Why working at home is both awesome and horrible How Adults Learn :: Ageless Learner In order to learn through life, it’s helpful to understand something about how you learn. The following backgrounder will introduce you to the most significant things we know about how adults learn. Overview of adult learning theoryBooks about how adults learnLinks to other websites about how adults learnMore resource about adult learning Overview of Adult Learning Theory Learning can be defined formally as the act, process, or experience of gaining knowledge or skills. In contrast, memory can define the capacity of storing, retrieving, and acting on that knowledge. Learning strengthens the brain by building new pathways and increasing connections that we can rely on when we want to learn more. Physiologically, learning is the formation of cell assemblies and phase sequences. At the neurological level, any established knowledge (from experience and background) appears to be made up of exceedingly intricate arrangements of cell materials, electrical charges, and chemical elements.
How to use a semicolon Snake Oil? The scientific evidence for health supplements See the data: bit.ly/snakeoilsupps. See the static versionSee the old flash version Check the evidence for so-called Superfoods visualized. Note: You might see multiple bubbles for certain supplements. This visualisation generates itself from this Google Doc. As ever, we welcome your thoughts, crits, comments, corrections, compliments, tweaks, new evidence, missing supps, and general feedback. » Purchase: Amazon US or Barnes & Noble | UK or Waterstones » Download: Apple iBook | Kindle (UK & US) » See inside For more graphics, visualisations and data-journalism:
How to Suck at Facebook All artwork and content on this site is Copyright © 2015 Matthew Inman. Please don't steal. TheOatmeal.com was lovingly built using CakePHP All artwork and content on this site is Copyright © 2015 Matthew Inman. Please don't steal. TheOatmeal.com was lovingly built using CakePHP
Sakai@UD: Faculty Click any icon on this page to access a related resource: This section is divided into five instructional strategies listed below. Where appropriate, a connection to the Chickering and Gamson's (CG) Seven Principles for Good Practice in Undergraduate Education will be provided. Seven Principles for Good Practice in Undergraduate Education What is good practice in higher education? Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. Content Delivery One of the most obvious ways of using web technologies in education is to distribute content to your learners. Have a look at the model for content authoring with examples from UD instructors. Faculty Story Calendar-driven course by James Dean (English) Keys to successful content delivery Assessment
What is DITA and Why Should You Care? by Chris Benz “The key to understanding how DITA works is to understand how DITA uses topics, maps, and output formats. I will describe each of these in detail, but here's the big picture: You develop your content in DITA topics, use DITA maps to specify which topics go into which deliverables, then process those maps to DITA output formats to generate your final deliverables.” Many of today’s instructional developers face a significant dilemma. Learners have minimal time to comprehend and effectively use complex products and systems. To drive time-efficient learning experiences, developers must provide high-quality training content, customized to specific learner roles and delivered in a timely manner. At the same time, many instructional development budgets are shrinking. One way developers can address this dilemma is to become more efficient at reusing content. “The what?” What is DITA? DITA is an XML-based open standard for structuring, developing, managing, and publishing content. Topics
Hyperbole and a Half What's Your Objective? [Note: This originally ran on Training Magazine’s former “Training Day” blog on 2/12/2010] Discussion of objectives in training could be a topic for a book all by itself, but lately I’ve run across 2 excellent examples of problems with learning/performance objectives. They provide a good basis for looking at just a couple of common problems. Example 1: One summer afternoon my friend Jo left her son, 5-year-old Max, in the care of his grandmother. While Max was napping Grandma found a dead rattlesnake in the yard and thought to herself, “This is a good time to teach Max about snakes.” Her objective: “Max will understand about snakes.” So when Max awoke from his nap Grandma took him outside and said:“See, Max, this is a rattlesnake. At the end of Grandma’s lesson she said, “So, Max, do you understand about snakes?” And Max looked up at her and said, “Oh, yes, Grandma. At the end of the training, the employee will be able to: • Log on and navigate to the employee section of the portal
Chris Clark As part of an ongoing series of interviews with designers, I’ve talked to Chris Clark about his design process. Chris is the designer and chief nitpicker at iOS app-house Black Pixel. His degree in Computer Science and Linguistics from the University of Western Australia helps him communicate with developer folk, but the UX and UI part of his job is largely self-taught. Lukas: Tell me about your design process. Chris: The process is really just Iterate, Iterate, Iterate: from sketches to mockups to code. The level of detail in sketches like these is very low, so demoing them to coworkers involves a lot of hand waving and sound effects from my mouth. Anything I cut from a sketch generally requires a note describing why. Often people use something like Keynote or Quartz Composer to mock up interactions and animations for desktop software, and that’s still common for iPhone software, but it’s really crucial to try this stuff out on the device with your fingers. Just with my fingers.
Curricular_FAQs How long does it take to get a new course approved? In planning for the first offering of a newly proposed course, please be aware that the review and approval of a proposal is a multi-step process that can take up to a year and is not complete until the course is officially listed in e-Campus by Enrollment Services. Complete proposals must be received 14 days in advance of the CAC/Graduate Council meetings to be assured of inclusion on the agenda. New course proposals must be fully approved by the appropriate review committee, the Senate, and the President before they can be scheduled by Enrollment Services. Approved new courses will be added to the Course Schedule up to the start of the semester in which they are to be first offered. Does the CAC/Graduate Council turn down proposals? What are common reasons for a proposal being tabled? Inconsistent information, e.g. differing reference to pre-requisite or number of credits Rationale for proposal (or changes) is missing or incomplete