Hi Everyone, I just wanted to welcome newcomers by giving a link of a documentary "The Forbidden Education". It questions the logic of modern schooling. I hope you watch it though it is a bit long and enjoy:)

This is another comprehensive version of "did you know?".

The survey of 501 teachers by independent pollsters ComRes for the National Association of Schoolmasters Union of Women Teachers, showed 47 per cent had thought about giving up teaching - while 52 per cent had wanted to quit their present job.

I like this website as it is full of cases. I strongly recommend it as you can learn how TPACK is in practice.

The paper discusses how learners in online platforms can be frustrated and aims to to characterize the feelings of frustration among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and to identify the sources to which the learners attribute their frustration.

An online platform that can be used for collaborative learning.

That may be a drawback for the teachers teaching different courses but time allocated for lessons are not enough to engage students in discussions and have every student voice their ideas. This is just an example. Teachers can use any other online platform to do this.

This is a how-to video, showing an effective way of supporting and promoting teamwork even out of class. It goes through the steps of the formation of random teams using Random.org and the allocation and naming of team shared documents using the blended synchronous/asynchronous facility of Typewith.me.

Children can participate in workshops and learn by doing in a science center in Ankara. The price for each workshop is essentially affordable.I hope the number of such centers will increase and be reached by more children for free.

In this short paper, Caine&Caine present principles of brain that will help teachers reconceptualize their teaching.

Michael Posner here explains how brain develoment and brain function can be applied in educational practice.

Based on Reeves' design-based research model, this study did the research following 6 stages. In stage 1, a needs analysis was conducted with K-12 teachers in four 2-hour workshops in which teachers created WebQuests. Researchers came up with some design principles. In the second stage, based on needs analysis and literature review, a prototype Electronic Performance Support System (EPSS) was developed. In the following phase, the prototype EPSS was tested and evaluated as well as continuing needs analysis and refining design principles. In stage 4, the web-based EPSS prototype was developed through expert evaluation and some modifications were made. Stage 5 was characterized with continuous evaluation and testing with the practitioners in a similar workshop. Like in the first stage, data was collected through interviews, questionnaires, filed notes etc. Deriving from the findings gathered in stage 5, the design principles were developed and refined. As seen in the example, practitioners were involved in the process, both qualitative and quantitative data collection tools were utilized and EPSS was jointly developed by continuous evaluation and testing. I think the example is quite good to understand DBR.

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.

Here is the rest of Grant Wiggins' seminar.

Grant Wiggins explains what it is understanding by design. He clearly explains the goal of design saying "The goal is not to make students do what the teacher taught but to see what they can do when the teacher is gone".

Based on Evrim Hoca's questions, while googling I came across this. While considering the motivation we disregard one important point I guess. What about the social and economic status of learners and its influence on motivation? Here the news tell us about the accesibility problem. If some are not able to access can we talk about the motivation?

This animation presents the prominent figures in situated learning and a summary of their perspectives.

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. "

Here is another research that comes up with the findings indicating being an expert does not mean to teach effectively because of expertise-base biases. So, expert teachers make difference thanks to their pedagogical knowledge, don't they?

Here is a research on the differences between novice and expert teachers' perceptions about students' prior knowledge and how they differ in making use of it. Linking this article to the topic of this week I believe novice teachers bring up novice learners. It is like a vicious circle, I think.

Here I share a report on informal science learning. The report synthesizes research on science learning across three primary venues--everyday/family life, designed experiences in informal institutions, and out-of-school programs. The evidence presented suggests that learners' informal experiences with science, from museum visits to television shows to observations in nature, contribute strongly scientific knowledge and engagement. I agree with the fact that such informal experiences boost learning, especially science and additionally language learning.