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Faculty Development and Support for Teaching and Learning
Resources and Support for Faculty - including online, hybrid, accelerated, telepresence, active learning, flipped, and everything in between
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Rescooped by Tina Rettler-Pagel from Content Curation World
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An Introductory Guide to Content Curation

An Introductory Guide to Content Curation | Faculty Development and Support for Teaching and Learning | Scoop.it

Via Robin Good
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Dean Mantz's curator insight, January 17, 12:38 PM

Thanks Robin for sharing this Curation guide on your scoop.it site. 

Alfredo Corell's curator insight, January 23, 3:25 PM

A very useful guide from one of the Pioneers in Content Curation

Bookmarking Librarian's curator insight, April 1, 10:35 PM
Content curation
Rescooped by Tina Rettler-Pagel from eLearning, Learning and Informal Learning
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Can you apply Google's 20% time in the classroom?

Can you apply Google's 20% time in the classroom? | Faculty Development and Support for Teaching and Learning | Scoop.it

From the article:  "Google offers its engineers 20% of their timetable to work on their own projects – things that they are truly passionate about and not things necessarily in their job description. Fairly radical. And I couldn't help thinking, if it works for Google, could it work for education?"

 


Via Katherine Stevens
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Rescooped by Tina Rettler-Pagel from eLearning, Learning and Informal Learning
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Create High-Impact Learning

Create High-Impact Learning | Faculty Development and Support for Teaching and Learning | Scoop.it

Summary of Bersin's findings from looking at high-impact learning organizations. 

 

Here are some of the newer findings -- from the article:
"Today’s learning organization deals with amazing amounts of content: self-authored, professionally developed and that which is developed in-house. High-performing organizations understand how to curate content, create standards, tag and categorize content. Again, being able to build good content is not enough."

 

"They understand how to build simulations, game-like training and videos, or they know enough to direct a vendor to do it well. Video today is what HTML and Flash were five years ago — a must-have capability in learning and development."

 


Via Katherine Stevens
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Rescooped by Tina Rettler-Pagel from Brain-based learning
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Why Floundering Makes Learning Better | TIME.com

Why Floundering Makes Learning Better | TIME.com | Faculty Development and Support for Teaching and Learning | Scoop.it
Call it the "learning paradox": the more you struggle and even fail while you're trying to master new information, the better you're likely to recall and apply that information later.

 

"The learning paradox is at the heart of 'productive failure,' a phenomenon identified by Manu Kapur. ... Kapur points out that while the model adopted by many teachers and employers when introducing others to new knowledge — providing lots of structure and guidance early on, until the students or workers show that they can do it on their own — makes intuitive sense, it may not be the best way to promote learning. Rather, it’s better to let the neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start."

 

Article by Annie Murphy Paul in Time Magazine.


Via Katherine Stevens
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Scooped by Tina Rettler-Pagel
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10 Brain-Based Learning Laws That Trump Traditional Education

10 Brain-Based Learning Laws That Trump Traditional Education | Faculty Development and Support for Teaching and Learning | Scoop.it

A learning trump card is one that reigns over more established education practices. When one strategy trumps another, it means that it is a better way of learning.


Via Carla Arena
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Rescooped by Tina Rettler-Pagel from eLearning, Learning and Informal Learning
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When Your Content Resembles Spaghetti: The eLearning Coach: Instructional Design and eLearning

When Your Content Resembles Spaghetti: The eLearning Coach: Instructional Design and eLearning | Faculty Development and Support for Teaching and Learning | Scoop.it

How to perform an instructional analysis, to identify the skills and knowledge required to reach a learning goal.


Via Katherine Stevens
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Rescooped by Tina Rettler-Pagel from eLearning, Learning and Informal Learning
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Assessing the Value of Online Interactions

Assessing the Value of Online Interactions | Faculty Development and Support for Teaching and Learning | Scoop.it

How do you determine the value of using social media to support and extend learning?

 

This article by Jane Bozarth describes a conceptual framework developed by Etienne Wenger, Beverly Traynor, and Maarten De Laat for understanding and assessing value in social media interactions.

 


Via Katherine Stevens
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Rescooped by Tina Rettler-Pagel from eLearning, Learning and Informal Learning
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The Gamification of Education [Infographic]

The Gamification of Education [Infographic] | Faculty Development and Support for Teaching and Learning | Scoop.it
Gamification has tremendous potential in the education space. How can we use it to deliver truly meaningful experiences to students? Learn all about the impact of gaming on education in this infographic.
Via Katherine Stevens
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Rescooped by Tina Rettler-Pagel from Brain-based learning
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Neuro Myths: Separating Fact and Fiction in Brain-Based Learning

Neuro Myths: Separating Fact and Fiction in Brain-Based Learning | Faculty Development and Support for Teaching and Learning | Scoop.it

Some of the key myths:

* Some people are left-brained and some are right-brained

* Male and female brains are radically different

* We use only 10 percent of our brains

 

Be wary of product claims that they are proven by brain research. From the article: "Neuroimaging technologies have really only developed over the last 20 years, so virtually nothing is 'proven' at this point."

 

 

 


Via Katherine Stevens
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Tena Smith Fulghum's curator insight, April 30, 6:01 AM

Brain myths are prevalent in teaching circles. Great article.