Gibbs' Reflective Cycle
One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan. Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages: Description of the experience Feelings and thoughts about the experience Evaluation of the experience, both good and bad Analysis to make sense of the situation Conclusion about what you learned and what you could have done differently Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate. Below is further information on:
Bottlenecks to Learning
Most instructors notice places in their courses where students find it difficult to learn. Decoding the Disciplines holds that these stuck places, or “bottlenecks” to learning, mark the important ways of knowing in a field. By “Decoding” what an expert does so that they do not get stuck at the bottleneck, we can spell out the expert’s mental process, the “critical thinking” of a discipline. Decoding the Disciplines is a theory of pedagogy with principles for identifying bottlenecks and decoding tacit disciplinary knowledge. With expert tacit knowledge “Decoded,” we can make it available to students. Where can you learn Decoding at IUB?
How To Mitigate The Forgetting Curve With Microlearning
With an increasingly globalized workforce it is important that employees constantly learn to adapt to new roles and obtain new skills. Companies are spending more than ever to keep their workforce up-to-date and remain relevant. Yet, there is a huge misunderstanding between training need and training deployment. Training is important because it boosts confidence, increases motivation, and can add to a business’ economic success. However, research shows us that users can forget up to 80% of what they learned in a training course as soon as one week after completing it! Implementing what research has shown us with digital technologies can support informal micro-learning to mitigate the forgetting curve.
Putting the pedagogic horse in front of the technology cart – Michael Sankey
Michael Sankey, Learning Futures, Griffith University This article was originally published in Chinese, as a peer reviewed article in the Journal of Distance Education in China. Citation: Sankey, M. (2020). Putting the pedagogic horse in front of the technology cart. Journal of Distance Education in China. 5, pp .46-53. DOI:10.13541/j.cnki.chinade.2020.05.006
The 7Cs of Learning Design Toolkit
This section contains an integrated set of resources for technology-enhanced learning design across discplines. The resources have all been tried and tested by participants on the University of Leicester's Carpe Diem workshops and the Open University's OULDI (OU Learning Design Initiative) project, and are organised under the headings of seven Cs: conceptualise, capture, create, communicate, collaborate, consider and consolidate. How to use the 7Cs toolkit for designing technology-enhanced learning
Ungrading, with Susan Blum
[00:00:00] Bonni Stachowiak: Today on episode number 350 of The Teaching in Higher Ed podcast, Ungrading with Susan Blum. [music] [00:00:09] Production Credit: Produced by Innovate Learning, maximizing human potential. [00:00:18] Bonni: Welcome to this episode of Teaching in Higher Ed. I’m Bonni Stachowiak, and this is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to improve our productivity approaches, so we can have more peace in our lives, and be even more present for our students.
First day, first class lessons: What makes them exceptional? - Erica McWilliam -
There are any number of ways to kick the year off with a new class. Through our recent research we have observed enough of what highly effective teachers do and say in their earliest interactions with students to realise that there is no universal formula for success, no set of pedagogical moves guaranteed to introduce every student to the pleasure of the rigour of high challenge learning. Yet we were also able to identify a small number of teachers – a subset of the many capable teachers videoed in our study – who stand out from their peers.
Students as Partners in Studying Engaged Learning - Center for Engaged Learning
As one of his five principles of good practice in the Scholarship of Teaching and Learning (SoTL), Peter Felten suggests that SoTL should be “conducted in partnership with students” (p. 123). Engaging students as partners or co-inquirers has numerous benefits. Students can help faculty/staff anticipate how their peers might respond to interview, survey, or focus group questions. They can provide contextual cues about learning environments beyond the classroom.
Blended Learning Toolkit
Introduction The BlendKit Course is a set of subject matter neutral, open educational resources related to blended learning developed by Dr. Kelvin Thompson and available for self-study or for group use.
Peer Instruction (Mazur)
Introduction In today's classrooms, there is great demand for active learning among both students and educators. Calls for active learning are not new (see Eliot, 1909), but a recent surge of interest in this concept is transforming pedagogical practices in higher education. The inspiration for this movement comes in large part from the now well-established benefits for student achievement and motivation produced by active learning environments (Bonwell and Eison, 1991; Braxton et al., 2000; National Research Council, 2000; Ambrose et al., 2010; Freeman et al., 2014).
Education Theory/Constructivism and Social Constructivism
"Constructivism is the philosophical and scientific position that knowledge arises through a process of active construction."(Mascolol & Fischer, 2005) "As long as there were people asking each other questions, we have had constructivist classrooms.
Zone of Proximal Development and Scaffolding
The Zone of Proximal Development and Scaffolding By Dr. Saul McLeod, updated 2019 What Is the Zone of Proximal Development?
What is Self-Regulated Learning?
As a a first-generation college student and a single mom, Tina strives for a better life for herself and her daughter. She knows that a college education will set her on a path to a rewarding livelihood, but juggling college, work, and family puts many different demands on her time. Tina is dedicated to her studies and she dutifully highlights her textbook readings, memorizes vocabulary words, and spends long hours studying the night before her first exam. And yet, she earns only a mediocre grade.
