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I think Vitamin is one of the best cogntive tools in Turkish. They have very comprehensive work online.

I am not sure if Vitamin is tracing the learner development. I will try to ask it to one of my friends eırking at Vitamin.

I agree with Halil, Vitamin is like distance education programs of Anatolian University. It offers videos presenting he topic and tests of the related subjects. Learners do not take immediate feedback which lead to the individualized progress in the program.

The talk is about a research conducted by Indian Pawan Shinha. The research has been conducted on a group of 200 children. They were blind as a result of cataract. He pioneered the project which consists of treatment and post observation. He defined learning seeing step by step. He uttered that after treatment, the patient cannot differentiate the shapes; even the shadow is an object for them. The video has real data which is very interesting in my opinion.

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.

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.

Kurt Browning is the one of the best skaters in the world. He has 3 times World Champion title!! Besides all of that you will see how he skates and how he is in the flow when he is skating. This is not s competition. This is a show program but you can see him enjoying while he is skating and forget about everything while doing every moves:) enjoy!!

I've watched the video twice and in the end I've felt some concerns about the results of the studies. In the "how people learn" part, researchers were testing the storage and connection system of the brain through some high-tech tools. However, does neuropsychology provide enough evidence on the functioning of the brains? Can we generalize the results to all people from all cultures? I am not the one who is against neuropsychology, but for me one discipline may not give an appropriate answer to such a deep question. My second concern is about the integration of computer programs into the curriculum as a major learning tool. We see a program where "Betty" is speaking and giving feedback on the video. The program seems user friendly, but what about the negative aspects and limitations of the integration of technology into learning? Ok, I agree that we have to adapt to the rapid technological changes in the society. However, is technology the key to all learning processes? Plus, the program is designed on the mapping of the concepts. Does concept mapping make a curriculum compelling all the time? I am not sure about all characteristics of the program, but if it hasn't been designed in a challenging style and if all students come up with the same products, then how will they develop their knowledge and reasoning abilities? I couldn't find an answer to that. As for the part "effective teaching", I am in the same opinion with the researchers that there should be a connection between the real world and the subject taught. Moreover, I think the integration of the disciplines is difficult but a very good way of giving meaning to life. Besides, in the video we see teachers as a guide, as a facilitator and there is no doubt that providing individual support to the students helps students feel more involved.

Firstly, even if it is designed by utilizing modern technology and different understanding, which makes it a more developed and complicated one, the program used in the video reminded me the teaching machines of old times. It gives the priority to the cognitive aspect of learning. This seems to be a one-dimensional approach which underestimates the social aspect of learning. I think the value of classroom interaction for effective learning cannot be replaced by any kind of computer programs. Research on brain is really important and it provides very useful insights for learning and instructional activities. However, it should be supported by the findings of research by social psychologists as well. The very same individual may perform at varying levels when he is taught with the same methods in different environments. I personally experienced many times that even the absence of one individual in my classes affected the teaching an learning processes in a negative or positive way depending upon the classroom dinamics.

I am curious about what you think on this. Do you agree?

While reading I felt that the author is somewhat close to new ideas coming from other people, other thinkers, actually coming from the rest of the world. I mean as I understood at some parts, he is not open to accept the judgements or theories of some thinkers because what they said were already out there, they did not bring anything new. However I would name these people as men of action and thinkers ahead of their time. Because they draw attention to critical points that were ignored or missed by others. Maybe yes what they put forth were already out there or maybe some of their methods are not sufficient compared to our current methodologies but still they were the ones to see the complete picture and summarize things.

Thank you Evrim Hocam:) I strongly believe in community, wikinomy, we have to share, we can learn from each other in an informal environment but social constructivism is not working on me:) As he wrote "At University I learned almost everything in the quiet of my own room and the library. In corporate life, I relished the opportunity to learn on trains and planes, havens of forced isolation, peace and quiet. To this day I blog a lot and enjoy periods of intense research, reading and writing. It's not that I've learned everything in these contexts, only that they go against the idea that all learning needs to be social." I always got successful with deliberate practice and with "Learning by Doing". I don't like social media as well, there are many damages than benefits and I'm not so introvert, maybe a little:) but it's not about being introvert or extrovert, it's about talking or doing... I want to tell a real story of my friend who was a novice programmer in a company. There were many experts, novices and they were taking courses, online, offline, with collaboration every time. Everybody were sharing, commenting, discussing but he began a real life project first week by himself and after 6 month they were still asking to each other but he finished his project. After one year he was the best programmer in the company. And everyone began to ask to him. I asked him, he told that he believes in working until suffering and just doing:) And he added this interesting sentence "You will learn and you will be successful when you will be so related, so suffering that one day you will see dreams and solve problems about the topics in your sleep" My friend's opinions are maybe a little bit dramatic but I believe in "doing" too, at least it's working for us:)

Via this link you can watch the interviews conducted with design-based research experts: Brenda Bannan, Dr. Sasha Barab, Paul Cobb, Allan M. Collins, Chris Hoadley, Anthony E. Kelly, Susan McKenney, Thomas C. Reeves, William Sandoval. I believe these videos will provide a better understanding.

Thank you for the source, it is really good to see the people working in this area together.

Yelda, this is a really good resource for me. Hope to see some Turkish scholars in the list in the near future.

The results are important but I want to see the same experiment conducted on babies.

Benefits of mediation. We experienced this a bit in class last week, good to see that it has some effects :)

A webpage explaining a general overview of theories related to learning and motivation. You can scroll down to see the animation explaining the balance between skills and challenges. 

I liked this article because the figüre illustrating Maslow's hierarchy of needs was illustrative. The article differentiates btw mastery and performance goals. It emphasizes self efficacy and Weiner's Attribution theory and finally has a different figure for flow.

As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases. Yet classroom teachers and school leaders often struggle to see any meaningful connection between educational research conducted in universities and their real-world, complex and contextually rich experiences of teaching, learning and leading in schools.

As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases. Yet classroom teachers and school leaders often struggle to see any meaningful connection between educational research conducted in universities and their real-world, complex and contextually rich experiences of teaching, learning and leading in schools.

Suppose you are part of a thriving business and need to branch out and find that next big thing. Or say you want to change a behavior, like getting people...a lot of people...to use less energy in their homes. How would you go about it? Design thinking is a powerful tool to tackle the unknown. It's a means of going on an expedition, without a map, without even knowing the destination, but with the confidence that you'll end up somewhere great. Let's make it tangible with an example that captures the five key elements of design thinking. Daylight was given the challenge of getting kids in America to move more to help fight childhood obesity. The project started with an idea--provide kids with a digital music player that has a motion sensor, then give them rewards based on their activity. But the big question was, would kids really use it? What could make the experience so compelling that they would use it long enough to see the health benefits.

Very nice video on design thinking. We can clearly see how they continuously modify the end product after collecting data of its users. First they talk to target group to have an idea about how an activity meter can be. Based on their ideas, they try to find patterns which will later evolve to design principles. Based on those principles, they develop a real product-an activity meter. Then they use it iteratively with children and make modifications in order to make it better and better. It is a clear video of how to do a design study.

Hi dear friends. I found a website containing 2 minute neuroscience videos. You can click on the links to see the videos. My multimedia player does not work well so if you give me feedback on the videos (whether they are helpful) I would be grateful.

Given the option, would you want to think faster and have sharper attention? Please see "more on this story" part at the end of www.bbc.com/health 27343047 page if you are interested in math teaching.

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.

This is a hockey tradition that everybody has a fight when they are playing in a hockey match. Although there are quite big punishments depending on the fight's greatness, everybody see that fights as a normal routine in matches and learn how to fight in time.

It gives you a big opportunity to be in the game when you do sport. You can challenge with yourself by seeing yourself in the real sport field. Also you can improve your performance and learn with enjoyable games.

I agree with you Busra, it is very lightly augmented:) We may say that in time you may learn how to run in which distance and which tempo but that is all for now.

I agree with büşra, it a kind of visual version of runtastic with that form but it can be developed. For example, think about you run at treadmill (maybe upgraded version for VR) and with the VR glasses you can go to the any environment from the list you can choose. I think, it would be fantastic.

Augmented Reality Goggles for Snow Sports! Its amazing :)

Selcuk you are right but it is still very expensive to use it. on the other hand, such as in Football, Soccer, Ice hokey money is not a big problem for federations and they can find a lot of sponsors about it. That is why i believe in a short time they will start to use these kind of augmented reality features to make sports much better.

Maybe after federations start to use and these application become widespread, the personal model of those can be produced at cheaper price. However, I agree with you, price is one the biggest problem at that sector.