An interesting study about the benefits of long hand note-taking in lectures compared to typing notes on a laptop. It appears that students who write rather than type notes performed better in an exam a short time after the class and performed better sometime later when relying on their notes for studying. Although the typist created more detailed notes, it appears they did not perform as well in either exam.
Really useful case studies, resources and guidelines for teaching large classes in higher education. The Teaching Large Classes project was funded by the Australian Universities Teaching Committee (AUTC), a national body aimed at improving teaching and learning in Australian universities. This website is a significant resource for teachers of large classes in university contexts.
The site provides extensive and detailed strategies and information for all aspects of teaching large classes. For example, the 'Teaching and Planning' section lists the following links which expand to include practical and thought-provoking reasons, strategies and examples:
1. Provide optimal course information and meaningful expectations for students 2. Create a welcoming and engaging environment 3. Employ a range of learning resources 4. Vary learning experiences 5. Encourage active note-taking 6. Clarify learning goals for each session 7. Incorporate content AND learning processes 8. Regularly monitor students' learning 9. Plan and prepare for group work 10. Use technology to support learning
Derek Bok Center for Teaching and Learning, Harvard University
Diane Goodman's insight:
A really useful guide for working in groups: it speaks to both students and group facilitators. What I like best is that it includes examples of what to say for almost every ocassion, to foster effective group dynamics and encourage individual participation.
This Concept Map, created with IHMC CmapTools, has information related to: Learning Theory, zone of proximal development The area of capabilities that learners can exhibit with support from a teacher., Montessori constructivism, Lave & Wenger...
Diane Goodman's insight:
A good model for discussing the complexities of learning theory and the web of networks and connections between the concepts, theorists, paradigms, theories and disciplines.
Abstract: The literature on critical thinking in higher education is constructed around the fundamental assumption that, while regarded as essential, is neither clearly nor commonly understood. There is elsewhere evidence that academics and students have differing perceptions of what happens in university classrooms, particularly in regard to higher order thinking. This paper reports on a small-scale investigation in a Faculty of Education at an Australian University into academic and student definitions and understandings of critical thinking. Our particular interest lay in the consistencies and disconnections assumed to exist between academic staff and students. The presumption might therefore be that staff and students perceive critical thinking in different ways and that this may limit its achievement as a critical graduate attribute.The key finding from this study, contrary to extant findings, is that academics and students did share substantively similar definitions and understandings of critical thinking.
Diane Goodman's insight:
This paper presents some interesting findings regarding assumptions about critical thinking in higher education. The Australian 2010 study involves both academics and students and suprisingly there was some alignment in terms of definitions and conceptual understanding of critical thinking. The results indicate that students are more concerned with critical thinking outcomes whereas academics are more focused on the processes that underpin critical thinking. The authors suggest that emphasis on curriculum design to promote critical thinking will have a positive impact on both the products and processes involved.
This infographic is worth a close look. Its value lies in helping teachers plan and design learning outcomes, assessment tasks and learning activities that enable learners to master lower level understanding and move toward higher order thinking and critical enquiry. It maps and explains Bloom's learning levels and learning domains in a way that illustrates the hierarchy and relationships, however each learning level, within each domain, has embedded verbs that are not included here.
A special issue that George Veletsianos and Brendan Calandra did for Educational Technology, focusing on the complex relationship(s) between emerging technologies and transformative learning [Educational Technology, 51(2)].
Diane Goodman's insight:
A collection of articles that remind the reader that the use of emerging and new educational technologies in the classroom can only have a transformational impact on teaching and learning, when it is fundamentally driven by pedagogy.
From Web-enhanced face-to-face courses to MOOCs, flipped, blended, and fully online courses, videos are an integral component of today’s educational landscape—from kindergarten all the way through higher education.
Diane Goodman's insight:
This article by Emily A. Moore is well worth a read if you use videos in online or face to face learning environments. One of the criticisms of the flipped classroom (posting recorded lectures and screencasts online and using lecture/tutorial/class time for active learning) is that shifting non-interactive lectures into a different domain does little to alleviate the non-engagement factor.The 4 key strategies listed require that teachers think critically about their learning and teaching intentions. Through the inclusion of opportunities to question, contextualise, discuss and think critically about the content in the video, students are encouraged to 'dive below the surface ' of the content and hopefully, learn more effectively. I particularly like the suggestion to add contextual information to the resource (Strategy 1b)
A useful infographic that not only summarises the attributes of a critical thinker but more significantly, provides a 25 point list of actions teachers can invite students to do in learning activities, to stimulate and develop critical thinking abilities. A great poster for your office wall!
This Joint Report from the American Association for Higher Education, American College Personnel Association, National Association of Student Personnel Administrators, published in 1998, recommended 10 learning principles and collaborative actions as key drivers for effecting learning improvements in higher education.The paper advocates shared responsibilities and collaborative partnerships between faculty, staff, and students for effecting rich learning experiences and environments. The underlying principles are as relevant today as they were nearly 15 years ago.
An adpatation of The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987). The article provides useful 'I" statements to indicate how to apply the seven principles in any learning and teaching context, for example, "Beginning with the first class, I have students participate in activities that encourage them to to get to know each other". I recommend using these statementsto make a great checklist for self-evaluating 'good practice'.
The flipside of the flipped classroom is that it challenges teachers to reconsider what is done and how time is spent in the classroom - that is, what students do to learn and what teachers do to facilitate and support learning, in the space left by the removal of 'teacher-talk'. For some, this is a paradigm shift that requires letting go of the attachment to content, in favour of a focus on the learning process ...
The Western Association of Schools and Colleges (WASC), is one of six regional associations that accredit public and private schools, colleges, and universities in the United States. This rubric is designed to assess the quality of academic learning outcomes.
The purpose of this guide is to provide detailed guidance on designing and developing an e-learning course for trainers and instructional designers who are new to e-learning design. It also provides basic concepts and information on the processes and resources involved in e-learning development, which might be of interest to capacity-development managers.The information in this guide is based on consolidated instructional design models and learning theories and was prepared in the context of the FAO Trust Fund Project GCP/GLO/279/GER entitled:
“Improving the abilities of Regional Organizations to develop, implement and monitor food security training programmes”. The project is funded by the Government of Germany and implemented by FAO in 2011
Are you thinking of designing an eLearning course and dont know where to start? This guide is comprehensive and well-designed, with a good balance of text, graphics and illustrations. The resource includes 5 chapter files which cover the basic concepts of e-learning, with a focus on adult learning and training. Included are tips and methodologies for creating and delivering interactive content and reference to some of the current technologies.
This is a great article for prompting teachers to reflect on the effectiveness of the feedback they currently provide to students. It includes timely, personalised, manageable and constructive suggestions for giving and receiving formative feedback, to maximise the 'learning payoff'.
From Curtin University's 'Teaching and Learning at Curtin (2010)', the article refers to Phil Race's book 'Making Learning Happen (2005)', in mentioning the fine balance between the effectiveness and efficiency of both providing and receiving feedback. Good feedback helps students learn effectively and helps teachers work efficiently.
Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
Diane Goodman's insight:
The authors, Sean Michael Morris and Jesse Stommel critique the LMS discussion forum in this hard-hitting article. They argue that applying rules in discussion forums kills any chance of spontaneous, creative engagement in discussion. "The resulting posts do not constitute participation; they constitute attendance. What’s being measured is a student’s willingness and ability to check into the course twice each week. And while the required length of a post can force students to do more “talking” than they might otherwise do, this does not necessarily qualify as real engagement."
And continuing in this vein...
"They become over-cultivated factory farms, in which nothing unexpected or original is permitted to flourish. Students post because they have to, not because they enjoy doing so."
The authors offer other solutions to use with, or replace the LMS discussion forum - the types of social network platforms and tools that students are entthusiastically using for everything else in their lives for "delightful, persistent, meaningful conversation":
The Rapid eLearning Blog provides a simple but effective template as a useful starting point for designing an online module. The benefit of designing a template that suits a specific course is that there is consistencyand ease for participants accessing modules across the course.
Diane Starke from El Paso Community College has compiled a comprehensive online resource on Active Learning and it is jam-packed with numerous informative links related to the sub topics: definitions, discipline-specific strategies, how to adapt a lecture format, challenges and 'roadblocks', and related research (up until 2001)
A good definition of learning is cited from 'Powerful Partnerships: A Shared Responsibility for Learning' (1998 Joint Report, American Association for Higher Education, et. al.)
"Learning is an active search for meaning by the learner--constructive knowledge rather than passively receiving it, shaping as well as being shaped by experience....To stimulate an active search for meaning, faculty [must]: expect and demand student participation in activities in and beyond the classroom;design projects and endeavors through which students apply their knowledge and skills; and build programs that feature extended and increasingly challenging opportunities for growth and development".