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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.

The article is about specifying the sources of student frustration in the online CSCL context.

The real world problem: Burning of waste tyres pollutes the environment Solution: Encouraging people to recyle tyres tu use them for production of furniture. It is a real example of project based on design thinking for change that children drive in their communities.

It is very meaningful to see how children engage in problems and be creative to solve them. Educators should not limit students' minds into some patterns. They can create their own learning environments if they are encouraged and guided.

Thank you for sharing an application of design thinking with us Elanur Hoca.

Although this article is a short one, it gives a brief information about six common characteristics that expert teachers have.

And to explain to you how I visualize the concept of an expert teacher I want to share a film trailer named as "Stand and Deliver (1988)" which is about a mathematics teacher and his unusual teaching methods and classroom management techniques that help his desperate students in a rural school pass the advanced calculus exam. https://www.youtube.com/watch?v=sG-Cxs8eYkI

The human brain learns two ways - either through avoidance learning, which trains the brain to avoid committing a mistake, or through reward-based learning, a reinforcing process that occurs when someone gets the right answer. Scientists have found that making a mistake can feel rewarding, though, if the brain is given the opportunity to learn from its mistakes and assess its options.

"Scientists have long understood that the brain has two ways of learning. One is avoidance learning, which is a punishing, negative experience that trains the brain to avoid repeating mistakes. The other is reward-based learning, a positive, reinforcing experience in which the brain feels rewarded for reaching the right answer." The "avoidance learning" is which I have learned from my father thanks to his raising children technique. He always wanted that we, as his children, should be faultless. And that understanding (of course he is not a pedagog :)) affected me negatively in my subsequent years. In fact, the second one, reward-based learning, is essential if someone wants to apply discussion and peer learning in his/her classroom as students who avoid making mistakes will avoid having communication with others, generating assertive questions, defend his/her arguments, asking help even if s/he struck at a ridiculous point, etc. Making mistakes is a part of learning. We need to emphasize this in our classrooms.

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.