Mishra & Yadav (2006) was a paper based around my dissertation research. It took a while to get published and I am including it here for the record. My dissertation (Mishra, 1998) was maybe the first place where I made a specific mention of the triad of constructs: Technology, Pedagogy & Content that later developed into the TPACK framework. I must add that I used the word “learning theory” or “theory” in place of “pedagogy” in my dissertation. By the time this paper came out our key TPACK paper (Mishra & Koehler, 2006) was already in press – so this paper refers to our further crystallized thinking about these issues.
Mishra, P., & Yadav, A. (2006). Using hypermedia for learning complex concepts in chemistry: A qualitative study on the relationship between prior knowledge, beliefs and motivation. Education and Information Technologies. 11(1), 33-69. [Click link to download PDF.]
Abstract and an ambigram follow:
Abstract This paper reports the results of a qualitative study on the process of learning complex concepts in chemistry by four students as they worked with FLiPS (Flexible Learning in the Periodic System), a cognitive ?exibility multi-media hypertext for learning about the periodic system of elements. A wide range of probes (think-alouds; navigation logs; observational notes, interviews; pre- and post-tests; epistemic beliefs survey; and background questionnaire) produced a rich data set for analysis. This data was analyzed to construct rich narrative case- and cross-case narratives of the participants’ process of working and learning in this complex hypertext environment. This multi-level analysis offers insight both into the ?ne-grained process of use as well as the larger issues of the pedagogical significance of FLiPS. Our analysis reveals a complex relationship between epistemic beliefs, student motivation, prior knowledge, and process of learning from hypertext. We offer implications for future research, design and the application of pedagogical hypertexts.
There are a couple of ambigrams I had created that may be of interest. The first was a rotational ambigram for FLiPS, the software program/website I had created.
And the other was for Cognitive Flexibility Theory (CFT). In this image the central shape throws three different shadows depending on the source of the light. The three shadows are the letter C, F and T. The key idea of CFT is that one can get a deeper understanding of a topic by throwing light on it (or traversing it) from different directions or perspectives. This triplet-ambigram is my attempt to visually represent this idea.