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When situated learning theory (SLT) is investigated, it can be seen that most of the articles or documents mention learning by doing within an actual context. The first thing that comes to mind is the real world environment while someone mentions the SLT. What if we want to form a "legitimate peripheral participation" environment to learn a concept by the boundaries of online platforms? How can we design online platforms by using situated learning theory?

"Participation Learning becomes a social process dependent upon transactions with others. Learning is not separated from the world of action but exists in robust, complex, social environments made up of actors, actions, and situations. How to incorporate participation in online learning? *Create discussion boards to enable students to reflect socially *Encourage engagement in discussions and issues presented *Require students to present/defend their arguments in forums, discussion groups, bulletin boards *Encourage students to engage in critical reflection with other *Instructors should continually assess the growth of the student, and let the student know " These are the principles applied in our 542 course. We are experiencing situated cognition in progress.

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.

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.

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.

They arrange activities in the forest to boost children's creativity, and develop and manage their social and physical skills.

Children learn to manage the risk! It is very important for us as humans surviving through nature. Therefore it sounds good because it contains decision making as well. However preparing such an environments can be so much risky!! Preparation and implementation should be carried carefully.

Many of the approaches implemented in Nordic countries focus on child's development as a responsible individual of himself/herself and of the environment. This is a great example that connects children to nature.

Dr. Darren Kruisselbrink teaches collage students motor development and perceptual motor development by observing and interacting with babies and pre-elementary children. He changes the way he teaches after seeing slides and lectures bore his class and lead no learning. He then looks for ways to link theory with practice and comes up with in-class baby observation and a community service which enables kids to play, parents to relax, university to bond with community, students to learn and observe motor development of pre-elementary children. This is one of the best authentic activity I've ever seen and similarly with Lave's thoughts his class contains community service, group work, and learning by doing. Kruisselbrink says this kind of teaching makes students thirsty for knowledge, creates lots of questions and curiosity, higher participation, and deeper learning.

Mihaly Csikszentmihalyi's Ted Talk about how the flow term is appeared. Beyond, how he started to deal with psychology and the only aim of him to find an answer to "What makes a life worth living?" He searched an answer at different area and find the best answer at psychology. Although he know nothing about Carl Jung, even he doesn't know the name of him (I am surprised to that); after participating at one of his conference; he affected and started to deal with psychology. Finally, after this studies, he appeared the term, 'flow'.

I also add the most famous painting of Dali, persistence of memory. Because flow term remind me that painting. I think we are at our surreal world at the flow instance and also the time term is completely lost. http://www.dalipaintings.com/images/paintings/the-persistence-of-memory.jpg

I like this painting of Dali! Although it can be commented in various ways, we can comment it from the point of view of flow theory like; in the flow moment you don't realize time flies until that moment ends. Thus, I agree with you that it really fits into distortion of sense of time.

Welcome to the Learning by Design Project website. (If you are looking for the Learning by Design software application, you'll find it here.) This site is a resource for participants in the Learning by Design project, or for those who want to find out more about the project.

This is a website focuses on mainly contemporary styles of learning and teaching. One of its focus is on learning by design alongside some others. There is a lot of content: knowledge on LBD or its pedagogy. They also offer online courses, some suggestions for teachers who want to utilize LBD in their classes and ways to evaluate learners' knowledge.

It is a currently presented a paper based on a dissertation completed by Gokce Kurt currently at Marmara University, Dept. of English Language Teaching, Istanbul, Turkey. Paper was presented at the meeting of the Society for Information Technology and Teacher Education, New Orleans, LA. It examines the TPACK development of Turkish PTs of English as they participated into a study explicitly focusing on the framework of TPACK and designed following Learning Technology by Design approach.

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.

Children can participate in workshops and learn by doing in a science center in Ankara. The price for each workshop is essentially affordable.I hope the number of such centers will increase and be reached by more children for free.

Bu okulda öğrencileri okuldan soğutacak hiç bir uygulama yok. Özel okul statüsünde ancak kar amacı güdülmüyor. Bütçesi velilerin katılımıyla bir kooperatif tarafından karşılanıyor. İlk şubesi Bodrum'da açılan okulun ikinci şubesi için İzmir'de çalışmalar başlatıldı.

most probably you have heard that Summerhill School in England. It is a boarding school founded by A.S. Neill in 1921 and its basic principle is the school should be made to fit the child, rather than the child should be made to fit the school. I think the one in Turkey might be founded based on the Summerhill School. here is is website for more information; www.summerhillschool.co.uk

There is this point that I totally agree with Burcu about disadvantaged groups. Also whenever I think about examples like Sudbury Valley, I get impressed by the idea of getting rid of exam threat. But for our country, we have to change like everything, the belief systems, the culture, the attitudes. We have a lot do to in that respect, even if our main intention to make just a small change.

An event you shouldn't miss. TEDx is now at METU!!!

Hocam, they increased the participants number to 190. If anyone has not registered, I suggest to register because we have more chance to be audience.

This study is the latest one, to my knowledge, conducted in English language teaching field in Turkey in terms of TPACK. I do not think that this study is a powerful one because it fails to provide a vivid picture in terms of preservice EFL teachers' TPACK competencies. Nevertheless, it is a fresh one, it has been conducted in our country and it explores my target population's competencies: preservice EFL teachers. :) By the way, you can have an access to the full text through METUnique search. You're welcome. :)

"The results of the research suggest that males' technological knowledge was higher than females; however, females were better than males in pedagogical knowledge. Moreover, no significant difference was found between TPACK mean and academic achievement in terms of the correlation between TPACK scale and academic achievement of the participants". WE ARE THE CHAMPIONS MY FRIEND :)

At first glance, yes, you are the champions :), but this is only one study and it is conducted with a certain group of people. We don't know what kind of results we'll have with a different group. This means I expect you to show more evidences in favor of your "champion" title :).

The table the authors provide, suggests some important distinctions between experimentation and design based research.

Nice table. What I like about DBR is its flexibility as mentioned in the Table. You can make revisions on your design whenever necessary.

Yes I totally agree and also the participants not being assigned as objects can be another important advantage.

In the video, learning experiences are claimed to be the similar to roller coaster ride. Learners have control over their own learning process. In the very first place, they begin with participating in the learning experience to reach the ultimate goals. Before accomplishing the ultimate ones, they have short term goals as well. Then, their power to learn is directly related to their own motivation to learn. They need initial motivation to go further. But, how much motivation they need to accomplish reaching the ultimate goals is the question to be asked at this point. While learning process, learners use their motivation and at some point, they lose some of their motivation. So, they need to increase the amount of effort put into their learning. As they put more effort into learning, they are more likely to reach the ultimate goals. As they exert enough effort to reach them, they experience satisfaction and they feel that high achieving something by their own motivation and effort. Then, the results can be satisfactory and increase their motivation to learn again. After they accomplish one of the sub-goals, they can use their experiences and awareness to prepare themselves to reach the next one. For the next one, they need more motivation and effort to learn, and they repeat the learning motivation cycle as described in the video with roller coaster ride.

I loved this video. I remembered my first year of master as I was watching the first loop of roller coaster. I felt that last semester was the most challenging period of my life. I had too much to do. Even I felt like I would fail sometime, I never gave up and at the end of the semester I was very proud of me. Now I say if I overcame last semester's challenge, I can overcome everything. That first loop is really important to carry you to the future goals. Thanks a lot for sharing the video :))

This video is a good example of the importance of having learning goals to be motivated as you also emphasized in the forum. I also liked the phrase "Your future self depends on your present self"