I thought you might be interested in a literature review study providing an overview of instruments and methods as well as a discussion of the challenges, purposes, and potential uses of these tools for TPACK evaluation.

http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=e9e5d8df-07ac-49ac-a049-d926b1d5eb5d%40sessionmgr114&vid=3&hid=126

Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281-300.

A paper providing a validated instrument for measuring preservice teachers' self-assessment of their TPACK and related knowledge domains. Good to know that one of the authors is Evrim Hoca :)


http://www.tandfonline.com/doi/pdf/10.1080/15391523.2009.10782544

Hi everyone,

A free official publication of International Society of the Learning Sciences, the International Journal of Computer-Supported Collaborative Learning (IJCSCL) serves as a forum for experts from such disciplines as education, computer science, information technology, psychology, communications, linguistics, anthropology, sociology, and business. icles investigate how to design the technological settings for collaboration and how people learn in the context of collaborative activity.

http://www.springer.com/education+%26+language/learning+%26+instruction/journal/11412

Hi friends,

Below is a link for an illustrative youtube vide of a person solving a mathematics problem. The eye tracking process enables the researcher to understand where she is looking on the screen while solving the problem


http://www.youtube.com/watch?v=zVs_o8P8FDk

In this video, you can find many researchers talkşng about importance and advantages of DBR in educational research. A good summary of this week's readings.


http://www.youtube.com/watch?v=m9ySXyut5ws

A research team at Bristol University used MRI technique so as to learn about how people and animals learn from their competitors, as well as from failure and successes. They scanned the brains of players as they battled against an artificial opponent in a computer game.

Results are interesting. Participants learnt from their succesful expectations but no increase in neural activity is observed when they noticed the computer doing the same type of choices. However, participants only increased levels of brain activity is observed when the computer made an unexpected mistake.

Here is a news explaining the study in brief:

http://www.bris.ac.uk/news/2010/7262.html

You can also get access to full study by METUnique Search


Howard-Jones, P. A., Bogacz, R., Yoo, J. H., Leonards, U., & Demetriou, S. (2010). The neural mechanisms of learning from competitors. Neuroimage, 53(2), 790-799.

We know that a case based theory of learning values learning from mistakes very much. Below is a list of best quotes related to it.

http://www.goodreads.com/quotes/tag/learning-from-mistakes

Here is a list of Princeton Review's based on surevey responses from 130.000 students at colleges and universities across U.S..

http://www.huffingtonpost.com/2014/08/06/happiest-students-2015-princeton-review-vanderbilt_n_5652502.html

Some explanations are available for the top ranking students in Vanderbilt University. You can also hear some Vanderbilt students talking about what makes them happy via following link:


http://admissions.vanderbilt.edu/vandybloggers/2014/08/why-are-vanderbilt-students-so-happy/

Hi all, here is a great example to see a possible use of Khan Academy for mathematics class and its benefits.


https://www.teachingchannel.org/videos/teaching-math-with-khan

A relaxed playful start to preschool in Sweden: Spending half of every day outside:

https://www.teachingchannel.org/videos/examining-pre-school-curriculum


Applying math to harvesting and selling of olive oil in Morocco:

https://www.teachingchannel.org/videos/experiential-learning-math

When searching about expertise and learning I came up with this guy named "Josh Kaufman" who is the author of the #1 international bestseller "The Personal MBA: Master the Art of Business and The First 20 Hours: How to Learn Anything… Fast!

He is against the well known "10 000 hours rule" and argues that learning a new skill requires far less time. He also proposes some tips for quick learning.

I would like to stress that I do not completely agree with him yet I wanted to let you know that such arguments appears in many places.

Below is an interview of him published in the website of forbes;

http://www.forbes.com/sites/danschawbel/2013/05/30/josh-kaufman-it-takes-20-hours-not-10000-hours-to-learn-a-skill/

Below is the website of his book:

http://first20hours.com/

He has also a TED talk in youtube:


http://www.youtube.com/watch?v=5MgBikgcWnY

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 science education learning. He considered learning as an active process in which the learner tries to make sense of new knowledge by the help of his previous knowledge. He based his work on Piaget's conceptual schemes and meaningful learning. Through his belief of meaningful learning, Ausubel developed his theory of advance organizers. He defined advanced organizer as a presentation by an instructor that helps the learner organize new knowledge. He stressed that the organizer should include the relationships among the basic concepts together with the required previous knowledge.
He has many publications in psychiatry and psychology; yet his major publications related to education and learning is his books named "School learning; An introduction to educational psychology (1969)" and " Learning Theory and Classroom Practice (1967)"


Joseph Donald Novak is an American educator, and Professor Emeritus at the Cornell University, and Senior Research Scientist at the Florida Institute for Human & Machine Cognition.
His research areas include human learning, educational studies, and knowledge acquisition and representation. Starting from 1970, he, with his colleagues at Cornell University, proposed the technique of concept mapping, which is an essential component in constructivism, for improving students' science knowledge. He also conducted studies related to students' ideas on learning and epistemology, and methods of applying educational ideas and tools (such as concept mapping) in corporate settings and distance learning programs.
In his book, Learning How to Learn, Novak states that "meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures."
He has written (both as author and coauthor) 27 books and 130 book chapters and papers in professional books and journals.
You can also get access to some of his studies vial following link:

http://reganmian.net/wiki/abib:joseph_d._novak