The ultimate teaching technique

100% learning all the time. Neat, or nasty? Neurological understanding of how we learn is set expand over the next decades. via this increased understanding we may establish better teaching methods. if this is true, what could be the consequences.
Imagine walking into the classroom and using this method, and all students leaving with an absolute understanding of the concepts they should learn. neat huh
Then think of all the other ways this learning will be applied, nasty! Ultimate control of thinking and all that goes with it.

Is there a reason why learning, and by implication teaching is hard? Could it be that we have developed an evolutionary defense against ultimate teaching methods. This would have its basis in the distant past of our development and almost certainly has no connection with protecting us. Although its only a tiny message of solice to those who are struggling with teaching and wish to improve, it helps me appreciate the complexities of learning and teaching, and see a possible 'why' it should be so hard

100% learning all the time. Neat, or nasty? Neurological understanding of how we learn is set expand over the next decades. via this increased understanding we may establish better teaching methods. if this is true, what could be the consequences.
Imagine walking into the classroom and using this method, and all students leaving with an absolute understanding of the concepts they should learn. neat huh
Then think of all the other ways this learning will be applied, nasty! Ultimate control of thinking and all that goes with it.

Is there a reason why learning, and by implication teaching is hard? Could it be that we have developed an evolutionary defense against ultimate teaching methods. This would have its basis in the distant past of our development and almost certainly has no connection with protecting us. Although its only a tiny message of solice to those who are struggling with teaching and wish to improve, it helps me appreciate the complexities of learning and teaching, and see a possible 'why' it should be so hard

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dealing with large cohort student reflections

This is a nice case study with interesting use of online video and online discussion in small groups.

The outcomes are very positive for the students, but the author admits it took time to give feedback. It would be interesting to see how it has faired this year.

Tarsem Singh Cooner Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students' experiences of a technology-enhanced blended learning design, BJET

“Abstract

This paper examines BA Social Work students’ experiences of developing

their reflective skills to work with diverse communities using a technologyenhanced

blended learning design. In response to growing student numbers,

new teaching and learning resources were developed to provide opportunities

for students to engage in reflection-in-action at critical learning stages with

the support of tutors and peers. It is suggested that access to online lectures,

communications tools, a workbook (to record learning development) and

online video case studies can encourage students to reflect-on-action, allowing

them opportunities to reframe and reinterpret existing knowledge, values and

beliefs to assess the impact these may have on their professional practice

when working with diverse communities. To cater for an increase in student

numbers, a rationale for the learning design is outlined, and the paper then

explores the lessons learnt from the students’ technology-enhanced learning

experiences.”

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Neat study comparing f2f with online discussion

Students picked the method they wished to participate in. Students in online discussions faired better in final assessments. Course content was delivered online for both.

Online vs. face-to-face discussion in a Web-based research methods course for postgraduate nursing students: a quasi-experimental study.

Campbell M, Gibson W, Hall A, Richards D, Callery P.

School of Nursing, Midwifery and Social Work, University of Manchester, Oxford Road, Manchester M13 9PL, UK. 2008

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Moving from spaces to places

'place creation are primarily social and pedagogical, rather than material and financial'. P36 learning landscape in higher education.

This is a subtle but powerful shift. much of what is covered here is these simple mind shifts, getting different parties and communities to understand each other

'place creation are primarily social and pedagogical, rather than material and financial'. P36 learning landscape in higher education.

This is a subtle but powerful shift. much of what is covered here is these simple mind shifts, getting different parties and communities to understand each other

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Learning landscape report - more than moving the deck chairs

This report focuses on bringing together the 'messy reality' of designing spaces with all parties that are, or should be involved.
Without this full and balanced collaboration, there are risks that the learning spaces will only be a surface approach and not challenge or development university education. It again raises the issue of lack of research - citing temple 2007

A particular aspects of design it raises for me is
1. Liminality of design
2. Boundary crossing - the distance [both physical and mental] between university culture and other cultures can communities. Some spaces are set up outside the campus, some spaces challenge university culture from within.

This report focuses on bringing together the 'messy reality' of designing spaces with all parties that are, or should be involved.
Without this full and balanced collaboration, there are risks that the learning spaces will only be a surface approach and not challenge or development university education. It again raises the issue of lack of research - citing temple 2007

A particular aspects of design it raises for me is
1. Liminality of design
2. Boundary crossing - the distance [both physical and mental] between university culture and other cultures can communities. Some spaces are set up outside the campus, some spaces challenge university culture from within.

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Digital Signage - what is it good for

Is anyone using digital signage to support learning? There seems to be lots of interest in getting this technology into faculties for basic advertising of services and events. I have seen some bad examples of this such as just fill them with live news feeds, and ticker tapes that make your eyes hurt. But, some interesting learning uses too, such as broadcasting up and coming assessments.

Has anyone got any ideas or examples for using them more affectively for learning?

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Good quotes - foucault

In describing the effect of the panoptican, 'he is seen, but he does not see; he is the object of information, never the subject in communication'
P200

Although this is an extreme viewpoint when reviewing classroom design, it does connect with the central design perspective of the teacher as controller 'power has its principle not so much in in a person as in a certain concerted distribution of bodies, surfaces, lights, gazes; in an arrangement whose internal mechanisms produce the relation in which individuals are caught up.' p202

I like the phrase 'caught up' here. As in a spiral, sucking more things in towards it, all self generated, and very difficult to swim against the tide.

In describing the effect of the panoptican, 'he is seen, but he does not see; he is the object of information, never the subject in communication'
P200

Although this is an extreme viewpoint when reviewing classroom design, it does connect with the central design perspective of the teacher as controller 'power has its principle not so much in in a person as in a certain concerted distribution of bodies, surfaces, lights, gazes; in an arrangement whose internal mechanisms produce the relation in which individuals are caught up.' p202

I like the phrase 'caught up' here. As in a spiral, sucking more things in towards it, all self generated, and very difficult to swim against the tide.

Posted via email from abstractrabbit's posterous