memory matters, even for those of us teaching the most complex cognitive skills we can imagine. Given its importance to our work in higher education, I sought help from Miller, first of all, in thinking about how her research might apply to the design and presentation of college courses.
"The mind isn't a sponge that absorbs whatever disjointed information we happen to pick up through our senses," she said. "Rather, we acquire information from the environment that we (a) understand, and (b) care about. It follows that when we design our courses, we should start by asking ourselves how we will capture and direct students' attention, and then plan how we will frame the information in a meaningful, interpretable way. This is different from the traditional approach of starting with the material to be covered and how we plan to spread it out over the course of the semester."
"Every year I teach dozens of students at the University of Birmingham. Most of the students on the gender and sexuality courses are women. I guess this is because the boys don't think that gender applies to them: that it's...
After stumbling across my collection of PowerPoint slides on Flickr and here on the Radical, Dov Emerson -- a digital friend from Long Island reached out with this question: @plugusin - working on a presentation - any wisdom u can...
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TED Talks In 2011 three young women swept the top prizes of the first Google Science Fair. At TEDxWomen Lauren Hodge, Shree Bose and Naomi Shah described their extraordinary projects-- and their route to a passion for science.
There is a raging debate about the effectiveness of the ‘digital classroom’ – with arguments solely focused on the $31.2 billion education technology market and whether the investment is delivering a return to cash-strapped school districts.