<aside> 💬 Sites of Scientific Practice: The Enduring Importance of Place https://drive.google.com/file/d/1i5rrqXGoICQmugUWEeE3KO51dta3Zoaq/view?usp=share_link

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the paper articulates a nuanced argument for the enduring importance of place in scientific practice, challenging the notion that the advent of global networks and digital communication has rendered geographic location irrelevant. Instead, it posits that place, with its material and cultural specificities, remains central to the ways in which scientific knowledge is produced, legitimized, and contested.

The “extremely dense and intense “information loop” afforded by “being in a city” “still cannot be replicated fully in electronic space” (2001: xx).

Seclusion has its epistemic risks: delusion perhaps, parochialism, or secrecy (none contribute much to the pursuit of legitimate natural knowledge). So, starting from the early modern period, science also parades its public character: claims must be shared (Merton, 1973), experiments must be witnessed (Shapin, 1988), collaboration is increasingly required, and conferences become neces- sities.

in-class:

• difference between place and space? physical vs not limited to physical
  • think abt IDM vs ITP: settings, arrangement of the physical space

<aside> 💬 Principles of Adult Learning & Instructional Systems Design

https://drive.google.com/file/d/1IoXf7Wx1PT0Z3R_a1nc11VlgEWdE_77q/view

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Three learning styles:

• visual
• auditory
• kinesthetic

Adult learning assumptions, adults:

• want to know why they should learn.
• need to take responsibility.