The brain is constantly on the lookout for ways to improve by obtaining new knowledge and skills, even before birth. Unfortunately, retaining information can be challenging, simply because instructors and course designers do not always use methods that facilitate remembering. The following seven points look at key principles from neuroscience research paired with tips that will allow course creators to achieve effective eLearning development.
Tim Robinson: If our students think that the discussion posting is useless and not at all entertaining. It likely means that it is useless and not at all entertaining. We know this because we often feel the same way when we have to make contrived discussions posts. It’s not that our jobs are about entertaining students, but we do need to do what we can do make it at least tolerable.
If we can expand our understanding of the tool to get beyond just ‘discussions’ but see it as a platform for other creative ways to explore a topic, we’ll find a much richer level of learning. We can, maybe, even have some fun with it.
A really useful and thought provoking infographic. The six models of blended learning are interesting. However, one might have reservations about the five proposed areas for development of further technology solutions (towards the end of the infographic). Behind these proposals there seems to be an assumptions of a top-down 'push' approach to teaching and learning. Surely the whole point of digital technology is that it enables us to get away from this 'command-and-control' approach.
The rapid growth and popularity of online learning is necessitating the creation of online courses that actively engage learners. Research has shown that effective integration of multimedia that is content relevant and pedagogically sound can be a valuable teaching tool for facilitating student learning (Mandernach, 2009).
Don't miss this week's tip of the week. It's about the fact that webinar participants have to learn how to 'behave' online - just as these children have learned how to behave in a traditional classroom. (Interesting picture - the classroom here appears to be an old-fashioned American railroad car!)
This report introduces connected learning, a promising educational approach that uses digital media to engage students’ interests and instill deeper learning skills, such as communication, collaboration, and critical thinking. The report lists four elements constituting connected learning’s emphasis on bridging school, popular culture, home, and the community to create an environment in which students engage in and take responsibility for their learning.
This report focuses on school-age learners, but the emphasis on deeper learning skills, such as communication, collaboration, and critical thinking is definitely applicable to professional development.
Mazur’s reinvention of the course drops the lecture model and deeply engages students in the learning/teaching endeavor. It starts from his view of education as a two-step process: information transfer, and then making sense of and assimilating that information. “In the standard approach, the emphasis in class is on the first, and the second is left to the student on his or her own, outside of the classroom,” he says. “If you think about this rationally, you have to flip that, and put the first one outside the classroom, and the second inside.
What does it take to produce a successful webinar, one which executes flawlessly and provide an enchanting experience for your audience? Two of the best ways to provide value in a webinar include: giving the audience something they can take and make their own and being a facilitator for social connections.