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["Building Entailment Meshes - 1","Knowledge Representation\n1. Semantic Nets\n  - Robin --(is a)-- bird\n  - John --(is a) -- Robin\nBrochman? Big contributor\nProblem is no reason to make a connection or not, no forces involved encouraging you in one direction or another, too much freedom, \n2. Scripts\n - Hamburgers\n   - Eating them\n   - Paying for them\n   - Cooking them\nMarvin Minsky - Society in Mind - helped develop both of these\n\nTHen came Entailment Meshes\n- reasons for connecting\n- circle, compass, plane in neighborhood, if you forget one, what remains constructs or brings back what was forgot - notion of coherence (unit of memory).\n- internal repoitoire is a process - trouble is how do you represent it in a physical form?\n","http://www.pangaro.com/video/pangaro-entailment-mesh-videos.html"]
["Building Entailment Meshes - 2","1. pull out phrases:\n- college, education, learning, studying, partying,  friends, independence, extra-curricular, degrees, campus, career, exploration, experimentation\n2. remove duplicates\n3. Propose derivations\n- College = education + degree\n- Degree = education + college? Are education/college necessary and sufficint to represent degree?\n- Education = college + degree? A degree represents\n\nWhat is the benefit of building a concept map?  Or any representation?\nsee relationships, see what is important, see complexity, see patterns\n\nWhy Entailment meshes? - added rigor has some benefit. What is it?  Thoughtsticker - training experience can be more adaptive.  By forcing you to create a consistent and coherent way, you teach in a better way. 2 - by forced into a structure, we learn that learning and studying really are the same thing ...\n\nImportant to realize there is a procedural process inherent in this descriptive-heavy derivation\n\n4. Combine concepts from initial mesh to other concepts\nCareer + Degree = expertise\n","http://www.pangaro.com/video/pangaro-entailment-mesh-videos.html"]
["Building Entailment Meshes - 3","desire = right job + career\nright job = degree + career\ncareer = right job + desire\ndegree + requirement + right job\ncareer + right job + desire\nto get the right job\n\nWhat is the problem when requirement + right job = degree & = luck.  System says \"is luck  and degree the same thing?\"\nWhat did I really mean?  How can I resolve this?\none you work at, other just get OR one is tangible and one is not\ndon't have to list out differences because the differences are captured in different topics already\n\nReason why you need necessary and sufficient is because that is what results in coherence. it is a way of defining what coherence means, such that all of the derivations work.\n\nRepresentation is trying to narrow meaning to specific case.\n\n[How would I represent the entailment mesh in excel?\n\nAnalogy - how are they similar, vs how are they different\n","http://www.pangaro.com/video/pangaro-entailment-mesh-videos.html"]
["Building Entailment Meshes - 4","What are the similarities and differences of learning and education?\n- learning happens all the time, eductaion is the thing you get\n- Requisite amount of learning  to get to education\n- if not going to college, learning a lot, but not getting an education\nlearning + education + college\nDo we have to do a mesh for everything?\nNo, really we are using it in an informal sense - contrast entailment mesh and concept map\nCheck derivations\nCheck contradictions\n\nbuilding representations with a kind of structure that is very coherent\nsoftware - can help you stay honest\n\nIf I add anything am I jostling everything else?  Not necessarily, but yes if it causes a contradiction,\nSome things we do everyday involves learning - jostling structure - exchange new structures with old structures.\n\nLearning = jostling of meaning (jostling of entailment meshes).","http://www.pangaro.com/video/pangaro-entailment-mesh-videos.html"]
["Gordon Pask on Entailment Meshes","What is the environment of concepts, what is the medium they inhabit?\nOrganizational closure - culture members,...\nWhat is their environment?  An epistomological domain called an Entailment Mesh (one way of representing an epistomelogical domain)\nmodules\nconnections between modules\nTeam (rather than just an individual) can create entailment mesh\nMachine maintains debate through machine (not with it).  It is important that device does not talk to us (we talk through it) does not talk with us not a mechanical mentor, but checks for coherence and consequence of coherence.  Makes clear to both what might only be clear to one.  We (team) are the authors.  \n\nPoint of cybernetics is \n\nAuthorship includes debate with ourselves and bring to agreement.\n","https://vimeo.com/32860396"]
["Building Entailment Meshes - 5","College + education + degree - switching passive voice.  Is it changing the verbs or voice?  The act of going through that exposes concepts that don't fit together.\nDegree on it's own has no meaning.  Degree only has meaning in the context of education + college.  That isn't the only thing I know about degree (circle). that's right!  This is only about what I can represent.\nIt isn't about trying to capture everything it means.\nCoherence is not the only possible relation you can make in an entailment.\n[Is that Hugh Dubberly?]"]

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["text taken from: http://pangaro.com/entailments/entailing-v2.htm"]
[1,"DISTINGUISH TOPICS"]
[null,"a","List the names of distinct topics."]
[null,"b","Eliminate redundancies where similar phrases name the same topic, but maintain valid differences by modifiers to phrases or different words/phrases altogether."]
[2,"DRAW RELATIONS"]
[null,"a","Propose connections among topics that appear to relate to each other. At any point, add or remove topics to the proposed relation; however, after doing so, repeat the required confirmation in each step below."]
[null,"b","Indicate via notational convention whether the relation is a derivation, coherence, or analogy."]
[null,"c","When asserting a derivation, ensure that the derivation is valid by confirming that the source topics are the necessary and sufficient set of topics for producing/re-producing the derived topic."]
[null,"d","When asserting a coherence, ensure that all necessary derivations are valid. It is necessary to step through each one, rehearsing an explanation that shows that the topics involved are the necessary and sufficient set to express the production of the derived topic. This may seem laborious, but it is necessary and ultimately rewarding."]
[null,"e","When asserting an analogy, ensure that the analogy is valid by checking its similarities and/or differences."]
[3,"CHECK FOR CONTRADICTIONS (\"Rule of Genoa\")"]
[null,"a","For every coherence that overlaps with any other, calculate whether contradiction exists as per the definition of contradiction above. If so, then execute one or more of the following steps."]
[null,"b","(Combine topics) Propose that ambiguous topics are actually a false distinction; that is, table and plane are unnecessarily differentiated, and a single topic would suffice for the purposes of the representation."]
[null,"c","(Split topics) Propose that a single topic is really insufficient to represent the intention of the author; namely, circle should really be split into 2 topics, that of the abstract geometric figure, and that of the actual, pencil-drawn circle on this tabletop (hopefully on a piece of paper)."]
[null,"d","(Add topics) Propose that additional distinctions (topics) are appropriate to add to one or more of the coherences; that is, the context of the relation including plane is that of geometric constructions, while the other is not."]
[4,"PROPOSE ADDITIONAL COHERENCES (\"saturation\")"]
[null,"a","Propose a new neighborhood of topics as a potential coherence."]
[null,"b","Check for contradiction with existing coherences; if none, continue."]
[null,"c","Attempt to install the new neighborhood as a coherence; that is, ensure that all derivations are valid. If they are, install as a new coherence."]
[5,"ITERATE"]
[null,"a","Iterate on the above procedures until the mesh is considered stable or complete for a given application."]

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[null,"List of Topics",null,"List of Topics (No Duplicates)"]
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[null,"Paste Down",null,"Roundup"]
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[null,"Paste Down",null,"Average"]
[null,"AVERAGEIF",null,"STDEV.S"]
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["THOUGHTSTICKER","User called ‘GP’","THOUGHTSTICKER Action"]
["Describe a topic","sky","Instantiates ‘sky’ as a topic"]
["What is significant about ‘sky’?","The color of the sky is blue.","Records the statement"]
["What topics do you wish to distinguish in this explanation?","color","Does not find ‘color’ as a pre-existing topic; instantiates it as a topic"]
["The topic ‘color’ is unknown; do you wish to give an explanation for it?","Yes","Displays a fresh pane in which to accept a new explanation"]
["Type your explanation of ‘color.’","Reflected light of a particular wavelength. The color of something may be red, blue, green, yellow or any other word that expresses the experience of eye.","Records the text"]
["Returning to your previous statement, about ‘sky.’"," ","Displays the original sentence, ‘The color of the sky is blue.’"]
["What further topics do you wish to distinguish in this explanation?","blue","Does not find ‘blue’ as a pre-existing topic; instantiates it"]
["The topic ‘blue’ is unknown; do you wish to give an explanation for it?","No"," "]
["What further topics do you wish to distinguish in this explanation?","None","Instantiates a concept that consists of ‘color’, ‘sky’ and ‘blue’; attaches the statement to the concept"]
["Your statement about ‘sky’ is accepted."," "," "]
["Nothing remarkable so far. Upon browsing this domain, any user would find the above concept (the relation of ‘color’, ‘sky’ and ‘blue’) as expressed in the statement ‘The color of the sky is blue.’"]
[]
["Now imagine that a different user called ‘RG’ has logged into THOUGHTSTICKER and also wishes to author some material."]
[]
["THOUGHTSTICKER","User called ‘RG’","THOUGHTSTICKER Action"]
["Describe a topic","sky","Finds ‘sky’ in its existing entailment mesh; tallies it in new list of topics"]
["The topic ‘sky’ has been described by user ‘GP.’ Do you wish to explore that description?","No"," "]
["What is significant about ’sky;?","The color of the sky is red.","Records the text statement"]
["The topic ‘color’ is detected; is it significant to your explanation?","Yes","Tallies ‘color’"]
["What further topics do you wish to distinguish in this explanation?","red","Does not find ‘red’ as a pre-existing topic; instantiates it"]
["The topic ‘red’ is unknown; do you wish to give an explanation for it?","No"," "]
["What further topics do you wish to distinguish in this explanation?","None","Compares the concept ‘color’, ‘sky’ and ‘red’ to the pre-existing entailments; finds a potential contradiction with ‘color’, ‘sky’ and ‘blue’"]
["Your statement may conflict with another statement, made by user ‘GP.’ That statement is ‘The color of the sky is blue.” Do you wish to keep that statement","Yes"," "]
["Are ‘blue’ and ‘red’ synonyms?","No","[If the user had replied ‘Yes’, the system would instantiate a synonym between the topics and elicit further details for the analogy]"]
["Is ‘color’ different in each statement?","No","[If the user had replied ‘Yes’, the system would instantiate an analogy between the two instances of ‘color’, elicit further details for the analogy including a statement to present it in future, and allow the statements to be modified - in the current user’s context only]"]
["Is ‘sky’ different in each statement?","No","[Ditto to the above]"]
["Are there any topics you wish to add to your statement?","Yes"," "]
["What topics do you wish to add?","Mars","Does not find Mars as a pre-existing topic; instantiates it"]
["The topic ‘Mars’ is unknown; do you wish to give an explanation for it?","No"," "]
["Do you wish to modify your statement?","Yes","Displays text buffer for modification of statement"]
["What is your new statement?","The color of the sky is red on Mars.","Instantiates a concept that consists of ‘color’, ‘sky’, ‘red’ and ‘Mars’ and attaches the statement to it."]
["Statement accepted."," "," "]

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["Section","Paragraph","Title","Concept (Outline)","Text","Notes"]
[1.1000000000000001,1,"Executive Summary","Challenges with current knowledge rep mechanisms","Traditional architectures of intelligent tutoring systems employ a model of the student's knowledge and a model of the expert's knowledge.  The difference between these models is considered what the student has yet to learn.  Since the 70s these models have become more and more complex resulting in a wide range of research related to how to better build the student model and the expert model, and how to better compare them for differences.  Artificial Intelligence has a strong hold in this arena because of the similarities between model-generation and the deffinition of artificial intelligence espoused by scientists for decades.  \nYet, the pursuit of adaptive learning has yet to be achieved at an intersting scale.  There has been on shortage of bright minds on the topic, nor has funding been a major concern.  Surprisingly, even though this research is 40 or 50, maybe even 70 years old (depending on how you measure it), the field is receiving a renewed interest by technologists, investors, and policy makers.  Demand fueled by the perception that education continues to use antiquated  models of instruction including technology-free interactions is in part to blame for this renewed interest.  However, this renewed attention is not without merit.  ","Conversation Theory came out of work by Gordon Pask in the 50s, 60s, 70s, and 80s.  He was interested in helping learners learn how to learn.  His expertise in "]
[null,null,null,"Role of internet in accessibility of information and instruction.","This new wave of interest in education is centered on the potential for improving education by applying technology.  At the core of this endeavor is big data, analytics, and artificial intelligence.  Certainly the advances made in technology even in the last 10 years suggests there are great benefits waiting for the discovery of a education-technology match that dramatically improves or extends education.  In some ways, the internet has already begun this process.  Information and instruction is now available at a mind-astonishing volume.  Not only has quality increased, but the availability to high quality information has increased dramatically.  Wikipedia, for example, has none of the previous conceptual boundaries that encyclopedias had decades ago.  But even in an age of ubiquitous accessibility of information and instruction, education (the obtaining of a credentialed degree) still struggles to improve.  Part of the problem is economics.  Certainly, the higher education market is a billion dollar business tied to jobs, money, third part payers, sports, research, prestige, facilities and much much more.  And there are vested interests in keeping things as they are.  But aside from the economics of higher education, what are the barriers to improving teaching and learning?  Is there an opportunity to improve education using technology?  What is it?  What role does technology play in improving teaching and learning?"]
[null,null,null,"This project to take small step to improving teaching and learning.","The purpose of this project within this context is to take a small step toward applying technology to improve teaching and learning.  Specifically, this project takes the ideas from Conversation Theory and applies them to the design and development of an interface to build an entailment mesh.  An entailment mesh is an instructional design mechanism for instructors, instructional designers, and educational technology developers.  It is a way to organize knowledge that is different than current knowledge representation systems."]
[null,null,null,"expert learning vs novice learning","Currently, knowledge is represented in the format of an expert.  This expert (or even a team of experts) outlines the appropriate topics that are necessary for learning in this topic.  An example is a college textbook.  How is the textbook organized? By chapters.  Early chapters are more introductory and later chapters are more advanced.  The theory says that by learning the introductory material first students will better learn the advanced material later.  And that seems to me to be a good idea.  But what is missing from the entire textbook is the idea that novice learners learn differently than experts.  They even learn the same material differently than experts.  What are the implications of this idea?  One is that no matter how the book is organized, it does not contain the knowledge structures or relationships between knowledge components of a novice learner.  "]
[null,null,null,"Knowledge structure of novice learners","Knowledge structures are more than the bare bones concepts that are included in textbooks.  They are more than the vocabulary lists of words or ideas at the end of chapters.  Not only are they these things, but they are also the connecting context or processes which afford action.  The knowledge structures of novices are very different from the knowledge structures of experts.  For example, ","I'm not sure I want to differentiate between novices and experts.  I'm not as familiar with this concept?"]
[null,null,null,"Role of Contradiction in learning"]
[null,null,null,"Improving learning through improving contradiction mechanisms"]
[null,null,null,null,"At a practical level, this project seeks to build off of work done in the 70s and 80s on THOUGHTSTICKER, which is a software tool enabling the evolution of knowledge structures, which in turn becomes the basis for adaptive instructional models.   THOUGHTSTICKER was built on a far, far away platform that is no defunct.  This projcet seeks to adopt the same functions as THOUGHTSTICKER in a modern technological platform.  "]
[1,null,"Executive Summary","who will find value in TW","The benefits of using this program TW (THOUGHTSTICKER Wannabe) is to facilitate the dynamic modeling of knowledge for instruction and learning.  Instructors will find benefit in TW by building a more coherent (tight) curriculum including aligning the curriculum with course objectives and skills.  Students will find value in TW by challenging what they think they know on a topic and learning from themselves and others what they didn't know they didn't know.  Instructional designers can find value in TW by comparing the knowledge structures they have embedded in instructional products and services with the dynamic knowledge structures afford by TW.  Finally, educational technology developers will discover value in TW by learning how dynamic knowledge structures will lead to improving the design of adaptive learning technologies.  "]
[null,null,null,null,"TW has three parts.  First, a concept creator engine that affords the creation of new knowledge structures.  Second, a connector engine that connects concept together in different types of relationships (coherences, analogies, etc).  Third, a contradiction function.  This function helps identify and resolve contradictions between knowledge structures.  Future development may include visualization improvement. "]
[1.2,1,"Implementation documentation"]
[1.3,1,"Learning and Conceptual Difficulties",null,"Getting the currently selected items to show based on the change in selection in the listbox was interesing.  I found a change control that picked up any change in the listbox and then ran code to identify how many topics where selected to redim an array variable, and then created a new array with just those topics. It took me a number of iterations to fine tune the functionality because at first the text box only showed the lowest selection in the list on the left (highest index # of the listbox).  So I changed that so the textbox would capture more than one selection.  Also, I needed to delete the existing text at each change .  And I had to change the settings of the textbox to allow multiple lines (or to allow carriage returns).  "]
[1.3,2,"Learning and Conceptual Difficulties",null,"I also changed the modal settings of the form, so the user can interact with the excel file while the form is showing."]
[null,null,null,null,"How to keep track of the relationships between topics - it would be easy if it were a one to one or even a one to many relationship.  But I need a one to two or three relationship.  I think this means I need to have a relationship table where each relationship is a unique value and it can have any number of topics connected to it. and eventually, users.  "]
[null,null,null,null,"Just realized I need to change a text box into a listbox on myform so I can keep track of the index value the data item has in an array.  I think I can do that with a 2 column list box.  But I need to change a text box into a listbox. Fairly big rewrite.  But it will allow me to connect my topics in a matrx format.\nAfter another few hours trying to troubleshoot, I realize now it would have been easier to do a 2-column listbox instead of a textbox.  With the text box I would have had to format the text perfectly to search for the text in the TopicsArray() list.  But because I added carriage returns to fit the array into the textbox, it is proving extremely difficult to get the carriage returns off.  In short, the lessoned learned here was to not use text to search one list with another while passing the text into a text box and adding carriage returns (chr10)."]
[1.4,1,"Assistance"]