Group items tagged

The paper discusses how learners in online platforms can be frustrated and aims to to characterize the feelings of frustration among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and to identify the sources to which the learners attribute their frustration.

The article is about specifying the sources of student frustration in the online CSCL context.

This talk was given at a local TEDx event, produced independently of the TED Conferences. In her TEDxJacksonville talk, she vividly depicts the incalculable value of memory and movement, and the devastating biological effects of these diseases on the brain. She also details recent advances in computing technology that may help elucidate treatment targets for Alzheimer's and Parkinson's diseases. "We are now building revolutionary computer simulations of neurons," she explains, "so we can have better insight into the molecular behaviors of neural cells so we can see a play-by-play of the interworking of neurons rather than static pictures frozen in time."

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.

Microsoft HoloLens is the first self-contained, holographic computer, enabling you to engage with your digital content and interact with holograms in the world around you. It is a miraculous device, I think. When watched the video, it is einevitable not to be excited. Its sale is only for app developer and it is also expensive, 3000 $. However, as it become widespread and develop, it may be a routine device. Also there is another video video, shot at Case Western Reserve University, shows doctors examining bodies as they float in midair, creating a new way to teach anatomy. https://www.youtube.com/watch?v=SKpKlh1-en0 Think about the time when that device become reachable easily, think about using it at the classes commonly. Maybe changing curriculum according to these or another augmented reality ones. I think, there could be revolution at education with these steps in the future. That pictures are taken from the presentation of that device; http://s01.shiftdelete.net/img/general_b/15-10/06/hololens.jpg http://s01.shiftdelete.net/img/content/15-10/06/hololens-2-1444146365.JPG Also, there is a funny(or sad) photoshop work related to possible usage of device at our country; http://s11.postimg.org/cukj78a4z/holoturk.png

I love it!

TeachLive of the University of Central Florida is a virtual platform that the teachers can test out their classroom management skills before going up on the "big stage". What it basically does is to place a teacher-in-training in a virtual classroom populated by computer-generated students. A Skype conference call and a Microsoft Kinect motion sensor power the high-tech pantomiming behind the platform. It's currently being used at more than 80 campuses across the U.S. to train some of the next generation of educators, and it appears to be working.

Very interesting. I was thinking for a similar program for training clinical psychologists. Looks like it'll be a thing in the coming years.

This is a very useful platform, I think. Pre-service teachers are facing some problems at classroom management. I always think it is absurd to give classroom management lesson at theoretical and that is the best way to teach teacher candidated.

Some new features and apps are getting more popular in UK for collaborative platforms. This news give some examples and also some usage styles and benefits of these apps for the individualized and group works.

That tool (wepresent) is efficient but I think it may not be as user-friendly as like told at the article. Because there will be online platform that you can create your slide and share with your class and it can be more basic inspite of some less possibility.

I hope this is not too basic but I was impressed and surprised to see this area has its own journal. Journal has founded in 2006 and has 43 issues so far, holding more than 200 articles. Journal is peer reviewed and has a high impact factor of 2.692 putting it the 2nd place among educational research journals. I think this success also shows the potentials of the area.

a TPACK-in-Action model to guide the design of the CALL (Computer Aided Language Learning) Workshop in helping in-service English teachers develop their TPACK proficiency and integrate CALL in their classrooms.

When I was 1 st year undergraduate student in METU, We were using this online platform at my physic's course. Generally there were 10 problems assigned with sub-layers. It was offering rapid feedback, simulations and we were also graded.

Mustafa, It was really helpful from some aspects but I remember that I was frequently complaining about the software. It gave a chance to practice a lot what I had learnt previous class. It was good to have problems in a large scale of complexity ( from easiest to hardest). And sometimes questions were picturized and there were graphs etc. Mostly, they were for real life situations. We were trying to solve problems which we come face to face everyday.However, there were also drawbacks, for example the answers arranged in a way that they do not accept any other solution computer offers.Our answers had to be exactly same from decimals to points. This could sometimes let a disoppointment and robbed my motivation down.And there were fear of getting bad marks because in the and of the homework we were graded by our performance. All in all, despite its drawbacks, 7 years ago it was nice to have this different kind of method in our classess.

Thank you Ceren for sharing your experiences, you underlined very important points especially the one about answers.

This testing is depend on ıtem response theory(IRT) that is about to measure students ability to ask questions by considering the previous answers. It is highly related to cognitive tutoring. At they point tutoring goes on during the testing process.

I am sharing this video of kid games which are almost forgotten. Remember that as a kid, we used to keep flowed in physical space as well. It seems that for being flowed, computers or online tools are not the basic sources.

I agree..there was fun, cooperation, challege..we were all flowed..too focused to think of time...I'm not sure whether we were cognitively engaged :-), but we had total motivation to do the same things again and again...

Famous article by Nicolas Carr. What do you think?

I like these sentences from the text: "Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.". Because the way we read has changed with new strategies(scanning and scimming quickly) and a great deal of information. That's why we rather google it then reading hundreds of pages.(Or ctrl-f works pretty good in some cases:)) However, I do not think that we are getting more stupid. Our brain has been evolving with new technologies and habits and probably will keep doing that. So we are not so much eager to keep some information in our minds since we are sure that we can reach them anywhere anytime. For instance, children no longer memorize multiplying tables but it does not tell us that they can not solve multiplication problems.They have another instruments to save time and energy :)

I agree with the ideas of Afra and Sinem. Sometimes I experience this while reading articles for my thesis and I have to write the key points for myself. However, I believe that we are not getting stupid, because we are now in technology era. We cannot abstain from appyling google for any information. It is really cost-effective in terms of time and money. I think that we will have to face with more new technologies in future, but this cannot mean that we will get more stupid. It is the requirement of our era we live in and we have to adapt ourselves.

David Gerhard is an Associate Professor in the Department of Computer Science and an associate member in the Department of Music at the University of Regina in Regina, Saskatchewan. He introduces his musical creation called the Rainboard. With it, he asks if we can shortcut the path to musical mastery.

A visionary article from Mitchel Resnick. "The shift in focus from "information" to "knowledge" is an improvement. But I prefer a different conception: the "Creative Society." As I see it, success in the future will be based not on how much we know, but on our ability to think and act creatively"

Thanks for sharing this. I would like to check more on the "computer club houses" as some of the things are related to our last week's discussion on informal learning as well as situated learning topic that we will be discussion next week.

The first robot teacher was tested in Tokyo in 2009 to sixth and seventh graders. The robot teacher can express six basic emotions - happiness, surprise, fear, disgust, sadness and anger. As I know a French company has developed a robot teacher, too.

To admit, yes it is an impressive way. However, I got stuck when it was said that robots could replace teachers in case of teacher shortage. It can be used as a tool for teaching-learning but it can not be treated as a teacher in real terms.

I think this is too much technological, where is the interaction? I totally agree with Yelda and Sinem in that a robot teacher cannot provide the effective class environment and fulfill teaching. The communication is really important in learning process, with a robot teacher this is impossible.

We spook about Mishra in class and Evrim Hoca gave some information about him. .
Punya Mishra is a professor of educational technology and director of the Master of Arts in Educational Technology program. He is nationally and internationally recognized for his work on the theoretical, cognitive and social aspects related to the design and use of computer-based learning environments. He has worked extensively in the area of technology integration in teacher education which led to the development (in collaboration with M. J. Koehler) of the Technological Pedagogical Content Knowledge (TPACK) framework, which has been described as "the most significant advancement in the area of technology integration in the past 25 years." He has received over $4 million in grants, published over 45 articles and book chapters and edited two books. Dr. Mishra is an award-winning instructor who teaches courses at both the masters and doctoral levels in the areas of educational technology, design and creativity. He is a gifted, creative and engaging public speaker, having made multiple keynote and invited presentations for associations and conferences nationally and internationally.
My dream is to work with him and Ann Thompson and also taking TPACK badge.:)

While playing computer games, children learn English, thinking and deciding quickly and even how to rule a kingdom. Is there anything new for us, as prospective teachers, to develop our teaching? It seems that some people think so.

A study about two major pitfalls impeding achievement of the desired social interaction in CSCL environments which are defined as; taking social interaction in groups for granted and the lack of attention paid to the social psychological dimension of social interaction outside of the task context