Teaching, Learning, Technology & Reflection

keywords : Mental model, cognitive structure, cognitive flexibility, new information, assimilation, accomodation Lakatos (1970) distinguished between two types of propositions within students’ conceptual frameworks. Hard core propositions cannot be altered without rebuilding the large sections of conceptual framework, but protective belt propositions can be altered while preserving the key meaning in the existing conceptual framework. Brewer (1993) suggested there are seven basic responses a student can assume when entertaining new information including: ignore the data, reject the data, exclude the data from the domain of theory A, hold the data in abeyance, reinterpret the data while retaining theory A, reinterpret the data and make peripheral changes to theory A, or accept the data and change theory A, possible to theory B. (p.73) Chinn and Brewer (1993) proposed three factors that interact to determine how students respond to new information: students’ prior knowledge , if...

Something cool: when you copy text from pdf file (not made from pdf maker) to Word, you will have some hard returns. To copy text in a good flow, in Acrobat: Advance menu-->Accessibility-->Add tags to document. It will create tags in PDF file. When you copy and paste again, it works like magic... collaborate: you can reply to somebody else's comments and you can see the thread. We put everybody's file on an internal server. It would be interesting to have students make comments to peer's work in this way. You can also add a streaming video from external url or browse for a flash such as a calculator and make them flow... Word: Acrobat ribbon. Portfolio: put folders, files, and media together and organize them. Use the extended version of Acrobat. More info: http://tinyurl.com/A9inEDUportfolio

Saat (2004) addressed the acquisition of integrated science process skills in a web-based learning environment. This qualitative study explored the process skills of grade 5 students by examining student and teacher-student conversations. Findings indicated that students acquired process skill in three phases, namely, recognition, familiarization, and automation. (IIPI, CMC, discourse analysis)

read about Edward Bakst and creativity.. http://edlab.tc.columbia.edu/files/EdLab_Bakst.pdf Here is a quote: "Bakst is also working on the design of a space that will foster creativity among multiple disciplines. He calls this space the incubator. The incubator will allow creative minds from around the world to socialize , brainstorm , and transform each other’s works. It will be an open space of innovation in all forms." I bold the three words and I think them key words in learning communities and they are on different levels. We lack the emphasis on the third level: transform. This is closely related to my dissertation, too...This is where re-construction of knowledge system begins. Below are some of Bakst's own words: "Life narrows us. It’s a few of us who manage to not be narrowed." "Teaching is basically screwing up students’ minds. It’s wonderful to get your students to a point when they decide to disregard everything they’ve learned and ...

Today I read about ambient intelligence environment. Below are some quotes from wikipedia: http://en.wikipedia.org/wiki/Ambient_intelligence In computing , ambient intelligence (AmI) refers to electronic environments that are sensitive and responsive to the presence of people...In an ambient intelligence world, devices work in concert to support people in carrying out their everyday life activities, tasks and rituals in easy, natural way using information and intelligence that is hidden in the network connecting these devices (see Internet of Things )... The ambient intelligence paradigm builds upon ubiquitous computing , profiling practices and human-centric computer interaction design and is characterized by systems and technologies that are e mbedded : many networked devices are integrated into the environment context aware : these devices can recognize you and your situational context personalized : they can be tailored to your needs adaptive : they can change in response to you a...

Finish reading the book and chapters on self-organizing natural intelligence and write email to the committee answering Dr. Frick's questions... get started on analysis of data confirming with human subject

For the first time, the game design person collaborates closely with the grant proposal writing/ research team. I really like this approach. John was very patient in describing the details of the design in his mind. And we let him know our research questions and see if the design allows us to answer those questions. We also make it clear that we match the reserach questions based on the design, not vice versa. However, whereever possible, on the condition the game design is not forfeited, the game design will try its best to make the research easier. This approach makes both the designer and the researcher more excited about this project. (ITEST)