BibSonomyburst/user/yish/IJCEELLBibSonomy RSS feed for /user/yish/IJCEELL2012-02-16T04:00:29+01:00http://www.bibsonomy.org/bibtex/21e53996c8c7994f17938350efb409cd8/yishyish2011-02-04T12:22:25+01:00IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports <span class="authorEditorList"><a href="/author/Matos">João Filipe Matos</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Santos">Madalena Santos</a> </span><em>Fourth Congress of the European Society for Research in Mathematics Education CERME-4, </em><em>Sant Feliu de Guíxols, Spain, </em>(<em>2005</em>)Fri Feb 04 12:22:25 CET 2011Sant Feliu de Guíxols, SpainFourth Congress of the European Society for Research in Mathematics Education (CERME-4)Sustaining Interaction in a Mathematical Community of Practice2005IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports http://www.bibsonomy.org/bibtex/235e51249bb837622b3192f1ef9228188/yishyish2011-02-04T12:21:18+01:00GmX IJCEELL cerme2005 cscl-2005 gmr haifa-edtech ijtme2006 mathgamespatterns my myown mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Kahn">Ken Kahn</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Simpson">Gordon Simpson</a> </span><em>Micromath</em> <em>20(2):17-23</em> (<em>2004</em>)Fri Feb 04 12:21:18 CET 2011Micromath217-23Thinking in Progress202004GmX IJCEELL cerme2005 cscl-2005 gmr haifa-edtech ijtme2006 mathgamespatterns my myown mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports http://www.bibsonomy.org/bibtex/270782f4ed3df5a7684e1dab800443e6f/yishyish2011-02-04T12:18:15+01:00CERME-6-patterns CnE07 Design Designpatterns GLiSL IJCEELL ILE Interactive KalDesignResearch LDSE Technology WLEFormativeEAssessment asld-book asld2011 cal09-patterns cerme6 chais2007 contel11 design designpatterns eLPBookMor edid9 education emdp enhanced environments experiments gamesresearch haifa-edtech jime08 jls10 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patternlanguagenetwork patterns polonsky postdocapplication research science selected top <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Winters">Niall Winters</a> </span><em>Interactive Learning Environments</em> <em>15(1):61-75</em> (<em>2007</em>)Fri Feb 04 12:18:15 CET 2011Interactive Learning Environments161-75Design approaches in technology enhanced learning152007CERME-6-patterns CnE07 Design Designpatterns GLiSL IJCEELL ILE Interactive KalDesignResearch LDSE Technology WLEFormativeEAssessment asld-book asld2011 cal09-patterns cerme6 chais2007 contel11 design designpatterns eLPBookMor edid9 education emdp enhanced environments experiments gamesresearch haifa-edtech jime08 jls10 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patternlanguagenetwork patterns polonsky postdocapplication research science selected top Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists.http://www.bibsonomy.org/bibtex/23d569ddb9894c5cd78768e016c5412e2/yishyish2010-07-28T18:10:23+02:00IJCEELL cerme6 constructivism ijceell06 mythesis narrative <span class="authorEditorList"><a href="/author/Gergen">Kenneth J. Gergen</a> </span><em>Narration, identity, and historical consciousness, </em><em>Berghahn Books, </em><em>Frankfurt, </em>(<em>1998</em>)Wed Jul 28 18:10:23 CEST 2010FrankfurtNarration, identity, and historical consciousness99-120Narrative, Moral Identity and Historical Consciousness: a Social Constructionist Account1998IJCEELL cerme6 constructivism ijceell06 mythesis narrative http://www.bibsonomy.org/bibtex/23e3d6f40f47148e8a6e3f4c62bd4643b/yishyish2010-07-28T17:45:26+02:00IJCEELL computer design ijceell06 learning mythesis narrative <span class="authorEditorList"><a href="/author/Decortis">Françoise Decortis</a>, and <a href="/author/Rizzo">Antonio Rizzo</a> </span><em>Personal Ubiquitous Computing</em> <em>6(5-6):416-429</em> (<em>2002</em>)Wed Jul 28 17:45:26 CEST 2010Personal Ubiquitous Computing5-6416-429New Active Tools for Supporting Narrative Structures62002IJCEELL computer design ijceell06 learning mythesis narrative http://www.bibsonomy.org/bibtex/28a420fddf2ce2842a395ff560ead12b7/yishyish2010-07-26T18:05:36+02:00CiHB cerme6 eLPBookMor ijceell jime08 mythesis narrative <span class="authorEditorList"><a href="/author/Bruner">Jerome Bruner</a> </span><em>Critical Inquiry</em> (<em>1991</em>)Mon Jul 26 18:05:36 CEST 2010Critical Inquiry1-21The Narrative Construction of Reality181991CiHB cerme6 eLPBookMor ijceell jime08 mythesis narrative Surely since the Enlightenment, if not before, the study of mind has centered principally on how man achieves a "true" knowledge of the world. Emphasis in this pursuit has varied, of course: empiricists have concentrated on the mind's interplay with an external world of nature, hoping to find the key in the association of sensations and ideas, while rationalists have looked inward to the powers of mind itself for the principles of right reason. The objective, in either case, has been to discover how we achieve "reality," that is to say, how we get a reliable fix on the world, a world that is, as it were, assumed to be immutable and, as it were, "there to be observed." This quest has, of course, had a profound effect on the development of psychology, and the empiricist and rationalist traditions have dominated our conceptions of how the mind grows and how it gets its grasp on the "real world." Indeed, at midcentury Gestalt theory represented the rationalist wing of this enterprise and American learning theory the empiricist. Both gave accounts of mental development as proceeding in some more or less linear and uniform fashion from an initial incompetence in grasping reality to a final competence, in one case attributing it to the working out of internal processes or mental organization, and in the other to some unspecified principle of reflection by which—whether through reinforcement, association, or conditioning—we came to respond to the world "as it is." There have always been dissidents whohttp://www.bibsonomy.org/bibtex/24855e915ac970698e478567ced2fb76f/yishyish2008-05-30T05:59:38+02:00CiHB IJCEELL cerme6 cognition mythesis narrative neurology <span class="authorEditorList"><a href="/author/Young">Kay Young</a>, and <a href="/author/Saver">Jeffrey Saver</a> </span><em>SubStance</em> <em>30(1&amp;2):72-84</em> (<em>2001</em>)Fri May 30 05:59:38 CEST 2008SubStance1&272-84The Neurology of Narrative302001CiHB IJCEELL cerme6 cognition mythesis narrative neurology http://www.bibsonomy.org/bibtex/23b8814c8320159bdfe8c3ae43fd24dd2/yishyish2008-05-30T05:27:16+02:00AI CiHB IJCEELL artificial cerme6 intelligence jime08 knowledge learning mythesis narrative <span class="authorEditorList"><a href="/author/Schank">Roger Schank</a> </span><em>Northwestern University Press, </em><em>Evanston, IL, </em>(<em>1995</em>)Fri May 30 05:27:16 CEST 2008Evanston, ILTell Me a Story: Narrative and Intelligence1995AI CiHB IJCEELL artificial cerme6 intelligence jime08 knowledge learning mythesis narrative How are our memories, our narratives, and our intelligence interrelated? What can artificial intelligence and narratology say to each other? In this pathbreaking study by an expert on learning and computers, Roger C. Schank argues that artificial intelligence must be based on real human intelligence, which consists largely of applying old situations, and our narratives of them, to new situations in less than obvious ways.http://www.bibsonomy.org/bibtex/23fe381beb8b1704ea928a557d44a4d63/yishyish2008-05-30T04:35:36+02:00IJCEELL discourse investigation learning mathematics mythesis narrative writing <span class="authorEditorList"><a href="/author/Morgan">Candia Morgan</a> </span><em>Falmer, </em><em>London, </em>(<em>1998</em>)Fri May 30 04:35:36 CEST 2008LondonWriting Mathematically: The Discourse of Investigation1998IJCEELL discourse investigation learning mathematics mythesis narrative writing http://www.bibsonomy.org/bibtex/21346854c89aca373393e25423666ef24/yishyish2008-05-30T04:13:51+02:00CSCL IJCEELL affordances elearning learning multimedia mythesis narrative <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a>, <a href="/author/Stratfold">Matthew Stratfold</a>, <a href="/author/Luckin">Rose Luckin</a>, <a href="/author/Plowman">Lydia Plowman</a>, and <a href="/author/Taylor">Josie Taylor</a> </span><em>Journal of Interactive Media in Education</em> (<em>2000</em>)Fri May 30 04:13:51 CEST 2008Journal of Interactive Media in EducationAffordances for Learning in a Non-Linear Narrative Medium22000CSCL IJCEELL affordances elearning learning multimedia mythesis narrative A multimedia CD makes an impressive resource for the scholar-researcher, but students unfamiliar with the subject-matter may not always work so effectively with such a resource. Without any narrative structure, how does the novice cope? The paper describes how we are investigating the design features that 'afford' activities that generate learning: What are the design features that encourage students to practise the role of the scholar? What encourages them to explore, but also to reflect on their analysis of the data they find? What kind of learning takes place when students are allowed to explore at will? The paper goes on to compare the learning experiences of students using commercial CDs with those using material with contrasting designs, in an attempt to identify the design features that afford constructive learning activities. It concludes with an interpretation of the findings, comparing them with work in related educational media, and situating the findings in the context of a conversational framework for learning.http://www.bibsonomy.org/bibtex/2ccfb211b0de4557391765fb3f8ef732b/yishyish2008-05-30T02:21:30+02:00CiHB constructivism constructivist feasstpatterns ijceell jime08 mythesis narrative perspectives reading seminar social wleformativeeassessment <span class="authorEditorList"><a href="/author/Bruner">Jerome Bruner</a> </span><em>Harvard University Press, </em><em>Cambridge, MA, </em>(<em>July 1990</em>)Fri May 30 02:21:30 CEST 2008Cambridge, MAPaperbackJulyActs of Meaning : Four Lectures on Mind and Culture (Jerusalem-Harvard Lectures)1990CiHB constructivism constructivist feasstpatterns ijceell jime08 mythesis narrative perspectives reading seminar social wleformativeeassessment Jerome Bruner argues that the cognitive revolution, with its current fixation on mind as "information processor;" has led psychology away from the deeper objective of understanding mind as a creator of meanings. Only by breaking out of the limitations imposed by a computational model of mind can we grasp the special interaction through which mind both constitutes and is constituted by culture.http://www.bibsonomy.org/bibtex/2c6762efff842ab95fdf51f77b118d9cd/yishyish2008-05-30T02:20:24+02:00CiHB constructivism constructivist ijceell jime08 mythesis perspectives reading seminar social <span class="authorEditorList"><a href="/author/Bruner">Jerome Bruner</a> </span><em>Harvard University Press, </em><em>Cambridge, MA, </em>(<em>October 1986</em>)Fri May 30 02:20:24 CEST 2008Cambridge, MAPaperbackOctoberActual Minds, Possible Worlds (The Jerusalem-Harvard Lectures)1986CiHB constructivism constructivist ijceell jime08 mythesis perspectives reading seminar social In this characteristically graceful and provocative book, Jerome Bruner, one of the principal architects of the cognitive revolution, sets forth nothing less than a new agenda for the study of the mind. Bruner examines the irrepressibly human acts of imagination that allow us to make experience meaningful; he calls this side of mental activity the "narrative mode," and his book makes important advances in the effort to unravel its nature.http://www.bibsonomy.org/bibtex/24e2fafcda4feb1b6a772872697d4bd95/yishyish2008-05-30T02:19:53+02:00CiHB classic education ijceell jime08 mythesis <span class="authorEditorList"><a href="/author/Bruner">Jerome Bruner</a> </span><em>Harvard University Press, </em><em>Cambridge, MA, </em>(<em>April 1996</em>)Fri May 30 02:19:53 CEST 2008Cambridge, MAPaperbackAprilThe Culture of Education1996CiHB classic education ijceell jime08 mythesis In a masterly commentary on the possibilities of education, eminent psychologist Jerome Bruner reveals how education can usher children into their culture, though it often fails to do so. Going well beyond his earlier acclaimed books on education, Bruner looks past the issue of achieving individual competence to the question of how education equips individuals to participate in the culture on which life and livelihood depend.http://www.bibsonomy.org/bibtex/20eb5c6d0cc3ef0f6b6e1bc91d2b3f25e/yishyish2008-05-30T00:49:28+02:00CiHB Hippocampus IJCEELL Multivariate abstraction autobiographical cerme6 events fMRI memory mythesis narrative neuroimaging neurology situated <span class="authorEditorList"><a href="/author/Addis">Donna Rose Addis</a>, <a href="/author/McIntosh">Anthony R. McIntosh</a>, <a href="/author/Moscovitch">Morris Moscovitch</a>, <a href="/author/Crawley">Adrian P. Crawley</a>, and <a href="/author/McAndrews">Mary Pat McAndrews</a> </span><em>NeuroImage</em> (<em>2004</em>)Fri May 30 00:49:28 CEST 2008NeuroImage1460-1471Characterizing spatial and temporal features of autobiographical memory retrieval networks: a partial least squares approach232004CiHB Hippocampus IJCEELL Multivariate abstraction autobiographical cerme6 events fMRI memory mythesis narrative neuroimaging neurology situated Conway (Conway, M.A., 1992. A structural model of autobiographical memory. In: Conway, M.A., Spinnler, H., Wagenaar, W.A. (Eds.), Theoretical Perspectives on Autobiological Memory. Kluwer Academic Publishers, Dordrecht, The Netherlands, pp. 167–194) proposed that two types of autobiographical memories (AMs) exist within a hierarchical AM system: unique, specific events and repeated, general memories. There is little research on whether retrieval of these AMs relies on different neural substrates. To investigate this issue, we used a multivariate image analysis technique, spatiotemporal partial least squares (PLS), to identify distributed patterns of activity most related to AM tasks that we have found to be associated with a medial and left-lateralized network. Using PLS, specific and general memories were more strongly associated with different parts of this retrieval network. Specific AM retrieval was associated more with activation of regions involved in imagery in episodic memory, including the left precuneus, left superior parietal lobule and right cuneus, whereas general AM retrieval was associated with activation of the right inferior temporal gyrus, right medial frontal cortex, and left thalamus. These two patterns emerged at different lags after stimulus onset, with the general AM pattern peaking between 2 and 6 s, and the specific AM pattern between 6 and 8 s. These lag differences are consistent with Conway’s theory which posits that general AMs are the preferred level of entry to the AM system. A seed PLS analysis revealed that the regions functionally connected to the hippocampus during retrieval did not differentiate specific from general AM retrieval, which confirms our earlier univariate analysis indicating that some aspects of the memory retrieval network are shared by these memories.http://www.bibsonomy.org/bibtex/29764eb15c308d4b8d22f2138e2d5be9a/yishyish2008-05-27T17:13:04+02:00CiHB Empathy Fiction IJCEELL Non-fiction Simulation Social Story Theory-of-mind abilities cerme6 cognition mythesis narrative neurosome reading <span class="authorEditorList"><a href="/author/Mar">Raymond A. Mar</a>, <a href="/author/Oatley">Keith Oatley</a>, <a href="/author/Hirsh">Jacob Hirsh</a>, <a href="/author/dela Paz">Jennifer dela Paz</a>, and <a href="/author/Peterson">Jordan B. Peterson</a> </span><em>Journal of Research in Personality</em> (<em>2006</em>)Tue May 27 17:13:04 CEST 2008Journal of Research in Personality694–712Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds402006CiHB Empathy Fiction IJCEELL Non-fiction Simulation Social Story Theory-of-mind abilities cerme6 cognition mythesis narrative neurosome reading While frequent readers are often stereotyped as socially awkward, this may only be true of non-fiction readers and not readers of fiction. Comprehending characters in a narrative fiction appears to parallel the comprehension of peers in the actual world, while the comprehension of expository non-Wction shares no such parallels. Frequent Wction readers may thus bolster or maintain their social abilities unlike frequent readers of non-fiction. Lifetime exposure to fiction and non-fiction texts was examined along with performance on empathy/social-acumen measures. In general, fiction print-exposure positively predicted measures of social ability, while non-fiction print-exposure was a negative predictor. The tendency to become absorbed in a story also predicted empathy scores. Participant age, experience with English, and intelligence (g) were statistically controlled.http://www.bibsonomy.org/bibtex/2f0f560b7ec45dfb2ba2e5c3a5ab3eb8d/yishyish2008-04-28T08:25:56+02:00IJCEELL computational constructionism jls10 learning mathematics mythesis notation representation <span class="authorEditorList"><a href="/author/Kaput">James J Kaput</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Hoyles">Celia Hoyles</a> </span><em>Handbook of International Research in Mathematics Education, </em><em>Lawrence Erlbaum, </em><em>London, </em>(<em>2002</em>)Mon Apr 28 08:25:56 CEST 2008LondonHandbook of International Research in Mathematics Education51-75Developing new notations for a learnable mathematics in the computational era2002IJCEELL computational constructionism jls10 learning mathematics mythesis notation representation Not for the first time we are at a turning point in intellectual history. The appearances of new computational forms and literacies are pervading the social and economic lives of individuals and nations alike. Yet nowhere is this upheaval correspondingly represented in educational systems, in classrooms, or in school curricula. As far as mathematics is concerned, the massive changes to mathematics that characterize the late twentieth century—in terms of the way it is done, and what counts as mathematics—are almost invisible in the classrooms of our schools and, to only a slightly lesser extent, our universities.http://www.bibsonomy.org/bibtex/26f0d476fbe4d4d10340bc1101b2a4c70/yishyish2007-04-30T02:09:25+02:00IJCEELL abstraction discourse linguistics narrative neuroimaging neuropsychology situated <span class="authorEditorList"><a href="/author/Mason">Robert A. Mason</a>, and <a href="/author/Just">Marcel Adam Just</a> </span><em>page 765-800. </em><em>Elsevier, </em><em>London, </em>(<em>2006</em>)Mon Apr 30 02:09:25 CEST 2007LondonHandbook of Psycholinguistics765-800Neuroimaging contributions to the understanding of discourse processes2006IJCEELL abstraction discourse linguistics narrative neuroimaging neuropsychology situated Neuroimaging research is providing new types of information and insight about the cortical activity underlying discourse processing. Knowing the intensity and location of the brain activity during discourse comprehension adds significantly to the information provided by behavioral measures alone. The combination of neuroimaging data and behaviorally based discourse theories indicate that discourse processing is underpinned by a system of several distinguishable cortical networks that are activated for discourse processing, above and beyond the activation evoked by comprehension at the word and sentence level. Whereas the multiplicities of the processes in discourse comprehension are sometimes seen as a drawback to behavioral experiments, it is something of a benefit in neuroimaging research. Controlled neuroimaging experiments, with their multidimensional measures, can help determine when each of these components contributes to discourse processing. By making some assumptions about the cortical regions/network that underlie this processing, we can begin to determine when an area becomes activated and to what degree it is activated as a function of the discourse properties.http://www.bibsonomy.org/bibtex/2a06ce676bac26a66209cfbfdd0edfc2e/yishyish2007-04-27T14:00:02+02:00CiHB IJCEELL brain cerme6 damage dicourse frontal jime08 language lobe mythesis narrative neurocognitive neuroimaging neurology neuropsychology neuroscience neurosome review <span class="authorEditorList"><a href="/author/Mar">Raymond A. Mar</a> </span><em>Neuropsychologia</em> <em>42(10):1414-–1434</em> (<em>2004</em>)Fri Apr 27 14:00:02 CEST 2007Neuropsychologia101414-–1434The neuropsychology of narrative: story comprehension, story production and their interrelation (review)422004CiHB IJCEELL brain cerme6 damage dicourse frontal jime08 language lobe mythesis narrative neurocognitive neuroimaging neurology neuropsychology neuroscience neurosome review Stories are used extensively for human communication; both the comprehension and production of oral and written narratives constitute a fundamental part of our experience. While study of this topic has largely been the domain of cognitive psychology, neuroscience has also made progress in uncovering the processes underlying these abilities. In an attempt to synthesize work from both literatures, this review: (1) summarizes the current neuroimaging and patient research pertaining to narrative comprehension and production, (2) attempts to integrate this information with the processes described by the discourse models of cognitive psychology, and (3) uses this information to examine the possible interrelation between comprehension and production. Story comprehension appears to entail a network of frontal, temporal and cingulate areas that support working-memory and theory-of-mind processes. The specific functions associated with these areas are congruent with the processes proposed by cognitive models of comprehension. Moreover, these same areas appear necessary for story production, and the causal-temporal ordering of selected information may partially account for this common ground. A basic description of comprehension and production based solely on neuropsychological evidence is presented to complement current cognitive models, and a number of avenues for future research are suggested.http://www.bibsonomy.org/bibtex/2526727fc9b5ce139d0ea70230a4f3582/yishyish2007-04-27T13:39:14+02:00IJCEELL cabri cerme6 constructionism geometry learning mathematics mythesis narrative <span class="authorEditorList"><a href="/author/Healy">Lulu Healy</a>, and <a href="/author/Sinclair">Nathalie Sinclair</a> </span><em>International Journal of Computers for Mathematical Learning</em> <em>12(1):3-21</em> (<em>2007</em>)Fri Apr 27 13:39:14 CEST 2007International Journal of Computers for Mathematical Learning13-21If this is our Mathematics, What are our Stories?122007IJCEELL cabri cerme6 constructionism geometry learning mathematics mythesis narrative http://www.bibsonomy.org/bibtex/2fcd67e5b41142eb91a07ceac48ed2804/yishyish2007-04-27T13:20:05+02:00CiHB IJCEELL cerme6 context cortex events learning mythesis narrative neurocognitive prefrontal <span class="authorEditorList"><a href="/author/Holyoak">Keith J. Holyoak</a>, and <a href="/author/Kroger">James K. Kroger</a> </span><em>Annals of the New York Academy of Sciences</em> <em>769(1):253-264</em> (<em>1995</em>)Fri Apr 27 13:20:05 CEST 2007New YorkStructure and functions of the human prefrontal cortexAnnals of the New York Academy of Sciences1253-264Forms of reasoning: Insight into prefrontal functions?7691995CiHB IJCEELL cerme6 context cortex events learning mythesis narrative neurocognitive prefrontal In this paper we consider the prospects for linking research on the psychology of thinking and reasoning with research on the structure and functions of prefrontal cortex. It is generally accepted that damage to the prefrontal cortex leads to deficits in planning, complex learning, attentional control, and memory for the spatio-temporal context of events. However, these deficits do not correspond in any straightforward manner to the varieties of thinking as typically defined by cognitive psychologists, which include deductive and inductive inference, categorization, judgment and decision making, and problem solving. We consider whether certain central representational and processing elements postulated by cognitive theories of human thinking -- symbols and variables, analogical mapping, and conditional rules -- can be linked with models of frontal functions.