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I am now convinced of the opportunities of learning that can be provided by games after reading the following quote: "While commercial video games often offer worlds in which players prepare for the actions of soldiers or thieves, the question arises as to whether other types of games could let players prepare for action from different perspectives or identities such as a particular type of scientist, political activist, or global citizen, for instance. "

Yelda, honestly, I also used to question the contribution of video games to learning and nowadays, as seeing more examples like the one you shared, I guess yes perspective are changing:) I believe as we also discussed in the forum, the most critical thing is how the material, video or something else is presented to the learners and used, not the material itself.

The same material in two differnt hands may serve to two differnt ideologies , beliefs, subject areas hence I do definitely agree with Canan the mentality of the minds who are using those plays the important role.

For our motivation discussion next week. 

Hi Evrim Hocam; Thanks for sharing this video. I lwatched and istened to it with great curiosity :) Hi Selçuk; I agree with you to some extent. If the point is having students memorize something, it is useful. Yet, if the point is related to deep understanding, it is not very beneficial.

Yes, I agree repetition and passive demonstration may not have as much impact as active exploration. I recommend using these approaches for factual learning or things that require recall. But, for deep learning, other approaches such as problem based learning offer much better results.

Hey everyone. This is the Science of Learning Research Centre. Researchers in education, neuroscience and cognitive psychology work together with teachers to understand the learning process.

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.

This paper is about functional Magnetic Resonance Imaging, a groundbreaking research for learning sciences. It allows learning scientists to understand which brain parts are activated during learning. For example "lateralization of brain" hypothesis (it was saying that one hemisphere is responsible for wholistic-creative learning one is for analytical) is refuted using fMRI. Because both hemispheres were active no matter when people engaged in creative thinking or analytical thinking.

Lee S. Shulman is an educational psychologist having notable contributions to the study of teaching, assessment of teaching, learning, science and mathematics. He is a retired professor from Stanford Graduate School of Education, past president of the Carnegie Foundation for the Advancement of Teaching, past president of the American Educational Research Association. Shulman is best known for popularizing the phrase "pedagogical content knowledge" (PCK). Shulman claimed that the emphases on teachers' subject knowledge and pedagogy were being treated as mutually exclusive. He thought that teacher education programs should combine these knowledge fields.

http://www.carnegiefoundation.org/elibrary/taking-learning-seriously This is an article by Shulman: "Taking Learning Seriously". He raises five questions about learning and answers them.

This is a TED talk by Sugata Mitra, the Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, England. He mentions about his "Hole in the Wall" experiment and SOLE (self-organized learning environment). He defines learning as the product of educational self-organization. There are many interesting implications for the future of learning. So what are your opinions about future of learning?

Schank is one of the leading pioneers in artificial intelligence, cognitive science and learning theory. One of his quotes has gripped my attention when I had a look at his page. He states "Education must remain a process where an individual learns to discover oneself and, in doing so, endeavour to improve the human condition. For our future, it is important that we teach our children that reading and learning can be enjoyable and intrinsically rewarding." He emphasizes how important learning by doing is, and believes that we should put conventional teaching methods aside because these make school horrible. In order to make it less horrible, softwares,let's say, technology should be involved in existing educational system, which is already broken.

A concept map example

what a nice summary and space for reading :) more than a map :)) - hocam o nasıııl bişey yaaa :)

Hocam, I will definitely print it out and hang on the wall. Thank you:)

Computer-mediated world-wide networks have enabled a shift from contiguous learning groups to asynchronous distributed learning groups utilizing computer-supported collaborative learning environments. Although these environments can support communication and collaboration, both research and field observations are not always positive about their working.

Project Noah is a tool to explore and document wildlife and a platform to harness the power of citizen scientists everywhere. You can explore and document and share the wildlife around you.

İbrahim, we used Project Noah in one of projects at Canada. It was one of the most preferred app for the preservice science teachers. They recommended using the app for inquiry based learning activities. I especially like the biodiversity map here. Such a useful tool for science classrooms.

This news is about the ethical issues that may arise by learning analytics practices. A software program called Course Signals tracks various pieces of information, including the number of points earned in the course and the amount of time the student has spent logged in to the college's software platform. When students at Purdue University are reading their homework assignments, sometimes the assignments are reading them too. Our assignments are reading us. Should we be warned before the course begins? What do you think?

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 study conducted in Standford University School of Medicine reveals that brain scans from 8-year-old children can predict gains in their mathematical ability over the next six years. That is a great development to learn students' math ability and provide proper type and level of education accordingly.

It is an application for mobile phones which you can view elements as virtual from your screen. You can view all elements seperately and also, if you put together them, they can from a product that you can see from the screen. The principle is very simple, after you install the application to your phone you can download the pdf of element cubes from the websites. You can also, view the demo from the website of app; http://elements4d.daqri.com/#demo

I think this app looks fine to visualize an abstract topic which is elements. I agree with you Armağan about the necessity of appropriate curriculum. For example, an activity could be helpful that allows to students arrange the locations of elements based on their atomic radius in a periodic table. Therefore, the students can observe atomic radius of elements is increasing or decreasing when running left to right in rows and running up and down in columns of the periodic table. Like Selçuk said that those applications are used in other fields too. I've seen some works of Bilal Özçakır when I joined at a presentation. He visualizes the geometric shapes in 3D from QR codes. For example, you see a geometric shape from every perspective of it and you test yourself with how top or bottom perspectives of a geometric shape looks like by looking its one side. Thus, you have a realistic experience with virtual objects in immediacy.

I wrote at OdtüClass forum that interested people get learn from the beginning about developing at least basic applications. When I talked with Özçakır, he also said to me he learned the whole process from the online sources with his efforts. Of course, instead of open-source applications; the aim will be be to gain money but I think appearing more amateur applications cause many advantages at these areas.

Ηow educators can enhance student collaboration taking advantage of a computer supported collaborative learning environment?

This link contains a small writing of Roy Pea, learning sciences pioneer. Putting on emphasis on the guidelines of mathematical education it also shares some ideas on how to use technology for mathamatic teaching. I find it interesting that although this is a 31-year-old document, ideas about teaching is quite up-to-date. Article contains ideas on the aim of the mathematical education which is to nurture problem solving skills and suggests softwares should be harmonious with this fact instead of drill and practice softwares.