- Sep 2023
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Recent work has revealed several new and significant aspects of the dynamics of theory change. First, statistical information, information about the probabilistic contingencies between events, plays a particularly important role in theory-formation both in science and in childhood. In the last fifteen years we’ve discovered the power of early statistical learning.
The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.
The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.
Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.
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- Mar 2023
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- Jan 2023
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hypothes.is hypothes.is假设1
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个人学习可能取决于他人行为的主张突出了将学习环境视为一个涉及多个互动参与者的系统的重要性
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- Jul 2022
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educationalist.substack.com educationalist.substack.com
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One of the risks I heard mentioned is that of becoming/ being perceived as an ”arm of the university bureaucracy”, as CTLs become more involved in decision-making on educational issues.
Interesting problem. Why is the CTL not seen as an "arm of shared governance" in these cases? Or at least a venue of it?
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Dilemma: should/ can the CTL be neutral territory (and can it be?)
Fascinating to see what "neutral" means here. There's the "non-evaluative"/"non-supervisory" sense, where "neutrality" is essentially with respect to office politics, and the "not advancing an argument" sense, which in the strictest sense seems almost impossible to reconcile with any kind of developmental work.
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- Nov 2021
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drive.google.com drive.google.com
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TALIS(Teaching and Learning International Survey)
TALIS
(Teaching and Learning International Survey)
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- Sep 2021
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www.kenyon.edu www.kenyon.edu
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Home page for Kenyon's teaching and learning center.
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- Jun 2021
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hypothes.is hypothes.is
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"Music education students enter universities from diverse backgrounds that include musical experiences in “subaltern” musical practices (rock bands, music theatre, hip hop, and other genres). After four years or so in the institutional environment, we send them out to the world somehow convinced that what they ought to be teaching is the Western canon."
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- Feb 2021
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colab.plymouthcreate.net colab.plymouthcreate.net
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dynamic hub for teaching & learning praxis and community-driven academic professional development
Concise description of a broad mandate. Quite effective!
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- Oct 2020
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www.hsj.gr www.hsj.gr
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An Evaluation of Problem-based Learning Supported by Information and Communication Technology: A Pilot Study
(Under "Viewing Options", select PDF.) In this article, Ernawaty and Sujono (2019) summarize results of a study funded by the Research and Higher Education Directorate of Indonesia. The study aimed to evaluate the cogency of information and communication technologies (ICTs) in problem based learning (PBL) and traditional teaching methods (TTM) based upon learner test scores. The concepts of PBL, TTM, and implications of ICTs are briefly reviewed. Results of the study revealed that PBL with the support of an ICT yielded the highest test scores. (6/10)
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- Nov 2019
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journals.uair.arizona.edu journals.uair.arizona.edu
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To optimize learners' experience and the efficacy of learning outcomes, instructors need to consider how technology can offer approaches better suited to adult learning.
This website from University of Arizona provides a list of trends and issues in learning technologies
Rating 9/10
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faculty.londondeanery.ac.uk faculty.londondeanery.ac.uk
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Teaching and learning methods: opreparing for teaching ofacilitating the integration of knowledge, skills and attitudes oteaching and learning in groups ofacilitating learning and setting ground rules oexplaining ogroup dynamics omanaging the group olectures osmall group teaching methods and discussion techniques oseminars and tutorials ocomputer based teaching and learning – information technology and the World Wide Web ointroducing problem based learning ocase based learning and clinical scenarios
this website is consisted of available resources.
Rating: 9/10
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- Mar 2019
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edutechwiki.unige.ch edutechwiki.unige.ch
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Edutech wiki This page has a somewhat messy design and does not look very modern but it does offer overviews of many topics related to technologies. Just like wikipedia, it offers a good jumping off point on many topics. Navigation can occur by clicking through categories and drilling down to topics, which is easier for those who already know the topic they are looking for and how it is likely to be characterized. Rating 3/5
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citl.indiana.edu citl.indiana.edu
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This page offers general guidelines for facilitating class discussions. It is written for college environments and in usable in adult learning and training settings also. The presentation is straightforward but the content is not in depth. Part of the value of the page is links on the left side that address other teaching topics related to course design and course management. Rating 2/2
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- Oct 2017
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www.europarl.europa.eu www.europarl.europa.eu
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As an outcome of this Delphi Panel exercise, this study hasrevised Jane Knight’s commonlyaccepted working definition for internationalisation as'theintentionalprocess ofintegrating an international, intercultural or global dimension into the purpose, functionsand delivery of post-secondary education,in order to enhance the quality of educationand research for all students and staff, and to make a meaningful contribution tosociety'.This definition reflects the increased awareness that internationalisation has to becomemore inclusive and less elitistby not focusing predominantly on mobility but more on thecurriculum and learning outcomes. The ‘abroad’ component (mobility) needs to become anintegral part of the internationalised curriculum to ensure internationalisation for all, notonly the mobile minority. It re-emphasises that internationalisation is not a goal in itself,but a means to enhance quality, and that it should not focus solely on economic rationales.Most national strategies, including in Europe, are still predominantly focused on mobility,short-term and/or long-term economic gains, recruitment and/or training of talentedstudents and scholars, and international reputation and visibility. This implies that fargreater efforts are still needed to incorporate these approaches into more comprehensivestrategies, in which internationalisation of the curriculum and learning outcomes, as ameans to enhance the quality of education and research, receive more attention. Theinclusion of ‘internationalisation at home’ as a third pillar in the internationalisation strategyof the European Commission,European Higher Education in the World, as well as in severalnational strategies, is a good starting point, but it will require more concrete actions at theEuropean, national and,in particular, the institutional level for it to becomereality
Using inclusive approaches to ensure all students have access to quality teaching and learning and why it shouldn't be limited to the mobile few. I find it interesting since a lot of research focuses on the gain for international students only.
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- Mar 2017
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leighahall.wordpress.com leighahall.wordpress.com
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Students need learning goals, and they need to set these for themselves.
Again, assumes quite a bit of freedom on the part of the students. Institutional goals/outcomes or disciplinary goals/outcomes that have to be included?
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There is probably no need to release all the content at once. Doing so (to the tune of about 15 weeks worth of content) could be way overwhelming for any student. Releasing all the content at once around a very specific chunk of the course makes the most sense.
Chunked release of information--here's everything we're doing for unit 2, for example? Or two weeks' worth because things are additive/scaffolded?
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For the most part, I made myself go through the modules in the order in which they were created. I assumed they were placed in that order for a specific reason. If I hit content I already knew or didn’t want to apply just yet then I skipped over it to return to later if needed.
This is a lot of faith in the instructor (and not necessarily misplaced). It also requires a certain level of pre-existing familiarity to make those decisions about what is/is not useful and a certain intention in taking the course (i.e., there won't be an exam and the course is mostly voluntary).
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- Oct 2016
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www.facultyfocus.com www.facultyfocus.com
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Eight Ways to Support Faculty Needs with a Virtual Teaching & Learning Center
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- Jul 2016
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medium.com medium.com
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focus on teaching, not learning
Heard of SoLT? Or of the “Centre of Learning and Teaching”? Been using that order for a while, but nobody has commented upon that, to this day. There surely are some places where learning precedes learning in name and/or in practice. But the “field” is teaching-focused.
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- Jun 2016
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www.ameqenligne.com www.ameqenligne.com
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«Les professeurs qui publient dans une revue disciplinaire n'ont pas toujours le temps, ni la reconnaissance, pour publier dans d'autres publications sur leurs projets ou leurs innovations pédagogiques, explique Anastassis Kozanitis. S'ils le font, ces publications hors discipline ne sont pas reconnues pour leurs demandes de subvention. C'est un frein majeur à la diffusion des recherches dans le domaine au Canada.»
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- Aug 2015
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chronicle.com chronicle.com
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"What really is our role as professors?" he asks. "Is our role to simply give out information and people will use it as they wish? Or is our role to honestly and truly help guide people to be who they are and how they will live their life?"
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