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by Maria Popova “Nothing is a mistake. There’s no win and no fail, there’s only make.”
Authored By Suz Burroughs In either formal learning, informal learning or models which transition between the two, there are many opportunities for learners to co-create the syllabus and/or outline their own course of action. The sage on the stage of formal instruction must become at the most a guide on the side who acts as a coach appearing only when needed rather than as a lecturer who determines the content that the learners need to master.
Many of the decisions affecting the success of a course take place well before the first day of class. Careful planning at the course design stage not only makes teaching easier and more enjoyable, it also facilitates student learning. Once your course is planned, teaching involves implementing your course design on a day-to-day level. Design Your Course
By Martin Weller I have been an active blogger since 2006, and I often say that becoming one was the best decision I have ever made in my academic life. In terms of intellectual fulfillment, creativity, networking, impact, productivity, and overall benefit to my scholarly life, blogging wins hands down. I have written books, produced online courses, led research efforts, and directed a number of university projects. While these have all been fulfilling, blogging tops the list because of its room for experimentation and potential to connect to timely intelligent debate. That keeps blogging at the top of the heap.
Direct instruction is still an amazingly popular method of teaching. This holds true even though the majority of the student population requires dynamic, modern teaching methods. Complete opposite to old-school pedagogy is social constructivism , which proposes that students learn best about a given topic when interacting with other learners.
March 21, 2012 By: Maryellen Weimer, PhD in Teaching Professor Blog Thinking developmentally is one of those instructional design issues that we don’t do often enough.
September 2, 2010 By: Maryellen Weimer, PhD in Philosophy of Teaching , Teaching Professor Blog “Conscientious pedagogical reflection is necessary to produce a complete, well-developed teaching philosophy. The absence of pedagogical reflection can result in daily instruction that fails to reflect an instructor’s teaching philosophy or instructional belief system accurately. In particular, an underdeveloped teaching philosophy may translate into a teaching style full of inconsistencies, characterized by poorly coordinated and designed instruction.” (p. 182)
September 7, 2010 By: Maryellen Weimer, PhD in Philosophy of Teaching , Teaching Professor Blog The previous blog post featured two quotes advocating reflection about teaching philosophy and teaching practice. The goal is to discover discrepancies (if there are any) between what one believes about teaching and how one teaches. The problem?
By Jeff Young The New Question: Is Sal Khan Right About 'Flipping' Classrooms? Last Updated: Thursday, April 5
As part of David Kelly’s Learning Styles Awareness Day , I’m revisiting the idea of learning styles. I admit that when I was taught learning styles in my education program, I didn’t question it. It made intuitive sense, and I’d never heard a real criticism of the theory.
By Jeff Young The New Question: Is Sal Khan Right About 'Flipping' Classrooms? Last Updated: Thursday, April 5 The founder of Khan Academy, Sal Khan, argued in a recent TED talk for an idea called the "flipped classroom."
By Dan Berrett Cambridge, Mass. A growing body of evidence from the classroom, coupled with emerging research in cognitive psychology and neuroscience, is lending insight into how people learn, but teaching on most college campuses has not changed much, several speakers said here at Harvard University at a daylong conference dedicated to teaching and learning. Too often, faculty members teach according to habits and hunches, said Carl E.
Successful Silicon Valley entrepreneurs who, in creating and running their businesses, clearly understand the importance of understanding the market and testing how effective their products are, seem to leave those important instincts at the door when they comment on -- and these days increasingly get involved in -- K-12 education. When it comes to making important business decisions, they will regularly seek the advice of domain experts, often at considerable cost in consulting fees, but they fail to recognize the equal importance of domain expertise in education. The always interesting and provocative reflections of the legendary Silicon Valley investor (and Sun Microsystems co-founder) Vinod Khosla provided the latest example of this when, in his Feb. 19 blog-post in TechCrunch, he wrote :
Lisa Marie Blaschke Oldenburg University and University of Maryland University College (UMUC) Abstract Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology.
From Studyplace From A Cyclopedia of Education , edited by Paul Monroe, Ph.D. (New York: The Macmillan Company, 1911, vol. IV, pp. 621-2). Pedagogy Ernest N.