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).
Academe's Dirty Little Secret
Ed. Note: The image below titled "The Learning Pyramid" is NOT based on any verifiable research; perhaps, no research at all (see this and that). This pyramid is widely cited yet it is, as Christopher Harris shared in a recent email, a hoax. A paradigm of instructional design that suggests we create learning experiences for our students where they create content that educates. I had a conversation with a couple of friends who teach at university. (It's amazing to me that student societies don't protest this sort of thing.) We're no better at the K-12 level. I guess this is academe's dirty little secret: there are no assessment standards. To its credit the National Council for Teachers of Mathematics (NCTM) published a set of Principles and Standards for School Mathematics in 1995 (updated in 2000). One of my friends shared that she is required to ensure her classes achieve a predetermined average grade. I don't believe a student's grade in any course is a measure of their intelligence.
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. 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 learning as creating new realities, developing wisdom and re-creating knowledge. Shallow, deep and profound learning Memorisation Reflection Intuition Information Knowledge
Instructional Strategies for Online Courses
Instructional Strategies for Online Courses Effective online instruction depends on learning experiences appropriately designed and facilitated by knowledgeable educators. Because learners have different learning stylesor a combination of styles, online educators should design activities multiple modes of learning in order to provide significant experiences for each class participant. Traditionally, in a teacher-centered classroom, instructors control their environment because they have a monopoly on information. Online learning environments permit a range of interactive methodologies. Of the many instructional strategies available for use in the online learning environment, most were not been developed specifically for online instruction. Learning contracts connect educational needs to individual student needs. Learning contracts can be extremely effective in the online environment. The lecture is one of the most frequently used instructional methods. The discussion group Guided design
'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.
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
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. “Correlations between learning styles and success in distance education have shown to be inconclusive,” Strickland said. With a mere 30 percent of distance learners actually completing their courses, learning more about the characteristics of these students would help educators structure online courses to be as beneficial as possible. “The success of distance learning is dependent on communication among the learner, his or her peers and the instructor,” Strickland said. One trait that aids in distance learning is related to personality type. Source: University of Missouri
