By Michelle D. Miller
From stressed campuses to shrewdpermanent study rooms to large open on-line classes (MOOCs), electronic expertise is now firmly embedded in larger schooling. however the dizzying speed of innovation, mixed with a dearth of facts at the effectiveness of recent instruments and courses, demanding situations educators to articulate how expertise can most sensible healthy into the training adventure. Minds Online is a concise, nontechnical consultant for tutorial leaders and teachers who search to increase studying during this altering atmosphere, via a valid clinical figuring out of the way the human mind assimilates knowledge.
Drawing at the newest findings from neuroscience and cognitive psychology, Michelle Miller explores how awareness, reminiscence, and better idea methods akin to severe pondering and analytical reasoning could be improved via technology-aided techniques. The ideas she describes advertise retention in fact fabric via widespread low‐stakes trying out and practice, and aid hinder counterproductive cramming by way of encouraging larger spacing of learn. on-line actions additionally aid scholars develop into more proficient with cognitive aids, comparable to analogies, that let them to use studying throughout events and disciplines. Miller publications teachers during the means of making a syllabus for a cognitively optimized, absolutely on-line path. She provides cutting edge principles for a way to take advantage of multimedia successfully, easy methods to benefit from novices’ latest wisdom, and the way to inspire scholars to do their top paintings and entire the course.
For a iteration born into the net age, academic know-how designed with the mind in brain deals a normal pathway to the pleasures and rewards of deep learning.
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Additional info for Minds Online: Teaching Effectively with Technology
Taking Students’ Current Knowledge and Understanding into Account This point is emphasized the most among teaching experts who favor cognitively based theories of learning. 11 Teaching lower-division psychology provides a perfect example of this problem. Although they may be unaware of the scientific discipline of psychology, students have been inquiring about human behavior their whole lives, and come to the subject with well-developed—although often incorrect—ideas about why people do what they do.
Just showing up for class can assure these less-experienced students that they will probably get by. But how do you “just show up” for an online class? In an online class (or the online parts of a blended or combination online/traditional class), it may not be clear where to start, how to spend one’s study time, or when the work is due. Good design, of course, offsets the problem of orienting students to the layout of the assignments—but even in a well-designed online course, students as well as teachers have to work harder to establish a basic understanding of how the course will work.
1 shows this overlap as it appears in “best practices” lists drawn from traditionally oriented and online-oriented teaching resources. These example “best practices” lists diverge on a few points, but there are several notable recurring themes, which in turn echo the 23 ONLINE LEARNING: DOES IT WORK? 1 Chart of principles for optimal college teaching excerpted from four “best practices” frameworks. , going beyond mere memorization. TRADITIONAL FACE-TO-FACE TEACHING CHICKERING AND GAMSON AMBROSE Peer–to-Peer Interaction Good practice encourages cooperation among students Active Student Engagement in Learning Good practice encourages active learning To become selfdirected learners, students must learn to monitor and adjust their approaches to learning Emphasis on Practice and Student Effort Good practice emphasizes time on task Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning Good practice communicates high expectations Personalization to the Individual Student Students’ prior knowledge can help or hinder learning Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning SPECIFICALLY ONLINE TEACHING BOETTCHER AMERICAN DISTANCE EDUCATION CONSORTIUM Create a supportive online course community Allows group collaboration and cooperative learning Promotes active learning Encourages active participation, knowledge construction Share a set of very clear expectations for your students and for yourself as to (1) how you will communicate and (2) how much time students should be working on the course each week Is learnercentered Fosters meaningmaking, discourse continued on next page 24 MINDS ONLINE continued from previous page Variety Use a variety of large group, small group, and individual work experiences Good practice respects diverse talents and ways of learning Provides multiple levels of interaction Use both synchronous and asynchronous activities Emphasis on Higher Thought Processes To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned Prepare discussion posts that invite questions, discussions, reﬂections, and responses Based on higher-level thinking skills—analysis, synthesis, and evaluation Focuses on real world, problem solving Column 1: Seven Principles for Good Practice in Undergraduate Education, by Arthur Chickering and Zelda Gamson Column 2: How Learning Works: Seven Research-Based Principles for Smart Teaching, by Susan Ambrose Column 3: A Quick Guide for New Online Faculty, by J.