Hung, David

In this paper, we first present three axioms of learning from a neuronal structuring perspective, giving light to how neuronal structuring might lead to learning. From such a perspective we highlight the instructional approaches of constructivism and behaviourism congruent to the axioms. Subsequently, we argue that in essence, we need to scaffold students along the lines of both abstract-general and concrete-authentic thinking. Our argument is that both forms of thinking might foster neuronal structures which are stable and rich. We also discuss how teachers can use instructional technologies to scaffold students along the concrete-abstract continuum. From such a discussion, we hope to balance the views of educators who advocate strong views of either concrete or abstract methods in pedagogical approaches.

The purpose of this article is to articulate a dimension of technologies for learning which we regard as having immense potentials. learning technologies can have the potential for being embedded in everyday design artifacts and serve to mediate between learners in seamless integration. Design is a field traditionally dominant in the arts and aesthetics, not thought to be related to technology and the sciences. In the emerging field of design-artifacts, we visualize products evolving through a merger of the arts and the sciences (Kemp, 2000). In this article, we articulate principles underpinning how design-artifacts can be adapted as technologies for learning. We highlight three major tenets: (1) design-artifacts mediate between persons for the expression of thought and emotions; (2) innovation as manifested through design-artifacts, which in the past has usually been an individualistic activity, can now be distributed meaningfully in teams or groups whereby appropriate depths of understanding and design skills are coordinated; and (3) that educators can possibly facilitate learners-in-teams towards such innovation.

This article provides an overview of research in the Learning Sciences from a Design Research perspective, as it has been framed in Singapore by the National Institute of Education (NIE). The initial research agenda is considered in the light of challenges and the subsequent re-casting of objectives, based on the working out of a tripartite relationship between the NIE, the Ministry of Education, and local schools. A conceptual model is proposed as an attempt to provide structure for new research interventions going forward.