- Jun 2022
-
www.insidehighered.com www.insidehighered.com
-
-
As my colleague Robin Paige likes to say, we are also social beings in a social world. So if we shift things just a bit to think instead about the environments we design and cultivate to help maximize learning, then psychology and sociology are vital for understanding these elements as well.
Because we're "social beings in a social world", we need to think about the psychology and sociology of the environments we design to help improve learning.
Link this to: - Design of spaces like Stonehenge for learning in Indigenous cultures, particularly the "stage", acoustics (recall the ditch), and intimacy of the presentation. - research that children need face-to-face interactions for language acquisition
-
-
www.insidehighered.com www.insidehighered.com
-
How Humans Learn: The Science and Stories Behind Effective College Teaching by Joshua R. Eyler #books/wanttoread<br /> Published in March 2018
Mentioned at the [[Hypothesis Social Learning Summit - Spotlight on Social Reading & Social Annotation]] in the chat in the [[Social Annotation Showcase]]
-
It will be interesting to see where Eyler takes his scholarship post-COVID. I’ll be curious to learn how Eyler thinks of the intersection of learning science and teaching practices in an environment where face-to-face teaching is no longer the default.
Face-to-face teaching and learning has been the majority default for nearly all of human existence. Obviously it was the case in oral cultures, and the tide has shifted a bit with the onset of literacy. However, with the advent of the Internet and the pressures of COVID-19, lots of learning has broken this mold.
How can the affordances of literacy-only modalities be leveraged for online learning that doesn't include significant fact-to-face interaction? How might the zettelkasten method of understanding, sense-making, note taking, and idea generation be leveraged in this process?
-
For college professors, I think the critical contribution of How Humans Learn is that good teaching is constructed, not ordained.
"...good teaching is constructed, not ordained."
-