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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.

I am really effected by the construct neuroplasticity as I read. I had read it as neuro-elasticity before but now I believe they are different terminologies or I am not sure:) So this article is about new emerging themes on neuroplasticity and its relation with education and culture. The figure showing the variables influencing brain plasticity is really good I think.

Canan, I was questioning the role of culture in neurosceience when I saw the article you shared, many thanks:) In the figure presenting the variables affecting the brain plasticity, education and culture intersects. For me, culture shapes education in a society (both formal and informal education). It determines people's identity, behaviors, attitudes and thinking patterns. So, it is for sure that it has an influence on brain plasticity.

Yes I agree with you culture is in relation with lots of different elements that can be important for brain development or plasticity, the fact that cognitive structure Of the brain changes with culture seems important to keep in mind.

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.

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.

The article shows the connection between cognitive neuroscience and mathematics education with experiments.

Sinem this is really a good reading for math educators and have direct applicability to math instruction.

There is a neurosicence research group at Metu :)

I hope educationists will collaborate with this group soon :)

Hope so :)

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

I am curious about what you think on this. Do you agree?

While reading I felt that the author is somewhat close to new ideas coming from other people, other thinkers, actually coming from the rest of the world. I mean as I understood at some parts, he is not open to accept the judgements or theories of some thinkers because what they said were already out there, they did not bring anything new. However I would name these people as men of action and thinkers ahead of their time. Because they draw attention to critical points that were ignored or missed by others. Maybe yes what they put forth were already out there or maybe some of their methods are not sufficient compared to our current methodologies but still they were the ones to see the complete picture and summarize things.

Thank you Evrim Hocam:) I strongly believe in community, wikinomy, we have to share, we can learn from each other in an informal environment but social constructivism is not working on me:) As he wrote "At University I learned almost everything in the quiet of my own room and the library. In corporate life, I relished the opportunity to learn on trains and planes, havens of forced isolation, peace and quiet. To this day I blog a lot and enjoy periods of intense research, reading and writing. It's not that I've learned everything in these contexts, only that they go against the idea that all learning needs to be social." I always got successful with deliberate practice and with "Learning by Doing". I don't like social media as well, there are many damages than benefits and I'm not so introvert, maybe a little:) but it's not about being introvert or extrovert, it's about talking or doing... I want to tell a real story of my friend who was a novice programmer in a company. There were many experts, novices and they were taking courses, online, offline, with collaboration every time. Everybody were sharing, commenting, discussing but he began a real life project first week by himself and after 6 month they were still asking to each other but he finished his project. After one year he was the best programmer in the company. And everyone began to ask to him. I asked him, he told that he believes in working until suffering and just doing:) And he added this interesting sentence "You will learn and you will be successful when you will be so related, so suffering that one day you will see dreams and solve problems about the topics in your sleep" My friend's opinions are maybe a little bit dramatic but I believe in "doing" too, at least it's working for us:)

I am sharing this video of kid games which are almost forgotten. Remember that as a kid, we used to keep flowed in physical space as well. It seems that for being flowed, computers or online tools are not the basic sources.

I agree..there was fun, cooperation, challege..we were all flowed..too focused to think of time...I'm not sure whether we were cognitively engaged :-), but we had total motivation to do the same things again and again...

Questions To Be Raised: What do you think of Motivation and Cognitive Engagement for Students with ADHD? Could Montesorri design be sustainable with ADHD Students?

This is a study conducted in Turkey for adapting a scale on Cognitive Absorption. As I understand it is a concept that takes into account absorption, Cognitive engagement and flow as a framework. I wonder what other concepts might there be, that takes flow theory as a base, can be good to highlight.

This is the activity which is mentioned in the reading// A cognitive theory of Challenge.

This testing is depend on ıtem response theory(IRT) that is about to measure students ability to ask questions by considering the previous answers. It is highly related to cognitive tutoring. At they point tutoring goes on during the testing process.

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.

I think the research design they follow is detailed, there is development of a model and then validation of it over time. I have checked one of the authors' recent publications and realized that he has researches on self-regulation during learning ,example-tracing tutors, interesting concepts to examine.

Tihs video presents a brief explanation of Cognitive load theory that we mentioned in last week. I hope you like it.

I liked the definition of expertise as "acquisition of schemas" or mental structure. We talked about these in our discussion through organization of knowledge and chunking.

Naturally, there are some disadvantages of cognitive intelligent tutroring systems.

Thank you İbrahim, I think the con about distraction is very important (It requires more discipline, Your child would have to keep his focus on the screen without getting distracted by emails, IM's or Facebook.) Any ideas to prevent getting distracted?

For me it is important to be aware of that in foreign language instruction, the movement of your mouth can be really important in getting pronunciation right. That's harder to teach online. If the subject or homework assignment specifically requires the child to write on paper, it's much harder for an online tutor to read along with the student. So it works better for some subjects

This article presents how much CTS improves the abstract reasoning component of word problem solving in Math. Abstract subtests were not as easy as concrete components. It leads me think again of deep learning with CTS. It is really controversial topic.

The site gives an overview of Cognitive Tutoring experiences of K-12 Education teachers and students in Carneige Learning Centre. They talk about the benefits and so.

An application of the cognitive tutoring system.

I checked this software and it is really interactive and feedbacks are meaningfull. I also like the idea of Skillometer where students can follow their process and realize where they stand in spesific content.

ACM library has so many article, publications and resources on cognitive tutoring and intelligent tutoring systems. If you are interested, you can check more here. Also METU has the subscription to ACM.