OLDaily

What is a relevant connective?
Shawn Standefer, Journal of Philosophical Logic, 2022/07/15

This is a lovely paper that takes you deep deep deep into the depths of logic and semantics. It proposes a standard of 'relevance' for connectives (where a connective is a logical operator like (but not limited to) 'or', 'and', if-then' or 'not'). We can postulate the existence of many alternative connectives, or (like intuitionist logicians) reinterpret the semantics of existing connectives (denying, for example, double negation or excluded middle). Three criteria for relevance are offered, including most interestingly a principle of heredity (formally, "If a A and a ≤ b, then b  A", but you can think of it as (roughly) similar to inheritance in object oriented programming languages). Why is this even remotely important? It makes very clear, in a very plausible way, that in any logic, "the motivating ideology is often important for the development of formal and philosophical work on that logic."

Web: [Direct Link] [This Post]

Design Judgments in the Creation of eLearning Modules
Tadd Farmer, Adrie Koehler, Journal of Formative Design in Learning, 2022/07/15

I like this paper because the authors are trying to think methodically about the decisions that are made in the learning design process (compare with my approach in analytics). The bulk of the paper is an extended discussion of each of the ten steps (which range from framing to composition to navigation). I think we understand that, although the process (illustrated) is depicted as a linear model, the actual process may vary the order of the steps, loop back, or cycle through the decisions iteratively. As the authors say, "We have shown that these judgments are constant throughout the design process and often occur simultaneously with each other in interesting and sometimes unpredictable ways."

Web: [Direct Link] [This Post]

Co-designing MOOCs with CoDe-Graph
Allison L. G. Kolling, Armin Weinberger, Helmut Niegemann, Journal of Formative Design in Learning, 2022/07/15

This article investigates "the facilitation of co-design sessions of MOOCs for disadvantaged groups." It describes a process model of a co-design session that "is divided into three phases: establishing context, design, and presentation" using "a graphical template (CoDe-Graph), to facilitate the exchange of design ideas." As the illustrations show, it's sticky notes on a whiteboard. It outlines experiences with the tool during design workshops with a number of groups, for example, single mothers in Malaysia, fishers in Indonesia, and rural health workers in the Philippines. Of course, it's obviously better to design courses in concert with the learning community. But the vocabulary of learning tasks (watch video, participate in discussion, perform task) seems very limited.

Web: [Direct Link] [This Post]