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RE: [xmca] Learning Sciences / Science of Education
- To: "eXtended Mind, Culture, Activity" <firstname.lastname@example.org>
- Subject: RE: [xmca] Learning Sciences / Science of Education
- From: "Duvall, Emily" <email@example.com>
- Date: Tue, 15 Sep 2009 13:39:38 -0700
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- Thread-topic: [xmca] Learning Sciences / Science of Education
It will be in Rome. Last time it was in September... any conference
organizers out there to confirm?
It is really an awesome event... conference just doesn't describe it!
From: firstname.lastname@example.org [mailto:email@example.com]
On Behalf Of Tony Whitson
Sent: Tuesday, September 15, 2009 1:29 PM
To: eXtended Mind, Culture, Activity
Subject: RE: [xmca] Learning Sciences / Science of Education
I've never been to ISCAR. I just got back from a World Curriculum
Conference in South Africa - which is the crowd I hang with - and I have
to budget my travelling. As you may know, Eugene and other colleagues
do frequent ISCAR though.
Do you know where it will be, and roughly when (month)?
On Tue, 15 Sep 2009, Duvall, Emily wrote:
> Hi Tony,
> Another potential audience could be ISCAR 2011...
> -----Original Message-----
> From: firstname.lastname@example.org [mailto:email@example.com]
> On Behalf Of Tony Whitson
> Sent: Tuesday, September 15, 2009 1:07 PM
> To: firstname.lastname@example.org; eXtended Mind, Culture, Activity
> Subject: [xmca] Learning Sciences / Science of Education
> This is something that I'm very interested in. I'm planning a paper
> narrow audience this winter, and a more ambitious paper for a wide
> audience in Winter 2011. If others would be interested in a 2011 AERA
> symposium, let's talk.
> I'll see if I can put together a post tonight with some fragments &
> bibliography that people might be interested in.
> Meanwhile, I think there is a short answer, which of course is not the
> complete answer:
> I think a good deal of the impetus behind "Learning Sciences" comes
> the political hostility to Education faculty in favor of
> psychology, as in Reid Lyons' statement that "If there was any piece
> legislation that I could pass, it would be to blow up colleges of
> This has created an environment in which an Educational Psychologist
> John Bransford, for example) would lose out in the funding for
> to a Learning Scientist (like John Bransford, for example).
> Folks in Seattle, Nashville, etc. see little cost in a name change
> keeps the dollars flowing. I'm not concerned about the name change, so
> much, but I have continuing concerns about the enterprise in general.
> On Tue, 15 Sep 2009, Mike Cole wrote:
>> Thanks Em-- And I googled Goswami neuromyths. Also very enlightening.
>> Goswami did early work with Ann Brown, former collaborator with us at
>> Now if we go back a step and look at the people who created the label
>> learning sciences, and their backgrounds, the shift from
>> psychology" to developmental sciences, the appearance recently of the
>> handbook of cultural developmental science, ......... what a tempest!
>> be a teapot in there somewhere. Simultaneous, fractilated paradigm
>> Does anyone have the luxury of being able to organize a science
>> interrogation of these movements? Seems really worthwhile.
>> On Tue, Sep 15, 2009 at 12:16 PM, Duvall, Emily <email@example.com>
>>> Thanks Mike... :-)
>>> In general I like Goswami's work; I find her discussion of
>>> neuromyths compelling and have had my grad students do additional
>>> research on some of them. I am also particularly interested in ways
>>> try to negotiate across different fields. I've attached my favorite
>>> Goswami and a nice intro to neuroeducation.
>>> As a side note: Monica (Hansen, who frequently shows up on
>>> list serve and is one of my doc students) and I took a neuroscience
>>> journal club/ seminar last spring and found ourselves trying to make
>>> sense of the work that is done with regard to education. We are
>>> another seminar right now and some of the folks who were in last
>>> class are presenting journal articles in their field, but are trying
>>> make the links to human experience, particularly education. It's
>>> interesting to discover how open minded the students and faculty
>>> one of the computational neuroscience faculty has taken up some
>>> reading as well as neuroeducation... of course Luria's work is a
>>> opener and a point of mutual interest.
>>> -----Original Message-----
>>> From: firstname.lastname@example.org
>>> On Behalf Of Mike Cole
>>> Sent: Tuesday, September 15, 2009 9:41 AM
>>> To: eXtended Mind, Culture, Activity
>>> Subject: Re: [xmca] Neuroscience connections to learning and
>>> No one picked up on your interest in neuroeducation, Emily. A lot of
>>> what I
>>> read in this area strikes me as almost entirely without any
>>> education, or human experience, as a culturally mediated,
>>> process. Do you have a favorite general ref you could point us to
>>> resonate to??
>>> On Sun, Sep 13, 2009 at 8:50 AM, Duvall, Emily <email@example.com>
>>>> I thought some of you might one or both of these article summaries
>>>> interesting. The first really speaks to the new field of
>>>> with regard to cellular learning... the nice thing about the
>>>> it gives you an overview of learning at the cellular basis... very
>>>> and easy to understand. Plus an introduction to astrocytes... :-)
>>>> The second piece actually discusses re-learning, which has been a
>>>> What I personally find so interesting is the role of experience in
>>>> learning and relearning... I found myself thinking back to Shirley
>>>> Heath's work... it would be fun to go back to her work and look at
>>>> study through a neuroeducation lens.
>>>> 1. Star-shaped Cells In Brain Help With Learning
>>>> Every movement and every thought requires the passing of specific
>>>> information between networks of nerve cells. To improve a skill or
>>>> learn something new entails more efficient or a greater number of
>>>> contacts. Scientists can now show that certain cells in the brain
>>>> astrocytes -- actively influence this information exchange.
>>>> 2. Forgotten But Not Gone: How The Brain Re-learns
>>>> Thanks to our ability to learn and to remember, we can perform
>>>> that other living things can not even dream of. However, we are
>>>> just beginning to get the gist of what really goes on in the brain
>>>> it learns or forgets something. What we do know is that changes in
>>>> contacts between nerve cells play an important role. But can these
>>>> structural changes account for that well-known phenomenon that it
>>>> much easier to re-learn something that was forgotten than to learn
>>>> something completely new?
>>>> Emily Duvall, PhD
>>>> Assistant Professor Curriculum & Instruction
>>>> University of Idaho, Coeur d'Alene
>>>> 1000 W. Hubbard Suite 242 | Coeur d'Alene, ID 83814
>>>> T 208 292 2512 | F 208 667 5275 firstname.lastname@example.org |
>>>> He only earns his freedom and his life, who takes them every day by
>>>> -- Johann Wolfgang Goethe
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