Designing Problems for Problem-based Learning Faculty Focus | Faculty Focus - 0 views
Designing Online Courses with Course Updates in Mind Faculty Focus | Faculty Focus - 0 views
Why Wearables Are the New Gateways to Human Knowledge -- Campus Technology - 0 views
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"Everyone is tentatively venturing into a new landscape here. Most projects focus on the ability of Google Glass to capture first-person perspective and hands-free video, such as recording with Glass within and outside of the classroom. The same goes for the Narrative Clip, which works great for capturing images during field trips or lab experiments. I think that the most common applications will be students or faculty capturing video and, for the brave, some applications that can work for online teaching, videoconferencing and one-on-one sessions, such as connecting with experts and mentors to provide coaching and feedback. In addition, we are starting to see some interesting applications for students with disabilities, in which Google Glass or other wearables can provide visual, auditory and physical assistance."
Recommendations for Blended Learning Course Design | Faculty Focus - 0 views
Adapting PowerPoint Lectures for Online Delivery: Best Practices | Faculty Focus - 0 views
Understanding the Flipped Classroom: Part 1 | Faculty Focus - 0 views
Transcending Disciplinary Boundaries: Conversations about Student Research Projects | F... - 0 views
Student Persistence in Online Courses: Understanding the Key Factors | Faculty Focus - 0 views
Looking for 'Flippable' Moments in Your Class | Faculty Focus - 0 views
Online Student Retention Strategies: A Baker's Dozen of Recommendations | Faculty Focus - 0 views
Getting Over Student Learning Styles Theory | Faculty Focus - 1 views
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"To paraphrase artificial intelligence pioneer Marvin Minsky, there is no such thing as a typical student because each brain contains many different kinds and combinations of resources. Neuroscience research suggests that the brain is not one general learning system but consists of many specialized modules developed over eons of evolution. While those modules vary, their network connections differ even more depending on genetics and experience. Thus every student brings to the classroom wiring, experiences, assumptions, and hidden semi-autonomous processes that we call euphemistically "prior knowledge.""