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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

The outcomes: 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, can also be applicable to our case. I think our course equips us with similar skills and outcomes.

Good example of DBR and CSCL.

This video mentioned about a film noir murder mystery. Gadget solved this crime with case-based reasoning :)

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.

While giving super brilliant girl's example who has a problem in visiual process,she highlights awareness of students' deficiency signals and their acting outs. This explains why teachers should know about neuroscience and work with neuroscientists.

Application of cased based based in a class.

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.

this includes both infographic and definitions for each ways how high schools changed by neurescience. I think it is very clear to understand the effect of neurescience.

Neuroscience integrated learning is certainly a way for staying off memorization learning learning.

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-learning 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

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 Learning 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 curriculum of Concordia Language Villages immersion programs distinguishes itself by being designed on the following precepts. Students participate in a grand simulation that creates a purposeful 24/7 environment where participants engage in a community of learners. This setting, centered around community-based based, creates a focused and supportive environment that facilitates based from peers and mentors alike.

In this article Roy Pea, who is one of the pioneers of learning sciences, discussing how computers are changing our cognitive lifes beyond amplifying. Article first supports this proposition, then discusses implications of applying computer-learning technologies into education. Lastly it suggests updating educational practices in order to be harmonious with this new emerging cognitive life. This article is also important for being quite early, it constitutes one of the foot stones of the learning sciences area.

This could be addition to Elanur's "All in the mind?" post. There is often a big divide between what happens in the laboratory and the way laboratory findings are practically applied. The relationship between neuroscience research and education is no exception. While there are numerous educational products that claim to be based on neuroscience research (often quite dubiously so), the real impact of brain-based research on education has been much more subtle.

Here is an article on computer based tutoring and metacognition within the context of medical informatics.

The video provides a good presentation of design based research with an example. I think it gives insights for our online discussions and in-class activities. I hope you enjoy watching it.

I liked the way they put schemas and give related examples. That made bigger and clearer picture of DBR in my mind, thanks:) It also higlights the importance and reasons of using DBR.

Thank you for posting this video..Quite comprehensive..And a nice coincidence that Dr. Ömer Delialioğlu from CEIT is in reference list.

The article is on the integration of case-based reasoning to problem-based based, it is an example to a merging of them. Examples of science instruction can be found and CBR in detail is explained by Kolodner and her colleagues.

Actually the topic is not totally about designed based research but clearly this talk criticizes the curriculum based on the experiences of the talker. This talk is one of the most popular talks, so I think it is worth watching.

Dr. Tom Reeves discusses issues of ethics surrounding data collection, theory generalization, and tool generation to help design-based researchers conduct socially responsible research

Dr. Susan McKenney discusses the balancing act that design-based researchers have as they take on multiple roles as researchers, designers, and practitioners. She also discusses the collaborative environment created by conducting research with multiple people on the research team.