1. The document discusses issues around evaluating the cognitive and educational impacts of technologies. It emphasizes the need for rigorous empirical testing and evidence-based approaches rather than pseudoscience.
2. Fair testing requires considering alternative explanations, ensuring experimental and control groups are equivalent, using active controls, and not overinterpreting results. Transfer of skills from one context to another is difficult to achieve.
3. Some studies show potential cognitive benefits of techniques like brain training games and video games for skills like visuospatial attention, while others find limited evidence of broader real-world impacts. Generalization of skills is challenging.
Critical thinking can be defined in various ways from different perspectives. From a philosophical perspective, it involves skills like reflection, reasoning, and making judgments based on evidence. From a cognitive perspective, it refers to the thinking processes used by experts in different domains. There is no consensus on how to define or teach critical thinking. Research suggests it may not be a general skill that can be transferred, but rather is intertwined with domain-specific knowledge. Deliberate practice of critical thinking skills through activities like argument mapping may be needed to improve students' abilities.
Masterthesis E. Bekker-Janssens [4254694]Esther Bekker
This study examined the relationships between intelligence, divergent thinking, convergent thinking, and literacy ability in 458 Dutch primary school students. It aimed to test hypotheses based on threshold theory regarding correlations between intelligence and creativity, and discrepancies in divergent vs convergent thinking and literacy scores above and below an IQ of 120. Students completed tests of intelligence, divergent thinking, convergent thinking in a creative writing task, and standard literacy assessments. Factor analyses identified variables for analysis, including intelligence, divergent creativity, convergent creativity components, word reading, and reading comprehension. Correlations and ANOVAs found support for hypotheses regarding relationships between variables above and below the IQ threshold.
Learning involves lasting changes in the functional architecture of the brain through experience. It occurs through different mechanisms at various stages of life. Early learning mechanisms in infants and young children include statistical learning, causal learning, imitation, and learning through social interactions. Babies are born with core knowledge and learning mechanisms that allow them to acquire cultural skills and knowledge from a very early age through observation, experimentation, and implicit learning processes. Learning is both an individual and social process supported by evolved capacities for language, cooperation, and culture that enabled the human capacity for cumulative cultural evolution.
This document summarizes Ray Land's presentation on threshold concepts and troublesome knowledge in relation to information literacy. The presentation discusses how librarians in the US are applying the concept of threshold concepts to the 6 frames identified in the ACRL Framework for Information Literacy. It also covers concepts like liminality, troublesome knowledge, and the underlying "games" or epistemologies of different disciplines that can make certain concepts difficult for students. Potential implications for redesigning courses to better support students in mastering threshold concepts are mentioned.
This document outlines a project aimed at introducing primary school students to the functions of the brain engaged with screens. It consists of:
1. A 20-lesson instructional module where students discover perceptual mechanisms involved with screens, learn about attention, memory, emotions, and make recommendations for good screen practices.
2. Teacher training to provide primary teachers knowledge about the mind-brain to better understand the project's aims.
3. The potential benefits and risks of introducing mind-brain studies in schools. Benefits include applying knowledge to improve practices, while risks include getting science wrong, trivial findings, and failing to transfer knowledge meaningfully.
The project sees value in a scientific understanding of the mind-brain to
This document discusses the emergence of a new interdisciplinary field applying cognitive science research to education. It summarizes:
1) The field draws from diverse areas including neuroscience, psychology, education, and technology to better understand learning processes.
2) Researchers aim to redesign learning environments based on scientific principles to help people learn more deeply and effectively in schools and throughout life.
3) The field aims to enhance learning by drawing on knowledge about cognition, instructional design, and new technologies from various disciplines.
The document discusses engaging students through project-based work and progressive inquiry. It describes elements of progressive inquiry, including setting up research questions, constructing working theories, critical evaluation, self-study, deepening questions, and developing new theories. The document provides examples of guiding students through these steps in a classroom setting with group work and the use of technology. It also provides background information on topics like interest, flow, and emotions in learning.
Drafting the Architecture for a Digital IQMechelle
1) The document discusses the concept of digital intelligence and proposes that it be considered as another aspect of intelligence alongside others like linguistic and logical intelligence.
2) It argues that early access to technology is important for developing digital intelligence and that a developmental framework is needed to understand how children's digital intelligence progresses.
3) Several myths about digital natives, literacy, and IQ are dispelled and the document emphasizes the need to consider diversity and help bridge the digital divide globally to better support all students' development.
Critical thinking can be defined in various ways from different perspectives. From a philosophical perspective, it involves skills like reflection, reasoning, and making judgments based on evidence. From a cognitive perspective, it refers to the thinking processes used by experts in different domains. There is no consensus on how to define or teach critical thinking. Research suggests it may not be a general skill that can be transferred, but rather is intertwined with domain-specific knowledge. Deliberate practice of critical thinking skills through activities like argument mapping may be needed to improve students' abilities.
Masterthesis E. Bekker-Janssens [4254694]Esther Bekker
This study examined the relationships between intelligence, divergent thinking, convergent thinking, and literacy ability in 458 Dutch primary school students. It aimed to test hypotheses based on threshold theory regarding correlations between intelligence and creativity, and discrepancies in divergent vs convergent thinking and literacy scores above and below an IQ of 120. Students completed tests of intelligence, divergent thinking, convergent thinking in a creative writing task, and standard literacy assessments. Factor analyses identified variables for analysis, including intelligence, divergent creativity, convergent creativity components, word reading, and reading comprehension. Correlations and ANOVAs found support for hypotheses regarding relationships between variables above and below the IQ threshold.
Learning involves lasting changes in the functional architecture of the brain through experience. It occurs through different mechanisms at various stages of life. Early learning mechanisms in infants and young children include statistical learning, causal learning, imitation, and learning through social interactions. Babies are born with core knowledge and learning mechanisms that allow them to acquire cultural skills and knowledge from a very early age through observation, experimentation, and implicit learning processes. Learning is both an individual and social process supported by evolved capacities for language, cooperation, and culture that enabled the human capacity for cumulative cultural evolution.
This document summarizes Ray Land's presentation on threshold concepts and troublesome knowledge in relation to information literacy. The presentation discusses how librarians in the US are applying the concept of threshold concepts to the 6 frames identified in the ACRL Framework for Information Literacy. It also covers concepts like liminality, troublesome knowledge, and the underlying "games" or epistemologies of different disciplines that can make certain concepts difficult for students. Potential implications for redesigning courses to better support students in mastering threshold concepts are mentioned.
This document outlines a project aimed at introducing primary school students to the functions of the brain engaged with screens. It consists of:
1. A 20-lesson instructional module where students discover perceptual mechanisms involved with screens, learn about attention, memory, emotions, and make recommendations for good screen practices.
2. Teacher training to provide primary teachers knowledge about the mind-brain to better understand the project's aims.
3. The potential benefits and risks of introducing mind-brain studies in schools. Benefits include applying knowledge to improve practices, while risks include getting science wrong, trivial findings, and failing to transfer knowledge meaningfully.
The project sees value in a scientific understanding of the mind-brain to
This document discusses the emergence of a new interdisciplinary field applying cognitive science research to education. It summarizes:
1) The field draws from diverse areas including neuroscience, psychology, education, and technology to better understand learning processes.
2) Researchers aim to redesign learning environments based on scientific principles to help people learn more deeply and effectively in schools and throughout life.
3) The field aims to enhance learning by drawing on knowledge about cognition, instructional design, and new technologies from various disciplines.
The document discusses engaging students through project-based work and progressive inquiry. It describes elements of progressive inquiry, including setting up research questions, constructing working theories, critical evaluation, self-study, deepening questions, and developing new theories. The document provides examples of guiding students through these steps in a classroom setting with group work and the use of technology. It also provides background information on topics like interest, flow, and emotions in learning.
Drafting the Architecture for a Digital IQMechelle
1) The document discusses the concept of digital intelligence and proposes that it be considered as another aspect of intelligence alongside others like linguistic and logical intelligence.
2) It argues that early access to technology is important for developing digital intelligence and that a developmental framework is needed to understand how children's digital intelligence progresses.
3) Several myths about digital natives, literacy, and IQ are dispelled and the document emphasizes the need to consider diversity and help bridge the digital divide globally to better support all students' development.
This document discusses a research study that aims to understand the difficulties and fears students face when learning algebra, specifically in the area of variables and expressions. The researcher plans to observe students as they work through an algebra-related word problem to identify their beliefs, previous knowledge, and how easily they can understand new mathematical concepts. The goal is to help teachers better understand how students learn algebra and help students overcome their fears and difficulties with variables and abstract concepts from an early age.
This document discusses the importance of developing fluency with basic addition facts in early elementary grades. It defines fluency as the efficient, flexible application of single-digit addition skills through understanding and using mathematical strategies rather than just memorization. Students who are fluent can use known facts to derive unknown facts through strategies like making 10, doubles, and near doubles. The article recommends activities like ten-frames, dot patterns, and games that engage students in meaningful practice with combinations like 10 to help them develop fluency.
The document discusses engaging digital natives and future teachers in learning. It proposes blended learning environments that combine physical, virtual, social, mobile, and mental spaces. Knowledge practices like multi-tasking and social media use come naturally to digital natives. The document advocates transforming knowledge practices with technology and assessing changes in interest, reflection, and engagement. It describes using apps and collaborative tools to measure motivation and foster epistemic agency among students.
This document discusses neuroethics and its relationship to educational issues. It begins by defining neuroethics and cognitive neuroscience. It then examines various ethics issues related to neuroscience research and its applications, including impacts on individuals and society. It discusses how the scientific understanding of the brain can influence views of humanity. It also explores the neuroscience of moral decision making and how an understanding of brain mechanisms can inform views of living. The document traces the history of neuroethics back to the 2000s and conferences/publications that helped establish the field. It analyzes challenges of communicating neuroscience research to the public and proposes ways to enhance communication. Many neuroethical issues are also relevant for education and cognitive science due to the study of
The SUCCESs model provides a simple yet comprehensive framework for designing effective teaching based on principles of cognitive science and learning theory.
This document provides a timeline of key events and developments related to mind, brain, education science from ancient times to the present. Some highlights include the first and second industrial revolutions in the 1700s and 1800s bringing societal changes, the Renaissance and Enlightenment periods from 1300-1600 CE, and more recent decades seeing the growth of educational neuroscience as a field along with increasing collaboration and interest across disciplines.
This document outlines a proposed instructional program for primary schools that aims to educate students about science and promote better use of technology like screens. It would introduce students to basic concepts of the mind and brain.
The program consists of 20 lessons exploring topics like perception, attention, memory, emotions, and social interaction from both a student perspective and scientific perspective for teachers. Each lesson was tested in French classrooms.
The goals are to help students understand brain functions involved with screen use to learn risks and benefits, develop healthy habits, and apply their knowledge. However, there are risks like overstating scientific findings, direct knowledge transfer limitations, and trivial findings that require strategies to have a productive relationship between neuroscience and education.
The document discusses several concepts related to obstacles in learning science:
1. Children enter formal science education with intuitive "folk theories" about the physical and natural world developed from everyday experiences that can conflict with scientific explanations and be difficult to change.
2. These naive intuitions both help children learn by providing initial frameworks but also act as an obstacle if they contradict scientific facts. Overcoming these preconceptions requires conceptual change in how ideas are understood.
3. The process of conceptual change that replaces preconceptions with scientific concepts is debated, with differing views on whether change involves replacing whole theories versus more incremental adjustments to knowledge. Understanding conceptual change is important for improving science teaching.
This document discusses the potential for a marriage between cognitive science and education but also identifies risks and challenges. It outlines common interests in learning and teaching that could form the basis for collaboration. However, it also lists 10 "slippery slopes" such as getting the science wrong or overstating what can be directly applied. It raises questions about how to produce and disseminate knowledge in a usable way. Translational research models from evidence-based medicine and medicine are discussed as possible approaches but challenges in education are also noted, such as more spurious evidence and lack of infrastructure for classification and training.
1) A study from 1993 found that listening to Mozart's music led to temporary improved spatial reasoning skills in adults, but this effect was not replicated by other researchers.
2) A more recent 2010 study found higher effects from studies conducted by the original researchers compared to other groups, indicating potential bias. There is little evidence left that Mozart's music specifically enhances performance.
3) A politician proposed funding to make music available to young children to help brain development, citing the Mozart effect research. However, the Mozart effect has not been reliably shown.
This document introduces the theory of connectivism as a new learning theory for the digital age. It summarizes that previous learning theories like behaviorism, cognitivism, and constructivism were developed before technology significantly impacted learning. Connectivism incorporates principles of networking, complexity theory, chaos theory, and self-organization and sees learning as a process that occurs within shifting environments, not under individual control. It proposes that the ability to recognize connections between fields and ideas is a core skill and that maintaining connections is needed for continual learning.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
This document discusses engineering and sustaining pupil loyalty through training. It begins by examining theories of child development, including Erik Erikson's stages of psychosocial development and Jean Piaget's stages of cognitive development, to understand the construct of a pupil. It then explores the concept of loyalty and its dimensions.
To engineer pupil loyalty, the document recommends that teachers get ahead of pupils by understanding their learning interests and zone of proximal development. Teachers should also expect pupils by becoming more knowledgeable on topics of interest. Finally, teachers should deliver by applying reciprocal teaching techniques that stimulate self-actualization and have pupils teach others.
Sustaining loyalty involves maintaining high expectations, communicating respect, being fair and remembering pupils to foster ongoing
1. Teachers´Knowledge: What do we value?
2. Six Principles from Mind, Brain and Education Science and how this should impact teaching
3. Four Big Ideas for the Future
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
The document discusses the rise of mobile learning (m-learning) through mobile phones. It provides statistics showing that over 4 billion people own mobile phones globally, compared to only 1.3 billion with fixed telephone lines. Mobile phone ownership has grown rapidly especially in developing regions. The document then discusses how mobile phones are increasingly used for data applications and internet access. It argues that mobile phones can help expand access to learning materials since they are widely available even where other technologies are not. Examples from both developed and developing countries show how mobile phones are beginning to be used for educational purposes by building on existing non-educational practices.
This document summarizes research on cognitive science and its applications. It discusses studies on multimodal perception and human-computer interaction, touch perception and illusions, intersensory illusions and multisensory integration, the uncanny valley effect in human figure perception, change blindness and inattentional blindness, perception and education, cognitive tools for education, and applications of cognitive science.
This document discusses a research study that aims to understand the difficulties and fears students face when learning algebra, specifically in the area of variables and expressions. The researcher plans to observe students as they work through an algebra-related word problem to identify their beliefs, previous knowledge, and how easily they can understand new mathematical concepts. The goal is to help teachers better understand how students learn algebra and help students overcome their fears and difficulties with variables and abstract concepts from an early age.
This document discusses the importance of developing fluency with basic addition facts in early elementary grades. It defines fluency as the efficient, flexible application of single-digit addition skills through understanding and using mathematical strategies rather than just memorization. Students who are fluent can use known facts to derive unknown facts through strategies like making 10, doubles, and near doubles. The article recommends activities like ten-frames, dot patterns, and games that engage students in meaningful practice with combinations like 10 to help them develop fluency.
The document discusses engaging digital natives and future teachers in learning. It proposes blended learning environments that combine physical, virtual, social, mobile, and mental spaces. Knowledge practices like multi-tasking and social media use come naturally to digital natives. The document advocates transforming knowledge practices with technology and assessing changes in interest, reflection, and engagement. It describes using apps and collaborative tools to measure motivation and foster epistemic agency among students.
This document discusses neuroethics and its relationship to educational issues. It begins by defining neuroethics and cognitive neuroscience. It then examines various ethics issues related to neuroscience research and its applications, including impacts on individuals and society. It discusses how the scientific understanding of the brain can influence views of humanity. It also explores the neuroscience of moral decision making and how an understanding of brain mechanisms can inform views of living. The document traces the history of neuroethics back to the 2000s and conferences/publications that helped establish the field. It analyzes challenges of communicating neuroscience research to the public and proposes ways to enhance communication. Many neuroethical issues are also relevant for education and cognitive science due to the study of
The SUCCESs model provides a simple yet comprehensive framework for designing effective teaching based on principles of cognitive science and learning theory.
This document provides a timeline of key events and developments related to mind, brain, education science from ancient times to the present. Some highlights include the first and second industrial revolutions in the 1700s and 1800s bringing societal changes, the Renaissance and Enlightenment periods from 1300-1600 CE, and more recent decades seeing the growth of educational neuroscience as a field along with increasing collaboration and interest across disciplines.
This document outlines a proposed instructional program for primary schools that aims to educate students about science and promote better use of technology like screens. It would introduce students to basic concepts of the mind and brain.
The program consists of 20 lessons exploring topics like perception, attention, memory, emotions, and social interaction from both a student perspective and scientific perspective for teachers. Each lesson was tested in French classrooms.
The goals are to help students understand brain functions involved with screen use to learn risks and benefits, develop healthy habits, and apply their knowledge. However, there are risks like overstating scientific findings, direct knowledge transfer limitations, and trivial findings that require strategies to have a productive relationship between neuroscience and education.
The document discusses several concepts related to obstacles in learning science:
1. Children enter formal science education with intuitive "folk theories" about the physical and natural world developed from everyday experiences that can conflict with scientific explanations and be difficult to change.
2. These naive intuitions both help children learn by providing initial frameworks but also act as an obstacle if they contradict scientific facts. Overcoming these preconceptions requires conceptual change in how ideas are understood.
3. The process of conceptual change that replaces preconceptions with scientific concepts is debated, with differing views on whether change involves replacing whole theories versus more incremental adjustments to knowledge. Understanding conceptual change is important for improving science teaching.
This document discusses the potential for a marriage between cognitive science and education but also identifies risks and challenges. It outlines common interests in learning and teaching that could form the basis for collaboration. However, it also lists 10 "slippery slopes" such as getting the science wrong or overstating what can be directly applied. It raises questions about how to produce and disseminate knowledge in a usable way. Translational research models from evidence-based medicine and medicine are discussed as possible approaches but challenges in education are also noted, such as more spurious evidence and lack of infrastructure for classification and training.
1) A study from 1993 found that listening to Mozart's music led to temporary improved spatial reasoning skills in adults, but this effect was not replicated by other researchers.
2) A more recent 2010 study found higher effects from studies conducted by the original researchers compared to other groups, indicating potential bias. There is little evidence left that Mozart's music specifically enhances performance.
3) A politician proposed funding to make music available to young children to help brain development, citing the Mozart effect research. However, the Mozart effect has not been reliably shown.
This document introduces the theory of connectivism as a new learning theory for the digital age. It summarizes that previous learning theories like behaviorism, cognitivism, and constructivism were developed before technology significantly impacted learning. Connectivism incorporates principles of networking, complexity theory, chaos theory, and self-organization and sees learning as a process that occurs within shifting environments, not under individual control. It proposes that the ability to recognize connections between fields and ideas is a core skill and that maintaining connections is needed for continual learning.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
This document discusses engineering and sustaining pupil loyalty through training. It begins by examining theories of child development, including Erik Erikson's stages of psychosocial development and Jean Piaget's stages of cognitive development, to understand the construct of a pupil. It then explores the concept of loyalty and its dimensions.
To engineer pupil loyalty, the document recommends that teachers get ahead of pupils by understanding their learning interests and zone of proximal development. Teachers should also expect pupils by becoming more knowledgeable on topics of interest. Finally, teachers should deliver by applying reciprocal teaching techniques that stimulate self-actualization and have pupils teach others.
Sustaining loyalty involves maintaining high expectations, communicating respect, being fair and remembering pupils to foster ongoing
1. Teachers´Knowledge: What do we value?
2. Six Principles from Mind, Brain and Education Science and how this should impact teaching
3. Four Big Ideas for the Future
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
The document discusses the rise of mobile learning (m-learning) through mobile phones. It provides statistics showing that over 4 billion people own mobile phones globally, compared to only 1.3 billion with fixed telephone lines. Mobile phone ownership has grown rapidly especially in developing regions. The document then discusses how mobile phones are increasingly used for data applications and internet access. It argues that mobile phones can help expand access to learning materials since they are widely available even where other technologies are not. Examples from both developed and developing countries show how mobile phones are beginning to be used for educational purposes by building on existing non-educational practices.
This document summarizes research on cognitive science and its applications. It discusses studies on multimodal perception and human-computer interaction, touch perception and illusions, intersensory illusions and multisensory integration, the uncanny valley effect in human figure perception, change blindness and inattentional blindness, perception and education, cognitive tools for education, and applications of cognitive science.
This document discusses Richard Feynman's concept of "cargo cult science" and its application to education and psychology. Feynman was disappointed by the lack of rigor in studies of math education and viewed some areas of education and psychology as pseudoscience. The document describes an experiment by Young on rat behavior that demonstrated the importance of controlling for all variables, but subsequent studies failed to build on Young's findings. It argues that some educational research mimics scientific processes but lacks rigor, like cargo cults that imitate airports hoping to attract planes. New technologies in education are also discussed along with concerns about their cognitive impacts and claims of changing student minds.
Keynote presentation provided to a variety of audiences in early 2009, challenging educators to think more broadly about the massive impact of technology in the world and the way we need to be thinking about how we educate students for this future.
What does studying technology tell us about Higher Education?Martin Oliver
From email to word processors to web sites, technology has become an integral part of Higher Education. It has been a mainstay of government educational policy for decades, and has featured in HE policy since at least 1965. Yet strangely, studies of technology often remain detached from wider educational research. In this session, I will explore some of the reasons for this, outlining the kinds of work on learning and technology that are being undertaken. I will also introduce some less common perspectives and approaches, which show how technology can act as an important site for understanding wider educational concerns.
Digital technologies are increasingly used in education both formally and informally. While technologies may engage students as "digital natives," simply using technologies does not guarantee effective learning. Meaningful learning requires understanding principles rather than just practicing skills. Studies show skills can transfer between similar tasks, but not always to novel tasks without principles. Technologies offer potential to simulate real-world problem solving, but more research is needed to identify how and why specific technologies may improve learning outcomes.
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
This document discusses how technology is changing the way students learn and identifies gaps between formal education and students' online learning experiences. It notes that students are parallel processors accustomed to random access of information and prefer visuals, gaming, and teaching themselves. The document calls for education systems to shift focus from content delivery to context, participation, co-creation, and developing skills like collaboration, creativity, and problem-solving to prepare students for future careers. It advocates experimenting with new pedagogical approaches centered on themes like improvisation, imagination, and interaction to better engage today's students.
ELT + IT: CALL for a Balance by Michael KraussMichael Krauss
Plenary presentation in Lima and Cuzco, Peru March 2012. Presented as part of ELSpecialist visit sponsored by U.S D.O.S. and U.S. Embassy, English Language Office, Lima Peru.
The document summarizes research on generational differences and how they relate to technology use. It discusses definitions of generations and characterizations of groups like the Silent Generation, Baby Boomers, Gen X, and Net Generation. It also explores the idea of "digital natives" and how younger generations' upbringing alongside technology has impacted how their brains process information. However, more recent research finds individual factors better predict technology use than generational labels. The document advocates for developing digital literacy skills and rigorous research to understand students' diverse learning experiences.
What am I good at?
What do I enjoy doing?
What values are important to me?
The journey to success begins with the question “What do you want to do?”
Except you no one else can define success for you. For Donald Trump, success meant making lots of money. For Ted Turner, it meant building a media empire that could challenge the major networks. For Albert Einstein it meant unraveling the secrets of the universe. For mother Theresa it meant ministering to the needs of the destitute in India.
You won’t really succeed unless the things you accomplish bring you pleasure and satisfaction.
Using Digital Gaming within the classroomLaurenStone44
The document discusses the use of digital games in education. It presents summaries of three articles that argue digital games can be effective learning tools if implemented properly in the classroom. The articles describe how games can improve problem-solving, collaboration, and engagement. Educational games work best when they adapt to students and are integrated into lessons with progress tracking. Overall, the document advocates for using technology and digital games in classrooms to motivate and teach today's students.
The document discusses the skills and approaches needed for 21st century teaching and learning. It asks questions about how to prepare students for unknown future jobs and problems, and the changing role of information. It advocates for teaching that develops skills like critical thinking, creativity, collaboration, and digital literacy to help students learn through inquiry using technologies like blogs, social networks and multimedia.
The document discusses the need to prepare students for 21st century skills and learning. It asks tough questions about how to define 21st century teaching and learning, examines big ideas around inquiry and questioning, and explores applications of technology like blogging and Web 2.0. It addresses the changing nature of jobs, information, and knowledge, and argues that schools must redefine themselves to remain relevant in preparing students for an uncertain future.
The document discusses the characteristics of the "Net Generation" or students who have grown up with technology. It notes that these students spend much more time using digital media than reading books or newspapers. They are comfortable with visuals and multi-tasking. The document advocates teaching students 21st century skills like information literacy, problem solving, and lifelong learning to prepare them for a digital world.
The document discusses the characteristics of the "Net Generation" or students born after 1982 who have grown up with technology. It notes that these students spend much more time using computers, video games, and the internet than reading books or in classrooms. As a result, they learn differently and educators must adapt teaching approaches to their skills with visuals, games, multitasking and finding information online rather than traditional lectures. The document advocates for teaching students 21st century skills like problem solving, collaboration and information literacy through inquiry-based learning rather than memorization.
Harnessing the Blend: Creating authentic learning experiencesdebbieholley1
Keynote IGPP Online Conference
Assessing the benefits of Blended Learning in Higher Education.
Recent research from the Office for Students (OfS) highlighted the positive aspects of blended learning in higher education. In their 2022 report, OfS stated 79% of UK university students were satisfied with blended learning. Furthermore, the combination of in-person and online teaching and learning in higher education enables flexibility in physical attendance and allows greater accessibility for students. This supports students who have caring responsibilities and those in need of reasonable adjustments where exclusive physical or virtual attendance may adversely impact them. Blended learning has been further identified as a new way of bridging the gap in the higher education system by engaging better with underrepresented students.
However, OfS found that 1 in 5 students in 2022 reported dissatisfaction with blended learning. One reason for dissatisfaction is the worry of ‘content overload’ on some courses where some students reported receiving more content online than is manageable within the working week. The overloading risks reduction in course quality and student satisfaction that should be at the heart of students journeys in higher education. This highlights the need for conversations around blended learning to understand the ways it can be improved to better support both staff and students.
Assessing the Benefits of Blended Learning in Higher Education brings together key stakeholders in higher education to learn how to deliver blended learning to maximise the benefit for students and staff and create a more productive, inclusive, and fair environment.
The document discusses learning and teaching computer science skills in the 21st century. It addresses how learning needs to change and adapt to keep up with the constantly changing world. Key ideas discussed include:
- Learning through play, imagination, and peer-to-peer learning is important for embracing change.
- A focus on skills like critical thinking, problem solving, and learning how to learn is needed more than specific skills or knowledge.
- Figures like Piaget, Papert, and Vygotsky influenced views of how children learn through constructivism and constructionism.
- Programming languages like Logo, Scratch, and Snap were developed to help children learn through making and constructing programs.
- Computer science
This document outlines an agenda for a Pre-Service Teacher Institute occurring from July 12-23, 2010. It discusses introducing teachers to 21st century skills and using technology to support student-centered, hands-on learning. Breakout sessions will address how to engage students with technology, support standards-based instruction, and use real-world data and skills to deepen understanding.
This PowerPoint is from part of our presentation at the Society for Information Technology & Teacher Education (SITE) in 2006.
It is a framework for which teachers can understand how children learn computer skills and the schemas they develop.
On this PowerPoint I had to take out the pictures to post on the web. Therefore, it is a bit uniform looking, but the points are still there.
I would love to get some feedback from fellow teachers.
Kind Regards,
Mechelle
Auto time based current trends in education scenarioSubhash Jain
The document discusses current trends in education, including the importance of developing students' skills in critical thinking, digital citizenship, and media literacy. It notes that technology is bridging the gap between teachers and learners and that countries like Finland, Singapore, and China have education systems that focus on developing high-quality teachers. The document advocates educating students with the skills needed for future jobs and adapting education to recognize unexpected discoveries and innovations. Overall, it argues that education must evolve to develop students into digital citizens who can thrive in a world shaped by rapid technological change.
Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan University
Teaching critical thinking involves defining what it is, how to teach it, and why it is important. There is no consensus on a definition of critical thinking, how best to teach it, or whether it can be taught. Approaches include stand-alone courses focusing on general skills versus integrated approaches within specific subjects. While critical thinking is widely believed to be important, there is skepticism around whether it can truly be taught and evaluations of critical thinking programs have had mixed results.
The document discusses research on the impact and effectiveness of teachers. It summarizes several key studies:
1) Studies show that high-quality teachers can have long-term positive impacts on students' outcomes beyond test scores, such as earnings and college attendance. However, precisely evaluating a teacher's impact is difficult.
2) A Tennessee study found that students assigned to more experienced teachers had higher earnings, and those in smaller classes were more likely to attend college.
3) A larger study linking teacher value-added scores to student outcomes as adults found students assigned higher-VA teachers were more likely to attend college, earn more, live in better neighborhoods, and less likely to become pregnant as teens.
4
This document discusses the emergence of cognitive studies and its application to education as a new interdisciplinary field. It provides a brief history of related initiatives dating back to the 1990s from various organizations studying topics like neuroscience and education, the science of learning, and learning sciences. The disciplines involved include biology, cognitive science, education, neuroscience, psychology, and technology. The goals are to better understand cognitive and social processes involved in learning and teaching to improve learning outcomes and design better learning environments. While the new insights from these fields may transform education, William James cautioned in 1899 that teaching remains an art, and sciences do not directly generate teaching methods, requiring inventive minds to apply findings creatively.
The document discusses number processing and calculation from a cognitive neuroscience perspective. It proposes that cultural practices like reading and arithmetic may have developed by "recycling" pre-existing neural circuits in the brain. In particular, regions in the parietal cortex that evolved to process quantities and perform spatial transformations may have been adapted for numerical tasks. Evidence for this comes from studies finding that the same parietal regions are consistently activated during tasks involving numbers across individuals and cultures.
The document discusses cognitive resistance to learning science and the difficult acquisition of scientific concepts. It covers how children develop intuitive theories about the world from a young age that sometimes clash with scientific explanations, making conceptual change challenging. While babies observe and experiment with the world like scientists, developing abstract causal systems, their thinking differs from professional science. Science requires skills that must be taught, as scientific reasoning does not come naturally to the human mind due to our evolutionary history in small social groups. Overall, the document examines the origins of scientific thinking in childhood and challenges to learning science posed by natural intuitive theories developed from a young age.
This document discusses several key themes in neuroethics:
1) Neuroethics examines the social and ethical issues that arise from the intersection of neuroscience and society, such as how neuroscience may impact ideas of free will, personal responsibility, and human identity.
2) Rapid advances in neuroscience technologies like brain imaging raise issues regarding privacy, coercion, and the appropriate uses of such technologies.
3) A deeper scientific understanding of the biological basis of human cognition and behavior challenges traditional concepts of human nature, personality, and the relationship between mind, brain, and personal identity.
1. The document discusses the origins and characteristics of neuromyths, which are false ideas about how the brain works that persist despite being scientifically refuted.
2. Common reasons for the proliferation of neuromyths include communication shortcomings in the dissemination of neuroscience, public interest in neuroscience leading to the promotion of private agendas, and cognitive biases that cause people to misinterpret information.
3. Addressing neuromyths is important for policymaking to be properly informed by scientific evidence rather than myth.
This document discusses several contributions of the mind-brain-behavioral sciences to education. It summarizes research on different types of learning like associative learning, statistical learning, imitation, and cultural transmission. Several studies are cited that explore learning mechanisms in humans from a young age, the importance of social interaction and imitation in language learning, and evidence that humans have evolved abilities for teaching and cultural transmission of knowledge. Potential constraints and timing of learning processes in the brain are also mentioned.
1. ECC 2012-13
Educational/cognitive
technology: how to use the
evidence
TECHNOLOGIES IN EDUCATION
Why being interested?
CARGO-CULT SCIENCE
EVIDENCE-BASED ATTITUDE
Fair test: be aware of slippery slopes
Evidence about cognitive effects & learning…
The trouble with transfer and generalization
NEURO- & TECHNO-MYTHS
2. ECC 2012-13
Reasons for being concerned by
technologies in education
¤ Digital revolution
¤ Digital natives/Digital literacy
¤ Technomyths
¤ The impact of technologies on cognition & the human nature
¤ Educational technologies
¤ Educational methods that exploit or are inspired by
technologies
¤ Technology’s inspired educational interventions
¤ Video games
¤ Multi-media interactive technologies
4. ECC 2012-13
…cognitive impact of technologies
¤ Claims that the use of technologies
changes our mind/nature
¤ Digital natives/Generation Y have
special skills
¤ Are more intelligent
¤ Stupid
¤ Violent
¤ Addicted
5. ECC 2012-13
¤ Prensky 2001
¤ What should we call these “new” students of today? Some
refer to them as the N-[for Net]-gen or D-[for digital]-gen. But
the most useful designation I have found for them is Digital
Natives. Our students today are all “native speakers” of the
digital language of computers, video games and the Internet.
¤ So what does that make the rest of us? Those of us who were
not born into the digital world but have, at some later point in
our lives, become fascinated by and adopted many or most
aspects of the new technology are, and always will be
compared to them, Digital Immigrants.
6. ECC 2012-13
¤ Prensky 2001
¤ Today’s students have not just changed incrementally from those of
the past, nor simply changed their slang, clothes, body adornments,
or styles, as has happened between generations previously. A really
big discontinuity has taken place.
¤ Computer games, email, the Internet, cell phones and instant
messaging are integral parts of their lives.
¤ It is now clear that as a result of this ubiquitous environment and the
sheer volume of their interaction with it, today’s students think and
process information fundamentally differently from their
predecessors. These differences go far further and deeper than most
educators suspect or realize.
¤ “Different kinds of experiences lead to different brain structures, “
says Dr. Bruce D. Perry of Baylor College of Medicine … it is very
likely that our students’ brains have physically changed – and are
different from ours – as a result of how they grew up.
¤ But whether or not this is literally true, we can say with certainty that
their thinking patterns have changed.
7. ECC 2012-13
¤ Media Awareness Network Canada
¤ Established and internationally accepted definitions of digital
literacy are generally built on three principles:
¤ the skills and knowledge to use a variety of digital media software
applications and hardware devices, such as a computer, a mobile
phone, and Internet technology;
¤ the ability to critically understand digital media content and
applications;
¤ and the knowledge and capacity to create with digital
technology.
11. ECC 2012-13
… fair evaluation of effects
¤ Theoretical
understanding of the
principles (and limits)
¤ Empirical, experimental
evaluation of the
effects
13. ECC 2012-13
¤ Shaffer, Squire, Halverson, Gee 2004
¤ Will video games change the way we learn?
¤ We argue here for a particular view of games—and of learning—as
activities that are most powerful when they are personally
meaningful, experiential, social, and epistemological all at the
same time. From this perspective, we describe an approach to the
design of learning environments that builds on the educational
properties of games, but deeply grounds them within a theory of
learning appropriate for an age marked by the power of new
technologies.
¤ We argue that to understand the future of learning, we have to look
beyond schools to the emerging arena of video games.
¤ We suggest that video games matter because they present players
with simulated worlds: worlds which, if well constructed, are not just
about facts or isolated skills, but embody particular social practices.
Video games thus make it possible for players to participate in
valued communities of practice and as a result develop the ways of
thinking that organize those practices.
15. ECC 2012
… fair evaluation of claims
¤ playing is intrinsically motivating, because one plays for the fun of it
and not because one has to.
¤ contradiction: even if games are for fun, if one has to play a game for
learning, the game is no more just for fun.
¤ playing makes learning fun and effortless
¤ opposed to school learning, which is considered as boring and effortful
¤ Unfair comparison: the kind of learning that is proposed at school can
hardly not be effortful because it concerns skills that do not come
naturally to us
¤ good games are motivating because they are concrete, multi-
modal, interactive, and involve the player learner in first person
actions
¤ Sure it works better?
16. ECC 2012-13
Educational/cognitive
technology: how to use the
evidence
Cargo cult science
TECHNOLOGIES IN EDUCATION
Why being interested?
CARGO-CULT SCIENCE
EVIDENCE-BASED ATTITUDE
Fair test: be aware of slippery slopes
Evidence about cognitive effects & learning…
The trouble with transfer and generalization
NEURO- & TECHNO-MYTHS
17. ECC 2012-13
Cargo cult science
• 1964 Feynman participates to a
Commission for evaluation of
math teaching manuals
• New math
• Feynman is greatly disappointed
both by new math and by the
outcomes of the Commission’s
work
• And by education and
psychology as sciences that he
considered cargo cult sciences
or pseudoscience
18. ECC 2012-13
¤ Feynman 1974
¤ There are big schools of reading methods and mathematics
methods, and so forth, but if you notice, you'll see the
reading scores keep going down--or hardly going up in spite
of the fact that we continually use these same people to
improve the methods. There's a witch doctor remedy that
doesn't work. It ought to be looked into; how do they know
that their method should work?
19. ECC 201-132
¤ All experiments in psychology are not of this type, however. For example,
there have been many experiments running rats through all kinds of mazes,
and so on--with little clear result. But in 1937 a man named Young did a very
interesting one. He had a long corridor with doors all along one side where
the rats came in, and doors along the other side where the food was. He
wanted to see if he could train the rats to go in at the third door down from
wherever he started them off. No. The rats went immediately to the door
where the food had been the time before
¤ The question was, how did the rats know, because the corridor was so
beautifully built and so uniform, that this was the same door as before?
Obviously there was something about the door that was different from the
other doors. So he painted the doors very carefully, arranging the textures
on the faces of the doors exactly the same. Still the rats could tell. Then he
thought maybe the rats were smelling the food, so he used chemicals to
change the smell after each run. Still the rats could tell. Then he realized the
rats might be able to tell by seeing the lights and the arrangement in the
laboratory like any commonsense person. So he covered the corridor, and
still the rats could tell.
¤ He finally found that they could tell by the way the floor sounded when
they ran over it. And he could only fix that by putting his corridor in sand. So
he covered one after another of all possible clues and finally was able to
fool the rats so that they had to learn to go in the third door. If he relaxed
any of his conditions, the rats could tell.
20. ECC 201-132
¤ Now, from a scientific standpoint, that is an A-number-one
experiment. That is the experiment that makes rat-running
experiments sensible, because it uncovers the clues that the
rat is really using--not what you think it's using. And that is the
experiment that tells exactly what conditions you have to
use in order to be careful and control everything in an
experiment with rat-running.
¤ I looked into the subsequent history of this research. The next
experiment, and the one after that, never referred to Mr.
Young. They never used any of his criteria of putting the
corridor on sand, or being very careful. They just went right
on running rats in the same old way, and paid no attention
to the great discoveries of Mr. Young, and his papers are not
referred to, because he didn't discover anything about the
rats. In fact, he discovered all the things you have to do to
discover something about rats. But not paying attention to
experiments like that is a characteristic of cargo cult
science."
21. ECC 2012-13
¤ In the South Seas there is a cargo cult
of people. During the war they saw
airplanes land with lots of good
materials, and they want the same
thing to happen now. So they've
arranged to imitate things like
runways, to put fires along the sides of
the runways, to make a wooden hut
for a man to sit in, with two wooden
pieces on his head like headphones
and bars of bamboo sticking out like
antennas--he's the controller--and
they wait for the airplanes to land.
They're doing everything right. The
form is perfect. It looks exactly the
way it looked before. But it doesn't
work. No airplanes land.
22. ECC 2012-13
¤ So I call these things cargo cult science, because they follow all the
apparent precepts and forms of scientific investigation, but they're
missing something essential, because the planes don't land.
¤ Yet these things are said to be scientific. We study them. And I think
ordinary people with commonsense ideas are intimidated by this
pseudoscience. A teacher who has some good idea of how to
teach her children to read is forced by the school system to do it
some other way--or is even fooled by the school system into thinking
that her method is not necessarily a good one. Or a parent of bad
boys, after disciplining them in one way or another, feels guilty for the
rest of her life because she didn't do "the right thing," according to
the experts.
¤ A great deal of their difficulty is, of course, the difficulty of the subject
and the inapplicability of the scientific method to the subject.
Nevertheless it should be remarked that this is not the only difficulty.
That's why the planes didn't land--but they don't land.
23. ECC 2012-13
Educational/cognitive
technology: how to use the
evidence
TECHNOLOGIES IN EDUCATION
Why being interested?
CARGO-CULT SCIENCE
EVIDENCE-BASED ATTITUDE
Fair test: be aware of slippery slopes
Evidence about cognitive effects & learning…
The trouble with transfer and generalization
NEURO- & TECHNO-MYTHS
29. ECC 2012-13
¤ Undue interpretation of
experimental and correlational
studies, or: don’t rush to
conclusions
30. ECC 2012-13
Evidence about cognitive effects &
learning
¤ Cognitive training in the
elderly: memory, problem
solving, rapid visual
identification
¤ Ball et al. 2002
¤ Alzheimer
¤ Papp et al 2009
¤ Brain Training
¤ Owen et al 2010
¤ Bavelier, Green & Dye
2011
31. ECC 2012-13
¤ Video-games & Visuo-
spatial attention
¤ Green & Bavelier 2008
¤ Bavelier, Green & Dye
2010
¤ Boot et al 2008
¤ Boot et al 2011
34. ECC 2012-13
¤ Bransford et al 2000, p. 44
¤ In one of the most famous early studies comparing the effects of
"learning a procedure" with "learning with understanding," two
groups of children practiced throwing darts at a target underwater
(Scholckow and Judd, described in Judd, 1908; see a conceptual
replication by Hendrickson and Schroeder, 1941).
¤ One group received an explanation of refraction of light, which
causes the apparent location of the target to be deceptive. The
other group only practiced dart throwing, without the explanation.
Both groups did equally well on the practice task, which involved a
target 12 inches under water.
¤ But the group that had been instructed about the abstract principle
did much better when they had to transfer to a situation in which
the target was under only 4 inches of water.
¤ Because they understood what they were doing, the group that
had received instruction about the refraction of light could adjust
their behavior to the new task.
35. ECC 2012-13
¤ Bransford et al. 2000, p. 52
¤ A general wishes to capture a fortress located in the center
of a country. There are many roads radiating outward from
the fortress. All have been mined so that while small groups
of men can pass over the roads safely, a large force will
detonate the mines. A full-scale direct attack is therefore
impossible. The general's solution is to divide his army into
small groups, send each group to the head of a different
road, and have the groups converge simultaneously on the
fortress. Students memorized the information in the passage
and were then asked to try another task, which was to solve
the following problem
36. ECC 2012-13
¤ You are a doctor faced with a patient who has a malignant
tumor in his stomach. It is impossible to operate on the
patient, but unless the tumor is destroyed the patient will die.
There is a kind of ray that may be used to destroy the tumor.
If the rays reach the tumor all at once and with sufficiently
high intensity, the tumor will be destroyed, but surrounding
tissue may be damaged as well. At lower intensities the rays
are harmless to healthy tissue, but they will not affect the
tumor either. What type of procedure might be used to
destroy the tumor with the rays, and at the same time avoid
destroying the healthy tissue?
37. ECC 2012-13
¤ Few college students were able to solve this problem when
left to their own devices.
¤ However, over 90 percent were able to solve the tumor
problem when they were explicitly told to use information
about the general and the fortress to help them.
¤ …. Despite the relevance of the fortress problem to the
tumor problem, the information was not used spontaneously
—the connection between the two sets of information had
to be explicitly pointed out.
38. ECC 2012-13
¤ Bransford et al. 2000, p. 23
¤ In one study, a chess master, a Class A player (good but not
a master), and a novice were given 5 seconds to view a
chess board position from the middle of a chess game. After
5 seconds the board was covered, and each participant
attempted to reconstruct the board position on another
board. This procedure was repeated for multiple trials until
everyone received a perfect score. On the first trial, the
master player correctly placed many more pieces than the
Class A player, who in turn placed more than the novice: 16,
8, and 4, respectively.
¤ However, these results occurred only when the chess pieces
were arranged in configurations that conformed to
meaningful games of chess. When chess pieces were
randomized and presented for 5 seconds, the recall of the
chess master and Class A player were the same as the
novice—they placed from 2 to 3 positions correctly.
39. ECC 2012--13
¤ “Ericsson et al. (1980) worked extensively with a college
student for well over a year, increasing his capacity to
remember digit strings (e.g., 982761093 …). As expected,
at the outset he could remember only about seven
numbers. After practice, he could remember 70 or
more… How? Did he develop a general skill analogous to
strengthening a "mental muscle?" No, what happened
was that he learned to use his specific background
knowledge to "chunk" information into meaningful
groups. The student had extensive knowledge about
winning times for famous track races, including the times
of national and world records. For example
941003591992100 could be chunked into 94100 (9.41
seconds for 100 yards). 3591 (3 minutes, 59.1 seconds for
a mile), etc. But it took the student a huge amount of
practice before he could perform at his final level, and
when he was tested with letter strings, he was back to
remembering about seven items.” (Bransford et al. 2000,
p. 40)
40. ECC 2012-13
Educational/cognitive
technology: how to use the
evidence
TECHNOLOGIES IN EDUCATION
Why being interested?
CARGO-CULT SCIENCE
EVIDENCE-BASED ATTITUDE
Fair test: be aware of slippery slopes
Evidence about cognitive effects & learning…
The trouble with transfer and generalization
NEURO- & TECHNO-MYTHS
41. ECC 2012-13
Is technology making us more stupid/
intelligent?
¤ Carr 2008
¤ "Dave, stop. Stop, will you? Stop, Dave. Will
you stop, Dave?” So the supercomputer HAL
pleads with the implacable astronaut Dave
Bowman in a famous and weirdly poignant
scene toward the end of
Stanley Kubrick’s 2001: A Space Odyssey…
“Dave, my mind is going,” HAL says, forlornly.
“I can feel it. I can feel it.”
¤ I can feel it, too. Over the past few years I’ve
had an uncomfortable sense that someone,
or something, has been tinkering with my
brain, remapping the neural circuitry,
reprogramming the memory. My mind isn’t
going—so far as I can tell—but it’s changing.
I’m not thinking the way I used to think. I can
feel it most strongly when I’m reading.
42. ECC 2012-13
¤ Chabris & Simon 2010
¤ The alarmists cite the concept of "neural plasticity" and talk of
technology "rewiring" the brain to convince us that the new
distractions make us not just less willing but less able, on a
physiological level, to focus.
¤ ….The appeals to neural plasticity, backed by studies showing that
traumatic injuries can reorganize the brain, are largely irrelevant.
¤ The basic plan of the brain's "wiring" is determined by genetic
programs and biochemical interactions that do most of their work
long before a child discovers Facebook and Twitter. There is simply no
experimental evidence to show that living with new technologies
fundamentally changes brain organization in a way that affects
one's ability to focus.
¤ Of course, the brain changes any time we form a memory or learn a
new skill, but new skills build on our existing capacities without
fundamentally changing them. We will no more lose our ability to pay
attention than we will lose our ability to listen, see or speak.
44. ECC 2012
Considerations
¤ There's a logic in this apparent limitation of the brain
¤ an infinitely malleable brain that would change a wealth of
configurations for each new acquisition would risk to loose useful
capacities just because of a new acquisition in a completely
different domain
¤ A certain level of modularity and segregate learning effects
seem to be justified, in addition to be widely demonstrated in
many studies about perceptual, motor and cognitive training.
¤ The limits of transfer are a big preoccupation for educators
¤ education is meaningful only when it transfers towards
ecological situations – that is outside the classroom or away
from the video game console: in the real life
45. ECC 2012-13
…and technomyths
¤ Technomyth
¤ Google generation has different
mindset/skills
¤ Use of internet
¤ Attention/multi-tasking
¤ Risks with technomyts
¤ Illusion of understanding
¤ Illusion of attention
¤ Feeling confortable,
secure, and skilled