Reviewing Learning, Sensemaking and the Design of Technology-enhanced Learning Environments in STEM: A 4E Cognition Perspective
Using snippets from relatively recent interdisciplinary developments in cognition research, and my own theoretical and design-based work, I will try to demonstrate in this talk how the newer embodied and extended (or more broadly, 4E) cognition theories could help us reconceptualize (i) explicit-implicit sensemaking, learning, and expertise development in STEM, and (ii) the design of technology-enhanced environments (e.g. desktop and immersive VR) to support embodied STEM learning.
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