Coming out of school as a Ph.D in instructional technology, I had accumulated quite amount of reading (if not knowledge) of psychology, education, and sociology. However, how much you should know about technology? As a researcher of human learning, what … Continue reading
Connectivism seems a fancy word these days and is said to be as a new learning theory. I like the idea behind it. But when I was reading an article by Stephen Downes on Connectivism as a learning theory, I couldn’t … Continue reading
The SLIDER project I currently work on may want to publish their curriculum as an “eBOOK”. However, what my customer wants seem more than just a regular eBook like those you see on kindle or nook. What is the difference … Continue reading
It was was 3 years ago that I took Dr. Reeves’ doctoral course on design based research. We students in the class worked in groups, under his guidance, built this DBR EPSS (http://projects.coe.uga.edu/dbr/index.htm). We were discussing the differences among several similar … Continue reading
verbal-linguistic logic-mathematical musical-rhythmic visual-spatial bodily-kinesthetic interpersonal intelligence intrapersonal intelligence This website and several other websites say: The learning styles are: Visual (spatial). You prefer using pictures, images, and spatial understanding. Aural (auditory-musical). You prefer using sound and music. Verbal (linguistic). … Continue reading
Contradictions and tensions are important to the activity theorist because they give rise to the “need states” which lead to change as the actors in the network seek ways to satisfy needs the existing activity system can not satisfy. (p.64)
Pedagogy is the activity of teaching, parenting, educating, or generally living with children, that requires constant practical acting in concrete situations and relations. p.2 So phenomenology does not offer us the possibility of effective theory with which we can now … Continue reading
At the end of the chapter, they wrote, “Three salient cognitive outcome measures see especially important to us, including moral reasoning, cirtical thinking and argumentation, and identity formation”. How do epistemological beliefs influence or predict faculty members’ identify formation in … Continue reading
Paulsen and Wells (1998) stated that, “it seems unlikely that substantial differences in epistemological beliefs across domains would persist in studies of faculty or other more advanced experts,” (p. 380). According to Schommer’s work, epistemological beliefs as a whole appear … Continue reading
When they analyzed the data from the survey of the facutly members, they categorized a descipline as: hard or soft refers to the degree of paradigmatic development of a field.”Disciplines such as chemistry, biology, and mathematics, for example, were categorized … Continue reading