The official slicer edition does pretty much what you describe https://tiddlywiki.com/editions/text-slicer/ . But it uses a complicated relationship between the resulting tiddlers that may be difficult to manipulate.
Notowritey (https://marxsal.github.io/various/notowritey.html) allows you to split large texts using a regular expression. You can then manipulate items into a hierarchical arrangement in a manner similar to a regular outliner. The relationship is based on simple listing and tagging. I would imagine for a systems approach, you would have to add a great deal more of material. What I remember about chemistry is that they already give you too much material to remember and often assume you are familiar with processes and techniques that you have never encountered anywhere. As if someone just ripped pages out of your textbook and threw them away. Trying to see how you could fit MORE into the curriculum seems somewhat unkind. Another Mark On Wednesday, July 21, 2021 at 10:06:42 AM UTC-7 [email protected] wrote: > I have been using Soren’s Grok TiddlyWiki and his Zettelkasten shell over > the last several weeks. Most of this time has been just getting stuff into > TW and seeing what happens (or doesn't and trying to figure out why). I > have not spent any time creating, connecting, etc.. The product of my work > thus far is here. > > I have two large outlines (GeneralChemistryACCMOutline and > OrganicChemistryACCMOutline) that delineate anchoring concept content maps > <https://pubs.acs.org/doi/10.1021/ed300049w> for most of the > undergraduate chemistry I teach. The hierarchy of these outlines is > identical at Level 1 (Big Ideas) and Level 2 (Enduring Understandings) and > differ at Level 3 (Subdisciplinary Articulations) and Level 4 (Content > Details). > > I need to excise these outlines and then add open educational resources > (text, links to videos, images, and simulations, exercises, etc.) to the > resulting tiddlers. > > I am interested in your thoughts on how I might excise these outlines in a > (unique?) way that leverages TW’s utility/flexibility as a > content-management system considering: > > 1. The order of Level 1 Big Ideas is consistent with the sequence of > instruction. > 2. I would like to somehow leverage TW and the connected, context-free > facts derived from these outlines to move away from a reductionist > approach > to teaching and learning to a systems approach > <https://www.nature.com/articles/s41570-018-0126> to teaching and > learning. > 3. I do not yet know specifically how I am going to use this resource > in a teaching setting. > 4. I am new to TW… > > Thanks for your help. > > Mark > -- You received this message because you are subscribed to the Google Groups "TiddlyWiki" group. To unsubscribe from this group and stop receiving emails from it, send an email to [email protected]. To view this discussion on the web visit https://groups.google.com/d/msgid/tiddlywiki/50d34cab-2ada-4414-95f9-9244e4338a07n%40googlegroups.com.
