a TPACK-in-Action model to guide the design of the CALL (Computer Aided Language Learning) Workshop in helping in-service English teachers develop their TPACK proficiency and integrate CALL in their classrooms.

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.

This discussion paper examines co-regulation of learning in CSCL environments extending research on self-regulated learning in computerbased environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how students co-regulate and collaborate in computer-supported inquiry. Future research directions include examining the theoretical nature of collective regulation and social metacognition in building models of co-regulated learning.

Here are some ideas for integrating CSCL to language teaching. You can also find practical activities.

You can find examples for the adoption of CSCL and its benefits like enhanced course content knowledge, increased confidence in applying course knowledge and skills, stronger collaboration skills (arguing ideas, making decisions, providing solutions), greater ability to create instead of simply consume knowledge and added benefits of leadership and presentation skills

We can think that in Computer Supported Collaborative Learning Environments has a pitfall in that it prevents the social construction of knowledge, interactive group learning and shared understanding. In the article, an intelligent CSCL environment is proposed, which is based on awareness about the others in the task and in the non-task context.

By the way, you can reach the article through Full Text icon. I couldn't share the direct link. :(

The report focuses on advances in neuroscience with potential implications for education and lifelong learning. The report authors, including neuroscientists, cognitive psychologists and education specialists, agree that if applied properly, the impacts of neuroscience could be highly beneficial in schools and beyond. The report argues that our growing understanding of how we learn should play a much greater role in education policy and should also feature in teacher training.

This is a Commentary by the Teaching and Learning Research Programme. There are many implications for the relationship btw. neuroscience and developmental disorders, strategies for teaching and learning and futuristic beliefs about the colloboration of psychology, neuroscience and education.

Recent findings in Cognitive Neuroscience are likely to have important implications for educational theory and practice.It is critical to determine whether these research findings sufficient,in and of themselves, to have a veridical impact on curriculum and policy.The ways in which neuroscience research will impact the field of education is discussed and Gardner's theory of Multiple Intelligences is examined as a case study of the impact of neuroscience on educational practice. It is concluded that experts who are well versed in both neuroscience and educational research and theory are needed and that the development of an indepe ndent discipline, Educational Neuroscience, will best bridge the gap between the two fields.

This is an article by Chris Dede (Harvard Graduate School of Education August, 2004). It focuses on the importance and difficulties of DBR. You can get help from this article, while trying to answer the questions on LMS.

On this site, you can find some selected DBR studies and overview of it.

The chapter focuses on "Implementing Understanding By Design" based on Three Questions: How does Understanding by Design provide a framework and a language to help educators promote all students' understanding? How has Understanding by Design evolved since its initial publication? What are the major changes and trends associated with its evolution? To what extent can educators abstract lessons learned about successful implementation of Understanding by Design and then apply those lessons to the process of strategic planning and continuous improvement?

The paper explains Learning by Design based on the guidelines case-based reasoning and problem-based learning with many implications to pedagogical tools and practices.

I really like the pages on education.com. As this week's topic, I have checked this page about the effects of motivation on learning with examples. You can also check for more examples.

You can find background information of Flow Theory within the charts

It is brief information mentioning about its roots as well. And I think Mr. C. is pronounced as "chick-sent-me-high-ee" :)

The article from International Journal of Artificial Intelligence in Education focuses on the hypothesis that an intelligent tutoring system that provides guidance with respect to students'meta-cognitive abilities can help them to become better learners.

This article is from Journal of Educational Psychology describing an advanced learning technology used to investigate hypotheses about learning by teaching. The proposed technology is an instance of a teachable agent, called SimStudent, that learns skills (e.g., for solving linear equations) from examples and from feedback on performance. SimStudent has been integrated into an online, gamelike environment in which students act as "tutors" and can interactively teach SimStudent by providing it with examples and feedback.

http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=62560df9-81f0-48df-9217-73a31d3da977%40sessionmgr14&vid=3&hid=6 This is the direct link to the article.

This is a website explaining ACT-R theory with examples. You can reach software and tutorials and find more references.

Here is a website telling about communities of practice, situated learning and legitimate peripheral participation. You can check for an overview about situated learning.