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Kurt Browning is the one of the best skaters in the world. He has 3 times World Champion title!! Besides all of that you will see how he skates and how he is in the flow when he is skating. This is not s competition. This is a show program but you can see him enjoying while he is skating and forget about everything while doing every moves:) enjoy!!

Hi all, "Genes to Cognition (G2C) Online is about modern neuroscience. It focuses on cognitive disorders, cognitive processes, and research approaches." What makes this website interesting is its dynamic networks that teach a lot about brain and neuroscience. What is more interesting about the website is 3-D Brain at the top right corner of the site. You can explore every single part of brain via that interactive model. Moreover, you can download it as a free application to your mobile phone through Google Play or App Store. Have fun with it! :)

Yasin, I liked to much this application, it is too enjoyable, thank you :)

Assessment of CSCL One of the messy part of CSCL is its assessment. It involves multiple processes and outcomes at multiple levels by multiple agents. This paper provides a roadmap for the role and application of intelligent tools for monitoring and assessment of (CS)CL.

A nice illustrative video on cooperative learning. It says there are five elements of true cooperative learning: 1. Face to face interaction 2. Positive interdependence 3. Individual accountability 4. Collaborative skills 5. Group processing. Face-to-face interaction does not necessary occur in physical environment. Phones or video-conferencing tools can be used in that process which leads to CSCL.

They say "No one else does what we do" while mentioning their interdisciplinary approach. They say that "The learning sciences field emerged more than two decades ago after researchers found that what worked in a laboratory simply did not hold up with real children, teachers, classrooms and workplaces. They saw that learning technologies, which held great promise for solving education's problems, were not being transferred to classrooms and schools. Cognitive scientists, educational and instructional psychologists, and computer scientists worked together to put their ideas and knowledge to use to improve the learning outcomes for a diverse group." The institute basically do two things: 1 - They identify the critical challenges in education, literacy, mathematics, science and the social sciences. 2- They work to find solutions. Their main aim is to create learning systems for 21st century classrooms thanks to interdisciplinary research in teaching and learning. They believe that learning is a complex process and so they get benefit from different disciplines (e.g. anthropology, computer science, education, linguistics, psychology and sociology) to share knowledge and best practices on education. At their another webpage, they define learning science as a science which "focuses on how to create new, improved and equitable learning environments for 21st century learners.". In order accomplish this, they focus on four questions: 1- How do people learn? 2- What do we want them to know and be able to do? 3- How can we design learning environments that help them learn? 4- How can we monitor what they are learning? They offer a Ph.D. program to raise future learning scientists.

Many UK children have become less confident about succeeding in life by the time they leave school, a report says. The study by think-tank Demos says some pupils feel school is just preparing them for exam success. It urges the government to help schools and colleges explore how self-belief, perseverance and resilience can be instilled in pupils.

I think that not only UK chidren but also our children less confident and unhappy in real life. If same research is done in Turkey, I think that similar results can be obtained. Students spend 12 years in school (primary school, secondary and high school). And they learn socialising, success, failure in school. In traditional classrooms, success is gaining high score in exam, ranked in first three in competition and failure is gaining lower scores on exam. When students leave the school, they face with new environment that is not similar to school. I think, therefore, they can not adopt to this new environment they feel unhappy and less confident. For this reason, schools should bring the skills and qualities that are needed for out of the school. Community service course, role playing, field works should be done in the schools to introduce real life experinces to students. In addition, changing the laerning activites, assesment procedures in school also can be helpful for real life experinces.

In several videos it was said that we start to prepare our pupils for jobs that are not invented yet. It is because there are lots of information production and exchange throughout world now, which makes lots of jobs become obsolete in short period of times. Our students need to have skills to locate, synthesis, and evaluate information and adapt theirselves to new contexts instead of having static knowledge about specific jobs.

Today's guest post is written by Zachary Walker, a faculty member at the National Institute of Education (NIE) in Singapore. Who works hardest in your classroom? ......... waiting for you to really think about it........ still waiting patiently.............. If a visitor walked into your class unannounced and watched what was happening for 30 minutes, who would they say worked hardest? Do you agree the idea emerging from this article that when teachers let student be more active in their learning process, teachers work less?

The article seeks to establish the usefulness of situated learning theory as a means of thinking differently about the alleged abstraction of school learning in a range of subjects including physical education, and the issue of transfer of learning. Following a discussion of Lave and Wenger's notion of situated learning as legitimate peripheral participation in communities of practice, the article explores the potential of Siedentop's sport education model as a means of providing young people with educative and authentic experiences of sport as legitimate peripheral participants. It is concluded that sport education may have the potential to provide educative and authentic experiences of sport.

Next week, we will look at situated learning. I have always considered VR/simulation as a nice channel to implement that. Here are some highlights from the article of Dr. Robert Glatter, an emergency medicine physician in New York City.

I think it is an interesting article about providin a CSCL environment for six thinking hats method which is really suitable one as it is an effective tool for group discussions.

I think, the method can be used for both in task and non-task collaboration.

Hocam who are you :) This article came 3 years after the original TPACK article by Mishra and Koehler and is about creation process of a self-assessment survey for pre-service teachers on their TPACK knowledge.

It is really impressive TPACK model example that can help students learning geography. By teacher's high CK, students learn similarity and differences between continents and countries. By teacher's high PK, students are seperated groups and they are leaded in order to develop good questions. Also, by teacher's high TK, students are connected to real students in different countries in real time via using techology, so all of the students work collaboratively.

Büşra, I really love it <3 And also ıt is so funny practice to use TPACK model.

I really liked it. It is fun for students but there is more than that I believe. Because in the process they are comparing other students' clues with what they know, reviewing high amount of their information. For example students at the other side of the skype call knew their friends were not in finland, estonia, latvia, belarus, ukraine, etc (neighbors of russia). But still I think they -maybe implicitly- learnt these countries are russia's neighbors. Still, I would love to examine their geography scores to be sure about this method's efficiency.

This is a research conducted on the possible replacement of teachers by intelligent tutors. Some interesting results are; rather than replacing the teacher, the tutor provided an additional resource for students and using the tutors allowed teachers to provide more individualized help.

To read more about SMILE software which enables to benefit from case-based reasoning

1. The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. 2. There are for different reserach questions but one of them is caught my attention as we have the same problem in our country I think; How appropriate is blended learning for teachers in a rural setting? 3. The design-based research methodology in the study comprised a number of research methods. The methods included ethnographic observations, qualitative interviews, narratives and documentation of design artifacts

Contemporary Theories of Learning - Learning Theorists...in Their Own Words - Knud Illeris >>> http://tr.scribd.com/doc/152409290/Contemporary-Theories-of-Learning-Learning-Theorists-in-Their-Own-Words-Knud-Illeris#download

Thank you for the source, I found it last week too and I believe it is a very comprehensive source that can guide us in this course.

Thanks for sharing the link. I found it in the METU library too. I can bring it to our class on Thursday. We can benefit from it for the discussion sessions or refer to it in our personal learning theories.

After I read this I become more worried about our students especially in secondary schools. There were SBS (exam for entering high schools) and they were taking 3 different exams at each grade, 6,7,8 but now with the new regulations they will have 36 exams. Apart from that in 10 years the system has changed for 5 times. what can be more devastating their chilhood than that?

I agree with you about the testing system in Turkey but it is only the top of the iceberg. For me, childhood ends for children who start the formal education in Turkey. Our system is so demanding and competitive that children cannot endure the difficulties they encounter. First of all, we have very overloaded curricula and students always need to be alert and hardworking to keep up with the required activities. While trying to make use of constructivist understanding curriculum developers missed some points: the opportunities and facilities the schools and students have, the difficulty level of activities, background of the learner and student and parent profile in Turkey, teacher characteristics in our schools and so on. The curricula cannot be implemeted in most of the schools so teachers invented their own methods and techniques which do not match to any of the instructional theories properly. Parents started to find out ways to protect their children and they made lots of mistakes. For example, some parents do projects of their children and smarter children started to sell ready-made projects at schools. Although teachers know the truth, he grade these projects because the system makes it nearly impossible to fail. In short, our system is working but not in the way writen in the curricula. The changes, negativities and difficulties in the system is damaging the childhood and future of the students. Somebody should change it, not the curricula:)

World is getting more populated, and each individual wants to have a better life. And a better life is significantly related to education. So, exams still appear to be a "must" in this racing system. Actually, I am a supporter of the exams if we want to have a more "fair race". I remember the terrible old days when successful people couldn't get what they deserved because of the bribery system in Turkey. On the other hand, I agree about the side effects of the overtesting. And as an individual who has been exposed to overtesting, the question I ask to myself is "How has the overtesting affected my mental health?" The truth is I have been stressed, depressed and sad because of the tests :(

Here is the book review of the book. We were going to bring it to the class but it has been borrowed from the library :(( You can check it if you want to learn more about expertise and deliberate practice.

While googling the handbook I came across 25 quotes from the book. Here is the link: http://solutionfocusedchange.blogspot.com/2011/07/25-quotes-about-expertise-and-expert.html