Learning Sciences

A brief summary about differences between experts and novices.

This was a great summary of this week's reading. Thanks Serap! :)

Video mentioned exact same differences between experts and novices. I wondered if these differences are agreed upon

Combining technology with a constructivist educational system.

I wasn't sure if this was a legitimate app, but turns out it is! I love it when people collaborate to create projects like this. Reminded me of (although individual) student portfolios of Stanford's LDT master's graduates. Examples can be found here: https://ed.stanford.edu/ldt/students/ma-projects Thank you for sharing this Kutay :)

Here's a simple comparison of learning theories (behaviorism, cognitivism and constructivism).

It's very basic and informative ;)

4 year old kid playing piano like an expert. He is almost 35 000 hours old :))

"Can 10,000 hours of practice make you an expert?"

The article seeks to establish the usefulness of situated learning theory as a means of thinking differently about the alleged abstraction of school learning in a range of subjects including physical education, and the issue of transfer of learning. Following a discussion of Lave and Wenger's notion of situated learning as legitimate peripheral participation in communities of practice, the article explores the potential of Siedentop's sport education model as a means of providing young people with educative and authentic experiences of sport as legitimate peripheral participants. It is concluded that sport education may have the potential to provide educative and authentic experiences of sport.

This video is about how an expert can lead the novice through learning process

Members of this family are teaching the younger generation to weave a simple pattern of peonies. The younger boy (rear) clearly has no idea what he's doing as he plays with the instruments and materials.

This is a hockey tradition that everybody has a fight when they are playing in a hockey match. Although there are quite big punishments depending on the fight's greatness, everybody see that fights as a normal routine in matches and learn how to fight in time.

This Documentary published by Discovery Channel for a while and actually can be a great example for situational learning! Basically they have to survive in a forest without any technology and clothes. Sometimes it is really fun to watch when they are trying to find a solution to eat or sleep.

Dr. Darren Kruisselbrink teaches collage students motor development and perceptual motor development by observing and interacting with babies and pre-elementary children. He changes the way he teaches after seeing slides and lectures bore his class and lead no learning. He then looks for ways to link theory with practice and comes up with in-class baby observation and a community service which enables kids to play, parents to relax, university to bond with community, students to learn and observe motor development of pre-elementary children. This is one of the best authentic activity I've ever seen and similarly with Lave's thoughts his class contains community service, group work, and learning by doing. Kruisselbrink says this kind of teaching makes students thirsty for knowledge, creates lots of questions and curiosity, higher participation, and deeper learning.

Here is an enjoyful video related to situated learning. I think, videos are very helpful to understand basic concepts of subject matter! :)

Here is another similar video https://www.youtube.com/watch?v=7R7XzrrsOUw

Yes, I know it :) I prefered mine among the others :)

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.

Next week, we will look at situated learning. I have always considered VR/simulation as a nice channel to implement that. Here are some highlights from the article of Dr. Robert Glatter, an emergency medicine physician in New York City.

Interviews with Learning Scientists

An article about how handwriting, due to hand's special relation with brain, affect learning foreign languages or cognitive development.

This video explains what TPACK is shortly.

A video in which there is an example of how TPACK is used in hands on context in learning of Biology and Maths. Possum magic' demonstrates the key elements of TPACK in a hands-on learning context. Students at Pallara State School in Queensland monitor possum activity using 24 hour surveillance cameras linked to their classroom computers. They learn Science, Biology and Maths content through this project. Pedagogical knowledge, content knowledge and technological knowledge are embedded and integrated in an authentic deep learning collaboration.

In this school, there is also an online voice recorder for students to ask experts their questions.

Professor Punya Mishra & Dr Matt Koehler's TPACK

Seven components of TPACK is explained by Matthew Koehler