Education. Iphone-apps. Democratic. Emotional. Maths. Educational-philosophy. Despite Popularity, Researcher Finds Not Everyone Can Successfully Learn Through Online Courses. Since the 1990s, online courses have provided an opportunity for busy adults to continue their education by completing courses in the comfort of their own homes. However, this may not be the best solution for everyone. A researcher at the University of Missouri has found some students may find success in these types of courses more easily than others. Shawna L. Strickland, clinical assistant professor in the MU School of Health Professions, studied the demographics and personality types of distance learners.
“Correlations between learning styles and success in distance education have shown to be inconclusive,” Strickland said. “However, one common theme reappears: the successful traits of a distance learner are similar to the successful traits of an adult learner in traditional educational settings.” “The success of distance learning is dependent on communication among the learner, his or her peers and the instructor,” Strickland said. Source: University of Missouri. Invention serves up a 'whif' of coffee. Robots and gaming on the timetable at hi-tech school. Andrew Webb visits the San Diego school where robot building plays a major role in the curriculum.
Student Kit Haggard filmed some of this report. The moment you walk into San Diego's High Tech High you realise this is a school unlike most others. Teenagers are writing video games, filming sketches, using heavy duty power tools to build a boat - and then there are the robots. In pride of place is Daisy May, a waist-high machine that scuttles around, scooping balls off the ground and projecting them into a bin. "The way she skids replicates the way she would move in the semi-weightless conditions on the moon," said one of her designers and senior year student, RJ Sheperd.
High Tech High video link to Plumstead Manor pupils for BBC School Report The high level of motivation and professionalism among many of the students is striking. Robot runner-up In fact, she is also a senior year student, but with a similar air of authority. Computerised chopper Alternative schooling Video gaming. 'Too few' practical experiments in science lessons. Science teachers are doing fewer practical experiments because of the demands of the curriculum, tests and badly behaved pupils, a poll suggests. Online research among 1,300 teachers by the government-funded Science Learning Centres found 96% said they faced obstacles to doing practical lessons.
Two thirds blamed pressure from the curriculum while four in 10 blamed the demands of testing and marking. Pupils' behaviour was cited by 29%, and one in four blamed a lack of equipment. Only one in 10 said health and safety fears were an issue. Director of the National Science Learning Centre Professor Sir John Holman said: "Learning science without practicals is the equivalent of studying literature without books. "Experimental evidence is the mainstay of science and the UK has a very strong tradition of scientific practical work in schools.
The survey suggests that time for experiments falls as pupils go up through secondary school, the Science Learning Centres say. Deep Learning. Understanding deep learning Professor John West-Burnham National College of School Leadership United Kingdom Perhaps the most concise and yet complete definition of deep learning is provided by Dewey (1933): Of course, intellectual learning includes the amassing and retention of information.
But information is an undigested burden unless it is understood. It is only as its material is . Dewey emphasises the essential components of deep learning: differentiating information and knowledge focusing on understanding seeing reflection as the key process. The rest of this paper explores the implications of this model. Before debating the nature of deep learning, it is necessary to differentiate between the various usages of learning. A qualitative increase in information learning as memorising learning as developing skills and techniques learning as creating understanding, seeing relationships and being aware of the processes involved Shallow, deep and profound learning Memorisation Reflection Intuition.
People remember 10%, 20%...Oh Really? Publication Note This article was originally published on the Work-Learning Research website (www.work-learning.com) in 2002. It may have had some minor changes since then. It was moved to this blog in 2006. Updated Research Even after more than a decade, this blog post still provides valuable information explaining the issues -- and the ramifications for learning. However, further research has uncovered additional information and has been published in a scientific journal in 2014. You can read a review of that research here. Introduction People do NOT remember 10% of what they read, 20% of what they see, 30% of what they hear, etc. My Search For Knowledge My investigation of this issue began when I came across the following graph: The Graph is a Fraud! After reading the cited article several times and not seeing the graph---nor the numbers on the graph---I got suspicious and got in touch with the first author of the cited study, Dr.
"I don't recognize this graph at all. Who Should We Blame? Andragogy - Knowles. Knowles' theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect. Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value. In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Application Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for "soft skill" domains such as management development).
Example 1. 2. 3. 4. (See computers for further discussion of this topic). Principles References Knowles, M. (1975).