Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another
This Blended Learning Toolkit is a free, open resource for educational institutions interested in developing or expanding their blended learning initiatives.
I generally assign frameworks on a weekly basis, to be completed with course reading outside of class. I collect them weekly, when assigned reading is due, which helps students stay accountable to the reading and on track with our course calendar.
Through the Engage program, we’re partnering with instructors to transform higher education by exploring, evaluating, and disseminating methods of good practice for teaching and learning with technology.
What I Learned in Class Today: Aboriginal Issues in the Classroom is a research project designed to make these situations visible and to find ways to have more professional and productive classroom discussions. Developed in the First Nations Studies Program at the University of British Columbia, this project asks students, instructors, and administrators at UBC, both Aboriginal and non-Aboriginal, to share in videotaped interviews their most memorable classroom experiences where the discussion of Aboriginal issues became difficult, and to share their reflections on the dynamics underpinning these situations. Their interviews form the basis for resource materials that have been produced to improve the classroom discussion of politically and culturally sensitive issues. We welcome the use of these materials for programming and for the development of similar initiatives at other institutions; we only ask that this project and its materials be cited appropriately where used. Please see "license information" for further information.
This white paper is an
examination of that mission, and an inquiry into what the Guelph undergraduate
learning experience is and could be. It is not a critique of program
content—that is the realm of departmental policy, or a program or curricular
review. It is instead a high-level attempt to re-imagine how the University
structures and manifests that learning experience. More than anything else it
is a vision-level statement of what we might need to do, as an institution, to
maintain the leadership position in undergraduate education and innovation that
we have enjoyed in the recent past.
PSE educators say they lack time to focus on learning more about new teaching practices and don’t know where to find this critical information. Collaborative, one-stop online resources can be extremely valuable, allowing PSE teachers to move beyond simply reading the material to discussing it with colleagues and using it to develop curriculum.
With a range of nationally normed, research-driven, flexible assessment services, The IDEA Center helps faculty members solicit feedback and evaluate teaching as it relates to curricular goals and the measurement of learning. We help faculty, deans, administrators, and department chairs assess how their own and the institution’s objectives are realized.
Dr. Rich Brown, Theatre Department, presented this workshop twice for WWU instructors. Due to the expressed interest and the need to "refresh" these skills periodically, excerpts of the workshop are now available in this five-part video module.
Howard Gardner's work around multiple intelligences has had a profound
impact on thinking and practice in education - especially in the United States.
Here we explore the theory of multiple intelligences; why it has found a ready
audience amongst educationalists; and some of the issues around its
conceptualization and realization.
The Vee diagram is named for its "V" shape. It provides a structure for an experiment or study, ensuring a strong theoretical and conceptual basis and solid analysis. It is a thorough way of representing knowledge about a subject. It has a central focus question at the top, with theoretical and conceptual information along the left side, a concrete experiment, study, or experience at the point of the V, and analysis and evaluation of the experiment in light of the focus question along the right side.