand suntem elevi, studenti, si dupa aceea multa vreme, nu ne preocupam sa intelegem ce inseamna de fapt invatarea, ce este gandirea, ce este o stiinta, ce este un limbaj, ce este o problema, prin urmare ce sunt conceptele fundamentale pe care le utilizam in aplicarea cunostintele si competentelor acumulate in timp. Probabil ca nici nu am putea intelege aceste concepte, decat dupa diverse experiente acumulate in activitatea profesionala, stiintifica, in viata obisnuita. In scoala, la facultate si apoi la locul de munca unde ne exercitam profesia, suntem preocupati sa indeplinim atributiile curente privind rezolvarea problemelor, in functie de cunostintele, competentele si experientele acumulate pana la momentul respectiv.
Paradigme ale învăţării - Triada OM – SOCIETATE - NATURĂ
- Nevoia de învăţare şi procesul învăţării;
- Nevoia de adaptare la schimbări, reforme, evenimente și decizii la nivel personal, în societate, local sau mondial;
- Nevoia de apărare faţă de semeni, faţă de societate şi faţă de natură.
Ref.: http://www.c3.cniv.ro/?q=2014/edu-inv
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