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Here is a website telling about communities of practice, situated learning and legitimate peripheral participation. You can check for an overview about situated learning.

"Many of the ways we have of talking about learning and education are based on the assumption that learning is something that individuals do". This is a really nice article that outlines the theory and its applications and some issues related to situated learning theory are pointed out.

This is a nice little newsletter that mentions some characteristics of situated learning. Some resources on situated learning and its usage in learning environments are offered !

Firstly, it was a nice source to read, thanks for sharing it. I agree with you time concerns, teacher and student charateristics are prominent to implement the principles of situated learning in practice. It is really difficult to create authentic learning environment in our classes under the stess of keeping up with the curriculum which is based on traditional theories of learning. Thus, it is the work of the curriculum specialists to revise the curricula to be more in line with the improvements in the field of learning sciences.

There is a case study which I really advise you to look at it. It is about a political course in which they took a government's problem about content and design of websites. He says "given all the considerations at work in municipal government, the students will decide how the power of the web can best be brought to bear on making government work better."

The curriculum of Concordia Language Villages immersion programs distinguishes itself by being designed on the following precepts. Students participate in a grand simulation that creates a purposeful 24/7 environment where participants engage in a community of learners. This setting, centered around community-based learning, creates a focused and supportive environment that facilitates learning from peers and mentors alike.

I found this paper when I was "googling". It covers legal, ethical and related management issues surrounding the generation, use and sharing of analytics data in the context of teaching, learning and research and the underlying business processes based on current UK law. It may be beneficial for the question marks on that whether the learning analytics has been violating the ethical issues.

When I was reading Blumenfeld and Rogat's article, the part about authenticity, I encountered the term "BGuILE" and checked it out. If you are interested in, it is a tool and it is not active now, last update is 2002. It says BGuILE, learning environments bring scientific inquiry into middle school science and high school biology classrooms. The environments consist of computer-based scenarios and associated classroom activities in which students conduct authentic scientific investigations.

This video is about what DBR is about and how a good DBR occurs and so on.

The video explains the necessity of transition of traditional learning classroom into 21st century learning space and clarifies the concepts of flipped classroom and blended classroom. And the importance of application of design-based research on the creation of blended learning classroom is underlined as well.

This video includes a case study from Biology department of Bristol University. Re-development of a compulsory second year unit "Science and Success: Writing, Speaking and Communicating Science" switched from a paper-based to an online system. All aspects including submissions, peer collaboration, feedback, and marking happen online, using Blackboard. Feedback data is downloaded from Blackboard into Excel, where it is manipulated and turned into feedback packages for students. The results yeals a great positive impact of online collaboration on students.

Thank you Özlem. This video is a good example of integration of CSCL to a course.

A useful webpage offering a wide range sources of DBR such as book chapters, articles, design templates, social media links etc.

The real world problem: Burning of waste tyres pollutes the environment Solution: Encouraging people to recyle tyres tu use them for production of furniture. It is a real example of project based on design thinking for change that children drive in their communities.

It is very meaningful to see how children engage in problems and be creative to solve them. Educators should not limit students' minds into some patterns. They can create their own learning environments if they are encouraged and guided.

Thank you for sharing an application of design thinking with us Elanur Hoca.

This video is an episode from the bakyard science program on yumurcak TV. In this program, children design tools based on their problems by this way, they try to understand some science subjects.

In this article Roy Pea, who is one of the pioneers of learning sciences, discussing how computers are changing our cognitive lifes beyond amplifying. Article first supports this proposition, then discusses implications of applying computer-based technologies into education. Lastly it suggests updating educational practices in order to be harmonious with this new emerging cognitive life. This article is also important for being quite early, it constitutes one of the foot stones of the learning sciences area.

You can find examples for the adoption of CSCL and its benefits like enhanced course content knowledge, increased confidence in applying course knowledge and skills, stronger collaboration skills (arguing ideas, making decisions, providing solutions), greater ability to create instead of simply consume knowledge and added benefits of leadership and presentation skills

The outcomes: enhanced course content knowledge, increased confidence in applying course knowledge and skills, stronger collaboration skills (arguing ideas, making decisions, providing solutions), greater ability to create instead of simply consume knowledge, and added benefits of leadership and presentation skills, can also be applicable to our case. I think our course equips us with similar skills and outcomes.

Good example of DBR and CSCL.