Learning Sciences

It would be useful to hear Bill Gates talking about ten thousand rule.

The link provides useful info about expert resources that enhance deliberate practice presented by a professor as part of a class.

I think the references of this page can be beneficial for us as well, thank you.

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.

Research finding on Flipped Classrooms. Connected to some of the reading reflections this week on technology.

This classes can have no effect on students learning, in a short term. For me, a study should measure the long term effect of the flipped classroom. This point can be missed. there is need for not only summative but also confirmative evaluation.

As a language teacher, I've felt really interested in such a change in the instructional process. I always need more time for activities and hands-on experiences; however, I fail to have. I think if the initial preparations are well-organized and students are provided with effective support, flipped classrooms idea may work better than the traditional classes. Therefore, I disagree with the researchers who have found no significant difference in learning. One research may not set a good example for a generalization.

This is a good writing which explains the paradox and gives specific examples on his issue.

This explains many things :) "The moral of the spotlight effect is that we think everyone is paying attention to everything we do, consumed with our tiny missteps and bad hair days, but they aren't. Why? Because they are busy thinking about you paying attention to their tiny missteps and bad hair days. The bad news is that people are pretty self-absorbed thinking others are paying attention to them. The good news is that people aren't paying that much attention to you, so don't worry so much about what others will think if you do x, y, or z."

"EXPERT" is a very powerful word. It gives many responsibilities to the people who are considered "experts" in their fields. As the writer says, "It is hard to let others know that you don't know everything they think you know." What professional and social pressure on people! I don't know how to get rid of such feelings but I think people should be aware of the fact that being a leader and at the same time an expert necessiates at least 20,000 hours of deliberate practice :-))

A visionary article from Mitchel Resnick. "The shift in focus from "information" to "knowledge" is an improvement. But I prefer a different conception: the "Creative Society." As I see it, success in the future will be based not on how much we know, but on our ability to think and act creatively"

Thanks for sharing this. I would like to check more on the "computer club houses" as some of the things are related to our last week's discussion on informal learning as well as situated learning topic that we will be discussion next week.

Related to this: "Is Google making us stupid" by Nicholas Carr http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/

While reading the article, I felt surprised because it was published in 1986 but he was sharing really innovative ideas about expertise. I hope you'll enjoy it....

Sermin, I followed similar nominating strategy to identify expert online teachers in my dissertation. Berliner's question is rather important here: How do we identify expert teachers? What should be the selection criteria as well as method?

He directs the Lifelong Kindergarten group at the Media Laboratory at Massachusetts Institute of Technology. His group develops new technologies to engage people (particularly children) in creative learning experiences. He received the McGraw Prize in Education for 2011.

It's an interesting article about Learning Management Systems from George Siemens originator of Connectivism Theory.

When I was searching about the expertise this article was referred in several pice of papers. So I have reached this one. In this article aouthars mentioned about spontaneous expertise. I think it is a good work to read and understand relationship between expertise and learning development.