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Books take up to much space, though as a record they may be longer lasting and more easily accessed than anything that is digitised

11 years ago I was reading ‘Open and Distance Learning Today’ (Lockwood, 1995) as part of the then Masters in Open and Distance Learning. The book, boxed up and stored for a decade is in mint condition. I took notes on A5 cards just as I might Tweet or Blog today (or tap out thoughts into IA Word a wordprocessing APP on the iPad.

From Mary Thorpe’s chapter on ‘The Challenge Facing Course Design’ pp175-184 I have picked out a sentence from Carugati and Gilly (1993)

‘Social context, roles and relationships are central to what is learned and how learning occurs, rather than merely a source of distorting effects on the learner-stimulus event’.

Of importance also:

plausible reasoning
intuition
perception

I have also picked out, black ink on white card, a note from Dianne Laurillard (1993) who proposes a model of learning which requires both interaction and reflection by the learner and the provision of feedback from a teacher who is able to frame and reframe the content of teaching to take into account both subject matter and student response.

And from Schon (1983) ‘Reflection in action’ A kind of spontaneous research … instructional designs need to be made while instruction is under way’.

I could have blogged all of this and these notes and my thoughts would be as fresh and available as if I’d had the thought a moment ago.

REFERENCE

Carugati, F and Gilly, M (1993) ‘The multiple sides of the same tool: cognitive development as a matter of social construction and meanings’, European Journal of Psycology of Education, (8)4.

Laurillard, D (1993) Rethinking University Teaching, London, Routledge.

Schon, D (1983) The Reflextive Practioner, London, Temple Smith

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