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There are plenty of studies that isolate the effects of light, acoustics, or air quality on learning. But the research on flexible classrooms is frustratingly scarce. There are good reasons for the apparent lack of interest. Variables like natural light and acoustics lend themselves to single-factor experiments that can be conducted in a laboratory setting. Give subjects a task to complete in a room with ample windows, for example, and then administer the same test in a room without them. But flexible classrooms are complex, living systems. Despite the challenges, an ambitious effort to study the design of lived-in classrooms, including looking at hard-to-define factors like flexibility, was completed in 2015 by the University of Salford, in the United Kingdom. “We were trying to take a holistic perspective,” explained Peter Barrett, the lead researcher and now an honorary research fellow at the University of Oxford. The Findings The big insight? Form, Function, and Flexibility

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A Really Simple Learning Design Framework Developing e-learning courses that aren’t simply page turners isn’t straightforward (guess that’s why us learning designers are still able to make a meagre living). It takes a lot of experience both of learning design and learning technologies combined to create engaging online learning experiences. However, there are some simple rules and methods you can follow to help ensure that your e-learning is more than just a boring old page turner. In this article I will describe a really simple approach that I first came across in ‘E-Learning by Design‘ by William Horton and which I use as a core part of my ‘Instructional Design for e-Learning‘ course. It’s called the ‘Absorb/Do/Connect’ approach.

Micro-research: An Approach to Teaching and Learning At its simplest, Micro-research (also known as Inquiry-based Learning) involves getting students to undertake a relatively small research project and report back to their peers. The purpose of the approach is to encourage students to develop a deeper understanding of the material they have been researching while also developing skills that will be useful for other parts of the study and their eventual careers, such as critical thinking and evaluation, communication and presentation skills and information literacy skills. The approach challenges students to move towards becoming independent and autonomous learners by requiring them to find their own answers, rather than relying on their tutors supplying the necessary information. How it Works Typically a Micro-research activity would involve the students either being assigned or choosing a topic and undertaking a brief, but systematic, investigation into it before eventually presenting their findings in some way to their peers. Like this:

What is EdTech? Education technology has become one of the most important topics of discussion among parents and educators. But what is it? What is education technology? In a layman language it is any technology that supports education, education technology (also known as “EdTech”) is a study and ethical practice that facilitates learning and improve the performance by creating and managing appropriate technology tools. Education technology is a wide field. Education technology focuses on study and ethical practices; it improves education in a systematic way. Broad instructional strategies that stimulate complex thinking Because the forms of thinking just described—critical thinking, creativity and problem solving—are broad and important educationally, it is not surprising that educators have identified strategies to encourage their development. Some of the possibilities are shown in Table 1 and group several instructional strategies along two dimensions: how much the strategy is student-centered and how much a strategy depends on group interaction. It should be emphasized that the two-way classification in Table 1 is not very precise, but it gives a useful framework for understanding the options available for planning and implementing instruction. The more important of the two dimensions in the table is the first one—the extent to which an instructional strategy is either directed by the teacher or initiated by students. We take a closer look at this dimension in the next part of this chapter, followed by discussion of group-oriented teaching strategies. Definitions of Terms in Table 1

Elements of Lesson Design Lesson Development | Lesson Planning Dr. Madeline Hunter's research indicates that effective teachers usually include the following elements in their lessons. 1) Anticipatory Set - A short activity, dispatch or prompt that focuses the students' attention and ties previous lessons to today's lesson. 2) Purpose - An explanation of the importance of this lesson and a statement concerning what students will be able to do when they have completed it. 3) Input - The vocabulary, skills, and concepts to be learned.

Adult Literacy, Numeracy and Cultural Capability » Ako Aotearoa Kia ora and welcome to our new home for literacy, numeracy (LLN) and cultural capability resources to support people working with adult learners. 2019 ALNACC Roadshow We will kick off our ALNACC professional learning and development (PLD) programme for 2019 with a roadshow, bringing you all you need to know about what we have in store for you and how you can get the best out of our brand-new PLD offerings.

Teacher actions that promote student learning / Effective pedagogy for all students / Implementing an inclusive curriculum / Inclusive practices Effective teachers teach all their students effectively. The New Zealand Curriculum (page 34) explains that although no formula guarantees learning for every student in every context, there is strong evidence of the kinds of teaching approaches that consistently improve student learning. The evidence shows that students learn best when teachers establish strong relationships with students and their whānau and when they: create a supportive learning environment encourage reflective thought and action enhance the relevance of new learning facilitate shared learning make connections to prior learning and experience provide sufficient opportunities to learn inquire into the teaching–learning relationship.

CL1 - FAQs: "Collaborative versus cooperative learning?" "What's the difference between collaborative and cooperative learning?" The terms collaborative learning and cooperative learning sometimes are used interchangeably. This is reasonable, as both favor small-group active student participation over passive, lecture-based teaching and each require a specific task to be completed.

Supporting future-oriented learning and teaching: A New Zealand perspective Executive Summary It is widely argued that current educational systems, structures and practices are not sufficient to address and support learning needs for all students in the 21st century. Changes are needed, but what kinds of change, and for what reasons? Using Technology to Enhance Student Space and Student Engagement A student-led project created a technology-enabled gathering place that increases student engagement with information, programs, and services. Like many other institutions of higher education, the Community College of Allegheny County (CCAC) strives to keep pace with the technological preferences of its millennial learners. Inspired by these first-generation digital natives, CCAC has engaged in an intentional, self-reflective examination of both its everyday business processes and its learning environments.

Teaching Principles - Eberly Center Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals simultaneously and flexibly. The following small but powerful set of principles can make teaching both more effective and more efficient, by helping us create the conditions that support student learning and minimize the need for revising materials, content, and policies. While implementing these principles requires a commitment in time and effort, it often saves time and energy later on. Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching. When we teach, we do not just teach the content, we teach students the content.