Like a jazz dance performance, active learning combines doing, movement and impromptu variety in a way that gets students and faculty up and out of their usual positions in the classroom. The room and its technology trappings become the stage and props for encouraging the unexpected to unfold.
The goal of active learning is to create a space that can become the catalyst for change, noted Lennie Scott-Webber, director of education environments for Steelcase and former head of the Department of Interior Design & Fashion at Radford University (VA). "When you open the door to a space, does it give you permission to act differently other than to be behaviorally conditioned to 'sit and git' or 'stand and deliver'? If the space doesn't give permission to change, then it's too easy to revert back to what we know."
One of the big questions in business is this: Are great leaders born that way, or do they practice a set of habits that anyone can learn and practice? The current thinking is that leadership is a set of habits that can be learned by anyone. The more consistent you are in living and applying these habits, the better leader you will become.
There are plenty of possible habits you can adopt to become a great leader, but here are 9 that will get you far along your own personal leadership journey.
There are very good reasons why the presentations delivered by the late Steve Jobs became so revered. Aside from his personal charisma and gravitas, Jobs and his team were masters of the use of visual aids for emphasis. Slides were used sparingly, had little to no extraneous detail, and were easy for the audience to process.
Slides are visual aids and should be designed with this purpose in mind. Notes, study aids and other supplementary material should be produced separately, using tools that have been designed for those purposes.
Don’t ban the hammer - simply use it for what it was meant for.
Carol Y. Ashong Doctoral Candidate Department of Educational Psychology and Special Education Georgia State University Atlanta, GA 30302 USA firstname.lastname@example.org
Nannette E. Commander Professor Department of Educational Psychology and Special Education Georgia State University Atlanta, GA 30302 USA email@example.com
This paper reports on a quantitative study that investigated the impact of ethnicity and gender on perceptions of online learning. Specifically, the study examined African-American students' perceptions of online learning as compared to those of their White-American counterparts. Participants completed a survey that investigated nine different elements of the online learning environment: Computer Usage, Teacher Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Student Autonomy, Equity, Enjoyment, and Asynchronicity. African-American and White students had overall positive views of online learning, but African-Americans reported significantly less positive views regarding the feature of asynchronicity. Females had more positive perceptions than males on Teacher Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, and Student Autonomy. The findings of this study indicate that gender and ethnicity independently influence students' perceptions of online learning.
One of the biggest challenges instructional designers face while developing eLearning courses is maintaining the motivation levels of learners. Everybody loves to learn. But, as an eLearning professional, you need to understand that various types of learners take the courses we develop. Surely, we can’t use the same strategy for all types of learners. Understanding learners will help you to design a course that is more learner-centric.
Much of what passes for an “online course” these days could more accurately be described as the electronic version of class hand-outs. These courses usually consist of a course description, a syllabus, lecture notes, reading lists, and assignment checklists. In other words, whatever materials a student might have viewed on paper in the past are now read onscreen, and whatever presentations a student might have watched in the classroom are now observed on their screen. Read more Five Common Pitfalls of Online Course Design ›
MYTH #1: KID'S BRAINS ARE STUCK. If you think kids can't get better in school, then you think brains have minimal capacity for change. But they are actually changing ALL the time. If a child spends the summer relaxing, ...
Let’s face it. All teachers talk, but not all teachers listen. I know, I know. You are probably thinking, “Well, students talk all the time, but they don’t all listen.” Granted, you may have a point there. But perhaps the root of the problem, a lack of honest and transparent conversations between teachers and students, can be discovered when Holmes’ famous quotation is crossed with The RSA’s animated video covering Daniel Pink’s Drive.
What results is a dry-erase animated video that took two sophomore students from Studio 113 and East Hall High School six hours to plan, draw, and fully articulate their concerns about the following educational concerns:
Teachers’ view versus students’ view of school schedules. School systems’ expectations of students versus students’ own expectations of themselves. Purpose, application, and importance of certain curricula. The practice of not asking the most important people of all…the students. Ignoring successful educational models, such as Finland.
Care to listen? The wise teachers already know it is the “privilege of wisdom” to click “play.”
Is it possible to define the qualities of what makes a good online learning experience, or a good MOOC? Is there a check list we could have pinned to the wall which we could use as we design and build our courses? Here’s a few items I think the list needs, feel free to add your own ideas in the comments field below: Presentation: Is the student able to relate to the subject and the presenter / educator? This is not always easy as the platform (Blackboard, Moodle, FutureLearn, Udacity, etc.) often controls how the materials are ‘presented’. Even with ...
I’m obsessed with the Maker Movement. It is the exact kind of learning I wanted as a kid. I believe it holds promise for truly changing education. It’s not that I’m inspired by all the stuff, it’s so much more. The people. I’m inspired by the open sharing that I see at MakerFaires. I love the sharing of open source software and the way people send their work out to the world so that others can put their own spin on it, make it better, and improve it. I love how people are giving their ideas to each other for the sole purpose of collaborating and improving the world.
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