Questions for the EERSS

I am assisting to the European Educational Research Summer School in NTNU Norwegian University for Science and Technology in Trondheim, Norway. For that I am doing some background readings in order to get the most out of it.
Question I would like to answer in that week are:

  1. What does it mean to choose pragmatism as my research approach?
  2. What is knowledge under such a premise? How is knowledge acquired? What would be a consistent or pertinent method I shall use in order to capture evidence of knowledge construction in students (what ever the students are: Prospective teachers or math high school students). How can we look at the pieces of knowledge students will produce while learning a subject (math)? Is it possible to create a knowledge artefact recolector? What framework can I use to interpret knowledge artefacts as the units of analysis to look for deep understanding?
  3. PLE are challenging environments to research due to their uniqueness, reflecting students’ needs and ways of learning. What would be a good approach to research in PLE? Can I see a PLE as a complex system?
  4.  Is the HCD a good consistent approach to gather information about what young students expect from their math classroom, math lesson, math teacher, technology use in the learning experience, how they use technology daily, what they expect from technology in their daily life, do they really want to be social connected in the academic environment, to see the emergent needs of young students regarding the learning of math (a way of creating the future), what are the patterns that are emerging in the field (where should I look for this information).Do students see social media as learning tools?
    User participation by means of self-documentation. How to design the probes that will research this self-documentation. Look at the daily factors of students learning lives.  Look into HCD page in cultural probes. It is in the readings of class 3.
    FrogDesign: Help communities to solve problems, generate solutions, connect resources and pool knowledge to solve a challenge and create change
  5. The nature of learning is changing. It is more dynamic and the social tools do foster this dynamism. It is more social, more collaborative. It is not a readymade thing any more it is a constructed experience between teacher and learners. The emphasis is on the learner experience, on his/her performance of learning.
    To transfer the open-minded innate approach of using social media into a structured learning environment requires a careful examination of the tools, the student, the affordances, amongst others. “Patterns of use are complex” Luckins et al. 2009

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