QuILT-parallelisms - Laptörténet

Pitlik: /* Practice before Theory with experimental possibility for the theoretical aspects */

2019-02-03T09:11:35Z

‎Practice before Theory with experimental possibility for the theoretical aspects

Pitlik: /* Practice before Theory with experimental possibility for the theoretical aspects */

2019-02-01T04:27:17Z

‎Practice before Theory with experimental possibility for the theoretical aspects

Pitlik: /* Practice before Theory with experimental possibility for the theoretical aspects */

2019-01-31T11:43:52Z

‎Practice before Theory with experimental possibility for the theoretical aspects

Pitlik: /* Theory before Practice with experimental possibility for the theoretical aspects */

2019-01-28T17:37:30Z

‎Theory before Practice with experimental possibility for the theoretical aspects

Pitlik: /* Theory before Practice with experimental possibility for the theoretical aspects */

2019-01-28T17:34:41Z

‎Theory before Practice with experimental possibility for the theoretical aspects

Pitlik, 2019. január 28., 17:34-n

2019-01-28T17:34:11Z

Pitlik: /* Theory before Practice with experimental possibility for the practical */

2019-01-28T17:22:49Z

‎Theory before Practice with experimental possibility for the practical

Pitlik, 2019. január 28., 17:22-n

2019-01-28T17:22:27Z

Pitlik, 2019. január 28., 17:10-n

2019-01-28T17:10:42Z

Pitlik, 2019. január 28., 17:10-n

2019-01-28T17:10:24Z

@@ 54. sor: / 54. sor: @@
 **to ensure quality assurance (testing of plausibility and/or consistence)
 **to ensure storing/archiving (to avoid losing data)
 =Practice before Theory without experimental possibility=

@@ 38. sor: / 38. sor: @@
 Evaluation of knowledge forms needed to be learn:
-*available declarations (from experts, literature) can be descriptive, it means: arbitrary=without any direct utility in the given moment (like the Earth is round) - in this case following actions are important:
+*declarations
-**to know what is the source (first time of declaration and contextual frame of the declaration: who, why, where makes the declaration)
+**intuitive declarations
-**to know whether anti-declarations are also given (incl. the same details as above)
+***available declarations (from experts, literature) can be descriptive, it means: arbitrary=without any direct utility in the given moment (like the Earth is round) - in this case following actions are important:
-**to know how (through which kind of experiments, methodology) the declaration has been derived
+****to know what is the source (first time of declaration and contextual frame of the declaration: who, why, where makes the declaration)
-**to know how (through which kind of experiments, methodology) the declaration could be proven
+****to know whether anti-declarations are also given (incl. the same details as above)
-*available declarations can have innovation (added-value) potential at once (like a knife for slicing e.g. bred, meat)  - important actions:
+****to know how (through which kind of experiments, methodology) the declaration has been derived
-**to clarify using potentials (positive and negative cases/scenarios)
+****to know how (through which kind of experiments, methodology) the declaration could be proven
-**(to know how the black box is functioning)
+***available declarations can have innovation (added-value) potential at once (like a knife for slicing e.g. bred, meat)  - important actions:
 *facts (like measurement values) - important action:
 **to ensure quality assurance (testing of plausibility and/or consistence)

@@ 36. sor: / 36. sor: @@
 *after all of the previous listed generalization levels, Students should have intuitive impulses about proving evidence and about the comparative and objective quality of evidence proving systems
 *...
 =Practice before Theory without experimental possibility=

@@ 53. sor: / 53. sor: @@
 If Students with double challenges in QuILT-system (it means: realizing theoretical and practical approaches) have the possibility to observe theoretical reactions of other Students during they own interpretation periods then they can derive specific hypotheses about e.g. changing (theoretical) reactions depends on characteristics of Students...
-  As it can be seen, learning effects are strong depending on the circumstances being available (c.f. path-dependence: https://en.wikipedia.org/wiki/Path_dependence)!
+  As it can be seen, learning effects are strong depending on the circumstances being available from the beginning (c.f. path-dependence: https://en.wikipedia.org/wiki/Path_dependence) and the impact of these starting constraints can quasi never more rejected (c.f. specific imprinting-effect)!
   Everybody may offer new description layers and/or fine tune the above mentioned initial interpretations!

@@ 53. sor: / 53. sor: @@
 If Students with double challenges in QuILT-system (it means: realizing theoretical and practical approaches) have the possibility to observe theoretical reactions of other Students during they own interpretation periods then they can derive specific hypotheses about e.g. changing (theoretical) reactions depends on characteristics of Students...
-  As it can be seen, learning effects are strong depending on the circumstances being available (c.f. path-dependency)!
+  As it can be seen, learning effects are strong depending on the circumstances being available (c.f. path-dependence: https://en.wikipedia.org/wiki/Path_dependence)!
   Everybody may offer new description layers and/or fine tune the above mentioned initial interpretations!

@@ 41. sor: / 41. sor: @@
 =Theory before Practice without experimental possibility=
-If the affected Students (alone) have the possibility to make an thinking experiment about collecting practical experiences (alone) before they can play the QuILT-games then they can derive hypotheses about playing parameters in advance. During the practical playing, these hypotheses can be evaluated based on the logs being collected real-time about yourself.
+If the affected Students (alone) have the possibility to make an thinking experiment about collecting practical experiences (alone) - before they can play the QuILT-games - then they can derive hypotheses about playing parameters in advance for Students having already some (but rel. lacky) information about the QuILT-system. During the practical playing, these hypotheses can be evaluated based on the logs being collected real-time about yourself.
 =Theory before Practice with experimental possibility for the practical aspects=
   Everybody may offer new description layers and/or fine tune the above mentioned initial interpretations!

@@ 3. sor: / 3. sor: @@
 As the QuILT-site about the targeted groups (https://miau.my-x.hu/mediawiki/index.php/QuILT-targeted-groups) shows, there can be parallel courses with theoretical and practical focus where it is also important whether the theoretical or the practical aspects should support the other one?!
 Assumed, that a group of Students have 2 QuILT-based courses in a parallel way and the first course should be interpreted as a practice-driven course then following didactic can be used for a rational co-existence of the parallel courses:
@@ 34. sor: / 36. sor: @@
 *after all of the previous listed generalization levels, Students should have intuitive impulses about proving evidence and about the comparative and objective quality of evidence proving systems
 *...
   Everybody may offer new description layers and/or fine tune the above mentioned initial interpretations!

← Régebbi változat		A lap 2019. január 28., 17:10-kori változata
1. sor:		1. sor:
−	~~=Parallel aspects of the QuILT-activities=~~

	QuILT-sitemap: https://miau.my-x.hu/mediawiki/index.php/QuILT-content		QuILT-sitemap: https://miau.my-x.hu/mediawiki/index.php/QuILT-content

@@ 1. sor: / 1. sor: @@
 =Parallel aspects of the QuILT-activities=
 As the QuILT-site about the targeted groups (https://miau.my-x.hu/mediawiki/index.php/QuILT-targeted-groups) shows, there can be parallel courses with theoretical and practical focus where it is also important whether the theoretical or the practical aspects should support the other one?!
@@ 33. sor: / 35. sor: @@
 *after all of the previous listed generalization levels, Students should have intuitive impulses about proving evidence and about the comparative and objective quality of evidence proving systems
 *...