Group items tagged

" Reward-motivated learning: Mesolimbic activation precedes memory formation provides easy to read findings to support the claim that rewards promote learning. The reward structure seems to have many positive effects not only on learning, but on the learner's personal development. Learners are able to gain confidence and develop openness to others through virtual games and the reward system."

"What makes so many of those atrocious singers laughable to us-excepting the ones who put on deliberately bad performances in order to get on camera-turns out to be a problem that plagues many undergraduates, especially the weakest among them: an inability to judge accurately their own level of skill or knowledge in a specific area. Poor metacognition means that some terrible yet hopeful singers on American Idol are unable to assess their own weak vocal talents. And it means that some students have a mistaken sense of confidence in the depth of their learning."

Mr. Kellen said he would not rule out using the Coursera partnership to streamline certain parts of the curriculum in the future. "I am fairly confident that MOOC-like techniques could be a viable option for certain high-volume operations," he said. "And I would say large lectures are one of those."

For more than two years, I have been writing blog posts on a weekly basis for the Foreign Policy Association. More than anything, what that experience has offered me is one of the greatest tools that graduate students need to complete a dissertation: confidence in their writing.

Perhaps even more surprising, "From 2000 to 2011, the amount of overall class coverage declined by [about] 44%, whereas the averages on MAT exams increased by 13% over the same period." (p. 332) "Our data suggest that a more efficient use of time is mastering fewer topics deeply while fostering the development of critical thinking skills that enable the student to apply known information (with greater confidence) to new topics." (p. 333) In this case then, the claim that less teaching resulted in more learning stands. "We define our use of the term 'less teaching' as moving the burden of active effort from the teacher to the student." (p. 333)

""It seems that, if you just present the correct information, five things happen," he said. "One, students think they know it. Two, they don't pay their utmost attention. Three, they don't recognize that what was presented differs from what they were already thinking. Four, they don't learn a thing. And five, perhaps most troublingly, they get more confident in the ideas they were thinking before.""

This concept follows along a PBL or case method ideology, but diverges when it comes to presenting information. Thought provoking information....will lecturers try it?

This year, Yik Yak is the app du jour; racist, sexist, and homophobic comments posted on Yik Yak have led to student protests on some campuses, and attempts by administrators to block access to the site on others. But Yik Yak is not the problem; in fact, I am confident that the hype over this particular app will soon die down, and it will be replaced by some new, more exciting tool. The problem lies in a culture that accepts - indeed embraces - the act of broadcasting, behind a protective mask of anonymity, statements that most would find offensive.

"Get the digital skills you need to grow your business, your career or just your confidence. We'll set you up with a personal learning plan, completely free."

"WGU Academy courses will be delivered in an online, competency-based format similar to the WGU learning model. Students will enroll in customized programs of two or more college-level courses that typically include a writing course and one or more courses in math, general education, or introductory-level classes focused on desired degree paths. In addition to college-level courses, WGU Academy offers the Program for Academic and Career Advancement (PACA). Modeled on a nationally recognized social and emotional learning course used by WGU for several years, the course provides group sessions, peer interaction, and one-to-one coaching to build confidence and college persistence."

"Mozilla's Core Web Literacy Curriculum consists of Core Activities aligned with the Web Literacy Map to provide learners with a basic understanding of the web and web technologies, and with confidence and satisfaction to read - how we explore the web, write - how we build the web, and participate - how we connect on the web. "

"In essence, inclusive and open pedagogies are rooted in empathy and require that we take a humanistic approach in creating learning experiences. Empathy creates room to value multiple viewpoints. And when learners are not treated as "others," trust can be established. As empathy, trust, and respect become more prevalent, learners find the confidence to increasingly participate, engage, and take more ownership of their development and their learning. In this way, inclusive pedagogy is open, and open pedagogy is inclusive."

"To hold ourselves accountable for building upon this favorable impact, we made the Learner Outcomes Survey a permanent part of our platform experience: every learner, anywhere in the world, who completes a course now receives a survey a few months later. And since a lot has changed on Coursera since 2015 - we've gone from 90 active courses on our platform to 2,000, and more than doubled the size of our learner community - we decided it was time for another deep dive into the data."

"How good are you with money? What about reading people's emotions? How healthy are you, compared to other people you know? Knowing how our skills stack up against others is useful in many ways. But psychological research suggests that we're not very good at evaluating ourselves accurately. In fact, we frequently overestimate our own abilities. David Dunning describes the Dunning-Kruger effect."