Group items tagged

students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.

the illusion that they know material better than they do.

“I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”

The authors (Collins, Brown, & Holum, 1991; Collins, Brown, & Newman,1989) as well as other researchers (Herrington & Oliver, 2000) have refined this model to the belief that useable knowledge is best gained in learning environments featuring the following characteristics:   Authentic context that allows for the natural complexity of the real world Authentic activities Access to expert performances and the modeling of processes Multiple roles and perspectives Collaboration to support the cooperative construction of knowledge Coaching and scaffolding which provides the skills, strategies and links that the students are initially unable to provide to complete the task Reflection to enable abstractions to be formed Articulation to enable tacit knowledge to be made explicit

The goal of learning, therefore, is to engage learners in legitimate peripheral participation in communities of practice (Lave and Wenger 1991). Through community, learners interpret, reflect, and form meaning. Community provides the setting for the social interaction needed to engage in dialogue with others to see various and diverse perspectives on any issue. Community is the joining of practice with analysis and reflection to share the tacit understandings and to create shared knowledge from the experiences among participants in a learning opportunity (Wenger 1998).

The goal of cognitive apprenticeship is to address the problem of inert knowledge and to make the thinking processes of a learning activity visible to both the students and the teacher.  T

Las Positas College This document, along with the accompanying examples, was created to help LPC faculty design online courses that are instructionally and pedagogically sound. The best practices are a synthesis of strategies, activities, design techniques, organizational tips, etc., that have been successful in higher education. They have been approved by the LPC Distance Education Committee and have been made available to all current and future LPC online instructors.

When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.

So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!

From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.

Learning is closely connected to the world beyond the walls of the classroom.

Students produce a product that can be shared with an audience outside the classroom.

mirror neuron system (MNS)

We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.

Social and communication impairments represent some of the key diagnostic characteristics of autism

There are several factors that affect learning transfer. These include whether students understand or simply memorize knowledge, the amount of time spent on learning the task, the amount of deliberate practice that is done beyond learning the task, the motivation of the student, how the problem is represented, the transfer conditions, and the metacognition of the solver (Dweck, 1989; Ericsson, Krampe, & Tesch-Romer, 1993; Johnson et al., 2011; Palinscar & Brown, 1984; Singley & Anderson, 1989).

A student’s comprehension of a problem and his or her ultimate ability to transfer concepts learned previously to the current problem is inextricably linked to his or her ability to properly represent the problem.

ognitive research shows that the organization of learning and how new learning relates to what a student already knows are the strongest predictors of how well a student will transfer knowledge (National Research Council, 2000). Schunn and Silk (2011) articulated, however, that in science and engineering students often “lack relevant conceptual frameworks or have frameworks that are not developed enough to support new learning adequately” (p. 9). The absence of such frameworks makes it difficult for students to connect and apply other knowledge where relevant.