Sensemaking and connections #change11

Connecting information to knowledge is one way to make sense. The Aha-Erlebnis is the moment when a new bit of information finds its place in the network of knowledge, and the moment you know that.
When learning new information good students try to find connections to existing knowledge. Good teaching is connecting new lessons to existing knowledge.

  1. … Ideas occur within a context that enables them to make sense.
  2. Second, context is accepted for different sorts of reasons than are the hypotheses that emerge within it.
  3. Third, the idea of a new scientific context occurs roughly the way his own illumination of Aristotle’s ideas did: all at once, an entire whole snapping into view the way a duck-rabbit illustration switches instantly from one view to another.  [David Weinberger, Shift happens ]

Do we translate <context> as <a network>  ??

More on sensemaking jupidu, she translates Karl E. Weicks  organizational sensemaking to learning sensemaking.

I did write earlier on sensemaking. In that blog I do translate sense with value. We could also use the word ‘meaning’ for sense.

T, lucidTranslucent  connects sensemaking and  anti-intellectualism .  Is sensemaking  sensoric (feeling) or is it about giving meaning (intellectual), or is it both  or more?

Cos’è la creazione di senso e perché è così importante?  SerenaTurri
È uno sforzo “per creare ordine e dare un senso a posteriori di ciò che avviene” (Weick1993); è
“un motivato, continuo sforzo di capire le connessioni. . . al fine di anticipare le loro traiettorie ed agire con efficacia ” (Klein et al. 2006).
[What is the creation of meaning and why is it so important?
It is an effort “To create order and make sense of what happens later” (Weick1993) is
“A motivated, continuous effort to understand the connections. . . in order to anticipate their trajectories and act effectively “(Klein et al. 2006).
It is important because it is in the presence of a fragmentation of the content and because the interaction presents problems for educators and students must be able to make sense of what is happening, to develop a coherent view of the many topics that make such a MOOC, complex system, consisting of
“A different set of actors, which dynamically interact with each other in a sea awash with feedback.” (Miller and Page, 2007).]

(image: Calin MAN – Locomotion Pictures 3.0, Hypermedia application, 2001, screenshot, copyright Calin Man)

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