Group items tagged

Part 1 of Series of five videos: I really enjoyed watching the video, it is a nice presentation of TPACK. Here are the links for the other videos: http://www.youtube.com/watch?v=B9gB6AP3BEs http://www.youtube.com/watch?v=FOYCmPUVFfs http://www.youtube.com/watch?v=s_bgeohrV_k http://www.youtube.com/watch?v=a-NhPA9yL3A

An interesting commentary from the voice of an engineer on teaching.

In the example study four teacher participate a program on technology integration that supports science as inquiry teaching. It is a longitudinal study and the data sources are multiple. Ideas for further research are presented.

We try to do this in ELT nowadays: integrating technology into English lessons via Edtech program. However, ours is a bir superficial I think, when I compare with this.

Science Teaching is exemplified with TPACK and different classroom applications can be found. Interrelation of science and technology is underlined.

Now i did recognize that we used the same website:) i like the way they present. Content, definitions and reasons of subject and its teaching, are explained and related with Tpack clearly. More, web page is so colorful that you dont even get bored :p

You can reach some example plans from here.

Created by: Matthew J Koehler, Description: Articles about tpack (formerly tpck) - Technological, Pedagogical Content Knowledge. Visit tpack.org for more information.

SITE, the Society for Information Technology & Teacher Education, is an international association of teacher educators (and affiliated organizations) who create and disseminate knowledge about the use of information technology in teacher education and faculty/staff development. SITE promotes research, scholarship, collaboration, exchange, and support among its membership.

The article states "Intelligent Tutoring Systems are not as effective as one-to-one human tutoring." The reason is that in one-to-one human tutoring a tutar is able to identify learners' affective state as well as their attention span. So, the article proposes the Mutimodal Intelligent Tutoring Systems (MITS), which provides information about learners' attention span and affective state.

This is an interesting study. I would be curious to read more about the multimodality of the ITSs, specifically how different type of interactions (audio, visual, etc.) have impact on learner's development. People in this area also started conducting research on "multimodal learning analytics".

The slides are said to be adapted from Kenneth Koedinger's presentation. Sldies summarizing some principles and examples for us.

Here is the website which has the full report on Carnegie Learning Curricula and Cognitive Tutor.

An article about computerized tutoring (NYT 2012)

"Teacher gestured, pointed, made eye contact, modulated her voice." some of the missing elements in cognitive tutoring systems.

For both the ones who encounter "Flow Theory" for the first time and the ones who have encountered before and had a notion about the theory, this video will be very helpful to see what Flow Theory says, and what are the moments that you experience flow.

"You know that what you need to do is possible to do, even though difficult, and sense of time disappears. You forget yourself. You feel part of something larger." I really liked this quote of him. :)

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.

Based on Evrim Hoca's questions, while googling I came across this. While considering the motivation we disregard one important point I guess. What about the social and economic status of learners and its influence on motivation? Here the news tell us about the accesibility problem. If some are not able to access can we talk about the motivation?

I am studying on learning environments in socioeconomically disadvantaged schools Yelda, :) May be I can provide some information during the course. Thanks for sharing this :)

Yelda, I have no idea about the target population of MOOCs when they first broke out..But I know they have many pros like no-cost for students (mostly), quality (some Ivy League universities are leading), opportunity for who has no chance to enroll a famous university, no presequities like diplom and chance of discussing things through an online platform (diversity)..So motivation is not one of the pros but cons. Because those MOOC institutions does not offer any college credit but a certificate which does not help you for employment and they are free, nothing forces you to complete..Anyway I have already enrolled a 6 weeks Cryptography Course (I am a Courseran now) offered by a Stanford Professor.

This is the activity which is mentioned in the reading// A cognitive theory of Challenge.

This is an example of a physics tutoring system that is designed to be the homework component of an introductory physics course.

It was developed by the Pittsburg Science of Learning Center-LearnLab. We can check some of their recent research and projects at http://www.learnlab.org/

An application of the cognitive tutoring system.

I checked this software and it is really interactive and feedbacks are meaningfull. I also like the idea of Skillometer where students can follow their process and realize where they stand in spesific content.