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|Title:||How Can The Design Of Educational Technologies Affect Graduate Students' Epistemologies About Learning?|
Fuhrmann, and Tamar Ronen
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Kali, Y. & Fuhrmann, a. R. (2007). How Can The Design Of Educational Technologies Affect Graduate Students' Epistemologies About Learning?. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 320-322). New Brunswick, NJ, USA: International Society of the Learning Sciences.|
|Abstract:||This paper describes a course in which graduate students learn practical and theoretical aspects of educational-design. The course was enacted with 14 students in education. Outcomes illustrate tensions between students' professed beliefs about learning and their actual design practices in four dimensions that characterize the technologies they designed: Learner-activity, Collaboration, Autonomy, and Content-accessibility. By peer-negotiating of these tensions, students developed their skills to design educational-technologies and increased the coherence of their epistemological understanding.|
|Appears in Collections:||CSCL 2007|
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