iiinova — where your digital self keeps evolving

Mr Lee Bates @mrbates.bsky.social · 10/07/2026

All cognition involves cognitive offloading. Cognition is action. Action is interaction. The thing we interact with provides constraints, affordances and tendencies. All cognition involves cognitive offloading. www.preprints.org/manuscript/2...

021

Mr Lee Bates @mrbates.bsky.social · 16/02/2026

This man is speaking my thoughts Christian. Very nice to read. Cognition is an action, yes! (I’m interested if he goes on to describe the arena in which this action takes places) Interested why he only describes relations as virtual (in my mind the items can be virtual also)

100

Mr Lee Bates @mrbates.bsky.social · 16/02/2026

And again this. What is the identity, whose perspective they are taking? In what environment are they embodying that perspective? The environment and the identity ‘exist’ within the imaginal conceptual space. We have exapted from physical to imaginal action.

100

Mr Lee Bates @mrbates.bsky.social · 16/02/2026

@cmooreanderson.bsky.social To me, this is the description of the imaginal situation in which our pupils are acting, from which change is occurring.

100

Mr Lee Bates @mrbates.bsky.social · 27/01/2026

I often also use ‘goal free’ activities to get them into the habit of making their own associations from information within the question.

Mr Lee Bates @mrbates.bsky.social · 07/12/2025

Hi Brett. I’ve just done my best job of doing a cognitive task analysis on what we are asking pupils to do when we ask them to understand the word isotope. I started with the most common description of an isotope,annotated with the associated meaning & then identified what I rely on.

Mr Lee Bates @mrbates.bsky.social · 05/10/2025

Do you think they know it is a projectile question as they start writing out the known quantities? I often use Goal Free tasks - pupils decode a data dense section of the Q (usually a diagram). Aim: associate Q to topic & externalise general steps to address that type of question. (e.g. Goal Free)

000

Mr Lee Bates @mrbates.bsky.social · 31/07/2025

A model for how Value, A.I.M.S. & aims relate to Action.

Mr Lee Bates @mrbates.bsky.social · 31/07/2025

Thread on Value Agency Interest Motivation Simulation & Aims VALUE • action causes a change and the sum of the value of the change across multiple aspects is calculated as overall value of the action.

220

Mr Lee Bates @mrbates.bsky.social · 13/07/2025

did you mean to say from attention to WM?

Mr Lee Bates @mrbates.bsky.social · 28/06/2025

this seems to have parallels with @cmooreanderson.bsky.social when he quotes Bateson to argue that redundancy is actually a necessary component of assigning value to a concept is a signal to say it is worth putting effort into making meaning of a particular premise. t.co/W0vZTpBGYL

Mr Lee Bates @mrbates.bsky.social · 22/06/2025

#eruditepedagogy #UKEd @cmooreanderson.bsky.social Maybe co-constructed diagrams is the optimum between 'learner generated' and 'instructor provided'

211

Mr Lee Bates @mrbates.bsky.social · 06/12/2024

Even though we will remain the overal figure of authority in the room, I do think there is a good amount of dialogic space that is still achievable so that healthy dialogue can happen. When considering authority, I think we need to consider the beliefs of teachers and pupils. \3

120

Mr Lee Bates @mrbates.bsky.social · 25/11/2024

Also many people make the use of triangles much harder than what it should be. Just in case it is helpful, pupils never need to learn a triangle. they just draw it over the right side of the formula and place the subject into the gap - same process for 21/23 GCSE equations.

Mr Lee Bates @mrbates.bsky.social · 11/11/2024

An invitation to explore the FORCES between SOLID PARTICLES, their MOTION and MELTING POINT with a [ What If ] diagram.

120

Mr Lee Bates @mrbates.bsky.social · 10/11/2024

The invitation to explore the effects of FORCES on SPRINGS with a [ What If ] diagram

030

Mr Lee Bates @mrbates.bsky.social · 10/11/2024

The invitation to explore SPECIFIC HEAT CAPACITY with a [ What If ] diagram. It reveals relationships but also leads to some useful but less definable relationships that will 'affect' the temperature.

Mr Lee Bates @mrbates.bsky.social · 10/11/2024

An invitation to explore STOPPING DISTANCE with a [ What If ] diagram.

The invitation to explore the iteration of the interaction between DRAG and WEIGHT with a [ What If ] diagram.

The invitation to explore the interaction of DRAG and WEIGHT with a [ What If ] diagram.

The invitation to explore DRAG with a [ What If ] diagram.

Mr Lee Bates @mrbates.bsky.social · 29/10/2024

The invitation to explore DENSITY with a [ What If ] diagram.

100

For years I have been inspired by @olicav.bsky.social and the implications of Dual Coding and I've recently been provoked by @cmooreanderson.bsky.social wonderful stock and flow diagrams to try to design diagrams that invite and afford interaction. Introducing 'What If diagrams'

420

Mr Lee Bates @mrbates.bsky.social · 09/10/2024

In physics we are never more than 2 steps away from a big idea :) This was my attempt at identifying the Big ideas in Physics.

Mr Lee Bates @mrbates.bsky.social · 06/10/2024

i try to make each step obvious to the observer. so i try to use a word of diagram that is instantly recognisable. If the word or image requires more than the most fundamental associated knowledge then i am increasing the chance that this step is no longer obvious to the observer.