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dc.contributor.authorKali, Yael
dc.contributor.authorFuhrmann, and Tamar Ronen
dc.date.accessioned2019-07-20T23:49:48Z
dc.date.accessioned2020-01-09T18:38:12Z-
dc.date.available2019-07-20T23:49:48Z
dc.date.available2020-01-09T18:38:12Z-
dc.date.issued2007-07
dc.identifier.citationKali, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.320
dc.identifier.urihttps://repository.isls.org//handle/1/3358-
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleHow Can The Design Of Educational Technologies Affect Graduate Students' Epistemologies About Learning?en_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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