Group items tagged

He is a scholar and researcher from the Erasmus Universiteit Rotterdam (Europe) in the field of expertise development and deliberate practise.

http://link.springer.com/article/10.1007/s10648-012-9195-x#page-1 This is the article "Educational Implications of Expertise Reversal Effects in Learning and Performance of Complex Cognitive and Sensorimotor Skills" by Slava Kalyuga, Remy Rikers and Fred Paas (we omitted it from the readings but you can read additionally)

I really had fun while watching this video. Brief cartoon summary of what traditional education system turns to us.

"A learning platform built on a foundation of social mediated knowledge communities helps fulfill the goals of critical pedagogy to disrupt formal power imbalances between student and faculty while also tearing down the walls of the ivory tower" (Wankel, 2011, p. 349).

This is an online course for educators who want to understand how their students learn by helping them connect brain research into classroom practice. This course sheds light on some current issues related to neuroscience. I recommend you have a look at it :)

Dear Seda, I like this website too much, thank you :)

Its a whole course. Valuable resource for teachers. Similar examples, particularly in Turkey, can bridge the gap between neuroscience findings with the teaching practice.

Situated cognition theory

I like this website; it gives the connection between situated learning and current educational necessities like modeling, scaffolding. In the class, these are expected from us and it really helps students visualize the target point. Thank you for sharing it with us.

INDIANAPOLIS, Oct. 28, 2015 /PRNewswire/ -- (EDUCAUSE) -- Today's young adults are often criticized for turning to social media platforms like Facebook and Instagram for real-time feedback, but new research from McGraw-Hill Education suggests that this behavior could be a significant asset when it comes to studying with the help of technology.

An interview with Dr. Reeves about how things have changed in the field of DBR lately. Dr. Reeves suggests one of the most interesting developments in the recent period was an article published in January,2012 in which the author basically reviewed the last 10 years of DBR reported in various journals and found that basically the jury is still out on whether or not DBR is attaining its two major outcomes; the outcome of robust interventions that really improve practice and reusable design principles.