Self-efficacy is defined by Bandura as people’s “judgment of their capabilities to organise and execute courses of action required to attain designated types of performances. It is concerned not with the skills one has but with judgments of what one can do with whatever skills one possesses” (Bandura, 1986:391). In other words, self-efficacy refers to the belief in one’s own ability to perform a task or behaviour (Bandura, 1997), influencing how we think, what we believe and how we conduct ourselves.

n order to determine behavioural intention in a new innovation, Venkatesh and Davis (2000) refer to two key belief constructs to examine: perceived usefulness (PU) and perceived ease of use (PEOU), which are the predictors of users’ attitudes towards using digital technologies. Consequently, attitude depicts the intention to use digital technologies, which affects actual use.

TAM is based on Fishbein and Ajzen’s theory of reasoned action (TRA), which offers a theoretical perspective that explains human conduct and the significance of one’s beliefs in order to anticipate behaviour (Ajzen & Fishbein, 1975).

This section will focus on the technology acceptance model (TAM) (Davis et al., 1989) and the theory of planned behaviour (TPB) (Ajzen, 1985). The commonality in these theories (TAM, TPB and SCT) will then be discussed. These three perspectives provide a theoretical foundation for understanding the individual’s reactions in the integration of digital technologies in teaching and learning. While TAM and TPB focus exclusively on teachers’ beliefs about digital technologies, SCT focuses on the teachers’ behaviour.

Bandura (1986:18) suggests that these three factors, namely the person, the behaviour and the environment are “all inseparably entwined to create learning in an individual”

heories such as the theory of reasoned action (TRA) (Fishbein & Ajzen, 1975) were drawn on, which initiated one of the most well-known theories in technology adoption, namely the technology acceptance model (TAM) (Davis, Bagozzi & Warshaw, 1989), which will be discussed later in this chapter. In the early 1990s, researchers started using social cognitive theory (SCT) (Bandura, 1986) when they realised the importance and relevance of self-efficacy in the adoption of digital technologies

influences their need to self-direct their learning and discover information

If you look at the same graph with distance 2, the layer of additionally visible nodes show how my new Notion might be connected to things like online identity, using the environment to store memory and layered access to information. This triggers additional thoughts during the writing process.

Usually while writing a Notion, I show the graph of how it connects to other Notions/Notes alongside it. I set the graph to show not only the 1st level links, as that only shows the links already apparent from the text I have in front of me. I set it to show 3 steps out at the start, and reduce to two steps when there are more links.

Obsidian is a powerful knowledge base that works on top of a local folder of plain text Markdown files.

Long comment threads on blog posts are a mixed blessing. It is great to have stirred up such great community discussion. But anything beyond, say, 20 comments is beginning to get beyond what anyone is willing to actually read. What likely happens is people read the article, read the first few comments, then start just scanning them (at increasingly swift rates) until they hit the bottom, then read the last one or two. At least, that’s what I do.

So today, as a somewhat limited experiment, I played around with my Hypothes.is atom feed (https://hypothes.is/stream.atom?user=chrisaldrich, because you know you want to subscribe to this) and piped it into IFTTT. Each post creates a new document in a OneDrive file which I can convert to a markdown .md file that can be picked up by my Obsidian client.