Towards a theory or model of productivity for online learning: outcomes, scale and design | Research Capacity-Building in Africa | Scoop.it

 

‘There is an impressive body of evidence on how teaching methods and curriculum design affect deep, autonomous, and reflective learning. Yet, most faculty are largely ignorant of this scholarship, and instructional practices and curriculum planning are dominated by tradition rather than research evidence [nor - my comment - by educational theory]. As a result, teaching remains largely didactic, assessment of student work is trivial, and curricula are more likely to emphasise content coverage than acquisition of lifelong learning skills. - See more at: http://www.tonybates.ca/2013/09/04/towards-a-theory-or-model-of-productivity-for-online-learning-outcomes-scale-and-design/#sthash.HUPnh3Io.dpuf‘There is an impressive body of evidence on how teaching methods and curriculum design affect deep, autonomous, and reflective learning. Yet, most faculty are largely ignorant of this scholarship, and instructional practices and curriculum planning are dominated by tradition rather than research evidence [nor - my comment - by educational theory]. As a result, teaching remains largely didactic, assessment of student work is trivial, and curricula are more likely to emphasise content coverage than acquisition of lifelong learning skills. - See more at: http://www.tonybates.ca/2013/09/04/towards-a-theory-or-model-of-productivity-for-online-learning-outcomes-scale-and-design/#sthash.HUPnh3Io.dpuf


Via Deborah Arnold, Lynnette Van Dyke, iPamba