Thread by @danielanthonyos

Clarence || discussing how developing an argument is about connecting things and taking a position so it’s necessary to know what you mean in relation to all other meanings that you’re connecting an argument to - and how we might do this #LCT3

Clarence || great way to visually and tacitly introduce Semantics to mediate between levels of abstraction #LCT3

Clarence || ...and even cooler is distinguishing between content and research process in a similar visual way... #LCT3

Clarence || ...this may address problems of process being conflated with product, segmentation between parts of a thesis (with parts but no clear whole), and a fragmented understanding of what the research process is #LCT3

Clarence || ...after introducing the dimensions, using the dimensions to think of how to map the research process - waves ahoy! #LCT3

Clarence || shout out to @stiivkirk for excellent work on teaching writing & the important role of mediating more contextualised, less dense meaning (SG+, SD-) with less contextualised, more dense meaning (SG-, SD+). His three-tiered heuristic is SO useful for many LCTers #LCT3

Clarence || ...discovered that the logic of discovery (process) and logic of dissemination (product) are quite different and need to be better mediated to students...

Clarence || ...summarised nicely as the moral of the story... #LCT3

Comments from the floor:

@PhDgirlSA, your ability to reflect on the process is exemplary and so useful for practitioners & those in the #LCTheory community

This offers tools for practitioners who may be ‘outsiders’ to work collaboratively & enhance teaching and learning #LCT3

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