Tagged Data

As of May, 2013, there were 1057 items tagged in the NLCSA database with some set of the 275 different tags. The distribution of assigned tags provides an overview of the contents. The tags assigned will change in the future, especially with the extension of tagging to videos and the addition of more video materials. …

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Example3

Example3 shows how one might use this tagging system and these tags to explore the contents of the LC3 datacase. The tags were assigned by the Analyst (they can be modified only by a user with editing control of NLCSA contents; if you have suggestions, send email to RWLawler@NLCSA.net). The tagging system is the Word …

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Example2

The method discussed here, SCPP (select, copy, paste, & post) was a backstop in place while I tried to figure out a real solution that discussion-group use of these materials required. It has been replaced by the method of Posting Linked Data. For THAT purpose, this document is obsolete (4/23/2013). See the replacement as Example4 …

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Example1

Development of the Pure Point Example1: Supporting Analysis with Video Clip Evidence This abstract for a paper (not published) is broken up in the rows below to bring into registration the observations made and the video material providing support for the analysis. Five are in this post. All ten are at link LC3bV1. -> LC3A4 …

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Analyst

Still Trying! Making Sense of What’s Been Collected Notes on Issues, Questions, Possible Studies: Relevant Resources: Primary Research Goal: trace in detail the transition of learning from a side effect of behavior to processes of reflexive self-construction.Primary Research Agenda: interpret LC3. (For detail, see LC3c Analyses.)-track language skill & knowledge development-track spatial skill & knowledge …

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LC3

Tracking Natural Learning What is really profound in this work? The study’s foci and length, and the corpus constructed.

LC2

Analyzing Natural Learning What is really profound in this work? Learning is what makes our minds, My research has advanced the study of human learning in both common and unusual situations. See Comments in Review of “Computer Experience and Cognitive Development.”.

Mentors

Sources of professional and personal inspiration.
Marvin Minsky (Princeton, MIT), Seymour Papert (Cambridge, MIT) Sheldon White (Chicago, Harvard), H. Sinclair (Geneva),
Howard Gruber (Rutgers, Geneva), Robert Davis (Illinois, Rutgers), Oliver G. Selfridge (MIT, BBN), Wallace Feurzeig (Chicago, BBN).