My interest is in designing sustainable human learning solutions for complex and emergent problems and domains. That includes using multiple learning sciences approaches, interdisciplinary exploration for ideas and solutions, adding diversity(cognitive and other), designing for evolvability and autopoiesis, ecological grounding using perspectives like 4E cognition(embodied, embedded, extended, enacted) and other ecological approaches, etc.
A new paper by Goodyear.et.al provides a summary to Activity-Centred Analysis and Design (ACAD) as an approach to understanding and improving complex learning situations. It offers a practical approach to analyzing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. The paper concludes by highlighting three core … Continue reading Activity-Centred Analysis and Design (ACAD)
Learning Styles refer to the idea that students learn best when course content is pitched to match student’s self-reported media preferences. The most popular one among them divides students into three types: visual, auditory, and kinesthetic learners. (VARK Model scrutinized. The Atlantic ) Even though the use of learning styles is popular, the overwhelming consensus among scholars … Continue reading Learning styles research updates
An interesting concept “Classroom gaze” was introduced in the new paper by Tim Fawns.et.al “Seamful learning and professional education” According to the paper Classroom gaze happens when “students see what they have learned to prioritise in the academic context, shaped, in part, by the ways they are taught and assessed.“
Since the covid-shock, educational thinkers have been vigorously debating alternative assessment methods to suit the changed conditions. A 2016 systematic review(Medical Ed) comparing Open book exams vs Closed book exams(shared by David Carless) provided some insights about the use of open-book exams as an alternative to regular assessment methods. The review looked at six outcome categories: (1) … Continue reading Comparing Open book exams And Closed book exams
The arguments followed by “evidence-based” + x, y, z, learning, education, policy, etc. carries a lot of credibility and authority. Ideas promoted using “evidence” tag often evades scrutiny and criticism. After I got exposed to ideas like Goodhart’s law, Campbell’s law, Metric fixation, e.g. I started to see the irony of “evidence based arguments”. This … Continue reading Questioning the Un-questionable: “Evidence-Based”
