Learning Sciences

While I was reading DBR, ''Forum theatre'' always came to my mind whether they resemble or not.After a quick search, i found that study.It is DBR.''It is understood as developing, testing,investigating, and refining learning environment designs and theoretical constructs, such as the pedagogical models that support learning and illustrate and predict how learning occurs.'' The data were collected through questionnaires.They used TML model(Teaching meaningful learning,you can see the table of it)According to the students, the video-supported forum-theater promoted most clearly the collaborative, co-operational,and conversational characteristics of meaningful learning.More,results suggest many refinements for Drama courses.

The reserach focuses on the relationship between individual needs(with disability) and product functions. To fill the gap and develop physical concepts, it presents some product designs. The research builds on general functions based on product design methods, formal human activity classification and ICF(It provides a systematic organizing scheme and coding rules for human functional ability and limitation) and data mining.Then they explore the applicability of a data mining technique, specifically association rule mining, as embodied in the Apriori algorithm to create knowledge in the form of quantitatively characterized heuristics for universal design.

Based on Reeves' design-based research model, this study did the research following 6 stages. In stage 1, a needs analysis was conducted with K-12 teachers in four 2-hour workshops in which teachers created WebQuests. Researchers came up with some design principles. In the second stage, based on needs analysis and literature review, a prototype Electronic Performance Support System (EPSS) was developed. In the following phase, the prototype EPSS was tested and evaluated as well as continuing needs analysis and refining design principles. In stage 4, the web-based EPSS prototype was developed through expert evaluation and some modifications were made. Stage 5 was characterized with continuous evaluation and testing with the practitioners in a similar workshop. Like in the first stage, data was collected through interviews, questionnaires, filed notes etc. Deriving from the findings gathered in stage 5, the design principles were developed and refined. As seen in the example, practitioners were involved in the process, both qualitative and quantitative data collection tools were utilized and EPSS was jointly developed by continuous evaluation and testing. I think the example is quite good to understand DBR.

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

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:)

Art is like a filter in our brain to mean the world we are in. By visiting art museums, watching more movies and put more emphasize on literature, i believe that we really can 'Design the world' with respect to critical thinking skills and social tolerance:)

Couldn't agree more with you and this article you shared:) Being exposed to diversity of ideas and being challenged by differences, what a joy :) I also believe that it helps design the world,

In the website, you can find LBD projects, tools for assesment,software, people working on LBD.

Very informative LBD-specific website. It is nice to see more examples. Thanks for sharing.

I had chance to visit this website as well searching for some examples from science education. It is great that a list of people from the field of LBD are announced here.

As a candidate curriculumist, I really like the video how can design a design based learning curriculum. Last seven or six minutes gives a specific example.

Here, we try to answer your questions about the different integrating components of a design learning experience into familiar, pre-existing scenarios that play out in every school.

The article mentions key features of LBD from a practical perspective. But, I still have some questions about how to apply LBD effectively in traditional classroom environment while trying to keep up with the requirements of the curricula in practice. The current curricula are assumed to be designed considering the contemporary approaches and methods. But the more I learn about the current improvements in the field the more I question our " current curricula".

A nice example of learning by design.

A very good example :-)) I think this supports the idea that projects should have an aim and provide possible solutions to existing problems. As we all know, necessity is the mother of invention. So when we want to engage sts with design activities, we should be realistic and provide them with problems from real life.

This is an illustration depicting the case-based reasoning cycle. The loops are shown as Kolodner states, starting with the choice of choosing a case.

Grant Wiggins explains what it is understanding by design. He clearly explains the goal of design saying "The goal is not to make students do what the teacher taught but to see what they can do when the teacher is gone".

Here is the rest of Grant Wiggins' seminar.

The author here suggests an alternate view and underlines that less structure will bring a lot more learning. The applicability and the feasibility of the design thinking is being questioned.

An award winning documentary on design thinking.

Great documentary and really inspiring :) quote from the documentary : I hate the word of 'thinking' cause you are not 'doing'

An introduction to case-based reasoning with the presentation, it includes examples. The author actually had many publications on case-based reasoning and workflow, I dont know what that is:)

Dexter is he using case based reasoning? :)

Below are 45 design thinking resources you can use to lead this movement in your own classroom.