Filtering and Focusing

Using Filtering and Focusing to get Optimal Learning

Learning Community Explained

The two key activities we can employ to optimally manage all the information available to us is “Filtering” and “Focusing.”

This is the same thing radios do when they “tune in” a channel.  They filter out the noise and focus in on the carrier signal.

In education, The Dewey Decimal System was the 20th Century attempt to help the learner filter and focus.







The way Learning Communities filter out noise is to break information into three distinct types:

  1. Data – Groups of Bits
  2. Facts – Bits that are true
  3. Conclusions – Actionable analysis derived from the facts.

Validating Facts

The key to filtering and focusing learning is to have a actionable way to value information.

The Learning Community uses Facts as the fundamental valuation method.

  1. A Learning Community must agree to the definition of a fact.
    1. My suggestion for the Definition of a fact is – “A statement sentence of something that can be directly observed and agreed to.”   For example, Ira Gorelick is 65 years only in Nov 2016.  Or light travels at a constant, finite speed of 186,000 mi/sec. (please note that the amount of precision in a fact statement would depend on the context that the fact is used.)
  2. Learning Community members vote on their agreement that the fact sentence is a Fact.
    1. Each Members resume is attached to their vote so that others can judge the members competence to value the fact.
      1. Using the speed of light as the fact statement, a PHD in Physics would have their vote on this physics fact valued differently than a 12 year old with no physics knowledge.
      2. The member’s biases are included.  This is to help overcome confirmation bias, selective perception, and motivated reasoning.
  3. The “Goal” and highest priority would be to seek out facts that 100% of the Learning Community can agree on.
    1. Facts with less than 100% agree would require more research.  The question would have to be why do some members not agree with the fact.  Was the measurement wrong?  Or was there bias in the measurement?
  4. If a member disagrees with a fact, they most say why they disagree.



@lantis Learning Community Inter-Community Public Communication Structure

The Inter-Community Communication Structure is divided into three broad categories; Transport, Meta-Communication, and Content.

The details are as follows:

  • Transport
    • TCP/IP
    • HTML (latest Version)
    • IPv6 (or latest Version)
  • Meta-Communication
    • Source of the information
    • Information about the Source of the Information
    • Information about the Content
      • Is it a fact – Groups of Bits that the Community agrees represent reality
      • Is it a conclusion – Analysis of the Data and Facts to form an Recommended Action
      • Is it a recommended Action – Specific and Measurable call to do something, or not do anything.
      • What Learning Track(s) does this belong in.  What Question(s) is it trying to answer  (None is acceptable but not desirable.)
    • How many and who agrees that it is a fact, conclusion, and/or recommended action
  • Content
    • Data – bits of “1’s” and “0”s”


  • Transport
    • You are probably reading this on a browser that uses HTML to display the bits.
    • You probably used the Internet, which uses TCP/IP and IPv4 or IPv6, to move the bits between you and me.
  • Meta-Communication
    • Source – Ira Gorelick, access to Ira’s Bio,
  • Content
    • Data
      • The “page” itself is simply data.  This pages lives as a group of bits on a server somewhere.  These bits can change at any time, they are dynamic.  But, they are at their base, just bits of data.
    • Facts About this Page
      • Fact 1 – This page exists.
      • Fact 2 – It is stored and written in HTML5
      • Fact 3 – I used TCP/IP and IPv4(6) to move the bits from my computer to the server the bits are stored on.
    • What are not facts about this Page
      • It is not a fact that I wrote this.  At least not yet.  As you read this, you don’t know if I wrote this or if I copied it.
    • Conclusions
      • The data and facts on this page led me to conclude that using the information presented will improve learning.
    • Learning Tracks
      • How can we Improve Communication?