learning theories

Experiment: Provide more flexible/customized learning spaces [Christian]

On 01/08/2013, in accessibility / UDL, attention, Augmented Reality (AR), Daniel S. Christian, education technology, experimentation, ideas, K-12 related, learning preferences, learning spaces, learning theories, more voice more choice more control, personalized/customized learning, smart classrooms, by Daniel Christian

From DSC:
The other day, I mentioned how important it will be for institutions of higher education to increase the priority of experimentation. But, for a variety of reasons, I believe this is true for the K-12 world as well. Especially with the kindergarten/early elementary classroom in mind, I created the graphic below. Clicking on it will give you another example of the kind of experimentation that I’m talking about — whether that be in K-12 or in higher ed.

From DSC:
I’m trying to address the students that are more easily distracted and, due to how their minds process information, have a harder time focusing on the task at hand. In fact, at times, all of the external stimuli can be overwhelming. How can we provide a learning environment that’s more under the students’ control? i.e. How can we provide “volume knobs” on their auditory and visual channels?

Along these lines, I’m told that some theaters have sensory-friendly film showings — i.e. with different settings for the lights and sound than is typically offered.

Also see — with thanks going out to Ori Inbar (@comogard) for these:
.

Google gets in your face — from spectrum.ieee.org by Elise Ackerman / January 2013
Google Glass offers a slightly augmented version of reality
.
Point brings augmented reality ads to your phone, now with interactive videos — from engadget.com by Zachary Lutz
.
Disney partners with toy company, LA billionaire to make augmented reality toy app — from polygon.com by Alexa Ray Corriea

A relevant addendum on 1/10/12:

Tagged with: accessibility • attention • augmented reality • cognition • cognitive psychology / computing • customized learning • Daniel S. Christian • educational technology • experimentation • ideas • learning preferences • learning spaces • learning theories • more choice more control • personalized learning • smart classrooms

Reflections on “Driven to distraction: How to help wired students learn to focus”

On 12/17/2012, in attention, Daniel S. Christian, learning theories, psychology, social learning / networks, social media, by Daniel Christian

Driven to distraction: How to help wired students learn to focus — from eschoolnews.com by Larry Rosen

Excerpt:

A recent Pew Internet & American Life Project report surveyed 2,462 middle and high school Advanced Placement and national writing project teachers and concluded that: “Overwhelming majorities agree with the assertions that today’s digital technologies are creating an easily distracted generation with short attention spans, and today’s students are too ‘plugged in’ and need more time away from their digital technologies.”

Two-thirds of the respondents agree with the notion that today’s digital technologies do more to distract students than to help them academically.

Mind you, we are talking about teachers who typically teach the best and brightest students and not those who we would generally think of as highly distractible.

From DSC:
If I’m an educator or a trainer and I can’t get through the gate (i.e. get someone’s attention), I have zero chance of getting a piece of information into someone’s short-term memory/working memory — and then ultimately into their long-term memory.

Also, from my own experience…
Especially in regards to information in a textual format, I know that I’ve grown increasingly impatient when someone doesn’t get to the point. When drinking (information) from the firehose, I seem to be almost forced into this type of situation/perspective.

Tagged with: attention • cognitive psychology / computing • Daniel S. Christian • information overload • learning theories • psychology • social media • social networking

This article reminds me of this graphic

On 11/02/2012, in active learning, attention, change, learning theories, memory, metacognition / metacognitive skills, project-based learning, real-world assignments, student-related, by Daniel Christian

The article, “Technology changing how students learn, teachers say,” reminds me of the graphic below. It appears that teachers now have a definite answer to the question I was asking back in June 2010:

If attention can be visualized as a gate...is it getting harder to get through the gate?

Excerpt (emphasis DSC):

Teachers who were not involved in the surveys echoed their findings in interviews, saying they felt they had to work harder to capture and hold students’ attention.

“I’m an entertainer. I have to do a song and dance to capture their attention,” said Hope Molina-Porter, 37, an English teacher at Troy High School in Fullerton, Calif., who has taught for 14 years. She teaches accelerated students, but has noted a marked decline in the depth and analysis of their written work.

Bottom line:
Like so much in life, we have very little control of most things. Students are changing and we cannot control that situation — nor should we seek to. Why? Because most people I know — including myself — do not like to be controlled. We can and should attempt to pulse check these sorts of changes, plan some experiments around them, and then see and report on what works and what doesn’t work. This all relates to something I saw on earlier today on Twitter from Anya Kamenetz (@anya1anya):

If you declare a no-media classroom, you better be damn fascinating.

Also, a relevant quote:

The biggest problem area for teachers is students’ attention span, with 71% saying saying entertainment media use has hurt students either “a lot” (34%) or “somewhat” (37%) in that area.

— from Children, Teens, and Entertainment Media: The View From The Classroom
A Common Sense Media Research Study – NEW REPORT
November 1, 2012
Download the full report

Tagged with: active learning • attention • change • learning theories • memory • metacognition • project-based learning • real-world assignments • staying relevant • student-related

Mobile furniture moves classrooms towards the future [Sims]

On 10/26/2012, in active learning, collaboration, learning spaces, learning theories, Michigan, smart classrooms, by Daniel Christian

Mobile furniture moves classrooms towards the future — from schoolconstructionnews.com by Torrey Sims

Steelcase Education Solutions showcased its
collaborative learning furniture at CEFPI in San Antonio.

Steelcase Education Solutions’ furniture
focuses on the concept of active learning.

Excerpt:

GRAND RAPIDS, Mich. — The future of classroom furniture can now be found in more compact and flexible designs. Education Solutions, a division of Steelcase Inc., has redefined its approach to classroom furniture by incorporating designs that accommodate the needs of students, teachers and the educational approach of the future.

From DSC:
Being involved with planning our Next Generation Smart Classroom, what I especially appreciate about what Steelcase has done here is to allow for more flexible seating solutions. Faculty can have students quickly and efficiently re-arrange their seating configurations in order to enable greater collaboration. There are several other advantages/features in their offerings, but I wanted to highlight that one.

Tagged with: active learning • collaboration • learning spaces • learning theories • smart classrooms

Steelcase: Using our heads and our hands to give information physical form

On 10/15/2012, in learning, learning spaces, learning theories, research, smart classrooms, student-related, by Daniel Christian

Excerpt:

When we take notes during a lecture, however, something amazing happens. As we write, we create spatial relationships between the pieces of information we’re recording. The region of the brain that handles spatial information is engaged and, by linking it with the verbal information the brain filters wheat from chaff.

Research bears this out. In a study of a lecture class, students who took notes remembered no more content than the students who didn’t take notes; the act of taking notes did not increase the amount of what they remembered. But the students who took notes remembered more key facts, those who merely listened remembered more or less random content from the lecture.

…

Note taking isn’t the only way to help the brain recall important stuff. Other kinds of writing, such as scrawling ideas on a whiteboard or pencilling a reminder on a calendar, create a link between the spatial and verbal parts of our brains and strengthen how important information is stored in our brains.

Tagged with: learning • learning and study strategies • learning spaces • learning theories • research • smart classrooms • student-related

Tagged with: cognitive psychology / computing • learning theories • ROI • student-related • teaching & learning

If 16 million children come to U.S. schools hungry…how can we expect them to have their minds/focused attention on topic A, B, and/or C?

On 08/30/2012, in attention, economics, health, hearts -- matters of the heart, K-12 related, learning, learning theories, society, United States, by Daniel Christian

More than 16 million U.S. children currently live in food insecure households, according to the U.S. Department of Agriculture (USDA). These families too often confront a painful choice—pay bills, provide shelter, or put food on the table. To address this increasing need, nonprofits, foundations, government, and corporations must work together to make sure more children have access to the safety net programs that can provide them with the food they need to thrive.

— Collaboration and Partnerships: The Path to Ending Child Hunger
Neil Nicoll, YMCA of the USA – Posted August 27, 2012

Also see:

Hunger prevents kids from reaching their full potential. It’s an epidemic that’s threatening America’s future.

Tagged with: attention • economics/business • health • hearts -- matters of the heart • K-12 • learning • learning theories • society • United States

Some very interesting articles/postings!

On 08/06/2012, in Bring your own device (BYOD), career development, education, education reform, entrepreneurship, innovation, learning preferences, learning theories, library / librarians, publishing, reading, by Daniel Christian

The Complete Parent’s List of Education Hashtags on Twitter — from onlinecollege.org
Excerpt:

As a parent, it’s important to be a part of the discussion about education. Informed parents can make a difference, not just in the lives of their own children, but in schools, policy, and more. You can stay in the loop and contribute your opinion by taking part in these chats and using these hashtags. Check out our list, and you’ll find more than 30 of the most relevant and useful hashtags for parents interested in education today.

10 College Business Incubators We’re Most Excited About — from bestcollegesonline.com
Excerpt:

College campuses are ripe with innovation, as students grow through education and experimentation in school. To help foster this innovation, many colleges and universities have opened business incubators, helping students and others in their community to help make their innovative dreams a reality. Whether they’re offering tricked-out labs or incredible funding opportunities, these incubators offer a great opportunity for students who are smart (and lucky!) enough to participate. Follow along as we explore 10 of the most exciting college business incubators around today, and be sure to share your own favorites in the comments.

The 10 Biggest Breakthroughs in the Science of Learning — from Online PHD Programs
Excerpt:

When it comes to human organs, none is quite so mysterious as the brain. For centuries, humans have had numerous misconceptions and misunderstandings about how the organ works, grows, and shapes our ability to learn and develop. While we still have a long way to go before we truly unravel all the mysteries the brain has to offer, scientists have been making some major breakthroughs that have gone a long way in explaining both how the brain functions and how we use it to organize, recall, and acquire new information. Here, we list just a few of the biggest and most impactful of these breakthroughs that have contributed to our understanding of the science of learning.

10 BYOD Classroom Experiments (and What We’ve Learned From Them So Far)” — from onlineuniversities.com
Excerpt:

With budgets tight, many schools are hoping to bring technology into the classroom without having to shell out for a device for each student. A solution for many has been to make classes BYOD (short for “bring your own device”), which allows students to bring laptops, tablets, and smartphones from home and to use them in the classroom and share them with other students. It’s a promising idea, especially for schools that don’t have big tech budgets, but it has met with some criticism from those who don’t think that it’s a viable long-term or truly budget-conscious decision. Whether that’s the case is yet to be seen, but these stories of schools that have tried out BYOD programs seem to be largely positive, allowing educators and students to embrace technology in learning regardless of the limited resources they may have at hand.

The 25 Best Resources For Finding Nonprofit Jobs — from bachelorsdegreeonline.com
Excerpt:

Finding a job that helps you make ends meet is great, but finding one that helps you make a real, lasting difference in the world can be even better, especially for those who have always dreamed of a career in the nonprofit or social services sectors. Luckily, there are a number of incredibly useful sites on the web that can help you network, share your resume, and find nonprofit job openings in your area. We’ve shared 25 of them here so you can get your nonprofit job search started on the right foot and hopefully find a job that lets you make a positive impact on the world and your community.

8 Career Mistakes New Grads Make (and How to Avoid Them) — from onlinedegreeprograms.com
Excerpt:

You’ve crossed the stage, thrown your hat in the air, and entered the real world. You’re probably eager to get your career started and are already thinking ahead 10 years when you’ll be running a company, saving the world, and making wads of cash. But slow down there, new grad. Your career starts with baby steps and avoiding some of the common mistakes young workers make. If you follow these tips and stay away from some pitfalls, you’ll be in that corner office in no time.

15 Libraries Taking Summer Reading to the Next Level — from the Online Education Database
Excerpt:

While not an exhaustive list (there are a lot of amazing libraries out there), here we highlight some of the libraries we think are going above and beyond in their summer reading initiatives, offering programs and activities that help readers spend their summers reading, learning, sharing, and growing.

8 Predictions for the Future of Academic Publishing — from the Online Education Database
Excerpt:

University presses and academic journals may perpetuate the world’s most groundbreaking research, but they tend towards the heavily conservative when it comes to changing anything and everything about their organization. But the inevitable influx of digital and new media ventures has already started trickling into the tightknit institutions, and many scholars are already calling for a dismantling of the old — and often unwieldy and inaccessible! Some of the latest experiments will stick, while others will go all Crystal Pepsi on humanity. Until time decides to tell, the following represent a few things academics are saying about where their research might be headed.

Top 25 Education Blogs for Proactive Parents — from onlinecollege.org
Excerpt:

As a parent, it’s your job to look ahead and plan for the future, whether that means packing lunch or creating a roadmap for college. Perhaps one of the most important things parents can look ahead to is education. School reform, college, and getting involved as a parent are all important topics for parents to stay on top of, and these blogs all offer great ways to do so. We’ve discovered 25 of the best education blogs for proactive parents, and we encourage you to check them out.

Tagged with: Bring your own device (BYOD) • career development • education • education reform • entrepreneurship • failure / learning from failure • innovation • learning preferences • learning theories • library / librarians • publishing • reading • tools

Principles of Instruction [Rosenshine]

On 06/13/2012, in ideas, learning theories, pedagogy, teachers, teaching & learning, by Daniel Christian

Example article:
Principles of Instruction — from American Educator by Barak Rosenshine
Research-based strategies that all teachers should know

Excerpt:

The following is a list of some of the instructional principles that have come from these three sources. These ideas will be described and discussed in this article:

Begin a lesson with a short review of previous learning.
Present new material in small steps with student practice after each step.
Ask a large number of questions and check the responses of all students.
Provide models.
Guide student practice.
Check for student understanding.
Obtain a high success rate.
Provide scaffolds for difficult tasks.
Require and monitor independent practice.
Engage students in weekly and monthly review.

Tagged with: cognitive psychology / computing • ideas • learning theories • pedagogy • teachers • teaching & learning

What will improve a student’s memory? [Willingham]

On 06/13/2012, in learning theories, memory, pedagogy, teaching & learning, by Daniel Christian

Excerpt:

How does the mind work—and especially how does it learn? Teachers’ instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such gut knowledge often serves us well, but is there anything sturdier to rely on? Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this regular American Educator column, we consider findings from this field that are strong and clear enough to merit classroom application.

Tagged with: cognitive psychology / computing • learning theories • memory • pedagogy • teaching & learning

Wow! This student did it. He showed me how to create story and elicit emotions — even with covalent bonds [Eli Cirino’s 10th grade chemistry class project/video goes viral]

On 05/29/2012, in attention, chemistry, creativity, Daniel S. Christian, digital storytelling, engagement / engaging students, K-12 related, learning theories, memory, multimedia, music, story, by Daniel Christian

From DSC:
Great work Eli Cirino!

It is my hope that we could create more teaching materials like this — i.e. content that uses digital storytelling to create a more last impression…to elicit emotions…to move a piece of information through the gate (i.e. someone’s attention) and then through someone’s working memory and into their long term memory! Great, creative, innovative thinking Eli!

Tagged with: attention • chemistry • creativity • Daniel S. Christian • digital storytelling • K-12 • learning theories • memory • multimedia • music • story

From DSC:
As Brian Crosby points out in the title of his blog — “Learning is Messy.”

There is no silver bullet in the world of education that can be used to effectively teach everyone. In fact, if you were to get 100 instructional designers/teachers/professors/instructors/trainers in the same room, you will not be able to find anything close to a strong agreement on what constitutes the best and most effective learning theory as well as the practical implementations of applying that learning theory (even if we were to be talking about the same age range of students). In my Master’s work, I was looking for that silver bullet…but I never found one.

It is very difficult for a professor or a teacher to deliver truly personalized/customized learning to each student in their classroom:

How can a teacher consistently know and remember what motivates each particular student?
Because so much of learning depends upon prior learning, what “hooks” exist — per student — that he/she can use to hang new information on?
Then, what’s the most effective method of delivering the content for each particular student that might shift the content from their working memories to their long-term memories? (And in the process, do so in a way that develops a love for learning that will serve the student well over his lifetime)
What’s the best way to assess the learning for each student?
Which students cognitive loads are being eaten up due to the nervousness around being assessed?
What are the best methods of passing along those learnings onto the students’ future teachers’ for the students’ benefit?

In my estimation, the way we have things setup throughout most K-16 education, this is an impossible task. When there’s typically only 1-2 teachers trying to teach to 20-30 students at a time, how can this type of personalized instruction occur?

However, I believe digital learning and its surrounding tools/ecosystems hold enormous promise for delivering truly customized/personalized learning opportunities. Such technologies will be able to learn where a student is at, how to motivate them, how fast to push them, and how they best progress through a type of content. Such tools will provide real-time, learning-related, diagnostic dashboards for professors or teachers to leverage in order to guide and optimize a student’s education.

So I believe that the promise is there for delivering truly customized/personalized learning opportunities available 24x7x365 — even though we aren’t completely there yet. But think of the power a teacher would have if he or she had IBM’s Watson AI-based analysis on each student at their disposal! A “guide on the side” using such diagnostic tools could be a ***potent*** ally for a student.*

As such, I see innovative approaches continuing to come to fruition that will harness the power of serious games, analytics, web-based learner profiles, and multimedia-based/interactive learning content. Eventually, a piece of this type of personalized education will enter in via the Smart/Connected TVs of our living rooms…but that’s a post I’m building out for another day in the near future.

*Another hope I have here is that such technologies will
enable students to identify and pursue their passions.

Some items that reinforced this notion for me include:

The key link from Bloom (1913-1999) one e-learning paper you must read plus his taxonomy of learning — an excellent item from Donald Clark Plan B (also see Donald’s archives for postings re: 50 top learning theorists)

The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring
Benjamin Bloom
University of Chicago | Northwestern University

Excerpt:
Most striking were the differences in final achievement measures under the three conditions. Using the standard deviation (sigma) or the control (conventional) class, it was typically found that the average student under tutoring was about two standard deviations above the average of the control class (the average tutored student was above 98% of the students in the control class). The average student under mastery learning was about one standard deviation above the average of the control class(the average mastery learning student was above 84% of the students in the control class).

Two key items from EdNet Insight’s Anne Wujcik:

Mapping a Personalized Learning Journey – K-12 Students and Parents Connect the Dots with Digital Learning — from Project Tomorrow

Personalizing Learning in 2012 — The Student & Parent Point of View [infographic] — from Project Tomorrow
Excerpt from Anne’s posting:
This first report focuses on how today’s students are personalizing their own learning, and how their parents are supporting this effort. That personalization centers around three student desires: including how students seek out resources that are digitally-rich, untethered and socially-based. The report share the unfiltered views of K-12 students and parents on these key trends and documents their aspirations for fully leveraging the technologies supporting these trends to transform their learning lives.

Tagged with: 1:1 • 21st century • 24x7x365 • analytics • assessment • cognitive psychology / computing • customized learning • digital learning • educational technology • innovation • learner profiles • learning • learning from the living [class] room • learning theories • multimedia • online learning • personalized learning • Walmart of Education

The principles of eLearning — cognitive theory of multimedia design [Partridge]

On 11/18/2011, in Adobe, education technology, elearning, learning ecosystem, learning theories, memory, multimedia, online learning, online media, pedagogy, strategy, teaching & learning, tools, by Daniel Christian

A list of Allen Partridge’s on-demand/online-based seminars (free, requires free ID at Adobe):

1: Making Effective Adobe Captivate eLearning Modules
… a foundation in multimedia design concepts for eLearning, and help you understand the reasons / rationale behind many of the eLearning strategies you see implemented today.

2: Balancing cognitive load in eLearning content with Adobe Captivate 5
…session focuses on the Multimedia eLearning Design Principle known as Personalization, which suggests that people learn more effectively when conversational styles and or learning agents are used to enhance the social aspects of the experience.

3: Applying Personalization to eLearning with Adobe Captivate 5
…session focuses on the Multimedia eLearning Design Principle known as Personalization, which suggests that people learn more effectively when conversational styles and or learning agents are used to enhance the social aspects of the experience.

4: Creating effective eLearning Multimedia with Adobe Captivate 5
…session will center on the Multimedia Principle (the importance of combining images & text) of eLearning Design.

5: Making Effective Adobe Captivate eLearning Modules Part 5: Contiguity
…the Contiguity Principle, which indicates that the spatial relationship (proximity) of symbols (like text) to analogous images (things that look like the subject of the learning) is significant, and plays a key role in how effectively we learn.

6: Making Effective Adobe Captivate eLearning Modules Part 6: Redundancy
…focuses on the Multimedia eLearning Design Principle known as Redundancy, which suggests that presenting symbols via both text and aural channels is less effective than presenting via only one.

7: Making Effective Adobe Captivate eLearning Modules Part 7 : Coherence
…focuses on the Multimedia eLearning Design Principle known as Coherence, which suggests that off topic ancillary material can distract from learning. This theory stands in opposition to arousal theory, providing research based evidence that when stimulating animation or any form of non-relevant information is provided, it can actually decrease the efficacy of the instruction.

8: Making Effective Adobe Captivate eLearning Modules Part 8: Segmenting
...the Multimedia eLearning Design Principle known as the Segmenting Principle, which suggests that authors of eLearning content should break content up into small pieces or chunks in order to help avoid cognitive overload for the learners.

9: Making Effective Adobe Captivate eLearning Modules Part 9: Pre-Training
The session focuses on the Multimedia eLearning Design Principle known as pre-training, which suggests that elearning content authors should first build up basic information about essential elements which are pre-requisites to understanding the larger concepts.

10: Making Effective Adobe Captivate eLearning Modules Part 10: Individual Differences
…the Individual Differences Principle, which suggests that design effects are stronger for low-knowledge learners than for high knowledge learners, and for high-spatial learners rather than for low-spatial learners.

More resources re: Adobe Captivate

Using Twitter? @AdobeElearning OR HASHTAG: #AdobeCaptivate
Using YouTube? http://www.youtube.com/adobeElearning/
On Adobe TV: http://tv.adobe.com/channel/e-learning/
Captivate Blog: http://blogs.adobe.com/captivate/

Also see:

Convert Adobe Captivate SWF output into HTML5 format

Tagged with: Adobe • cognition • cognitive psychology / computing • e-learning • educational technology • learning ecosystem • learning theories • memory • multimedia • online learning • online media • pedagogy • strategy • teaching & learning • tools

Building Learning Communities 2011 Keynote: Dr. Eric Mazur [November Learning]

On 10/13/2011, in adjunct faculty, blended learning, collaboration, communities of practice, data related items, face-to-face, faculty, higher education, hybrid learning, innovation, learning ecosystem, learning theories, physics, social learning / networks, strategy, teachers, teaching & learning, by Daniel Christian

Building Learning Communities 2011 Keynote: Dr. Eric Mazur — from November Learning

Excerpt:

Today, we are officially relaunching our opening keynote from BLC11 with Dr. Eric Mazur. Dr. Mazur is the Area Dean of Applied Physics and Balkanski Professor of Physics and Applied Physics at Harvard University in Cambridge, MA.

In his keynote, Dr. Mazur shares his vast research on teaching and learning. Students in Dr. Mazur’s class are moving far away from the traditional stand and deliver lectures given in many k-12 and university classrooms around the world, and they are gaining a much deeper understanding of the material being taught in the process.

As you watch this video, we invite you to take some time and respond to one or more of the following questions…

From DSC:
What I understood the key points to be:

Teaching and learning should not be about information transfer alone; that is, it’s not about simply having students “parrot back” the information. That doesn’t lead to true learning and long-term retention.
The more a teacher is an expert in his/her content, the more difficulty this teacher has in understanding how a first time learner in this subject struggles
Rather we need to guide and use peer instruction/social learning/collaboration amongst students to construct learning and then be able to apply/transfer that learning to a different context
Lecturing is not an effective way to create a long term retention of information
Peer instruction/human interaction creates effective learning
“The plural of anecdotes is not data.”
Eric is seeking data and feedback to sharpen his theories of how to optimize learning
Technology serves pedagogy — technology should afford a new mode of learning
Towards that end, Eric and team working on “Peer instruction 2.0”
How do I design good questions? Optimize the discussions? Manage time? Insure learning is taking place?
Eric is working with several other colleagues to create a system for building and using data analytics to give useful information to instructor about who’s “getting it” and who isn’t; about how we learn
Peer instruction not without issues — how people group themselves and who students choose to collaborate with can be problematical
Why not have the system do the pairing/grouping?
System uses algorithms, facial recognition, posture analysis; cameras, microphones
Surveys also used
The system is attempting to help Eric and his team learn about learning
The system being used at Harvard and by invitation only

Eric ended with a summary of the 2 key messages:

Education is not about lecturing
We can move way beyond the current technologies and use new methods and technologies to actively manage learning as it happens

From DSC:
After listening to this lecture, the graphic below captures a bit of what he’s getting at and reflects some of my thinking on this subject as well. That is, we need diagnostic tools — along the lines of those a mechanic might use on our cars to ascertain where the problems/issues are:

Tagged with: adjunct faculty • blended learning • collaboration • communities of practice • data mining • face-to-face • faculty • higher education • hybrid learning • innovation • instructional design • learning and study strategies • learning ecosystem • learning theories • physics • social learning • strategy • teachers • teaching & learning

Computer Clubhouse: Constructionism and Creativity in Youth Communities

On 09/14/2011, in 21st century, computer science, creativity, K-12 related, learning theories, society, by Daniel Christian

Also see:

Tagged with: 21st century • computer • computer science • creativity • K-12 • learning theories • society

Previous Entries Next Entries

Learning Ecosystems

Mobile furniture moves classrooms towards the future [Sims]

Some very interesting articles/postings!

Principles of Instruction [Rosenshine]

What will improve a student’s memory? [Willingham]

Why digital learning and its ecosystems hold so much promise

The principles of eLearning — cognitive theory of multimedia design [Partridge]

Categories

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