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E.Yasin Çiftçi

Two key figures in the field of the Learning Sciences: Brigid Barron and James W. Pelle... - 4 views

Dr. Barron is a developmental psychologist at Stanford University. She mainly studies processes of collaborative learning. She is well-known for her 5-year-study documenting adolescents' learning e...

started by E.Yasin Çiftçi on 13 Oct 14 no follow-up yet
Mine Önal

A case study in situated cognition - Emerging Perspectives on Learning, Teaching and Te... - 3 views

epltt.coe.uga.edu/index.php

situated learning case study

shared by Mine Önal on 06 Nov 15 - No Cached
  • Mine Önal on 06 Nov 15
     
    A case study in situated learning
Murat Kol

Novice or expert: How do consumers increase their knowledge about products? -- ScienceD... - 2 views

www.sciencedaily.com/...121114113314.htm

expert knowledge recognition

shared by Murat Kol on 25 Oct 15 - No Cached
  • Murat Kol on 25 Oct 15
     
    The study reveals how consumers increase their knowledge when they were posed to extend their existing knowledge and experience. When the learners were assumed to be consumers of knowledge, can this study be a good pathway to understand how people learn?
  • Mine Önal on 25 Oct 15
     
    What I understood from this article is that to move from novice position to expert position, one should increase the range of their experiences. That's why novice consumers experience on a particular product. Am I right in my conclusion to this article?
Evrim Baran

I win, you lose... Study shows we learn more from others' mistakes - 11 views

This is interesting. So we need a challenge. We will cover similar research findings at Neuroscience week. Thanks for sharing.

started by Rukiye Ayan on 15 Nov 14 1 follow-up, last by Evrim Baran on 18 Nov 14
Rukiye Ayan

Two Important Researchers in the Field of Learning Science - 6 views

David Paul Ausubel (1918-2008) was an American psychologist and cognitive learning theoriest who had a significant contribution to the areas of educational psychology, cognitive science, and scienc...

started by Rukiye Ayan on 13 Oct 14 no follow-up yet
E.Yasin Çiftçi

Examining Preservice EFL Teachers' TPACK Competencies in Turkey - 5 views

connection.ebscohost.com/...hers-tpack-competencies-turkey

TPACK

shared by E.Yasin Çiftçi on 17 Dec 14 - No Cached
  • E.Yasin Çiftçi on 17 Dec 14
     
    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. :)
  • Özlem Duran Ataalp on 22 Dec 14
     
    "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 :)
  • E.Yasin Çiftçi on 23 Dec 14
     
    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 :).
E.Yasin Çiftçi

Design‐based research: designing a multimedia environment to support language... - 2 views

www.tandfonline.com/...14703297.2011.564011

DesignBasedResearch

shared by E.Yasin Çiftçi on 28 Nov 14 - No Cached
Rukiye Ayan liked it
  • E.Yasin Çiftçi on 28 Nov 14
     
    Adopting a design-based research methodology, this study used digital video technology to support reflective tasks for language learning in multimedia environments. The emphasis was on the improvement of oral communication skills. The reflective tasks used in this study were exposed to iterative design process and the whole research process was driven by two underlying learning theories. This iterative and theory driven design reflects the nature of DBR well.
  • ...1 more comment...
  • Rukiye Ayan on 29 Nov 14
     
    Hi Yasin, thanks for sharing the research study. It is a good example for DBR, like you said, as it includes a theory driven iterative process which is one of the most fundamental characteristics of DBR.
  • Evrim Baran on 01 Dec 14
     
    Is there ant iteration in the design here? Or is it the implementation of three different courses?
  • E.Yasin Çiftçi on 01 Dec 14
     
    Hocam, students' reflective practice happened in different formats each year. To be more specific, task-completion tools and task-completion formats were exposed to an iterative design. Each year a different tool and a format were implemented and the reflection by the students progressed in an iterative way though it was conducted with different classes. For example, in 2006, students of Class 1 reviewed their presentations in a multimedia player and reflected on it via a word-processing program. In 2008, YouTube was used for their presentations and they had a collaborative reflective task after being paired with each other. So, a different design was applied for each year but in an iterative fashion.
Özlem Tantu

Computers 'do not improve' pupil results, says OECD - BBC News - 5 views

www.bbc.com/...business-34174796

shared by Özlem Tantu on 14 Oct 15 - No Cached
Mine Önal and haticekiz liked it
  • Özlem Tantu on 14 Oct 15
     
    Investing heavily in school computers and classroom technology does not improve pupils' performance, says a global study from the OECD. The think tank says frequent use of computers in schools is more likely to be associated with lower results. The OECD's education director Andreas Schleicher says school technology had raised "too many false hopes". These results worth to be disscussed. Shall we go back to traditional classrooms or continue with technology? If so, how should we use it in the classroom?
  • ...4 more comments...
  • elanuryilmaz on 15 Oct 15
     
    I deeply believe the power of motivation to learn and classroom technology can be used to enhance students' motivation in learning of the specific content. Still, it is open to debate effective use of technology in classrooms, especially in our country. To deal with this inefficiency of classroom technology, we need to focus on teachers' technology literacy and try to develop this literacy.
  • Mine Önal on 17 Oct 15
     
    Hi Özlem Hoca, BBC news you shared with us is very advisable to our friends. (1) I agree that computers may have the possibility to be distractors for learning and they may be abused by some students. Students may prefer to use computers for activities other than for school activities. When I was an intern teacher, I wanted to show how a literature search is performed to my 20, 9th grade "Project" (noncredit course) students in 2006, I ended up running from one student to another because as I leave him/her with his/her search, s/he began to sign in facebook and their emails. (2) I also agree that plagiarism may occur in homeworks due to internet resources. (3) Another interesting opinion in this news is that "We're training the students to use technology which hasn't yet been invented." We are training the students to the future that is not defined, not yet clear.
  • Erdem Uygun on 17 Oct 15
     
    I think integrating technology in classrooms is inevitable as computers have been being used in lots of areas in the world and it is a little bit optimistic to assume that education will escape from this "invasion". Today's students live with technology and indeed, technology can enhance the representation of a topic, communication among learners, eliminate time and space limitations in reaching information, etc. The article says that "frequent" use of computers in schools is more likely to be associated with lower results. Instead of frequent use, one should know how one can healthily get benefit from computers, when to use it, how to use it, when not to use it, etc. Those questions are still major questions in modern educational science research. Findings from such research can enhance the positive impact of technology in classrooms.
  • vahidetekeakay on 18 Oct 15
     
    Having read this week's reading assignment, a part of which focuses on this particular result, I felt the need to comment on your share Özlem hocam. It is mentioned in Chapter 1: Introduction that "in the 1980s, cognitive scientists like Roger Schank and Seymour Papert made claims that computers would transform the schools and learning. This was a rather radical claim and it helped form a strong consensus among parents, bussiness community, politicians that getting computers into schools was a must. During 1990s, installing computers and the Internet in schools was a major trend. By 2003, 95% of all the schools in the US had their computers and were connected to the Internet. However, the impact of this huge investment was highly disappointing. Studies had shown computer use was not correlated with improved student performance. When the reserachers began to study to find the reason, they found out that the computer use in schools was not based on learning sciences; instead, they were being used as an extension of instructional classroom. By this I mean, bringing technology to the classrooms was not enough without changing the structure of instruction. Educational software has been based on instructionist theories, with the computer performing roles that are traditionally performed by the teacher. Teachers and students were not aware of how to use those computers efficiently. Students read the texts on the computers instead of reading them on books.Learning scientists continue to emphasize the powerful role that computers can play in transforming all learning. But they reject instructionalism and behaviorism. Instead, they present a new vision of computers in schools. They suggest that computer should take on a more facilitating role, helping learners have the kind of experiences that lead to deep learning."
  • Murat Kol on 19 Oct 15
     
    It is an important an overwhelming issue about how we integrate technology into education. A well-balanced implementation is required for successful instruction between the use of technology and traditional methods like paper-pencil activities (Hitt, 2011). We should not force technology and traditional instruments like paper-pencil and blackboards fight against themselves. We may play the role of negotiator between the technology and traditional methods.
  • Evrim Baran on 19 Oct 15
     
    Perhaps, we need to focus more on the pedagogy rather than the technology.
Emel Güneş

Two Groundbreakers "Practicing as a groundbreaking learning method" and "Music in learn... - 10 views

Two Groundbreakers "Practicing as a groundbreaking learning method" and "Music in learning" Mozart studied for 10 years in order to compose his best concerto which means 10.000 hours and as anothe...

started by Emel Güneş on 11 Oct 14 no follow-up yet
canannn

Teaching Science with Technology - 0 views

editlib.org/29293

shared by canannn on 22 Dec 13 - No Cached
  • canannn on 22 Dec 13
     
    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.
  • Burcu Korkusuz on 24 Dec 13
     
    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.
Burcu Korkusuz

Professor Slava Kalyuga - 0 views

education.arts.unsw.edu.au/...slava-kalyuga

expertise

shared by Burcu Korkusuz on 27 Oct 13 - No Cached
  • Burcu Korkusuz on 27 Oct 13
     
    Dr Kalyuga is a Professor at the School of Education, the University of New South Wales, where he has worked since 1995. His research interests are in cognitive processes in learning, cognitive load theory, and evidence-based instructional design principles. His specific contributions include detailed experimental studies of the role of learner prior knowledge in learning (expertise reversal effect); the redundancy effect in multimedia learning; the development of rapid online diagnostic assessment methods; and studies of the effectiveness of different adaptive procedures for tailoring instruction to levels of learner expertise
Evrim Baran

Novices and Experts - YouTube - 0 views

www.youtube.com/watch

Learning Science Expertise

shared by Evrim Baran on 31 Oct 13 - No Cached
  • Evrim Baran on 31 Oct 13
     
    Here is an interesting research study looking at expert and novice performance with eye tracking technique. 
Ezgi Hazal KÖK

Language-Gap Study Bolsters a Push for Pre-K - 0 views

www.nytimes.com/...bolsters-a-push-for-pre-k.html

shared by Ezgi Hazal KÖK on 22 Oct 13 - No Cached
  • Ezgi Hazal KÖK on 22 Oct 13
     
    This news is talking about the importance of oral language and vocabulary introduced to a child at a very early age, and differences between children from wealthier families and children from low-income families in terms of vocabulary knowledge and reading skill.
  • canannn on 23 Oct 13
     
    It is really sad to see this unjust difference between children and the fact that the gap gets bigger. It is mentioned that later reading comprehension success is related to this difference which can influence people in a variety of situations in life such as reading a newspaper, reading the instructions of usage of a mechanic device etc.
Pınar Mercan Küçükakın

Book Review - Situated Language and Learning: A critique of traditional schooling - 1 views

www.youtube.com/watch

shared by Pınar Mercan Küçükakın on 04 Nov 13 - No Cached
  • Pınar Mercan Küçükakın on 04 Nov 13
     
    This video presents a review of James Paul Gee's book: Situated language and learning: A critique of traditional schooling. James Paul Gee. "James Gee is a researcher who has worked in psycholinguistics, discourse analysis, sociolinguistics, bilingual education, and literacy. Gee is currently the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University, appointed there in the Mary Lou Fulton Institute and Graduate School of Education. Gee is a faculty affiliate of the Games, Learning, and Society group at the University of Wisconsin-Madison and is a member of the National Academy of Education."
  • canannn on 04 Nov 13
     
    Thank you for the source; as also Burcu provided an example of his work, he is important for this topic. He is mainly concerned with linguistics and has many studies of discourse analysis. The effect of video games on learning is one of his main concerns.
Hatice Çilsalar

Source of learning good or bad - 1 views

www.youtube.com/watch

Learning

shared by Hatice Çilsalar on 23 Oct 13 - No Cached
  • Hatice Çilsalar on 23 Oct 13
     
    when I watch this video, it seemed an amazing study. This is an experiemental study with babies to make clear whether babeis has morality or not. It has interesting results. I think you will enjoy it.
Evrim Baran

▶ The Science of Babies - YouTube - 3 views

www.youtube.com/watch

Learning Science

shared by Evrim Baran on 23 Oct 13 - No Cached
  • Evrim Baran on 23 Oct 13
     
    For those interested in the science of babies.
  • Hatice Çilsalar on 23 Oct 13
     
    Hocam I cannot believe the results of the study. It is really amazing. The babies are smarter that adults and knows statistics. The saying of lean mean machine to adult brain is interesting. Now I am looking for the study is about babies and statistics, I really wonder this one. Thanks for your sharing. And I found another video of Dr. Alison Gopnik about baby thinking as a scientists..:) http://www.ted.com/talks/alison_gopnik_what_do_babies_think.html
  • Pınar Mercan Küçükakın on 28 Oct 13
     
    This video made me question the role of education in children's life again.I think formal education is the biggest barrier for children who have natural abilities to learn. The education system is limiting children's potential and killing their imagination and curiostiy which make them excellent learners indeed. Do you think the school provides them proper opportunities to explore and to learn? I don't think students can learn in our "boring" classes where they are grouped on their ages rather than their abilities.
Hatice Çilsalar

An instructional design framework for authentic learning environments - 1 views

citeseerx.ist.psu.edu/...download

SituatedLearning

shared by Hatice Çilsalar on 06 Nov 13 - No Cached
  • Hatice Çilsalar on 06 Nov 13
     
    This is the article which defines critical characteristics of situated learning enviroment. The authors used a lot of literature in the analysis part of the study. The purpose of this study was firstly, to identify critical characteristics of a situated learning environment from the extensive literature base on the subject; secondly, to operationalise the critical characteristics of a situated learning environment by designing a multimedia program which incorporated the identified characteristics; and thirdly, to investigate students' perceptions of their experiences using an multimedia package based on a situated learning framework. I think it will helpful us while we are searching for more articles on situated learning, because it has an extensive reference list.
  • Aysegul Solar on 06 Nov 13
     
    Designing the instruction to make use of authenticity is very important as we discussed in the posts. Thank you Hatice for sharing this : )
vahidetekeakay

Two Case Studies of Learner Analytics in the University System of Maryland - 2 views

er.educause.edu/...-university-system-of-maryland

learning analytics

shared by vahidetekeakay on 13 Nov 15 - No Cached
  • vahidetekeakay on 13 Nov 15
     
    This article contrasts and compares analytic approaches to common problems at two comparable institutions. In keeping with this intent, it features complementary sets of issues focusing on recruitment and related issues at UMES and retention at BSU. UMES does extend its efforts into student retention, though the details are not explicated in the article. Additionally, UMES is implementing the retention-focused aspects of Starfish Early Alert as BSU has done. Still, there are differences in approach: UMES relies primarily on the flag-centered model, while BSU relies on the student-centered model for interventions. Both institutions have integrated commercial products for data collection, analysis, and response, but BSU has invested in a locally developed analytic engine, while UMES has repurposed an investment in Microsoft's Performance Point to support collection and analysis. Use of analytics in support of student retention and success is increasingly strategic to UMES and BSU. In an effort to improve access to higher education for minority and economically disadvantaged students, who often have educational deficiencies, both universities have reached out to many at-risk students. The institutions feel an obligation to assure that these students succeed. Analytics provides an important, and previously underutilized, tool set for the institutions to achieve this. These issues are increasingly common in higher education, and the approaches taken should be broadly applicable.
Erdem Uygun

Cooperative and Collaborative Learning in the Classroom - Video & Lesson Transcript | S... - 2 views

study.com/...learning-in-the-classroom.html

shared by Erdem Uygun on 12 Dec 15 - No Cached
  • Erdem Uygun on 12 Dec 15
     
    A nice illustrative video on cooperative learning. It says there are five elements of true cooperative learning: 1. Face to face interaction 2. Positive interdependence 3. Individual accountability 4. Collaborative skills 5. Group processing. Face-to-face interaction does not necessary occur in physical environment. Phones or video-conferencing tools can be used in that process which leads to CSCL.
Özlem Tantu

Case study: Teaching transferable skills through online peer collaboration and assessment - 0 views

www.bristol.ac.uk/...ex016.html

learning science LearningScience

shared by Özlem Tantu on 13 Dec 15 - No Cached
  • Özlem Tantu on 13 Dec 15
     
    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.
  • satiburhanli on 13 Dec 15
     
    Thank you Özlem. This video is a good example of integration of CSCL to a course.
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