Master Leren & Innoveren
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Master Leren & Innoveren
(Mogelijk) relevante informatie voor masterstudenten Leren & Innoveren.
Curated by Jeroen Bottema
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A Toolkit to help you resist Inquiry-Based Learning

A Toolkit to help you resist Inquiry-Based Learning | Master Leren & Innoveren | Scoop.it
So you have found yourself under pressure to implement inquiry-based learning, project-based learning or something like that. How do you respond? I tend to see things through the lens of cognitive load theory (CLT). A key finding is that learning new, complex concepts like algebra or writing is likely to overload working memory (but not…
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Practice and Feedback are like Peanut Butter and Bananas

Practice and Feedback are like Peanut Butter and Bananas | Master Leren & Innoveren | Scoop.it
In line with this, we need to realise that the work that people do isn’t just a sequence of tasks. It’s more likely about complex mental tasks and a frequent need for updating skills. As jobs are becoming less routine and more complex, a focus on deep learning is critical. Deep learning means to learn for long-term use, or, for application. Shank lists the learning tasks that are required to achieve deep learning:
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(10) What Is ‘Transfer of Learning’ and How Does It Help Students? - YouTube

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Toegang tot wetenschappelijke literatuur voor leraren | NRO

"Toegang tot wetenschappelijke literatuur is niet altijd vanzelfsprekend voor mensen van buiten de wetenschap. Leraren en andere onderwijsprofessionals die inzichten uit wetenschappelijke literatuur willen toepassen in hun lespraktijk, kunnen stuiten op betaalmuren, irrelevante zoekresultaten, of lastig te doorgronden teksten. Toch zijn er inmiddels diverse voorzieningen beschikbaar die leraren kunnen helpen bij het vinden, duiden en benutten van wetenschappelijke literatuur. In dit artikel geeft het NRO daarvan een overzicht."
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Carol Dweck Wins $4 Million Prize for Research on 'Growth Mindsets'

The researcher plans to use the prize money to perfect curriculum materials for teachers who want to help their students develop a belief in their own ability to improve their learning.
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How many people believe learning styles theories are right? And why?

How many people believe learning styles theories are right? And why? | Master Leren & Innoveren | Scoop.it
Macdonald, McGrath, and their colleagues conducted a survey to test the pervasiveness of various beliefs about learning among American adults (N = 3,048), and among educators in particular (N =598). Similar surveys have been conducted in parts of Europe, East Asia, and Latin American, where researchers have observed high levels of inaccurate beliefs on these issues.
Learning styles theory was endorsed by 93% of the public, and 76% of educators.
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Teachers, know your brain! | Sandra van Aalderen | TEDxAmsterdamED

Knowledge about the brain and learning is essential if we want to convince teachers to use more active learning strategies, a rich learning environment
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5000 Year Timeline of Learning Theories

How Technology is bridging the gap and flattening the experience of many.
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Elements affecting the development of professional learning communities in schools

Elements affecting the development of professional learning communities in schools | Master Leren & Innoveren | Scoop.it
This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and participatory research. The questionnaires revealed that PLCs differed in their group characteristics, collective learning processes and outcomes. Through participatory research, we explored seven elements affecting the development of PLCs, namely, task perceptions, group composition, tensions between roles, beliefs about alignment, reflective dialogues, socialisation and ownership. Beliefs about alignment, ownership and socialisation had sufficient impact on the development of the PLCs. A case study including two contrasting PLCs indicated interrelations between task perceptions and ownership by members and between ownership and socialisation activities. Regarding implications, this research suggests to explicitly create and facilitate reflective dialogues and ownership over time for PLCs to flourish.
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Truth or Truthiness

Truth or Truthiness | Master Leren & Innoveren | Scoop.it
Paul A. Kirschner & Mirjam Neelen Is a study really trustworthy or does it only seem to be? This is an exploration of truth versus the beautiful word that Stephen Colbert – American comedian – came up with: ‘truthiness’ (funny short video on restoring truthiness here), which means roughly: something that sounds plausible and therefore…
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Platform Leren van Toetsen

Platform Leren van Toetsen | Master Leren & Innoveren | Scoop.it
Het ‘Platform Leren van Toetsen’ is een uniek samenwerkingsverband van hogescholen. In het platform bundelen de hogescholen hun krachten en initiëren gezamenlijk onderzoek naar de leerwaarde van toetsen. De coördinatie van het Platform is in handen van HZ University of Applied Sciences en Hogeschool Rotterdam.
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How helpful is Hattie & Donoghue's model of learning? Part 2: The meta analyses - David Didau: The Learning Spy

How helpful is Hattie & Donoghue's model of learning? Part 2: The meta analyses - David Didau: The Learning Spy | Master Leren & Innoveren | Scoop.it
To help us better understand how we learn, John Hattie & Gregory Donoghue propose a new conceptual model of learning. I’ve already written about my concerns with the metaphor of depth in Part 1. In this post I want to explore what his meta analyses reveal about the best approaches to take with students at different stages
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A Novice→Expert Model of Learning - David Didau: The Learning Spy

A Novice→Expert Model of Learning - David Didau: The Learning Spy | Master Leren & Innoveren | Scoop.it
Every artist was first an amateur. Ralph Waldo Emerson One of the best understood principles of cognitive psychology is that novices learn and think differently to experts. These labels are domain-specific, not person-specific; I can be an expert at particle physics whilst still being a novice at evolutionary biology. Or skateboarding. Similarly, you could be
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Ivon Prefontaine, PhD's curator insight, June 24, 6:57 PM
The post explores learning for novices, which is more superficial and, as we become more expert, it deepens. The Dreyfus model of skill acquisition is referenced. Hubert Dreyfus is critical of overusing digital tools and the Internet in learning.
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Gedifferentieerd onderwijs vergroot juist ongelijke kansen

Gedifferentieerd onderwijs vergroot juist ongelijke kansen | Master Leren & Innoveren | Scoop.it
Leerlingen verschillen van elkaar, daarom zit er veel differentiatie in ons onderwijssysteem. Denk aan vwo- en vmbo-scholen, maar ook niveaugroepjes in de basisschoolklas. Maar volgens bijzonder hoogleraar Eddie Denessen kan differentiatie ook de kansenongelijkheid juist vergroten. Oratie op 26 juni.
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Learning theories and their implications on educational technology

This is an exploration of some of the learning theories and their implications on educational technology

Via Ilene Reed
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Ilene Reed's curator insight, October 10, 2013 9:43 PM

PPP Learning theories and their impliations on educational technology

 

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Interview John Hattie – EduKitchen

“The 2nd of October 2017 I interviewed John Hattie. We talked about national policies and educational interventions. What’s his message to Dutch policy makers, politicians and educators? Find out yourself!”
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Cognitive load theory: Research that teachers really need to understand

Cognitive load theory: Research that teachers really need to understand | Master Leren & Innoveren | Scoop.it
Cognitive load theory is a theory of how the human brain learns and stores knowledge. It was recently described by British educationalist Dylan Wiliam as 'the single most important thing for teachers to know'. Grounded in a robust evidence base, cognitive load theory provides theoretical and empirical support for explicit models of instruction.
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If It Ain’t There, It’s Broke!

If It Ain’t There, It’s Broke! | Master Leren & Innoveren | Scoop.it
Should our teachers (and future teachers) understand how their students learn? This question seems rhetorical, because if the task of teachers is to promote student learning, then the planning, execution and evaluation of their lessons will be more effective when teachers themselves know how and when their students learn best. More than a hundred years of cognitive research has provided a wealth of information on effective and efficient learning strategies that are widely used to promote student learning. And most of all, they are inexpensive, easily deployable and immediately applicable, across different subjects, ages, knowledge or skills. The big non-rhetorical question here is now: Why aren’t they being used?
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What do the learning theories say about how we learn? - Learning in the Network Age - University of Southampton

This animation explains some of the different theories about how we learn and how they relate to teaching.
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Waarom moeilijk beter is …

Waarom moeilijk beter is … | Master Leren & Innoveren | Scoop.it
Wanneer het op leren aankomt, is moeilijk, in de juiste omstandigheden, vaak beter dan (te) makkelijk. Dit werd door Dr. Robert Bjork omschreven als "desirable difficulties". In dit fragment legt hij uit wat hij precies bedoelt met dit concept en waarom 'gewenste moeilijkheden' ervoor kunnen zorgen dat je aan het eind van de rit meer…
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On the Definition of Learning....

On the Definition of Learning.... | Master Leren & Innoveren | Scoop.it
There was a brief, lively thread on Twitter over the weekend concerning the definition of learning. To tip my hand here at the outset, I think this debate—on Twitter and elsewhere--is
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Motivation for Learning: Is There a Point?

Motivation for Learning: Is There a Point? | Master Leren & Innoveren | Scoop.it
Paul A. Kirschner & Mirjam Neelen Motivation, engagement, commitment, drive, grit ... Some people seem to be obsessed with these concepts. For them, they’re like magic wands that can solve almost all of the problems in education or learning in general and/or are primary objectives for education and learning (we’ve blogged about the topic before…
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Wat samenwerkend leren effectief maakt

Leerlingen goed voorbereiden op samenwerken, zorgen dat ze positief van elkaar afhankelijk zijn en ze gericht ondersteunen met leermiddelen. Dit zijn de succesfactoren voor samenwerkend leren. NWO-onderzoeker Jeroen Janssen (Universiteit Utrecht) deed literatuuronderzoek naar interactieprocessen tussen leerlingen die samen aan een taak werken.
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How helpful is Hattie & Donoghue's model of learning? Part 1: The problem with depth - David Didau: The Learning Spy

How helpful is Hattie & Donoghue's model of learning? Part 1: The problem with depth - David Didau: The Learning Spy | Master Leren & Innoveren | Scoop.it
I saw John Hattie speak recently at a conference on his latest re-imagining of his Visible Learning work. He was an excellent speaker and charming company. I was particularly flattered that he asked me to sign his copy of my What if… book. After he’d finished his presentation he asked me what I thought and I
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