Archive for the ‘pedagogy’ Category

BroadyELT

Find more here at http://wpblog.neuronetlearning.com/2017/01/learning-styles-teachers-misled/

Excerpt:

Despite this growing evidence that the education world may have been duped into believing in the power of learning styles, many educators are still holding on to this idea. Change in education methods can be slow and challenging, especially when there isn’t an alternative readily available. However, Cuevas believes that he may have the answer for what educators should swap into their instruction when they move the learning styles approach out.

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An interesting concept to be considered in conjunction with flipped classrooms and project-based learning, among other approaches.  Read more at:  http://www.swiftelearningservices.com/microlearning-emerging-instructional-design-strategy-in-elearning/?utm_content=bufferbd4b4&utm_medium=social&utm_source=linkedin.com&utm_campaign=buffer

Excerpt:

What is Microlearning?

Microlearning is a learning strategy that involves bite-sized learning nuggets (small and focused segments) designed to meet a specific learning outcome. To put it simply, the learning content is chunked to reduce learner’s cognitive overload making it easy for learners to absorb and recall. And this results in better learning retention. On top of that, it is easily accessible via mobile devices providing just-in-time performance support.

Microlearning could be anything that provides a brief learning experience. For instance, it could be a mini eLearning module with a smaller chunk of learning content or a video tutorial or even a quiz or an infographic.

How Does an Effective Microlearning Course Look Like?

An effective microlearning course:

  • Provides deeper learning on a specific concept or a performance objective
  • Is bite-sized, effectively chunked and easily digestible
  • Designed for exact moment-of-need – Right information at right time
  • Ideal for extended performance support providing a better mobile learning experience
  • Focused on a single performance objective, concept or idea
  • Is usually 4 to 5 minutes in length, or shorter

 

 

 

Why we need to care to know about the adolescent brain:  https://www.edutopia.org/blog/brain-development-adolescent-growth-spurts-judy-willis

How many of our strategies are actually grounded in research?  Which ones are not?  Red more here on learning styles:  https://theconversation.com/students-are-not-hard-wired-to-learn-in-different-ways-we-need-to-stop-using-unproven-harmful-methods-63715

Ask kids “17 questions we should really be asking students” found at https://www.iste.org/explore/articleDetail?articleid=760&category=ISTE-Connects-blog&article=17+questions+we+should+really+be+asking+students&utm_source=Facebook&utm_medium=Social&utm_campaign=Conference.  Excerpt:

We now have all the world’s information in our pockets, and yet, we haven’t even begun to take advantage of it. So ask students what problem they want to solve and then challenge them to dive deeper into understanding it by asking:

  • What knowledge, skills and abilities do you need to solve that problem?
  • Who is focused on that problem and what are they doing?
  • What classes can you take? Online? Offline?
  • Who can you collaborate with?
  • What research is out there?
  • What publications, newsletters and communities should you subscribe to?
  • What books should you read? What videos and documentaries should you watch?
  • Who should you follow and pay attention to? On Twitter? On LinkedIn?
  • What blogs and perspectives should you read?
  • Which university is the expert on this problem? What are they doing? How can you contribute to resolving that problem today?

What is research-based and what is not?  Surprisingly, not much is researched-based.  Check out more on this link:  http://www.npr.org/sections/ed/2015/08/13/430050765/five-big-ideas-that-don-t-work-in-education?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20150813

There is no doubt anymore on this question.  Active learning yields much better results.  Read more in “More Evidence That Active Learning Trumps Lecturing” at http://www.facultyfocus.com/articles/teaching-professor-blog/more-evidence-that-active-learning-trumps-lecturing/