I'm a Senior Lecturer in Educational Psychology & Technology at the University of Luxembourg. I call myself a TechnoSage, i.e. somebody who loves to explore the use of "new" technologies to support, enhance, enrich and transform learning & teaching.
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Lustig, lustig… als ich jetzt kürzlich eine kleine Internetrecherche zum Thema “Dekodierung der schriftlichen Information” und nach Colheart gesucht habe, habe ich gesehen, dass Coltheart mit einem oder einer gewissen Ziegler zusammen publiziert hat… Da wir ja alle an der uni.lu wissen, dass die Frau Dr. G. Ziegler im Bereich SPRACHE geforscht hat, war ich da mal gespannt zu wissen, ob sie diese Person sei oder nicht… Es hätte mich eigentlich sehr gewundert, wenn sie es gewesen wäre… da mir Colthearts Model vom Lesen doch etwas entfernt von Gudruns Ansichten über Sprache erscheint… aber, wer weiss… gesagt, getan… kurze Internetrecherche zu Coltheart und Ziegler… und zack! es ist ein Herr Ziegler, er heisst Johannes Ziegler… und arbeitet an der Universität de Provence… hier seine Webseite: http://www.univ-provence.fr/gsite/document.php?pagendx=2741&project=lpc
I’ve been thinking a bit about the use of research methods, frameworks and theories from cognitive neuroscience to the field of educational media or learning with digital tools… I’ve got no idea whether this has been done, whether it’s really possible and sensible… I should do some bibliographic research on this topic, soon…
I’ve edited a new book with my students’ research projects on Vygotsky’s socio-cultural theory of learning and development. You can buy it as a print-on-demand book or as a PDF-download.
I’ve just got a call from a rapid-delivery service provider telling me that they’ve got a pack for me, and that they cannot delivery it at my packup station! Apparently because the P&T considers them as "enemies" and does not allow them to enter their packup station system… That is so stupid… How am I supposed to know, as a customer, that some pack is delivered via a private service provider or not… Merchants do generally not indicate this in their sales-confirmation-message, do they? Well, thanks P&T for such a cheap discrimination!!! Anyway their service is far from perfect, since I’ve had 3 packs that got delivered at the packup station, but I’ve never received the confirmation message… Good that I track my own orders…
This is an excellent, very informative, thought-provoking and funny speech by Sir Ken Robinson on the question whether schools kill creativity. Very inspiring, indeed… and now I finally know what the function of my body (that thing below the neck) is good for… getting my head to meetings… wow, that’s so strangely true 🙂
I’ve had this idea of designing a new tool/interface for reading/working with scientific papers some months ago…
On the left, big part of the screen, one would have the actual paper and on the right there would be several boxes with different kinds of resources, e.g. the papers referenced in the text as hyperlinked PDF documents; multi-media illustrative material, like movies, photos or sounds, also hyperlinked from the text where needed; user-generated comments and notes, also hyperlinked to the parts of the text they related to.
I will try to make a drawing of this interface as soon as possible… 🙂
In a rich and complex visual environment with informational overload, visuo-spatial cognition needs to be selective when it comes to representing relevant objects and locations in space. Hopefully, the visual world is structured, since objects and events tend to co-occur in predictable invariant ways (Biederman, 1972).
Knowledge about such redundancies and regularities in the visual world can be acquired in implicit ways and guides attention, as recently shown by Chun et al. (1998, 1999; Chun, 2000) in contextual cueing experiments. Reber (1989) has stated that if the stimulus environment is structured, then people learn to use this structure to control the behavior in an adaptive way. Learning the structure of the visual world seems to occur through high-capacity, progressively adapting and noise-resistant implicit learning processes that allow complex information about the environment to be acquired without intention and awareness. We do on the other hand also develop conscious explicit representations of space as testified by the use of highly sophisticated verbal descriptions of paths, landmarks and their spatial layout.
Studying the relationship between explicit and implicit spatial knowledge is especially interesting for the study of consciousness, since the specific adaptive benefits of both explicit and implicit spatial cognition are closely related to the question of the function of consciousness itself. Developing implicit knowledge about space is important when it comes to guiding navigational behavior in complex visual worlds and explicit knowledge is crucial for the communication of pathways or landmarks to other people.
I’ve found a forgotten bluetooth headset… a Plantronics Explorer 320, and wondered how to pair it with the iPhone 3G… and after some googling, I’ve found these instructions:
How do I pair the Explorer 320 headset with my phone? Begin with the headset turned off. Press and hold down the silver call control button in for 6-10 seconds. The light will flash blue first. Continue to hold the button down then release the button when the indicator light starts flashing red then blue.
How do I turn off the Explorer 320 headset? To turn off the Explorer 320, press in and hold the Control button until the indicator lights flashes red, and then release the button. If you are wearing the headset you will hear a high tone followed by a low tone followed by a mid tone.
