On "Learnable" Representations of Knowledge: A Meaning for the Computational Metaphor
dc.date.accessioned | 2004-10-01T20:33:32Z | |
dc.date.accessioned | 2018-11-24T10:10:21Z | |
dc.date.available | 2004-10-01T20:33:32Z | |
dc.date.available | 2018-11-24T10:10:21Z | |
dc.date.issued | 1977-09-01 | en_US |
dc.identifier.uri | http://hdl.handle.net/1721.1/5742 | |
dc.identifier.uri | http://repository.aust.edu.ng/xmlui/handle/1721.1/5742 | |
dc.description.abstract | The computational metaphor which proposes the comparison of processes of mind to realizable or imaginable computer activities suggests a number of educational concerns. This paper discusses some of those concerns including procedural modes of knowledge representation and control knowledge ??owing what to do. I develop a collection of heuristics for education researchers and curriculum developers which are intended to address the issues raised. Finally, an extensive section of examples is given to concretize those heuristics. | en_US |
dc.format.extent | 41 p. | en_US |
dc.format.extent | 16563429 bytes | |
dc.format.extent | 11811892 bytes | |
dc.language.iso | en_US | |
dc.title | On "Learnable" Representations of Knowledge: A Meaning for the Computational Metaphor | en_US |
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