We’ve also discovered that technology has the power to change teacher-student relationships vis-à-vis social media and the many new ways it offers teachers and students to connect. It’s causing us to revisit professional boundaries—how, on what terms, and in what places should teachers and students interact. Our learning about this is still very much in progress.
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Principles of Instruction - 0 views
What We Have and Haven't Learned | Faculty Focus - 3 views
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Technology now makes access to information unbelievably easy. Answers are but a touch or a click away and yet we’re still covering content like we’re the keepers of information. Technology has changed the role of content, but most of us don’t seem to have noticed. Why aren’t we doing more to teach students how to evaluate information, synthesize and integrate it, and know when there’s enough of it? Why aren’t we grappling with how much information is enough in our courses? Will we ever challenge the assumption that more is always better?
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What does this mean for us, when we want to design learning events for our students?
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What is the teachers role when information is ubiquitous?
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I’ve been asked to give a talk that explores some of the top teaching-learning lessons learned in the past 15 years. It’s a good reflection exercise that also brings up those lessons we haven’t learned or aren’t yet finished learning.
Optimising Learning:Implications of Learning Sciences Researchby R. Keith Sawyer - 0 views
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Yfirlit yfir nýjustu niðurstöður í rannsóknum um nám og afleiðingar þeirra fyrir nám
Ramsey Musallam: 3 rules to spark learning | TED Talk - 0 views
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stutt erindi um það að vekja og styðja við spurningar nemenda
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