费曼学习法和知识领域建模

关于费曼学习法,似乎并没有“官方”的或者“权威”的表述。下面翻译了网上找到的比较具有代表性的定义,用我们自己的话,融入我们对学习的理解:

  1. 选择一个想要去学习和理解的领域。首先在一个笔记本上写下你对这个领域已知的所有的东西,可以尝试你是否当下就能够达到对这个领域的一个理解模型(如果所知实在有限,不能立即达到一定深度的理解模型也没有关系)。并且每当你关于这个领域学到了新的东西的时候,就添加到那个笔记本上去;
  2. 尝试去教别人这个领域,尤其是教低龄的小孩子。努力用简单的话语去阐释这个领域;
  3. 返工。当你发现你不能够顺畅的阐释这个领域的时候,你应该能够意识到你知识结构里的缺漏,回到你笔记本上的那个模型去继续学习(通过书籍,互联网,做项目等等各种方式);
  4. 回顾和精简。回顾你对这个领域的整体的理解,做进一步的简化,并能够和更多的事实现象和体验连接起来,可以轻松的举例说明你的模型,可以很容易的识别新的现象和问题。不断重复上述过程,不断发现缺漏,弥补缺漏,做整体的回顾和整理,教他人,完善你的理解模型。

文末附费曼学习的英文原文。

我们可以理解费曼学习法是一种系统化思维的学习方法。系统化思维,就是对事物的观察和理解抱有整体观,不孤立片面的看事物,会去主动寻找不同事物间的联系。这篇文章里,费曼发现的问题,如物理研究生并没有在学物理,学希腊文的学生并没有在学希腊文,就是缺乏系统化思维,孤立片面的看待事物。而系统化思维恐怕是学习中的核心能力,是很多人所缺乏的。很多人缺少清晰表达事情的能力,或者不知道把自己会做的事情教给其他人,都是缺乏系统思维的能力。而善于表达的人一般系统化思维能力比较强,并且善于把自己学到的知识传递给他人。如果你对系统化思维还不太理解,可以尝试一个小练习,比如列举你现在所知道的所有的关于生物的知识,或者列举所有的你知道的关于宇宙的知识。

费曼不光指出了问题,还提供了锻炼系统思维的学习方法,即费曼学习法,其核心即建立某领域的理解模型。有了这个核心,学习就是一个非常灵活自由的事情,不需要一定是按部就班的进行,你可以一上来就尝试建模,试图对该领域建立一定深度的整体理解,发现有不足的地方,再有针对性的去学习。并且以建模为中心,你可以在很散的日常活动中碎片化的去学习,只要你很清楚你是在哪几个领域建模,你当前的领域模型是怎么样的,你可以不断的把在这些领域积累的新的知识(即我们说的重要体验)放到这个领域去,并通过经常的回顾去尝试再次建模达到新的整体的理解,这样可以做到“形散神不散”的从碎片到系统再从系统到碎片的不断迭代的学习过程。

很多人由于家庭的影响,从小养成的思维习惯会非常缺乏系统化思维,而在学校里的学习也并不能培养他们的系统化思维能力。即使是具备一定的系统化思维习惯和能力的人,也可以通过更清晰的认识系统化思维有效的提高自己的学习效率。而把这个建模的过程进行数字化,恐怕是人们在数字化学习时代真正需要的学习软件,帮助人更好的驾驭互联网时代的学习。

知识引擎可以用于实现费曼学习法。知识领域即是在某领域建立理解模型。老师通过知识领域展现自己的领域模型,学生通过知识领域展示自己所学,老师可以对学生的知识领域即领域模型进行评估。知识引擎实现从碎片到系统,再从系统到碎片的自由自主的学习。并且学习者从学到教可以平滑过渡,学生可以无缝接入对课程的建设,打破老师和学生之间的藩篱。并且通过领域建模,实现知识发现,大大的丰富新知识的创造和分享,每个人可以去“研究”自己感兴趣的领域,发掘那个领域的知识,有如美国当下不少大学里流行的”Design your own major”专业,让知识的发现和研究无所不在。

另外知识引擎可以提供多个大的和小的工作流推荐给学习者选用。比如整个费曼学习法可以考虑做成一个大的工作流,其中包含了很多小的工作流。这个想法还在构思中。用户是否容易接受,是否好用,是否有效等等都还需要探索一下。

Feynman Technique:

  • Pick a topic you want to understand and start studying it. Write down everything you know about the topic on a notebook page, and add to that page every time you learn something new about it.
  • Pretend to teach your topic to others, especially to youngesters who are not familar with the topic . Make sure you’re able to explain the topic in simple terms.
  • Go back to the books when you get stuck. The gaps in your knowledge should be obvious. Revisit problem areas until you can explain the topic fully.
  • Simplify and use analogies. Repeat the process while simplifying your language and connecting facts with analogies to help strengthen your understanding.
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Theory of Life Framework

中文版

Life Framework derives from my understanding of Christopher Alexander‘s works and my own long time zen practices. Through life centers and degree of life of the whole, we can apply Life Framework to various complex systems to understand life phenomena better, including organization management, society, learning, education, sports like soccer, and ourselves.

Originally there is only one pitch darkness and stillness. Then there is movement. As it moves faster, it splits into many parts, which we can call life centers as life is born from that splitting. Life centers forming life centers, and they compose and interact. In this life system, absolute and relative are manifested at the same time. Absolute is the absolute stillness. It is the thing that never changes. Relative is the relative dynamic evolving process. This process is the activity of living. Life is moving fast, however, the original complete stillness and equality are always here. So we have the phenomena of life, in which equality is manifested as diversity, perfection is manifested as limitation, absolute is manifested as relative. The same, impermanence is the only way for permanence to manifest itself and also have life. Or we can say heaven on earth, life manifests different forms. So even we are separate as life centers, we are not separated.

Play is center interacting with centers. A moving system relies on playing to keep its centers together. As life evolves, feel and consciousness are developed to sense the fun of playing. We can also sense the absolute, e.g. completeness, stillness, equality, permanence, and peacefulness. Life, as a dynamic process, is about playing. However, through true playing, we can also experiences our source, which is the original absolute. If we call play “plus”, then that source of absolute (completeness, stillness, equality, and peacefulness) is the “minus”, which we usually call “love”. We human beings can sense and get awed by the interplay of plus and minus, which we usually call “beauty”. So beauty is the child of play (plus) and love (minus). By being able to sense Play, Love, and Beauty, recognizing them as the peaceful life forces driving the development of life and thus consciously using them as the drives for our own lives, we can go beyond our biological instinct drives, namely survival and reproduction. We can also take such a perspective on human history to view its progress as increasingly being driven by the peaceful force of pursuing fun(play), love and beauty, and to view human history as a history of building a better playground.

So one’s life is about feeling and exploring life centers. In our terms, “life center” is equally the same as “space”. So you can also say one’s life is about feeling and exploring space. Through such feeling and exploring of space, we develop our sense of play, love and beauty. This we can call “art”. So human life is to engage in arts. If we can take this perspective, all our life activities can be coherent, and all our experiences can be put together. Whether you are interested in software programming, management, product design, or playing soccer, they are all arts of playing with life centers, and thus arts of space.

Thus in this interplay of plus and minus, we need to develop our consciousness about ownership and wholeness, and seeing them as a dynamic flowing process of plus and minus interplay, know where one is at a moment. We also need to understand when we know and when we don’t know, and how learning is a process to march from not knowing to knowing. e.g. from one foundation of unification of plus and minus to another foundation of unification of plus and minus, or from one foundation of absolute to another foundation of absolute. From life center perspective, we can also understand perfectly how the learning inside one person is the same as learning in an organization.

If we think humans are with intentions and goals, we can make it our goal to increase degree of life of the whole. Degree of life can be applied to evaluate and compare which systems have more lives. For example, maybe the Python programming language has more life than Java?

As each of us is only a tiny fraction of that whole and we are incomplete and limited, there is such desire to be complete again. Thus come learning and no-learning, choice, separate and connect, thinking and no thinking, feeling, focus… For all these, please read of How Life Framework applied to Learning.

The knowledge about Theory of Life Framework is built up based on my Significant Experiences using Knowledge Engine. For another example of how Knowledge Engine is used for building up knowledge, you can see my summary of my soccer/football experiences.

So above is roughly the content of Life Framework. I composed the article to include various structured knowledge from the Selflearning platform of OSL. I understand it can be very abstract and dry for people first reading it since I went straight to the topics. Below let me add a bit more context to ease the reading. But before that I want to add that you are supposed to click open those links to read them as the content from those links provide a lot more details. Some of them are raw experiences and not refined and polished as you would read in an essay. However, they represent the original Significant Experiences and it is unique of our Selflearning platform to allow people digging into raw experiences. OK, below is some context or background.

For those unfamiliar with Christopher Alexander, if you are programmers you should know design patterns. Design patterns are directly inspired by CA’s Pattern Languages. Even Object Oriented Programming was inspired by CA’s pattern language, although CA personally feel the software world didn’t truly understand his ideas and didn’t use the concept well.

I feel CA moved away from patterns to life centers in his books The Nature of Order. The reason? Maybe I can use Bruce Lee’s words to explain it.

Although Life Framework is just preliminary, I don’t wait to publish it. It is a very lonely process to ride alone, and thus it is good to get some early feedback. Furthermore, our world is moving much faster and more serious dangers looming around. So I feel it is better to share early and share more.

The Knowledge Frames included in this essay:

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Light bulb moments

中文版

Significant Experience is the basic unit of knowledge, and it plays core functions in the learning process. But how to learn centered around Significant Experiences can be a bit challenging for people having not much experiences. Below is a simple method to get you started.

When you starting using 3exps this self-learning platform, you can pick a couple of domains (don’t choose too many domains at the beginning, no more than 3) to record your learning experiences in these domains. You can choose what interest you the most, domains that you pay a lot of attentions to in your daily life, and wish to keep improve your understanding in that domain. After you have chosen the domains, whenever you had new understanding or feeling in one of those domains, or the light bulb goes on in your head, you quickly capture that understanding or feeling (in 3exps.org, you can note it down as a snippet), and add the domain tag for it. After a period of time, you have accumulated sufficient experiences in a domain, then you can start reviewing them together trying to achieve a better understanding of the whole. This light bulb moment, is what we call “Significant Experience”. Hope by this practice, you will soon get the hang of Significant Experience and how you can use center your learning around it. Later we can introduce how to interact those Significant Experience in rich ways through Knowledge Engine.

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Selflearning Frameworks

Here we want to propose to self-directed learning communities to name the new educational frameworks Self-Directed Learning (SDL) frameworks. We realize that there can be many such kind of framework, one example being Free Progress Education. Different from Self-Directed Education (SDE), which confines itself to children only, SDL frameworks are for people of all ages so you can use it to guide your building of universities, free schools or kindergartens, or learning centers for all ages including seniors. And Open Source Learning (OSL) aims to support open source software infrastructure for SDL frameworks.

As with software design, many experienced software programmers admit that the most difficult thing in software design is naming. So we propose this name Self-Directed Learning (SDL) frameworks for the communities to consider. Further, we recommend making it shorter as selflearning frameworks, just like how the words “email” or “open source” are used today. If you agree with Donald Knuth, “Think of how many keystrokes you will save in your lifetime if you stop (stop using e-mail and start using email) now!”

p.s. I have proposed to ASDE to consider adopting a more general framework that includes adults as well.

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Server restart today-2018-01-06

The hosting server is restarted by the hosting platform (webfaction) today. I received their email, but didn’t notice the date was today. Now all sites of OSL are restored. So we are sorry for this and also applause webfaction for such swift action after the security loophole broke out. Below is their email notice for your reference:

Dear WebFaction customer,

Researchers disclosed a security vulnerability affecting side-channel analysis
of speculative execution on modern computer processors (CVE-2017-5715,
CVE-2017-5753, and CVE-2017-5754). This issue affects home computers, phones,
tablets and servers. As such, nearly everyone who uses such a device is
affected. Our team is working on mitigating this, but we will have to reboot
every machine shortly in order to protect your data.

References:
http://www.cve.mitre.org/cgi-bin/cvename.cgi?name=CVE-2017-5715
http://www.cve.mitre.org/cgi-bin/cvename.cgi?name=CVE-2017-5753
http://www.cve.mitre.org/cgi-bin/cvename.cgi?name=CVE-2017-5754

We need to reboot every machine in our fleet at non-business hours over the
next few days to patch this vulnerability. Your emergency maintance window is:
January 6th between 03:00 and 05:00 UTC

Please also see the statusblog for updates:

CPU Vulnerabilities: Meltdown & Spectre

We apologize in advance for the inconvenience. Should you have any questions
about this maintenance, feel free to reply to this email and our support team
will be happy to help.

Regards,

The WebFaction Team

WebFaction – Smarter web hosting
http://webfaction.com

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2017 Yearly Summary of Learning

中文版

As now is right the New Year Eve. Seeing many friends sharing their summaries of 2017 reminds me of doing the same. However, usually I treat the end of the solar calendar year as the beginning of the summary process and try to allocate some time to keep doing it until the end of the lunar calendar year. So here is the start of that summary process.

So first this is the stat of my learning in 2017: http://3exps.org/social/leon/stat

At the top section, the Top 100 tags are the most used tags in my personal notebook for all the years. So with a glimpse, you pretty much can see areas I have been mostly working on.

Leon’s learning stat for 2017

The second section is my learning for the past 5 years. The data is listed as a table to compare each year so you can see the number of each type of notes made for that year. And you can also see the sum of self-ranked importance for each type of notes and the mean value. One interesting thing you might notice that the numbers have some consistence over years. For example, each type of notes roughly has the same magnitude of number across different years, and snippets always have the highest number of notes and the highest value of importance. That is understandable since snippet is the major type of notes used to capture Significant Experiences. Comparing the data across different years can give a big picture of that year’s learning and focus.

Top 20 tags for each year and new tags for each year offer allow you to understand each year’s learning through the tags perspective.

So the learning statistic page gives you a quick summary of this year’s learning and you can compare and see how this year has differed from previous years. The statistic page is still in the early experimental stage. We shall see what more can be added there. Do you have any suggestions? What do you want to see?

So after this quick review, more work is needed to summarize this year’s learning. For example, you can only view this year(2017)’s notes, and order them by importance. By viewing the most important ones, you can get a quick review of this year’s important learning. And you can also follow some existing workflow to work on your notes of this year by simple editing operations. In the following days and weeks, as I progress in the summary process, I hope to write more of how these can be done. I have written once some of this process before. But this time using the notebook I want to demonstrate this process dynamically online and hopefully make them into a pattern of workflows that can be shared.

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How to collaborate and contribute with the learning group

Here is a demo usage of how the Knowledge Engine can be used to allow exploratory and collaborative learning for a group.

Recently responding to a post of SDE forum, I did a quick compiling of SDE’s resources based on alternativestoschool

So here you can view Democratic Schools:
http://3exps.org/groups/34/bookmarkbook/tags/Democratic%20Schools/

And here for Learning Co-ops:
http://3exps.org/groups/34/bookmarkbook/tags/Learning%20Co-ops/

What I did:
I set up a group named Self-Directed Education http://3exps.org/groups/34/notebook/notes/), and all resources collected with the official tags of the group (currently: sde, Democratic Schools, Learning Co-ops) by its members are pushed directly to this group. Then these resources can be viewed through tags or queries like above.
As this screenshot shows, you can view by official tags, or other related tags. Search function is provided. So it is easy to search resources within a location, for example.

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Conversations

中文版

I remember Mimsy Sadofsky, one of the founders of Sudbury Valley School(SVS) once told vividly how she felt “conversation” as one major characteristic that made SVS different from other schools. From her telling, conversations are everywhere in SVS, and they happen on different levels in various ways. I had the fortune to listen in those conversations during my visit to SVS (SVS has even a special room just for conversations. There is a big table at the center, and people interested in having conversations with others can come to this room. And you can also see that at SVS, conversations are happening all the time at various places. People are constantly having exchange of ideas and feelings.) The topics of these conversations are quite diverse covering a very wide range, and quite spontaneous in nature as well. The students at SVS are pretty good at conversing, such as expressing their personal experiences when talking about things like various kinds of coffee or cheese, or provide analysis from multiple perspectives when discussing political topics such as funding for the presidential election. From my observation, I feel these students’ skills in conversations are at lease equal to average college students in US. Peter Gray, the famed psychology professor and advocate of Sudbury Model and Self-Directed Education, has summarized this very nicely:

“Much of the students’ exploration at the school, especially that of the adolescents, takes place through conversations. Students talk about everything imaginable, with each other and with staff members, and through such talk they are exposed to a huge range of ideas and arguments. Because nobody is an official authority, everything that is said and heard in conversation is understood as something to think about, not as dogma to memorize or feed back on a test. Conversation, unlike memorizing material for a test, stimulates the intellect. The great Russian psychologist Lev Vygotsky argued, long ago, that conversation is the foundation for higher thought; and my observations of students at Sudbury Valley convince me that he was right. Thought is internalized conversation; external conversation, with other people, gets it started.”

(http://3exps.org/social/leon/scrapbook/notes/note/52974/)

Grace Llewellyn, the founder of Not Back to School Camp, manifested very well her understanding on equal conversations with children when answering questions during her AMA session on the self-directed.org forum.(http://3exps.org/social/leon/framebook/notes/note/72680/

For example, regarding kids’ game playing:

“I love your idea of honest conversation and I would encourage going into that with lots of depth and nuance. Share your concerns and thoughts, identify the ones you think may be more reactive than wise, ask his perspective — really draw him out (he may have his own inner conversation going on, with multiple perspectives), together create some kind of initial agreement that everyone can live with; pay attention; make it an ongoing conversation and adjust the agreement as needed.”

“being around others who are using this process may inspire your son to bring more attention to his own choices. That doesn’t mean he’ll necessarily make different choices than he is now, but simply by interacting consciously with intention itself, he’ll grow in self-awareness. Ultimately, this will help him increasingly shape his actions around what he most values.”

“The way we articulate our hopes for our future selves (“goals”), the choices we make moment to moment, and the evolving relationship between these two parts of our lives — this stuff is just huge. It’s at the core of self-directed learning, and at the core of crafting a satisfying adult life. As long as a person engages it consciously, this relationship does evolve.”

“In some families, there are deeper issues in the way that must be resolved before such conversations can take place. Trust may need to deepen before everyone (especially but not only the kids) knows they can freely and fully share their perspectives without being shut down.”

Just from these quoted above, I think you can have a taste of Grace Llewellyn
‘s deep understanding on equal conversation. I think you can find such understanding in her books, her websites and projects too, and it would be a great learning if you dive into them. No wonder she is able to lead such an invigorating and inspiring unschooling movement.

Just as Grace Llewellyn said, equal conversation is at the heart of Self-Directed Education, and it is the basic learning skill one should possess. From my understanding, one of the magical power of book reading is to cultivate the reader’s skills in equal conversation because reading is to engage conversations with the authors as the authors express their life experiences. Reading many different books is like have conversations with different authors life experiences.

Life comes from diversity. Having equal conversations is to take in nutritions from various lives, which is what we call learning or growth of one’s life.

Many of us studied for many years in conventional schools, and have never learned habit of reading or skills of equal conversation, which is the most basic learning skill. What else can testify more of the failure of this old school system? If you want to know what is real education, we have the Self-Directed Education for you to contemplate with. Take a look at how the SDE children are learning might be an inspiring experience for you.

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Volunteers needed

中文版
Open Source Learning has applied to be the local group of ASDE. We need a couple of volunteers to help this effort. You can be at any city of China serving needs of people of your city. If you are interested and want to volunteer, please let me know: sys @ opensourcelearning.org or leave a comment.

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Roadmap to future education

中文版

Here we want to share a simplified version of our vision of the roadmap to future education. We hope to use this vision to guide activities of Open Source Learning, and to bring along efforts in this direction.

It is our vision that the future education is Self-Learning.

Recently Alliance for Self-Directed Education (ASDE) was formed to promote Self-Directed Education. For decades, there have been two distinctive movements in the states and around the world. One is unschooling movement, and the other is democratic schools or free schools movement. Unschooling movement, as in US, often takes the form of homeschooling due to the regulation requirements, so unschooling families have to register as homeschooling. However, unschooling is dramatically different from homeschooling in term of its learning methodologies. For example, there is no curriculum, and if you are familiar with Sudbury Valley School(SVS) many of unschooling’s practices are very similar to those of SVS . Democratic schools, represented by Sudbury Valley School (SVS), and free schools, represented by Summerhill, although have different emphasis where they started (democracy vs. freedom), the resulting educational/learning methodologies and practices are quite the same, so are that of unschooling communites. From what they shared on social media such as facebook or twitter, if you have been reading for a while you can easily see that what they are talking about overlap with each other a lot, and you can easily identify a list of central ideas, practices and methodologies that have been repeated over and over again in these communities. However, outside these communities, such ideas, practices and methodologies are rarely known. So that is why ASDE is created to summarize all these ideas, practices and methodologies and label them as Self-Directed Education (SDE), and put it on the map for the mainstream to learn about. SDE is a mature set of practices and methodologies. These SDE communities have been around for decades, and they already have several generations of graduates. And there are already a lot of published materials about them. People ought to know them to see if SDE can be a valid option for themselves. To me, I feel this effort is to really bring about the true face of learning to people. We heard such twisted terms such as “Informal Learning”, “Flipped Classroom”, and etc., but really the conventional classroom based teaching is what is flipped and self-learning is the real learning and the formal learning. Another relatively new but quite popular recent phenomena is learning centers. There are two major groups of learning centers, one is North Star Learning Centers, the other is Agile Learning Centers. Each has about 10 to 20 centers. They are also part of ASDE and share the same philosophies of SDE. Democratic/free schools and learning centers have physical space so the way they organize around learning is a bit different from that of unschooling. But unschooling also has the national or even global support and resources. For example, Not Back To School Camp led by Grace Llewellyn, Grow Without School(GWS) magazine run by John Holt and his legacy inheritor Pat Farenga, and filed trip programs run by Blake Boles, and so on. (The people mentioned above are all involved with ASDE). Unschooling families often have to make efforts to find local communities, but there is also online forum to help with that, and ASDE also intends to address that. I am not going to go into more details of how these groups communities differ and also I will skip listing the central ideas and practices of SDE here.

So we believe what ASDE is doing (advocate of SDE and putting it on the map) is the right step we need to take in our march toward future education. As these communities are becoming more mature, and decades of practices have produced generations of graduates and lot of self-published content, it is time to unite all the efforts from various communities and brand them with a name and introduce it to the general public. However, we also feel that maybe we can take a bigger step. ASDE intentionally confines/focuses SDE for children. However, we know that the education/learning methodologies in the universities are fundamentally the same as the primary/secondary/middle schools. And graduates from those SDE communities have no other outlets to go if they want to pursue further education and they all have to somehow “adapt” to the old education/learning methodologies that are used in current universities or higher education institutions. Such “adaption” is usually just a short period of time, and since the graduates from these communities have learned self-learning skills, they usually find it easy to overcome such an adaption period. However, there is still a phase of adaption period. So we at OSL think that why not just take a bigger step? We can just come up with a new education/learning framework that can replace the old education framework, which has only 150 years of history and whose creation is to serve the mass production based economy at the time. Today around the world in different countries, even the education can be very different in different countries and in different types of schools, they are fundamentally based on the same education framework, e.g. the class based educational framework. With just 150 years of history, this old educational framework has already deeply influenced how people think of education, so people in our modern times cannot think of education/learning without the concept of class. This is even true for many people who are supposed to innovate in education field with internet. So it is easy to understand why so many elearning or online learning sites are still based on classes (oh yeah, MOOC). And we know Sudbury has no class, and it can operate at a cost cheaper than public schools in the same neighborhood, and they have been doing so for 50 years. So it is time to have a new educational framework to replace the old one. Free Progress Education (FPE), outlined by Marco (who I got to know from ASDE commnunity) has outlined such a framework for us (I would strongly recommend you read it since it is well framed). FPE rightly pointed out that what we need is a new general education/learning framework that is very different from the old one, and we have to apply such framework to both child education and adult education. In addition to the common practices and methodologies in SDE, Marco added a few things to be essential of such a new framework, which we here at OSL agree and share deeply (evident from our past essays and speeches, which you can read on this site). Such things include: emphasis on self-reflection and understanding; anyone can be teachers; portfolios and new ways of evaluation; the need of infrastructure, both physically and also in term of software (For details of what these mean, please read of them on FPE). We think this is a more general framework than SDE to replace the old framework in child education and adult education. This framework can be further enriched or made more detailed. Things like software infrastructure also need to be built up to support it.

So we do feel that we should be able to take such a bigger step. What we want to do for child education can also be built under the same education framework, so we can accumulate our experiences and iterate through our experiments. It is time for us to replace the old education/learning framework with the new framework in our internet age. This new framework is essentially a framework of self-learning. The software built by Open Source Learning(OSL) can be part of the software infrastructure for this new framework (many other kinds of software are still needed), since OSL’s software is designed from the beginning to overcome these difficulties and to support such a self-learning future. We also hope our software can be inspiration for other software programmers who share the same vision, and contribute software for this direction. From software perspectives, since learning is essentially activities of consciousness, the kind of software is consciousness software. Knowledge Engine is the engine for consciousness software. It transforms Significant Experiences into knowledge, which we believe can be the base of all consciousness software. And we believe there will be a flourishing of consciousness software in the near future.

So this is what we understand as the roadmap to future education. The mature practices and content from current SDE communities make the time ready to propose such a new educational framework, and put this new framework into practice and enrich and refine it along the process, and expand the self-directed learning communities. The software supporting self-directed learning can truly be put into good use and push self-directed learning to the mainstream people, and thus to transform education fundamentally.

We offer this proposal here for you to contemplate with. We hope more forces can recognize this and participate in refining, enriching and applying this new framework.

So Self-Learning is the future education. Let’s make self-learning easier and bring out the true face of learning!

Update: we propose Self-Directed Learning frameworks as the set of new learning frameworks that we can use to replace the old classroom based education framework. And work is underway to define what major features should the Self-Directed Learning frameworks have.

Please refer the previous two articles to learn more about ASDE and FPE.

Introduction to Free Progress Education

Alliance for Self-Directed Education

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