Archivio per la tag 'Theory'
Theoretical physicist Stephen Hawking says all we have to do is survive another two hundred years and the human race will be saved, because by that point human settlements in space will already be well-established.
L'astrofisico di fama mondiale (e membro della Pontificia Accademia delle Scienze), Stephen Hawking, ha cambiato idea: l'universo ora non lo ha creato Dio ma è nato grazie al nulla. Vuoi per fare pubblicità al suo nuovo libro, vuoi per rimanere nel
Ne Il Grande Disegno Stephen Hawking traccia con lucida chiarezza le più aggiornate scoperte scientifiche in ambito cosmologico, restituendoci una visuale molto più nitida di quell'impenetrabile tenebra a cui lo sguardo
A questo proposito, Stephen Hawking è stato tranchant: «Come si comporta l'universo? Qual è la natura della realtà? Che origine ha tutto ciò?» ha scritto di recente. «Per secoli questi interrogativi sono stati di pertinenza della filosofia,
(LSM) – Fresh on the heels of Mayim Bialik's (Big Bang Theory star) admission that she is actually a scientist, Cosmologist Stephen Hawking has admitted that he is actually a method actor who has spent the last 60+ years been preparing for the role in
DESIGN – BASED RESEARCH
DESIGN – BASED RESEARCH
Prof. Mrs. Geeta Kamble and Narendra Sidhaye
Abstract:
Researches in educational settings have historically been driven by two broad goals
1. Understanding how people learn, particularly within school settings and
2. Designing ways to better ensure that learning will happen in these settings.
Educational researchers, policymakers and practitioners agree that educational research is often divorced from the problems and issues of everyday practice. Understanding how technology can best support student learning in diverse classroom settings remains a crucial line of educational research.
What is an alternative model for conducting education research that addresses the complex nature of learning in classrooms, extends fundamental research in cognition, fosters a broad systemic understanding to transform a variety of environments as well as provides valid examples of successful educational reforms?
Thus, Design Based Research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. DBR can help create and extend knowledge about developing, enacting and sustaining innovative learning environments.
Design experimentation is an inter-disciplinary approach that acknowledges the fundamentally applied nature of educational research. Within this approach, researchers working in partnership with educators seek to refine theories of learning by designing, studying, and refining rich, theory-based innovations in realistic classroom environments. One of the popular approaches in Design Experimentation is ‘The Design Principles Approach’. It stems from the design experiments research trajectory, initiated in the early nineties by Brown (1992). These experiments were the ancestor of the DBR methodology. During same period, Collins (1992) called researchers to refer to education as a DESIGN SCIENCE. He based this notion on Simon’s (1969) famous book, which identifies various professions, such as architecture, engineering, computer science, medicine and education with the sciences of the artificial.
The Design Principles DATABASE
Based on this approach, the DPD (Kali & Linn) was developed to capture, coalesce and synthesize design knowledge. The DPD is a mechanism to support researchers and curriculum designers to share their design knowledge in the form of design-principles, exemplified by descriptions of features from learning environments. The database is an infrastructure for participants to publish, connect, discuss and review design ideas, as well as use these ideas to design new curricula. The current entries in the Design Principles Database represent the contributions of over sixty individual researchers. The database includes about one hundred features (mainly from physical, life and earth sciences) connected with several dozen design-principles.
How does the DPD work?
The DPD is a set of interconnected features and principles. Each feature is linked with a principle and principles are linked between themselves in a hierarchical manner. Principles in the database are described in three levels of generalization. Specific Principles are those that connect directly to a single feature or single research investigation and provide the specific rationale behind the design of that feature. Pragmatic Principles connect several Specific Principles and Meta-Principles capture abstract ideas represented in a cluster of Pragmatic Principles
Conclusion
Design – Based research methods can compose a coherent methodology that bridges theoretical research and educational practice. Viewing both design of an intervention
and its specific enactments as objects of research can produce robust explanations of innovative practice and provide principles that can be localized for others to apply to new settings. DBR, by grounding itself in the needs, constraints and interactions of local practice, can provide a lens for understanding how theoretical claims about teaching and learning can be transformed into effective learning in educational settings.
Full Paper
Introduction
Researches in educational settings have historically been driven by two broad goals
1. Understanding how people learn, particularly within school settings and
2. Designing ways to better ensure that learning will happen in these settings.
Pursuing these goals in parallel poses significant challenges. However, such work can yield significant rewards, as learning settings can be rapidly refined in response to ongoing research.
Educational researchers, policymakers and practitioners agree that educational research is often divorced from the problems and issues of everyday practice – a split that creates a need for new research approaches that speak directly to problems of practice (National Research Council [NRC], 2002) and that lead to the development of “usable knowledge” (Lagemann, 2002).
Understanding how technology can best support student learning in diverse classroom settings remains a crucial line of educational research. For decades, computer technology has been developing at a rapid pace and this pattern of development is unlikely to change in the future. Also, research on institutional aspects of educational reform, cognitive aspects of student learning, and the design of technology – enhanced instruction have historically occurred as separate endeavors. At best, the level of exchange among these research communities is trading monographs, methodologies or isolated pieces of technology. A principal difficulty with bridging these communities lies in the different criteria for what constitutes educational success using learning technologies. The questions and methods one community considers valid may be considered tangential, inappropriate or inconsequential by another community.
What is an alternative model for conducting education research that addresses the complex nature of learning in classrooms, extends fundamental research in cognition, fosters a broad systemic understanding to transform a variety of environments as well as provides valid examples of successful educational reforms?
Design Based Research (DBR)
Design Based Researchin education is probably very old, but recent interest can be traced back to the early nineties, e.g. Brown and Collins (1992).
According to Collins, design research was developed to address several issues central to the study of learning, including the following
1. The need to address theoretical questions about the nature of learning in context. 2. The need for approaches to the study of learning phenomena in the real world rather than the laboratory.
3. The need to go beyond narrow measures of learning.
4. The need to derive research findings from formative evaluation
According to the Design-Based Research Collective (2003)
The central goals of designing learning environments and developing theories or proto theories of learning are intertwined.
Development and research take place through continuous cycles of design, enactment, analysis, and redesign.
Research on designs must lead to sharable theories that help communicate relevant implications to practitioners and other educational designers.
Research must account for how designs function in authentic settings. It must not only document success or failure but also focus on interactions that refine our understanding of the learning issues involved.
The development of such accounts relies on methods that can document and connect processes of enactment to outcomes of interest.
Thus, Design Based Research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. DBR can help create and extend knowledge about developing, enacting and sustaining innovative learning environments.
Reeves draws a clear line between research conducted with traditional empirical goals and that inspired by development goals leading to DESIGN PRINCIPLES
Design Experimentation
Design experimentation is an inter-disciplinary approach that acknowledges the fundamentally applied nature of educational research. Within this approach, researchers working in partnership with educators seek to refine theories of learning by designing, studying, and refining rich, theory-based innovations in realistic classroom environments.
Design experimentation reflects a range of practices and methodologies that are drawn from a variety of disciplines. However, the broad array of methods, claims, theoretical stances and intellectual traditions makes it extremely difficult to articulate exactly what design experimentation is and how it can advance as a coherent field of study.
If design experimentation is to develop into a viable, robust field, its practitioners must come to agreement about the nature and scope of design experimentation and develop shared practices and methods that allow us to build on each others’ research, to share results and outcomes in ways that contribute to theory and practice and (ultimately) to make a significant contribution to how people learn in a range of contexts.
Reeves (2008), Ann Brown and Alan Collins (1992) defined critical characteristics of design experiments as
1. Addressing complex problems in real contexts in collaboration with practitioners,
2. Integrating known and hypothetical Design Principles with technological affordances to render plausible solutions to these complex problems and
3. Conducting rigorous and reflective inquiry to test and refine innovative learning environments as well as to define new Design Principles.
Design Experiments,
Address learning programs involving important subject matter,
Are usually mediated by innovative technology,
Are embedded in everyday social contexts which are often classrooms,
Can serve as models for broader reform and
Contribute simultaneously to fundamental scientific understanding of learning and education.
One of the popular approaches in Design Experimentation is ‘The Design Principles Approach’
It stems from the design experiments research trajectory, initiated in the early nineties by Brown (1992). These experiments were the ancestor of the DBR methodology. During same period, Collins (1992) called researchers to refer to education as a DESIGN SCIENCE. He based this notion on Simon’s (1969) famous book, which identifies various professions, such as architecture, engineering, computer science, medicine and education with the sciences of the artificial.
It uses ‘Design Principles’ as an organizational unit for synthesizing design knowledge. The DP is an intermediate step between scientific findings, which must be generalized and replicable and local experiences or examples that come up in practice. Because of the need to interpret design-principles, they are not as readily falsifiable as scientific laws. The principles are generated inductively from prior examples of success and are subject to refinement over time as others try to adapt them to their own experiences.
The Design Principles DATABASE
Based on this approach, the DPD (Kali & Linn) was developed to capture, coalesce and synthesize design knowledge. The DPD is a mechanism to support researchers and curriculum designers to share their design knowledge in the form of design-principles, exemplified by descriptions of features from learning environments. The database is an infrastructure for participants to publish, connect, discuss and review design ideas, as well as use these ideas to design new curricula. The current entries in the Design Principles Database represent the contributions of over sixty individual researchers. The database includes about one hundred features (mainly from physical, life and earth sciences) connected with several dozen design-principles.
How does the DPD work?
The DPD is a set of interconnected features and principles. Each feature is linked with a principle and principles are linked between themselves in a hierarchical manner. Principles in the database are described in three levels of generalization.
Specific Principles are those that connect directly to a single feature or single research investigation and provide the specific rationale behind the design of that feature.
Pragmatic Principles connect several Specific Principles and
Meta-Principles capture abstract ideas represented in a cluster of Pragmatic Principles
References
Barab, S. A., & Kirshner, D. (Eds.) (2001) Special issue: Rethinking methodology in the learning sciences. Journal of the Learning Sciences, 10(1&2), 1-222.
Barab, S. A., & Squire, K. (Eds.). (2004). Design-based research. [Special Issue] Journal of the Learning Sciences, 13(1).
Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational Psychologist, 39(4), 243-253.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher,
Collins, A. (1992). Towards a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15-22). Berlin: Springer.
Design-Based Research Collective (2003) Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, Vol. 32, No. 1, pp. 5
diSessa, A. A. (1991). Local sciences: Viewing the design of human-computer systems as cognitive science. In J. M. Carroll (Ed.), Designing Interaction: Psychology at the Human-Computer Interface. NY: Cambridge University Press, 162-202.
Edelson, D. C. (2002). Design research: what we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105-121.
Enyedy, N. (2005). Inventing mapping: creating cultural forms to solve collective problems. Cognition and Instruction, 23(4), 427-466. (this is an example study).
Kali Y. and Orion N., (1996). Spatial abilities of high-school students in the perception of geological structures. Journal of Research in Science Teaching, v.33, pp.369-391.
Kelly, A. E. (Ed.). (2003). Theme issue: the role of design in educational research. [Special Issue] Educational Researcher, 32(1).
Lehrer, R., & Romberg, T. (1996). Exploring children’s data modeling. Cognition & Instruction, 14(1), 69-108. (example study)
Lesh, R. A., & Kelly, A. E. (2000). Multitiered teaching experiments. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 197-230). Mahwah, NJ: Lawrence Erlbaum Associates.
Reeves, Thomas C. (2000). Enhancing the Worth of Instructional Technology Research through Design Experiments and Other Development Research Strategies, Paper presented on April 27, 2000 at Session 41.29, International Perspectives on Instructional Technology Research for the 21st Century, a Symposium sponsored by SIG/Instructional Technology at the Annual Meeting of the American Educational Research Association, New Orleans, LA, USA. PDF.
Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263-305). Mahwah, NJ: Lawrence Erlbaum. (example study).
Sandoval, W. A., & Bell, P. (Eds.). (2004). Design-based research methods for studying learning in context. [Special Issue] Educational Psychologist, 39(4).
Zitter, Ilya (2006), Design of competency-based, ICT-supported learning environments in higher education: The role of artefacts, ICO Toogdag research meeting
1. Mrs. Geeta Kamble is lecturer in sociology in Department of Education and Extension of University. She teaches to M. Ed. and M. Phil. courses. She has authored few books and few are in pipeline.
2. Mr. Narendra Sidhaye is Mechanical Engineer by profession. He has done his Masters in Education. He has devoted himself to the cause of education. He is founder chairman of Creative Engineers, a voluntary organization of engineers dedicated to the cause of Basic Education. He is working as an independent researcher in the field of education for last 15 years. The organization has carried out many research projects in Basic Research as well as Action Research Category.
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Dedicated Servers in Comparison with Windows Dedicated Servers
Computer industry is developing at a very fast pace and it is serving its customers to make the work easy for people. Computer industry is targeting every aspect of human life whether it is business, daily life, internet every task is on finger tips. linux dedicated server is a machine particularly made to target the human needs in term of handling surging business.
There are two classes of operating systems which are being used in linux dedicated server hosting which are Linux operating system and windows operating system. Both the operating systems are very famous but linux dedicated servers are widely used servers. Linux server is a free software operating system and window operating system is not.
The functions of both the dedicated servers are almost same but it is the reliability and limberness that matters. Linux and windows dedicated servers are extensively used globally but linux dedicated servers are considered very dependable, bendable and secure because windows dedicated server is not based on modules and it isn’t a freeware that is the reason why the hackers, Trojans and viruses can attack the system because it is single user based machine but now windows has changed their technology to multi user function barricade the malicious software.
On the contrary linux dedicated server was engineered on multi user technology and windows followed it and shun its conventional theory of single user based system. On the other hand dedicated servers of Linux are successful and competitive products to date and it’s a kind of revolution in the linux dedicated server Hosting industry.
The most convincing example of Linux server is Amazon ; the majority of the Amazon uses the Linux servers because they believe in dependability, versatility, control and protection and linux dedicated server exactly defines their requirements.
linux dedicated server uses its own applications like KOffice for the office work and other rich applications and these applications are gaining momentum in the market. Both the servers are based on different technologies and their functions are same but the quality of services matter.
It is always very important to know the differences between the dedicated servers so it is always advised to do a little bit of groundwork before making a decision. As discussed above the main difference is among the operating system being used in the server. There is not much of difference in their functions, functions are almost same but it is the quality that subject.
linux dedicated server and windows server both employ contradictory technology and the hardware followed by the software. Collaboration of all the substantial and insubstantial things together makes dedicated servers which have different functions and performance.
linux dedicated server is always considered more reliable and is widely used round the earth but it is little cheaper than windows server because windows collaborate all the Microsoft technologies together that is the reason why it is a little expensive.
Ezzi Net is one of famous hosting service providers. Check out Virtual Private Server Hosting for more details. With Cheap Dedicated Servers, you will get an Dedicated Servers account at very cheap rate.
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Related Server Articles
Education Online Movie and Cinema Information
Online Cinema Education instructors are usually people who have ever been in the industry or continue to operate in this sector.
Many of the artists and are able to share their knowledge and experience working in the Cinema industry. Before signing up for any online video category, make sure the instructor has the experience and accreditation necessary to provide the training you need. Courses are designed in different ways. Some forums offer so that other students can interact with each other. There are many ways to facilitate communication with classroom teachers and classmates online.
Many courses are offered online video lessons. This training will be more of everything you need to know about creating and editing home video. They are very helpful when it comes to technical aspects of Cinema making. Video links frequently shows you how to use some video equipment. This is to better understand the visual instructions, not just text. If a student has any questions can call or e-mail to the instructor. Each online course has its own way to communicate with their students.
There are many different ways to find the movie online. Some of them also send their students to a set of CD-ROM to supplement the online training. CD or DVD usually go for more information and to strengthen the topic that was discussed during the on-line. There are also text information that can be downloaded from the site to provide additional educational materials.
It is important to choose a comprehensive online training video. Cinema Education is far more than just the actual shooting image. You have to know how to write scripts, create a budget for the Cinema to understand the complex theory of Cinema and many other factors. All this is possible, an online Cinema Education, but you will need to carry out research to find the best fit for you
Credit: Best Film Schools Blog: Bestfilmschools.blogspot.com Author: Ace Akina
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Ancient Evolution Theory and Infinite With Finite Paradox in Hinduism
Hinduism is factually the world’s oldest religion and thus, there is a number of misconceptions on it.
Probably one of the most famous misconceptions, even within Hindus, is that they are required to worship idols. The truth is Hindus are asked not to worship idols, but worship God in the form of idols. With so many idols and faces of the Almighty, people tend to easily get confused between God and idols. The purpose of worhsipping God through idols is to facilitate contemplation of the infinite with our finite capabilities. Reaching the infinite with finite capabilities is one of the paradoxes in Hinduism.
To digress slightly, most paradoxes make us think and the simple reason is that they contain the universal truth in them. Note “simple reason” and “universal truth”, even that is a paradox I just thought of.
There is an interesting thought on how evolutionary is being depicted through the ten incarnations of the Hindu Lord Maha Vishnu. This is what it is believed to be.
Matsya(fish) to Kurma(tortoise-amphibian) to Varaha(boar) to Narasimha(half-man/half lion) to Vamana(dwarfed man-with stunted growth) to Parasurama(axe wielding primitive man) to Rama(justly king-epitome of goodness) to Krishna(worldly wise-machiavellian) to Buddha(enlightened one) to ?
The last incarnation is believed to be Kalki Avatar. The incarnation He takes to destroy the world which is equivalent to that of what other religions believe to be “judgement day”.
There is another belief of how Lord Surya’s (Sun) had seven chariots which correspond to the seven colours of the spectrum.
It is fascinating that our forefathers knew well about science which we know of today. In the Golden and Silver Ages, some civilisations were known to have used technology more advanced than ours. Just imagine, people in those days used technology greater than that of computer’s.
- Thanaseelan, visit his profile at http://www2.blogger.com/profile/11320861502208126526 and main blog at http://www.worthofwordplay.blogspot.com
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