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Sarah Hanawald

Brain Imaging Predicts Future Reading Progress In Children With Dyslexia - 0 views

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    Wow--brain imaging shows which parts of their brains children with dyslexia are using to compensate.  Leads to accurate predictions of whose reading will improve.
Bill Campbell

Lessons Learned from the Hybrid Course Project at University of Wisconsin-Milwaukee - 0 views

  • Lessons Learned from the Hybrid Course Project
  • Lesson #1: There is no standard approach to a hybrid course.
  • Lesson #2: Redesigning a traditional course into a hybrid takes time.
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  • he broke his content presentations into less than ten minute streaming video clips, and he interspersed his mini-lectures with student-centered problem-solving activities.
    • Bill Campbell
       
      As I was reviewing information from Brain Rules to confirm my recollection about the 10 minute rule, I found the following quote from Medina that also seems signficant with regard to a possible hybrid course advantage. He says the most common communication mistake is "relating too much information with not enough time devoted to connecdting the dots. Lots of force feeding, very little digestion." Might this be an advantage of presenting information online in a content-heavy course? Maybe the logistics of breaking up a 45 minute period that don't work well face-to-face might work better by presenting some content online. My gut says yet, but I'd like to see real examples of this.
    • Bill Campbell
       
      This is interesting because it is consistent with the research report in the book Brain Rules by John Medina. Brain Rules reported that students attention in a class drops a significant amount after 10 minutes and that you need to change gears to get another 10 minutes. So breaking up a video lecture into 10 minutes segments seperated by releveant problem sovling fits right in with that.
  • Hybrid instructors should allow six months lead time for course development.
  • Lesson #3: Start small and keep it simple.
  • "Integrate online with face-to-face, so there aren't two separate courses."
  • "The emphasis is on pedagogy, not technology. Ask yourself what isn't working in your course that can be done differently or better online."
  • Lesson #4: Redesign is the key to effective hybrid courses to integrate the face-to-face and online learning.
  • , instructors need to make certain that the time and resources required to create a hybrid course are available before they commit to the process.
  • Students need to have strong time management skills in hybrid courses, and many need assistance developing this skill.
    • Bill Campbell
       
      Participation in an online course might be an authentic way to provide high-school (and maybe older middle-school) students the opportunity to practice time management skills in an authentic way. However, this would need to be handled carfully so students who are not successful at first are not completey lost or so far behind that they can't be successful later after learning from their mistakes.
  • Contrary to many instructors' initial concerns, the hybrid approach invariably increases student engagement and interactivity in a course.
  • Lesson #6: Students don't grasp the hybrid concept readily.
  • Lesson #5: Hybrid courses facilitate interaction among students, and between students and their instructor.
  • Surprisingly, many of the students don't perceive time spent in lectures as "work", but they definitely see time spent online as work, even if it is time they would have spent in class in a traditional course.
  • Lesson #7: Time flexibility in hybrid courses is universally popular.
  • Lesson #8: Technology was not a significant obstacle.
  • Lesson #9: Developing a hybrid course is a collegial process.
  • Lesson #10: Both the instructors and the students liked the hybrid course model.
  • They stated that the hybrid model improved their courses because Student interactivity increased, Student performance improved, and They could accomplish course goals that hadn't been possible in their traditional course.
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    Teaching with Technology Today: Volume 8, Number 6: March 20, 2002
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    This article about the lessons learned during a higher-ed blended learning project is a decade old but still interesting and relevant.
Angela Neff

Smithsonian: What do Bees, Collaborative Learning, Design Thinking and Brain based lear... - 6 views

Smithsonian: What do Bees, Collaborative Learning, Design Thinking and Brain based learning have in common? While doing research for a design based Service Learning curriculum I am creating, I ca...

started by Angela Neff on 02 Apr 12 no follow-up yet
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Demetri Orlando

Searching the Brain for the Spark of Creative Problem-Solving - NYTimes.com - 0 views

  • people were more likely to solve word puzzles with sudden insight when they were amused, having just seen a short comedy routine.
  • the humor, this positive mood, is lowering the brain’s threshold for detecting weaker or more remote connections” to solve puzzles
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    positive moods improve problem-solving! Possible moral of the story - hire happy people?
susan  carter morgan

Creating Passionate Users: Crash course in learning theory - 0 views

  • the learner's brain will do everything possible to look for something more interesting.
  • The most compelling and motivating reason/benefit is almost always the thing you say only after you've answered at least three "Yeah, but WHY do I care?" questions.
  • Those who have taught a topic have a big advantage writing about it--they've fielded the questions and watched people struggle.
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  • Remember, it's never about you. It's about how the learner feels about himself as a result of the learning experience
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