Category Archives: 52

52 Research, Evaluation

Public trust in scientists and science is less than desirable, perhaps due to collaboration and communication methods that are less open than desirable.

Science Denial

Book by Sinatra & Hofer. A different picture of science. Continue reading

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Gaps

Know more, or convince this audience?
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Posted in 52, Learning | Tagged | Leave a comment

Cmaps and the “Split Attention Effect”

The “Split Attention Effect” from Cognitive Load Theory demands that an annotation needs to be close to the item it refers to. I wonder if this is still true if the annotation can be reached by a saccadic eye movement.
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Myths, semi-myths etc.

I bought Clark Quinn’s new book about training myths, semi-myths and misconceptions, and I can whole-heartedly recommend this exciting, in-depth, clinical and precise work. Continue reading

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What counts as effectiveness?

If measuring the ‘effectiveness’ is mainly about traditional criteria such as knowledge content and storing it safely away, it will be very unbalanced. Measuring OERs, by contrast, offers the opportunity to try out and define new criteria.
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Posted in 52, OpenEdMOOC | 5 Comments

First approximation?

Why is the denial of brain lateralization so grim, piqued and emotional? The very idea that there are different modes, may be unsettling. The complacency that there is just one right way (and of course this is mine) may be threatened. Furthermore, the notion of two hemispheres suggests that the two modes are equitable.
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Posted in 52, Cognitive Styles | 2 Comments

#change11 Scholars’ network, group, and personal practices

Week 33 Task 4.
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#PLENK2010 Assessment as Proxy

I like Stephens’s notion that tests are used as proxies. It is consistent with the notion that learning works indirectly, by induction rather than by transmission.
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Posted in 52, PLENK2010 | 4 Comments

Peer review before or after publication

why are Web2.0 affordances not embraced for scholarly communication? A new report from UC Berkeley gives a shattering answer and a discouraging advice to young scholars. Perhaps there is hope that older scholars and elite universities can be more broad-minded?
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Posted in 52, Social software | Leave a comment

CCK08 Week 12: Research, Evaluation

I think the most urgent research need in Connectivism is not to gain still more insights but to develop a conceptual arsenal, or toolbox, for expressing and proving these findings.
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Posted in 52, CCK08 | 3 Comments