The term “research-based” is one of those that has been so broadly used that it is no longer meaningful. It seems one can do about anything they want and they apply the “research-based” label to it. Just what must one do if they want really be doing research? Here is my definition of research: Research Read More
211: On Extended Minds “The extended mind” has focus some of my attention recently. It seems to be one of the basic epistemological assumptions upon which many teaching, learning, and schooling decisions are made. First, the mind. Let’s adopt the materialist view that it exists in the brain. There can be little debate in the Read More
232: Essence and Variation The word “essential” is interesting. It describes that which we cannot do without. Food, water, and oxygen (in the right concentration) is essential to human life. It also describes the fundamental character. When we remove the unimportant or marginal parts of something we are left with its essence; removing anything more Read More
209: On Not Being Taught How to Teach I left high school as a 17-year-old (yes, I am old enough that they let me start school a few weeks before my fifth birthday) who knew that he wanted to become a science teacher. My path to my undergraduate as not as circuitous as many, so Read More
For most of human history, communication was an aural or gestural activity. We spoke and we made gestures, other heard and saw our movements. In both cases, the communication was ephemeral. Unheard words and unseen gestures are lost. There is evidence of humans creating painting and other artifacts which presumably were intended for meaningful communication, Read More
Much of the 20th century recitation script for education, in particular the articulation of measurable goals and the focus on efficiency, was based on the assumption that becoming educated was a tame problem. So that curriculum goals could be achieved efficiently, the problems that became learner tasks were de-contextualized; the context of rich information and Read More
In the 20th century, electronic media (such as radio, movie, and television) became widely used throughout the industrial world. In the last quarter of the 20th century, electronic media also included computers. In the last decade of the 20th century, telecommunications networks to which computers could be connected further extended the media landscape in many Read More
My undergraduate studies included many science courses, that’s what happens when one is studying to be a science teacher. As a graduate student in education, my mentors introduced me to qualitative research methods. For 20 years, I have been attending educational research conferences (and occasionally presenting at them). I’m certainly no expert, but I am Read More
Scholars and practitioners in many fields have developed use-inspired research methods specific to the problems they solve and the interventions they design. Educational design research (McKenny & Reeves, 2012). McKenny & Reeves (2014) captured the dual nature of educational design as a method for designing interventions and a method for generating theory, as they noted Read More
Cognitive load theory is an idea I have been integrating into my presentations and workshops for a few years. (It has been addressed in this blog previously.) This is a version I have been including this summer: While technology acceptance is a theory that can explain and predict the decision to use a technology, cognitive Read More