Ec0168's Blog

Just another weblog

Time to elaboration May 3, 2010

This is from my posting of a course work I am doing this semester. I think this is the starting poing of my future research.

Actually I read the article ( E learning and ideology- a post modern paradigm or liberal education reborn? by Mauren Spencer, 2004) several times, but I could not catch any clue to answer for your question. From easier article, I grasped some concept of Postmodernism, but I had a question: Is there any conflict between learner-based education and equality or focusing more on community?

I wanted to ask this question first. I found out that postmodernist education is about learner-centered and discusses community more. How people pay attention to more community, discussing diversity? Isn’t it chaotic for community to consider diversity or individual?

Today, I watched a movie, “The blind side,” and I could find all postmodernists who concern about the poor and homeless black boy, Michael, protecting his blind side.

You already knew that the movie is based on true story of Michael Oher.

Here’s some review about it.

Even though I don’t know much about the rule of football, I want to say the blind side as a ZPD here. In the movie, most helpers of Michael are supporting him, considering his specific features. The coach and Leigh found out Michael’s strong point and helped him develop his strength in sport. The tutor helped Michael how to express himself in writing, inspiring him emotionally and naturally. Some teachers let Michael learn through auditory instructions to improve his learning skills. All members of community help an individual, believing his potential parts. Now my question is solved. Focusing on a potential individual, community makes a minor part alive and improve which may be destroyed or lost under social unfair bias or miserable reality. In this case, the learner can be raised through community’s efforts. The success of the community is built by the success of the individual. That’s why we need to focus an individual to develop our community.

I think education should occur in the blind side where cannot be easily seen, but has potential growth. Blind side, it may destroy an individual or community if it is attacked. However, it can have hope if it is well protected. From there, learners, teachers, and community can be connected.

I want to be a protector and a helper for students’ blind side.


Then one of my peer gave feedback like this:



Eunjoo, I love your comparison with The Blind Side. What his parents and community did for him in spite of controversy was astounding! However, as I observe how much it took to focus on the specialized needs of one student, I wonder how a teacher is supposed to do this in a classroom full of students, where more than one might be a Michael Oher.

And then I realized what I should do as a instructional designer.

I replied like this:

That’s right. It is really difficult to take care of all students, but I think learning technology facilitates functions of teaching and learning.

Without these technologies, how dare I  talk with you like this? I think if we have more comfortable and elaborated communication methods for more learners with various barriers, learning and teaching would be more beneficial without only teachers’ efforts or sactrifice.

I think it ‘s time to think about elaboration for learning technology.


theory April 18, 2010

Filed under: CECS 5300 Cognitive Psychology — Echang @ 4:51 am
Tags: ,
Activity 2: Blog Reflection – Based on what you read, what theory to you put the most faith in? How does it influence how you teach, train, learn, etc.? Why?
I like constructivism theory because it describes what education is for. I think that knowledge is not sticking to  certain shape or certain meaning. Knowledge would be grow or development. I liked the concept of “scaffolding”.
I ‘ve heard that Bruner is the first person to mention scaffolding in education. After that Vitgosky described  what ZPD is. I think we need to find ZPD and provide proper scaffolding within ZPD for children education.
I think the teachers role is to support students’ learning, not dominate in education. From this pint of view, teachers have to more focuss on the students’ problems or suffering than knowledge delivery. 



3-D learning context

Filed under: CECS 5300 Cognitive Psychology — Echang @ 4:49 am
Tags: ,

Activity 3: Blog Reflection – Download and create an avatar in Second Life or or some other 3-D online space. Many theorists and researchers are saying that this is the next learning context. How do you feel about this based on your experiences there? How would a 3-D learning context improve learning and/or cognition? How might it hurt learning and/or cognition?


I am trying to investigate 3D learning in SL to apply a component of REAL (Rich Environments for Active Learning). I mean 3 D learning envirnment will be used as a tool for current instruction to one of REALs.

According to Grabinger, REALs are comprehensive instructional systems that:

  • Are involved with constructivist philosophies and theories
  • Promote learning in authentic contexts
  • Encourage students to have responsibility and initiative
  • Develop a cooperative learning
  • Utilize generative learning activities for high-level thinking process
  • Assess student progress in content and learning to learn through realistic tasks and performances

From this point of view Second Life can be one of REALs.

If a instruction is designed following Cognitive Flexibility Theory ( Jacobson & Spiro, 1992), Learners can experience multiple forms of knowledge presentation in several kinds of media in 3D MUVE( SL) sharing audio or video learning objects. Through these activities, learners keep their knowledge as encoding specificity which can be easily retrieved when it is needed in other situation.

3D learning can provide authentic learning contexts like other MUVEs, so learners can explore in virtual environment, having realistic experiences. With manipulating avatar, learners can be involved to learning deeply, taking ownership of their learning.

Voice chatting and text chatting are good tool for synchronous discussion, narrowing distances between students. This effective communication method can accelerate team work in virtual environment. If instructions are designed as problem- solving tasks, learners can be more active with their peers in realistic contexts.

I think the most frustration in online is that I can’t see how other people are doing. If I am in the traditional F2F classroom, I can easily ask or observe what other peers are doing when I am confused. However, in online class, I am really frustrated because I don’t have any model to follow. As a foreigner, it is not easy to post my question concretely and clearly. That’s why I tried to form virtual study group in SL the other day. I can observe when I see the writing which other people posted in the online forum. However, I really want to have more interaction in visual, auditory methods. In SL, I can apply cognitive apprenticeship. Actually I can easily learn how to use SL functions watching video tutorials. In SL, I can make video clips for instruction in various contexts.

For authentic assessment, I haven’t thought SL as a assessment tool, but I have a quick opinion about debate or conference types. Since my interesting area is writing or foreign language acquisition, articulation is very important role in my instruction as development cognitive process. From this point of view, I can use SL as a assesment tool to articulate what learners are thinking. Articulation in SL would be a good step to develop deeper cognitive process.

My concern is age of audience group for the instruction design. I am thinking 3-5 grade of elementary school for my target group which is not allowed to sign up SL. Instead of this I have heard that there is another MUVE, Reaction Grid. Is it for younger?  If, so, it will be another story.

Any way, 3D learning will be a good REAL.


reasoning April 16, 2010

Filed under: CECS 5300 Cognitive Psychology — Echang @ 11:11 pm

Activity 3: Blog Reflection – Try to have a conversation with someone in which you try to get them to do something (i.e. eat a packet of catsup, shave a cat, etc.) that is kind of or really odd in two different scenarios. In the first, you develop a strong argument with 4 or more reasons why they should decide to do what you want. In a second situation, provide only one reason and make it pretty weak (i.e. Give me an A in class even though I have done no work this semester. My cat has been trying to explode my head using its mind.) Tell what happens.

I am always looking for reasonings for persuading my kid to do something, but I don’t want to force her to do something. One day, I found some good persuasive reasoning for kids. It was a book,  Kids & Co, winning business tactics for every family (2003) written by Ros Jay.

According to Ray, we can apply business skills for kid education. In other words, just like dealing with customers, we need to respect kid’s opinions and look at their situation from kid’s point of view. The skills are introduced as customer service, sales skills, negotiation skills, motivation skills, management skills, team work skills. I have used these skills to provide reasonings for why I want my daughter to do certain things. For example, mom needs to go to the market with children who are watching TV program. However it is very hard for them to stop watching for shopping, because they like the TV program and Shopping is more boring than watching TV. At this time, mom can suggest them to record the program and them watch it later or go to buy ice cream to the market. Suggesting from children’s view point, mom is more persuasive than just saying it is important to go to the market right now. Suggesting two choices, they will choose one of them, and it means they will go to market now. Likewise, if customer wants to buy a hat, the sales person asks what color or which design the customer like more. That means customer will buy one now. It seems to be marketing principles or distract them, but it is effective because they are satisfied with choosing by themselves.

Likewise, to do this kind of task, we can make reasoning which audience can choose. You just design the reasoning leading them to doing it. In addition, the contents of reasoning should be made from audience view point.


decision making April 15, 2010

Filed under: CECS 5300 Cognitive Psychology — Echang @ 9:27 pm
Tags: ,

How we make decisions?

This is some ways to decide.

How is it related with  ID or online learning?  This is about development phase?


creativity and problem solving April 13, 2010

Filed under: CECS 5300 Cognitive Psychology — Echang @ 1:18 pm

Activity 3: Blog Reflection – Go here:
Where is the problem solving? What are you doing? What is the problem with this site? What creative solutions to this did you try?

It is very hard to read the site contents. When I visited this site first, I tried to find out what it was about. From the home page, there is explanation about Parepin. I selected the contents to copy and paste, and I could read them easily from the site. And then I tried to find who author is in the bottom, but I could not find any author information. The last page has a e-mail link to author, but I am very curious why the author made this site in this style?

First I try to google parepin I got the some information.


I have also related information with parepin. The rock group NIN is related to this? How?

Is it related to a kind of game? ARG?

year zero is game or song?

Why parepin is designed for gift?

Finally I found this.

From replying, commercial film or current trends use this puzzling people. The screen source is similar to the site. This is teaser advertising strategy for promotion I think.

Before I found out these things, I had strong feeling about  parepin and I seemed to be familiar with it. With contents, I felt very mysterious and little bit scary. However, the word itself , for me as a visual representation, was not new to me.

Now I found out that Brus and Jame were talking about in our forum. The title of the posting remains strongly in my mind. Before I read Ann’s blog, I didn’t realized, but now every thing is clear why I seemd to be familiar with it.



Filed under: CECS 5300 Cognitive Psychology — Echang @ 1:17 pm

Activity 3: Blog Reflection – Go here:

Reflect on the images (click on the boxes on the left to navigate the Detroit pictures.

What knowledge is represented in these images?

Since I am not American, I don’t know much about Detroit. Nevertheless, I learned that Detroit is famous of automobile industry.  To get more information I can read our last online meeting. However, while reading it carefully now, I thought I don’t need to read it first. For here I need to describe how images work for my knowledge representation.

The images are very dark and gloomy. I just found out that the city was ruined. However with details of buildings, I can say Detroit had a beautiful cultural background and was greatly civilized before. The size of the buildings is very big, so I can say there were many people in the city. From the decorative parts of building look classic, so the city was very old and seems tobe proud of traditions.

What knowledge is lost in these images?

With decayed buildings and destroyed city images make me think that Detroit is not a big city any more. I am losing its good reputation.

What could make them better as knowledge representations?

If there are news clips or image of unemployed or bad condition of the city life would be express the condition of the city in more detail way. From the vyew discussion, we need more stories behind the city to understand and have clear representation about the Detroit.