Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3358
Title: How Can The Design Of Educational Technologies Affect Graduate Students' Epistemologies About Learning?
Authors: Kali, Yael
Fuhrmann, and Tamar Ronen
Issue Date: Jul-2007
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.
URI: https://doi.dx.org/10.22318/cscl2007.320
https://repository.isls.org//handle/1/3358
Appears in Collections:CSCL 2007

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