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Try and make similar assignments as regular as possible, but don't try and fill up every day.

erms of what would fit on a phone screen for students to read while they're waiting in line for a latte.

Short virtual lectures of 10 minutes or less used to orient students to the course, to introduce a module, or to demonstrate how to solve a particular style of problem are efficient teaching tools that students can access again and again.

Those engaged in online learning deal with the effects of emotion on a daily basis, whether in designing instruction, teaching, or learning online. The work of Damasio and LeDoux independently suggests that emotion is neither an objective nor outcome of learning yet is central to cognition. The study of O’Regan (2003) showed that students express their emotions in relation to the various aspects of an online course such as design and organizational issues (i.e., a lack of clear instructions), cognitive issues (i.e., learning materials, success), social issues (during communicating), time management, or technology. Similarly, Cleveland-Innes, Garrison, and Kinsel (2007) also found out that students disclosed emotions in relation to the social, teaching, and cognitive presence in an online course.

Research results from multiple studies indicate that emotions are an integral part of the learning environment and influence students’ learning experiences (Cleveland-Innes & Campbell, 2006). According to Baumeister, DeWall, and Zhang (2007), emotions influence outcomes. That is, positive emotions lead to positive outcomes and negative emotions to negative outcomes.

Emotion may constrain learning as a distracter but, if managed, may serve as an enabler in support of thinking, decision making, stimulation, and directing. Online learning is replete, not fraught, with emotion. We conclude, with others, that emotion is present in online learning communities

“You are interacting with one single individual at all times.  There is no ‘class’ …”

“Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).

I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.

Nevertheless, these students still pay attention to tasks, activities, and media messages that are low in sensation-value, if the topic is particularly salient to them. For example, individuals may attend to a seemingly boring documentary on cancer research, if they have close relatives or friends who is suffering from the disease; they may attend to a lecture on the stock market if they have just received the gift of a larger sum of money.

Students with a high sensation needs benefit from instructional practices that meet those needs. It certainly is not possible to meet the needs of these students at all times, but some lessons can be altered to better hold their attention.

Online enrollments continue to increase substantially (Allen & Seaman, 2010, p. 2), as nearly one third (30%) of higher education students take at least one online course (Allen & Seaman, 2010, p. 2).

These data revealed that online learning has been adopted in the mainstream of higher education with trends indicating continued growth. Unfortunately, however, institutions often require instructors to design/develop online courses and/or transition into teaching in the online learning environment sans an understanding of the fundamental pedagogical/andragogical differences among face-to-face (f2f), blended/hybrid, and online learning environments.

Harvard’s annual cost for journals from these providers now approaches $3.75M. In 2010, the comparable amount accounted for more than 20% of all periodical subscription costs and just under 10% of all collection costs for everything the Library acquires. Some journals cost as much as $40,000 per year, others in the tens of thousands.

ibrary, representing university faculty in all schools and in consultation with the Harvard Library leadership,  reached this conclusion: major periodical subscriptions, especially to electronic journals published by historically key providers, cannot be sustained: continuing these subscriptions on their current footing is financially untenable. Doing so would seriously erode collection efforts in many other areas, already compromised.

The Faculty Advisory Council to th

Students are empowered to learn on their own and even to teach one another.

Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.

. Understanding the details of the world in which a learner lives allows the learner to the ability to shape and manipulate that world to his advantage. Content mastery must be accompanied by healthy relationships in a learning community that fosters curiosity within learners. Focusing only upon content can lead to a cold, rote learning environments; spending all our energies on relationships can be done at the expense of content mastery; and developing curious learners without strong relationships can lead to learning in isolation. Essentially, the flipped learning approach allows teachers to spark interest, provide initial exposure, and deliver content through easy to make teacher created video so class time can be used to foster healthy relationships and engage students in higher levels of cognition to help ignite curiosity. Simply using video as a teaching tool will not fundamentally change a classroom. But rethinking how class time can be used for things other than direct instruction and lectures will transform a classroom from a teacher-centered instructional environment to a learner-centered laboratory of learning. Flipped learning is a transitional tool for teachers who know they want to move the attention away from themselves and on to student-centered learning. Flipped learning is not an end, but a means to greater teaching and deeper learning. You can read more about Flipped Learning in our upcoming book: Flipped Learning: Gateway to Student Achievement which can be pre-ordered here: Jonathan Bergmann &amp; Aaron Sams Flipped Learning, Gateway to Student Achievement, Bergmann, Sams piln.hottopic.onPostDisplayInLineLoaded(); Pictures and videos var thumbRatio = [1, 1]; $(function () { initializeGallery('/Gallery/Media/', '138408f4-616a-4cc9-ab2c-9e7543cf50e4') }); Cover of Jon Bergmann &amp; Aaron Sams' book: Flipped Learning $('.galleryDescription').hide(); $('#bigImage').load(function () { var newHeight = $('#bigImage').height() + $('.galleryDescription').height() + 60; if (newHeight < 360) { newHeight = 360; } $('#progressbar').hide('blind', {}, 300); $('#loading').animate({ height: newHeight + 'px' }, 300); $(this).fadeIn('slow'); }); $('.galleryDescription').fadeIn('slow'); gallery created by Jon Bergmann {{if error}} ${name} ${sizef} Error: {{if error === 1}}File exceeds upload_max_filesize (php.ini directive) {{else error === 2}}File exceeds MAX_FILE_SIZE (HTML form directive) {{else error === 3}}File was only partially uploaded {{else error === 4}}No File was uploaded {{else error === 5}}Missing a temporary folder {{else error === 6}}Failed to write file to disk {{else error === 7}}File upload stopped by extension {{else error === 'maxFileSize'}}}The resolution of this image is too big {{else error === 'minFileSize'}}The resolution of this image is a little small. The minimum size is 160x160 {{else error === 'minResolutionSize'}}The resolution of this image is a little small. The minimum size is 160x160 {{else error === 'tooWide'}}This image is too wide for our gallery to display correctly. You will need to replace it with something that is proportional to your monitor. {{else error === 'tooTall'}}This image is too tall for our gallery to display correctly. You will need to replace it with something that is proportional to your monitor. {{else error === 'acceptFileTypes'}}Filetype not allowed {{else error === 'maxNumberOfFiles'}}Max number of files exceeded {{else error === 'uploadedBytes'}}Uploaded bytes exceed file size {{else error === 'emptyResult'}}Empty file upload result {{else}}${error} {{/if}} {{else}} {{if thumbnail_url}} {{/if}} {{/if}} {{if type === 'image'}} ${description} $('.galleryDescription').hide(); $('#bigImage').load(function () { var newHeight = $('#bigImage').height() + $('.galleryDescription').height() + 60; if (newHeight < 360) { newHeight = 360; } $('#progressbar').hide('blind', {}, 300); $('#loading').animate({ height: newHeight + 'px' }, 300); $(this).fadeIn('slow'); }); $('.galleryDescription').fadeIn('slow'); {{html ""}} {{else}} ${description}

a situation in which lower order thinking is removed from whole-class teaching time and placed upon the individual regardless of whether video or any other technologies are being used.

Content is important in that it is the structure upon which learning is built

Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.

Adults prefer self-directed and self-designed learning projects over group-learning experience

Self-direction does not mean isolation. Studies of self-directed learning indicate that self-directed projects involve an average of 10 other people as resources, guides, encouragers and the like. But even for the self-professed, self-directed learner, lectures and short seminars get positive ratings, especially when these events give the learner face-to-face, one-to-one access to an expert.