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M.S. in Neuroscience and Education - 2 views

www.tc.columbia.edu/...index.asp

shared by canannn on 04 Dec 14 - No Cached

özge dışbudak liked it

neuroscience in education - 4 views

started by özge dışbudak on 04 Dec 14 no follow-up yet

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Design‐based research: designing a multimedia environment to support language... - 2 views

www.tandfonline.com/...14703297.2011.564011 DesignBasedResearch

shared by E.Yasin Çiftçi on 28 Nov 14 - No Cached

Rukiye Ayan liked it

E.Yasin Çiftçi on 28 Nov 14

Adopting a design-based research methodology, this study used digital video technology to support reflective tasks for language learning in multimedia environments. The emphasis was on the improvement of oral communication skills. The reflective tasks used in this study were exposed to iterative design process and the whole research process was driven by two underlying learning theories. This iterative and theory driven design reflects the nature of DBR well.

<div class="cArrow"> </div><div class="cContentInner">Adopting a design-based research methodology, this study used digital video technology to support reflective tasks for language learning in multimedia environments. The emphasis was on the improvement of oral communication skills. The reflective tasks used in this study were exposed to iterative design process and the whole research process was driven by two underlying learning theories. This iterative and theory driven design reflects the nature of DBR well.</div>

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Rukiye Ayan on 29 Nov 14

Hi Yasin, thanks for sharing the research study. It is a good example for DBR, like you said, as it includes a theory driven iterative process which is one of the most fundamental characteristics of DBR.

<div class="cArrow"> </div><div class="cContentInner">Hi Yasin, thanks for sharing the research study. It is a good example for DBR, like you said, as it includes a theory driven iterative process which is one of the most fundamental characteristics of DBR.</div>

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Evrim Baran on 01 Dec 14

Is there ant iteration in the design here? Or is it the implementation of three different courses?

<div class="cArrow"> </div><div class="cContentInner">Is there ant iteration in the design here? Or is it the implementation of three different courses?</div>

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E.Yasin Çiftçi on 01 Dec 14

Hocam, students' reflective practice happened in different formats each year. To be more specific, task-completion tools and task-completion formats were exposed to an iterative design. Each year a different tool and a format were implemented and the reflection by the students progressed in an iterative way though it was conducted with different classes. For example, in 2006, students of Class 1 reviewed their presentations in a multimedia player and reflected on it via a word-processing program. In 2008, YouTube was used for their presentations and they had a collaborative reflective task after being paired with each other. So, a different design was applied for each year but in an iterative fashion.

<div class="cArrow"> </div><div class="cContentInner">Hocam, students' reflective practice happened in different formats each year. To be more specific, task-completion tools and task-completion formats were exposed to an iterative design. Each year a different tool and a format were implemented and the reflection by the students progressed in an iterative way though it was conducted with different classes. For example, in 2006, students of Class 1 reviewed their presentations in a multimedia player and reflected on it via a word-processing program. In 2008, YouTube was used for their presentations and they had a collaborative reflective task after being paired with each other. So, a different design was applied for each year but in an iterative fashion.</div>

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A Turkish article named "Design-Based Research and Its Implementation in the Design and... - 9 views

started by Emrah Baki Basoglu on 29 Nov 14 no follow-up yet

Evrim Baran liked it

why we need design based research? - 4 views

started by Betül İpek on 30 Nov 14 1 follow-up, last by Evrim Baran on 01 Dec 14

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DBR in English Language Teaching - 4 views

international.slo.nl/...Ch43.pdf

shared by SEDA MUSAOĞLU on 30 Nov 14 - No Cached

Evrim Baran liked it

A good web site in summarizing DBR - 8 views

started by Emel Güneş on 29 Nov 14 no follow-up yet

Researchers' Perspectives on the Importance of DBR- Youtube video - 4 views

started by Rukiye Ayan on 29 Nov 14 no follow-up yet

Not about LBD, Just wondered whether this example is contrary with the idea of expertise? - 7 views

started by deryasahin on 16 Nov 14 1 follow-up, last by mskaraca on 20 Nov 14

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şarkıyla matematik dersi! - mutlaka izleyin - YouTube - 7 views

www.youtube.com/watch

shared by Evrim Baran on 04 Nov 14 - No Cached

Merve Başdoğan, SEDA MUSAOĞLU, and E.Yasin Çiftçi liked it

Evrim Baran on 04 Nov 14

For our motivation discussion next week.

<div class="cArrow"> </div><div class="cContentInner">For our motivation discussion next week. </div>

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mskaraca on 06 Nov 14

Hi, When I was reading motivation chapter, I have thought that the following statement can be true for this activity However, attempts to enhance interest can backfire and decrease learning. Brophy (1999) cautioned against using "bells and whistles" to obtain interest. Evidence from the interest literature specifically cautions against using seductive details in text (Schraw & Lehman, 2001). Seductive details are highly interesting for students, but may draw attention toward issues that are less relevant, potentially deflecting attention away from key ideas. Using classroom demonstrations in science that include explosions or other attention getting devices has similar effects. What do you think? Is there any rule for engaging classroom activities to increase learning

<div class="cArrow"> </div><div class="cContentInner">Hi, When I was reading motivation chapter, I have thought that the following statement can be true for this activity However, attempts to enhance interest can backfire and decrease learning. Brophy (1999) cautioned against using "bells and whistles" to obtain interest. Evidence from the interest literature specifically cautions against using seductive details in text (Schraw & Lehman, 2001). Seductive details are highly interesting for students, but may draw attention toward issues that are less relevant, potentially deflecting attention away from key ideas. Using classroom demonstrations in science that include explosions or other attention getting devices has similar effects. What do you think? Is there any rule for engaging classroom activities to increase learning</div>

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Özlem Duran Ataalp on 09 Nov 14

Hi Evrim Hocam; Thanks for sharing this video. I lwatched and istened to it with great curiosity :) Hi Selçuk; I agree with you to some extent. If the point is having students memorize something, it is useful. Yet, if the point is related to deep understanding, it is not very beneficial.

<div class="cArrow"> </div><div class="cContentInner">Hi Evrim Hocam; Thanks for sharing this video. I lwatched and istened to it with great curiosity :) Hi Selçuk; I agree with you to some extent. If the point is having students memorize something, it is useful. Yet, if the point is related to deep understanding, it is not very beneficial.</div>

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Evrim Baran on 18 Nov 14

Yes, I agree repetition and passive demonstration may not have as much impact as active exploration. I recommend using these approaches for factual learning or things that require recall. But, for deep learning, other approaches such as problem based learning offer much better results.

<div class="cArrow"> </div><div class="cContentInner">Yes, I agree repetition and passive demonstration may not have as much impact as active exploration. I recommend using these approaches for factual learning or things that require recall. But, for deep learning, other approaches such as problem based learning offer much better results.</div>

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