Group items matching

in title, tags, annotations or url

Perhaps, you've watched it before, but pls watch it if you haven't...it is one of my favourites...Enjoy it :-))

The video presents the reality of women, we are really complicated;) I really enjoyed watching it Şermin thanks for sharing:)

Wow that was funny! I want to share what happened when me an my friend were trying to assemble my disassembled table:) I was following the directions 'step by step' at the mean time thinking where to put the table according to day light,the lamp and so on when he just started to assemble it without thinking anything, really anything and for sure without checking the instructions. He had a glance what it is supposed to look like in the end and just gave a start. I think this is also the way men perceive the life :)

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.

This Matrix is divided into 5 "independent characteristics of meaningful learning environments" namely: active, collaborative, constructive, authentic, and goal directed. Each of these categories is aligned with five levels of technology integration in education, the total sum of which is 25 cells. And according to Arizona K12 Centre, "Within each cell of the Matrix one will find two lessons plans with a short video of the lesson. Each lesson is designed to show the integration of technology in instruction and classrooms as well as the Arizona Educational Technology Standards."

I liked Table1 - Design-based research variants and methods and Table-2 Characteristics of design-based research. Thanks.

"Design-based research and TELE (Technology-enhanced learning environments) designs are reciprocal and, thus, need to be interdependent. In order to stimulate contextually-sensitive practices of learning and instruction in the design and implementation of TELEs, practical, detailed, and contextual advice is necessary. Design-based research, as a pragmatic methodology, can guide TELE designers while generating practical knowledge to be shared among a broad design community. Conversely, TELE design theories, models, and procedures need to ensure that design-based research methodologies can be made operational, formalized, and systematized."

1. The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. 2. There are for different reserach questions but one of them is caught my attention as we have the same problem in our country I think; How appropriate is blended learning for teachers in a rural setting? 3. The design-based research methodology in the study comprised a number of research methods. The methods included ethnographic observations, qualitative interviews, narratives and documentation of design artifacts

The article is on the integration of case-based reasoning to problem-based learning, 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.

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

Here is a video showing how a tutor works

Ok, thank you :) I thought if a teacher is using this tool for example, s/he can enter some skills beforehand.

Thank you Halil, it's a very good example. And Canan mentioned a good point but I have a question: If we use these kind of systems, do we need empty tools for teachers which they can fill for their own instructional purposes or do we need a complete environment which teachers will just use?

A center for cognitive tutor program. The definition from the website: "Our research focuses on the development of Cognitive Tutors -- instructional systems that support guided learning-by-doing. Drawing from the disciplines of artificial intelligence, cognitive psychology and human computer interaction, we develop systems that provide individualized assistance to students as they work on challenging real-world problems in complex domains such as computer programming, algebra and geometry. Individualized guidance is made possible using detailed computational models of skills and misconceptions underlying a learning domain."

In human-interaction, 55% of affective information is carried by the body whilst 38% by the voice tone and volume, and only 7% person by the words spoken [1]. Ekman [2] further suggests that non-verbal behaviours are the primary vehicles for expressing emotion. With the availability of computational power, and great advances in the fields of computer vision and speech recognition, it is now possible to create systems that can detect facial expressions, gestures and body postures from video and audio feed. Furthermore, systems that can integrate different modalities can offer powerful and much more pleasant computer experiences as they would be embracing users' natural behaviour.

In the paper it says "According to Wolcott teachers rely on nonverbal means such as eye contact, facial expressions and body language to determine the cognitive states of students, which indicate the degree of success in the instructional transaction". I really wonder what is your opinion about it and would it be succesful to implement affect recognition (after voice-recognition) in intelligent tutoring systems.

Pınar, I think Carnegie Learning "Success Stories" page does not provide the information whether the research group uses the tutoring system as additional or supportive on top of the control group's traditional lesson content. So if the research group only used the tutoring system then it is a significant result.

I think it was a supportive program because in the report it was stated that the Cognitive Tutor Algebra I curriculum consisted of classroom instruction, software sessions, and text. However, the information provided in the report is not sufficient to make an evaluation of the program, other variables might have influenced the results.

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

What a funny but highly sophisticated gyus the are :)

This is the article which defines critical characteristics of situated learning enviroment. The authors used a lot of literature in the analysis part of the study. The purpose of this study was firstly, to identify critical characteristics of a situated learning environment from the extensive literature base on the subject; secondly, to operationalise the critical characteristics of a situated learning environment by designing a multimedia program which incorporated the identified characteristics; and thirdly, to investigate students' perceptions of their experiences using an multimedia package based on a situated learning framework. I think it will helpful us while we are searching for more articles on situated learning, because it has an extensive reference list.

Designing the instruction to make use of authenticity is very important as we discussed in the posts. Thank you Hatice for sharing this : )

* Provide authentic context that reflect the way the knowledge will be used in real-life; * Provide authentic activities; * Provide access to expert performances and the modelling of processes; * Provide multiple roles and perspectives; * Support collaborative construction of knowledge; * Provide coaching and scaffolding at critical times; * Promote reflection to enable abstractions to be formed; * Promote articulation to enable tacit knowledge to be made explicit; * Provide for integrated assessment of learning within the tasks.

It`s a short introduction of how teacher education is treated in Finland.it talks about the classroom environment they create, the goal of teacher education and the inservice training they provide after teachers get their Masters degree.

The compulsory and voluntary intense in-service trainings for all grade teacher as in Japan and Korea, is very critical I think. These training are very well structured focusing on different topics such as educational philosophies, relationships with parents or different instructional methods.

I agree with Canan. Because I know that Shanghai-China is the first country according to latest PISA results. Also, Shanghai's population is over 14,5 million. With this population they can have high achievement level in an international exam. I think the success is not related to population. This is only related to educational policies. Especially teachers quality have huge impact on countries success in such exams. Educational policies on teacher candidates' selection and education should be revised as soon as possible. As turkish idiom said: "Az olsun ve öz olsun-less number- higher quality"(I'm not sure about the translation, can English teacher friends help me that point?.). Goverment should select teacher as many as the country need.

This excerpt is taken from the book "The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education" Game-based learning have been increasingly used in educational settings in the last 10 years and there is a lot of research on this subject. I wonder if there is any on game-based learning how experts and novices solve certain problems in the game environments. Sounds a promising research area.

The example of Making sale in differentiating novices and experts is stunning.While novices focus on making the sale , experts develop relationships. The former aims to think, organize information for a limited time for that thing only.However the latter thinks more elaboratelly, develop ways for a long period of time for future connections which is wiser.Thus, we can see that experts know how to use their long term memory effectively compared to novices.

This article talks about the relation btw metacognition and expertise. It was published in 1998 in Instructional Science Journal. The main argument of this article is that metacognition is an important part of human abilities which are forms of developing expertise. To the extent that our goal is to understand the bases of individual differences in student academic success, we need to understand metacognition as representing part of the abilities that lead to student expertise.