Comments - Sensemaking 'vs' Learning - Global Sensemaking2024-03-28T10:26:35Zhttp://globalsensemaking.net/profiles/comment/feed?attachedTo=2052744%3ABlogPost%3A5241&xn_auth=noI think the goals and the inc…tag:globalsensemaking.net,2008-11-17:2052744:Comment:84052008-11-17T10:30:16.000ZJenny Urehttp://globalsensemaking.net/profile/JennyUre
I think the goals and the incentives need to be taken more account of in such systems
I think the goals and the incentives need to be taken more account of in such systems There is a paper at http://ep…tag:globalsensemaking.net,2008-08-23:2052744:Comment:64812008-08-23T18:53:00.000ZJack Parkhttp://globalsensemaking.net/profile/JackPark
There is a paper at <a href="http://eprints.qut.edu.au/archive/00014356/">http://eprints.qut.edu.au/archive/00014356/</a> that talks about the differences between knowledge games and sensemaking games.
There is a paper at <a href="http://eprints.qut.edu.au/archive/00014356/">http://eprints.qut.edu.au/archive/00014356/</a> that talks about the differences between knowledge games and sensemaking games. I am new here, and very curio…tag:globalsensemaking.net,2008-07-16:2052744:Comment:53722008-07-16T02:44:14.000ZRobert Hausmannhttp://globalsensemaking.net/profile/RobertHausmann
I am new here, and very curious about how the GSm site came to be!<br />
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To your question, I would suggest David Schwandt's (2005) comparison of sensemaking characteristics with adult learning orientations in "When Managers Become Philosophers: Integrating Learning With Sensemaking", Academy of Management Learning and Education.<br />
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Glad to join the conversation.
I am new here, and very curious about how the GSm site came to be!<br />
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To your question, I would suggest David Schwandt's (2005) comparison of sensemaking characteristics with adult learning orientations in "When Managers Become Philosophers: Integrating Learning With Sensemaking", Academy of Management Learning and Education.<br />
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Glad to join the conversation. For a bit of related humor ch…tag:globalsensemaking.net,2008-07-16:2052744:Comment:53672008-07-16T01:29:15.000ZAndy Streichhttp://globalsensemaking.net/profile/AndyS
For a bit of related humor <a href="http://languagelog.ldc.upenn.edu/nll/?p=362">check this out</a>.
For a bit of related humor <a href="http://languagelog.ldc.upenn.edu/nll/?p=362">check this out</a>. David Gelernter's book The Mu…tag:globalsensemaking.net,2008-07-15:2052744:Comment:53632008-07-15T23:08:25.000ZJack Parkhttp://globalsensemaking.net/profile/JackPark
David Gelernter's book <i>The Muse in the Machine</i> says something similar about the subconscious "cooking" ideas. He speaks to that foggy moment between being sound asleep and wide awake as the time when ideas pop through, just before the sensors of conscious thinking and logic can kill them.
David Gelernter's book <i>The Muse in the Machine</i> says something similar about the subconscious "cooking" ideas. He speaks to that foggy moment between being sound asleep and wide awake as the time when ideas pop through, just before the sensors of conscious thinking and logic can kill them. Good piece in your other blog…tag:globalsensemaking.net,2008-07-15:2052744:Comment:53612008-07-15T22:59:32.000ZGeorge E. Mobushttp://globalsensemaking.net/profile/GeorgeEMobus
Good piece in your other blog. I'm one of those slow learners! A long time ago I realized that my subconscious brain was taking care of a lot of the real work and I would often have the feeling that if I didn't understand something, if I just let it cook below the surface some clarity would emerge. It has actually seemed to work pretty well. I've noted a correlation between that cooking time and when I am in a somewhat withdrawn mood. Guess the gray cells are taking up all the cycles.<br />
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I…
Good piece in your other blog. I'm one of those slow learners! A long time ago I realized that my subconscious brain was taking care of a lot of the real work and I would often have the feeling that if I didn't understand something, if I just let it cook below the surface some clarity would emerge. It has actually seemed to work pretty well. I've noted a correlation between that cooking time and when I am in a somewhat withdrawn mood. Guess the gray cells are taking up all the cycles.<br />
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I decided my conscious self's job was to point my subconscious mind in the direction that made sense to go. I actively choose sources of information and absorb what I can, leaving it to simmer. Almost invariably at some later time I just seem to understand whatever it was.<br />
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Personally I think this leads to more integrated learning. That is, if I'm investigating a particular subject domain I often find later my understanding includes not only the subject, but how it relates to other domains, and they to it.<br />
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For me this is a much more relaxed way to engage with the world. I've even found it works, to some extent, with mathematical topics. Instead of pounding my head trying to remember all the relations and variables as I work through it, I just read it like ordinary text and let it mull. After a time I find I can actually grasp the math better. Quite a contrast to my student days when I would agonize over how slow I was conquering some proof.<br />
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Anyway that is by way of explaining why it takes me time to respond to some of these comments/blogs/etc. ;^) Hi all -- I'm still processin…tag:globalsensemaking.net,2008-07-15:2052744:Comment:53212008-07-15T07:32:17.000ZSimon Buckingham Shumhttp://globalsensemaking.net/profile/sbs
Hi all -- I'm still processing your constructive commentary on this, but in parallel have posted these thoughts on <a href="http://kmi.open.ac.uk/people/sbs/2008/07/sensemaking-resilience-liminal-space/">Sensemaking, resilience, and liminal space</a> to my blog...
Hi all -- I'm still processing your constructive commentary on this, but in parallel have posted these thoughts on <a href="http://kmi.open.ac.uk/people/sbs/2008/07/sensemaking-resilience-liminal-space/">Sensemaking, resilience, and liminal space</a> to my blog... Above Bob says, "I'm interest…tag:globalsensemaking.net,2008-07-13:2052744:Comment:53112008-07-13T02:06:04.000ZAndy Streichhttp://globalsensemaking.net/profile/AndyS
Above Bob says, <em>"I'm interested in a tool that allows research (learning/sensemaking) that is (1) personal (not inherently social, since I may not want to share undeveloped thoughts; (2) historical (i.e., keeps track of the changes in the model, in order to track the changes/development of my understanding; (3) sharable (in the way Jack has suggested 'subject maps' allows federation of knowledge)."</em><br />
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I'm interested in building that tool, mostly because I think those three attributes fit…
Above Bob says, <em>"I'm interested in a tool that allows research (learning/sensemaking) that is (1) personal (not inherently social, since I may not want to share undeveloped thoughts; (2) historical (i.e., keeps track of the changes in the model, in order to track the changes/development of my understanding; (3) sharable (in the way Jack has suggested 'subject maps' allows federation of knowledge)."</em><br />
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I'm interested in building that tool, mostly because I think those three attributes fit for me and many other people too. They also have direct analogs in the software development world (where I've been living most of my professional life).<br />
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Bob again: <em>"My conclusion is that a note taking utility, similar to Google's "Notebook" or Zotero, is at the center of the sensemaking process. Any thoughts on how to develop such a tool? I'd like to have a dictionary at the core of this notetaking tool, both as a reference support, and as an index of the quotations I would collect illustrating different uses/definitions of terms."</em><br />
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As a new Zotero user I'm alread a fan but a frustrated one, as always there's more stuff I'd like it to do. I think a new tool might be built on top of Zotero or incorporating it.<br />
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Can you say some more about what it means to have a dictionary at the core? How would it interact with the tool? Does the tool interact, say, with your dictionary/thesuaus @ WordSmyth? Bob, I eagerly await the comp…tag:globalsensemaking.net,2008-07-13:2052744:Comment:53092008-07-13T00:18:33.000ZAndy Streichhttp://globalsensemaking.net/profile/AndyS
Bob, I eagerly await the completion of your thought. (If you didn't notice, it seems your comment got chopped off.)
Bob, I eagerly await the completion of your thought. (If you didn't notice, it seems your comment got chopped off.) Regarding the differences bet…tag:globalsensemaking.net,2008-07-12:2052744:Comment:53072008-07-12T21:59:27.000ZRobert Parkshttp://globalsensemaking.net/profile/RobertParks
Regarding the differences between "sensemaking" and "learning". First, "sensemaking" is a coinage linked with academic theories. It is a gerund, while in ordinary language we might use the verbal phrase construction "making sense out of" something. When we "make sense out of" something, it starts as an undifferentiated mass of information. On the other hand, when we say someone "learns" something, we usually mean acquiring knowledge someone else already has worked out and made available. When…
Regarding the differences between "sensemaking" and "learning". First, "sensemaking" is a coinage linked with academic theories. It is a gerund, while in ordinary language we might use the verbal phrase construction "making sense out of" something. When we "make sense out of" something, it starts as an undifferentiated mass of information. On the other hand, when we say someone "learns" something, we usually mean acquiring knowledge someone else already has worked out and made available. When the learning occurs in the context of an undifferentiated mass of information, we might be more likely to say we are "discovering" something rather than learning something - although we certainly have learned what we discovered. This is the territory I think Pierce wants to identify with the cognitive process of "abduction".<br />
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Consider two general approaches to truth (and meaning and knowledge): the "reference" theory focuses on how close one gets to an objective reality that is referred to; the "coherence" theory focuses on how close one gets to a model that brings a world and a way of life into balance, regardless of how precisely objective each component of the system of knowledge may be. The former approach involves building models in relation to an objective criterion, established and maintained by a community. The later approach builds on "personal/tacit knowledge". My sense is that when people use the term "learning", they usually mean acquiring the shared concepts of a community. But "sensemaking" might end with a model that is internally coherent, but at odds with the community's understanding. Thus, "sensemaking" seems easier to apply to the stage of inquiry where we're generating hypotheses (abduction); while "learning"