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Scoop.it!
From
wonkhe
Xianghan and Michael O'Dea contrast the promise that online learning showed during the pandemic with the current turn against blended learning 
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Scoop.it!
Read the original tweet from Neil Mosley:
‘students in the active classroom learn more, but..feel like they learn less..this negative correlation is caused in part by..increased cognitive effort required..Faculty who adopt active learning are encouraged to intervene and address this misperception’
Scoop.it!
In April 2017 the next generation digital learning environment (NGDLE) celebrated its two-year anniversary. The shift to a component-based NGDLE approach allows us all to adopt an architect's perspective and continue our work to design the learning environments we want and need. Explore our library resources on what will the future of the Learning Management System (LMS) looks like.
Scoop.it!
A new Harvard study shows that, though students felt like they learned more from traditional lectures, they actually learned more when taking part in active-learning classrooms.
Scoop.it!
Stimulate your students’ curiosity — and help them learn — using the tried-and-true techniques in this comprehensive guide.
Scoop.it!
Search, links, media sharing, social media, Wikipedia, games, open source etc. are ground breaking shifts in the way we learn, says Donald Clark. Unfortunate... Via Dr. Susan Bainbridge, Peter Mellow
Anne Whaits's curator insight,
March 7, 2013 1:12 PM
The real scalibility in education comes with the Internet....freeing education from a place and from a specific time. With this comes changing pedagogies including peer-learning. Donald makes a case for recording lectures - videos provide opportunity for repeated access to new content. Some familiar messages here and interesting focus on scalibility.
Scoop.it!
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Scoop.it!
Despite active learning being recognized as a superior method of instruction in the classroom, a major recent survey found that most college STEM instructors still choose traditional teaching methods. This article addresses the long-standing question of why students and faculty remain resistant to active learning. Comparing passive lectures with active learning using a randomized experimental approach and identical course materials, we find that students in the active classroom learn more, but they feel like they learn less. We show that this negative correlation is caused in part by the increased cognitive effort required during active learning. Faculty who adopt active learning are encouraged to intervene and address this misperception, and we describe a successful example of such an intervention.
Scoop.it!
If there’s ever been a Top 10 List of Most Boring Documents, a course syllabus would most certainly be on it. It’s unfortunate, too, because syllabi have a unique ability–as much as a written document can, I suppose–to get students excited about course content. There are a lot of things you can do to liven up a syllabus (check out 10 Reasons Why Your Syllabus Might Suck for a few good ideas), but nothing I have done has received more excitement from both my colleagues and my students than when I have turned my syllabus into an infographic.
Peter Mellow's insight:
Great idea and article, but poor learning objectives! Try to avoid the 'Sinister 16' learning objectives (see link to article about this in this curation collection).
Scoop.it!
A study says smooth-talking professors can lull students into thinking they've learned more than they actually have -- potentially at the expense of active learning.
Scoop.it!
Adapting a course for a digital environment forces you to ask yourself why you’re doing a particular pedagogical thing — and then to rethink it.
Scoop.it!
Brace yourself for a journey back in time as Donald Clark goes from Socrates to Seligman in just 25 minutes, clustering learning theorists into: Greeks, religious leaders, religious educators, Marxists, constructivists, psychoanalysts, schoolers, pragmatists, behaviourists, cognivists, instructionalists, holists, assessors, educationalists, online technologists, online educationalists, cultural critics and outsiders. He will pull no punches, showing the good, the bad and the downright ugly.
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Rescooped by Peter Mellow from Learning and Teaching in an Online Environment |
Scoop.it!
In the era of attention deficits, the new text will not be black and white.
