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Christian Bokhove Profile picture
@cbokhove
Jun 21, 2020 • 15 tweets • 8 min read • Read on X
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OK OK it actually is quite nice to wander around a virtual campus. Graphics could be better but I guess it then wouldn't run on my laptop. #iLRN Image
I could hide *within* a tree #iLRN Image
My #GTA5 experience tells me I want to use this speedboat. #iLRN Image
Opening at 3pm today. Timezones are quite a challenge.
#iLRN Image
Main hall at #iLRN Image
What I find amazing, though, is that time has seemed to stood still. I remember using ActiveWorlds about 20 years ago en.wikipedia.org/wiki/Active_Wo…

Had students who built the school (or that might have been the Far Cry map editor or another game). #iLRN
I think this poses an important question for edtech (apart from many others, which I hope will come by as well)... how come not so much progress has been made? #iLRN
And to be honest, although I’m enjoying my campus visit, this visit should really be possible on a mobile device as well. Any plans for that? #iLRN
I've been kicking this football in #iLRN - sorry I eventually inadvertently kicked it into the water. Image
This is the exhibition hall.
Here I have run into a hidden wall. #iLRN #iLRN2020 Image
I tried to get at the top of the skyscraper but I don't think it can be done. What if you went to the sports fields and could run a Fifa version? #iLRN #iRLN2020 Image
You can actually get in the boat! #iLRN #iLRN2020 Image
The Truman Show? #iLRN #iLRN2020 Image
Top of the lighthouse #iLRN #iLRN2020 Image
I actually didn't need a boat #iLRN #iLRN2020 Image

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More from @cbokhove

Christian Bokhove Profile picture
Sep 7, 2021
We've known it because unfortunately this is not really a 'new study' (maybe a few small changes) but yet another re-analysis of PISA 2012. All countries were already included by Caro et al. (2015) researchgate.net/publication/28… - also PISA 2015 sliced and diced to death.
So, we are talking about the same source and there's much to say about the scales (the casual way in which the paper equates scales reminds me of papers that declare inquiry, PBL, student-orientation all the same, when they're not).
(btw, here the link again ojs.ual.es/ojs/index.php/…)

It might be the case that it appeared in this quite unremarkable journal because it basically already had been done. One thing I would check is the within-country variance.
Read 10 tweets
Christian Bokhove Profile picture
Sep 5, 2021
There have been quite a few people who did not seem up-to-date with decades of literature around online and blendec learning, but feel expert because of online learning during the pandemic.
And it’s not that it isn’t worthwhile to keep on studying the determinants of effective learning, it’s just that my sense is that there is a lot of reinventing the wheel. Take some of the OU stuff from ages ago with quizzes and more open answers….
…multiple choice quizzing with a bit of spacing imo then is rather underwhelming. Sure, sometimes things just take a ‘crisis’ (the pandemic in this case) to make a step change, but can Injust ask to read up on the history of online learning?
Read 4 tweets
Christian Bokhove Profile picture
Aug 19, 2021
When on edutwitter some people don't want to talk about terminology, it isn't always because they have a good eye for 'obfuscation' and 'relevance', but because they need a 'persuasive definition' for their semantic sophistry.
Take the recent inquiry/explicit convos. For inquiry you need to be able to bunch all criticism together, so you can use it all interchangeably, and paint a field that uniformly fails.
With explicit instruction, direct instruction, Direct Instruction, Explicit Direct Instruction, despite wildly different with different evidence bases (many positive), you can then just talk about it as a coherent, clear, field...
Read 5 tweets
Christian Bokhove Profile picture
Jun 27, 2021
Reading the Ofsted maths review a bit more. I really think the categorisation of knowledge is very limited with declarative, procedural and conditional knowledge. The latter is not used a lot afaik but is metacognitive and strategic in nature (but metacognition not mentioned).
With Rittle-Johnson et al’s (and others) work on procedural and conceptual knowledge, I especially find the omission or rephrasing of ‘conceptual’ notable. The word ‘conceptual’ appears in sevral places….
… in relation to ‘fluency’.
… in the table under ‘declarative’ as ‘relationships between facts’ (conceptual understanding)
… ‘develop further understanding through applying procedures’
… in a table under ‘procedural’
…
Read 69 tweets
Christian Bokhove Profile picture
Oct 8, 2020
Ok, some thoughts on E.D.Hirsch’s latest book. To be honest, I’ve seen/heard 4 or 5 interviews with him so some of that might be mixed in.
Let me begin by saying that it’s quite clear that a desire for social justice really drives Hirsch. I seems passionate in both audio and writing. Several people, including himself, gave called this (last) book his most pronounced.
I can see that but I do think because of that some facts suffer. This is why I thought it wasn’t as good as ‘Why knowledge matters’ (I wrote bokhove.net/2017/02/17/hir… about that book).
Read 37 tweets
Christian Bokhove Profile picture
Oct 5, 2020
When people discuss CLT effects I seldom hear them mention that Sweller et al. (2019) themselves call some 'compound effects', which he imo rather vaguely calls them 'not a simple effect' but 'an effect that alters the characteristics of other cognitive load effects' (p. 276).
Interestingly, compound effects 'frequently indicate the limits of other load effects.'. In other words, in some contexts effects that might be relevant, are not relevant any more because of such effects.
Five effects are deemed 'compound effects'. One of the 'old effects' is element interactivity, where there is a distinction between learning materials with high and low element interactivity (let me just say 'complexity of the materials').
Read 10 tweets

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