learning theories for teachers

thanks to si hui for pinging me on variation theory, and i chanced upon this piece of gem created by professors at HKU:

what teachers should know about learning theories website

it’s many hours of reading and hard work to produce this piece of excellent quick reference for teachers. extending this idea, we could perhaps create something similar for SLA/CL teachers, bringing together learning sciences and SLA works and making it accessible to our CL teachers (:

about learning …

chanced upon this 2005 document titled: About Learning prepared by the UK Learning Working Group (with Hargreaves as a chair/member). the document was released under creativecommons, so free access no copyrights issue **thumbs up**

the following excerpt found on pg. 7:

Screenshot 2016-06-08 10.12.50

so what would the Family of Learning Practices be like in language learning, or SLA to be more specific? #Food4Thought

p-value cannot determine importance of results

this is refreshing news via nature.com in the morning. the American Statistical Association (ASA) warns that the P value “CANNOT determine whether a hypothesis is true or whether results are important.” (emphasis added).

a 6-principle list that addresses misconceptions and misuse of the p-value, can be found in the ASA statement:

  1. P-values can indicate how incompatible the data are with a specified statistical model.
  2. P-values do not measure the probability that the studied hypothesis is true, or the probability that the data were produced by random chance alone.
  3. Scientific conclusions and business or policy decisions should not be based only on whether a p-value passes a specific threshold.
  4. Proper inference requires full reporting and transparency.
  5. A p-value, or statistical significance, does not measure the size of an effect or the importance of a result.
  6. By itself, a p-value does not provide a good measure of evidence regarding a model or hypothesis.

the press release statement goes here:
Screenshot 2016-03-08 07.47.15

good to take note for those of us into educational research, and have the tendency to rely on quanti methods. and its our duty to correct the misconceptions of non-researchers on the use of p-value too.

play DOS game on a windows pc or mac?

if u are/were a game addict since DOS era, chances are you would like to revisit some of these old games. many of these games are now called “abandonware” cos though copyrighted, developers have allowed them to be freely download on the internet; not much monetary returns for hogging the rights perhaps?

to play any DOS game, you will need an emulator. and that has to be DOSBox.

there are 3 ways you could do it:

1. download DOSBox, and do the configurations through the all-too-familiar DOS command prompt

2. download a Windows frontend if u are using a Windoze PC, or

3. download a MacOS frontend if u are using a Mac(Book).

a common question for 2 or 3 is, which frontend is the best? different frontends may have different features, but personally, i have used D-Fend Reloaded for Windoze, and Boxer for MacOS. i like them for their simplicity in terms of interfacing with DOSBox (included in the installer, which not every frontend does), and game installation/configuration.

Bandit King of Ancient China running in Boxer:
2015-12-12 15.05.59-1

and yes, with the frontend, the next step is to google for your favourite games or use the terms DOS abandonware and you could start playing in no time. enjoy πŸ˜‰

critical realism critical realist

β€œThe critical realism is critical because researchers accept that their investigations are fallible, and stress the importance of a critical examination of values and facts. For critical realists, knowledge is gained through neither induction nor deduction but by a process of explanation of a phenomenon at deeper levels. As we gain knowledge, we constantly revise previous knowledge and understsandings.” (Hartas, 2010, p.41)

Patomaki and Wight (200:224, as cited in Hartas, 2010) summarize critical realism as:
– An ontological realism (there is a reality,, which is differentiated structured and layered, and independent of mind)
– An epistemological relativism (all beliefs are socially produced and hence potentially fallible)
– A judgemental rationalism (despite epistemological relativism, it is still possible, in principle, to provide justifiable grounds for preferring one theory over another)

Reference
Hartas, D. (2010). Educational research and inquiry: Qualitative and quantitative approaches. London: Continuum International Publishing Group.