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Which clippings match 'Coherence' keyword pg.1 of 2
16 MARCH 2013

Complex representations not simple quantified measurement

"Primarily because of its association with achievements in the physical sciences, quantified measurement seems a step toward enhanced precision. But, precision, as understood here, means more than reliability and validity; it also requires appropriately complex representation of the target construct. In phenomenological terms, precision refers to the distinctiveness that fosters reliability, the coherence that assures validity, and the richness that is appropriate to the targeted phenomenon. First, distinctiveness is the extent to which a phenomenon is discriminable from others. Judgments about distinctiveness require more than explicit (e.g., operational) definitions. They require the capacity to anticipate attributes that remain implicit in even the most explicitly conceived phenomenon and, on the basis of those implicit meanings, to consistently verify that phenomenon's presence or absence. Second, coherence is the extent to which judgments about the attribute structure of a particular phenomenon are congruent. Short of logical entailment but beyond associative contingency, judgments about coherence require consideration of both the explicit and implicit meanings of the attribute structure they describe. Third, richness is the extent to which judgments about a phenomenon capture its complexity and intricacy. Richness entails full differentiation of a phenomenon's attributes, identification of its attribute structure, and appreciation of its structural incongruities."

(Don Kuiken and David Miall, 2001)

[4] profiles and the ideal prototype. This numeric assessment of degree involves profiles of attributes rather than individual attributes. Although we appreciate the potential importance of the latter (see note 3), we have not attempted to address the analytic problems that arise from the combination of nominal and ordinal variables in estimates of profile similarity. It should be noted, however, that some available software facilitates the assessment of ordinal information during attribute identification (cf. KUCKARTZ 1995; WEITZMAN & MILES 1995). The possibility of coordinating ordinal and nominal attribute judgments deserves further consideration.

Kuiken, Don & Miall, David S. (2001). "Numerically Aided Phenomenology: Procedures for Investigating Categories of Experience." [68 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 2(1), Art. 15, http://nbn–resolving.de/urn:nbn:de:0114– fqs0101153.

TAGS

2001academic journalappropriately complex representation • associative contingency • coherencecomplexity • David Miall • differentiation • discriminable • distinctiveness • Don Kuiken • Eben Weitzman • explicit definitionsexplicit knowledgeexplicit meaningexplicit objectivesexplicitly definedForum Qualitative Social ResearchFQSimplicit informationimplicit meaning • implicitly • imprecision • intricacyinvestigative praxis • judgments • logical entailment • Matthew Miles • online journaloperational criteriaoperational definitionsphenomenologicalphenomenonphysical sciencesprecisionqualitative researchquantification of variablesquantified measurementreliabilityreliability and validityrich descriptions • richness • structural incongruities • target construct • targeted phenomenon • Udo Kuckartz • validity

CONTRIBUTOR

Simon Perkins
22 JUNE 2012

The UK Higher Education Statistics Agency

"The Higher Education Statistics Agency (HESA) is the official agency for the collection, analysis and dissemination of quantitative information about higher education.

It was set up by agreement between the relevant government departments, the higher education funding councils and the universities and colleges in 1993, following the White Paper 'Higher Education: a new framework', which called for more coherence in HE statistics, and the 1992 Higher and Further Education Acts, which established an integrated higher education system throughout the United Kingdom."

(Higher Education Statistics Agency)

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TAGS

19921993analysis of quantitative informationcoherence • collection of quantitative information • collegesdissemination of quantitative information • funding councils • government departments • HE statisticsHESA • Higher and Further Education Acts • higher educationHigher Education Funding CouncilHigher Education Statistics Agency • Higher Education: a new framework • integrated higher education system • official agency • quantitative dataquantitative informationstatisticsUKUnited Kingdomuniversitieswhite paper

CONTRIBUTOR

Simon Perkins
28 DECEMBER 2010

Web directory: My Virtual Reference Desk

"In June 1995, I began refdesk in an attempt to bring some semblance of order to the chaos of the Internet. Somewhere along the way, refdesk became my passion, my source of bliss. ...

Refdesk has three goals: (1) fast access, (2) intuitive and easy navigation and (3) comprehensive content, rationally indexed. The prevailing philosophy here is: simplicity. 'Simplicity is the natural result of profound thought.' And, very difficult to achieve."

(Bob Drudge)

TAGS

1995archive • Bob Drudge • cataloguecategoryclassificationcoherencecollectioncontentdirectoryhierarchical orderinghierarchyindexInternetknowledge managementorderorderingpioneering • Refdesk • reference desk • repositoryresourcetechnologyweb directory

CONTRIBUTOR

Simon Perkins
02 JULY 2010

Microlearning: learning from microcontent

"We understand microlearning primarily as learning from microcontent – from "small pieces, loosely joined" (Weinberger, 2002).

Microlearning as a term reflects the emerging reality of the everincreasing fragmentation of both information sources and information units used for learning, especially in fast–moving areas which see rapid development and a constantly high degree of change.

While in the past a single authoritative work (or even a single authoritative teacher) may have been all that was necessary to sufficiently acquaint oneself with a given topic of interest, this is increasingly untrue, especially as the necessity to (quickly) learn (a lot) extends into almost everyone's work life.

Books, magazine articles, a multitude of web resources (like online books, tutorials, encyclopedias, forum and weblog postings, emails and comprehensive teaching material collections as produced by MIT's OpenCourseWare project or the Connexions effort hosted at Rice University) form essential ingredients of the source mix of almost any non–institutionalized learning effort – and, increasingly, of many institutionalized efforts as well.

Fragmentation of sources has both positive and negative aspects. From a producer's standpoint, information fragments are much easier to create than larger works. Furthermore, disaggregated content – theoretically – can be re–aggregated to optimally suit an individual learner's preferences (instead of the needs of an idealized common denominator). The other side of the coin is that a significant fraction of the consolidation and organization effort is shifted towards the learner.

It will increasingly be the task of microlearning management systems to assist the learner (or group of learners) to consolidate information gleaned from such disparate sources into a coherent whole. We see personal knowledge mapping as enabled by combined wiki/weblog software as a first step in that direction."

(Christian Langreiter, Andreas Bolka, 2005)

Weinberger, D.: 2002, Small Pieces Loosely Joined. Perseus Books.

[2] Langreiter, C. and A. Bolka (2005). Snips & Spaces: Managing Microlearning. Microlearning Conference. Innsbruck, Austria.

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TAGS

2005authoritative workauthorshipcoherenceConnexions Consortium • consolidation • contentcontextdigital education • disaggregation • disparate sources • encyclopaediafragmentationinformation • information fragments • information in contextinstructionintegration • knowledge chunks • learnerlearninglifelong learning • magazine articles • microcontentmicrolearningmicrolearning management systemMIT • online books • online tutorialsOpen Educational Resources (OER) • OpenCourseWare project • orderingorganisationpaedagogypedagogypersonal knowledge mapping • re-aggregation • Rice Universitysnippet • sources • teachingteaching materialstraining • web resources • weblogwholewiki

CONTRIBUTOR

Simon Perkins
08 JUNE 2009

Managing Complexity from Chaos: Uncertainty, Knowledge and Skills

"Complexity, thus, is a complicated and intertwined process. It includes many layers of time and experience. The core of complexity is not something secret, not something never to be known, nor is it (unto itself) a difficulty or a problem. Complexity is not inherently obscurist. But at its core there is freedom of action and the openness of possibility, which we have called 'the infinite empty space.' Organization creates a home (abri) and the road to it leads through the uncanny, through the 'unfamiliar other ... [to] the future [which] is radically open–ended and, as such, ... may surprise us' (Tsoukas 1997: 12, 18). We have to confront 'the unexpected and the unfamiliar ... [the] 'wicked problems' [as well]' (Lissack, 1999b: 117–19, 120).

Complexity is a 'whole' in its own right. Like a poem, complexities are 'not an entirely unique entity ... [and] ... like in poetic reading, [their] reality is not seen as a fait accompli but as possibility ... [just as narrative] meaning is not something already existing in reality–as–text but something emerging from the reality–as–text' (Tsoukas, 1997: 10, 15). Emergence bubbles up 'as an overall system of behaviour that comes out of the interaction of many participants' (Lissack, 1999b: 111).

All the different elements of a system of complexity belong together. No matter how complex, in themselves, they fit together. The unity is not characterized by obedient subservience but as being–in and –for themselves. The elements cohere as a 'totality of complexity.' Different elements can be close or far apart but remain in relationship. The elements need not be identical but they cohere as in 'like,' 'as,' 'link' and 'alike.' Coherence resembles being in 'good company'–in good company there is a lot of listening and communication. In coherence, language is channeled and harnessed in mutual and reciprocal respect. In coherence, there is no one–way traffic, neither top–down nor bottom–up. Interaction is sideways and diagonal: 'interactions require language or some other mechanism of fairly continual communication ... [and] word choice is ... a fundamental tool for the manager' (Lissack, 1999b: 115, 120, 122, italics added). A company director who makes for 'good company' encapsulates a network of complex relationships. Strength is derived from the secure knowledge that all the elements belong and that they belong together. They are complete–they complete each other–force is gathered through the special and complex logos of complexity (cf. Heidegger, 1929).

Complexity is a activity of coherence and a way of thinking. In complexity, the elements of a system commit to one another and the 'whole of the elements' is committed to complexity. Conception (thought) and the conception of life (fecundity) are fundamental forms of complexity, which, as potential or possibility, is chaos. The actions of complexity are complementary when defined by the total of the system. They fill up the holes, gaps and voids; they connect nothingness with complex order. In Greek, 'chaos' means void and nothingness. Filling the void is true added value."
(Eric Lefebvre and Hugo Letiche, p.13–14)

EMERGENCE, 1(3), 7–15

TAGS

chaoscoherencecomplexity • Eric Lefebvre • fecundity • good company • Hugo Letiche • juxtapositionlayeredorganisation • poetic reading • uncertainty

CONTRIBUTOR

Simon Perkins
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