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Modern technologies help us not only in everyday life but in our professional life as well. Thanks to them, we spend much less time on routine activities, and the learning process is becoming much easier. Via EDTECH@UTRGV 
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Welcome to the Teach-Learn-Lead™ Global Edu-library™ A curated epicenter of K-20 research, and professional development resources. Our mission is to connect you to remarkable people, events, and places along the educational continuum. Teach-Learn-Lead™ was founded in 2014 and dedicated to my heroes and heroines: teachers.
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One of these skills is, writing. Writing helps one to reflect and to clarify ideas which may otherwise be transient and consequently lost to the learner. Writing helps one to make sense of our experiences, our learning and how one can best relate the learning experience to the world outside the classroom. In many ways, the act of writing, of reflecting, is learning by doing - something all learners need to have experience of.
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But Oakley is a self-described “former math flunky” who “retooled” her brain — and who has since made it her life’s work to help others learn how to learn by explaining some key principles from modern neuroscience. When students do not understand how their brains learn and retain material, they can develop misconceptions about themselves as learners — such as a faulty assumption that they are bad at a subject or that they suffer from performance anxiety. Oakley shares the common experience of students who reread their notes and think they know the material — only to enter a test and find that they cannot retrieve the information. “They are horrified and think they must have test anxiety.” More likely, says Oakley, they simply haven’t been taught how to study in a way that allows them to retrieve the information.
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We hear all the time about how we need to give students more choice. About how we should be helping them discover their passions, how we need more student-directed, inquiry-based learning in the classroom. But all of that can feel like a load of abstract, pie-in-the-sky hooey without practical instructions for how to actually do it. We need a structure, a format, a plan for delivering this kind of experience.
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elearning at eCampus ULg's curator insight,
June 5, 2016 3:18 AM
Nice infographic about learning and gaming
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I have often heard the argument that there is no evidence that technology improves learning. This is a vacuous claim that is either a) based on ignorance of the available research literature, or b) possibly the result of a deep seated fear, mistrust or dislike of technology in general. My usual response to such a claim is that children with special educational needs are a classic example of technology improving learning.
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Understanding HOW to learn is critical. But learning WHEN to learn is just as important. We talk a lot about the best ways to learn, the best tools for the job, and more. But what about identifying the best times to learn? I’m not talking about ‘during school hours’ or ‘between 5pm and 7pm’ or …
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What are the stages of technology in learning, and how can these stages be used as a framework for improving learning?
Eli K's curator insight,
December 15, 2014 2:21 PM
Really awesome framework for the role of technology in learning
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Jill Suttie explores how can we help kids become engaged learners in an era of high-stakes testing and student burnout. When I was five years old, my kindergarten teacher gave me permission to spend a whole morning recreating an image I’d seen on TV of a white car on a black canvas. I stood at an easel painting for hours, intently focused, oblivious to the noise and energy of the kids around me. I still remember the feeling of joy and liberation as I lost myself in the task, challenged by the goal I’d set.
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Teacher feedback must be informative and encouraging for students to fully understand whether they're learning and what they can do to improve the learning process.
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Research shows that reflecting after learning something new makes it stick in your brain.
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Knowledge plays an important role in the productivity and prosperity of economies, organizations, and individuals. Even so, research on learning has primarily focused on the role of doing (experience) in fostering progress over time. To compare the effectiveness of different sources of learning, the authors take a micro approach and study learning at the individual level. They argue that learning from direct experience can be more effective if coupled with reflection—that is, the intentional attempt to synthesize, abstract, and articulate the key lessons taught by experience. Using a mixed-method approach that combines laboratory experiments and a field study in a large business process outsourcing company in India, they find support for this prediction. Further, they find that the effect of reflection on learning is mediated by greater perceived ability to achieve a goal (i.e., self-efficacy). Together, these results reveal reflection to be a powerful mechanism behind learning, confirming the words of American philosopher, psychologist, and educational reformer John Dewey: We do not learn from experience ... we learn from reflecting on experience.
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"The more that our students become aware of their learning processes and can make their thinking visible to us, the better we can nurture their development." Via EDTECH@UTRGV
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As of the last major literature review in 2008, there’s still very little evidence that people learn best when information is processed according to their purported “learning style.” Individuals may have preferred thinking styles, says cognitive psychologist Daniel Willingham, but these don’t serve them when the processing method (e.g. visual) doesn’t match up to the task at hand (e.g. verbal).
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Thinking allows connections, leads to development of new ideas.
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if you were anything like me, math class was painful, on a good day. Oh, if only fidget spinners had been invented back then. I can vividly recall discussions with my mom revolving around the question, "When am I ever going to use this stuff?"
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Beyond the emotional connection adults may feel to the way we learned to write, there is a growing body of research on what the normally developing brain learns by forming letters on the page, in printed or manuscript format as well as in cursive.
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Jisc Digital Student Investigating students' expectations of the digital environment Exemplars Following a call in November 2014, we identified almost 50 exemplars of effective practice in support of students’ digital experiences in Higher Education. The exemplars have been written up with the support of the staff (and in some cases students) involved. They can be accessed via the seven challenges for institutions, or you can browse the whole set below. They are organised according to the main challenge addressed.
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When I first heard about Czikszentmihalyi's "Flow" concept and research, I became quite intrigued with this research. Its face validity immediately resonated with me. I always cherished those tim...
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Understanding how the brain processes and stores information is key for eLearning professionals as they plan for instruction.
Alison DeBoe's curator insight,
November 22, 2014 5:31 PM
I really liked this website because it talks about what to know about learners. There are graphs and pictures to put it into perspective and it also talks about the learners. The website was easy to read and follow. Really interesting information. 
Cesar Oswaldo Cesaroswaldo's curator insight,
November 22, 2014 8:31 PM
About understanding ??? read and tell me as a fun task, what do you think about it, thanks a lot for your attention.
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In Minds on Fire: How Role Immersion Games Transform Colleges, Mark C. Carnes makes the case that they might. Students at Pace University have become so engrossed in a game called Henry VIII and the Reformation Parliament that class spills into the dorms: “students endlessly debated, gossiped, and strategized Tudor religion and politics.” At Dordt College, students playing Rousseau, Burke, and Revolution in France 1791, ask to begin class half an hour early so that they can complete the game. Every student attends the four early morning sessions.
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How to revise - Revision guidance for students from the Guardian Teacher Network.. A free teaching resource from the Guardian Teacher Network
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