This style of learning is subtle, occurring without intention or conscious awareness that the learning is taking place. It is also not easy to explain. Often people can’t fully articulate what they’ve learned, even though they may have absorbed and retained significant amounts of information.
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Implicit Learning: A New Frontier in Cognitive Psychology : Research News - 0 views
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Rubrics - 1 views
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A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score.
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It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
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contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met (Pickett and Dodge).
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provide the scaffolding necessary to improve the quality of their work and increase their knowledge.
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provide students with more informative feedback about their strengths and areas in need of improvement.
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Interactivity: A Forgotten Art? - 1 views
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Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills" (Barker, 1994:1)
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Interaction is intrinsic to successful, effective instructional practice as well as individual discover
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The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner,
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the importance of rigorous instructional design and the application of appropriate graphical interfaces
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Similarly, Ambron & Hooper (1988) described interactivity as a state in which users are able to browse, annotate, link and elaborate within a rich, non-linear database
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In contrast, Jonassen (1988) identified five levels of interactivity which focused more on the user's involvement with the application and the subsequent effect on learning.
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The five levels included the modality of the learner's response, the nature of the task, the level of processing, the type of program and the level of intelligence in design. In relation to these levels, it was also suggested that the level of interactivity would affect whether surface or deep learning would occur
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The taxonomy however does provide a useful starting point for developing our understanding of interactivity. The three levels, which significantly extend the definition of Rhodes & Azbell (1985), range from basic stimulus:response interactions (reactive) to learner construction and generative activity (proactive) to mutual "artificial or virtual reality designs, where the learner becomes a fully franchised citizen in the instructional environment" (Schwier & Misanchuk, 1993:12)
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understand that quality in an instructional resource is a function of the design effort, not the technology.
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The construct class of interactivity (proactive elaboration) is an extension to update interactivity, and requires the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals
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With hyperlinked interactivity (proactive navigation), the learner has access to a wealth of information, and may "travel" at will through that knowledge base.
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The first dimension, engagement, refers to interactivity which is either navigational (where the user moves from one location in the application to another) or instructional (where the user is involved with the content in a way designed to facilitate learning). The second dimension, control, refers to the extent to which the system (program control) or user (learner control) is making the instructional or navigational decisions. The third dimension, interactive concept, provides an indication of the type of interaction which might be expected under the varying conditions defined by the model.
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ETAP640amp2011: How am I doing it in this course? And how are you doing it? - 0 views
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I so agree Kimberly. I do wonder will you plan on helping your students to know how to find. My process was developed over my years working on my dissertation. My students only know Wiki. I think one of my first assignments is sending them to our college librarian for guidance, but then she will be doing the telling, and we all know how much you learn when you are told :)
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WebElements Periodic Table of the Elements | Chlorine | Images of elements - 0 views
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The above pictures are adapted with permission from Theodore Gray's Periodic Table Table web site, an excellent source of element pictures, interactive pictures, and videos.
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When using the tabs at the top of the home page, it filter out information that the user isn't interested in. So, by clicking "pictures" I did not get any text descriptions...As an instructor, this is a great resource since it cuts down on the "noise" of the page and allows you to quickly access the links to the pictures that you want to show students. If I linked directly to this page from my course site, it would eliminate a student getting lost in an outside resource. Also, this particular page links to another resource: "Gray's Periodic Table." Click through it and enjoy :-)
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Engaging students by answering their needs. - 0 views
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Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
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Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
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shared by Diane Gusa on 09 Jul 11
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Humor, Analogy, and Metaphor: H.A.M. it up in Teaching - 0 views
radicalpedagogy.icaap.org/...garner.html
modile 4 assignment pedagogy teaching humor metaphor learning
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The proper use of humor, analogy, and metaphor appropriate to the topic can provide benefits in the college classroom.
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Humor has been defined as “the mental faculty of discovering, expressing or appreciating something that is comical, amusing, or absurdly incongruous” (Merriam-Webster, 2001, p.564)
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The use of humor as a pedagogical tool has been shown to reduce classroom anxiety, create a more positive atmosphere, as well as facilitate the learning process (Berk, 1996, 1998; Garner, 2003, in press; Glenn, 2002; Hill, 1988; Pollio & Humphreys, 1996).
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Garner (in press) found that participants who were exposed to a series of lectures containing course-specific humor demonstrated increased retention of the course-content information as compared to those who received the same material without the infusion of humor.
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According to Glenn (2002), humor may physiologically help to connect left-brain activities with the right-brained creative side
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teaching philosophies of highly-rated teachers finds the use of humor as an important component of their teaching strategies. Humor can increase (Civikly, 1986) and sustain (Dodge & Rossett, 1982) student interest in learning and provides a means to engage in divergent thinking. Instructors’ use of effective humor in the classroom can foster mutual respect (Kher, Molstad, & Donahue, 1999), provide commonalities and connections between the instructor and students (Pollio & Humphreys, 1996) and even increase class attendance (Devadoss & Foltz, 1996; Romer, 1993; White, 1992). According to Bergen (1992), “teachers who use strategies that promote the connection between humor and learning usually provide students with their best school experiences” (p.106).
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Metaphor and analogy have historically been used as an effective teaching tool. Greek myths, religious texts, and fairytales all use metaphor, analogy, and parables to teach and help us learn expected conduct (Gorden, 1978). The use of metaphor and analogy is pervasive in society in both language and communication
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According to the National Research Council (2000) the effective use of metaphors and analogies is an important educational strategy.
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. In teaching, using either analogy or metaphor allows the instructor to relate a potentially unfamiliar idea with that which is familiar.
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Pedagogical use of analogy and metaphor can enhance learning and retention, but they must have a high degree of resonance for the listene
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be most effective, an analogy or metaphor must transfer ideas from a familiar concept to one that is less familiar or unknown. According to Bowers (1993) the metaphorical relationship must be clear and accurate—possessing face validity.
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Williams (1986) suggests that vivid metaphors have the capability to teach in a way that is not always available with the use of words alone.
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ETAP640amp2011: How am I doing it in this course? And how are you doing it? - 0 views
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It seems that a very informative post that does not bring in outside research to teach the class something will never receive a perfect score. That seems to be the essence of a perfect post. Search the web, search books, search resources, and bring these ideas back to the class to teach the class something.
Bioethics - Journal Information - 0 views
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ON COURSE: The One-Minute Paper - 0 views
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: A “one-minute paper” may be defined as a very short, in-class writing activity (taking one-minute or less to complete) in response to an instructor-posed question, which prompts students to reflect on the day’s lesson and provides the instructor with useful feedback.
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What was the most important concept you learned in class today? Or, “What was the ‘muddiest’ or most confusing concept covered in today’s class?
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more as a student-centered reflection strategy designed to help students discover their own meaning in relation to concepts covered in class, and to build instructor-student rapport
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*What do you think was the most important point or central concept communicated during today’s presentation?
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*What relationship did you see between today’s topic and other topics previously covered in this course?
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Minute papers are a more efficient way to promote writing-across-the curriculum than the traditional term paper.
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YouTube - An anthropological introduction to YouTube - 0 views
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Multimodal Learning Blog - 0 views
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As Siegel (2006) points out, “children have always engaged in what are now called multimodal literacy practices” (pg.65) Children naturally talk about, dramatize and draw ideas that they are reading and writing about. Furthermore, using multiple modes or sign systems can provide new and deeper meaning (Siegel, 2006, pg. 71)
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Research to date shows that when curricular changes include multimodality, those youth who experience substantial success are the very ones who’ve been labeled “struggling reader” or “learning disabled” (Siegel, 2006, pg. 73)
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Many progressive pedagogies such as constructivism, experiential learning and inquiry learning emphasize the importance of building upon students’ experiences, knowledge, skills and interests (Rowsell, Kosnik & Beck, 2009.)
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In his recent video, An Anthropological Introduction to Youtube, Michael Wesch (2008) persuasively outlines the ways in which the world has changed through new media, and how education can and should harness the potential of this new world.
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Teachers as experts in . . . inquiry? « Fires in the Mind - 0 views
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Browse: Home / Featured Posts / Teachers as experts in . . . inquiry? Teachers as experts in . . . inquiry? A study just published in Science magazine sure makes one think twice about how we deliver “content knowledge” the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor’s background. In a college physics class, listening to a lecture by a highly experienced and respected professor yielded fa
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a control group performed more than twice as well when their teachers—a research associate and a graduate student—used discussions, active learning, and assignments in which students had to grapple with both new and old information.
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These students had time to synthesize and incorporate new ideas from the lecture into their prior knowledge and experiences.
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ombined in-class practice and frequent formative assessments (such as pretests) with an emphasis on real-world applications.
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Tweeting at conference - 0 views
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Front-Row Tweets I get a good start on reflecting on my conference learning from the tweets I've posted to Twitter during the conference. This is how I take notes: I'm constantly processing the information as I hear it, tweeting the ideas I find valuable, which at the same time adds them to an archive of my tweets that I can review and reflect on later. Tweeting at conferences has also helped me build an incredible professional learning network, which is the greatest source of my own professional development year-round. My conference tweets are a chance to give back to the incredible educators in my PLN who share great ideas and resources with me daily. I know it's not for everyone, but I highly recommend it!
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"the force that forges the meaningful connections at the heart of every great classroom," as Duncan suggests. They are, however, being asked to produce more with less, each and every school year.
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Teaching humanism on the wards: What patients value in outstanding attending physicians - 0 views
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Patients want to be treated humanely and as individuals by their care-providers. Many curricula, usually written by university faculty, have been developed to teach physicians such skills. Rarely are patients' actual preferences taken into account when designing curricula. This study was undertaken to identify what hospitalized patients most valued about their encounters with attending faculty physicians. In this study, medical residents (post-graduate medical trainees) identified faculty physicians as outstanding teachers of humanistic care. Patients receiving care from these outstanding physicians were interviewed, as were the students and residents on the care team and the study physicians. Using qualitative techniques, patients' comments were analyzed and common themes were identified. These findings were compared with qualities identified by medical residents and students and by the attending physicians themselves. Patients identified the following specific behaviors as those they most valued in their physicians: direct communication, understanding, direct involvement in care, adequate explanation, and overt expressions of respect, as highly valued. Outstanding teachers of humane care exhibited several discrete behaviors that patients described as valuable. Since these behaviors can be discretely identified, they can be taught as part of medical curricula. The content of medical education in communication and doctor-patient relationships should incorporate goals informed by the perspectives of patients.
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Pedagogy - Otis College of Art and Design - 0 views
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In higher education, student-centered instructional strategies are challenging the traditional lecture model. Instead of the “sage on the stage” delivering information (one-way model), institutions are promoting learning models where students collaboratively solve problems and reflect on their experiences (two-way/exchange model).
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John Dewey - Wikipedia, the free encyclopedia - 0 views
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School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916) and Experience and Education (1938). Throughout these writings, several recurrent themes ring true; Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place.
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ieved that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning.
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life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities” (1897, p. 6).[23] In addition to helping students realize their full potential, Dewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform
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According to Dewey, the teacher should not be one to stand at the front of the room doling out bits of information to be absorbed by passive students. Instead, the teacher’s role should be that of facilitator and guide.
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The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences (p. 9)
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AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views
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Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
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the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
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Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
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cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
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the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
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the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
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Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
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Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
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Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
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Asynchronous communication: Strategies for equitable e-learning - 0 views
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What are the factors that influence women's use of ICT (Information & Communication Technologies) (e.g. chat, forum, email etc.) in higher education? How can online asynchronous communication (e.g. forums or discussion boards) support women's preferred learning styles? How do women perceive gender differences in online asynchronous communication?