How can the design of educational technologies affect graduate students' epistemologies about learning?

Yael Kali; Tamar Ronen-Fuhrmann

doi:10.3115/1599600.1599661

How can the design of educational technologies affect graduate students' epistemologies about learning?

Yael Kali, Tamar Ronen-Fuhrmann

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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.

Original language	English
Title of host publication	CSCL 2007 - Computer Supported Collaborative Learning Conference 2007
Subtitle of host publication	Mice, Minds, and Society
Publisher	International Society of the Learning Sciences (ISLS)
Pages	320-322
Number of pages	3
Edition	PART 1
ISBN (Print)	9780615154367
DOIs	https://doi.org/10.3115/1599600.1599661
State	Published - 2007
Externally published	Yes
Event	Conference on Computer Supported Collaborative Learning: Of Mice, Minds, and Society, CSCL 2007 - New Brunswick, NJ, United States Duration: 16 Jul 2007 → 21 Jul 2007

Publication series

Name	Computer-Supported Collaborative Learning Conference, CSCL
Number	PART 1
Volume	8
ISSN (Print)	1573-4552

Conference

Conference	Conference on Computer Supported Collaborative Learning: Of Mice, Minds, and Society, CSCL 2007
Country/Territory	United States
City	New Brunswick, NJ
Period	16/07/07 → 21/07/07

ASJC Scopus subject areas

Education
Human-Computer Interaction

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.3115/1599600.1599661

Cite this

Kali, Y., & Ronen-Fuhrmann, T. (2007). How can the design of educational technologies affect graduate students' epistemologies about learning? In CSCL 2007 - Computer Supported Collaborative Learning Conference 2007: Mice, Minds, and Society (PART 1 ed., pp. 320-322). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 8, No. PART 1). International Society of the Learning Sciences (ISLS). https://doi.org/10.3115/1599600.1599661

Kali, Yael ; Ronen-Fuhrmann, Tamar. / How can the design of educational technologies affect graduate students' epistemologies about learning?. CSCL 2007 - Computer Supported Collaborative Learning Conference 2007: Mice, Minds, and Society. PART 1. ed. International Society of the Learning Sciences (ISLS), 2007. pp. 320-322 (Computer-Supported Collaborative Learning Conference, CSCL; PART 1).

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title = "How can the design of educational technologies affect graduate students' epistemologies about learning?",

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.",

author = "Yael Kali and Tamar Ronen-Fuhrmann",

year = "2007",

doi = "10.3115/1599600.1599661",

language = "English",

isbn = "9780615154367",

series = "Computer-Supported Collaborative Learning Conference, CSCL",

publisher = "International Society of the Learning Sciences (ISLS)",

number = "PART 1",

pages = "320--322",

booktitle = "CSCL 2007 - Computer Supported Collaborative Learning Conference 2007",

address = "United States",

edition = "PART 1",

note = "Conference on Computer Supported Collaborative Learning: Of Mice, Minds, and Society, CSCL 2007 ; Conference date: 16-07-2007 Through 21-07-2007",

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Kali, Y & Ronen-Fuhrmann, T 2007, How can the design of educational technologies affect graduate students' epistemologies about learning? in CSCL 2007 - Computer Supported Collaborative Learning Conference 2007: Mice, Minds, and Society. PART 1 edn, Computer-Supported Collaborative Learning Conference, CSCL, no. PART 1, vol. 8, International Society of the Learning Sciences (ISLS), pp. 320-322, Conference on Computer Supported Collaborative Learning: Of Mice, Minds, and Society, CSCL 2007, New Brunswick, NJ, United States, 16/07/07. https://doi.org/10.3115/1599600.1599661

How can the design of educational technologies affect graduate students' epistemologies about learning? / Kali, Yael; Ronen-Fuhrmann, Tamar.
CSCL 2007 - Computer Supported Collaborative Learning Conference 2007: Mice, Minds, and Society. PART 1. ed. International Society of the Learning Sciences (ISLS), 2007. p. 320-322 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 8, No. PART 1).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review