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2</head><body data-slug="finding-knowledge/2013-04-an-app-for-event-sampling-in-search-engine-tasks"><div id="quartz-root" class="page"><div id="quartz-body"><div class="left sidebar"><div class="explorer desktop-only"><button type="button" id="explorer" data-behavior="collapse" data-collapsed="collapsed" data-savestate="true" data-tree="[{"path":"about","collapsed":true},{"path":"finding-knowledge","collapsed":true},{"path":"DECRA","collapsed":true},{"path":"DECRA/research","collapsed":true},{"path":"DECRA/research/Background","collapsed":true},{"path":"DECRA/research/Theory","collapsed":true},{"path":"DECRA/research/Technical-background","collapsed":true},{"path":"DECRA/research/Toolkit","collapsed":true},{"path":"DECRA/research/Toolkit/exports","collapsed":true},{"path":"DECRA/research/Data","collapsed":true},{"path":"DECRA/research/Decks","collapsed":true},{"path":"DECRA/research/Decks/archive","collapsed":true},{"path":"DECRA/research/Decks/tests","collapsed":true},{"path":"DECRA/challenges","collapsed":true},{"path":"DECRA/curriculum","collapsed":true},{"path":"DECRA/design-principles","collapsed":true},{"path":"DECRA/strategies","collapsed":true},{"path":"DECRA/resources","collapsed":true},{"path":"DECRA/resources/media","collapsed":true},{"path":"DECRA/resources/class-planning","collapsed":true},{"path":"DECRA/resources/research-instruments","collapsed":true},{"path":"DECRA/resources/class-resources","collapsed":true},{"path":"DECRA/resources/teacher-and-school-eval","collapsed":true},{"path":"DECRA/scenarios","collapsed":true},{"path":"DECRA/zotero","collapsed":true},{"path":"DECRA/zotero/notes","collapsed":true}]" aria-controls="explorer-content" aria-expanded="false"><h2>Explorer</h2><svg xmlns="http://www.w3.org/2000/svg" width="14" height="14" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="fold"><polyline points="6 9 12 15 18 9"></polyline></svg></button><div id="explorer-content"><ul class="overflow" id="explorer-ul"><li><div class="folder-outer open"><ul style="padding-left:0;" class="content" data-folderul><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="about"><button class="folder-button"><span class="folder-title">About</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="about"><li><a href="../about/cv" data-for="about/cv">CV</a></li><li><a href="../about/ma" data-for="about/ma">MA Thesis</a></li><li><a href="../about/teaching" data-for="about/teaching">Teaching</a></li><li><a href="../about/edusearch-tips" data-for="about/edusearch-tips">Using the internet to do research â some tips, ideas, tools, comments</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="finding-knowledge"><button class="folder-button"><span class="folder-title">Finding Knowledge</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="finding-knowledge"><li>
2<a href="../finding-knowledge/2017-01-bad-summary-task-using-known-text-deficits-to-probe-epistemic-cognition" data-for="finding-knowledge/2017-01-bad-summary-task-using-known-text-deficits-to-probe-epistemic-cognition">âBad summaryâ task â using known text deficits to probe epistemic cognition</a></li><li><a href="../finding-knowledge/2013-01-history-shall-be-viewed-as-factual-not-constructed-stub" data-for="finding-knowledge/2013-01-history-shall-be-viewed-as-factual-not-constructed-stub">âHistory shall be viewed as factual, not constructedâ [stub]</a></li><li><a href="../finding-knowledge/2014-07-looking-for-information-seeking-through-facebook" data-for="finding-knowledge/2014-07-looking-for-information-seeking-through-facebook">âLooking forââ¦Information Seeking through Facebook</a></li><li><a href="../finding-knowledge/2022-11-stub-home-office" data-for="finding-knowledge/2022-11-stub-home-office">[stub] Home office</a></li><li><a href="../finding-knowledge/2015-10-cikm2015-trip-to-melbourne" data-for="finding-knowledge/2015-10-cikm2015-trip-to-melbourne">#CIKM2015 trip to Melbourne</a></li><li><a href="../finding-knowledge/2014-04-heabigdata-summit" data-for="finding-knowledge/2014-04-heabigdata-summit">#HEABigData summit</a></li><li><a href="../finding-knowledge/2014-06-icls2014-learning-and-becoming-in-practice-workshop-and-talk" data-for="finding-knowledge/2014-06-icls2014-learning-and-becoming-in-practice-workshop-and-talk">#ICLS2014 Learning and Becoming in Practice â workshop and talk</a></li><li><a href="../finding-knowledge/2013-04-lak13" data-for="finding-knowledge/2013-04-lak13">#lak13 Conference & Workshops</a></li><li><a href="../finding-knowledge/2013-03-lak13-mooc-week-on-epistemology-assessment-and-pedagogy" data-for="finding-knowledge/2013-03-lak13-mooc-week-on-epistemology-assessment-and-pedagogy">#lak13 mooc week on epistemology, assessment and pedagogy</a></li><li><a href="../finding-knowledge/2014-05-oer14-thinking-about-education-open-practices-and-wikipedia" data-for="finding-knowledge/2014-05-oer14-thinking-about-education-open-practices-and-wikipedia">#OER14 â Thinking about Education, Open Practices, and Wikipedia</a></li><li><a href="../finding-knowledge/2015-11-rstats-download-a-set-of-webpages-as-a-book" data-for="finding-knowledge/2015-11-rstats-download-a-set-of-webpages-as-a-book">#rstats download a set of webpages as a book</a></li><li><a href="../finding-knowledge/2014-04-wmcon-wikimedia-strategy-making-it-impactful-measuring-impact-and-thinking-about-tech-and-localisation" data-for="finding-knowledge/2014-04-wmcon-wikimedia-strategy-making-it-impactful-measuring-impact-and-thinking-about-tech-and-localisation">#wmcon Wikimedia Strategy â making it impactful, measuring impact, and thinking about tech and localisation</a></li><li><a href="../finding-knowledge/2014-10-10-book-recommendations" data-for="finding-knowledge/2014-10-10-book-recommendations">10 book recommendations</a></li><li><a href="../finding-knowledge/2017-01-2016-in-review" data-for="finding-knowledge/2017-01-2016-in-review">2016 in review</a></li><li><a href="../finding-knowledge/2013-10-2020-the-future-british-library" data-for="finding-knowledge/2013-10-2020-the-future-british-library">2020 The Future British Library</a></li><li><a href="../finding-knowledge/2014-02-a-one-world-web-how-new-technologies-are-adapting-to-different-cultures" data-for="finding-knowledge/2014-02-a-one-world-web-how-new-technologies-are-adapting-to-different-cultures">A one world web? 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href="../finding-knowledge/2013-01-bett-technology-innovation-improvement" data-for="finding-knowledge/2013-01-bett-technology-innovation-improvement">BETT â Technology, Innovation, Improvement</a></li><li><a href="../finding-knowledge/2015-11-bibliometrics-altmetrics-r" data-for="finding-knowledge/2015-11-bibliometrics-altmetrics-r">Bibliometrics altmetrics & R</a></li><li><a href="../finding-knowledge/2015-10-blog-the-phd" data-for="finding-knowledge/2015-10-blog-the-phd">Blog the PhD</a></li><li><a href="../finding-knowledge/2015-05-browser-logs-to-session-replay" data-for="finding-knowledge/2015-05-browser-logs-to-session-replay">Browser logs to session replay</a></li><li><a href="../finding-knowledge/2015-08-business-cases-and-reporting" data-for="finding-knowledge/2015-08-business-cases-and-reporting">Business cases and reporting</a></li><li><a href="../finding-knowledge/2013-12-cdeinfocus-learning-analytics-event" 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2Epistemology, assessment, pedagogy: where learning meets analytics in the middle space</a></li><li><a href="../finding-knowledge/2014-12-etherpad-for-co-operationcollaboration-learning-analytics" data-for="finding-knowledge/2014-12-etherpad-for-co-operationcollaboration-learning-analytics">Etherpad for co-operation/collaboration learning analytics</a></li><li><a href="../finding-knowledge/2016-07-ethics-and-privacy-in-learning-analytics" data-for="finding-knowledge/2016-07-ethics-and-privacy-in-learning-analytics">Ethics and Privacy in Learning Analytics</a></li><li><a href="../finding-knowledge/2014-12-ethics-of-big-data-in-higher-education" data-for="finding-knowledge/2014-12-ethics-of-big-data-in-higher-education">Ethics of Big Data in Higher Education</a></li><li><a href="../finding-knowledge/2013-01-evaluating-facebook-graph-search-as-an-epistemic-tool" data-for="finding-knowledge/2013-01-evaluating-facebook-graph-search-as-an-epistemic-tool">Evaluating Facebook Graph search as an epistemic tool</a></li><li><a href="../finding-knowledge/2012-11-evaluating-google-as-an-epistemic-tool" data-for="finding-knowledge/2012-11-evaluating-google-as-an-epistemic-tool">Evaluating Google as an Epistemic Tool</a></li><li><a href="../finding-knowledge/2012-12-evaluating-recommender-systems-as-epistemic-tools" data-for="finding-knowledge/2012-12-evaluating-recommender-systems-as-epistemic-tools">Evaluating recommender systems as epistemic tools</a></li><li><a href="../finding-knowledge/2024-08-22-Evidence-synthesis-approaches" data-for="finding-knowledge/2024-08-22-Evidence-synthesis-approaches">Evidence synthesis approaches and dumb tools</a></li><li><a href="../finding-knowledge/2013-01-exams-as-assessors-of-epistemic-virtue" data-for="finding-knowledge/2013-01-exams-as-assessors-of-epistemic-virtue">Exams as assessors of epistemic virtue</a></li><li><a href="../finding-knowledge/2013-07-exploratory-collaborative-search-tasks" data-for="finding-knowledge/2013-07-exploratory-collaborative-search-tasks">Exploratory Collaborative Search Tasks</a></li><li><a href="../finding-knowledge/2014-02-extended-mind-and-moral-development" data-for="finding-knowledge/2014-02-extended-mind-and-moral-development">Extended Mind and Moral Development (an old draft paper)</a></li><li><a href="../finding-knowledge/2013-03-facebook-likes-predict-personality" data-for="finding-knowledge/2013-03-facebook-likes-predict-personality">Facebook âlikesâ predict personality</a></li><li><a href="../finding-knowledge/2014-05-facebook-community-standards-failure" data-for="finding-knowledge/2014-05-facebook-community-standards-failure">Facebookâs community standards, legitimising glorification of violence</a></li><li><a href="../finding-knowledge/2015-12-factor-analysis-in-r-stub" data-for="finding-knowledge/2015-12-factor-analysis-in-r-stub">Factor Analysis in R [stub]</a></li><li><a href="../finding-knowledge/2018-03-fake-news-a-multifaceted-problem" data-for="finding-knowledge/2018-03-fake-news-a-multifaceted-problem">Fake News â A Multifaceted problem</a></li><li><a href="../finding-knowledge/2015-09-farewell-to-wikimedia-uk-board" data-for="finding-knowledge/2015-09-farewell-to-wikimedia-uk-board">Farewell to Wikimedia UK board</a></li><li><a href="../finding-knowledge/2015-01-firefox-os-phone" data-for="finding-knowledge/2015-01-firefox-os-phone">Firefox OS phone</a></li><li><a href="../finding-knowledge/2012-01-first-post-on-nominet-trust-blogs" data-for="finding-knowledge/2012-01-first-post-on-nominet-trust-blogs">First post on Nominet Trust blogs</a></li><li><a href="../finding-knowledge/2015-10-flipped-learning-action-group-flag-meeting" data-for="finding-knowledge/2015-10-flipped-learning-action-group-flag-meeting">Flipped Learning Action Group (FLAG) meeting</a></li><li><a href="../finding-knowledge/2016-03-flipping-textbook-specifying-a-wordpress-toolkit" data-for="finding-knowledge/2016-03-flipping-textbook-specifying-a-wordpress-toolkit">Flipping Textbook â Specifying a WordPress Toolkit</a></li><li><a href="../finding-knowledge/2012-09-free-technology-for-teachers-web-search-strategies-in-plain-english" data-for="finding-knowledge/2012-09-free-technology-for-teachers-web-search-strategies-in-plain-english">Free Technology for Teachers: Web Search Strategies in Plain English</a></li><li><a href="../finding-knowledge/2015-06-freedom-of-panorama-savefop" data-for="finding-knowledge/2015-06-freedom-of-panorama-savefop">Freedom of Panorama #saveFoP</a></li><li><a href="../finding-knowledge/2016-12-from-bricks-to-clicks-learning-analytics-rec
2ommendations" data-for="finding-knowledge/2016-12-from-bricks-to-clicks-learning-analytics-recommendations">From Bricks to Clicks â Learning Analytics recommendations</a></li><li><a href="../finding-knowledge/2012-08-get-richer-more-interactive-answers-inside-search" data-for="finding-knowledge/2012-08-get-richer-more-interactive-answers-inside-search">Get richer, more interactive answers â Inside Search</a></li><li><a href="../finding-knowledge/2015-06-get-started-with-econometrics-in-r" data-for="finding-knowledge/2015-06-get-started-with-econometrics-in-r">Get started with econometrics in R</a></li><li><a href="../finding-knowledge/2015-12-getting-more-out-of-microsoft-words-spelling-and-grammar-checker" data-for="finding-knowledge/2015-12-getting-more-out-of-microsoft-words-spelling-and-grammar-checker">Getting more out of Microsoft Wordâs Spelling and Grammar Checker</a></li><li><a href="../finding-knowledge/2022-01-getting-outputs-into-rms-and-giving-up-on-orcid" data-for="finding-knowledge/2022-01-getting-outputs-into-rms-and-giving-up-on-orcid">Getting outputs into RMS (and giving up on ORCID)</a></li><li><a href="../finding-knowledge/2013-05-giving-pupils-the-lead-in-dialogic-talk-around-presentations" data-for="finding-knowledge/2013-05-giving-pupils-the-lead-in-dialogic-talk-around-presentations">Giving pupils the lead in dialogic talk around presentations</a></li><li><a href="../finding-knowledge/2020-11-global-summit-on-the-ethics-of-ai-in-education" data-for="finding-knowledge/2020-11-global-summit-on-the-ethics-of-ai-in-education">Global Summit on the Ethics of AI in Education</a></li><li><a href="../finding-knowledge/2013-07-google-coursebuilder-and-search-education" data-for="finding-knowledge/2013-07-google-coursebuilder-and-search-education">Google Coursebuilder and Search Education</a></li><li><a href="../finding-knowledge/2020-01-gradcert" data-for="finding-knowledge/2020-01-gradcert">Graduate certificate in higher education teaching and learning</a></li><li><a href="../finding-knowledge/2015-12-human-data-interaction-and-learning-analytics" data-for="finding-knowledge/2015-12-human-data-interaction-and-learning-analytics">Human Data Interaction and Learning Analytics</a></li><li><a href="../finding-knowledge/2012-03-i-am-therefore-i-buy-measuring-consumer-preference-in-a-digital-age" data-for="finding-knowledge/2012-03-i-am-therefore-i-buy-measuring-consumer-preference-in-a-digital-age">I am, therefore I buy â measuring consumer preference in a digital age</a></li><li><a href="../finding-knowledge/2014-07-facebook-mood-study" data-for="finding-knowledge/2014-07-facebook-mood-study">Iâve decided to have an opinion on the Facebook mood study</a></li><li><a href="../finding-knowledge/2014-06-icls-in-boulder-colorado" data-for="finding-knowledge/2014-06-icls-in-boulder-colorado">ICLS in Boulder, Colorado</a></li><li><a href="../finding-knowledge/2016-06-icls-in-singapore" data-for="finding-knowledge/2016-06-icls-in-singapore">ICLS in Singapore</a></li><li><a href="../finding-knowledge/2014-02-icls-workshop-analytics-for-learning-and-becoming-in-practice" data-for="finding-knowledge/2014-02-icls-workshop-analytics-for-learning-and-becoming-in-practice">ICLS Workshop â Analytics for Learning and Becoming in Practice</a></li><li><a href="../finding-knowledge/2015-12-ideation-and-collective-intelligence-platforms" data-for="finding-knowledge/2015-12-ideation-and-collective-intelligence-platforms">Ideation and collective intelligence platforms</a></li><li><a href="../finding-knowledge/2015-11-identifying-factive-claims-in-written-text" data-for="finding-knowledge/2015-11-identifying-factive-claims-in-written-text">Identifying factive claims in written text</a></li><li><a href="../finding-knowledge/2015-12-identifying-gaps-in-textual-cohesion" data-for="finding-knowledge/2015-12-identifying-gaps-in-textual-cohesion">Identifying gaps in textual cohesion</a></li><li><a href="../finding-knowledge/2015-12-identifying-similar-text-and-plagiarism" data-for="finding-knowledge/2015-12-identifying-similar-text-and-plagiarism">Identifying similar text (and plagiarism)</a></li><li><a href="../finding-knowledge/2014-10-impact-and-the-ethical-thread" data-for="finding-knowledge/2014-10-impact-and-the-ethical-thread">Impact and the ethical thread</a></li><li><a href="../finding-knowledge/2012-11-in-praise-of-tests" data-for="finding-knowledge/2012-11-in-praise-of-tests">In Praise of Tests</a></li><li><a href="../finding-knowledge/2012-10-information-foraging-tracking-the-scent-of-information" data-for="finding-knowledge/2012-10-information-foraging-tracking-the-scent-of-information">Information Foraging â Tracking the âscentâ of information</a></li><li><a href="../finding-knowledge/2024-01-house-inquiry-evidence" data-for="finding-knowledge/2024-01-house-inquiry-evidence">Inquiry into the use of generative artificial intelligence in the Australian education system</a></li><li><a href="../finding-knowledge/2015-01-inter-rater-reliability-in-r" data-for="finding-knowledge/2015-01-inter-rater-reliability-in-r">Inter-rater reliability in R</a></li><li><a href="../finding-knowledge/2015-12-interesting-discussion-data-corpora" data-for="finding-knowledge/2015-12-interesting-discussion-data-corpora">Interesting discussion data corpora</a></li><li><a href="../finding-knowledge/2013-03-introduction-to-epistemology" data-for="finding-knowledge/2013-03-introduction-to-epistemology">Introduction to Epistemology</a></li><li><a href="../finding-knowledge/2013-01-is-google-making-me-stupid-or-smarter-how-about-bing" data-for="finding-knowledge/2013-01-is-google-making-me-stupid-or-smarter-how-about-bing">Is Google making me [stupid|smarter]â¦how about Bing?</a></li><li><a href="../finding-knowledge/2013-07-jobs" data-for="finding-knowledge/2013-07-jobs">Jobs</a></li><li><a href="../finding-knowledge/2011-10-key-questions-im-interested-in" data-for="finding-knowledge/2011-10-key-questions-im-interested-in">Key Questions Iâm interested in</a></li><li><a href="../finding-knowledge/2012-10-knowing-knowledge" data-for="finding-knowledge/2012-10-knowing-knowledge">Knowing Knowledge</a></li><li><a href="../finding-knowledge/2015-03-lak15-trip" data-for="finding-knowledge/2015-03-lak15-trip">
2LAK15: Temporality workshop and rich document literacies short paper; and Rutgers visit</a></li><li><a href="../finding-knowledge/2016-02-learning-analytics-carpentry-lac-proposal" data-for="finding-knowledge/2016-02-learning-analytics-carpentry-lac-proposal">Learning Analytics Carpentry (LAC) proposal</a></li><li><a href="../finding-knowledge/2012-10-learning-sciences-reading-group" data-for="finding-knowledge/2012-10-learning-sciences-reading-group">Learning Sciences reading group</a></li><li><a href="../finding-knowledge/2016-01-location-games-on-campus" data-for="finding-knowledge/2016-01-location-games-on-campus">Location games on campus</a></li><li><a href="../finding-knowledge/2013-12-making-mediawiki-accessible" data-for="finding-knowledge/2013-12-making-mediawiki-accessible">Making Mediawiki More Accessible</a></li><li><a href="../finding-knowledge/2015-01-mapping-wikimedia-meetups-in-r" data-for="finding-knowledge/2015-01-mapping-wikimedia-meetups-in-r">Mapping (Wikimedia meetups) in R</a></li><li><a href="../finding-knowledge/2016-05-may-2016-simon-go-back" data-for="finding-knowledge/2016-05-may-2016-simon-go-back">May 2016 â Simon go back</a></li><li><a href="../finding-knowledge/2014-09-measuring-value-in-3rd-sector-social-media" data-for="finding-knowledge/2014-09-measuring-value-in-3rd-sector-social-media">Measuring âvalueâ in 3rd sector social media</a></li><li><a href="../finding-knowledge/2013-12-measuring-value-in-wikimedia-projects" data-for="finding-knowledge/2013-12-measuring-value-in-wikimedia-projects">Measuring value in Wikimedia projects</a></li><li><a href="../finding-knowledge/2013-01-mediawiki-for-learning-analytics" data-for="finding-knowledge/2013-01-mediawiki-for-learning-analytics">MediaWiki for Learning Analytics?</a></li><li><a href="../finding-knowledge/2015-05-modelling-choices-in-document-evaluations" data-for="finding-knowledge/2015-05-modelling-choices-in-document-evaluations">Modelling choices in document evaluations</a></li><li><a href="../finding-knowledge/2014-11-month-note-field-work-conferences-other-events" data-for="finding-knowledge/2014-11-month-note-field-work-conferences-other-events">Month note: Field work, conferences + other events</a></li><li><a href="../finding-knowledge/2014-04-moving-to-my-own-hosting" data-for="finding-knowledge/2014-04-moving-to-my-own-hosting">Moving to my own hosting</a></li><li><a href="../finding-knowledge/2023-11-Moving-to-quartz" data-for="finding-knowledge/2023-11-Moving-to-quartz">Moving to quartz from wordpress</a></li><li><a href="../finding-knowledge/2014-01-mozilla-contributor-audit" data-for="finding-knowledge/2014-01-mozilla-contributor-audit">Mozilla Contributor Audit</a></li><li><a href="../finding-knowledge/2013-11-multiple-document-processing-in-r-or-python" data-for="finding-knowledge/2013-11-multiple-document-processing-in-r-or-python">Multiple Document Processing in R or Python</a></li><li><a href="../finding-knowledge/2013-01-my-day-hour-by-hour" data-for="finding-knowledge/2013-01-my-day-hour-by-hour">My Day hour by hour</a></li><li><a href="../finding-knowledge/2014-02-my-oro-statistics" data-for="finding-knowledge/2014-02-my-oro-statistics">My ORO Statistics</a></li><li><a href="../finding-knowledge/2024-05-my-quartz-obsidian-workflow" data-for="finding-knowledge/2024-05-my-quartz-obsidian-workflow">My quartz-obsidian workflow materials</a></li><li><a href="../finding-knowledge/2014-10-my-research" data-for="finding-knowledge/2014-10-my-research">My Research</a></li><li><a href="../finding-knowledge/2012-02-my-research-in-wordles" data-for="finding-knowledge/2012-02-my-research-in-wordles">My Research in Wordles</a></li><li><a href="../finding-knowledge/2015-12-my-research-in-xkcds" data-for="finding-knowledge/2015-12-my-research-in-xkcds">My Research in XKCDs</a></li><li><a href="../finding-knowledge/2013-08-my-year-developments-collaborations-skills" data-for="finding-knowledge/2013-08-my-year-developments-collaborations-skills">My Year â developments, collaborations, skills</a></li><li><a href="../finding-knowledge/2024-03-navigating-peer-review" data-for="finding-knowledge/2024-03-navigating-peer-review">Navigating peer review</a></li><li><a href="../finding-knowledge/2013-10-nesta-games-based-learning-event" data-for="finding-knowledge/2013-10-nesta-games-based-learning-event">Nesta Games Based Learning Event</a></li><li><a href="../finding-knowledge/2014-05-net-neutrality-and-oer" data-for="finding-knowledge/2014-05-net-neutrality-and-oer">Net neutrality and OER</a></li><li><a href="../finding-knowledge/2012-02-edubrowse" data-for="finding-knowledge/2012-02-edubrowse">New @nominettrust edu-browse; a browser for education?</a></li><li><a href="../finding-knowledge/2015-01-new-lak15-publications-on-temporal
2ity-and-literacy" data-for="finding-knowledge/2015-01-new-lak15-publications-on-temporality-and-literacy">New #LAK15 publications â on Temporality and Literacy</a></li><li><a href="../finding-knowledge/2020-05-new-aare-post-using-evidence-to-help-build-and-evaluate-good-ideas-in-education-technology" data-for="finding-knowledge/2020-05-new-aare-post-using-evidence-to-help-build-and-evaluate-good-ideas-in-education-technology">New AARE post: Using evidence to help build and evaluate good ideas in education technology</a></li><li><a href="../finding-knowledge/2014-12-new-bps-strategic-plan" data-for="finding-knowledge/2014-12-new-bps-strategic-plan">New BPS strategic plan</a></li><li><a href="../finding-knowledge/2020-07-augmenting-assessment-with-learning-analytics" data-for="finding-knowledge/2020-07-augmenting-assessment-with-learning-analytics">New chapter: Augmenting Assessment with Learning Analytics</a></li><li><a href="../finding-knowledge/2014-02-knowledge-in-search" data-for="finding-knowledge/2014-02-knowledge-in-search">New chapter: Finding knowledge â what is it to âknowâ when we search?</a></li><li><a href="../finding-knowledge/2012-05-digital-divide-an-issue-of-ethics" data-for="finding-knowledge/2012-05-digital-divide-an-issue-of-ethics">New Nominet Trust Blog: Digital Divide â an issue of ethics?</a></li><li><a href="../finding-knowledge/2017-07-bursting-the-bubble" data-for="finding-knowledge/2017-07-bursting-the-bubble">New output â Bursting the bubble</a></li><li><a href="../finding-knowledge/2016-02-new-output-collaborative-epistemic-discourse-in-classroom-information-seeking-tasks" data-for="finding-knowledge/2016-02-new-output-collaborative-epistemic-discourse-in-classroom-information-seeking-tasks">New output: Collaborative Epistemic Discourse in Classroom Information Seeking Tasks</a></li><li><a href="../finding-knowledge/2020-05-new-output-acawriter-a-learning-analytics-tool-for-formative-feedback-on-academic-writing" data-for="finding-knowledge/2020-05-new-output-acawriter-a-learning-analytics-tool-for-formative-feedback-on-academic-writing">New output: AcaWriter: A Learning Analytics Tool for Formative Feedback on Academic Writing.</a></li><li><a href="../finding-knowledge/2017-07-new-output-artificial-intelligence-in-education" data-for="finding-knowledge/2017-07-new-output-artificial-intelligence-in-education">New Output: Artificial Intelligence in Education?</a></li><li><a href="../finding-knowledge/2019-02-new-output-calibrating-assessment-literacy-through-benchmarking-tasks" data-for="finding-knowledge/2019-02-new-output-calibrating-assessment-literacy-through-benchmarking-tasks">New output: Calibrating Assessment Literacy Through Benchmarking Tasks</a></li><li><a href="../finding-knowledge/2020-05-new-output-developing-a-text-integration-task-for-investigating-and-teaching-interdisciplinarity-in-science-teams" data-for="finding-knowledge/2020-05-new-output-developing-a-text-integration-task-for-investigating-and-teaching-interdisciplinarity-in-science-teams">New output: Developing a Text-Integration Task for Investigating and Teaching Interdisciplinarity in Science Teams</a></li><li><a href="../finding-knowledge/2018-05-new-output-distributed-learning-educating-and-assessing-extended-cognitive-systems" data-for="finding-knowledge/2018-05-new-output-distributed-learning-educating-and-assessing-extended-cognitive-systems">New Output: Distributed learning: Educating and assessing extended cognitive systems</a></li><li><a href="../finding-knowledge/2020-03-la-educator-perspectives" data-for="finding-knowledge/2020-03-la-educator-perspectives">New output: Educator Perspectives on Learning Analytics in Classroom Practice</a></li><li><a href="../finding-knowledge/2017-05-new-output-epistemic-cognition-a-lens-onto-fake-news" data-for="finding-knowledge/2017-05-new-output-epistemic-cognition-a-lens-onto-fake-news">New Output: Epistemic Cognition â A lens onto fake news</a></li><li><a href="../finding-knowledge/2016-03-new-output-epistemic-commitments-in-written-texts" data-for="finding-knowledge/2016-03-new-output-epistemic-commitments-in-written-texts">New output: Epistemic commitments in written texts</a></li><li><a href="../finding-knowledge/2019-10-dialogic-education-digital-tech" data-for="finding-knowledge/2019-10-dialogic-education-digital-tech">New output: Handbook section introduction on Dialogic education and digital technology</a></li><li><a href="../finding-knowledge/2020-11-new-output-participatory-wa" data-for="finding-knowledge/2020-11-new-output-participatory-wa">New output: How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools</a></li><li><a href="../finding-knowledge/2020-02-tools-to-task" data-for="finding-knowledge/2020-02-tools-to-task">New output: Implementing Learning Analytics for Learning Impact: Taking Tools to Task</a></li><li><a href="../finding-knowledge/2019-08-new-output-practical-ethics-for-la" data-for="finding-knowledge/2019-08-new-output-practical-ethics-for-la">New output: Practical ethics for building learning analytics</a></li><li>
2<a href="../finding-knowledge/2017-02-new-output-socialising-epistemic-cognition" data-for="finding-knowledge/2017-02-new-output-socialising-epistemic-cognition">New Output: Socialising Epistemic Cognition</a></li><li><a href="../finding-knowledge/2017-04-new-output-the-orchestration-of-a-collaborative-information-seeking-learning-task-in-a-special-issue-of-ir-on-search-as-learning" data-for="finding-knowledge/2017-04-new-output-the-orchestration-of-a-collaborative-information-seeking-learning-task-in-a-special-issue-of-ir-on-search-as-learning">New output: The Orchestration of a Collaborative Information Seeking Learning Task in a Special Issue of IR on Search as Learning</a></li><li><a href="../finding-knowledge/2017-04-epistemic-cognition-internet-resources" data-for="finding-knowledge/2017-04-epistemic-cognition-internet-resources">New output: The relationship of (perceived) epistemic cognition to interaction with resources on the internet</a></li><li><a href="../finding-knowledge/2022-08-why-do-experts-disagree" data-for="finding-knowledge/2022-08-why-do-experts-disagree">New Output: Why do experts disagree? The development of a taxonomy</a></li><li><a href="../finding-knowledge/2014-08-new-paper-a-mediawiki-oer-resource-bank-for-teaching-stem" data-for="finding-knowledge/2014-08-new-paper-a-mediawiki-oer-resource-bank-for-teaching-stem">New paper â a Mediawiki OER resource bank for teaching STEM</a></li><li><a href="../finding-knowledge/2019-10-nyu-talk" data-for="finding-knowledge/2019-10-nyu-talk">New Talk at NYU: Aligning Learning Analytics with Classroom Practices & Needs</a></li><li><a href="../finding-knowledge/2021-02-new-talk-who-to-believe-conceptualising-and-navigating-disagreement" data-for="finding-knowledge/2021-02-new-talk-who-to-believe-conceptualising-and-navigating-disagreement">New talk: Who to believe? Conceptualising and navigating disagreement</a></li><li><a href="../finding-knowledge/2014-08-new-video-supporting-information-seeking-my-research" data-for="finding-knowledge/2014-08-new-video-supporting-information-seeking-my-research">New video â supporting information seeking; my research</a></li><li><a href="../finding-knowledge/2012-03-nominettrust-blog-open-learning-analytics-measuring-success" data-for="finding-knowledge/2012-03-nominettrust-blog-open-learning-analytics-measuring-success">NominetTrust blog â Open Learning Analytics & Measuring âsuccessâ</a></li><li><a href="../finding-knowledge/2012-04-nominettrust-blog-finding-knowledge-young-peoples-use-of-search-engines" data-for="finding-knowledge/2012-04-nominettrust-blog-finding-knowledge-young-peoples-use-of-search-engines">NominetTrust Blog: Finding Knowledge â young peopleâs use of search engines</a></li><li><a href="../finding-knowledge/2012-04-nominettrust-blog-is-giving-access-the-best-way-to-address-technological-inequality" data-for="finding-knowledge/2012-04-nominettrust-blog-is-giving-access-the-best-way-to-address-technological-inequality">NominetTrust blog: Is giving access the best way to address technological inequality?</a></li><li><a href="../finding-knowledge/2012-04-symptoms-and-causes-the-digital-divide-a-digital-problem" data-for="finding-knowledge/2012-04-symptoms-and-causes-the-digital-divide-a-digital-problem">NominetTrust blog: Symptoms and causes: The digital divideâ¦a digital problem?</a></li><li><a href="../finding-knowledge/2012-04-nominettrust-blog-what-we-do-just-is-what-we-know" data-for="finding-knowledge/2012-04-nominettrust-blog-what-we-do-just-is-what-we-know">NominetTrust blog: What we do, just is what we know</a></li><li><a href="../finding-knowledge/2014-05-wikipedia-notability" data-for="finding-knowledge/2014-05-wikipedia-notability">Notability on Wikipedia â the case of journals and learned societies</a></li><li><a href="../finding-knowledge/2014-09-on-false-balance-in-reporting" data-for="finding-knowledge/2014-09-on-false-balance-in-reporting">On false balance in reporting</a></li><li><a href="../finding-knowledge/2013-11-on-lying-stub" data-for="finding-knowledge/2013-11-on-lying-stub">On lying [stub]</a></li><li><a href="../finding-knowledge/2013-01-open-remixable-moocs-what-would-it-look-like-what-could-we-do-with-it" data-for="finding-knowledge/2013-01-open-remixable-moocs-what-would-it-look-like-what-could-we-do-with-it">Open (remixable) moocs â what would it look like, what could we do with it?</a></li><li><a href="../finding-knowledge/2016-01-open-educational-resources-research" data-for="finding-knowledge/2016-01-open-educational-resources-research">Open Educational Resources Research</a></li><li><a href="../finding-knowledge/2015-07-openstv" data-for="finding-knowledge/2015-07-openstv">OpenSTV</a></li><li><a href="../finding-knowledge/2013-05-pedagogically-driven-purchasing-in-school-ict" data-for="finding-knowledge/2013-05-pedagogically-driven-purchasing-in-school-ict">Pedagogically driven purchasing in school ICT</a></li><li><a href="../finding-knowledge/2013-01-personalisation-and-personal-recommendation-tailoring-my-knowledge-graph" data-for="finding-knowledge/2013-01-personalisation-and-personal-recommendation-tailoring-my-knowledge-graph">Personalisation and Personal Recommendation â tailoring my knowledge graph</a></li><li><a href="../finding-knowledge/2013-02-personalising-for-diverse-results-diversity-aware-search" data-for="finding-knowledge/2013-02-personalising-for-diverse-results-diversity-aware-search">Personalising for Diverse Results â Diversity Aware Search</a></li><li><a href="../finding-knowledge/2015-12-phd-activity-to-outputspapers" data-for="finding-knowledge/2015-12-phd-activity-to-outputspapers">PhD activity to outputs/papers</a></li><li><a href="../finding-knowledge/2014-05-philosophy-of-education-accessibility-clarity-and-the-philosophy-education-relationship" data-for="finding-knowledge/2014-05-philosophy-of-education-accessibility-clarity-and-the-philosophy-education-relationship">Philosophy of Education: Accessibility, clarity, and the philosophy-education relationship</a></li><li><a href="../finding-knowledge/2024-07-22-mermaid-in-qualtrics" data-for="finding-knowledge/2024-07-22-mermaid-in-qualtrics">Playing with embedding mermaid diagrams in Qualtrics surveys [stub]</a></li><li>
2<a href="../finding-knowledge/2014-05-portable-apps-for-experiment-deployment" data-for="finding-knowledge/2014-05-portable-apps-for-experiment-deployment">Portable apps for experiment deployment</a></li><li><a href="../finding-knowledge/2018-08-privacy-preserving-personal-data-dashboard" data-for="finding-knowledge/2018-08-privacy-preserving-personal-data-dashboard">Privacy preserving personal data dashboard</a></li><li><a href="../finding-knowledge/2014-06-etag-consultation" data-for="finding-knowledge/2014-06-etag-consultation">Putting learners in control of their data: ETAG proposals</a></li><li><a href="../finding-knowledge/2012-10-qualitative" data-for="finding-knowledge/2012-10-qualitative">Qualitative & Quantitative data analysisâ¦immeasurable seminars ;)</a></li><li><a href="../finding-knowledge/2014-12-quick-wikipedia-tasks" data-for="finding-knowledge/2014-12-quick-wikipedia-tasks">Quick Wikipedia Tasks</a></li><li><a href="../finding-knowledge/2024-10-14-AI-policy" data-for="finding-knowledge/2024-10-14-AI-policy">Recent engagement with AI policy discourse: The centrality of learning for ethical AI</a></li><li><a href="../finding-knowledge/2015-10-research-agenda" data-for="finding-knowledge/2015-10-research-agenda">Research Agenda</a></li><li><a href="../finding-knowledge/2013-05-researching-moocs" data-for="finding-knowledge/2013-05-researching-moocs">Researching moocs</a></li><li><a href="../finding-knowledge/2015-12-resources-for-qualitative-analysis" data-for="finding-knowledge/2015-12-resources-for-qualitative-analysis">Resources for Qualitative Analysis</a></li><li><a href="../finding-knowledge/2016-12-review-software-a-tool-and-pedagogic-strategy-to-improve-assessment" data-for="finding-knowledge/2016-12-review-software-a-tool-and-pedagogic-strategy-to-improve-assessment">REVIEW Software â A tool and pedagogic strategy to improve assessment</a></li><li><a href="../finding-knowledge/2015-06-reviewing" data-for="finding-knowledge/2015-06-reviewing">Reviewing â The (grad student) benefits</a></li><li><a href="../finding-knowledge/2014-10-right-to-be-forgotten-2" data-for="finding-knowledge/2014-10-right-to-be-forgotten-2">Right to be forgotten</a></li><li><a href="../finding-knowledge/2015-01-rpython-on-the-crunch-server" data-for="finding-knowledge/2015-01-rpython-on-the-crunch-server">rPython on the cRunch server</a></li><li><a href="../finding-knowledge/2015-05-rutgers-visit" data-for="finding-knowledge/2015-05-rutgers-visit">Rutgers visit</a></li><li><a href="../finding-knowledge/2020-02-sabbatical" data-for="finding-knowledge/2020-02-sabbatical">Sabbatical</a></li><li><a href="../finding-knowledge/2021-07-scraping-arc-coe-members" data-for="finding-knowledge/2021-07-scraping-arc-coe-members">Scraping ARC College of Experts members (R snippets)</a></li><li><a href="../finding-knowledge/2016-07-search-based-games-and-puzzles" data-for="finding-knowledge/2016-07-search-based-games-and-puzzles">Search based games and puzzles</a></li><li><a href="../finding-knowledge/2014-01-searching-time" data-for="finding-knowledge/2014-01-searching-time">Searching Time</a></li><li><a href="../finding-knowledge/2012-08-searchresearch-internet-search-what-makes-it-simple-difficult-or-impossible" data-for="finding-knowledge/2012-08-searchresearch-internet-search-what-makes-it-simple-difficult-or-impossible">SearchReSearch: Internet search: What makes it simple, difficult or impossible?</a></li><li><a href="../finding-knowledge/2012-02-second-nominettrust-blog-nurturing-and-measuring-the-value-of-innovation-bett-and-beyond" data-for="finding-knowledge/2012-02-second-nominettrust-blog-nurturing-and-measuring-the-value-of-innovation-bett-and-beyond">Second @NominetTrust blog; Nurturing and measuring the âvalueâ of innovation â BETT and beyond</a></li><li><a href="../finding-knowledge/2024-06-26-online-communities" data-for="finding-knowledge/2024-06-26-online-communities">Setting up an online group in 2024</a></li><li><a href="../finding-knowledge/2016-12-noisy-sheets" data-for="finding-knowledge/2016-12-noisy-sheets">Shared data for individual assessments</a></li><li><a href="../finding-knowledge/2012-10-shirley-brice-heath-ways-with-words-literacy-or-something-in-our-face" data-for="finding-knowledge/2012-10-shirley-brice-heath-ways-with-words-literacy-or-something-in-our-face">Shirley Brice Heath: Ways with words â Literacy [or something] in our face</a></li><li><a href="../finding-knowledge/2013-01-six-provocations-for-learning-analytics" data-for="finding-knowledge/2013-01-six-provocations-for-learning-analytics">Six Provocations for Learning Analytics</a></li><li><a href="../finding-knowledge/2013-12-smart-ways-to-educate" data-for="finding-knowledge/2013-12-smart-ways-to-educate">Smart ways to educate â Nexters event</a></li><li><a href="../finding-knowledge/2012-02-so-gephi-eh" data-for="finding-knowledge/2012-02-so-gephi-eh">Soâ¦Gephi eh?</a></li><li><a href="../finding-knowledge/2013-11-society-of-the-query-conference" data-for="finding-knowledge/2013-11-society-of-the-query-conference">Society of the Query conference</a></li><li><a href="../finding-knowledge/2024-01-PhD-expectation-setting" data-for="finding-knowledge/2024-01-PhD-expectation-setting">Some resources for initial expectation setting in PhD supervision</a></li><li><a href="../finding-knowledge/2016-12-some-resources-for-writing-support-at-uts" data-for="finding-knowledge/2016-12-some-resources-for-writing-support-at-uts">Some resources for writing support at UTS</a></li><li><a href="../finding-knowledge/2018-08-some-tools-to-help-us-understand-multiple-source-comprehe
2nsion-and-integration" data-for="finding-knowledge/2018-08-some-tools-to-help-us-understand-multiple-source-comprehension-and-integration">Some tools to help us understand multiple-source comprehension and integration</a></li><li><a href="../finding-knowledge/2024-01-Staff-Student-Ratios" data-for="finding-knowledge/2024-01-Staff-Student-Ratios">Staff:Student ratios at universities internationally</a></li><li><a href="../finding-knowledge/2016-03-student-diagnostic-reviewbenchmarking-data" data-for="finding-knowledge/2016-03-student-diagnostic-reviewbenchmarking-data">Student diagnostic review/benchmarking data</a></li><li><a href="../finding-knowledge/2015-12-student-writing-corpora" data-for="finding-knowledge/2015-12-student-writing-corpora">Student writing corpora</a></li><li><a href="../finding-knowledge/2016-12-students-create-oer" data-for="finding-knowledge/2016-12-students-create-oer">Students creating their own OER through Wikipedia</a></li><li><a href="../finding-knowledge/2013-07-talking-moocs-at-stanford" data-for="finding-knowledge/2013-07-talking-moocs-at-stanford">Talking MOOCs at Stanford</a></li><li><a href="../finding-knowledge/2013-07-talking-moocs-at-stanford-google-experiences" data-for="finding-knowledge/2013-07-talking-moocs-at-stanford-google-experiences">Talking MOOCs at Stanford Google Experiences</a></li><li><a href="../finding-knowledge/2016-12-testimonial-knowledge" data-for="finding-knowledge/2016-12-testimonial-knowledge">Testimonial Knowledge: Transmissive; Generative; Coconstructive?</a></li><li><a href="../finding-knowledge/2013-04-testimony-of-silence-in-social-qa-and-search-engine-use" data-for="finding-knowledge/2013-04-testimony-of-silence-in-social-qa-and-search-engine-use">Testimony of Silence in Social Q&A and Search Engine Use</a></li><li><a href="../finding-knowledge/2017-05-the-evolution-of-an-article" data-for="finding-knowledge/2017-05-the-evolution-of-an-article">The evolution of an article</a></li><li><a href="../finding-knowledge/2013-03-the-extended-knowledge-project" data-for="finding-knowledge/2013-03-the-extended-knowledge-project">The Extended Knowledge Project</a></li><li><a href="../finding-knowledge/2014-01-the-measure-of-knowledge" data-for="finding-knowledge/2014-01-the-measure-of-knowledge">The Measure of Knowledge</a></li><li><a href="../finding-knowledge/2012-02-the-myth-of-the-paperless-office" data-for="finding-knowledge/2012-02-the-myth-of-the-paperless-office">The myth of the paperless officeâ¦</a></li><li><a href="../finding-knowledge/2015-12-the-phd-viva" data-for="finding-knowledge/2015-12-the-phd-viva">The PhD viva</a></li><li><a href="../finding-knowledge/2013-01-the-pragmatic-web-more-than-just-semantics-contextualised" data-for="finding-knowledge/2013-01-the-pragmatic-web-more-than-just-semantics-contextualised">The Pragmatic Web: More than just semantics contextualised</a></li><li><a href="../finding-knowledge/2014-05-the-revolution-in-asking-answering-questions" data-for="finding-knowledge/2014-05-the-revolution-in-asking-answering-questions">The Revolution in Asking & Answering Questions</a></li><li><a href="../finding-knowledge/2013-10-the-role-of-open-access-and-open-educational-resources-within-distance-education" data-for="finding-knowledge/2013-10-the-role-of-open-access-and-open-educational-resources-within-distance-education">The Role of Open Access and Open Educational Resources within Distance Education</a></li><li><a href="../finding-knowledge/2016-06-thinking-about-genre-with-students" data-for="finding-knowledge/2016-06-thinking-about-genre-with-students">Thinking about genre with students</a></li><li><a href="../finding-knowledge/2020-02-icls" data-for="finding-knowledge/2020-02-icls">Three new pieces at the International Conference of the Learning Sciences around ethical and epistemic concerns</a></li><li><a href="../finding-knowledge/2014-01-to-read-or-not-to-read-decoding-synthetic-phonics" data-for="finding-knowledge/2014-01-to-read-or-not-to-read-decoding-synthetic-phonics">To read or not to read: decoding Synthetic Phonics</a></li><li>
2<a href="../finding-knowledge/2017-04-tools-for-analysing-learning-texts" data-for="finding-knowledge/2017-04-tools-for-analysing-learning-texts">Tools for analysing learning texts</a></li><li><a href="../finding-knowledge/2015-06-trail-blazer-mapping-your-info-seeking-trail" data-for="finding-knowledge/2015-06-trail-blazer-mapping-your-info-seeking-trail">Trail Blazer â mapping your info seeking trail</a></li><li><a href="../finding-knowledge/2018-10-two-new-posts-on-making-learning-visible" data-for="finding-knowledge/2018-10-two-new-posts-on-making-learning-visible">Two new posts on making learning visible</a></li><li><a href="../finding-knowledge/2016-03-unsw-talk-how-could-assessment-data-be-used-to-enhance-assessment-practices" data-for="finding-knowledge/2016-03-unsw-talk-how-could-assessment-data-be-used-to-enhance-assessment-practices">UNSW talk: How could assessment data be used to enhance assessment practices?</a></li><li><a href="../finding-knowledge/2015-07-thesaurus-and-strings-in-r" data-for="finding-knowledge/2015-07-the
2saurus-and-strings-in-r">Using a thesaurus to find strings (and synonymous strings) in R</a></li><li><a href="../finding-knowledge/2016-06-using-google-drive-and-doctopus-for-whole-class-group-and-individual-tasks" data-for="finding-knowledge/2016-06-using-google-drive-and-doctopus-for-whole-class-group-and-individual-tasks">Using Google drive and doctopus for whole-class group and individual tasks</a></li><li><a href="../finding-knowledge/2017-01-using-ifttt-and-diigo-bookmarks-to-feed-facebook" data-for="finding-knowledge/2017-01-using-ifttt-and-diigo-bookmarks-to-feed-facebook">Using ifttt and diigo bookmarks to feed facebook</a></li><li><a href="../finding-knowledge/2015-12-using-launchpad-and-the-nectar-research-cloud-to-access-rstudio" data-for="finding-knowledge/2015-12-using-launchpad-and-the-nectar-research-cloud-to-access-rstudio">Using Launchpad and the NeCTAR Research Cloud to access RStudio</a></li><li><a href="../finding-knowledge/2013-06-using-r-to-process-wikipedia-link-flow-data" data-for="finding-knowledge/2013-06-using-r-to-process-wikipedia-link-flow-data">Using R to process Wikipedia link flow data</a></li><li><a href="../finding-knowledge/2012-09-using-the-internet-to-do-research-google-documents" data-for="finding-knowledge/2012-09-using-the-internet-to-do-research-google-documents">Using the internet to do research â Google Documents</a></li><li><a href="../finding-knowledge/2013-01-using-the-internet-to-do-research-some-tips-ideas-tools-comments" data-for="finding-knowledge/2013-01-using-the-internet-to-do-research-some-tips-ideas-tools-comments">Using the internet to do research â some tips, ideas, tools, comments</a></li><li><a href="../finding-knowledge/2014-04-using-wikipedia-paragraph-improvements-to-teach-literacy" data-for="finding-knowledge/2014-04-using-wikipedia-paragraph-improvements-to-teach-literacy">Using Wikipedia paragraph improvements to teach literacy</a></li><li><a href="../finding-knowledge/2016-03-uts-model-of-learning-writing-writing-for-data-scientists" data-for="finding-knowledge/2016-03-uts-model-of-learning-writing-writing-for-data-scientists">UTS model of learning (writing): Writing for data scientists</a></li><li><a href="../finding-knowledge/2019-01-vaccinations-and-misinformtaion" data-for="finding-knowledge/2019-01-vaccinations-and-misinformtaion">Vaccinations and misinformation</a></li><li><a href="../finding-knowledge/2014-10-verifying-your-facts" data-for="finding-knowledge/2014-10-verifying-your-facts">Verifying your facts</a></li><li><a href="../finding-knowledge/2016-10-visit-to-asu" data-for="finding-knowledge/2016-10-visit-to-asu">Visit to ASU</a></li><li><a href="../finding-knowledge/2013-07-visiting-the-epistemic-games-group" data-for="finding-knowledge/2013-07-visiting-the-epistemic-games-group">Visiting the Epistemic Games Group</a></li><li><a href="../finding-knowledge/2016-12-visual-minuting-stub" data-for="finding-knowledge/2016-12-visual-minuting-stub">Visual minuting [stub]</a></li><li><a href="../finding-knowledge/2012-02-visualising-tag-data-from-zotero" data-for="finding-knowledge/2012-02-visualising-tag-data-from-zotero">Visualising tag data (from Zotero?)</a></li><li><a href="../finding-knowledge/2016-01-visualising-twitter-history" data-for="finding-knowledge/2016-01-visualising-twitter-history">Visualising Twitter History</a></li><li><a href="../finding-knowledge/2019-01-we-need-to-talk-about-search-searching-together" data-for="finding-knowledge/2019-01-we-need-to-talk-about-search-searching-together">We Need to Talk About Search: Searching Together</a></li><li><a href="../finding-knowledge/2013-07-what-am-i-doing-a-phd-in" data-for="finding-knowledge/2013-07-what-am-i-doing-a-phd-in">What am I doing a PhD in?</a></li><li><a href="../finding-knowledge/2013-11-what-are-you-searching-for" data-for="finding-knowledge/2013-11-what-are-you-searching-for">What are you searching for</a></li><li><a href="../finding-knowledge/2015-09-what-do-trustees-do" data-for="finding-knowledge/2015-09-what-do-trustees-do">What do trustees do</a></li><li><a href="../finding-knowledge/2014-05-digital-currency" data-for="finding-knowledge/2014-05-digital-currency">What does it mean to be an expert in the web era</a></li><li><a href="../finding-knowledge/2013-01-what-does-it-mean-to-think-that-a-pupil-has-made-progress" data-for="finding-knowledge/2013-01-what-does-it-mean-to-think-that-a-pupil-has-made-progress">What does it mean to think that a pupil has made progress?</a></li><li><a href="../finding-knowledge/2015-11-what-training-do-teachers-need-impact22" data-for="finding-knowledge/2015-11-what-training-do-teachers-need-impact22">What training do teachers need? #impact22</a></li><li><a href="../finding-knowledge/2013-05-when-no-answer-is-answer-enough-2" data-for="finding-knowledge/2013-05-when-no-answer-is-answer-enough-2">When no answer is answer enough</a></li><li><a href="../finding-knowledge/2018-11-who-to-believe-how-epistemic-cognition-can-inform-science-communication-keynote-at-australian-science-communicators-conference-2018" data-for="finding-knowledge/2018-11-who-to-believe-how-epistemic-cognition-can-inform-science-communication-keynote-at-australian-science-communicators-conference-2018">Who to believe: How epistemic cognition can inform science communication (keynote at Australian Science Communicators conference, 2018)</a></li><li><a href="../finding-knowledge/2013-12-wiki-dates-with-moving-events" data-for="finding-knowledge/2013-12-wiki-dates-with-moving-events">Wiki-dates with moving events</a></li><li><a href="../finding-knowledge/2014-02-wikimedia-uk-strategy-consultation" data-for="finding-knowledge/2014-02-wikimedia-uk-strategy-consultation">Wikimedia UK Strategy Consultation</a></li><li><a href="../finding-knowledge/2015-07-wikimedia-uk-volunteer-strategy-consultation" data-for="finding-knowledge/2015-07-wikimedia-uk-volunteer-strategy-consultation">Wikimedia UK volunteer strategy consultation</a></li><li><a href="../finding-knowledge/2014-12-wikimedia-uk-volunteer-strategy-gathering" data-for="finding-knowledge/2014-12-wikimedia-uk-volunteer-strategy-gathering">Wikimedia UK Volunteer Strategy Gathering</a></li><li><a href="../finding-knowledge/2013-01-wikipedia-feedback-ratings-as-an-epistemic-tool" data-for="finding-knowledge/2013-01-wikipedia-feedback-ratings-as-an-epistemic-tool">Wikipedia Feedback Ratings as an Epistemic Tool</a></li><li><a href="../finding-knowledge/2014-02-wikipedia-is-a-corrupting-force-eroding-the-worlds-intellect-a-reply" data-for="finding-knowledge/2014-02-wikipedia-is-a-corrupting-force-eroding-the-worlds-intellect-a-reply">Wikipedia is a corrupting force, eroding the worldâs intellect â a reply</a></li><li><a href="../finding-knowledge/2013-04-wikipedia-learning-analytics-editathon" data-for="finding-knowledge/2013-04-wikipedia-learning-analytics-editathon">Wikipedia Learning Analytics editathon</a></li><li><a href="../finding-knowledge/2013-06-wmuk-conference-mediawiki-for-oer-and-learning-analytics" data-for="finding-knowledge/2013-06-wmuk-conference-mediawiki-for-oer-and-learning-analytics">WMUK Conference â Mediawiki for OER and Learning Analytics</a></li><li><a href="../finding-knowledge/2014-09-wordpress-and-limesurvey-for-open-research" data-for="finding-knowledge/2014-09-wordpress-and-limesurvey-for-open-research">WordPress and LimeSurvey for Open Research</a></li><li><a href="../finding-knowledge/2016-06-wordpress-course-writing-and-eportfolio-space" data-for="finding-knowledge/2016-06-wordpress-course-writing-and-eportfolio-space">WordPress course writing and eportfolio space</a></li><li><a href="../finding-knowledge/2016-03-writing-a-white-paper-or-discussion-paper" data-for="finding-knowledge/2016-03-writing-a-white-paper-or-discussion-paper">Writing a white paper or discussion paper</a></li><li><a href="../finding-knowledge/2015-12-writing-analytics" data-for="finding-knowledge/2015-12-writing-analytics">Writing Analytics</a></li><li><a href="../finding-knowledge/2014-08-writing-habits-phdchat" data-for="finding-knowledge/2014-08-writing-habits-phdchat">Writing habits #phdchat</a></li><li><a href="../finding-knowledge/2015-12-writing-your-thesis-and-using-your-publications" data-for="finding-knowledge/2015-12-writing-your-thesis-and-using-your-publications">Writing your thesis (and using your publications)</a></li><li><a href="../finding-knowledge/2013-02-you-dont-have-to-be-sapir-to-think-language-is-important-qualitative-data-analysis" data-for="finding-knowledge/2013-02-you-dont-have-to-be-sapir-to-think-language-is-important-qualitative-data-analysis">You donât have to be Sapir to think language is important â Qualitative data analysis</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA"><button class="folder-button"><span class="folder-title">Navigating Uncertainty, Disagreement, and Evidence</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA"><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/research"><button class="folder-button"><span class="folder-title">01 More information about the research</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/research"><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg>
2<div data-folderpath="DECRA/research/Background"><button class="folder-button"><span class="folder-title">01 Project background and overview</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/research/Background"><li><a href="../DECRA/research/Background/02-Background" data-for="DECRA/research/Background/02-Background">DECRA Background</a></li><li><a href="../DECRA/research/Background/04-Me" data-for="DECRA/research/Background/04-Me">DECRA Investigator Statement</a></li><li><a href="../DECRA/research/Background/03-Abridged-methodology" data-for="DECRA/research/Background/03-Abridged-methodology">DECRA Methodology (abridged)</a></li><li><a href="../DECRA/research/Background/01-Summary" data-for="DECRA/research/Background/01-Summary">DECRA Summary</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/research/Theory"><button class="folder-button"><span class="folder-title">02 Project detailed theory and conceptualisation</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/research/Theory"><li><a href="../DECRA/research/Theory/01-Navigating-socioscientific-issues,-multiple-sources,-and-social-issues" data-for="DECRA/research/Theory/01-Navigating-socioscientific-issues,-multiple-sources,-and-social-issues">01-Navigating socioscientific issues, multiple sources, and social issues</a></li><li><a href="../DECRA/research/Theory/02-Background-need" data-for="DECRA/research/Theory/02-Background-need">02-Background need</a></li><li><a href="../DECRA/research/Theory/03-Epistemic-cognition" data-for="DECRA/research/Theory/03-Epistemic-cognition">03-Epistemic cognition</a></li><li><a href="../DECRA/research/Theory/04-Epistemic-emotions" data-for="DECRA/research/Theory/04-Epistemic-emotions">04-Epistemic emotions</a></li><li><a href="../DECRA/research/Theory/05-Educators,-epistemic-reflexivity-and-post-truth-conditions" data-for="DECRA/research/Theory/05-Educators,-epistemic-reflexivity-and-post-truth-conditions">05 Educators, epistemic reflexivity and post-truth conditions</a></li><li><a href="../DECRA/research/Theory/06-Design-and-translation" data-for="DECRA/research/Theory/06-Design-and-translation">06 Design for Learning and Translation Research to Practice</a></li><li><a href="../DECRA/research/Theory/07-Importance-of-tasks-and-their-cognitive-demand" data-for="DECRA/research/Theory/07-Importance-of-tasks-and-their-cognitive-demand">07-Importance of tasks and their cognitive demand</a></li><li><a href="../DECRA/research/Theory/08-SSI-framework" data-for="DECRA/research/Theory/08-SSI-framework">08 Socio-Scientific and Contested Issues and Learning</a></li><li><a href="../DECRA/research/Theory/Eliciting-issues" data-for="DECRA/research/Theory/Eliciting-issues">A set of materials around eliciting issues or other materials</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/research/Technical-background"><button class="folder-button"><span class="folder-title">03 Technical background to this site</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/research/Technical-background"><li><a href="../DECRA/research/Technical-background/2023-10-30-ontologies-for-evidence-synthesis" data-for="DECRA/research/Technical-background/2023-10-30-ontologies-for-evidence-synthesis">2023-10-30-ontologies-for-evidence-synthesis</a></li><li><a href="../DECRA/research/Technical-background/2025-04-12-pandoc-export" data-for="DECRA/research/Technical-background/2025-04-12-pandoc-export">Obsidian exports</a></li><li><a href="../DECRA/research/Technical-background/2024-01-23-obisidian-plugins" data-for="DECRA/research/Technical-background/2024-01-23-obisidian-plugins">What obsidian plugins are installed here?</a></li><li><a href="../DECRA/research/Technical-background/Creative-commons-copyright-IP-and-text-recycling" data-for="DECRA/research/Technical-background/Creative-commons-copyright-IP-and-text-recycling">Where can we look for learning materials? Copyright, libre vs gratis, IP, and text recycling</a></li><li><a href="../DECRA/research/Technical-background/2023-10-31-zotero-setup" data-for="DECRA/research/Technical-background/2023-10-31-zotero-setup">Zotero setup</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/research/Toolkit"><button class="folder-button"><span class="folder-title">04 Toolkit design approaches, audiences, and purposes</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/research/Toolkit"><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/research/Toolkit/exports"><button class="folder-button"><span class="folder-title">exports</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/research/Toolkit/exports"><li><a href="../DECRA/research/Toolkit/exports/02-strategies.baked" data-for="DECRA/research/Toolkit/exports/02-strategies.baked">02-strategies.baked</a></li><li><a href="../DECRA/research/Toolkit/exports/03-evaluation-merged.baked.baked" data-for="DECRA/research/Toolkit/exports/03-evaluation-merged.baked.baked">03-evaluation-merged.baked.baked</a></li><li><a href="../DECRA/research/Toolkit/exports/Material-compilation" data-for="DECRA/research/Toolkit/exports/Material-compilation">Material compilation</a></li><li><a href="../DECRA/research/Toolkit/exports/supplementary_materials" data-for="DECRA/research/Toolkit/exports/supplementary_materials">supplementary_materials</a></li><li><a href="../DECRA/research/Toolkit/exports/03-evaluation-merged.baked" data-for="DECRA/research/Toolkit/exports/03-evaluation-merged.baked">Teacher and school reflection, evaluation, and development resources</a></li></ul></div></li><li><a href="../DECRA/research/Toolkit/01-Introduction" data-for="DECRA/research/Toolkit/01-Introduction">01 Teaching for Navigating Uncertainty, Disagreement, and Evidence</a></li><li><a href="../DECRA/research/Toolkit/02-strategies" data-for="DECRA/research/Toolkit/02-strategies">02 Strategies for Teaching for Navigating Uncertainty, Disagreement, and Evidence</a></li><li><a href="../DECRA/research/Toolkit/02-class-resources-merged" data-for="DECRA/research/Toolkit/02-class-resources-merged">02a Resources for classroom use</a></li><li><a href="../DECRA/research/Toolkit/03-evaluation-merged" data-for="DECRA/research/Toolkit/03-evaluation-merged">03a Implementing and Evaluating Approaches to Teaching for Navigating Uncertainty, Disagreement, and Evidence</a></li><li><a href="../DECRA/research/Toolkit/04-conclusion" data-for="DECRA/research/Toolkit/04-conclusion">04 Conclusion</a></li><li><a href="../DECRA/research/Toolkit/05-coda" data-for="DECRA/research/Toolkit/05-coda">05 Coda</a></li><li><a href="../DECRA/research/Toolkit/blank_FOM" data-for="DECRA/research/Toolkit/blank_FOM">blank_FOM</a></li><li><a href="../DECRA/research/Toolkit/Feature-outcome-matrix" data-for="DECRA/research/Toolkit/Feature-outcome-matrix">Feature-outcome-matrix</a></li><li><a href="../DECRA/research/Toolkit/03-evaluation-draft" data-for="DECRA/research/Toolkit/03-evaluation-draft">Implementing and Evaluating Approaches to Teaching for Navigating Uncertainty, Disagreement, and Evidence</a></li><li><a href="../DECRA/research/Toolkit/03-evaluation" data-for="DECRA/research/Toolkit/03-evaluation">Implementing and Evaluating Approaches to Teaching for Navigating Uncertainty, Disagreement, and Evidence</a></li><li><a href="../DECRA/research/Toolkit/project-FOM-2024-02-14-13.22.22.excalidraw" data-for="DECRA/research/Toolkit/project-FOM-2024-02-14-13.22.22.excalidraw">project-FOM-2024-02-14 13.22.22.excalidraw</a></li><li><a href="../DECRA/research/Toolkit/Toolkits-as-a-research-practice-artefact" data-for="DECRA/research/Toolkit/Toolkits-as-a-research-practice-artefact">Toolkits as a research-practice artefact</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/research/Data"><button class="folder-button"><span class="folder-title">Data</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/research/Data">
2<li><a href="../DECRA/research/Data/timeline" data-for="DECRA/research/Data/timeline">timeline</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/research/Decks"><button class="folder-button"><span class="folder-title">Decks</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/research/Decks"><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/research/Decks/archive"><button class="folder-button"><span class="folder-title">archive</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/research/Decks/archive"><li><a href="../DECRA/research/Decks/archive/01-workshop-1" data-for="DECRA/research/Decks/archive/01-workshop-1">01-workshop 1</a></li><li><a href="../DECRA/research/Decks/archive/01-workshop-print" data-for="DECRA/research/Decks/archive/01-workshop-print">01-workshop-print</a></li><li><a href="../DECRA/research/Decks/archive/0103workbookbaked" data-for="DECRA/research/Decks/archive/0103workbookbaked">0103workbookbaked</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/research/Decks/tests"><button class="folder-button"><span class="folder-title">tests</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/research/Decks/tests"><li><a href="../DECRA/research/Decks/tests/failing-approaches-to-embedding" data-for="DECRA/research/Decks/tests/failing-approaches-to-embedding">failing approaches to embedding</a></li><li><a href="../DECRA/research/Decks/tests/mermaid" data-for="DECRA/research/Decks/tests/mermaid">mermaid</a></li><li><a href="../DECRA/research/Decks/tests/mermaid-2" data-for="DECRA/research/Decks/tests/mermaid-2">mermaid-2</a></li><li><a href="../DECRA/research/Decks/tests/mermaid-3" data-for="DECRA/research/Decks/tests/mermaid-3">mermaid-3</a></li><li><a href="../DECRA/research/Decks/tests/qr-code-and-SVG-animation" data-for="DECRA/research/Decks/tests/qr-code-and-SVG-animation">qr-code-and-SVG-animation</a></li><li><a href="../DECRA/research/Decks/tests/simple-text-zoom" data-for="DECRA/research/Decks/tests/simple-text-zoom">simple-text-zoom</a></li><li><a href="../DECRA/research/Decks/tests/Test-3" data-for="DECRA/research/Decks/tests/Test-3">Test 3</a></li><li><a href="../DECRA/research/Decks/tests/testing-part-of-drawing-selection" data-for="DECRA/research/Decks/tests/testing-part-of-drawing-selection">testing-part-of-drawing-selection</a></li></ul></div></li><li><a href="../DECRA/research/Decks/01-03-workbook" data-for="DECRA/research/Decks/01-03-workbook">01-03-workbook</a></li><li><a href="../DECRA/research/Decks/01-expert-meeting" data-for="DECRA/research/Decks/01-expert-meeting">01-expert-meeting</a></li><li><a href="../DECRA/research/Decks/01-workshop" data-for="DECRA/research/Decks/01-workshop">01-workshop</a></li><li><a href="../DECRA/research/Decks/02-workshop" data-for="DECRA/research/Decks/02-workshop">02-workshop</a></li><li><a href="../DECRA/research/Decks/03-workshop" data-for="DECRA/research/Decks/03-workshop">03-workshop</a></li><li><a href="../DECRA/research/Decks/2024-04-30-FRM-session" data-for="DECRA/research/Decks/2024-04-30-FRM-session">2024-04-30-FRM session</a></li><li><a href="../DECRA/research/Decks/2025-UTS-notes" data-for="DECRA/research/Decks/2025-UTS-notes">2025-UTS-notes</a></li><li><a href="../DECRA/research/Decks/Advertisement" data-for="DECRA/research/Decks/Advertisement">Advertisement</a></li><li><a href="../DECRA/research/Decks/Thanks" data-for="DECRA/research/Decks/Thanks">Thanks</a></li><li><a href="../DECRA/research/Decks/Workshop-guide" data-for="DECRA/research/Decks/Workshop-guide">
2Workshop guide</a></li></ul></div></li><li><a href="../DECRA/research/Acknowledgement" data-for="DECRA/research/Acknowledgement">Acknowledgement</a></li><li><a href="../DECRA/research/Disclaimer" data-for="DECRA/research/Disclaimer">Disclaimer</a></li><li><a href="../DECRA/research/Funding" data-for="DECRA/research/Funding">Funding</a></li><li><a href="../DECRA/research/Privacy" data-for="DECRA/research/Privacy">Privacy</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/challenges"><button class="folder-button"><span class="folder-title">02 Challenges</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/challenges"><li><a href="../DECRA/challenges/curricula-coherence" data-for="DECRA/challenges/curricula-coherence">Challenge in designing teaching for complex socioscientific issues: Curricula coherence</a></li><li><a href="../DECRA/challenges/lack-of-usable-professional-development" data-for="DECRA/challenges/lack-of-usable-professional-development">Challenge in designing teaching for complex socioscientific issues: lack of usable professional development</a></li><li><a href="../DECRA/challenges/misinformation-forment" data-for="DECRA/challenges/misinformation-forment">Challenge in designing teaching for complex socioscientific issues: Misinformation forment</a></li><li><a href="../DECRA/challenges/primacy-of-science-concepts-over-scientific-practices" data-for="DECRA/challenges/primacy-of-science-concepts-over-scientific-practices">Challenge in designing teaching for complex socioscientific issues: Primacy of science concepts over scientific practices</a></li><li><a href="../DECRA/challenges/science-denialism" data-for="DECRA/challenges/science-denialism">Challenge in designing teaching for complex socioscientific issues: Science denialism</a></li><li><a href="../DECRA/challenges/seeing-the-system-in-all-of-its-complexity" data-for="DECRA/challenges/seeing-the-system-in-all-of-its-complexity">Challenge in designing teaching for complex socioscientific issues: Seeing the system in all of its complexity</a></li><li><a href="../DECRA/challenges/the-steep-curve-of-teacher-knowledge-and-practice" data-for="DECRA/challenges/the-steep-curve-of-teacher-knowledge-and-practice">Challenge in designing teaching for complex socioscientific issues: The steep curve of teacher knowledge and practice</a></li><li><a href="../DECRA/challenges/Data-as-the-Answer" data-for="DECRA/challenges/Data-as-the-Answer">Challenge in scientific evidence use in classrooms: Data as the Answer</a></li><li><a href="../DECRA/challenges/Isolated-Individuals-and-Ideas" data-for="DECRA/challenges/Isolated-Individuals-and-Ideas">Challenge in scientific evidence use in classrooms: Isolated Individuals and Ideas</a></li><li><a href="../DECRA/challenges/Science-as-Final-Form-Ideas" data-for="DECRA/challenges/Science-as-Final-Form-Ideas">Challenge in scientific evidence use in classrooms: Science as Final Form Ideas</a></li><li><a href="../DECRA/challenges/science-teaching-problems-of-practice" data-for="DECRA/challenges/science-teaching-problems-of-practice">Challenge in scientific evidence use in classrooms: science teaching problems of practice</a></li><li><a href="../DECRA/challenges/Argumentation-not-centred-in-classrooms" data-for="DECRA/challenges/Argumentation-not-centred-in-classrooms">Challenge in SSI teaching: Argumentation not centred in classrooms</a></li><li><a href="../DECRA/challenges/Teaching-contested-ideas-can-be-navigated-in-a-number-of-ways" data-for="DECRA/challenges/Teaching-contested-ideas-can-be-navigated-in-a-number-of-ways">Challenge of teaching contested ideas: Teachers may fall into neutral bothsidesism</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/curriculum"><button class="folder-button"><span class="folder-title">03 Curriclum links</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/curriculum"><li><a href="../DECRA/curriculum/Civics" data-for="DECRA/curriculum/Civics">Civics</a></li><li><a href="../DECRA/curriculum/CriticalCreativeThinking" data-for="DECRA/curriculum/CriticalCreativeThinking">Critical and Creative Thinking</a></li><li><a href="../DECRA/curriculum/English" data-for="DECRA/curriculum/English">English</a></li><li><a href="../DECRA/curriculum/Geography" data-for="DECRA/curriculum/Geography">Geography</a></li><li><a href="../DECRA/curriculum/History" data-for="DECRA/curriculum/History">History</a></li><li><a href="../DECRA/curriculum/Humanities-and-Social-Sciences" data-for="DECRA/curriculum/Humanities-and-Social-Sciences">Humanities and Social Sciences</a></li><li><a href="../DECRA/curriculum/IB" data-for="DECRA/curriculum/IB">IB</a></li><li><a href="../DECRA/curriculum/Science" data-for="DECRA/curriculum/Science">Science</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/design-principles"><button class="folder-button"><span class="folder-title">04 Design principles</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/design-principles"><li><a href="../DECRA/design-principles/In-designing-a-Constructivist-Case-Based-Learning-Environment-Challenge-and-support-the-learners-thinking-by-creating-cognitive-conflict" data-for="DECRA/design-principles/In-designing-a-Constructivist-Case-Based-Learning-Environment-Challenge-and-support-the-learners-thinking-by-creating-cognitive-conflict">In designing a Constructivist Case-Based Learning Environment: Challenge and support the learnerâs thinking by creating cognitive conflict</a></li><li><a href="../DECRA/design-principles/In-designing-a-Constructivist-Case-Based-Learning-Environment-Embed-Learning-in-Authentic-and-Relevant-Contexts" data-for="DECRA/design-principles/In-designing-a-Constructivist-Case-Based-Learning-Environment-Embed-Learning-in-Authentic-and-Relevant-Contexts">In designing a Constructivist Case-Based Learning Environment: Embed Learning in Authentic and Relevant Contexts</a></li><li><a href="../DECRA/design-principles/In-designing-a-Constructivist-Case-Based-Learning-Environment-Embed-learning-in-social-experience." data-for="DECRA/design-principles/In-designing-a-Constructivist-Case-Based-Learning-Environment-Embed-learning-in-social-experience.">In designing a Constructivist Case-Based Learning Environment: Embed learning in social experience.</a></li><li><a href="../DECRA/design-principles/In-designing-a-Constructivist-Case-Based-Learning-Environment-Provi
2de-experience-in-testing-ideas-against-alternative-views-and-encourage-multiple-perspectives" data-for="DECRA/design-principles/In-designing-a-Constructivist-Case-Based-Learning-Environment-Provide-experience-in-testing-ideas-against-alternative-views-and-encourage-multiple-perspectives">In designing a Constructivist Case-Based Learning Environment: Provide experience in testing ideas against alternative views and encourage multiple perspectives</a></li><li><a href="../DECRA/design-principles/In-designing-a-Constructivist-Case-Based-Learning-Environment-Provide-opportunities-for-reflection" data-for="DECRA/design-principles/In-designing-a-Constructivist-Case-Based-Learning-Environment-Provide-opportunities-for-reflection">In designing a Constructivist Case-Based Learning Environment: Provide opportunities for reflection</a></li><li><a href="../DECRA/design-principles/In-designing-argumentation-learning-environments-teachers-promote-argumentation-through-explicit-teaching" data-for="DECRA/design-principles/In-designing-argumentation-learning-environments-teachers-promote-argumentation-through-explicit-teaching">In designing argumentation learning environments Teachers: Promote Argumentation Through Explicit Teaching</a></li><li><a href="../DECRA/design-principles/In-designing-argumentation-learning-environments-classroom-culture-and-intellectual-ecology-promote-argumentation" data-for="DECRA/design-principles/In-designing-argumentation-learning-environments-classroom-culture-and-intellectual-ecology-promote-argumentation">In designing argumentation learning environments classroom: culture and intellectual ecology promote argumentation</a></li><li><a href="../DECRA/design-principles/In-designing-argumentation-learning-environments-classroom-communication-fosters-collaboration-through-dialogic-and-intercative-environment" data-for="DECRA/design-principles/In-designing-argumentation-learning-environments-classroom-communication-fosters-collaboration-through-dialogic-and-intercative-environment">In designing argumentation learning environments communication fosters collaboration through dialogic and intercative environment</a></li><li><a href="../DECRA/design-principles/In-designing-argumentation-learning-environments-curriculum-supports-Cognitive-Apprenticeship-through-Inquiry-and-Argumentation-Instruction" data-for="DECRA/design-principles/In-designing-argumentation-learning-environments-curriculum-supports-Cognitive-Apprenticeship-through-Inquiry-and-Argumentation-Instruction">In designing argumentation learning environments curriculum supports: Cognitive Apprenticeship through Inquiry and Argumentation Instruction</a></li><li><a href="../DECRA/design-principles/In-designing-argumentation-learning-environments-assessment-supports-sharing-of-criteria-and-authority-to-evaluate" data-for="DECRA/design-principles/In-designing-argumentation-learning-environments-assessment-supports-sharing-of-criteria-and-authority-to-evaluate">In designing argumentation learning environments students are: assessment supports sharing of criteria and authority to evaluate</a></li><li><a href="../DECRA/design-principles/In-designing-argumentation-learning-environments-students-are-Active-Producers-of-Justified-Knowledge-Claims" data-for="DECRA/design-principles/In-designing-argumentation-learning-environments-students-are-Active-Producers-of-Justified-Knowledge-Claims">In designing argumentation learning environments students: are Active Producers of Justified Knowledge Claims</a></li><li><a href="../DECRA/design-principles/In-designing-argumentation-learning-environments-students-engage-in-monitoring-of-thinking-and-learning-through-regulation,-reflection,-and-metacognition" data-for="DECRA/design-principles/In-designing-argumentation-learning-environments-students-engage-in-monitoring-of-thinking-and-learning-through-regulation,-reflection,-and-metacognition">In designing argumentation learning environments Students: Engage in Monitoring of Thinking and Learning Through Regulation, Reflection, and Metacognition</a></li><li><a href="../DECRA/design-principles/In-designing-argumentation-learning-environments-Teachers-Scaffold-the-Development-of-Epistemological-Understanding" data-for="DECRA/design-principles/In-designing-argumentation-learning-environments-Teachers-Scaffold-the-Development-of-Epistemological-Understanding">In designing argumentation learning environments Teachers: Scaffold the Development of Epistemological Understanding</a></li><li><a href="../DECRA/design-principles/In-designing-for-NUDE-co-design-resources" data-for="DECRA/design-principles/In-designing-for-NUDE-co-design-resources">In designing for learning to navigate uncertainty, disagreement, and evidence: Collaborate, co-design, and reflect to develop teaching practice and materials for your context</a></li><li><a href="../DECRA/design-principles/In-designing-for-NUDE-connect-to-student-lives" data-for="DECRA/design-principles/In-designing-for-NUDE-connect-to-student-lives">In designing for learning to navigate uncertainty, disagreement, and evidence: Connect issues to your students, their lives, and current knowledge. Consider how to make these connections visible to them</a></li><li><a href="../DECRA/design-principles/In-designing-for-NUDE-consider-epistemic-justice" data-for="DECRA/design-principles/In-designing-for-NUDE-consider-epistemic-justice">In designing for learning to navigate uncertainty, disagreement, and evidence: Connect to social and ethical concerns, in consideration of the implications of issues considered, attention to who is (and is not) present in any evidence, how this relates to your students' activity, and the implications of this for their current and future lives</a></li><li><a href="../DECRA/design-principles/In-designing-for-NUDE-make-visible-the-key-concepts" data-for="DECRA/design-principles/In-designing-for-NUDE-make-visible-the-key-concepts">In designing for learning to navigate uncertainty, disagreement, and evidence: Make visible the key concepts, including disciplinary conceptual knowledge and practices, required to access the activities, and developed through those activities</a></li><li><a href="../DECRA/design-principles/In-designing-for-NUDE-promote-epistemic-norms" data-for="DECRA/design-principles/In-designing-for-NUDE-promote-epistemic-norms">In designing for learning to navigate uncertainty, disagreement, and evidence: Promote understanding of disciplinary epistemic norms and practices and their value. Highlight how these relate to different perspectives, and the implications of this for c
2onceptual knowledge (e.g., different interpretations of historical events or scientific theories)</a></li><li><a href="../DECRA/design-principles/In-designing-for-NUDE-promote-curiosity" data-for="DECRA/design-principles/In-designing-for-NUDE-promote-curiosity">In designing for learning to navigate uncertainty, disagreement, and evidence: Support learning and curiosity over long term by providing opportunities for self-regulation and metacognitive activity</a></li><li><a href="../DECRA/design-principles/In-designing-for-NUDE-use-strategies-for-epistemic-development" data-for="DECRA/design-principles/In-designing-for-NUDE-use-strategies-for-epistemic-development">In designing for learning to navigate uncertainty, disagreement, and evidence: Use teaching strategies that foster appropriate use of disciplinary epistemic norms and practices, argumentation, and critical synthesis of ideas</a></li><li><a href="../DECRA/design-principles/In-designing-for-online-inquiry-consider-thinking-tools-and-sequence-of-activities" data-for="DECRA/design-principles/In-designing-for-online-inquiry-consider-thinking-tools-and-sequence-of-activities">In designing for online inquiry consider: thinking tools and sequence of activities</a></li><li><a href="../DECRA/design-principles/In-designing-for-online-inquiry-consider-topic-authenticity,-meaningful-outputs,-and-engagement-with-multiple-perspectives" data-for="DECRA/design-principles/In-designing-for-online-inquiry-consider-topic-authenticity,-meaningful-outputs,-and-engagement-with-multiple-perspectives">In designing for online inquiry consider: topic authenticity, meaningful outputs, and engagement with multiple perspectives</a></li><li><a href="../DECRA/design-principles/In-designing-for-online-inquiry-consider-workspaces-for-shared-thinking-and-negotiation" data-for="DECRA/design-principles/In-designing-for-online-inquiry-consider-workspaces-for-shared-thinking-and-negotiation">In designing for online inquiry consider: workspaces for shared thinking and negotiation</a></li><li><a href="../DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-promote-learning-through-complex-systems-modeling" data-for="DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-promote-learning-through-complex-systems-modeling">In designing teaching for complex socioscientific issues teaching: promote learning through complex systems modeling</a></li><li><a href="../DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-align-PD-with-teachersâ-existing-curricula" data-for="DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-align-PD-with-teachersâ-existing-curricula">In designing teaching for complex socioscientific issues teaching: align PD with teachersâ existing curricula</a></li><li><a href="../DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-co-design-with-teachers" data-for="DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-co-design-with-teachers">In designing teaching for complex socioscientific issues teaching: co-design with teachers</a></li><li><a href="../DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-develop-high-leverage-epistemic-teacher-moves-and-routines" data-for="DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-develop-high-leverage-epistemic-teacher-moves-and-routines">In designing teaching for complex socioscientific issues teaching: develop high-leverage epistemic teacher moves and routines</a></li><li><a href="../DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-emphasize-apt-epistemic-performance" data-for="DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-emphasize-apt-epistemic-performance">In designing teaching for complex socioscientific issues teaching: emphasize apt epistemic performance</a></li><li><a href="../DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-prioritize-scientific-practices-over-science-concepts" data-for="DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-prioritize-scientific-practices-over-science-concepts">In designing teaching for complex socioscientific issues teaching: prioritize scientific practices over science concepts</a></li><li><a href="../DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-promote-an-understanding-of-why-science-is-reliable" data-for="DECRA/design-principles/In-designing-teaching-for-complex-socioscientific-issues-teaching-promote-an-understanding-of-why-science-is-reliable">In designing teaching for complex socioscientific issues teaching: promote an understanding of why science is reliable</a></li><li><a href="../DECRA/design-principles/In-synthesis-writing,-activate-metacognition-by-choice" data-for="DECRA/design-principles/In-synthesis-writing,-activate-metacognition-by-choice">In synthesis writing, activate metacognition by choice</a></li><li><a href="../DECRA/design-principles/In-synthesis-writing,-focus-on-cognitive-strategies" data-for="DECRA/design-principles/In-synthesis-writing,-focus-on-cognitive-strategies">In synthesis writing, focus on cognitive strategies</a></li><li><a href="../DECRA/design-principles/In-synthesis-writing,-focus-on-writing-process-preference" data-for="DECRA/design-principles/In-synthesis-writing,-focus-on-writing-process-preference">In synthesis writing, focus on writing process preference</a></li><li><a href="../DECRA/design-principles/In-use-of-scientific-evidence-in-K12-classrooms-evidence-is-phenomena-based" data-for="DECRA/design-principles/In-use-of-scientific-evidence-in-K12-classrooms-evidence-is-phenomena-based">In use of scientific evidence in K12 classrooms: evidence is phenomena based</a></li><li><a href="../DECRA/design-principles/In-use-of-scientific-evidence-in-K12-classrooms-evidence-is-transformable" data-for="DECRA/design-principles/In-use-of-scientific-evidence-in-K12-classrooms-evidence-is-transformable">In use of scientific evidence in K12 classrooms: evidence is transformable</a></li><li><a href="../DECRA/design-principles/In-use-of-scientific-evidence-in-K12-classrooms-evidence-is-used-dialogically" data-for="DECRA/design-principles/In-use-of-scientific-evidence-in-K12-classrooms-evidence-is-used-dialogically">In use of scientific evidence in K12 classrooms: evidence is used dialogically</a></li><li><a href="../DECRA/design-principles/Modes-of-learning" data-for="DECRA/design-principles/Modes-of-learning">Modes of learning</a></li><li><a href="../DECRA/design-principles/When-designing-for-developing-grasp-of-evidence-consider-cognitive-engagement" data-for="DECRA/design-principles/When-designing-for-developing-grasp-of-evidence-consider-cognitive-engagement">When designing for developing grasp of evidence, consider: Cognitive engagement with evidence</a></li><li><a href="../DECRA/design-principles/When-designing-for-developing-grasp-of-evidence-consider-metacognitive-understanding" data-for="DECRA/design-principles/When-designing-for-developing-grasp-of-evidence-consider-metacognitive-understanding">
2When designing for developing grasp of evidence, consider: Metacognitive understanding of Aims, Ideals, and Reliable Processes</a></li><li><a href="../DECRA/design-principles/When-designing-for-developing-grasp-of-evidence-consider-variation" data-for="DECRA/design-principles/When-designing-for-developing-grasp-of-evidence-consider-variation">When designing for developing grasp of evidence, consider: Variation in evidence</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/strategies"><button class="folder-button"><span class="folder-title">05 Strategies for teaching</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/strategies"><li><a href="../DECRA/strategies/Classroom-argumentation" data-for="DECRA/strategies/Classroom-argumentation">Classroom dialogue and argumentation</a></li><li><a href="../DECRA/strategies/Scenario-based-investigation-and-argumentation" data-for="DECRA/strategies/Scenario-based-investigation-and-argumentation">Scenario based investigation and argumentation</a></li><li><a href="../DECRA/strategies/Synthesis-info-seeking" data-for="DECRA/strategies/Synthesis-info-seeking">Synthesis and information seeking</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/resources"><button class="folder-button"><span class="folder-title">06 Resources to support teachers</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/resources"><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/resources/media"><button class="folder-button"><span class="folder-title">media</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/resources/media"><li><a href="../DECRA/resources/media/moad" data-for="DECRA/resources/media/moad">moad</a></li><li><a href="../DECRA/resources/media/powerhouse-exhibits" data-for="DECRA/resources/media/powerhouse-exhibits">powerhouse exhibits</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/resources/class-planning"><button class="folder-button"><span class="folder-title">Research informed resources to support planning</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/resources/class-planning"><li><a href="../DECRA/resources/class-planning/Lessons-on-pandemic-response" data-for="DECRA/resources/class-planning/Lessons-on-pandemic-response">Lessons on pandemic response</a></li><li><a href="../DECRA/resources/class-planning/Model-for-SSI-teaching-PD" data-for="DECRA/resources/class-planning/Model-for-SSI-teaching-PD">Model for SSI teaching PD</a></li><li><a href="../DECRA/resources/class-planning/Online-inquiry-task-model" data-for="DECRA/resources/class-planning/Online-inquiry-task-model">Online inquiry task model</a></li><li><a href="../DECRA/resources/class-planning/Planning-to-teach-socio-scientific-or-contested-issues" data-for="DECRA/resources/class-planning/Planning-to-teach-socio-scientific-or-contested-issues">Planning to teach socio-scientific or contested issues</a></li><li><a href="../DECRA/resources/class-planning/Psychology-of-fake-news" data-for="DECRA/resources/class-planning/Psychology-of-fake-news">The Psychology of Fake News: Accepting, sharing, and correcting misinformation</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/resources/research-instruments"><button class="folder-button"><span class="folder-title">Research instruments</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/resources/research-instruments"><li><a href="../DECRA/resources/research-instruments/CTBA-Critical-thinking-belief-appraisal" data-for="DECRA/resources/research-instruments/CTBA-Critical-thinking-belief-appraisal">Critical Thinking Belief Appraisal Instrument</a></li><li><a href="../DECRA/resources/research-instruments/Epistemically-related-Emotion-Scales" data-for="DECRA/resources/research-instruments/Epistemically-related-Emotion-Scales">Epistemically-related Emotion Scales</a></li><li><a href="../DECRA/resources/research-instruments/MAWSES" data-for="DECRA/resources/research-instruments/MAWSES">Multiple-Source based Academic Self-Efficacy Scale (MAWSES)</a></li><li><a href="../DECRA/resources/research-instruments/Multiple-Texts-Strategy-Inventory" data-for="DECRA/resources/research-instruments/Multiple-Texts-Strategy-Inventory">Multiple-Texts Strategy Inventory</a></li><li><a href="../DECRA/resources/research-instruments/Scenario-Based-Epistemic-Thinking-Assessment-variation" data-for="DECRA/resources/research-instruments/Scenario-Based-Epistemic-Thinking-Assessment-variation">Scenario-Based Epistemic Thinking Assessment variation</a></li><li><a href="../DECRA/resources/research-instruments/videogame-sources" data-for="DECRA/resources/research-instruments/videogame-sources">Sources provided in appendix A of Pieschl and Sivyer (2021)</a></li><li><a href="../DECRA/resources/research-instruments/Standardized-Epistemological-Understanding-Assessment-Abstract-(SEUA-A)" data-for="DECRA/resources/research-instruments/Standardized-Epistemological-Understanding-Assessment-Abstract-(SEUA-A)">Standardized Epistemological Understanding Assessment Abstract (SEUA-A)</a></li><li><a href="../DECRA/resources/research-instruments/TCA" data-for="DECRA/resources/research-instruments/TCA">Teacher Concepts of Assessment</a></li><li><a href="../DECRA/resources/research-instruments/Vignette-based-teacher-roles-for-SSI-teaching-instrument" data-for="DECRA/resources/research-instruments/Vignette-based-teacher-roles-for-SSI-teaching-instrument">Vignette based teacher-roles for SSI teaching instrument</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/resources/class-resources"><button class="folder-button"><span class="folder-title">Resources for classroom use</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/resources/class-resources"><li><a href="../DECRA/resources/class-resources/Analysis-supports-for-evaluating-sources" data-for="DECRA/resources/class-resources/Analysis-supports-for-evaluating-sources">
2Analysis supports for evaluating sources</a></li><li><a href="../DECRA/resources/class-resources/Argument-reflection-sheets" data-for="DECRA/resources/class-resources/Argument-reflection-sheets">Argument reflection sheets</a></li><li><a href="../DECRA/resources/class-resources/Argument-rubrics" data-for="DECRA/resources/class-resources/Argument-rubrics">Argument rubrics</a></li><li><a href="../DECRA/resources/class-resources/Critical-Reading-of-Informational-Texts-(CRIT)" data-for="DECRA/resources/class-resources/Critical-Reading-of-Informational-Texts-(CRIT)">Critical Reading of Informational Texts (CRIT)</a></li><li><a href="../DECRA/resources/class-resources/CRAAP" data-for="DECRA/resources/class-resources/CRAAP">Currency, Relevance, Authority, Accuracy, and Purpose test</a></li><li><a href="../DECRA/resources/class-resources/Groundrules" data-for="DECRA/resources/class-resources/Groundrules">Establishing an environment for learning dialogue</a></li><li><a href="../DECRA/resources/class-resources/Ethical-matrix" data-for="DECRA/resources/class-resources/Ethical-matrix">Ethical matrix</a></li><li><a href="../DECRA/resources/class-resources/Evidence-hunter-activities" data-for="DECRA/resources/class-resources/Evidence-hunter-activities">Evidence hunter activities</a></li><li><a href="../DECRA/resources/class-resources/Guided-assessment-task-for-SSI" data-for="DECRA/resources/class-resources/Guided-assessment-task-for-SSI">Guided assessment task for SSI</a></li><li><a href="../DECRA/resources/class-resources/Lateral-reading" data-for="DECRA/resources/class-resources/Lateral-reading">Lateral reading</a></li><li><a href="../DECRA/resources/class-resources/Model-Evidence-Link-(MEL)-matrices" data-for="DECRA/resources/class-resources/Model-Evidence-Link-(MEL)-matrices">Model-Evidence Link (MEL) matrices</a></li><li><a href="../DECRA/resources/class-resources/Online-inquiry-stakeholder-mapping-questions" data-for="DECRA/resources/class-resources/Online-inquiry-stakeholder-mapping-questions">Online inquiry stakeholder mapping questions</a></li><li><a href="../DECRA/resources/class-resources/Shared-criteria-and-prompts" data-for="DECRA/resources/class-resources/Shared-criteria-and-prompts">Shared criteria and prompts</a></li><li><a href="../DECRA/resources/class-resources/Social-justice-reasoning-task" data-for="DECRA/resources/class-resources/Social-justice-reasoning-task">Social justice reasoning task</a></li><li><a href="../DECRA/resources/class-resources/Strategic-and-metastrategic-scaffolds-for-learning-to-integrate-multiple-sources" data-for="DECRA/resources/class-resources/Strategic-and-metastrategic-scaffolds-for-learning-to-integrate-multiple-sources">Strategic and metastrategic scaffolds for learning to integrate multiple sources</a></li><li><a href="../DECRA/resources/class-resources/SUPPORTING-KNOWLEDGE-OF-SELF-THROUGH-MODELLING-PLANNING-WORKSHEET" data-for="DECRA/resources/class-resources/SUPPORTING-KNOWLEDGE-OF-SELF-THROUGH-MODELLING-PLANNING-WORKSHEET">SUPPORTING KNOWLEDGE OF SELF THROUGH MODELLING: PLANNING WORKSHEET</a></li><li><a href="../DECRA/resources/class-resources/VALUE-Rubrics" data-for="DECRA/resources/class-resources/VALUE-Rubrics">VALUE Rubrics</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/resources/teacher-and-school-eval"><button class="folder-button"><span class="folder-title">Teacher and school reflection, evaluation, and development resources</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/resources/teacher-and-school-eval"><li><a href="../DECRA/resources/teacher-and-school-eval/Controversial-issues-in-schools" data-for="DECRA/resources/teacher-and-school-eval/Controversial-issues-in-schools">�Controversial Issues in Schools�: NSW Department of Education direction for the management of controversial issues in schools</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/SSI-classroom-observation" data-for="DECRA/resources/teacher-and-school-eval/SSI-classroom-observation">Classroom observation protocol for socioscientific issue-based instruction</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/Classroom-observation-resource-for-SSI-teaching" data-for="DECRA/resources/teacher-and-school-eval/Classroom-observation-resource-for-SSI-teaching">Classroom observation resource for SSI teaching</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/EDAP-scenarios" data-for="DECRA/resources/teacher-and-school-eval/EDAP-scenarios">EDAP-scenarios</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/EDAP-detail" data-for="DECRA/resources/teacher-and-school-eval/EDAP-detail">Epistemic Demand Assignment Protocol</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/EDAP" data-for="DECRA/resources/teacher-and-school-eval/EDAP">Epistemic Demand Assignment Protocol</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/How-to-pick-media-resources" data-for="DECRA/resources/teacher-and-school-eval/How-to-pick-media-resources">How to pick media resources</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/Instrument-for-analysis-of-SSI-classroom-activities" data-for="DECRA/resources/teacher-and-school-eval/Instrument-for-analysis-of-SSI-classroom-activities">Instrument for analysis of SSI classroom activities</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/IDAP" data-for="DECRA/resources/teacher-and-school-eval/IDAP">Intellectual Demand Analysis Protocol (IDAP)</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/Metacognition-and-self-regulation-recommendations-planning-and-self-evaluation" data-for="DECRA/resources/teacher-and-school-eval/Metacognition-and-self-regulation-recommendations-planning-and-self-evaluation">Metacognition and self-regulation: recommendations, planning tools, and self evaluation resources</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/misconceptions" data-for="DECRA/resources/teacher-and-school-eval/misconceptions">misconceptions</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/NSW-Resource-Evaluation-Tool" data-for="DECRA/resources/teacher-and-school-eval/NSW-Resource-Evaluation-Tool">NSW Resource Evaluation Tool</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/teacher-and-school-eval-merged" data-for="DECRA/resources/teacher-and-school-eval/teacher-and-school-eval-merged">Teacher and school reflection, evaluation, and development resources</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/Teacher-Assessment-Framework-for-Practical-Assessment-of-Socioscientific-Argumentation" data-for="DECRA/resources/teacher-and-school-eval/Teacher-Assessment-Framework-for-Practical-Assessment-of-Socioscientific-Argumentation">Teacher Assessment Framework for Practical Assessment of Socioscientific Argumentation</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/TEACHER-COMPETENCES-FOR-TEACHING-CONTROVERSIAL-ISSUES" data-for="DECRA/resources/teacher-and-school-eval/TEACHER-COMPETENCES-FOR-TEACHING-CONTROVERSIAL-ISSUES">Teacher Competences for Teaching Controversial Issues</a></li><li><a href="../DECRA/resources/teacher-and-school-eval/Resource-to-need-mapping" data-for="DECRA/resources/teacher-and-school-eval/Resource-to-need-mapping">What resources target that outcome?</a></li></ul></div></li><li><a href="../DECRA/resources/class-resources-merged" data-for="DECRA/resources/class-resources-merged">class-resources-merged</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/scenarios"><button class="folder-button"><span class="folder-title">07 Scenarios for navigating uncertainty, disagreement, and evidence across sources</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/scenarios"><li><a href="../DECRA/scenarios/AI-in-Education" data-for="DECRA/scenarios/AI-in-Education">AI in Education: Should we use AI for educational assessment?</a></li><li><a href="../DECRA/scenarios/AMR" data-for="DECRA/scenarios/AMR">Antimicrobial Resistance: Understanding science, uncertainty, and stakeholders to make recommendations for policy.</a></li><li><a href="../DECRA/scenarios/Bees" data-for="DECRA/scenarios/Bees">Bees: Should we care about their population decline and why?</a></li><li><a href="../DECRA/scenarios/Feral-horses" data-for="DECRA/scenarios/Feral-horses">Brumby populations: How should introduced species be managed?</a></li><li><a href="../DECRA/scenarios/Burning-Rubbish-for-Electricity-Waste-To-Energy-Plants" data-for="DECRA/scenarios/Burning-Rubbish-for-Electricity-Waste-To-Energy-Plants">Burning Rubbish for Electricity-Waste-To-Energy Plants: Sound environmental policy?</a></li><li><a href="../DECRA/scenarios/COVID-mitigation-strategies" data-for="DECRA/scenarios/COVID-mitigation-strategies">COVID mitigation strategies</a></li><li><a href="../DECRA/scenarios/Ebola-vaccines" data-for="DECRA/scenarios/Ebola-vaccines">Ebola vaccines: Would I participate in testing of a new vaccine?</a></li><li><a href="../DECRA/scenarios/Flipped-classroom" data-for="DECRA/scenarios/Flipped-classroom">Flipped Classrooms: Should educators be encouraged to adopt them?</a></li><li><a href="../DECRA/scenarios/Galapogos-finches" data-for="DECRA/scenarios/Galapogos-finches">Galapogos finches: Why did the majority die in the 1970s?</a></li><li><a href="../DECRA/scenarios/Historical-statues" data-for="DECRA/scenarios/Historical-statues">Historical statues: How should those memorialising violent or contentious pasts be dealt with?</a></li><li><a href="../DECRA/scenarios/hydrogen-fuelled-buses" data-for="DECRA/scenarios/hydrogen-fuelled-buses">Hydrogen fuel buses: Too expensive for emissions benefit?</a></li><li><a href="../DECRA/scenarios/mobile-phone-safety" data-for="DECRA/scenarios/mobile-phone-safety">Mobile phones: Are they a risk to health?</a></li><li><a href="../DECRA/scenarios/Plastic-bag-ban" data-for="DECRA/scenarios/Plastic-bag-ban">Plastic bag ban: Should one be implemented? (And in 2024, looking back how have perspectives changed?)</a></li><li><a href="../DECRA/scenarios/Rewilding" data-for="DECRA/scenarios/Rewilding">Rewilding: Should we invest in rewilding?</a></li><li><a href="../DECRA/scenarios/Sinking-island-reparations" data-for="DECRA/scenarios/Sinking-island-reparations">Sinking island: Should the biggest polluters pay for impacts of climate change?</a></li><li><a href="../DECRA/scenarios/Sustainability-overview" data-for="DECRA/scenarios/Sustainability-overview">Sustainability</a></li><li><a href="../DECRA/scenarios/video-games" data-for="DECRA/scenarios/video-games">Video games: How should we navigate evidence for pros and cons?</a></li><li><a href="../DECRA/scenarios/What-is-the-place-of-commemoration-in-history-education" data-for="DECRA/scenarios/What-is-the-place-of-commemoration-in-history-education">What is the place of commemoration in history education</a></li><li><a href="../DECRA/scenarios/wind-farms" data-for="DECRA/scenarios/wind-farms">Wind farms: How should we decide where they go and navigate stakeholder perspectives?</a></li></ul></div></li><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/zotero"><button class="folder-button"><span class="folder-title">
2Zotero references and literature notes</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/zotero"><li><div class="folder-container"><svg xmlns="http://www.w3.org/2000/svg" width="12" height="12" viewBox="5 8 14 8" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="folder-icon"><polyline points="6 9 12 15 18 9"></polyline></svg><div data-folderpath="DECRA/zotero/notes"><button class="folder-button"><span class="folder-title">Notes derived from key materials (mostly not shareable for copyright reasons)</span></button></div></div><div class="folder-outer "><ul style="padding-left:1.4rem;" class="content" data-folderul="DECRA/zotero/notes"><li><a href="../DECRA/zotero/notes/barzilaiReviewEducationalResponses2020" data-for="DECRA/zotero/notes/barzilaiReviewEducationalResponses2020">barzilaiReviewEducationalResponses2020</a></li><li><a href="../DECRA/zotero/notes/EpCogKuhn" data-for="DECRA/zotero/notes/EpCogKuhn">Development of Epistemological Understanding</a></li><li><a href="../DECRA/zotero/notes/EpCogChinn" data-for="DECRA/zotero/notes/EpCogChinn">EpCogChinn</a></li><li><a href="../DECRA/zotero/notes/EpCogSchommer" data-for="DECRA/zotero/notes/EpCogSchommer">Epistemological Beliefs</a></li><li><a href="../DECRA/zotero/notes/EpCogPerry" data-for="DECRA/zotero/notes/EpCogPerry">Perry's theory of epistemological development</a></li><li><a href="../DECRA/zotero/notes/EpCogHoferPintrich" data-for="DECRA/zotero/notes/EpCogHoferPintrich">Personal Epistemology</a></li></ul></div></li><li><a href="../DECRA/zotero/abramiStrategiesTeachingStudents2015a" data-for="DECRA/zotero/abramiStrategiesTeachingStudents2015a">abramiStrategiesTeachingStudents2015a</a></li><li><a href="../DECRA/zotero/acaraACARACurriculum2023" data-for="DECRA/zotero/acaraACARACurriculum2023">acaraACARACurriculum2023</a></li><li><a href="../DECRA/zotero/akbulutCaseBasedPedagogyTeacher2020" data-for="DECRA/zotero/akbulutCaseBasedPedagogyTeacher2020">akbulutCaseBasedPedagogyTeacher2020</a></li><li><a href="../DECRA/zotero/bartonElicitationTechniquesGetting2015" data-for="DECRA/zotero/bartonElicitationTechniquesGetting2015">bartonElicitationTechniquesGetting2015</a></li><li><a href="../DECRA/zotero/barzilaiEpistemicThinkingNetworked2019" data-for="DECRA/zotero/barzilaiEpistemicThinkingNetworked2019">barzilaiEpistemicThinkingNetworked2019</a></li><li><a href="../DECRA/zotero/barzilaiGoalsEpistemicEducation2018a" data-for="DECRA/zotero/barzilaiGoalsEpistemicEducation2018a">barzilaiGoalsEpistemicEducation2018a</a></li><li><a href="../DECRA/zotero/barzilaiLearningIntegrateDivergent2017b" data-for="DECRA/zotero/barzilaiLearningIntegrateDivergent2017b">barzilaiLearningIntegrateDivergent2017b</a></li><li><a href="../DECRA/zotero/barzilaiPromotingIntegrationMultiple2018b" data-for="DECRA/zotero/barzilaiPromotingIntegrationMultiple2018b">barzilaiPromotingIntegrationMultiple2018b</a></li><li><a href="../DECRA/zotero/barzilaiReconsideringPersonalEpistemology2014a" data-for="DECRA/zotero/barzilaiReconsideringPersonalEpistemology2014a">barzilaiReconsideringPersonalEpistemology2014a</a></li><li><a href="../DECRA/zotero/barzilaiReviewEducationalResponses2020" data-for="DECRA/zotero/barzilaiReviewEducationalResponses2020">barzilaiReviewEducationalResponses2020</a></li><li><a href="../DECRA/zotero/bellocchiHowWellWill2021" data-for="DECRA/zotero/bellocchiHowWellWill2021">bellocchiHowWellWill2021</a></li><li><a href="../DECRA/zotero/bellocchiPreparingAustralianScience2022" data-for="DECRA/zotero/bellocchiPreparingAustralianScience2022">bellocchiPreparingAustralianScience2022</a></li><li><a href="../DECRA/zotero/birdsallSocioscientificIssuesScientific2022" data-for="DECRA/zotero/birdsallSocioscientificIssuesScientific2022">birdsallSocioscientificIssuesScientific2022</a></li><li><a href="../DECRA/zotero/bratenMeasuringMultiplesourceBased2023a" data-for="DECRA/zotero/bratenMeasuringMultiplesourceBased2023a">bratenMeasuringMultiplesourceBased2023a</a></li><li><a href="../DECRA/zotero/bratenMeasuringStrategicProcessing2011" data-for="DECRA/zotero/bratenMeasuringStrategicProcessing2011">bratenMeasuringStrategicProcessing2011</a></li><li><a href="../DECRA/zotero/bratenTeachersEpistemicCognition2017a" data-for="DECRA/zotero/bratenTeachersEpistemicCognition2017a">bratenTeachersEpistemicCognition2017a</a></li><li><a href="../DECRA/zotero/brkichInteractingUpsetParents2015" data-for="DECRA/zotero/brkichInteractingUpsetParents2015">brkichInteractingUpsetParents2015</a></li><li><a href="../DECRA/zotero/brownTeachersConceptionsAssessment2019a" data-for="DECRA/zotero/brownTeachersConceptionsAssessment2019a">brownTeachersConceptionsAssessment2019a</a></li><li><a href="../DECRA/zotero/buehlRoleEpistemicCognition2016" data-for="DECRA/zotero/buehlRoleEpistemicCognition2016">buehlRoleEpistemicCognition2016</a></li><li><a href="../DECRA/zotero/cairnsAnticipatingControversyWhat2023" data-for="DECRA/zotero/cairnsAnticipatingControversyWhat2023">cairnsAnticipatingControversyWhat2023</a></li><li><a href="../DECRA/zotero/carsonTeacherProfessionalDevelopment2016a" data-for="DECRA/zotero/carsonTeacherProfessionalDevelopment2016a">carsonTeacherProfessionalDevelopment2016a</a></li><li><a href="../DECRA/zotero/cassarWhyTeachersAddress2023" data-for="DECRA/zotero/cassarWhyTeachersAddress2023">cassarWhyTeachersAddress2023</a></li><li><a href="../DECRA/zotero/chenPerceptionsChallengesCoping2021" data-for="DECRA/zotero/chenPerceptionsChallengesCoping2021">chenPerceptionsChallengesCoping2021</a></li><li><a href="../DECRA/zotero/chinnApplyingGraspofEvidenceFramework2021" data-for="DECRA/zotero/chinnApplyingGraspofEvidenceFramework2021">chinnApplyingGraspofEvidenceFramework2021</a></li><li><a href="../DECRA/zotero/ChinnDisagreeingHowKnow2020" data-for="DECRA/zotero/ChinnDisagreeingHowKnow2020">ChinnDisagreeingHowKnow2020</a></li><li><a href="../DECRA/zotero/chinnEducationPostTruthWorld2020" data-for="DECRA/zotero/chinnEducationPostTruthWorld2020">chinnEducationPostTruthWorld2020</a></li><li><a href="../DECRA/zotero/chinnEpistemologicallyAuthenticInquiry2002a" data-for="DECRA/zotero/chinnEpistemologicallyAuthenticInquiry2002a">chinnEpistemologicallyAuthenticInquiry2002a</a></li><li><a href="../DECRA/zotero/christensonDevelopingPreserviceTeachers2022" data-for="DECRA/zotero/christensonDevelopingPreserviceTeachers2022">christensonDevelopingPreserviceTeachers2022</a></li><li><a href="../DECRA/zotero/Civic-online-reasoning" data-for="DECRA/zotero/Civic-online-reasoning">Civic-online-reasoning</a></li><li><a href="../DECRA/zotero/conleyChangesEpistemologicalBeliefs2004" data-for="DECRA/zotero/conleyChangesEpistemologicalBeliefs2004">conleyChangesEpistemologicalBeliefs2004</a></li><li><a href="../DECRA/zotero/daniCaseMediaLiteracy2010" data-for="DECRA/zotero/daniCaseMediaLiteracy2010">daniCaseMediaLiteracy2010</a></li><li><a href="../DECRA/zotero/dawsonIntroducingArgumentationClimate2018" data-for="DECRA/zotero/dawsonIntroducingArgumentationClimate2018">dawsonIntroducingArgumentationClimate2018</a></li><li><a href="../DECRA/zotero/dawsonTeachersSupportDeveloping2023" data-for="DECRA/zotero/dawsonTeachersSupportDeveloping2023">dawsonTeachersSupportDeveloping2023</a></li><li><a href="../DECRA/zotero/dawsonTeachingStrategiesDeveloping2008" data-for="DECRA/zotero/dawsonTeachingStrategiesDeveloping2008">dawsonTeachingStrategiesDeveloping2008</a></li><li><a href="../DECRA/zotero/dawsonTestingMethodologyDevelopment2020a" data-for="DECRA/zotero/dawsonTestingMethodologyDevelopment2020a">dawsonTestingMethodologyDevelopment2020a</a></li><li><a href="../DECRA/zotero/dawsonUsingClimateChange2016" data-for="DECRA/zotero/dawsonUsingClimateChange2016">dawsonUsingClimateChange2016</a></li><li><a href="../DECRA/zotero/deekensExpertsAdaptationApt2024" data-for="DECRA/zotero/deekensExpertsAdaptationApt2024">deekensExpertsAdaptationApt2024</a></li><li><a href="../DECRA/zotero/devriesToulminArgumentModel2018" data-for="DECRA/zotero/devriesToulminArgumentModel2018">devriesToulminArgumentModel2018</a></li><li><a href="../DECRA/zotero/dietikerCurricularNoticingComprehensive2018" data-for="DECRA/zotero/dietikerCurricularNoticingComprehensive2018">dietikerCurricularNoticingComprehensive2018</a></li><li><a href="../DECRA/zotero/duellMeasuresPeopleBeliefs2001a" data-for="DECRA/zotero/duellMeasuresPeopleBeliefs2001a">duellMeasuresPeopleBeliefs2001a</a></li><li><a href="../DECRA/zotero/duncanGraspEvidenceProblematizing2018" data-for="DECRA/zotero/duncanGraspEvidenceProblematizing2018">duncanGraspEvidenceProblematizing2018</a></li><li><a href="../DECRA/zotero/educationcouncilAliceSpringsMparntwe2019" data-for="DECRA/zotero/educationcouncilAliceSpringsMparntwe2019">
2educationcouncilAliceSpringsMparntwe2019</a></li><li><a href="../DECRA/zotero/eidinIdealPracticalDesign2023" data-for="DECRA/zotero/eidinIdealPracticalDesign2023">eidinIdealPracticalDesign2023</a></li><li><a href="../DECRA/zotero/elbyEBAPSItems2001" data-for="DECRA/zotero/elbyEBAPSItems2001">elbyEBAPSItems2001</a></li><li><a href="../DECRA/zotero/emeryConfrontingAmbiguityScience2015" data-for="DECRA/zotero/emeryConfrontingAmbiguityScience2015">emeryConfrontingAmbiguityScience2015</a></li><li><a href="../DECRA/zotero/fergusonEpistemicBeliefsTheir2014b" data-for="DECRA/zotero/fergusonEpistemicBeliefsTheir2014b">fergusonEpistemicBeliefsTheir2014b</a></li><li><a href="../DECRA/zotero/fivesMethodsStudyingBeliefs2015" data-for="DECRA/zotero/fivesMethodsStudyingBeliefs2015">fivesMethodsStudyingBeliefs2015</a></li><li><a href="../DECRA/zotero/fivesTeachersEpistemicCognition2017a" data-for="DECRA/zotero/fivesTeachersEpistemicCognition2017a">fivesTeachersEpistemicCognition2017a</a></li><li><a href="../DECRA/zotero/fosterCategorizingClassroombasedArgumentation2022" data-for="DECRA/zotero/fosterCategorizingClassroombasedArgumentation2022">fosterCategorizingClassroombasedArgumentation2022</a></li><li><a href="../DECRA/zotero/foulkFacilitatingPreserviceTeachers2020" data-for="DECRA/zotero/foulkFacilitatingPreserviceTeachers2020">foulkFacilitatingPreserviceTeachers2020</a></li><li><a href="../DECRA/zotero/friedrichsenDesignSocioscientificIssue2016" data-for="DECRA/zotero/friedrichsenDesignSocioscientificIssue2016">friedrichsenDesignSocioscientificIssue2016</a></li><li><a href="../DECRA/zotero/gleesonDataInsightEducators2020" data-for="DECRA/zotero/gleesonDataInsightEducators2020">gleesonDataInsightEducators2020</a></li><li><a href="../DECRA/zotero/gonskiGrowthAchievementReport2018" data-for="DECRA/zotero/gonskiGrowthAchievementReport2018">gonskiGrowthAchievementReport2018</a></li><li><a href="../DECRA/zotero/goodyearActivityCentredAnalysisDesign2021" 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7research and some nugget of information users might find interesting. A 8nice example of this sort of approach, using apps for event (or time) 9sampling, is the mappiness app () which pings users once (or more) a day 10to gather GPS data and ask the user about their current mood. The idea 11is to collect data on times/locations of moods, the user pull is 1) help 12research 2) see your own personal graph. If someone interested in search 13created an app of this type, information could include things (of 14interest to users and researchers) like: * Normally you take x time 15searching for answers â- this time you spent y time searching for your 16answer * Normally you select m number of links from a search page â- 17This time you selected n number of links from the search page * You 18said page p had the correct answer â you could have take shorter route q 19(or clicked x fewer times or something) perhaps either involving a path 20analysis that includes either an algorithm based âshortest pathâ or a 21collaborative filtering based one (âusers who search for x found this 22result much faster than your search for yâ). * Something about types of 23queries made/whatever, this could include (if installed in more than one 24device, e.g. phone and PC) something about the types of queries made on 25different devices (and other differences in measures across the two) If 26you could also include questionnaires based on some sort of 27self-efficacy, or search-satisfcation measure I imagine the data would 28be quite revealing. Of course, this might lose, for example some of the 29(uninterupted) nuance in multi-part search tasks, for example those on 30agoogleaday often include two parts e.g. âhow many floors does the 31building on xy street in New York have?â in which one first must find 32out what the building is, and then the number of floors. It also might 33not be very good for exploratory tasks â although perhaps asking people 34to âbundleâ the searches theyâve made into a particular âneedâ they 35were trying to meet would be interesting. â¦writing this I canât help but 36suspect such a tool already exists? Or perhaps there are arguments for 37just using custom systems to track all searches (rather than event 38sampling) which Iâve neglected? Iâd welcome thoughts/feedback! [EDIT 3929/04/2013] Just been reminded of HCI Browser âThe HCI Browser is a 40tool designed to help administer and collect data for studies of web 41information seeking behavior. Studies involving web search and browsing 42often involve presenting participants with a set of tasks to do on the 43Web and then recording information about the web sites visited, searches 44conducted, windows opened, and other interactions with the browser such 45as clicks and scrolling events. Sometimes, questionnaires are 46administered before or after each task to ask participants about their 47experiences. The HCI browser supports these types of studies and is 48designed to automatically present tasks, administer questionnaires, and 49collect interaction data. A major goal of the design is that it will 50guide participants through the questionnaires and tasks with minimal 51experimenter intervention.â Itâs not quite what Iâm describing because 52itâs less randomâ¦but if it could be triggered periodically then the only 53thing that would need adding is that trigger mechanism, the rest of the 54system is built there I think!</p></article><hr/><div class="page-footer"></div></div><div class="right sidebar"><div class="graph"><h3>Graph View</h3><div class="graph-outer"><div id="graph-container" data-cfg="{"drag":true,"zoom":true,"depth":1,"scale":1.1,"repelForce":0.5,"centerForce":0.3,"linkDistance":30,"fontSize":0.6,"opacityScale":1,"showTags":true,"removeTags":[],"focusOnHover":false}"></div><svg version="1.1" id="global-graph-icon" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink" x="0px" y="0px" viewBox="0 0 55 55" fill="currentColor" xml:space="preserve"><path d="M49,0c-3.309,0-6,2.691-6,6c0,1.035,0.263,2.009,0.726,2.86l-9.829,9.829C32.542,17.634,30.846,17,29,17 55 s-3.542,0.634-4.898,1.688l-7.669-7.669C16.785,10.424,17,9.74,17,9c0-2.206-1.794-4-4-4S9,6.794,9,9s1.794,4,4,4 56 c0.74,0,1.424-0.215,2.019-0.567l7.669,7.669C21.634,21.458,21,23.154,21,25s0.
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