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. 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

. Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.

reed, Negligence, or System Failure? Credit Rating Agencies and the Financial Crisis (2011) Download Case Study (pdf) Download Teaching Notes (pdf) Credit rating agencies are responsible for rating the credit-worthiness of a wide variety of investment opportunities. While the agencies’ failure (out of greed or negligence) to properly assess the risk of these instruments leading up to the 2008 financial crisis is well-known, this case explores more encompassing systemic factors, including shifts in corporate culture, that led both to agency failures and the global financial crisis. Keywords: credit rating agencies, Moody’s, Standard and Poors, financial crisis, derivatives, subprime mortgaged, conflicts of interest, corporate culture, regulatory oversight, market competition

A teacher’s proficiency is manifested by the ability to look at the subject from a learner’s point of view, to foresee the critical junctions in learning, and to design teaching to meet learners’ information acquisition and collection processes (e.g., Zombylas, 2007).

van Manen (1991) claims that as teachers embrace all children, regardless of their characteristics they become real educators, and thus, educators’ pedagogical love becomes the precondition for pedagogical relations to grow (p

Individualistic features, position, nationality, gender, abilities, race, or language do not determine a human being’s value. Those differences based on skills, intelligence, or knowledge are insignificant compared with that basic human presence that is the same for all people: the right and need to be loved, accepted, and cared for as well as the right and need to grow and develop (Bradshaw, 1996; Lanara, 1981; Sprengel &amp; Kelly, 1992).

We can process information in 3 ways: Shallow Processing - This takes two forms 1. Structural processing (appearance) which is when we encode only the physical qualities of something.&nbsp; E.g. the typeface of a word or how the letters look. 2. Phonemic processing – which is when we encode its sound. Shallow processing only involves maintenance rehearsal (repetition to help us hold something in the STM) and leads to fairly short-term retention of information.&nbsp; This is the only type of rehearsal to take place within the multi-store model. Deep Processing - This involves 3. Semantic processing, which happens when we encode the meaning of a word and relate it to similar words with similar meaning. Deep processing involves elaboration rehearsal which involves a more meaningful analysis (e.g. images, thinking, associations etc.) of information and leads to better recall. For example, giving words a meaning or linking them with previous knowledge.

The purpose of this study was to analyze a five-week graduate-level education course taught entirely at a distance via the Internet using the Blackboard.comSM e-learning system, with emphasis on exploring the dynamics of sense of classroom community. Subjects were 20 adult learners, evenly divided between males and females, who were administered the sense of classroom community index at the beginning and end of the course in order to measure classroom community. Findings indicated that on-line learners took advantage of the “learn anytime” characteristics of the Internet by accessing the course seven days per week, 24 hours per day. Sense of classroom community grew significantly during the course. Females manifested a stronger sense of community than their male counterparts both at the start and end of the course. Additionally, female students exhibited a mostly connected communication pattern while the communication pattern of males was mostly independent.

Although it is just one degree at one university, the prospect of a prestigious low-cost degree program has generated great interest. Some educators think the leap from individual noncredit courses to full degree programs could signal the next phase in the evolution of MOOCs — and bring real change to higher education.

81 percent of young people report "media multitasking" at least some of the time.

esearch suggests that it slows children's productivity, changes the way they learn and may even render social relationships more superficial

People who multitask actually take longer to get things done.

The primary responsibility of educators is to assist shaping the experience by providing environing conditions and to utilize the surroundings to build up experiences that interact with the personal desires of he students.

Dewey saw the learning process as a continuous spiral linking past experiences with the present. T

A worthwhile experience arouses curiosity, strengthens initiative and provides a desire to learn sufficiently intense for students to apply effort and to persevere through difficulties.

personally meaningful

educational purpose.

"entry event" that engages interest and initiates questioning